Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-23T12:20:16Z No. of bitstreams: 1 MARINA PIASON BREGLIO PONTES.pdf: 2992452 bytes, checksum: 5fc109171cc6942e951aae275796ab23 (MD5) / Made available in DSpace on 2018-02-23T12:20:16Z (GMT). No. of bitstreams: 1 MARINA PIASON BREGLIO PONTES.pdf: 2992452 bytes, checksum: 5fc109171cc6942e951aae275796ab23 (MD5) Previous issue date: 2017-12-15 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / In the last six decades, tourism had experimented a continuous development and diversification, becoming one of the most extensive and expansive economic sectors in the word, demanding labor professionalization that as consequence rethink the Course of Tourism, focused in supply the new demands. In this point, are accomplished one of the most important issues of the education public policies, in higher education, affecting the country economic development and the career of professionals: evaluate the Tourism Course and point necessary changes. Evaluate a social practice oriented, based on renowned authors, as Jos? Dias Sobrinho and Almerindo Afonso, mostly to produce questions and generate interventions. In Brazil, the National Exam of Courses, the ?Prov?o?, was implemented in 1996 as the first large-scale evaluation of higher education, being replaced in 2004 by a more comprehensive system, the National System of Evaluation of Higher Education, ?SINAES?. Since then, state regulation and control of higher education may be producing effects in the existing courses and generates the guiding question of this research: what are the effects of SINAES in the Tourism Course of PUC-Campinas through the perception of managers, professors and graduates? The research objects to investigate, with the perception of managers, professors and graduates, the effects of SINAES in the Tourism Course of PUC-Campinas. The methodological option, in a qualitative approach, without ignoring the quantifiable data, includes a specialized literature revision, documentary analysis of the Tourism Course of PUC-Campinas pedagogical project, semi-structured interview with the management team, focus group of professors and questionnaire with graduates. The analysis of the data had considered the diversity of techniques and instruments for the production of empirical material, in a triangulation effort. Consequently, this research first identified the theoretical-methodological assumptions of SINAES, course and student assessment, and has created indicators that have led to a polarization of the National Student Performance Examination (ENADE), with administrative and pedagogical repercussions in graduation courses. Created from the 1970s decade onwards, the tourism courses in Brazil presented themselves diverse on the employed methodology, being crystal its multidisciplinary and complex aspect in face of the challenges imposed. The analysis of the perceptions of managers, professors and graduates, participants of the research, made it possible to verify that SINAES, even though not considered the unique catalyzer of actions in favor of the Tourism Course of PUC-Campinas, has produced effects. Among the indicated effects are: incentive for the capacitation of the professors, improvements of the infrastructure, changes in format of the tests, reformulation of the curriculum, and PPC discussion. It was possible to verify that the graduates have knowledge only of the ENADE, without knowing the system as a whole. It was also evidenced that, managers, professors and technical-administrative staff must to be aware of their role in the formation of professionals and citizens, in order to, in addition to the results expressed by the evaluation systems, move towards the integral and ethical development. It is intended that this study, composed with other researches, contribute to the reflection of educators about the effects that SINAES produces, in the direction of questioning this public policy of evaluation and improvement of the quality of Higher Education in Brazil. / Nas ?ltimas seis d?cadas, o turismo experimentou uma cont?nua expans?o e diversifica??o, convertendo-se em um dos setores econ?micos de maior envergadura e crescimento do mundo e exigindo uma profissionaliza??o que implica repensar o Curso de Turismo para que atenda a essa realidade. Aqui se cumpre um dos principais pap?is das pol?ticas p?blicas em educa??o, no ensino superior, com reflexos no desenvolvimento econ?mico do pa?s e na carreira de seus profissionais: avaliar o Curso de Turismo e apontar as mudan?as necess?rias. Avaliar como pr?tica social orientada, ? luz de Jos? Dias Sobrinho e Almerindo Afonso, sobretudo, para produzir questionamentos e gerar interven??es. No Brasil, o Exame Nacional de Cursos, o Prov?o, foi implantado em 1996 como a primeira avalia??o em larga escala no ensino superior, sendo substitu?do em 2004 por um sistema mais abrangente, o Sistema Nacional de Avalia??o da Educa??o Superior, SINAES. Desde ent?o, a regula??o e o controle do Estado podem estar produzindo efeitos nos cursos existentes, fato que nutre o problema norteador desta pesquisa: quais os efeitos do SINAES no Curso de Turismo da PUC-Campinas na percep??o dos gestores, professores e egressos? A pesquisa tem como objetivo geral investigar, na percep??o dos gestores, professores e egressos, os efeitos do SINAES no Curso de Turismo da PUC-Campinas. A op??o metodol?gica se deu por uma abordagem qualitativa, sem desprezar os dados quantific?veis, incluindo revis?o da literatura especializada, an?lise documental do projeto pedag?gico do Curso de Turismo da PUC-Campinas, entrevista semiestruturada com a equipe de gest?o, grupo focal com