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在人類社會中，政治代表著一種價值的權威性分配；而公共政策在於顯示政府選擇作 為或不作為，及如何作為的一連串過程；因此，任何有關涉及公共價值分配的決定做 成時，其後必然隱含決策採行的音論根據。所以在決策制定的考慮上，為能期免於來 自執行階段的阻力，與完成目標充分性的（ADEQUANCE） 要求下，其評估（EVALUATE ）的標準（CRITERIAN） 應該是多方面的；因此，林布隆教授（C.E.LINDBLOM）曾言 ：「政策制定的主要特徵在於其複雜性與紊亂性。」由此可見，政策之良善，繫於其 考慮的深度與廣度。但是過去的政策研究基於邏輯實證論的觀點，強調事實面與行為 面的分析，並利用行為科學的數理研究方法以及成本效益分析等技術，以建立政策運 作的效率與效能原則，作為評估公共政策的主要準。然而這樣的立場與觀點，及至１ ９６０年代卅期，遭遇到前所未有的批評與挑戰。於是學者建議在政策評估的標準上 ，應當另闢蹊徑，從價值的層面予以深入的分析與廓清，才不致在狹隘的經濟利益與 目標效能上打轉。因此，在政策論證評估的標準上，不應只單單強調目的的標準（TE LEOLOGICAL-CRITERIA） ，更應該在基本的原則中重視非目的的標準（NONTELEOLOGI CAL-CRITERIA）。也就是政策評估的標準採用，除了要去衡量政策的好壞之外，其在 倫理道德標準上的對與錯更應列為優先考慮。以核能發電為例，在台灣目前政府所面 臨的不單是一個純綷事實資料的政策辯證，它背後所真正隱含著的應該是一種人類對 於科技文明與對後代子孫責任的倫理價值取捨。因此，本文的動機先從檢視４０多年 來有關核能發電的論證依據，並就其政策採行的原因做一整理，而後再就政策的適當 性（APPREPRIATENESS） 論證我們應不應當繼續發展核能發電。

O sistema brasileiro de avaliação de programas de pós-graduação vem evoluindo desde 1976, sendo considerado como um dos mais eficientes do mundo. Este sistema tem se mostrado essencial para a formação de recursos humanos de alto nível e para o desenvolvimento efetivo da ciência e tecnologia no País, pois, por meio de seus critérios e indicadores, ele permite avaliar a qualidade dos programas e apontar as áreas que o Estado deseja desenvolver. Este trabalho tem por objetivo propor contribuições à gestão dos programas de pós-graduação stricto sensu em Administração do Brasil, com base nos sistemas de avaliação de pós-graduação norte-americano e brasileiro. Para tanto, procedeu-se uma pesquisa em oito programas: quatro nos Estados Unidos, credenciados pela Association to Advance Collegiate School of Business (AACSB), e quatro no Brasil, reconhecidos e recomendados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O método de pesquisa foi o estudo de casos múltiplos, baseado nos trabalhos de Eisenhardt (1989) e Yin (2003). A análise de dados seguiu as técnicas de agrupamento e de cluster sugeridas por Miles e Huberman (1994). Os principais resultados indicam diferenças na concepção e no uso dos sistemas pelos programas brasileiros e americanos. Por exemplo, nos Estados Unidos, os programas utilizam o sistema para assegurar o cumprimento da própria missão e atender a um padrão mínimo de qualidade. No Brasil, entretanto, os programas investem no aprimoramento da produção intelectual (qualidade e quantidade), na formação de alunos e na inserção social para cumprir com as exigências do sistema e obter maior nota. Contudo, propõe-se um o modelo de gestão que - além de atender aos requisitos do sistema de avaliação da CAPES - leve em consideração a realidade do programa e demais elementos importantes para seu contínuo aprimoramento, dentre eles, o plano estratégico, que abrange a missão e a visão; o egresso e as estratégias de acesso a recursos para melhor atender a seus stakeholders. / The Brazilian evaluation (or accreditation) system of graduate programs has been evolving since 1976 and it is considered as one of the most efficient in the world. This system has been shown to be essential for the formation of high-level human resources for the effective development of science and technology in the country. By means of its criteria and quality indicators, the newer system is capable of evaluating the quality of programs and to point to the areas that the State desires to develop. The goal of this research is to propose possible extensions to the current system to manage graduate programs in business field in Brazil, by comparing USA and Brazilian evaluation systems. This research was conducted in eight business school programs: four programs in the USA that are accredited by the Association to Advance Collegiate School of Business (AACSB) and four Brazilian programs recognized by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). The method used was multiple case study analyses based on the work of Eisenhard (1989) and Yin (2003). For the analysis, we followed the cluster techniques of Miles and Huberman (1994). The results point to the conceptual difference in the use of evaluation systems among program in the USA and Brazil. For example, in the USA, programs use the system to assure that mission and minimum quality standards are met. In Brazil the evaluation system is used as a guide to increase and maintain the programs\' overall evaluations. Further, in Brazil, the system is used to focus on areas of improvement in the quality and the quantity of intellectual production, students\' rates or performance, and social development to achieve the stated goals of the programs and to increase the evaluate score. However, the model of management proposed in this study is intended to reach the requirements of CAPES evaluate system, but also to considerate the program reality and the other important elements for the program\'s continuous improvement. Among the suggestions are: a Strategic Plan, that encloses the mission and the vision of each program. Also, inclusion of the alumni (former students), and the strategies to develop and access financial resources to attend the various needs of the stakeholders.

