No presente estudo, propôs-se estudar a deglutição em idosos saudáveis e em idosos com Demência devido à Doença de Alzheimer (DDA), em estágios leve e moderado. Objetivou-se especificamente: verificar a frequência de disfagia nessa população; verificar se há associação entre a presença de disfagia e os aspectos cognitivos, de estado nutricional e de independência funcional; adaptar um protocolo de avaliação clínica da deglutição para esta população; analisar a confiabilidade inter examinadores; avaliar a validade de critério do protocolo; e verificar as medidas de sensibilidade e de especificidade do instrumento de avaliação. Participaram do estudo 52 idosos saudáveis; 50 com diagnóstico de DDA leve (DAL), 50 idosos com DDA moderada (DAM). Foram realizadas avaliações da deglutição, cognitivas utilizando os instrumentos: Mini Exame do Estado Mental (MEEM), Teste do Desenho do Relógio (TDR), a prova da Memória de Leitura de Palavras (MLP), a Evocação Tardia da Leitura de Palavras (ETLP), Teste de Nomeação de Boston - versão reduzida (TNB), a American Speech-Language-Hearing Association Functional Assessment of Communication Skills (ASHA FACS); avaliação do estado nutricional utilizando a escala a Mini Avaliação Nutricional (MAN); e avaliação da independência funcional, utilizando a Medida de Independência Funcional (MIF). Para a etapa de validação, participaram 27 idosos do Grupo Controle (GC) e 25 do grupo Demência de Alzheimer Leve (DAL) e 25 do grupo Demência de Alzheimer Moderada (DAM). Realizou-se a adaptação do protocolo de avaliação clínica da deglutição, proposto por Pacheco (2017), para a população com demência e utilização neste estudo. Foram realizadas também uma avaliação clínica da deglutição por outra fonoaudióloga e também realizou-se a videofluoroscopia da deglutição, ambas para as análises de confiabilidade inter examinadores e acurácia dos instrumento, respectivamente. Os resultados do estudo demonstram que houve predomínio na amostra do gênero feminino em todos os grupos. A média mais elevada de idade 77,0 (±7,7) foi do grupo DAL, e de escolaridade no GC (4,7±3,7). A presença da disfagia foi mais frequente nos idosos do grupo DAM (44%). Houve associação entre a presença de disfagia e a idade no GC (p=0,003). No grupo DAL houve associação com a idade (p=0,000), com o MEEM (p=0,031) e com a MAN (p=0,000); e no grupo DAM, a presença de disfagia se associou com a idade (p=0,000) e com a MAN (p=0,000). A etapa de validação do instrumento de avaliação clínica da deglutição demonstrou que a confiabilidade inter examinador foi considerada boa, sendo K=0,767 e p=0,000. A análise da validade de critério, obteve-se K=0,890, p=0,000, considerado concordância ótima. A sensibilidade do instrumento foi de 100% e a especificidade de 92,5%. O estudo demonstrou que a disfagia é mais frequente nos idosos com DDA em fase moderada, e que esta aumenta com a instalação da doença e progressão da mesma. A presença de disfagia se associou com alterações cognitivas e com a idade; a presença da disfagia causa impacto no estado nutricional dos idosos com DDA. Oinstrumento de avaliação demonstrou ter boa confiabilidade, ótima concordância com o instrumento considerado padrão ouro, e também altas medidas de sensibilidade e especificidade. / In the present work, it we proposed to study swallowing in healthy elderly people and in elderly people with Alzheimer\'s Disease (AD), in mild and moderate stages. The objective was specifically to verify the frequency of dysphagia in this population; to verify if there is an association between the presence of dysphagia and the cognitives aspects, nutritional status and functional independence; to adapt a protocol of clinical evaluation of swallowing for this population; to assess the inter-examiner reliability; evaluate the validity of the protocol criterion; and to verify the measures of sensitivity and specificity of the evaluation instrument. Fifty-two healthy elderly people participated in the study; 50 with diagnosis of mild Alzheimer\'s Disease (mild-AD), 50 elderly with moderate Alzheimer\'s Disease (modAD). Cognitive evaluation of swallowing was performed using the following instruments: Mini-Mental State Examination (MMSE), the clock drawing (CD), Long Term Memory (LTM), Late Evocation of the Word List (LEWL), Boston Naming Test (BNT), American Speech-Language-Hearing Association Functional Assessment of Communication Skills (ASHA-FACS); assessment of nutritional status using a Mini-Nutritional