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Submitted by Suethene Souza (suethene.souza@ufpe.br) on 2015-03-13T16:44:28Z No. of bitstreams: 2 DISSERTAÇÃO Eduardo Cavalcanti.pdf: 1348043 bytes, checksum: b1dad2caae41b2e89613f0a79d71cbe1 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-13T16:44:28Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO Eduardo Cavalcanti.pdf: 1348043 bytes, checksum: b1dad2caae41b2e89613f0a79d71cbe1 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2014-03-07 / O objetivo desta dissertação é, a partir das informações dos alugueis sobre os municípios brasileiros, calcular o diferencial de custo de vida entre eles mesmos. Dentre os objetivos específicos, visa comparar o custo de vida entre as capitais brasileiras e verificar a diferença percentual entre as dez cidades mais caras e as dez cidades mais baratas para o Brasil e para cada região brasileira. Dentre os principais resultados encontrados nesse estudo, chama a atenção que o município brasileiro de maior custo de vida é São Caetano do Sul/SP. Já o de menor custo é Itapipoca/CE. Além disso, nota-se que as cidades mais caras estão situadas nas Regiões Sul e Sudeste. Já as cidades mais baratas estão localizadas na Região Nordeste. No que se refere às capitais brasileiras, São Paulo foi a que apresentou o maior nível de preços, enquanto que João Pessoa; o extremo oposto. Também se analisou o diferencial de custo de vida dentro de cada Região Geográfica. As cidades com alta PPC para cada região foram: Porto Velho/RO, Lauro de Freitas/BA, Brasília/DF, São Caetano do Sul/SP e Balneário Camboriú/SC. Por outro lado, têm-se custo de vida mais baixo: Castanhal/PA, Itapipoca/CE, Águas Lindas de Goiás/GO, Barbacena/MG e Foz do Iguaçu/PR.

Published Article / A concept CPD framework, to be implemented by medical technology workers, was compiled and needed to be evaluated by professionals. The aim of this survey was therefore to use the Delphi technique as a research tool to evaluate the concept CPD framework by a widely distributed group of medical technology workers. The Delphi technique is a research tool organizing group communication in gaining consensus among a panel of experts. A monitoring team co-ordinated and evaluated the Delphi process in response to the feedback received by a panel of experts. Panellists are selected for their contribution to the topic under investigation. They do not normally interact with one another during the Delphi rounds. Fifteen panellists, distributed throughout South Africa, participated. The panellists were knowledgeable about medical technology and CPD. During the three Delphi rounds, statements were added, moderated, rephrased and rated. This resulted in a final CPD framework that consisted of 71 statements, completed within the three months scheduled time frame with a very high percentage co-operation of the panellists. The Delphi technique was an ideal tool for evaluating the concept CPD framework among a widely distributed group of medical technology workers.

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The research began by examining professions, both historically and as they are today. It went on to investigate the nature of professional practice and professional competence. In particular, it attempted to throw fresh light on how professional competence is acquired and maintained. The research consisted of an extensive literature study and empirical work which included in- depth interviews with practitioners from 20 different professions. This was followed by a series of larger-scale postal surveys across six of these. The chosen professions ranged from traditional ones, including the Church, the Bar and Medicine, to newer professional-type occupations, such as Training, Personnel Management and Information Technology Consultancy. A total of 80 people were interviewed and a further 372 completed survey questionnaires. Following a review of existing models of competence, a new, 'provisional model of professional competence' was developed. This drew on a number of earlier models and related concepts, and was influenced by both reflective practitioner and competence based approaches to professional development. The new model was exposed to expert and academic criticism through a series of conference and journal papers, comments being received from a total of 70 people. The model was also tested empirically, after which a revised version was developed. The empirical stage of the research had a number of strands, in addition to being used for testing the model. It examined the nature of modem professions and tested the validity of certain characteristics traditionally associated with professions - altruism, autonomy, self- regulation, etc. It also examined the nature of professional practice and tested the validity of two competing epistemologies - 'technical-rationality' and 'knowing-in-action' (reflective practice). It investigated how professional competence is acquired, examining the contribution made by both formal development programmes and various kinds of informal experience to which practitioners are exposed. It sought to identify the conditions and environments that are important to professional learning, especially in early practice. Finally, it looked at how professionals maintain their competence through personal learning and continuing professional development (CPD). Both qualitative and quantitative methods were employed throughout. Analysis of results led to the identification of 12 general learning processes or 'learning mechanisms'. These formed the basis of a taxonomy which was used to classify the range of informal learning experiences and events reported by respondents. Outputs from the research included: "a new model of professional competence; "a taxonomy of informal professional learning methods; "a proposed new (or modified) epistemology of professional practice; "a proposed new paradigm of professional development, together with a linked self- development paradigm; an exemplar professional development model; and "a number of practical suggestions for improving professional development programmes. The research has contributed to knowledge by throwing new light on the nature of both professional practice and professional competence, and providing insights into the ways in which people become effective in their professional roles