Made available in DSpace on 2017-07-21T14:53:57Z (GMT). No. of bitstreams: 1 SIMONE DE FATIMA COLMAN MARTINS.pdf: 2962077 bytes, checksum: d1d4abde07faf3b4da2e5a8779021c11 (MD5) Previous issue date: 2016-11-01 / This work presents an investigation and analysis on the beliefs about how to evaluate of Portuguese teachers as first language, whom work in a private school system (Ponta Grossa/PR) which establishes that the evaluations should be held jointly by teachers. Through our research we want to demonstrate the influences of social context, historical, economic and mostly political in the educational field as well as of the laws governing education. The analyzes reinforce belief evaluate that is rooted in the subjects that make up society, beliefs perpetuated by various social environments and the school, perhaps the main one. Countless works and authors reflect and analyze the evaluation in the educational context, however, there are few works that reflect and ask about beliefs evaluate in the LP as first language, so we base in research that accost beliefs evaluate a LE ( BARCELOS, 1995, 2001, 2004, 2006; ROLIM, 1998; FLAIN - FERREIRA, 2005; BARATA, 2006; AVILA , 2013). We lead our research showing the historical context and policy on the evaluation (COSTA, 2004; DIAS SOBRINHO, 2002; VIANNA , 2002; GARCIA, 2013; LIMA FILHO, 2013) and the historical context of teaching in LP (SILVA; CYRANKA 2009; BUNZEN, 1999; RAZZINI, 2000; SOARES, 2004, 2011; ARAUJO, 2014). In this perspective, the project aims to specifically investigate and analyze the beliefs of these teachers about what is to work in groups and the beliefs evaluate of these teachers. We search also to analyze the beliefs evaluate the LP of those teachers and beliefs about single evaluation / standardization of evaluation of these teachers. Methodologically, the research is qualitative and data were obtained through two meetings with teachers and semistructured interviews. To participate in the meetings and interviews were invited Portuguese teachers who work from 6th to 9th year and participate in the process of preparation of evaluations together. We note that the process of preparation of evaluations together is extremely complex because it involves confrontation and divergence of ideas concerning personal relationship issues, but also of the academic education, of treatment contents, among other factors and require the permanent establishment in the form of work. As a result, we present the following positions: for the teachers to work in group is to deal with criticism, to work ‘equal’ and to interact; assess is to know whether the teacher taught and the students learned; assess LP is to assessing grammar and interpretation of texts; a only one evaluation unites the group, ensures the ‘same’ job and the same performance both the teacher and the student. Through reflections that consider language as a social practice and as a constituent of the subjects and of history, we hope to have contributed to the studies related to beliefs in teaching of the LP as first language. / Esta dissertação apresenta uma investigação e análise das crenças de avaliar de professores de Língua Portuguesa que atuam em uma rede particular de ensino (de Ponta Grossa/PR), rede esta que estabelece que as avaliações da disciplina devem ser realizadas em conjunto pelos docentes. Por meio da pesquisa, demonstramos as influências do contexto social, histórico, econômico e, principalmente, político no campo educacional, bem como nas leis que regem a educação. As análises realizadas nos apresentam crenças de avaliar enraizadas nos sujeitos que compõem a sociedade, crenças presentes em vários ambientes sociais, e a escola, talvez, seja o principal deles. São inúmeros trabalhos e autores que se propõem a refletir sobre e analisar a avaliação no contexto educacional, no entanto, são escassos os trabalhos que refletem e questionam as crenças sobre avaliar a LP como 1ª língua, por isso nos embasamos em pesquisas que apresentam as crenças de avaliar em LE (BARCELOS, 1995, 2001, 2004, 2006; ROLIM, 1998; FLAIN-FERREIRA, 2005; BARATA, 2006; ÁVILA, 2013). Encaminhamos nossa pesquisa mostrando a contextualização histórica e política sobre a avaliação (COSTA, 2004; DIAS SOBRINHO, 2002; VIANNA, 2002; GARCIA, 2013; LIMA FILHO, 2013), bem como a contextualização histórica do ensino de LP (SILVA e CYRANKA, 2009; BUNZEN, 1999; RAZZINI, 2000; SOARES, 2004, 2011; ARAÚJO, 2014). Nessa perspectiva, o projeto visa mais especificamente a investigar e a analisar as crenças dos referidos professores sobre o que seja trabalhar em grupo, bem como as crenças de avaliar desses professores. Pretendemos também investigar as crenças de avaliar em LP e as crenças sobre avaliação única/padronização de avaliação desses professores. Metodologicamente, a pesquisa é qualitativa e os dados foram obtidos