Assessment (MNA) scale; and functional independence assessment, use a Functional Independence Measure (FIM). For a validation stage, 27 elderly people from the Control Group (CG) and 25 from the mild-AD groups and 25 from the mod-AD group participated. An adaptation of the protocol for the clinical evaluation of swallowing, proposed by Pacheco (2017) was carried out for a population with dementia and the utilized in this study. An overview of swallowing by another speech-language-hearing scientist was also performed, and videofluoroscopy of swallowing was also performed, both for inter-examiner reliability analyzes and criterion validity, respectively. The results of the study showed that female gender was predominant in all groups The highest mean age was 77.0 (± 7.7) in the mild-AD group, and scholarly level in CG was (4.7 ± 3.7). The presence of dysphagia was more frequent in the elderly in the mod-AD group (44%). There was an association between the presence of dysphagia and age in the GC (p = 0.003). In the mild-ADD group there was association with age (p = 0.000), with MMSE (p = 0.031) and with MNA (p = 0.000); and in the mod-AD group, the presence of dysphagia was associated with age (p = 0.000) and with MNA (p = 0.000). The validation stage of the instrument for clinical evaluation of swallowing demonstrated that interexaminer reliability was considered good, with K = 0.767 and p = 0.000. The analysis of the criterion validity obtained K = 0.890, p = 0.000, considered an optimal agreement. The sensitivity of the instrument was 100% and the specificity was 92.5%. The study demonstrated that dysphagia is more frequent in the elderly with moderate-phase DD, and that this increases with the onset of the disease and its progression. The presence of dysphagia was associated with cognitive alterations and with age; the presence of dysphagia causes an impact on the nutritional status of the elderly with AD. The evaluation instrument showed good reliability, excellent agreement with the gold standard instrument, as well as high sensitivity and specificity measurements.

Submitted by Maria Medeiros (maria.dilva1@ufcg.edu.br) on 2018-09-05T12:29:49Z No. of bitstreams: 1 ANA ANGÉLICA PEREIRA MARINHO - DISSERTAÇÃO (PROFIAP-CCJS) 2018.docx: 495112 bytes, checksum: 74a59b54dbb82e6a8a4d31fcfa09b50c (MD5) / Made available in DSpace on 2018-09-05T12:29:49Z (GMT). No. of bitstreams: 1 ANA ANGÉLICA PEREIRA MARINHO - DISSERTAÇÃO (PROFIAP-CCJS) 2018.docx: 495112 bytes, checksum: 74a59b54dbb82e6a8a4d31fcfa09b50c (MD5) Previous issue date: 2018 / Considerando a necessidade de pensar cursos capazes de formar profissionais/cidadãos que, além de preparação técnica, estejam comprometidos com a construção de uma sociedade mais justa e com um maior senso crítico e respeitos à diversidade,investimos no Trabalho Final de Curso, cujo objetivofoi construir InstrumentosInterno de Orientação Geral para Criação ou Reformulação de Projetos Pedagógicos de Curso de Graduação da UFCG.Essesinstrumentos foram construídos com base no Formulário de Avaliação de Curso de Graduação – Presencial e a Distância – IACG-PD elaborado pelo MEC/INEP e aplicado nos projetos pedagógicos de curso de graduação da Universidade Federal de Campina Grande - UFCG. Para tanto, foram realizados três percursos: um primeiro pelos autores que trabalham com avaliação de curso, constituindo assim, o estado de arte necessário para entender a própria construção do instrumento de avaliação do MEC/INEP; um segundo movimento foi a aplicação e análise dos PPCś da UFCG com base nas dimensões do IACG-PD/MEC/INEP;e, por último, como contribuição do trabalho final de curso, a construção do Instrumento de Orientação Geral para Criação ou Reformulação de Curso de Graduação da UFCG seguindo uma base uma metodológica quali-quantitativa. Dessa forma, como instrumento de avaliação a contribuição do trabalho final de curso visa potencializar a criação e reformulação, bem como estabelecer mecanismos de avaliação institucional e pedagógica dos projetos de cursos de graduação da UFCG consigam cumprir com o seu papel fundamental nos processos de autorização, reconhecimento e renovação de reconhecimento de cursos. / Considering the necessity to think about courses that are capable to form professionals/citizens who, besides technical preparation, are committed to the construction of a fairer society with a greater critical sense and respect for diversity, we invested in the Final Course Work, whose objective was Construct