professores e question?rio com egressos. A an?lise dos dados considerou essa diversidade de t?cnicas, em um esfor?o de triangula??o. Assim, esta pesquisa primeiramente identificou os pressupostos te?rico-metodol?gicos do SINAES, que opera, nos ?mbitos da avalia??o institucional, a avalia??o de cursos e a avalia??o de estudantes, e tem criado indicadores que levaram a uma polariza??o do Exame Nacional de Desempenho do Estudante (ENADE), repercutindo na gradua??o tanto no ?mbito administrativo quanto no pedag?gico. Criados na d?cada de 1970, os cursos de turismo no Brasil mostraram-se diversos quanto ? metodologia de ensino, com claro aspecto multidisciplinar e complexo frente aos crescentes desafios da ?rea. A an?lise das percep??es de gestores, professores e egressos participantes da pesquisa possibilitou constatar que o SINAES, ainda que n?o seja considerado o ?nico mobilizador de a??es em prol do Curso de Turismo da PUC-Campinas, tem produzido efeitos. Entre estes, destacam-se o incentivo ? capacita??o docente, as melhorias na infraestrutura, a altera??o no formato de provas, a reformula??o do curr?culo e a discuss?o do PPC. Foi poss?vel verificar que os egressos t?m conhecimento somente do ENADE, avalia??o ? qual s?o submetidos, desconhecendo o sistema como um todo. Evidenciou-se, ainda, que gestores, docentes e corpo t?cnico-administrativo precisam estar conscientes de seu papel na forma??o de profissionais e cidad?os, para al?m dos resultados expressos pelos sistemas avaliativos, no sentido de caminhar para uma forma??o integral e ?tica. Pretende-se que este estudo, somado a outras pesquisas sobre o tema em quest?o, possa contribuir para a reflex?o de educadores como um todo sobre os efeitos do SINAES, na dire??o da problematiza??o dessa pol?tica p?blica de avalia??o e da melhoria da qualidade da Educa??o Superior no Brasil.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T13:38:28Z No. of bitstreams: 1 GEISA PERAL GIMENES MARTINS.pdf: 1580175 bytes, checksum: 8f822a47410e0626bff8ea2311ea33fc (MD5) / Made available in DSpace on 2017-10-04T13:38:28Z (GMT). No. of bitstreams: 1 GEISA PERAL GIMENES MARTINS.pdf: 1580175 bytes, checksum: 8f822a47410e0626bff8ea2311ea33fc (MD5) Previous issue date: 2017-02-17 / In this dissertation we present the results of the research on the initiative of the State Department of Education of S?o Paulo that, using the results of school performance in SARESP and data of school dropout, categorized or ranked schools in the colors blue, green, yellow, orange or red, in order to understand the trajectory, the operation and the reactions triggered by this governmental initiative in the educational scenario. In order to achieve the proposed objectives, we carried out a bibliographic research and established the state of the art in the academic-scientific literature regarding the categorization or ranking of schools by color, empirical research in order to understand the operation, implementation and extinction of this initiative in the light of perceptions of the school directors and regional directorates of education managers and, finally, documentary research, to study the repercussion of the implementation from the news reports published in the mainstream press, in the trade union press and in data on legal proceedings instituted against the Education of the State of S?o Paulo. The research pointed out that in the academic-scientific literature, in the mainstream press and in the legal media, there is a tendency to value the awards received by schools that obtained high performance in SARESP, with predominantly negative-biased speeches on schools ranking by color, focusing on the resistance of the teachers' union and teachers' dissatisfaction with the neoliberal logic that would be present in the government policies of the PSDB, with a reduced emphasis on positive aspects related to the actions of the State Department of Education. School principals and regional directories of education managers pointed out several positive points related to the categorization or ranking of schools by color, such as the motivation of the school teams that wanted to improve their results, the reflection of the pedagogical practice regarding the results obtained, the secretariat's investments in training courses, funds for underperforming schools, the simplicity of the quality indicator, and the fact that the results of ranking schools took teachers out of a comfort zone. However, the negative points, such as the stigmatization of poor-performing school-based school teams, motivated parents to transfer their children to better-performing schools, as well as the lack of clarity regarding the criteria used in schools ranking, accentuated the dissatisfaction and discomfort of many teachers with the actions that subsidized the categorization or ranking of color schools and raised the level of tension between teachers and the state secretariat of education, pressing the state government to extinguish the initiative in 2002, soon after its implementation. / Por meio da presente disserta??o apresentamos os resultados da pesquisa sobre a iniciativa da Secretaria de Educa??o do Estado de S?o Paulo que, utilizando-se dos resultados do desempenho escolar no SARESP e dados da evas?o escolar, categorizava ou classificava as escolas nas cores azul, verde, amarelo, laranja ou vermelho, com vistas a compreender a trajet?ria, o funcionamento e as rea??es desencadeadas por essa iniciativa governamental no cen?rio educacional. Para atingir os objetivos propostos, realizamos pesquisa bibliogr?fica e estabelecemos o estado da quest?o na literatura acad?mico-cient?fica referente a categoriza??o ou