em duas entrevistas tipo grupo de foco com os professores e entrevistas semiestruturadas. Os participantes são professores de Língua Portuguesa que atuam do 6º ao 9º ano e participam do processo de elaboração das avaliações em conjunto. Constatamos que o processo de elaboração das avaliações em conjunto é extremamente complexo, pois pressupõe confronto e divergência de ideias, que dizem respeito a questões de relacionamento pessoal, mas também relativas à formação acadêmica, ao tratamento de conteúdos, entre outros fatores, e exigem um exercício permanente no estabelecimento da forma de trabalho. Como resultados, apresentamos os seguintes posicionamentos: para os professores, trabalhar em grupo é lidar com as críticas, trabalhar ‘igual’ e interagir; avaliar é saber se o professor ensinou e o aluno aprendeu; avaliar em LP é avaliar gramática e interpretação de textos; a avaliação única une o grupo, garante o trabalho ‘igual’ e o mesmo desempenho tanto do professor como do aluno. Através de reflexões que consideram a linguagem como prática social e como constituinte dos sujeitos e da história, esperamos ter contribuído para os estudos relacionados às crenças no ensino de LP como primeira língua.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Nos Ãltimos anos, observa-se o surgimento e a rÃpida disseminaÃÃo do serviÃo VoIP, integrando-se ao mercado atual junto à telefonia convencional e Ãs redes celulares. Por ser uma alternativa tecnolÃgica que contribui para minimizar ustos, assiste-se a uma preferÃncia crescente por fazer fegar a voz atravÃs das redes IP. O HSDPA, como sistema celular, permite a transmissÃo de dados em alta velocidade, aumenta a largura de banda da rede e abre novas possibilidades de serviÃos multimÃdia, como o VoIP que utiliza a transmissÃo em banda larga para telefones mÃveis. Exige-se, porÃm, um considerÃvel esforÃo de anÃlise deste serviÃo, pois o atraso inerente a esse sistema à um desafio para a garantia de qualidade de voz. Estes fatos justificam, conseqÃentemente, um esforÃo de anÃlise que se detenha sobre a qualidade de voz no VoIP sobre o HSDPA. Para avaliar a qualidade de voz, neste estudo aplica-se o mÃtodo MOS, que faz corresponder valores numÃricos a categorias como medidas de qualidade e inteligibilidade da voz transmitida, obtendo-se esses dados de forma objetiva e subjetiva. O processo de avaliaÃÃo dividiu-se em etapas de acordo com cada metodologia, seguindo recomendaÃÃes tÃcnicas e atravÃs de simulaÃÃes computacionais dinÃmicas. Na avaliaÃÃo objetiva, utilizou-se o algoritmo PESQ para obtenÃÃo do conceito MOS, enquanto que na avaliaÃÃo subjetiva, arquivos de voz com certo percentual de erro foram colocados em um endereÃo na Internet para escuta e atribuiÃÃo de nota MOS, baseada na percepÃÃo do usuÃrio ouvinte. Os resultados mostraram que os dois mÃtodos de avaliaÃÃo obtiveram conceitos de qualidade satisfatÃrios, que o QoS nas simulaÃÃes à estÃvel e positivo, que uma boa qualidade para os arquivos de voz e a provÃvel satisfaÃÃo dos usuÃrios do serviÃo VoIP sobre o sistema celular HSDPA à garantida para uma taxa de 2% de FER. Finalmente, mostra-se que a metodologia objetiva garante a obtenÃÃo de notas MOS aproximadas da subjetiva, evitando o Ãrduo trabalho de fazerem-se ouvir diversos arquivos de voz por uma quantidade significativa de usuÃrios para ser vÃlida estatisticamente. / In recent years, we can observe the development and fast dissemination of VoIP services, being integrated by the present market, beside conventional telephony and cellular networks. For being a technological alternative that contributes to minimize costs, we see an increasing preference for voice transmission through IP networks. HSDPA, as a cellular system, allows high speed data transmission,increases the network width of band and creates new possibilities for multimedia services, as VoIP that transmits in wideband to mobile telephones. The delay inherent to this system, however, is a challenge for the need to assure good quality of voice transmissions, demanding a considerable effort of analysis of this service.These facts justify a study that focus on the quality of voice in VoIP over HSDPA.To evaluate the voice quality, in this study, we applied MOS method that makes numerical values correspond to categories like quality and intelligibility of transmitted voice, getting these data through objective and subjective methodologies. The evaluation process was divided in fases according to the characteristics of each methodology and to technical recommendations, and was done through dynamic computational simulations. For objective evaluation process,algorithm PESQ was employed to obtain MOS concepts, whereas, for subjective evaluation, voice files with a percentage of error have been placed in Internet for listening and for the attribution of MOS concepts based in the perception of the listener. The results of this research show that both evaluation methods got satisfactory concepts of quality, that QoS is steady and positive in the simulations, that a good quality for the voice files and the probable satisfaction of the users of the VoIP service on cellular system HSDPA is guaranteed for 2% FER rate. Finally, it shows that MOS concepts produced by objective methodology were close enough to those given by subjective evaluation to dispense with the arduous work of making diverse voice files to be heard and subjectively evaluated by a statisticaly valid amount of users.

