With the aim to reduce the effects of anthropocentric climate change and achieve a more sustainable future, promotion of sustainable individual behaviour is just as essential as driving political and economic change. As social media are experiencing growth in popularity, online communities in which influencers act as opinion leaders are a promising tool to influence behaviour. The objective of this paper was to examine the role of individuals’ pre-existing value structures and the effectiveness of encouraging pro-environmental behaviour amongst the millennial generation on Instagram. The study design is based on the extended version of goal-frame theory, The Integrated Framework for Encouraging Pro-environmental Behaviour.An experiment survey has been developed to measure current pro-environmental behaviour, value structure and goal-frame, test preferred Instagram posts, and measure intentions to act pro-environmentally in the future. Survey respondents were randomly assigned to a control group, which was not shown any Instagram posts. The experiment tested whether the provision of Instagram posts, which are framed in line with one’s goal-frame, creates a more effective message subsequently leading to an increase in future intentions to act pro-environmentally. The results of the analyses indicated that framing of an Instagram post based on pre-existing goal-frames does create a more effective message but does not lead to an increase in future intentions to act pro-environmentally. The differences in intentions to start acting pro-environmentally were not significantly different between the experiment and control group.Further analysis revealed that the strongest predictor to increase intentions to act in line with the environment is a combination of high accessibility to a normative goal-frame (biospheric and altruistic values), low accessibility to a gain goal-frame (egoistic values) and university education. Additionally, it was detected that females are more likely to engage in pro-environmental behaviour, to have higher intentions to adjust their lifestyle as well as accessibility to a normative goal-frame. Implications of this study can be applied to future research as well as help organizations and governments to develop more targeted sustainable consumption campaign and policies.

No description available.

No description available.

The aim of this study is to understand the present situation of language domain teachers¡¦ stages of concern and layers of adoption about integrating information technology into instruction after carrying out 1st ¡V 9st grades curriculum Alignment in junior high school in Kaohsiung City. In the meanwhile investigating the relationship between stages of concern and layers of adoption, different backgrounds of teachers, school factors, willing of teacher about integrating information technology into instruction. Exploring the perspectives of teacher, obstructive factors and what kind of the motive factors that can improve teachers¡¦ stages of concern and layers of adoption about integrating information technology into instruction technology into instruction. ¡§Integrating information technology into instruction stages of concern scale¡¨, and¡¨ integrating information technology into instruction layers of adoption scale¡¨ are adopted as the instruments of analysis in this study. The major findings of this study are followed: 1.The personal stages of concern is the most strongest stages of concern when teacher face to the integrating information technology into instruction. Consequence stages of concern is the second strongest stages of concern. Preparation and orientation layers of adoption is the most proportion layers of teacher¡¦s layers of adoption. 2.There are significant differences language domain teachers¡¦ stages of concern about integrating information technology into instruction in junior high school with the term of the age of teacher, the seniority of teacher, school have had the experience of integrating information technology into instruction seminar, whether computer in classroom or not, at what time computer become the necessary tool, the willing of using the new teaching method, the willing of co-operated policy or the regulation of carry out the integrating information technology into instruction activities of an administrative of school, the academic degrees, time of using computer, 3.There are significant differences and relationship between teacher¡¦s stages of concern and layers of adoption about integrating information technology into instruction in junior high school in Kaohsiung City. 4.The encouraging factors of stages of concern and layers of adoption about integrating information technology into instruction were not influenced by background of language domain teacher in junior high school in Kaohsiung City. And the contents of perspectives of teacher are similar to encouraging factors, obstructive factors, and the starting point motive of teacher about integrating information technology into instruction. The most main mixed factors including: (1)sufficient hardware and software facilities resource, and convenient of using (2)the willing, motive, improving interest of study of student (3)policy and administration (4)the challenge of job itself(5) the growth of individual and disciplines (6)cooperation of colleague, assistance, and share motive factors (7)teacher short of time to prepare etc¡K.Those factors mention above are all included in the content of perspectives of teacher. Therefore the content of perspectives of measured teacher can be the evidence reference of encouraging factors, obstructive factors, and the starting point motive of teacher about integrating information technology into instruction, including quantitative analysis.