classifica??o das escolas por cores, pesquisa emp?rica com vistas a compreender o funcionamento, a implementa??o e a extin??o dessa iniciativa ? luz das percep??es dos diretores de escola e de gestores das diretorias regionais de ensino e, por fim, pesquisa documental, para estudar a repercuss?o da implementa??o a partir das not?cias veiculadas na grande imprensa, na imprensa sindical e em informa??es constantes de processos judiciais instaurados contra a Secretaria de Educa??o do Estado de S?o Paulo. A pesquisa apontou que na literatura acad?mico-cient?fica, na grande imprensa e nos meios legais h? uma tend?ncia de se valorizar as premia??es recebidas pelas escolas que obtiveram alto desempenho no SARESP, com predomin?ncia de discursos com vi?s negativo sobre a classifica??o das escolas por cores, focados na resist?ncia do sindicato dos professores e na insatisfa??o de professores com a l?gica neoliberal que estaria presente nas pol?ticas governamentais do PSDB, havendo reduzida ?nfase em aspectos positivos relacionados ?s a??es da secretaria estadual de educa??o. Os diretores de escola e gestores das diretorias regionais de ensino apontaram diversos pontos positivos relacionados ? categoriza??o ou classifica??o das escolas por cores, como por exemplo, a motiva??o das equipes escolares que desejavam melhorar seus resultados, a reflex?o da pr?tica pedag?gica diante dos resultados obtidos, os investimentos da secretaria em cursos de capacita??o, as verbas para as escolas com baixo desempenho, a simplicidade do indicador de qualidade e o fato de que os resultados da classifica??o das escolas tiraram os professores de uma zona de conforto. Entretanto, os pontos negativos, como por exemplo a estigmatiza??o das equipes escolares com o r?tulo de ruins que as escolas de baixo desempenho ficaram motivavam pais a transferir seus filhos para escolas com melhor desempenho, e, ainda, a falta de clareza quanto aos crit?rios utilizados na classifica??o das escolas, acentuaram a insatisfa??o e o desconforto de muitos professores com as a??es que subsidiavam a categoriza??o ou classifica??o das escolas por cores e elevaram o n?vel de tens?o entre os professores e a secretaria estadual de educa??o, pressionando o governo estadual a extinguir a iniciativa no ano de 2002, logo ap?s a sua implementa??o.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-08-15T11:11:40Z No. of bitstreams: 1 Fabio Nunes Angelo.pdf: 3745845 bytes, checksum: c448700fa075a4f93f9dc10fb0233246 (MD5) / Made available in DSpace on 2018-08-15T11:11:40Z (GMT). No. of bitstreams: 1 Fabio Nunes Angelo.pdf: 3745845 bytes, checksum: c448700fa075a4f93f9dc10fb0233246 (MD5) Previous issue date: 2007-05-31 / Centro de Pesquisa e Desenvolvimento em Telecomunica??es (CPqD) / The subject of this thesis is an analysis on the effect of information granularity in adaptive hypermedia systems upon the response time in the interaction with the user. First the concept of adaptive hypermedia is brought into consideration, followed by the concept of information granularity itself. These concepts are then related to adaptive hypermedia system in order to measure the possible performance problems that can rise when information granularity is modified. Next, a methodology for performance assessment of computer systems is presented. This methodology is adapted and used to study the impact of refining information granularity upon the performance of an adaptive hypermedia system. Information is presented on the mean response time data that was collected and modeled in the form of mathematical equations, where the amount of adaptive application objects are related to average response time. An specific estimation tool was developed using these equations. The issue on performance versus optimal size for information granularity in adaptive hypermedia systems is discussed and.the conclusion suggests new directions for future work. / O assunto desta disserta??o ? uma an?lise sobre o impacto da varia??o da granularidade da informa??o em sistemas hiperm?dia adapt?veis em cima do tempo de resposta na intera??o com o usu?rio. Discute-se primeiramente o conceito de hiperm?dia adapt?vel, seguido pelo conceito de granularidade da informa??o. Estes conceitos s?o, ent?o, relacionados ao problema de desempenho de uma aplica??o hiperm?dia adapt?vel, quando ocorre mudan?a na granularidade da informa??o. Em seguida, apresenta-se uma metodologia para avalia??o de desempenho de sistemas computacionais. Atrav?s de algumas adapta??es, a mesma ? aplicada para estudar o impacto do refinamento da granularidade da informa??o no desempenho de um determinado sistema hiperm?dia adapt?vel. Apresentam-se os dados sobre tempo m?dio de resposta e modelam-se os mesmos em equa??es, nas quais relaciona-se a quantidade de objetos da aplica??o adapt?vel com o tempo m?dio de resposta. Uma ferramenta de estimativa desenvolvida a partir dessas equa??es ? apresentada. Discute-se at? que ponto a informa??o deve ser refinada nos sistemas hiperm?dia adapt?veis sem que seu desempenho seja afetado e conclui-se sugerindo uma linha de trabalhos futuros.