The primary aim of a Performance Management System is the development of a process where goals are set based on the needs of the organisation, while taking the development needs of the individual into account. These goals are negotiated and finalised through a continuous process of communication between all interested parties. In Higher Education, students, other internal clients, managers/supervisors and functional experts evaluate performances against these set goals. A well-designed system, if applied correctly, will benefit employees at various levels. Individuals become involved in setting goals or objectives; this in turn becomes the basis of a performance agreement. Performance feedback is regularly given and in terms of specific scoreboards, these scoreboards, in turn, indicated to which extent the performance goals were met or not. Over-achievers are rewarded accordingly while individuals, who do not meet their performance goals, are assisted and development programmes are suggested to improve relevant performance. Higher Education Institutions, particularly in South Africa, have been very unenthusiastic in adopting and implementing Performance Management Systems, especially when it involves management and appraisal of academic staff at institutions of higher learning. A possible reason for this reluctance may be found with the high opinion placed on the concept of 'academic freedom', and specifically, the difficulties associated with 'measuring' excellence in academic outputs and pursuits, and 'measuring intellectual property'. The goal of this study is to address and solve the stated problem and to evaluate Performance Management Systems currently used in Higher Education, in an attempt to measure their contribution to the Human Resource Management process. This research study was undertaken with the aim of investigating current levels of satisfaction with Performance Management as applied to Higher Education Institutions. The Balanced Scorecard, a Management Accounting tool, was also examined with the idea of serving as a tool to measure the viability of Performance Management of academia in Higher Education Institutions. This research study formulated one main objective, and four secondary objectives. The main objective of this study was to determine, with Management Accounting as a tool, the viability of Performance Management for the academia in Higher Education in South Africa. The secondary objectives were summarised as follows: • A review of Performance Management Systems, • A comprehensive study of Performance Management Systems for academia in South Africa, • The impact of Performance Management on academic staff performance, and staff development, • An investigation into the Balanced Scorecard as a Management Accounting tool. A comprehensive literature review was conducted, and from the literature it became evident that Performance Management of academia in Higher Education Institutions is problematic. A questionnaire circulated to the academia of four Higher Education Institutions served as basis for the empirical section of this study. The empirical evidence gathered through the responses captured from the questionnaires suggested first hand that there is great dissatisfaction amongst academia regarding the Performance Management as applied to them. In this case the findings gathered from the empirical study corresponded with the findings from the literature review conducted for this study. Evidence gathered through the responses from the questionnaires suggested great dissatisfaction with the current Performance Management System and that academia is eager to investigate alternative methods of implementing Performance Management . The findings also suggested that the Balanced Scorecard, a Management Accounting tool, should be investigated further in an attempt to find an alternative method of Performance Management The findings of this study also identified areas for future possible research; there is a need for more extensive research studies to validate the use of the Balanced Scoreboard, a Management Accounting tool, as an alternative to the Performance Management Systems currently applied. / Thesis (Ph.D. (Management Accounting))--North-West University, Vaal Triangle Campus, 2010.