Made available in DSpace on 2016-12-12T20:34:11Z (GMT). No. of bitstreams: 1 MarciaIvanowski.pdf: 352055 bytes, checksum: 445838fbce107e03487562ac8ad8585d (MD5) Previous issue date: 2005-04-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This paper certified just how much student s daily school life is present at school subject Physics at Colégio Tupy in Joinville, SC. Teachers have discussed ways in developing students competencies and skills by using their school routine as tools for motivation their students to learn. Such study has been carried out with four High School teachers and two hundred and ten High School students in the school mentioned above. The results evidence the activities paper involving the everyday life of the students for the improvement of the teaching-learning process of the Physics, that in several times prioress the use of the didactic book without establishing the correct connection between the contents and their reality. Therefore, is important to take the daily routine as a starting point to elaboration teaching programs, which should also encourage field trips and interdisciplinary projects. In this context, Colégio Tupy has potential to develop an innovative work in this sense, thus contributing in encouraging High School students in learning Physics and showing that Physics walks hand in hand with other school subjects. / Esta dissertação verificou o modo como o cotidiano dos alunos se faz presente no Ensino de Física do Colégio Tupy em Joinville, SC. Foram discutidos meios para desenvolver as competências e habilidades dos alunos, usando o cotidiano como instrumento para motivação da aprendizagem, e foi desenvolvido um estudo de caso com quatro professores e duzentos e dez alunos do ensino médio da referida instituição. Os resultados evidenciam o papel de atividades envolvendo o dia-a-dia dos alunos para a melhoria do processo ensino-aprendizagem da Física, que muitas vezes prioriza a utilização do livro didático sem estabelecer a devida relação dosconteúdos trabalhados com a realidade dos alunos. Sendo assim, é importante tomar o cotidiano como um dos pontos de partida na elaboração dos planos de ensino, que precisa também contemplar atividades de campo e projetos interdisciplinares, promovendo um ensino contextualizado. Neste contexto, o Colégio Tupy tem potencial para desenvolver um trabalho inovador, contribuindo para a formação integral do aluno de ensino médio.

Idag rapporterar media om att den problematiska skolfrånvaron ökar. Enligt skollagen har alla elever rätt till en utbildning och den svenska närvaroplikten innebär att varje skola behöver kunna främja skolnärvaro. En fullständigt genomförd grundskola med godkända betyg är en skyddsfaktor mot utanförskap i samhället och psykisk ohälsa. Syftet med studien är att bidra med kunskap om skolans insatser för att stödja elever med problematisk skolfrånvaro i att kunna återgå till skolan. Forskningsfrågorna sökte svar på framgångsrika insatser som eleverna och deras vårdnadshavare beskriver för återgång till skolan, sett ur ett flernivåperspektiv. Studiens teoretiska ramverk var Bronfenbrenners utvecklingsekologiska systemteori. Undersökningen hade en kvalitativ forskningsansats, inspirerad av fallstudiedesign. För att samla in data användes semistrukturerade intervjuer. En pilotstudie genomfördes för att förbättra våra intervjufrågor. Urvalet till studien baserades på ett målstyrt urval. Våra respondenter var fyra elever och deras vårdnadshavare. Eleverna hade tidigare haft problematisk skolfrånvaro men återvänt till skolan. Tidigare forskning har visat att framgångsfaktorer som ökar skolnärvaro innefattar undervisning, delaktighet, inflytande, trygghet och studiero, tillitsfulla relationer och kommunikation mellan hem och skola. Studiens resultat överensstämmer med tidigare forskning. I vårt resultat framkom även betydelsen av att minska kraven på eleverna i skolsituationen för en positiv återgång till skolan. Ytterligare framkom ur ett systemteoretiskt perspektiv att faktorer på samtliga nivåer inom teorin har en inverkan på skolnärvaron. En liten förändring på någon nivå kan påverka elevens förutsättningar att närvara i skolan. Vi tänker oss att vår studie kan bidra med kunskap och vara ett stöd i skolors närvarofrämjande arbete. / Today, Media reports that the problematic school absence is increasing. According to Skollagen, all students have the right to an education, and the Swedish compulsory attendance means that each school needs to encourage school attendance. A completed schooling with