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-12-18T12:44:05Z No. of bitstreams: 1 Armando Gon?alves.pdf: 5332190 bytes, checksum: 448d95c5ed88794f5d3a51515e91ba1d (MD5) / Made available in DSpace on 2018-12-18T12:44:05Z (GMT). No. of bitstreams: 1 Armando Gon?alves.pdf: 5332190 bytes, checksum: 448d95c5ed88794f5d3a51515e91ba1d (MD5) Previous issue date: 2017-10-11 / Academic rankings, indexes, and international, regional and national classifications are phenomena present in higher education since the 20th century and have been expanding in the 21st century with the presence of the global rankings of Shanghai University and the British newspaper The Times. Brazil participates intensively in this trend, both following the performance of its higher education institutions (IES) in the global rankings and producing its national public rankings, from the indicators of the National System of Evaluation of Higher Education (SINAES), and private, as those of the Student Guide (GE) and the University University Ranking (RUF). However, the country has previously had a pioneering academic ranking at the national level of IES, which was published for 19 consecutive years, in a monthly magazine of high circulation of Editora Abril: the ranking Best Faculty of Brazil (RMFB) of Playboy. This research aimed to investigate the trajectory of the RMFB private academic ranking of Editora Abril in the Playboy magazine, from conception to its closure, between the years of 1981 and 2000. In view of the still reduced specific literature in Brazil, this research was contextualized in a state of the art regarding academic rankings and their implications for HEIs around the world, in the light of international scientific literature, which subsidized the understanding of the role of academic rankings for higher education systems, studied the trajectory of the published RMFB by the Brazilian Playboy magazine, identified the main moments of its public trajectory, from its conception in 1981 until its closure in the year 2000, verified aspects of Brazilian higher education present in the reports associated with the RMFB, observed the pioneering of this national academic ranking in Brazil and in the world, and finally raised the methodological aspects and analyzed its main published results along the RMFB trajectory. It is a fundamentally qualitative research that has carried out a methodological triangulation between bibliographical and documentary analyzes and also through semistructured interviews, articulated in order to produce a greater analytical completeness of the phenomenon studied to reach the research objectives. As conclusions of this work we have observed academic rankings expanding in quantity and relevance since the 1980s to our days and all over the world, Brazil as having the first national academic ranking through the Playboy RMFB while the scientific literature still attributes this fact to the US News magazine's America's Best Colleges (RABC) ranking, the journal's team with extensive dialogue with the main actors of Brazilian higher education, and the ranking tables published by this ranking demonstrating a dominance of the University of S?o Paulo ( USP) in the first places of the courses surveyed in most of the 19 editions of the RMFB. / Rankings acad?micos, ?ndices e tabelas classificat?rias internacionais, regionais e nacionais s?o fen?menos presentes na educa??o superior desde o s?culo XX e que v?m se expandindo neste s?culo XXI, com a presen?a dos rankings globais da Universidade de Shangai e do jornal brit?nico The Times. O Brasil participa intensamente desta tend?ncia, tanto acompanhando o desempenho de suas institui??es de ensino superior (IES) nos rankings globais quanto produzindo seus rankings nacionais p?blicos, a partir dos indicadores do Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), e privados, como os do Guia do Estudante (GE) e do Ranking Universit?rio Folha (RUF). No entanto, o pa?s teve anteriormente um ranking acad?mico pioneiro em ?mbito nacional de IES, que foi publicado por 19 anos consecutivos, em uma revista mensal de elevada tiragem da Editora Abril: o ranking Melhores Faculdade do Brasil (RMFB) de Playboy. Esta pesquisa teve como objetivo geral investigar a trajet?ria do ranking acad?mico privado RMFB da Editora Abril na revista Playboy, desde sua concep??o at? seu encerramento, entre os anos de 1981 a 2000. Diante da ainda reduzida literatura espec?fica no Brasil, esta pesquisa foi contextualizada em um estado da quest?o a respeito dos rankings acad?micos e de suas implica??es para as IES em todo o mundo, ? luz da literatura cient?fica internacional, que subsidiou o entendimento do papel dos rankings acad?micos para os sistemas de educa??o superior, estudou a trajet?ria do RMFB publicado pela revista Playboy brasileira, identificou os principais momentos de sua trajet?ria p?blica, desde sua concep??o em 1981 at? seu encerramento no ano 2000, verificou aspectos da educa??o superior brasileira presentes nas reportagens associadas ao RMFB, observou o pioneirismo deste ranking acad?mico nacional no Brasil e no mundo e, finalmente, levantou os aspectos metodol?gicos e analisou seus principais resultados publicados ao longo da trajet?ria do RMFB. Trata-se de uma pesquisa fundamentalmente qualitativa e que realizou uma triangula??o metodol?gica entre an?lises bibliogr?ficas, documentais e tamb?m por meio de entrevistas semiestruturadas, articuladas de forma a produzir uma maior completude anal?tica do fen?meno estudado para atingir os objetivos da pesquisa. Como conclus?es desse trabalho observou-se os rankings acad?micos expandindo-se em quantidade e relev?ncia desde a d?cada de 1980 at? nossos dias e por todo o mundo, o Brasil como tendo o primeiro ranking acad?mico nacional por meio do RMFB da Playboy enquanto a literatura cient?fica ainda atribui esse fato ao ranking America?s Best Colleges (RABC) da revista U.S. News, a equipe da revista com amplo di?logo junto aos principais atores da educa??o superior brasileira, e as tabelas classificat?rias publicadas por esse ranking demonstrando uma domin?ncia da Universidade de S?o Paulo (USP) nos primeiros lugares dos cursos pesquisados na maior parte das 19 edi??es do RMFB.