The primary aim of a Performance Management System is the development of a process where goals are set based on the needs of the organisation, while taking the development needs of the individual into account. These goals are negotiated and finalised through a continuous process of communication between all interested parties. In Higher Education, students, other internal clients, managers/supervisors and functional experts evaluate performances against these set goals. A well-designed system, if applied correctly, will benefit employees at various levels. Individuals become involved in setting goals or objectives; this in turn becomes the basis of a performance agreement. Performance feedback is regularly given and in terms of specific scoreboards, these scoreboards, in turn, indicated to which extent the performance goals were met or not. Over-achievers are rewarded accordingly while individuals, who do not meet their performance goals, are assisted and development programmes are suggested to improve relevant performance. Higher Education Institutions, particularly in South Africa, have been very unenthusiastic in adopting and implementing Performance Management Systems, especially when it involves management and appraisal of academic staff at institutions of higher learning. A possible reason for this reluctance may be found with the high opinion placed on the concept of 'academic freedom', and specifically, the difficulties associated with 'measuring' excellence in academic outputs and pursuits, and 'measuring intellectual property'. The goal of this study is to address and solve the stated problem and to evaluate Performance Management Systems currently used in Higher Education, in an attempt to measure their contribution to the Human Resource Management process. This research study was undertaken with the aim of investigating current levels of satisfaction with Performance Management as applied to Higher Education Institutions. The Balanced Scorecard, a Management Accounting tool, was also examined with the idea of serving as a tool to measure the viability of Performance Management of academia in Higher Education Institutions. This research study formulated one main objective, and four secondary objectives. The main objective of this study was to determine, with Management Accounting as a tool, the viability of Performance Management for the academia in Higher Education in South Africa. The secondary objectives were summarised as follows: • A review of Performance Management Systems, • A comprehensive study of Performance Management Systems for academia in South Africa, • The impact of Performance Management on academic staff performance, and staff development, • An investigation into the Balanced Scorecard as a Management Accounting tool. A comprehensive literature review was conducted, and from the literature it became evident that Performance Management of academia in Higher Education Institutions is problematic. A questionnaire circulated to the academia of four Higher Education Institutions served as basis for the empirical section of this study. The empirical evidence gathered through the responses captured from the questionnaires suggested first hand that there is great dissatisfaction amongst academia regarding the Performance Management as applied to them. In this case the findings gathered from the empirical study corresponded with the findings from the literature review conducted for this study. Evidence gathered through the responses from the questionnaires suggested great dissatisfaction with the current Performance Management System and that academia is eager to investigate alternative methods of implementing Performance Management . The findings also suggested that the Balanced Scorecard, a Management Accounting tool, should be investigated further in an attempt to find an alternative method of Performance Management The findings of this study also identified areas for future possible research; there is a need for more extensive research studies to validate the use of the Balanced Scoreboard, a Management Accounting tool, as an alternative to the Performance Management Systems currently applied. / Thesis (Ph.D. (Management Accounting))--North-West University, Vaal Triangle Campus, 2010.

