Em 1948, a cidade de Ribeirão Preto foi contemplada com uma faculdade de medicina, a Faculdade de Medicina de Ribeirão Preto (FMRP), cujas primeiras aulas foram ministradas em maio de 1952. Desde sempre, essa faculdade se dedicou à pesquisa e à formação pós-graduada, no entanto, a formação oferecida durante o ensino médico de graduação nunca deixou de ser uma preocupação constante. Mesmo tendo sofrido uma extensa reforma curricular, aprovada em 1992, implantada em 1993 e completada em 1998, o curso de ciências médicas da FMRP sofreu, após a aprovação das novas diretrizes curriculares nacionais para cursos de medicina, em 2001, uma revisão curricular, aprovada, em 2007, e implementada, em 2008, que determinou o desenvolvimento de atividades de forma articulada ao longo dos anos pela introdução de eixos longitudinais de formação. A Atenção à Saúde da Comunidade I ou, simplesmente, ASCI, foi a primeira disciplina do eixo Atenção à Saúde da Família e da Comunidade. Este estudo teve por objetivo realizar uma avaliação discente da disciplina ASCI, em seu primeiro ano de inclusão na grade curricular, identificando o que deveria permanecer, o que requereria aperfeiçoamento e o que deveria ser abandonado, obtendo, ainda, sugestões que permitissem introduzir, nos próximos anos, mudanças que aumentassem a efetividade do processo ensino-aprendizagem dos estudantes. Considerando a complexidade do objeto a ser estudado, uma abordagem metodológica quantitativaqualitativa que permitisse tanto a identificação de indicadores e tendências quantificáveis quanto de percepções e sugestões, foi adotada. A população de estudo escolhida foi: todos os estudantes do curso de ciências médicas da FMRP matriculados na disciplina ASCI, no ano de 2008, totalizando 103 indivíduos. Optouse pela construção de um instrumento de coleta de dados específico para essa pesquisa composto por: um questionário estruturado auto-aplicável capaz de caracterizar a população e quantificar as percepções discentes sobre cada variável estudada, uma questão não estruturada, destinada a captar evidências sobre a construção de um novo conhecimento a respeito da promoção da saúde e prevenção de doenças em uma comunidade, e um espaço para comentários e sugestões sobre a disciplina. Para a etapa quantitativa do estudo, foram escolhidas 9 como variáveis as características da disciplina: objetivo, metodologia de ensinoaprendizagem, conteúdos, diversificação de cenários, aprendizagem por meio de vivências, interação com a comunidade, tutoria, divisão em pequenos grupos, discussões em grupo, comunicação mediada por computador, metodologias de avaliação e carga horária. A coleta de dados ocorreu entre os dias 24 de novembro e 02 de dezembro de 2008. Os resultados quantitativos obtidos apontaram altos índices de aprovação discente à disciplina e os qualitativos, a construção de uma percepção discente adequada aos objetivos educacionais da disciplina incluindo a modificação do conceito sobre saúde e a aproximação entre discentes e seu futuro objeto de trabalho. Além disso, a população estudada demonstrou grande preocupação em contribuir para que a disciplina se tornasse, durante os próximos anos, ainda mais efetiva no cumprimento de seu objetivo educacional. / In 1948, the town of Ribeirão Preto was benefit by a faculty of medicine, the Faculdade de Medicina de Ribeirão Preto (FMRP), whose first classes were taught on May, 1952. Historically, this faculty has been focused in research and postgraduation training, however, the training offered during the medical graduation has always been a frequent concern. Even after an extensive curricular reforming, which was approved in 1992, introduced in 1993 and completed in 1998, the FMRP Medical Sciences Course passed through a curricular revision; that happened in consequence of the approval of the new national curriculum guidelines for courses in medicine in 2001, agreed in 2007, and implemented in 2008, which determined the articulated activities development over the years by the introduction of longitudinal axes of training. The Atenção à Saúde da Comunidade I (Attention to the Communitys Health I) or, simply, ASCI, was the first subject from the axis Atenção à Saúde da Família e da Comunidade (Attention to Family and Communitys Health). This study aims to perform a students assessment of the subject ASCI in its first year of curricular inclusion, identifying what should remain, what should be improved and what should be forsaken, obtaining, yet, suggestions that would permit to introduce, in the years to come, changes that would increase the students teaching and learning process effectiveness. Considering the complexity of the object to be studied, a quantitative and