passed grades is a protection factor in society and against mental illness. The purpose of this study is to contribute with knowledge about the schools’ measures to aid students with problematic school attendance in returning to school. The research questions sought to find successful measures that students and their guardians describe were important in the students’ returning to school, seen from a multilevel perspective. The theoretical framework of the study was Bronfenbrenner’s educational system theory. The study had a qualitative research method, inspired by case study design. To collect data, semi structured interviews were used. A pilot study was carried out to perfect our questions. The selection of participants was based on goal-oriented factors. Our respondents were four students and their guardians. The students had previously had problematic school absence but then returned to school. Previous research has shown that success factors that increase the students’ attendance in school are teaching, participation, influence, security, a peaceful study situation, trusting relations and communication between home and school. The results from the study coincide with previous research. In our result, the importance of lowering the demands on the students in order to reach a successful return to school, emerged. Furthermore, from a theoretical system perspective, all theoretical factors influenced school attendance. A small alteration at some level can affect the students’ prerequisite for school attendance. Our study can contribute with knowledge about, and be supportive in, schools’ work with encouraging school attendance.

Undersökningar har visat på ett minskat läsintresse bland barn och unga de senaste åren, samtidigt som samhället kräver en utvecklad läsförmåga. Syftet med denna litteraturstudie var att undersöka vad forskning säger om vilka faktorer som påverkar lågstadieelevers läslust och vilka effekterna är av de metoder som används för att väcka elevers läslust i klassrummet. Denna litteraturstudie består av de två forskningsfrågorna: ”Vad säger forskningen om vilka faktorer som påverkar läslusten i lågstadieklassrum?” och ”Vad säger forskningen om de metoder som används för att väcka lågstadieelevers läslust i klassrummet och om vilka effekter de har?”. För insamling av data gjordes sökningar i databaser, där sökord användes för att hitta forskning relevant för studiens syfte.  Artiklarna som presenteras i studien har analyserats utifrån en tematisk analys, där kodning av data resulterade i fyra teman. Resultatet visar att klassrumsmiljö och elevinflytande är faktorer som påverkar elevers läslust i klassrummet. Av resultatet framgår det även att interaktiv läsning och läsaktiviteter i klassrummet bidrar till ökad motivation bland eleverna. Samtidigt talar forskning för att lärare har ett stort ansvar i att se till elevers olika förutsättningar när de väljer aktiviteter i syfte att utveckla elevers läsning. Betydelsen av lärares inflytande, såsom att vara en förebild och att ta hänsyn till elevers olika förutsättningar, är också något som framkommer av resultaten i denna studie. / Surveys have shown a reduced interest in reading among children and young people in recent years, while society demands a developed reading ability. The purpose of this study was to investigate what research says about what influences the love of reading among primary school students and what the effects are on methods used to increase reading motivation in classrooms. This literature review consists of the two research questions: “What does research say about which factors influence the love of reading in primary classrooms?” and “What does research say about methods used in classrooms to arouse interest in reading among students and about what effects they have?” For data collection, searches were conducted in databases, in which keywords were used to find research relevant to the aim of this study. The articles presented in this study were analyzed through a thematic analysis, where coding of data resulted in four themes. The result shows that the design of the classroom and student influence are factors that affects the reading motivation in the classroom. It is also shown in the results that interactive reading and reading activities in the classroom increases reading motivation among students. The importance of teachers’ influence, such as being a role model and taking students’ different needs into account when choosing activities, is also something that emerges from the results of this study.