Made available in DSpace on 2015-12-03T18:33:13Z (GMT). No. of bitstreams: 1 Eudes_Martins_de_Araujo.pdf: 471826 bytes, checksum: 3fa94e3e0d87a5b29960d321fc0f5277 (MD5) Previous issue date: 2015-03-31 / The objective of this work is to verify if the credit rating model proposed by Brito and Assaf Neto (2008) designed for publicly held companies may also be applied to privately held companies in Brazil. In this work, 60 companies were used, being 30 of them in bankruptcy or insolvency processes in the period from 1994 to 2004, herein referred to as insolvent companies, and 30 of them with normal economic and financial situation referred here as solvent companies. In the present study, 60 companies were used; 30 of them presenting financial restrictions during the year of 2013 and 30 having a normal economic and financial situation. The model proposed by Brito and Assaf Neto (2008) used a logistic regression with 25 economic and financial indicators to see if they were able to separate solvent companies from non-solvent companies. Out of the 25 indicators used for this study, only 4 of them were statistically significant, namely: (I) retained profits on assets, (ii) financial debt, (III) net working capital and (IV) cash balance on sales. This four-variable model obtained a 90% accuracy in the correct classification of solvent and insolvent companies. However, the logistic regression model estimated based on the data from private companies showed different results from the one estimated by Brito and Assaf Neto (2008).In this case, only two variables showed to be statistically significant: (I) equity on assets and (II) cash balance on sales. This adjusted model reached a 57% accuracy in correctly classifying the companies. In short, the results presented here showed that it was not possible to estimate the adjusted credit-scoring model with a good accuracy for privately held companies in Brazil this based on extracted data from their financial statements. / O objetivo neste trabalho ?? verificar se o modelo de classifica????o de risco de cr??dito proposto por Brito e Assaf Neto (2008) desenvolvido para companhias de capital aberto tamb??m pode ser aplicado as companhias de capital fechado no Brasil. Nele foram utilizadas 60 companhias, sendo 30 com processos de concordata ou fal??ncia no per??odo de 1994 a 2004 denominadas insolventes e 30 com situa????o econ??mico-financeira normal denominadas solventes. No estudo aqui desenvolvido, tamb??m foram utilizadas 60 companhias; 30 apresentando restritivos financeiros durante o ano de 2013 e 30 com situa????o econ??mico-financeira normal. O modelo proposto por Brito e Assaf Neto (2008) utilizou uma regress??o log??stica com 25 indicadores econ??mico-financeiros para verificar se eles eram capazes de separar companhias solventes de companhias insolventes. Dos 25 indicadores utilizados, apenas 4 deles apresentaram signific??ncia estat??stica, sendo eles: (I) lucros retidos sobre ativo, (II) endividamento financeiro, (III) capital de giro l??quido e (IV) saldo de tesouraria sobre vendas. Esse modelo com quatro vari??veis obteve uma acur??cia de 90% nas classifica????es corretas das companhias abertas solventes e insolventes. No entanto, o modelo de regress??o log??stica estimado com base nos dados das companhias de capital fechado mostrou resultados distintos daquele estimado por Brito e Assaf Neto (2008). Nesse caso, apenas duas vari??veis se mostraram estatisticamente significantes: (I) patrim??nio l??quido sobre ativo e (II) saldo de tesouraria sobre vendas. Esse modelo ajustado obteve uma acur??cia de apenas 57% nas classifica????es corretas das companhias. Em suma os resultados aqui relatados mostraram que n??o foi poss??vel estimar um modelo ajustado de credit scoring com boa acur??cia para companhias de capital fechado no Brasil com base em dados extra??dos de suas demonstra????es financeiras.

Made available in DSpace on 2015-12-03T18:33:15Z (GMT). No. of bitstreams: 1 Eduardo_Pereira_Alencar.pdf: 864195 bytes, checksum: 49414a0dda4258b4ba2907032c458c67 (MD5) Previous issue date: 2015-08-21 / The contingency theory is premised a better fit between the internal contingency factors to the company and its external environment. From this perspective the research sought to understand the influence of contingencies factors: external environment to the company's operations and size, about the intensity in the use of the financial indicators and financial and non-financial value drivers on the brazilian chemical sector. Data were obtained by applying the questionnaire, multiple regression analysis was used to investigate the influence of the environment and size in intensity of use of value drivers. The results show that the uncertainty of the environmental factor influenced the intensity of use forming a basic set which mostly has financial drivers and financial indicators, but non-financial drivers were also validated in the regression to a lesser extent, the size influenced financial indicators and non-financial drivers the basic set of drivers and indicators formed can be seen as the best fit to environmental uncertainty and the size of the sample companies / A teoria da conting??ncia tem por premissa um melhor ajuste entre os fatores contingenciais internos ?? empresa e seu ambiente externo. Sob essa perspectiva a pesquisa procurou compreender a influ??ncia dos fatores contingenciais: ambiente externo ??s opera????es da empresa e porte, sobre a intensidade de uso dos indicadores financeiros e direcionadores de valor financeiro e n??o financeiro no segmento qu??mico brasileiro. Os dados foram obtidos pela aplica????o de question??rio, a an??lise de regress??o m??ltipla foi utilizada para verificar a influ??ncia do ambiente e porte na intensidade de uso dos direcionadores de valor. Os resultados apontam que a incerteza do fator ambiental influenciou a intensidade de uso formando um conjunto b??sico que em sua maioria possui direcionadores e indicadores financeiros, por??m direcionadores n??o financeiros tamb??m foram validados na regress??o em menor quantidade, o porte influenciou indicadores financeiros e direcionadores n??o financeiros, um conjunto b??sico, de direcionadores e indicadores formado pode ser vista como a que melhor se ajusta ?? incerteza ambiental e ao porte das empresas da amostra