qualitative approach, that would allow even the identification of indicators and quantifying trends or perceptions and suggestions, was adopted. The chosen population for this study was: all the FMRP Medical Sciences course students enrolled in the subject ASCI, in the year of 2008, adding up 103 people. It was chosen for this research the construction of a specific data collection instrument composed by: a self applicable structured questionnaire that was able to characterize the population and quantify the students perceptions about each variable studied; a non-structured question, designated to absorb evidence about the construction of a new knowledge area concerning the health promotion and prevention of illnesses in a community; and a space for comments and suggestions about the subject. For the quantitative step of this study, were chosen as variables these subjects features: objective, teaching and learning methods, contents, scenery 11 diversification, learning through experience, interacting with the community, mentoring, working in small groups, group discussions, computer mediated communication, assessment methods and working hours. The data collection occurred between the days November 24th and December 2nd, 2008. The obtained quantitative results reveal high approval rates of the students in the subject and the qualitative demonstrated the students construction of a perception that corresponds to the educational aims of the subject, including the change in their concept about health and the approximation between them and their future work object. Besides, the studied population demonstrated a big concern in contributing so the subject would became, over the years, even more effective as fulfilling its educational goals.

Em 1948, a cidade de Ribeirão Preto foi contemplada com uma faculdade de medicina, a Faculdade de Medicina de Ribeirão Preto (FMRP), cujas primeiras aulas foram ministradas em maio de 1952. Desde sempre, essa faculdade se dedicou à pesquisa e à formação pós-graduada, no entanto, a formação oferecida durante o ensino médico de graduação nunca deixou de ser uma preocupação constante. Mesmo tendo sofrido uma extensa reforma curricular, aprovada em 1992, implantada em 1993 e completada em 1998, o curso de ciências médicas da FMRP sofreu, após a aprovação das novas diretrizes curriculares nacionais para cursos de medicina, em 2001, uma revisão curricular, aprovada, em 2007, e implementada, em 2008, que determinou o desenvolvimento de atividades de forma articulada ao longo dos anos pela introdução de eixos longitudinais de formação. A Atenção à Saúde da Comunidade I ou, simplesmente, ASCI, foi a primeira disciplina do eixo Atenção à Saúde da Família e da Comunidade. Este estudo teve por objetivo realizar uma avaliação discente da disciplina ASCI, em seu primeiro ano de inclusão na grade curricular, identificando o que deveria permanecer, o que requereria aperfeiçoamento e o que deveria ser abandonado, obtendo, ainda, sugestões que permitissem introduzir, nos próximos anos, mudanças que aumentassem a efetividade do processo ensino-aprendizagem dos estudantes. Considerando a complexidade do objeto a ser estudado, uma abordagem metodológica quantitativaqualitativa que permitisse tanto a identificação de indicadores e tendências quantificáveis quanto de percepções e sugestões, foi adotada. A população de estudo escolhida foi: todos os estudantes do curso de ciências médicas da FMRP matriculados na disciplina ASCI, no ano de 2008, totalizando 103 indivíduos. Optouse pela construção de um instrumento de coleta de dados específico para essa pesquisa composto por: um questionário estruturado auto-aplicável capaz de caracterizar a população e quantificar as percepções discentes sobre cada variável estudada, uma questão não estruturada, destinada a captar evidências sobre a construção de um novo conhecimento a respeito da promoção da saúde e prevenção de doenças em uma comunidade, e um espaço para comentários e sugestões sobre a disciplina. Para a etapa quantitativa do estudo, foram escolhidas 9 como variáveis as características da disciplina: objetivo, metodologia de ensinoaprendizagem, conteúdos, diversificação de cenários, aprendizagem por meio de vivências, interação com a comunidade, tutoria, divisão em pequenos grupos, discussões em grupo, comunicação mediada por computador, metodologias de avaliação e carga horária. A coleta de dados ocorreu entre os dias 24 de novembro e 02 de dezembro de 2008. Os resultados quantitativos obtidos apontaram altos índices de aprovação discente à disciplina e os qualitativos, a construção de uma percepção discente adequada aos objetivos educacionais da disciplina incluindo a modificação do conceito sobre