Fall er et stort og økende problem for eldre kvinner og menn i den vestlige verden. En rekke forskningsrapporter dokumenterer at det er mulig å forebygge fall, og tverrfaglige tiltak har vist størst effekt. Fallforebygging har derfor vært et satsingsområde i Stavanger kommune i en årrekke. Implementering av nye tiltak er krevende, og er det derfor viktig å undersøke i hvilken grad ny kunnskap har betydning for praksis. Studien bygger på teori om tverrfaglighet, salutogenese og coping fordi forståelse av disse begrepene er viktig for gjennomføring av tiltak. Hensikt med studien var å få mer kunnskap om forekomst og konsekvenser av fall blant pasienter i sykehjem og pasienter som får hjemmesykepleie. Dessuten var hensikten å få kunnskap om hvordan ansatte i sykehjem og hjemmesykepleie oppfatter fall, hvordan ansatte vurderer pasienters og pårørendes opplevelser etter fall og hva som i dag gjøres for å forebygge fall. Studien ble gjennomført som en todelt evaluering som bestod av en kvantitativ og en kvalitativ studie. Den kvantitative delen beskrev det enkelte fall, og personene som falt. Data fra fallregistreringsskjema fra 12 sykehjem og 5 hjemmebaserte tjenester, i en periode på fire måneder, ble analysert. I den kvalitative delen ble oppfølging av fall beskrevet og sammenlignet med fastsatte prosedyrer, retningslinjer og faglige normer, ved bruk av fokusgruppeintervju med ansatte i sykehjem og hjemmesykepleien. Det ble registrert 798 fall i perioden og av disse resulterte 170 i skade. Totalt falt 363 pasienter, 45 % av pasientene i sykehjem, og 6 % av pasientene som bodde hjemme. Alle ansatte gav utrykk for at det var viktig å redusere risiko for fall, og at tverrfaglig samarbeid var viktig. Ansatte gav også utrykkfor at det er lett å registrere fall og vanskelig ”å gjøre noe med det”. Dette bekreftes i resultat fra den kvantitative undersøkelsen der det ikke var dokumentert oppfølging for å hindre nye fall i 50 % av tilfellene. Miljøtilrettelegging var det tiltaket som oftest blir omtalt for å redusere fallrisiko for pasienter i hjemmet, for pasienter i sykehjem tilsyn. Pasientene ble i liten grad fulgt opp med individuell kartlegging og tverrfaglig innsats. For bedre implementering av forskningsbasert kunnskap innen fallforebygging er det nødvendig å identifisere målgruppen. Andre forbedringsområder er å ta hensyn til pasientenes erfaringer, fokusere på pasientenes egne ressurser og individuelle mestringstrategier. Ledere må i større grad legge til rette for tverrfaglighet, samt etterspør evaluering av tiltak rettet mot målgruppen. / Falls and fear of falling is a major and increasing problem for older males and females in the Western world. The effectiveness of falls prevention programmes is well documented and the multidisciplinary approach has been proven to be the most effective. For this reason the municipality of Stavanger has given priority to falls prevention programmes in the care for the elderly. The implementation of new models of care is challenging, it is therefore important to determine whether new techniques achieve good outcomes which in turn can influence how we deliver our service. The theory of this study is based upon understanding the concepts of a multidisciplinary approach, salutogenesis and coping, and how they impact on the implementation of falls prevention interventions. The objectives of this study were to obtain data about falls amongst patients in nursing homes and those patients receiving home care. To explore how the health professional documents and evaluates the patients’ and relatives’ experience after a fall, and to find out which falls prevention interventions are currently being utilised. A two part evaluation was chosen for this study. Part one outlines the fall description and the types of patients who fell. Part two reviews the interventions utilised after a fall and benchmarks them against recognised standards and procedures. Data gathered from 12 nursing homes and 5 home care units, using the fall registration form, over a period of four months, was analysed. Further information was obtained by conducting focus group interviews with the staff of nursing homes and home care units. During the period 798 falls were registered of which 170 falls resulted in injuries. A total of 365 patients fell, 45% of all patients in nursing homes and 6% of all patients receiving home care. All staff expressed the importance of reducing risk of falling, and providing multidisciplinary interventions. They gave the impression that it was easy to register falls, but difficult to follow up with interventions. This was supported with the results from the quantitative study, 50% of falls had no documentation of follow up. For patients living at home environmental changes were the most used intervention, for patients in nursing homes being looked after were most important. Individual assessment and multidisciplinary interventions were rarely carried out. For successful implementation of evidence based practice in falls prevention it is important to identify the target group. Other areas to be improved include the utilisation of patient assessments and ongoing evaluations with the focus on patients’ resources and individual coping strategies. Managers should ensure the adoption of the multidisciplinary team approach to interventions and implement regular assessments and evaluation of the target group / <p>ISBN 978-91-85721-33-7</p>

The thesis is focused on the evaluation system of employees in a chosen organization. The objective of this thesis is to assess the current system of the employee rating system and suggest some changes to improve this system. The evaluation of workers should interfere with the regular organizational planning and generally become a part of the whole organization management. The work elements of the 360 ° feedback method are used in the form of self-assessment forms. The summary of my findings is provided in the conclusion of this thesis.