Целью магистерской диссертации является разработка направлений совершенствования налогообложения организаций сельского хозяйства с целью оптимального сочетания интересов государства и общества. В первой главе рассмотрены теоретические основы налогообложения в сельском хозяйстве, дана общая характеристика сельскохозяйственной отрасли, рассмотрены налоговые инструменты стимулирования предприятий сельскохозяйственной отрасли. Вторая глава посвящена анализу эффективности функционирования организаций сельского хозяйства и их налогового регулирования. Проведена финансово-экономическая оценка и анализ налоговой нагрузки плательщиков ЕСХН и анализ состава налогоплательщиков и поступлений по ЕСХН (на примере Российской Федерации и Свердловской области). В третьей главе предложены перспективы и направления совершенствования налогообложения сельскохозяйственных товаропроизводителей и направления совершенствования налогообложения организаций сельского хозяйства. / The purpose of the master's thesis is to develop ways to improve the taxation of agricultural organizations to the optimum combination of interests of the state and society. The first chapter reviewed the theoretical foundations of taxation in agriculture, the general characteristic of the agricultural sector, considered the tax tools to stimulate the agricultural sector enterprises. The second chapter is devoted to analysis of the efficiency of agricultural organizations and their tax regulation. Spend the financial and economic evaluation and analysis of the tax burden of taxpayers UAT and analysis of the taxpayers and UAT revenue (for example, the Russian Federation and the Sverdlovsk region). In the third chapter of the proposed perspectives and ways of improving the taxation of agricultural producers and the ways of improving the taxation of agricultural organizations.

A disseminação do conhecimento científico é de suma importância para o desenvolvimento social, cultural e tecnológico de um país. Para isso existem programas de políticas públicas que investem na realização de eventos com essa finalidade. Este trabalho avaliou o Programa de Apoio a Eventos no País – PAEP, da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Capes, que entre os seus objetivos tem o de “apoiar eventos destinados à melhoria da formação de docentes para a educação básica e professores de cursos de pósgraduação”. Na fundamentação teórica deste trabalho foram utilizados três temas que caracterizam o objeto avaliado e o próprio processo avaliativo: comunicação científica, políticas públicas e avaliação de programas. Nesses estão ideias de diversos autores que se completam, interagem e subsidiam os assuntos discutidos nesta pesquisa. A metodologia adotada teve oito etapas: o planejamento do processo avaliativo; o mapeamento dos macroprocessos do PAEP para a identificação dos públicos externos e internos desse programa; elaboração e aplicação do questionário da pesquisa de opinião aos presidentes de eventos de educação básica e pós-graduação; coleta, análise e comunicação dos resultados sobre o nível de satisfação desses presidentes sobre o PAEP e as respectivas sugestões para a melhoria desse programa. Os resultados obtidos nesta tese estão sendo apresentados em um artigo, um manuscrito e um relatório final. No artigo é apresentado o grau de satisfação de 111 presidentes de eventos que foram realizados em 2010, apoiados pelo PAEP, nas áreas de Ciências Biológicas, Multidisciplinar e Ciências Humanas. Verificou-se que mais de 70% dos presidentes dos eventos classificaram oito dos 10 itens do questionário sobre o PAEP como satisfatório ou muito satisfatório. Apesar disso, esses presidentes sugerem que existem estágios desse programa que necessitam de ajustes: prazo de liberação dos recursos pelos gestores do PAEP em relação ao início do evento; e valores concedidos pelos gestores do PAEP em relação ao montante solicitado pelos presidentes dos eventos. No segundo trabalho, os dados apresentados expressam a opinião de 74 presidentes de eventos de educação básica realizados em 2010 e 2011, o que representa 38,54% da população analisada. Desse total, 97,3% consideram o PAEP como satisfatório ou muito satisfatório para a realização de seus eventos, o que demonstra que esse programa vem atendendo as demandas e expectativas do público alvo. Outros cinco itens do questionário foram indicados por mais de 70% dos presidentes de eventos como satisfatório e muito satisfatório: critérios de avaliação (93,2%); prazo de inscrição (71,2%); documentos solicitados para a submissão da proposta (82,2%); itens financiáveis (71,2%); e normas sobre a prestação de contas (74,0%). Vale ressaltar que as avaliações dos itens facilidade no preenchimento do formulário online (67,1%); valores concedidos (65,8%); e informações sobre os resultados (63,0%) ficaram entre 50% e 70%, sendo consideradas como nível de satisfação intermediário. O item liberação de recursos pela Capes em relação ao início do evento demonstrou o menor nível de satisfação desses presidentes (41,1%), indicando a necessidade de melhoria desse programa. Os dados documentais do PAEP mostram que em 2010 e 2011 foi investido por esse programa o montante de R$ 47.123.290,00 para o apoio a realização de 2.436 eventos para os públicos