Made available in DSpace on 2016-04-04T18:27:30Z (GMT). No. of bitstreams: 1 Sylvia Fernandes.pdf: 763187 bytes, checksum: c8da198ce989cc3afe1690d017827630 (MD5) Previous issue date: 2007-02-16 / This research has the purpose of analysying the influence of the Psychoanalysis through thesis and essays on the education field. Having as a goal the analysys of the theoretical trends on studies about Psychoanalysis found in thesis and essays of the College of Education s digital library , this research tried to characterize these papers and verify their theoretical trends and, as a result verify, as well, the psychoanalytic concepts found in those papers. Through the reading of the summaries of all the available on line thesis and essays, these papers had been grouped in themes. The interpersonal relations theme was the focus of this research, due to the fact that the influence of the Psychoanalysis in this theme was considered greater. The papers of this group had been read in the whole and analyzed in two aspects. First they had been evaluated according to the quality of the production based on the ARR scale. After that the psychoanalytic concepts in every work were analyzed based on one of the Psychoanalysis introductory texts. The results were that the papers have many deficiencies in the qualitative aspect of the scientific productions. And the concepts are not only diluted in the works of the education field, but also presented in a superficial way and without the complexity and deepening of each one. These results showed the subtle influence that these papers of the education field suffer from the Psychoanalysis and that terms of this theory are used in a superficial way and little deepened, disclosing the idea of the common sense regarding the Psychoanalysis that also is present in these papers. / Esta pesquisa se prop?e a analisar a influ?ncia da Psican?lise na Educa??o atrav?s de teses e disserta??es da ?rea escolar. Com o objetivo de analisar as tend?ncias te?ricas dos estudos sobre Psican?lise nas teses e disserta??es na biblioteca digital de uma faculdade de Educa??o, este trabalho procurou caracterizar essas produ??es e verificar suas tend?ncias te?ricas, verificando assim os conceitos psicanal?ticos presentes nestas pesquisas. Atrav?s da leitura dos resumos de todas as teses e disserta??es dispon?veis online , os trabalhos foram agrupados em tem?ticas. A tem?tica rela??es interpessoais foi o foco desta pesquisa, pois considera-se que a influ?ncia da Psican?lise nessa tem?tica seria maior. Os trabalhos desse grupo foram lidos na ?ntegra e analisados em dois aspectos. Primeiramente foram avaliadas quanto a qualidade da produ??o atrav?s da escala ARR. Depois foram analisados os conceitos psicanal?ticos presentes em cada trabalho com base em um dos textos iniciais da Psican?lise. Os resultados demonstraram que os trabalhos se apresentam com muitas defici?ncias no aspecto qualitativo das produ??es cient?ficas. E os conceitos psicanal?ticos, al?m de bastante dilu?dos nos trabalhos da ?rea escolar, apresentam-se de forma superficial e sem a complexidade e aprofundamento de cada conceito. Esses resultados apontam que esses trabalhos da ?rea escolar sofrem uma influ?ncia sutil da Psican?lise e que se utilizam de termos dessa teoria de forma superficial e pouco aprofundada, revelando a id?ia do senso comum a respeito da Psican?lise que tamb?m est? presente nesses trabalhos.

Made available in DSpace on 2016-04-04T18:27:38Z (GMT). No. of bitstreams: 1 Marcelo Gulini Chiodi.pdf: 363388 bytes, checksum: 0578a0c625e8841b1da092c135b88eb8 (MD5) Previous issue date: 2007-12-14 / Pontif?cia Universidade Cat?lica de Campinas / The study of intellectual evaluation has shown great diversity through out the time. Currently, the theory recognized as the most extensive to explain the mental functioning is the C-H-C (Cattell-Horn-Carroll). Among the tests internationally availables, the only one that meets this proposal is the theoretical battery Woodcock Johnson III (WJ - IIII). Accordingly, the objective of this study was to verify the convergence validity battery of Cognitives Abilities Woodcock-Johnson III, comparing it with the Wechsler Intelligence Scale for Children - WISC-III, already validated for our reality. The sample was composed of 30 students from public school of Primary and Secondary Education, being 15 men and 15 women aged between 13 and 15 years. It was applied to the participants, with parents permission, the two sets of Cognitive Abilities WJ-III and WISC-III. The results were analyzed according to the Pearson correlation and it was performed the Analysis of Variance between gender and age for each instrument. The results pointed to a significant correlation between the total score of Woodcock and the total score in the WISC of 0,865, between Woodcock and the scale implementation 0,766 and the scale verbal 0,843. As for the Analysis of Variance, in the instrument WISC-III there was no significant difference in age and in subtestes Complete Figures and Cubes Sex x Age to the subtest vocabulary. In addition, for the instrument WJ-III there were differences of Sex X Age only for subtest Verbal Understanding. The Battery Woodcock Johnson III is considered the most complete in order to allow the evaluation of different differents cognitive abilities of the model C-HC, and therefore, according to the presents results, the battery WJ-III can be used in Brazil to replace the WISC - III. / O estudo da avalia??o intelectual tem apresentado grande diversidade atrav?s dos tempos. Atualmente, a teoria reconhecida como sendo a mais ampla para explicar o funcionamento mental ? a C-H-C (Cattell-Horn-Carroll) . Dentre os testes dispon?veis internacionalmente, o ?nico que atende a esta proposta te?rica ? a Bateria Woodcock-Johnson III (WJ-IIII). Neste sentido, o objetivo deste trabalho foi verificar a validade convergente da Bateria de Habilidades Cognitivas Woodcock Johnson-III, comparando-a com a Escala Wechsler de Intelig?ncia para Crian?as WISC- III, que j? apresenta evidencias de validada para a nossa realidade. A amostra foi composta por 30 estudantes de escola p?blica do Ensino Fundamental e M?dio, sendo 15 homens e 15 mulheres com idades entre 13 e 15 anos. Foram aplicadas nos participantes, com a autoriza??o dos pais, as duas baterias de Habilidades Cognitivas WJ-III e WISC-III. Os resultados obtidos foram analisadas segundo a correla??o de Pearson e foi realizada a An?lise de Vari?ncia entre sexo e idade para cada instrumento. Os resultados apontaram para uma correla??o significativa entre a pontua??o total do Woodcock e a pontua??o total no WISC de 0,865, entre o Woodcock e a escala execu??o 0,766 e com a escala verbal 0,843. Com rela??o a An?lise de Vari?ncia, no instrumento WISC-III houve diferen?a significativa da Idade nos subtestes Completar Figuras e Cubos e de Sexo X Idade para o subteste Vocabul?rio. J? com o instrumento WJ-III houve diferen?as de Sexo X Idade somente para o subteste Compreens?o Verbal. Tais dados nos indicam que a Bateria de Habilidades Cognitivas Woodcock-Johnson- III- WJ-III permite uma avalia??o e um diagn?stico mais detalhado das v?rias habilidades cognitivas, podendo enriquecer ainda mais as possibilidades de instrumentos para avalia??o intelectual.