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This research explores the course of and teachers' access to In-service Training (INSET), principally in the United Kingdom (England and Wales), and to a minor extent in Colombia. Within the UK context, a first focus concerns the history, developing theories and policies behind the Continuing Professional Development (CPD) of teachers. It concentrates especially on the period after the Educational Reform Act (ERA) 1988 and the introduction of the National Curriculum (NC). A second focus targets cases in various regions, at both, institutional (Local Education Authorities (LEAs), schools, etc) and individual (advisers, etc) levels. It explores how INSET works in practice. A multi-method approach consisting of questionnaires, interviews, observation and documentary analysis help to give a detailed picture of the situation of INSET/CPD for teachers (e. g., Modem Foreign language, and other subject areas. ) during the period covered by this research (1995-1999). The institutions (e. g. LEAs, etc. ) as providers of INSET, and the schools and teachers as clients of the service makes the relationships between providers, clients, and the Central government a principal theme. Some relevant issues arose from this, e. g., some implicit tensions between LEAs and University Departments of Education (UDES) as competitors in the provision of INSET. Some apprehension was also identified among some of the providers of the service (e. g., LEAs and HEI especially)) concerning the Teacher Training Agency's (TTA) administration and INSET, etc. Also, teachers appeared to feel threatened by strict regulations and surveillance as a consequence of the NC and the ERA 1988. The findings show, among other things, an increasing number of opportunities for teachers' access to INSET in the UK. Parallel to this, the profession faces some diminished local flexibility regarding allocation, funding, and actual provision of CPD, given that the indicators and criteria are sometimes established at a distance, e. g., by the TTA, or by the politicians. Teachers' freedom to determine their own preferred INSET has been progressively limited by bureaucratic and financial constraints, which allow for rare secondment and little sponsorship to undertake award bearing courses. On the other hand, a more school-based training has become available. This important development, however, can put teachers, middle and senior management in schools under pressure due to a lack of funding, heavy workloads, lack of professional input from outside speakers, etc. SBI can leave them out of context (e. g., scientific knowledge and advances as schools do not deal with this focus themselves. The thesis concludes with a brief discussion of the situation of INSET in Colombia after the 4 latest reforms occurredi n the last decade. Somep ossiblef uture developmentsfo r INSET are derived by implication from the UK study and will be possibly implemented at two different stages and levels through top-down (T), bottom-up (B), and interactional (I) modes, i. e., a possible Colombian Teacher Training Agency (TTA), and the structural reform of the Office for Enrolment and Promotion (OFEREP) towards a General Teaching Council (GTC) at a first stage; a widespreadi ntroduction of School-basedIN SET (SBI) coupled with an emerging developmental( bottom-up (B)) mode of INSET involving AR, at a second stage. Discussion of these proposals takes account of difficulties of adaptation and cultural transfer.

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