de pós-graduação e de educação básica, em todas as grandes áreas do conhecimento. As análises mostram ainda que a grande área Ciências Humanas possui um quantitativo de eventos e recursos maiores que as demais, porém é a segunda grande área com a menor quantidade de recursos concedidos por evento. Os eventos da grande área Ciências Biológicas chegam a receber do PAEP, em média, R$ 8.700,00 a mais do que os eventos da grande área Ciências Humanas. Quando analisado o valor médio concedido por evento apoiado, observa-se que essa grande área fica à frente apenas da área Linguística, Letras e Artes. Como produto da tese foi elaborado um relatório final para subsidiar as decisões dos gestores do PAEP. A partir deste trabalho observou-se que é preciso avaliar os programas de políticas públicas, porque esse tipo de iniciativa pode subsidiar as decisões dos gestores sobre a melhoria dos programas, projetos e ações, tanto a favor da transparência e do nível de excelência dos serviços prestados à comunidade cientifica, quanto em prol da ciência. / The dissemination of scientific knowledge is of paramount importance for the social, cultural and technological development of a country. There are programs for public policies that invest in events for this purpose. This study evaluates the Program of Support for Events in the Country - PAEP, from Capes, which has among its goals the one to "support events designed to improve the training of teachers for basic education and teachers for graduate courses”. In this study’s theoretical foundation, we employ three themes that characterize the evaluated object and the evaluation process itself: science communication, public policy and programs evaluation. These themes have ideas of various authors that complete each other, interact and subsidize the matters discussed in this research. The methodology adopted had eight steps: the planning of the evaluation process; mapping of PAEP’s macroprocess for identification of internal and external audiences of this program; preparation and application of the opinion questionnaire from the presidents of events of basic education and graduate; collection, analysis and reporting of the results about the level of satisfaction of those presidents about PAEP and their suggestions for improving the program. The results obtained in this thesis are presented in an article, a manuscript and a final report. In the article is presented the degree of satisfaction of 111 presidents of events that occurred in 2010, supported by PAEP, in the areas of Biological Sciences, Multidisciplinary and Humanities. It was found that over 70% of the events presidents classified eight of ten items of the questionnaire about PAEP as satisfactory or very satisfactory. Nevertheless, these presidents suggest that some stages of this program need fixing: deadline for release of resources by managers of PAEP relative to the start of the event; and values provided by the managers of the PAEP in relation to the amount requested by the presidents of the events. In the second study, the data presented represent the opinion of 74 presidents of events for basic education held in 2010 and 2011, representing 38.54% of the surveyed population. Of this total, 97.3% consider the PAEP as satisfactory or very satisfactory for the realization of their events, which demonstrates that the program is meeting the demands and expectations of the target audience. Another five questionnaire items were listed by more than 70% of the presidents of events as satisfactory and very satisfactory: evaluation criteria (93.2%); application deadline (71.2%); documents required for submission of the proposal (82.2%); eligible items (71.2%); and rules on accountability (74.0%). It is noteworthy that the evaluations of items facility to complete the online form (67.1%); granted values (65.8%); and information about the results (63.0%) were between 50% and 70%, being considered as intermediary level of satisfaction. The item release of funds by Capes relative to the start of the event showed the lowest level of satisfaction of these presidents (41.1%), indicating a need for improvement in this program. The documentary evidences from PAEP shows that in 2010 and 2011 was invested by this program the amount of R$ 47,123,290.00 to support the execution of 2,436 events for the graduate and basic education publics, in all areas. The analyzes also show that the Humanities area has more events and greater resources than the others, but is the second area with the least amount of resources provided per event. The events of Biological Sciences area receive from PAEP, on average, R$ 8,700.00 more than the events of the Humanities area. When the average amount provided per event is analyzed, it is observed that this area is just ahead of the Linguistics, Letters and Arts area. As a product of the thesis, a final report was prepared to support the decisions of the managers of PAEP. From this study it was observed that it is necessary to evaluate the public policy programs, because this kind of initiative can support the decisions of managers on improving the programs, projects and actions, both in favor of transparency and the level of excellence service provided to the scientific community, as for science.