Made available in DSpace on 2016-04-04T18:27:42Z (GMT). No. of bitstreams: 1 Fernanda Robert de Carvalho Santos Silva.pdf: 256026 bytes, checksum: bbd79ae11fa117556d64316371da5b79 (MD5) Previous issue date: 2008-12-04 / Pontif?cia Universidade Cat?lica de Campinas / The World Health Organization describes the violence against women ; committed by an intimate partner ; as the most frequent form of this violence. The current conflicts occur because of the continuation of relationship patterns ; with feelings ; defenses and anxiety which happen repeatedly. This research intends to obtain measures of internal consistency ; converging validity and also the authenticity of the criteria of the Central Relationship Questionnaire CRQ ; a tool of self-report which evaluates the pattern of core conflictual relationship expressed in the relationship with a love partner ; by dimensions: wishes (W) (D) ; responses from other (RO) and responses of other (RE). The sample ; not random ; was composed by a case group (GC) ; of 32 women ; with ages between 19 and 56 (A=38.91; DP=10.25; Mo = 44) in a situation of marital violence; and a non case group (GNC) ; sample by convenience ; of 22 women ; with age between 18 and 37 (A = 32.26;DP=6.18 ; Mo=18) ; pregnant admitted to a maternity center to give birth and who did not suffer sexual violence and did not find themselves in a violent situation. In the GC ; 75% suffered physical violence ; 93.8% suffered psychological violence and 18.8% suffered sexual violence. As an external criteria measure of the CRQ ; the Scale of Symptoms Evaluation EAS-40 ; which measures four dimensions: psychoticism ; obsession-compulsion ; somatization and anxiety. Regarding the internal consistency of the CRQ ; the values of Cronbach alpha for GC varied between 0.59 and 0.83 and in the GNC ; between 0.76 and 0.81. For EAS- 40 in the GC they varied between 0.75 and 0.93 and in the GNC between 0.84 and 0.88. There was no substantial difference between the average scores of the CRQ between the groups; for the EAS-40 the discriminating validity of the tool with substantial differences between the groups regarding the gravity of the psychological symptoms was demonstrated. The substantial correlation between the ROs and the total score of the EAS-40 was found in the study of the converging validity ; and the dimensions: psychoticism and obsession-compulsion; between the REs and the obsessioncompulsion dimension. The results suggest that the Portuguese version of the Brazilian CRQ allows us to reliably evaluate the core pattern of conflict ; expressed in the relationship of women who are victims of violence and their love partners. The internal consistency of the tool is similar to its original version and allows us to properly discern women who are victims of violence from other ones who did not suffered violent events. Research with randomized samples must be carried out. / A Organiza??o Mundial de Sa?de descreve a viol?ncia contra a mulher ; perpetrada por parceiro ?ntimo ; como a forma mais freq?ente de viol?ncia. Os conflitos atuais decorrem da manuten??o de padr?es de relacionamentos ; com sentimentos ; defesas e ansiedade que se repetem. Esta pesquisa teve por objetivo obter medidas de consist?ncia interna ; validade convergente e validade de crit?rio do Central Relationship Questionnaire CRQ ; instrumento de auto-relato que avalia o padr?o de relacionamento central conflituoso ; expresso na rela??o com o parceiro amoroso ; por meio das dimens?es: desejos (D) ; respostas do outro (RO) e respostas do eu (RE). A amostra ; n?o aleat?ria ; ficou composta por um grupo caso (GC) ; de 32 mulheres ; com idades entre 19 e 56 anos (M=38 ;91; DP=10 ;25; Mo=44) em situa??o de viol?ncia conjugal; e grupo n?o caso (GNC) ; amostra por conveni?ncia ; de 22 mulheres ; com idades entre 18 e 37 anos (M=32 ;26; DP=6 ;18 ; Mo=18) ; gestantes internadas em uma maternidade para dar a luz e que n?o sofreram viol?ncia sexual ; nem se encontravam em situa??o de viol?ncia. No GC ; 75% sofreram viol?ncia f?sica ; 93 ;8% viol?ncia psicol?gica e 18 ;8% viol?ncia sexual. Como medida de crit?rio externa do CRQ foi utilizada a Escala de Avalia??o de Sintomas EAS-40 que mede quatro dimens?es: psicoticismo ; obsessividade-compulsividade ; somatiza??o e ansiedade. Com rela??o ? consist?ncia interna do CRQ os valores de alpha de Cronbach para GC variaram entre 0 ;59 e 0 ;83 e no GNC ; entre 0 ;76 e 0 ;81. Para EAS-40 no GC variaram ente 0 ;75 e 0 ;93 e no GNC entre 0 ;84 e 0 ;88. N?o houve diferen?a significativa entre os escores m?dios do CRQ entre os grupos; para a EAS-40 demonstrou validade discriminante do instrumento com diferen?as significativas entre os grupos em rela??o ? severidade dos sintomas psicol?gicos. No estudo da validade convergente encontrou-se correla??o significativa entre as RO e o escore total da EAS-40 ; e as dimens?es: psicoticismo e obsessvidadecompulsividade; e entre as RE e a dimens?o obsessividade-compulsividade. Os resultados sugerem que a vers?o em portugu?s do Brasil do CRQ 6.0 permite avaliar de forma fidedigna o padr?o central de conflito ; expresso no relacionamento de mulheres v?timas de viol?ncia e seus parceiros amorosos. O instrumento det?m consist?ncia interna semelhante ? vers?o original do instrumento e permite discriminar de forma adequada mulheres v?timas de viol?ncia de outras n?o submetidas a epis?dios de viol?ncia. Pesquisas com amostras randomizadas devem ser realizadas.

