São conhecidos os impactos negativos isolados das violências comunitária e familiar na percepção de saúde dos indivíduos, mas existe pouca evidência sobre o efeito combinado desses dois tipos de violência. Além disso, não se conhece ao certo o mecanismo por meio do qual a exposição à violência se associa a autoavaliação negativa de saúde. Uma das hipóteses é que tal associação se dá, em parte, pelo efeito mediador da depressão. OBJETIVO: O presente estudo pretende (1) descrever a ocorrência das violências familiar e comunitária, considerando a natureza do ato, a arma utilizada, o local da ocorrência, o autor e as consequências pós-exposição; (2) analisar a associação entre a exposição às violências comunitária e familiar e a autoavaliação negativa de saúde, distinguindo os tipos de violência sofridos e, também, considerando sua concomitância e (3) investigar o efeito mediador da depressão na associação entre a exposição à violência e a autoavaliação negativa de saúde. MÉTODOS: Estudo epidemiológico de corte transversal desenvolvido com os dados da \"Pesquisa Nacional de Saúde - PNS 2013\". A análise foi realizada no programa de estatística STATA 12.0. Foram realizados modelos de regressão logística multinominal brutos e ajustados para teste de associação entre exposição a violências (comunitária, familiar e combinada) e autoavaliação de saúde (muito boa/boa/regular x ruim/muito ruim). A análise de mediação foi realizada por meio do g-formulation. Para tal análise, a exposição à violência foi recategorizada para ausente/presente e a depressão nos 15 dias anteriores à aplicação do formulário foi medida por meio do PHQ-9. RESULTADOS: Todos os tipos de violência analisados se associaram à autoavaliação negativa de saúde. A magnitude da associação foi crescente entre violência comunitária (OR 1,52; IC95% 1,15-2,00), violência familiar (OR 2,01; IC95%1,65-2,44) e coocorrência das duas violências (OR 3,38; IC95%1,67 6,82), sugerindo que a exposição concomitante aos dois tipos de violência potencializa o efeito negativo sobre a autoavaliação de estado de saúde. Na análise de mediação, o efeito natural indireto (NIE) apontou que 71% do efeito total da exposição à violência e a autoavaliação negativa de saúde são mediados pela depressão e somente 29% correspondem ao efeito natural direto (NDE). CONCLUSÃO: A exposição à violência interpessoal associa-se a uma pior autoavaliação do estado de saúde. O efeito da violência familiar foi mais forte do que o da violência comunitária e o da exposição combinada foi superior ao da violência familiar isolada. Os achados da análise de mediação demonstraram que a depressão apresenta um importante papel nos efeitos da saúde decorrentes da violência. Ao considerar a violência um estressor psicossocial sua potencialização do efeito pela polivitimização fica evidenciado, sendo importante conseguir explorá-lo melhor e identificar suas consequências na saúde / The isolated negative impacts of community and family violence on individuals\' perceptions of health are known, but there is little evidence on the combined effect of these two types of violence. In addition, the mechanism by which exposure to violence is associated with self-rated health is not known. One of the hypotheses is that this association is due, in part, to the mediating effect of depression. Objective: This study aims to: 1) describe the occurrence of family and community violence, considering the nature of the act, weapon used, place of occurrence, author and consequences after exposure, 2) analyze the association between exposure to community violence and family and negative self-assessment of health, distinguishing the types of violence suffered and also considering their concomitance and 3) investigating the mediating effect of depression on the association between exposure to violence and negative self-rated health. Methods: Cross-sectional epidemiological study developed with the data \"National Health Survey - PNS 2013\". The analysis was performed in the statistical program STATA 12.0. Crude and adjusted multinominal logistic regression models were used to test the association between exposure to violence (community, family and combined) and self-rated health (very good / good / regular vs. bad / very poor). Mediation analysis was performed using g-formulation. For this analysis, exposure to violence was recategorized to absent/present and depression within 15 days prior to application of the questionnaire was measured using PHQ-9. Results: All types of violence analyzed were associated with negative self-rated health. The magnitude of the association was increased between community violence (OR 1.52, 95% CI 1.15-2.00), family violence (OR 2.01, 95% CI 1.65-2.44) and co-occurrence of the two (OR 3.38, CI 95% 1.67, 6.82), suggesting that the concomitant exposure to both types of violence potentiates the negative effect on self-rated health. In the mediation analysis, the indirect natural effect (NIE) indicated that 71% of the total effect of exposure to violence and negative self-rated health is mediated by depression and only 29% corresponds to the direct natural effect (NDE). Conclusion: Exposure to interpersonal violence is associated with a worse self-rated health. The effect of family violence was stronger than that of community violence and that of combined exposure was higher than that of isolated family violence. The findings of the mediation analysis demonstrated that depression plays an important role in the health effects of violence. When considering the violence a psychosocial stressor its potentialization of the effect by the polivitimization becomes evident being important to be able to exploit it better and to identify its health consequences

The diploma thesis deals with the primary pupils' assessment aimed to support effective learning. In the first section a theoretical background of school and formative assessment is discussed. The concept of assessment, its history, types and function are briefly commented. Further the proposed thesis addresses the idea of assessment for learning and respective approaches with direct connection to the research inquiries. The following section of the thesis concerns empirical investigation of the assessment of two primary school teachers from selected third and fifth-year primary school classes along with the perception of the formative assessment by their pupils. The practical part based on the gained theoretical insight is carried out in a qualitative manner. For the purpose of investigation, a case study of formative assessment aimed at mapping, analyzing and evaluation in the context of school learning systems is proposed. The proposed thesis provides findings about how is the formative assessment put into effect and how this innovative technique is viewed not only by pupils, but also elementary school teachers. According to the conducted research both interviewed teachers integrate formative assessment principles in their classes. Even though the teacher from the third-year class prefers the...