A disseminação do conhecimento científico é de suma importância para o desenvolvimento social, cultural e tecnológico de um país. Para isso existem programas de políticas públicas que investem na realização de eventos com essa finalidade. Este trabalho avaliou o Programa de Apoio a Eventos no País – PAEP, da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Capes, que entre os seus objetivos tem o de “apoiar eventos destinados à melhoria da formação de docentes para a educação básica e professores de cursos de pósgraduação”. Na fundamentação teórica deste trabalho foram utilizados três temas que caracterizam o objeto avaliado e o próprio processo avaliativo: comunicação científica, políticas públicas e avaliação de programas. Nesses estão ideias de diversos autores que se completam, interagem e subsidiam os assuntos discutidos nesta pesquisa. A metodologia adotada teve oito etapas: o planejamento do processo avaliativo; o mapeamento dos macroprocessos do PAEP para a identificação dos públicos externos e internos desse programa; elaboração e aplicação do questionário da pesquisa de opinião aos presidentes de eventos de educação básica e pós-graduação; coleta, análise e comunicação dos resultados sobre o nível de satisfação desses presidentes sobre o PAEP e as respectivas sugestões para a melhoria desse programa. Os resultados obtidos nesta tese estão sendo apresentados em um artigo, um manuscrito e um relatório final. No artigo é apresentado o grau de satisfação de 111 presidentes de eventos que foram realizados em 2010, apoiados pelo PAEP, nas áreas de Ciências Biológicas, Multidisciplinar e Ciências Humanas. Verificou-se que mais de 70% dos presidentes dos eventos classificaram oito dos 10 itens do questionário sobre o PAEP como satisfatório ou muito satisfatório. Apesar disso, esses presidentes sugerem que existem estágios desse programa que necessitam de ajustes: prazo de liberação dos recursos pelos gestores do PAEP em relação ao início do evento; e valores concedidos pelos gestores do PAEP em relação ao montante solicitado pelos presidentes dos eventos. No segundo trabalho, os dados apresentados expressam a opinião de 74 presidentes de eventos de educação básica realizados em 2010 e 2011, o que representa 38,54% da população analisada. Desse total, 97,3% consideram o PAEP como satisfatório ou muito satisfatório para a realização de seus eventos, o que demonstra que esse programa vem atendendo as demandas e expectativas do público alvo. Outros cinco itens do questionário foram indicados por mais de 70% dos presidentes de eventos como satisfatório e muito satisfatório: critérios de avaliação (93,2%); prazo de inscrição (71,2%); documentos solicitados para a submissão da proposta (82,2%); itens financiáveis (71,2%); e normas sobre a prestação de contas (74,0%). Vale ressaltar que as avaliações dos itens facilidade no preenchimento do formulário online (67,1%); valores concedidos (65,8%); e informações sobre os resultados (63,0%) ficaram entre 50% e 70%, sendo consideradas como nível de satisfação intermediário. O item liberação de recursos pela Capes em relação ao início do evento demonstrou o menor nível de satisfação desses presidentes (41,1%), indicando a necessidade de melhoria desse programa. Os dados documentais do PAEP mostram que em 2010 e 2011 foi investido por esse programa o montante de R$ 47.123.290,00 para o apoio a realização de 2.436 eventos para os públicos de pós-graduação e de educação básica, em todas as grandes áreas do conhecimento. As análises mostram ainda que a grande área Ciências Humanas possui um quantitativo de eventos e recursos maiores que as demais, porém é a segunda grande área com a menor quantidade de recursos concedidos por evento. Os eventos da grande área Ciências Biológicas chegam a receber do PAEP, em média, R$ 8.700,00 a mais do que os eventos da grande área Ciências Humanas. Quando analisado o valor médio concedido por evento apoiado, observa-se que essa grande área fica à frente apenas da área Linguística, Letras e Artes. Como produto da tese foi elaborado um relatório final para subsidiar as decisões dos gestores do PAEP. A partir deste trabalho observou-se que é preciso avaliar os programas de políticas públicas, porque esse tipo de iniciativa pode subsidiar as decisões dos gestores sobre a melhoria dos programas, projetos e ações, tanto