General Guidance Internal Instruments for the Creation or Reformulation of Pedagogical Projects of the UFCG Undergraduate Course. These instruments were built based on the application of the IACG-PD Undergraduate Course Evaluation Form developed by the MEC/INEP in the undergraduate pedagogical projects of the Federal University of Campina Grande (UFCG). For that, three steps were need: one by the authors who work with course evaluation, constituting the state of art necessary to understand the construction of the MEC/INEP evaluation instrument itself; a second movement was the application and analysis of UFCG PPCs, based on the IACG-PD/MEC/INEP dimensions; And finally, as a contribution of the final course work, the construction of the General Guidance Instrument for the Creation or Reformulation of a UFCG Undergraduate Course following a qualitative-quantitative methodological basis. In this way, as an evaluation tool, the contribution of the final course work aims at enhancing the creation and reformulation, as well as establishing institutional and pedagogical evaluation mechanisms for UFCG undergraduate degree projects to fulfill their fundamental role in the authorization processes, recognition and renewal of course recognition.

Submitted by Thais Guedes Ferreira (thaisguedesferreira@gmail.com) on 2018-06-15T18:53:18Z No. of bitstreams: 1 Dissertação Thais Versão Repositório.pdf: 2041887 bytes, checksum: 4540f964dce9f5e241bb19f9e728cf1c (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-06-15T19:40:45Z (GMT) No. of bitstreams: 1 ferreira_tg_me_mar.pdf: 2041887 bytes, checksum: 4540f964dce9f5e241bb19f9e728cf1c (MD5) / Made available in DSpace on 2018-06-15T19:40:45Z (GMT). No. of bitstreams: 1 ferreira_tg_me_mar.pdf: 2041887 bytes, checksum: 4540f964dce9f5e241bb19f9e728cf1c (MD5) Previous issue date: 2018-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O impacto das bibliotecas escolares na aprendizagem de alunos não tem sido verificado de forma sistemática devido à falta de instrumentos adequados, em particular no contexto nacional. A pesquisa tem como focos instrumentos que permitam a verificação, demonstração e acompanhamento das contribuições das bibliotecas para a aprendizagem dos estudantes. Tem como objetivo geral adaptar o instrumento utilizado na pesquisa Student Learning through Ohio School Libraries do Center for International Scholarship in School Libraries à realidade brasileira e, como objetivos específicos : elaborar uma versão do instrumento americano para o português; verificar se a versão traduzida do questionário está adequada à realidade brasileira com relação ao conteúdo, a estrutura das questões, ao nível de complexidade e linguagem; adaptar o instrumento de maneira que consiga ser aplicado em outras bibliotecas e escolas, não só as participantes desta pesquisa, sem o acompanhamento do pesquisador. Para realização da pesquisa, primeiramente foi realizada uma versão do questionário para o português e submetido a três juízes. Foram feitas pequenas adequações à versão original do questionário. Em seguida foi realizado o estudo Piloto I, aplicando o questionário em turmas de 2º, 3º e 5º ano de ensino fundamental sendo uma escola pública e outra da rede SESI. Analisados os resultados foi feita uma nova versão do questionário e foi realizado o estudo Piloto II, no qual o questionário foi aplicado em todas as turmas de 4º e 5º ano pertencentes a uma escola pública e outra particular. Em ambas as versões foram analisadas questões relacionadas à leitura e interpretação do questionário pelos respondentes, conteúdo, dúvidas sobre o significado das palavras, estrutura, tempo de aplicação e aplicabilidade. Através da análise dos resultados foi verificado que a maior parte das dúvidas e problemas que foram relatados no estudo Piloto I foram sanadas na versão do estudo Piloto II. Acredita-se que o questionário foi em grande parte adequado à realidade e atualidade brasileira, principalmente com relação ao conteúdo. Entretanto ainda há a necessidade de algumas alterações para que haja a correção de alguns pontos, como eliminar dúvidas em algumas questões específicas, diminuir a frequência de respostas em branco e a resistência ou dificuldade das crianças com relação às questões dissertativas. / The impact of school libraries on student learning has not been systematically verified due to the lack of adequate tools, particularly in the national context. This research focuses on tools that allow the