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-08-02T12:38:56Z No. of bitstreams: 1 Fabio Rios Kwecko_.pdf: 2223451 bytes, checksum: 7dbac523ce390ba07eb587d615a2298a (MD5) / Made available in DSpace on 2017-08-02T12:38:56Z (GMT). No. of bitstreams: 1 Fabio Rios Kwecko_.pdf: 2223451 bytes, checksum: 7dbac523ce390ba07eb587d615a2298a (MD5) Previous issue date: 2017-05-22 / Nenhuma / Esta pesquisa versa sobre a relação entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS). A autoavaliação institucional é um processo implementado nas Instituições de Ensino Superior (IES) com a finalidade de construir o conhecimento sobre si mesmas, buscando compreender os significados de suas atividades e, assim, auxiliar os processos de tomada de decisão que estabelecem estratégias para melhorar a qualidade educativa. No mesmo sentido, a gestão estratégica é um processo que se utiliza de técnicas para estabelecer estratégias de apoio aos gestores no direcionamento de recursos e esforços organizacionais para o cumprimento da missão, metas e objetivos institucionais. Este estudo teve como objetivo verificar se os resultados da autoavaliação institucional estão sendo considerados como elementos de apoio ao processo de tomada de decisão estratégica do campus Rio Grande, e em que medida as estratégias escolhidas pelo campus Rio Grande procuram atender às dimensões avaliadas e às sugestões apontadas pela autoavaliação institucional. Para o desenvolvimento da investigação, optou-se por uma pesquisa predominantemente qualitativa, empregando-se o método de estudo de caso, e com os dados sendo coletados por meio de pesquisa documental, entrevistas semiestruturadas no segmento gestores e questionários nos segmento não-gestores. Entre outros aspectos, os resultados identificaram a valorização da autoavaliação institucional como uma importante ferramenta de gestão educacional pela comunidade acadêmica, mas revelaram um tímido aproveitamento dos resultados da autoavaliação institucional na tomada de decisão dos gestores, situação atestada pela baixa incorporação dos resultados da autoavaliação institucional no planejamento estratégico do Campus Rio Grande. Ao final, apresentamos um conjunto de proposições capazes de contribuir com a melhoria, coerência e aderência entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande. / This research deals with the relationship between institutional self-assessment and strategic management at the Rio Grande campus of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). Institutional self-assessment is a process implemented in Higher Education Institutions (IES) with the purpose of building knowledge about themselves, seeking to understand the meanings of their activities and, thus, assist the decision-making processes that establish strategies to improve the educational quality. In the same sense, strategic management is a process that uses techniques to establish strategies to support managers in the allocation of resources and organizational efforts to fulfill the mission, goals and institutional objectives. The purpose of this study was to verify if the results of the institutional self-assessment are being considered as elements of support for the strategic decision-making process of the Rio Grande campus, and to what extent the strategies chosen by the Rio Grande campus seek to meet the assessed dimensions and the suggestions from the institutional self-assessment. For the development of the research, a predominantly qualitative research was chosen, using the case study method, and with the data being collected through documentary research, semi-structured interviews in the segment of managers and questionnaires in the non-manager segment. Among other aspects, the results showed the valuation of institutional self-assessment as an important educational management tool by the academic community, but revealed a timid use of the results of institutional self-assessment in the decision-making of managers, a situation confirmed by the low incorporation of the results of institutional self assessment in the strategic planning of the Rio Grande Campus. At the end, we present a set of propositions capable of contributing to the improvement, coherence and adherence between institutional self-assessment and strategic management at the Rio Grande campus.