Made available in DSpace on 2016-04-04T18:27:54Z (GMT). No. of bitstreams: 1 Giovanna Corte Honda.pdf: 1706545 bytes, checksum: bb4e935051d2438d5d0f5f2a19b03c2f (MD5) Previous issue date: 2010-12-07 / The aim of this study was to investigate whether treatments in a clinical Psychology school produce changes in patients, and to try to understand and systematize the factors that influence good or poor outcomes. Semi-structured individual interviews were conducted with nine participants after they had completed treatment, to evaluate the adaptive efficacy, patient stage of change at the end of psychotherapy and the presence of psychopathological symptoms. These were measured using the Escala Diagn?stica Adaptativa Operacionalizada Redefinida EDAO-R Stage of Change Scales EEM and Symptom Assessment Scale 40- EAS-40. All interviews were recorded and transcribed. The participants were divided into sub groups, according to the stage of change classification. Data suggest symptom improvement and progression to a higher stage of change in adult patients who were treated with psychotherapies conducted at clinical school. The adaptive efficacy is more difficult to change. The more damage to adaptive efficacy, the more psychotherapeutic time will probably be necessary. Analysis of the interviews allowed us to know the patients? stage of change at the moment of intervention, as well as their motivation to change; adaptive efficacy?s quality and psychopathological symptoms can be associated with the factors and mechanisms of change in psychotherapies. The quality of the relationship between the student of Psychology and the patient; and the patient?s disposition as the agent of his own change, can be relevant in psychotherapy outcomes. Generalization of results demands caution. There are few studies that analyze psychotherapeutic outcomes in patients treated by clinical school students. New research is suggested, and the importance of working with other measures is emphasized. As this is a retrospective study, longitudinal studies are necessary to follow the psychotherapeutic process since the beginning. / Esta pesquisa objetivou investigar se os atendimentos prestados em uma Cl?nica-escola ensejaram mudan?as em pacientes e buscou compreender e sistematizar os fatores que influenciaram a chance de progresso ou retrocesso nas psicoterapias. Para tanto, foi realizada entrevista individual semi-estruturada, com nove participantes em fase de t?rmino de atendimento psicoter?pico, para a avalia??o da efic?cia adaptativa, est?gio de mudan?a em que se encontrava o participante ao final da psicoterapia e avalia??o de sintomas psicopatol?gicos. Foram utilizados os seguintes instrumentos: Escala Diagn?stica Adaptativa Operacionalizada Redefinida EDAO-R, Escala de Est?gios de Mudan?a EEM e Escala de Avalia??o de Sintomas EAS-40. As entrevistas foram gravadas e transcritas. Para an?lise dos resultados, os participantes foram divididos em subgrupos, de acordo com a classifica??o que apresentaram no est?gio de mudan?a. Os dados sugerem que pode-se esperar mudan?as tanto sintomatol?gicas quanto nos est?gios de mudan?a de pacientes adultos atendidos em psicoterapias em cl?nicas-escola. No que respeita ? configura??o adaptativa, ? mais resistente a mudan?as. Quanto mais prejudicada a efic?cia adaptativa, provavelmente mais tempo de psicoterapia ser? demandado. As an?lises das entrevistas tamb?m permitiram saber que o est?gio de mudan?a em que o paciente se encontra no momento da interven??o, bem como sua motiva??o para mudan?a, qualidade da efic?cia adaptativa e ?ndice de sintomas psicopatol?gicos s?o fatores que podem influenciar no processo de mudan?a. Sugere-se ainda que a qualidade do relacionamento entre estagi?rio de psicologia e paciente, al?m disposi??o do paciente como agente da pr?pria mudan?a, podem ter sido relevantes nos resultados das psicoterapias. O n?mero reduzido de participantes n?o permite a generaliza??o dos resultados. Poucos s?o os estudos que focalizam os resultados das psicoterapias de pacientes atendidos por alunos de Cl?nica-escola. Portanto, sugere-se a realiza??o de novas pesquisas e enfatiza-se a import?ncia de se trabalhar com v?rias medidas. Ademais, por este ser um estudo de car?ter retrospectivo, s?o necess?rias pesquisas longitudinais para o acompanhamento dos processos desde o in?cio.