verification, demonstration and monitoring of the contributions of the libraries for students' learning. It aims to adapt and validate the instrument used in the Student Learning through Ohio School Libraries research of the Center for International Scholarship in School Libraries to Brazil’s reality. And as specific objectives: to elaborate a version of the American instrument for Portuguese language; to verify if the translated version of the questionnaire is adequate to the Brazilian reality in relation about the content, structure of the questions, level of complexity and language; adapt the instrument so that it can be applied in other schools and libraries, not only the participants of this research, without the accompaniment of the researcher. To conduct this research, the Portuguese language version was first submitted and submitted to three judges. Small adjustments were made to the original version of the questionnaire. The first pilot study was carried out in the 2nd, 3rd and 5th elementary school’s grades and the classrooms were selected at the discretion of the participating schools. The second Pilot study was applied in all 4th and 5th grades classrooms belonging to the schools. In both versions, it were analyzed questions related to the reading and interpretation of the questionnaire, content, meaning of words, structure, time of application and applicability. And the second Pilot study was the result of the changes made based on the analysis of these topics. Through the analysis of the results, it was verified that most of the doubts and problems that were reported in the first pilot study were healed in the second one. We consider that the questionnaire was largely suited to Brazilian reality and actuality, mainly in relation to content. However, there it still need some changes to adequate certain points, such as eliminating doubts on some specific questions, reducing the frequency of blank responses, and the resistance or difficulty of the children in relation to the essay questions.

No presente estudo, propôs-se estudar a deglutição em idosos saudáveis e em idosos com Demência devido à Doença de Alzheimer (DDA), em estágios leve e moderado. Objetivou-se especificamente: verificar a frequência de disfagia nessa população; verificar se há associação entre a presença de disfagia e os aspectos cognitivos, de estado nutricional e de independência funcional; adaptar um protocolo de avaliação clínica da deglutição para esta população; analisar a confiabilidade inter examinadores; avaliar a validade de critério do protocolo; e verificar as medidas de sensibilidade e de especificidade do instrumento de avaliação. Participaram do estudo 52 idosos saudáveis; 50 com diagnóstico de DDA leve (DAL), 50 idosos com DDA moderada (DAM). Foram realizadas avaliações da deglutição, cognitivas utilizando os instrumentos: Mini Exame do Estado Mental (MEEM), Teste do Desenho do Relógio (TDR), a prova da Memória de Leitura de Palavras (MLP), a Evocação Tardia da Leitura de Palavras (ETLP), Teste de Nomeação de Boston - versão reduzida (TNB), a American Speech-Language-Hearing Association Functional Assessment of Communication Skills (ASHA FACS); avaliação do estado nutricional utilizando a escala a Mini Avaliação Nutricional (MAN); e avaliação da independência funcional, utilizando a Medida de Independência Funcional (MIF). Para a etapa de validação, participaram 27 idosos do Grupo Controle (GC) e 25 do grupo Demência de Alzheimer Leve (DAL) e 25 do grupo Demência de Alzheimer Moderada (DAM). Realizou-se a adaptação do protocolo de avaliação clínica da deglutição, proposto por Pacheco (2017), para a população com demência e utilização neste estudo. Foram realizadas também uma avaliação clínica da deglutição por outra fonoaudióloga e também realizou-se a videofluoroscopia da deglutição, ambas para as análises de confiabilidade inter examinadores e acurácia dos instrumento, respectivamente. Os resultados do estudo demonstram que houve predomínio na amostra do gênero feminino em todos os grupos. A média mais elevada de idade 77,0 (±7,7) foi do grupo DAL, e de escolaridade no GC (4,7±3,7). A presença da disfagia foi mais frequente nos idosos do grupo DAM (44%). Houve associação entre a presença de disfagia e a idade no GC (p=0,003). No grupo DAL houve associação com a idade (p=0,000), com o MEEM (p=0,031) e com a MAN (p=0,000); e no grupo DAM, a presença de disfagia se associou com a idade (p=0,000) e com a MAN (p=0,000). A etapa de validação do instrumento