saúde e a aproximação entre discentes e seu futuro objeto de trabalho. Além disso, a população estudada demonstrou grande preocupação em contribuir para que a disciplina se tornasse, durante os próximos anos, ainda mais efetiva no cumprimento de seu objetivo educacional. / In 1948, the town of Ribeirão Preto was benefit by a faculty of medicine, the Faculdade de Medicina de Ribeirão Preto (FMRP), whose first classes were taught on May, 1952. Historically, this faculty has been focused in research and postgraduation training, however, the training offered during the medical graduation has always been a frequent concern. Even after an extensive curricular reforming, which was approved in 1992, introduced in 1993 and completed in 1998, the FMRP Medical Sciences Course passed through a curricular revision; that happened in consequence of the approval of the new national curriculum guidelines for courses in medicine in 2001, agreed in 2007, and implemented in 2008, which determined the articulated activities development over the years by the introduction of longitudinal axes of training. The Atenção à Saúde da Comunidade I (Attention to the Communitys Health I) or, simply, ASCI, was the first subject from the axis Atenção à Saúde da Família e da Comunidade (Attention to Family and Communitys Health). This study aims to perform a students assessment of the subject ASCI in its first year of curricular inclusion, identifying what should remain, what should be improved and what should be forsaken, obtaining, yet, suggestions that would permit to introduce, in the years to come, changes that would increase the students teaching and learning process effectiveness. Considering the complexity of the object to be studied, a quantitative and qualitative approach, that would allow even the identification of indicators and quantifying trends or perceptions and suggestions, was adopted. The chosen population for this study was: all the FMRP Medical Sciences course students enrolled in the subject ASCI, in the year of 2008, adding up 103 people. It was chosen for this research the construction of a specific data collection instrument composed by: a self applicable structured questionnaire that was able to characterize the population and quantify the students perceptions about each variable studied; a non-structured question, designated to absorb evidence about the construction of a new knowledge area concerning the health promotion and prevention of illnesses in a community; and a space for comments and suggestions about the subject. For the quantitative step of this study, were chosen as variables these subjects features: objective, teaching and learning methods, contents, scenery 11 diversification, learning through experience, interacting with the community, mentoring, working in small groups, group discussions, computer mediated communication, assessment methods and working hours. The data collection occurred between the days November 24th and December 2nd, 2008. The obtained quantitative results reveal high approval rates of the students in the subject and the qualitative demonstrated the students construction of a perception that corresponds to the educational aims of the subject, including the change in their concept about health and the approximation between them and their future work object. Besides, the studied population demonstrated a big concern in contributing so the subject would became, over the years, even more effective as fulfilling its educational goals.

Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included semistructured interview questions and a review of training documentation with a combination of dramaturgical coding and purposive sampling from 20 participants that attended leadership development programs within a high performing organization. The 7-step data analysis process, methodology triangulation, and member checking consisted of structure and credibility of the findings. There were primary and secondary themes that aligned with Hanson's leadership development interface model. The 2 primary themes were categorized as collaborative learning and shared knowledge, while the secondary themes included role models, communication: listening and feedback, problem-solving, knowledgeable: subject matter expert, transparency, and training and teaching. The findings of this study suggest that collaborative learning influenced leadership development programs by practicing group work and by sharing different ideas. These findings have potential implications for positive social change, as the information may add to the body of knowledge for future scholars and valuable information for stakeholders to build a knowledge-based practicing organization.