Made available in DSpace on 2016-04-27T14:31:11Z (GMT). No. of bitstreams: 1 Vera Lucia Nascimento Blaia D Avila.pdf: 14473010 bytes, checksum: 17db494560e776e827fc80f43141ed55 (MD5) Previous issue date: 2013-10-04 / The assessment of learning in medical schools has been a constant concern of institutions, students, academic and professional communities. Many schools are introducing new teaching and learning methodologies to be adapted to the reality of contemporary medical education and population needs. In our course of Medicine in Faculty of Medical and Health Sciences of PUCSP, a new curriculum, based on active learning methodologies, was implemented in 2006. In this new curriculum, formative and self-assessment, allowing reflection and improvement of pedagogical approaches are considered essential. This study had the initial purpose of introducing practical self-assessment of learning for students of the internship during the phase of transition to the new curriculum. These students were still attending a traditional curriculum, where the formative assessment was not very considered. From this idea, we created for these students, who were in the fifth and sixth years of the course at the time, activities that allow self-assessment of learning, mediated by software tools, the first of them created by ourselves and subsequently using the Moodle platform. Sixth year s Student activities were offered exclusively online at the beginning of the project and sequentially on mixed activities based on anatomo clinical sessions that were evaluated online. The students' participation in these activities in b-learning was voluntary and not obtained the expected adherence. When we posteriorly introduced these activities to students of the fifth grade, we observed good compliance only for mandatory tasks, but still with high resistance to the use of the Moodle platform. Sequentially, because of the low adherence of these students, we introduced b-learning activities also to the residents of the residency program in internal medicine. This population was composed by medical graduates in institutions with different curricula, and some based on active learning methodologies. In this group of residents we observed more adherence and interesting results. These doctors showed great interest in search of information, preparation of cases for the classroom discussion and in preparation to complement the theoretical discussion and also in answer the self-assessment of learning, introduced in Moodle. Our study was complemented with the introduction of formative assessment to the students of 2nd and 4th grades of the new curriculum in elective curricular activities. As expected, we observed a greater commitment of these students and positive results in the self-assessment of learning. We noted, throughout this process of introducing online activities of formative assessment that the proposal, even with adequate feedback, alone or in sequential classroom activities, not motivated students used to traditional curriculum, teacher-centered. Moreover, commitment of students in residency programs and graduate students accustomed to active methods, was high. Thus, we believe that actions with the use of digital media, which can cause the interaction of teaching and learning can be effective tools to encourage formative assessments / A avaliação do aprendizado nas escolas médicas tem sido uma preocupação constante das instituições, formandos, comunidades acadêmicas e profissionais. Muitas escolas vêm introduzindo novas metodologias de ensino e aprendizagem para adequação do ensino médico à realidade contemporânea e às necessidades da população. Em nosso curso de Medicina da Faculdade de Ciências Médicas e da Saúde da PUCSP, foi implantado um novo currículo, baseado em metodologias ativas de aprendizagem, em 2006. Neste novo currículo, a avaliação formativa e a autoavaliação, que permitem reflexões e aperfeiçoamento das abordagens pedagógicas são pontos de destaque. Este nosso estudo teve o propósito inicial de introduzir práticas de autoavaliação da aprendizagem aos estudantes do internato da fase de transição curricular, que estavam ainda cursando um currículo tradicional, que pouco valorizava a avaliação formativa. A partir desta ideia, criamos para estes estudantes, que cursavam o quinto e sexto ano na ocasião, atividades que permitiam a autoavaliação do aprendizado, mediadas por ferramentas disponibilizadas por softwares, inicialmente de construção própria e, posteriormente, por ferramentas próprias da plataforma Moodle. Aos estudantes da sexta série as atividades foram ofertadas exclusivamente on-line ao início do projeto e sequencialmente como atividades mistas, sendo as atividades presenciais baseadas no estudo de casos clínicos reais em sessões anátomo clínicas e avaliação on-line. A participação dos estudantes nestas atividades em b-learning era voluntária e não obtivemos a adesão esperada. Quando introduzimos as atividades aos estudantes da quinta série, em um segundo momento, houve boa adesão somente quando se tornaram obrigatórias, mesmo assim com refratariedade ao uso da plataforma Moodle, que, por outro lado, era muito bem aceita pelos alunos do novo currículo. Sequencialmente, introduzimos atividades em b-learning aos médicos residentes do programa de residência em clínica médica, recém-formados em instituições com currículos diversos e alguns, baseados em metodologias ativas de aprendizagem. No grupo de médicos residentes observamos maior adesão e resultados mais interessantes. Estes médicos se destacaram na busca de informações, preparação dos