O sistema brasileiro de avaliação de programas de pós-graduação vem evoluindo desde 1976, sendo considerado como um dos mais eficientes do mundo. Este sistema tem se mostrado essencial para a formação de recursos humanos de alto nível e para o desenvolvimento efetivo da ciência e tecnologia no País, pois, por meio de seus critérios e indicadores, ele permite avaliar a qualidade dos programas e apontar as áreas que o Estado deseja desenvolver. Este trabalho tem por objetivo propor contribuições à gestão dos programas de pós-graduação stricto sensu em Administração do Brasil, com base nos sistemas de avaliação de pós-graduação norte-americano e brasileiro. Para tanto, procedeu-se uma pesquisa em oito programas: quatro nos Estados Unidos, credenciados pela Association to Advance Collegiate School of Business (AACSB), e quatro no Brasil, reconhecidos e recomendados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O método de pesquisa foi o estudo de casos múltiplos, baseado nos trabalhos de Eisenhardt (1989) e Yin (2003). A análise de dados seguiu as técnicas de agrupamento e de cluster sugeridas por Miles e Huberman (1994). Os principais resultados indicam diferenças na concepção e no uso dos sistemas pelos programas brasileiros e americanos. Por exemplo, nos Estados Unidos, os programas utilizam o sistema para assegurar o cumprimento da própria missão e atender a um padrão mínimo de qualidade. No Brasil, entretanto, os programas investem no aprimoramento da produção intelectual (qualidade e quantidade), na formação de alunos e na inserção social para cumprir com as exigências do sistema e obter maior nota. Contudo, propõe-se um o modelo de gestão que - além de atender aos requisitos do sistema de avaliação da CAPES - leve em consideração a realidade do programa e demais elementos importantes para seu contínuo aprimoramento, dentre eles, o plano estratégico, que abrange a missão e a visão; o egresso e as estratégias de acesso a recursos para melhor atender a seus stakeholders. / The Brazilian evaluation (or accreditation) system of graduate programs has been evolving since 1976 and it is considered as one of the most efficient in the world. This system has been shown to be essential for the formation of high-level human resources for the effective development of science and technology in the country. By means of its criteria and quality indicators, the newer system is capable of evaluating the quality of programs and to point to the areas that the State desires to develop. The goal of this research is to propose possible extensions to the current system to manage graduate programs in business field in Brazil, by comparing USA and Brazilian evaluation systems. This research was conducted in eight business school programs: four programs in the USA that are accredited by the Association to Advance Collegiate School of Business (AACSB) and four Brazilian programs recognized by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). The method used was multiple case study analyses based on the work of Eisenhard (1989) and Yin (2003). For the analysis, we followed the cluster techniques of Miles and Huberman (1994). The results point to the conceptual difference in the use of evaluation systems among program in the USA and Brazil. For example, in the USA, programs use the system to assure that mission and minimum quality standards are met. In Brazil the evaluation system is used as a guide to increase and maintain the programs\' overall evaluations. Further, in Brazil, the system is used to focus on areas of improvement in the quality and the quantity of intellectual production, students\' rates or performance, and social development to achieve the stated goals of the programs and to increase the evaluate score. However, the model of management proposed in this study is intended to reach the requirements of CAPES evaluate system, but also to considerate the program reality and the other important elements for the program\'s continuous improvement. Among the suggestions are: a Strategic Plan, that encloses the mission and the vision of each program. Also, inclusion of the alumni (former students), and the strategies to develop and access financial resources to attend the various needs of the stakeholders.