Η εργασία, που ακολουθεί, εστίασε την προσοχή της στους ενηλίκους που φοιτούν στο ΚΕΕ Αχαΐας το οποίο προσφέρει προγράμματα σπουδών και επιμόρφωσης σε αρκετές ειδικότητες. Τόσο η εκπαίδευση ενηλίκων στην Ελλάδα όσο και η μη τυπική εκπαίδευση σε συνάρτηση με το ζήτημα των κινήτρων τα οποία ωθούν τους ενήλικους εκπαιδευόμενους στην παρακολούθηση εκπαιδευτικών προγραμμάτων δεν έχουν ερευνηθεί ικανοποιητικά. Οι στόχοι της έρευνας ήταν: 1. η διαπίστωση του ποια είναι τα κίνητρα που ωθούν τους ενήλικους εκπαιδευομένους στο να παρακολουθούν προγράμματα εκπαίδευσης στο ΚΕΕ της Πάτρας σύμφωνα με τους παράγοντες της Κλίμακας Συμμετοχής στην Εκπαίδευση. 2. η κατάδειξη της σχέσης συνάφειας των παραγόντων της Κλίμακας Συμμετοχής στην Εκπαίδευση, με τους αντίστοιχους μαθησιακούς τρόπους που μαθαίνουν οι ενήλικοι, οι οποίοι συμμετέχουν σε εκπαιδευτικά προγράμματα που προσφέρονται από το ΚΕΕ Αχαΐας. 3. ο εντοπισμός των κινήτρων που ωθούν τους ενηλίκους στο να παρακολουθήσουν το πρόγραμμα επιμόρφωσης, η σύνδεση δημογραφικών στοιχείων των ενηλίκων με τους παράγοντες της Κλίμακας Συμμετοχής στην Εκπαίδευση, καθώς και η εύρεση διαφορών και ομοιοτήτων μεταξύ τους σε σχέση με τους αντίστοιχους προτιμώμενους μαθησιακούς τρόπους του Kolb. Το ερευνητικό μέρος αφορά έρευνα με τη χρήση δύο εργαλείων: α) την Κλίμακα Συμμετοχής στην Εκπαίδευση του Boshier η οποία αποτελεί μια τυπολογία επτά παραγόντων που περιγράφουν τα κίνητρα τα οποία ωθούν τους ενήλικους εκπαιδευόμενους να συμμετέχουν σε εκπαιδευτικά προγράμματα και β) το ερωτηματολόγιο (LSQ) το οποίο στηρίζεται στη θεωρητική βάση του Kolb και είναι σχεδιασμένο να μετράει τον προτιμώμενο μαθησιακό τρόπο από τους ενηλίκους, καθώς και τη σχετική ένταση των τεσσάρων διαφορετικών μαθησιακών τρόπων, (ενεργητικός, στοχαζόμενος, θεωρητικός και πειραματιζόμενος ή πραγματιστής). Το δείγμα αποτέλεσαν 156 εκπαιδευόμενοι στο ΚΕΕ Πάτρας. Η εργασία ολοκληρώνεται με την παράθεση των αποτελεσμάτων σε σχέση με τα ερευνητικά μας ερωτήματα τα οποία συζητούνται σε συνάρτηση με την υπάρχουσα βιβλιογραφία. Ακολουθούν οι προτάσεις για μελλοντικές ερευνητικές προσπάθειες οι οποίες θα προσφέρουν περισσότερη γνώση στο θέμα των κινήτρων και των μαθησιακών τύπων των ενηλίκων που ενδιαφέρονται για παρακολούθηση εκπαιδευτικών προγραμμάτων. / The work that followed, focused on adults who attend the KEE Achaia, which offers courses and training in several specialties. Non-formal education and adult education in Greece, according to the issue of incentives that motivate adult learners in monitoring educational programs have not been investigated adequately. The research part of investigating the use of two tools: a) Scale of Participation in Education (Boshier) which is a typology of seven factors that describe the incentives that motivate adult learners to participate in educational programs and b) Questionnaire (LSQ of Honey & Mumford) which is designed to measure the preferred way of learning by adults, and the relative intensity of four different learning modes, energetic, stochastic, theorist and pragmatist or experimenting. The sample consisted of 156 students in the KEE Patras. The work concludes with the presentation of results in relation to our research questions are discussed in relation to the existing literature. Below are suggestions for future research efforts that will provide more knowledge on the issue of incentives and types of learning for adults interested in monitoring educational programs.