casos reais para a discussão presencial, na preparação da fundamentação teórica para complementar a discussão e na autoavaliação do aprendizado, introduzida no Moodle. Nosso estudo foi complementado com a introdução de uma avaliação formativa on-line aos estudantes das 2ª e 4ª séries do novo currículo em atividades curriculares eletivas. Como esperado, houve um maior comprometimento destes alunos e resultados positivos na autoavaliação do aprendizado. Observamos, ao longo de todo este processo de introdução de atividades on-line de avaliação formativa que a proposta, mesmo com feedbacks adequados, isoladamente ou sequenciais a atividades presenciais, não motivaram os estudantes formados no currículo tradicional, centrado no docente. Por outro lado, a adesão dos estudantes em programa de residência médica e dos estudantes de graduação habituados a metodologias ativas, foi elevada. Assim, consideramos que ações com a utilização das mídias digitais, capazes de provocar a interação do ensino e aprendizagem podem ser eficientes ferramentas para incentivar as avaliações formativas

Made available in DSpace on 2016-04-27T14:30:30Z (GMT). No. of bitstreams: 1 Bruna Ribeiro.pdf: 5399467 bytes, checksum: 451e6c53a5fc00ded11983b829538c1e (MD5) Previous issue date: 2010-10-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The dissertation describes and analyzes an experience of self-assessment in four day care centers in São Paulo, performed with the application of the methodology and a schedule of issues proposed in the document Quality Indicators in Early Childhood Education, published by the Ministry of Education in 2009. The job comes from the discussion about the issue of quality early childhood education in the context of public policies in Brazil, based on current literature and publications of official offices, since the 1988 Federal Constitution. The study seeks to understand how the different segments present in the day care centers - principal, teaching coordination, teachers, staffs and parents - participate and contribute to the process of building quality through self assessment. The experiment was performed in the second half of 2009 in Child Education Centers - CEIs that serve children aged 0-4 years, full time, kept by a traditional philanthropic contracted by the City Department of Education of São Paulo . Self-assessment was performed during a full day of group work in each unit. The meetings were recorded on tapes, photos, notes by the researcher and the materials were collected and organized for analysis. The evaluation results obtained by groups in each unit are included in this set of results. The categories used for analysis were based mainly on two authors: in João Formosinho (1980), which defined a typology of power of educational institutions that directly influence the involvement / participation of each individual / group, and type of participation by Licinio Lima (2008). Based on these authors and Thurler studies on the influence of environment and interactions in quality assessment, the study concludes that, in a process self-assessment as proposed by the document used, the power is not distributed, but disputed, and the "consensus" are sometimes negotiated, sometimes are the result of the prevalence of the ideology of one group over others, through the use of various types of power, as authoritative, cognitive, ideological and personal that directly influence the way how the individuals / groups involved debate, generating active participation, reserved or passive. Accordingly, the evaluation allowed the expression of complaints, dreams, longings and desires of various actors, but also revealed cases of authoritarianism, exclusion and silencing / A dissertação descreve e analisa uma experiência de autoavaliação em quatro creches conveniadas do município de São Paulo, realizada com a aplicação da metodologia e do roteiro de questões propostos no documento Indicadores da Qualidade na Educação Infantil, publicado pelo Ministério da Educação em 2009. O trabalho parte da discussão sobre o tema da qualidade da educação infantil, no âmbito das políticas públicas no Brasil, baseando-se na literatura especializada atual, bem como nas publicações dos órgãos oficiais, desde a Constituição Federal de 1988. O estudo procura compreender de que forma os diferentes segmentos presentes na creche - direção, coordenação pedagógica, professores, funcionários e pais - participam e contribuem para o processo de construção da qualidade através da autoavaliação. A experiência foi realizada no segundo semestre de 2009, em Centros de Educação Infantil CEIs, que atendem crianças na faixa etária de 0 a 4 anos, em período integral, mantidos por uma entidade filantrópica tradicional conveniada com a Secretaria Municipal de Educação de São Paulo. A autoavaliação foi realizada durante um dia inteiro de trabalho de grupo em cada uma das unidades. As reuniões foram registradas em gravações, fotos, por meio de anotações da pesquisadora e os materiais utilizados foram recolhidos e organizados para a análise. Os resultados da avaliação, obtidos pelos grupos em cada unidade, estão incluídos nesse conjunto de resultados. As categorias utilizadas para a análise foram baseadas principalmente em dois autores: em João Formosinho (1980), que definiu uma tipologia de poder das instituições educacionais que influenciam diretamente o envolvimento/participação de cada individuo/grupo, e na tipologia da participação de Licínio Lima (2008). Com base nesses autores e nos estudos de Thurler sobre a influência do ambiente e das interações na avaliação de qualidade, o estudo conclui que, em um processo autoavaliativo como proposto pelo documento utilizado, o poder não é distribuído e sim disputado, sendo que os consensos ora são negociados, ora são frutos do prevalecimento da ideologia de um grupo sobre os demais, através do uso de diversos tipos de poder, como o autoritativo, cognoscitivo, normativo ideológico e pessoal que influenciam diretamente na maneira como os indivíduos/grupos participam do debate, gerando participações ativas, reservadas ou passivas. Nesse sentido, a avaliação realizada permitiu a expressão de denúncias, sonhos, anseios e desejos de diversos atores, mas também evidenciou processos de autoritarismo, exclusão e silenciamento