a favor da transparência e do nível de excelência dos serviços prestados à comunidade cientifica, quanto em prol da ciência. / The dissemination of scientific knowledge is of paramount importance for the social, cultural and technological development of a country. There are programs for public policies that invest in events for this purpose. This study evaluates the Program of Support for Events in the Country - PAEP, from Capes, which has among its goals the one to "support events designed to improve the training of teachers for basic education and teachers for graduate courses”. In this study’s theoretical foundation, we employ three themes that characterize the evaluated object and the evaluation process itself: science communication, public policy and programs evaluation. These themes have ideas of various authors that complete each other, interact and subsidize the matters discussed in this research. The methodology adopted had eight steps: the planning of the evaluation process; mapping of PAEP’s macroprocess for identification of internal and external audiences of this program; preparation and application of the opinion questionnaire from the presidents of events of basic education and graduate; collection, analysis and reporting of the results about the level of satisfaction of those presidents about PAEP and their suggestions for improving the program. The results obtained in this thesis are presented in an article, a manuscript and a final report. In the article is presented the degree of satisfaction of 111 presidents of events that occurred in 2010, supported by PAEP, in the areas of Biological Sciences, Multidisciplinary and Humanities. It was found that over 70% of the events presidents classified eight of ten items of the questionnaire about PAEP as satisfactory or very satisfactory. Nevertheless, these presidents suggest that some stages of this program need fixing: deadline for release of resources by managers of PAEP relative to the start of the event; and values provided by the managers of the PAEP in relation to the amount requested by the presidents of the events. In the second study, the data presented represent the opinion of 74 presidents of events for basic education held in 2010 and 2011, representing 38.54% of the surveyed population. Of this total, 97.3% consider the PAEP as satisfactory or very satisfactory for the realization of their events, which demonstrates that the program is meeting the demands and expectations of the target audience. Another five questionnaire items were listed by more than 70% of the presidents of events as satisfactory and very satisfactory: evaluation criteria (93.2%); application deadline (71.2%); documents required for submission of the proposal (82.2%); eligible items (71.2%); and rules on accountability (74.0%). It is noteworthy that the evaluations of items facility to complete the online form (67.1%); granted values (65.8%); and information about the results (63.0%) were between 50% and 70%, being considered as intermediary level of satisfaction. The item release of funds by Capes relative to the start of the event showed the lowest level of satisfaction of these presidents (41.1%), indicating a need for improvement in this program. The documentary evidences from PAEP shows that in 2010 and 2011 was invested by this program the amount of R$ 47,123,290.00 to support the execution of 2,436 events for the graduate and basic education publics, in all areas. The analyzes also show that the Humanities area has more events and greater resources than the others, but is the second area with the least amount of resources provided per event. The events of Biological Sciences area receive from PAEP, on average, R$ 8,700.00 more than the events of the Humanities area. When the average amount provided per event is analyzed, it is observed that this area is just ahead of the Linguistics, Letters and Arts area. As a product of the thesis, a final report was prepared to support the decisions of the managers of PAEP. From this study it was observed that it is necessary to evaluate the public policy programs, because this kind of initiative can support the decisions of managers on improving the programs, projects and actions, both in favor of transparency and the level of excellence service provided to the scientific community, as for science.