Le credit scoring est généralement considéré comme une méthode d’évaluation du niveau du risque associé à un dossier de crédit potentiel. Cette méthode implique l'utilisation de différentes techniques statistiques pour aboutir à un modèle de scoring basé sur les caractéristiques du client.Le modèle de scoring estime le risque de crédit en prévoyant la solvabilité du demandeur de crédit. Les institutions financières utilisent ce modèle pour estimer la probabilité de défaut qui va être utilisée pour affecter chaque client à la catégorie qui lui correspond le mieux: bon payeur ou mauvais payeur. Les seules données disponibles pour construire le modèle de scoring sont les dossiers acceptés dont la variable à prédire est connue. Ce modèle ne tient pas compte des demandeurs de crédit rejetés dès le départ ce qui implique qu'on ne pourra pas estimer leurs probabilités de défaut, ce qui engendre un biais de sélection causé par la non-représentativité de l'échantillon. Nous essayons dans ce travail en utilisant l'inférence des refusés de remédier à ce biais, par la réintégration des dossiers refusés dans le processus d'octroi de crédit. Nous utilisons et comparons différentes méthodes de traitement des refusés classiques et semi supervisées, nous adaptons certaines à notre problème et montrons sur un jeu de données réel, en utilisant les courbes ROC confirmé par simulation, que les méthodes semi-supervisé donnent de bons résultats qui sont meilleurs que ceux des méthodes classiques. / Credit scoring is generally considered as a method of evaluation of a risk associated with a potential loan applicant. This method involves the use of different statistical techniques to determine a scoring model. Like any statistical model, scoring model is based on historical data to help predict the creditworthiness of applicants. Financial institutions use this model to assign each applicant to the appropriate category : Good payer or Bad payer. The only data used to build the scoring model are related to the accepted applicants in which the predicted variable is known. The method has the drawback of not estimating the probability of default for refused applicants which means that the results are biased when the model is build on only the accepted data set. We try, in this work using the reject inference, to solve the problem of selection bias, by reintegrate reject applicants in the process of granting credit. We use and compare different methods of reject inference, classical methods and semi supervised methods, we adapt some of them to our problem and show, on a real dataset, using ROC curves, that the semi-supervised methods give good results and are better than classical methods. We confirmed our results by simulation.

The main objective of the thesis is to analyze the process of training employees in the company XY MEDICAL, Ltd., identify its shortcomings and recommend opportunities for improvement. The theoretical part is processed by a method of analysis of professional literature on personnel management, respectively. specific development and training. It describes the learning process and identify the methods and forms of education used in the organization. In a research of methods are used semi-structured interviews with the Director of Human Resources, excursion in the educational activities and a questionnaire for employees. The research part is aimed to obtain information on the whole process of education in society, ie contains information on how to identify training needs, its planning and implementation, different types of training taking place in the organization as well as the evaluation of educational activities. The aim of the research is to find out how well the company access to education employees. Based on the findings of the research are at the end of work formulated recommendations for company XY MEDICAL, Ltd. Key words: education, employee training, the learning process, learning methods, questionnaire, interview, excursion.