The purpose of this study was to determine a student’s computer knowledge upon course entry and if there was a difference in college students’ improvement scores as measured by the difference in pretest and post-test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class. This study also determined whether there were differences in improvement scores by gender or age group. The results of this study were used to determine whether there was a difference in improvement scores among the three campus locations participating in this study. Four hundred sixty-nine students participated in this study at a community college located in Northeast Tennessee. A survey, pretest, and post-test were administered to students in a college level introductory computing class. The survey consisted of demographic data that included gender, age category, location, Internet access, educational experience and the self-rated user category, while the pretest and post-test explored the student’s knowledge of computer terminology, hardware, the current operating system, Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. The data analysis revealed significant differences in pretest scores between educational experience categories. In each instance, the pretest mean for first semester freshmen students was lower than second semester freshmen and sophomores. The study also reported significant differences between the self-rated user categories and pretest scores as well as differences in improvement scores (post-test scores minus pretest scores). However, the improvement scores (post-test scores minus pretest scores) were higher than the other self-rated user categories. Of the three participating campus locations, students at Location 1 earned higher improvement scores than did students at Location 2. The results also indicated that there was a significant difference between the types of course delivery and course improvement scores (post-test scores minus pretest scores). The improvement scores for on ground delivery was 5 points higher than the hybrid course delivery. Finally, study revealed no significant differences according to the gender and age categories.

Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member checks were then used to ensure credibility of interpretations. The key results showed that these 10 teachers used many formative assessment strategies with their students, yet they were unfamiliar with backward design theory and did not use peer feedback or self-assessment as strategies. The proposed project focused on providing professional development in 3 modules addressing professional learning community norms, backward design theory unit planning, and strategies for peer feedback and student goal setting. This project may lead to positive social change by empowering teachers to design curriculum and assessment with authentic learning experiences and providing students with goal-setting strategies to become responsible for learning. The project's positive social change may lead to this school and district closing the identified achievement gap. It is recommended that further research on teacher perception of formative assessment should include more elementary and middle schools.

<p>Broad access to healthcare services is a key factor of human development in any country. The current health care situation in South Africa can be diagnosed as critical. The hospitals are understaffed, over-occupied and the diseases like Human Immunodeficiency Virus (HIV) give health care workers additional challenges. The demand for management skills in the health sector including those for nurse managers is high. A recent World Health Organization (WHO) study of nurses working in maternal health services identified good management as more important than salary, unless the remuneration was dramatically higher. In South Africa, little empirical research exists about the management skills of nurse managers, even though proper management of human resources is vital to achieve better outcomes and access to health care around the world. In South Africa, a greater focus on human resource management in health care and more research is needed to develop new policies that will help to address the skills gap of nurse managers. The object of this research project was to identify the gaps between required and existing management skills of senior nurse managers in South Africa in private and public hospitals. Once identified, this skills gap assessment can be used by employers and policy-makers to define the management education that nurse managers require. The research is based on a survey of nurse managers in private and public hospitals using a questionnaire. The survey instrument was based on prior research of hospital managers&rsquo / competencies in South Africa, and a review of the related theoretical literature.</p>

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.