Background: To preserve valuable sources and cultural heritage, digitization of handwritten characters is crucial. For this, Optical Character Recognition (OCR) systems were introduced and most widely used to recognize digital characters. Incase of ancient or historical characters, automatic transcription is more challenging due to lack of data, high complexity and low quality of the resource. To solve these problems, multiple image based handwritten dataset were collected from historicaland modern document images. But these dataset also have some limitations. To overcome the limitations, we were inspired to create a new image-based historical handwritten character and word dataset and evaluate it’s performance using machine learning algorithms. Objectives: The main objective of this thesis is to create a first ever Swedish historical handwritten character and word dataset named CArDIS (Character Arkiv Digital Sweden) which will be publicly available for further research. In addition,verify the correctness of the dataset and perform a quantitative analysis using different machine learning methods. Methods: Initially we searched for existing character dataset to know how modern character dataset differs from the historical handwritten dataset. We have performed literature review to learn about most commonly used dataset for OCR. On the other hand, we have also studied different machine learning algorithms and their applica-tions. Finally, we have trained six different machine learning methods namely Support Vector Machine, k-Nearest Neighbor, Convolutional Neural Network, Recurrent Neural Network, Random Forest, SVM-HOG with existing dataset and newly created dataset to evaluate the performance and efficiency of recognizing ancient handwritten characters. Results: The performance/evaluation results show that the machine learning classifiers struggle to recognise the ancient handwritten characters with less recognition accuracy. Out of which CNN outperforms with highest recognition accuracy. Conclusions: The current thesis introduces first ever newly created historical hand-written character and word dataset in Swedish named CArDIS. The character dataset contains 1,01,500 Latin and Swedish character images belonging to 29 classes while the word dataset contains 10,000 word images containing ten popular Swedish names belonging to 10 classes in RGB color space. Also, the performance of six machine learning classifiers on CArDIS and existing datasets have been reported. The thesis concludes that classifiers when trained on existing dataset and tested on CArDIS dataset show low recognition accuracy proving that, the CArDIS dataset have unique characteristics and features over the existing handwritten datasets. Finally, this re-search provided a first Swedish character and word dataset, which is robust with a proven accuracy; also it is publicly available for further research.

No description available.

Development of creative skills of managers This graduation thesis deals with the creativity of managers as an essential condition to increase the productivity of a business. The first part of my thesis looks at the concept of creativity, including the concept of creativity as a process and complex of abilities. Apart from the above-stated, it contains a description of a biological-psychosocial model of creativity. The first part concludes that creativity development is possible. The second part of my thesis focuses on the issues of manager creativity and its importance. Attention is paid to internal and external barriers of creativity which can be removed to some degree by using the training methods of a lecturer and individual techniques of a manager. The end of my thesis shows a list of basic conditions of creativity development in an organisation. This knowledge can be used by lecturers training adults, managers or HR staff members.

This is a research study about children who develop learning difficulties during the early years of schooling, and how teachers can help them best learn. The focus will be on learning methods, which help students with learning disabilities, learn to read. I decided to make this an international study, by comparing a Swedish teachers observation, to teachers from five different English-speaking countries (USA; England; Canada; Australia; New Zealand). I made a lot of international contacts through my work as a volunteer for Karlstad University international office, host program. Through these contacts, I got in contact with different international participants for my research study. I conducted interviews with my participants on Skype. The end result of what I learned from these interviews was very interesting and educational, especially how the different school systems function and how the teachers work with children with learning disabilities in their elementary schools. For example, most of the teachers work a lot, with sounding out letters and personalized schedules. A few of the teachers work a lot with inclusion and specialized curriculums for the students with learning disabilities, which their department of education pressed a lot on, while other teachers department of education did not. / Det här är en undersökning om barn som utvecklar inlärningssvårigheter under de tidiga skolåren och hur lärare kan hjälpa dem att lära sig bäst. Fokus kommer att vara på inlärningsmetoder som hjälper studenter med inlärningssvårigheter att lära sig läsa. Jag bestämde mig för att göra detta till en internationell studie genom att jämföra en svensk lärare erfarenheter med olika lärare från fem engelsktalande länder (USA, England, Kanada, Australien, Nya Zeeland). Jag har många internationella kontakter genom mitt arbete som volontär för Karlstads universitets internationella kontors värdprogram. Genom dessa personer kom jag i kontakt med olika internationella deltagare för min forskningsstudie. Jag genomförde intervjuer med de flesta av mina respondenter via Skype. Slutresultatet av det jag lärde mig av dessa intervjuer var mycket intressant och pedagogiskt, särskilt hur de olika skolsystemen fungerar och hur lärarna arbetar med barn med inlärningssvårigheter. Det visade sig att det fanns flera likheter men även skillnader i hur de olika lärarna arbetade med elever som hade inlärningssvårigheter, till exempel arbetar de flesta lärarna mycket med ljudträning och personliga scheman. Några av lärarna arbetade dessutom med integrering och specialiserade läroplaner för elever med inlärningssvårigheter.