de avaliação clínica da deglutição demonstrou que a confiabilidade inter examinador foi considerada boa, sendo K=0,767 e p=0,000. A análise da validade de critério, obteve-se K=0,890, p=0,000, considerado concordância ótima. A sensibilidade do instrumento foi de 100% e a especificidade de 92,5%. O estudo demonstrou que a disfagia é mais frequente nos idosos com DDA em fase moderada, e que esta aumenta com a instalação da doença e progressão da mesma. A presença de disfagia se associou com alterações cognitivas e com a idade; a presença da disfagia causa impacto no estado nutricional dos idosos com DDA. Oinstrumento de avaliação demonstrou ter boa confiabilidade, ótima concordância com o instrumento considerado padrão ouro, e também altas medidas de sensibilidade e especificidade. / In the present work, it we proposed to study swallowing in healthy elderly people and in elderly people with Alzheimer\'s Disease (AD), in mild and moderate stages. The objective was specifically to verify the frequency of dysphagia in this population; to verify if there is an association between the presence of dysphagia and the cognitives aspects, nutritional status and functional independence; to adapt a protocol of clinical evaluation of swallowing for this population; to assess the inter-examiner reliability; evaluate the validity of the protocol criterion; and to verify the measures of sensitivity and specificity of the evaluation instrument. Fifty-two healthy elderly people participated in the study; 50 with diagnosis of mild Alzheimer\'s Disease (mild-AD), 50 elderly with moderate Alzheimer\'s Disease (modAD). Cognitive evaluation of swallowing was performed using the following instruments: Mini-Mental State Examination (MMSE), the clock drawing (CD), Long Term Memory (LTM), Late Evocation of the Word List (LEWL), Boston Naming Test (BNT), American Speech-Language-Hearing Association Functional Assessment of Communication Skills (ASHA-FACS); assessment of nutritional status using a Mini-Nutritional Assessment (MNA) scale; and functional independence assessment, use a Functional Independence Measure (FIM). For a validation stage, 27 elderly people from the Control Group (CG) and 25 from the mild-AD groups and 25 from the mod-AD group participated. An adaptation of the protocol for the clinical evaluation of swallowing, proposed by Pacheco (2017) was carried out for a population with dementia and the utilized in this study. An overview of swallowing by another speech-language-hearing scientist was also performed, and videofluoroscopy of swallowing was also performed, both for inter-examiner reliability analyzes and criterion validity, respectively. The results of the study showed that female gender was predominant in all groups The highest mean age was 77.0 (± 7.7) in the mild-AD group, and scholarly level in CG was (4.7 ± 3.7). The presence of dysphagia was more frequent in the elderly in the mod-AD group (44%). There was an association between the presence of dysphagia and age in the GC (p = 0.003). In the mild-ADD group there was association with age (p = 0.000), with MMSE (p = 0.031) and with MNA (p = 0.000); and in the mod-AD group, the presence of dysphagia was associated with age (p = 0.000) and with MNA (p = 0.000). The validation stage of the instrument for clinical evaluation of swallowing demonstrated that interexaminer reliability was considered good, with K = 0.767 and p = 0.000. The analysis of the criterion validity obtained K = 0.890, p = 0.000, considered an optimal agreement. The sensitivity of the instrument was 100% and the specificity was 92.5%. The study demonstrated that dysphagia is more frequent in the elderly with moderate-phase DD, and that this increases with the onset of the disease and its progression. The presence of dysphagia was associated with cognitive alterations and with age; the presence of dysphagia causes an impact on the nutritional status of the elderly with AD. The evaluation instrument showed good reliability, excellent agreement with the gold standard instrument, as well as high sensitivity and specificity measurements.

Visual analytics (VA) solutions emerged in the past decade and tackled many problems in a variety of domains. The power of combining the abilities of human and machine creates fertile ground for new solutions to grow. However, the rise of these hybrid solutions complicates the process of evaluation. Unlike automated solutions, VA solutions behavior depends on the user who operates them. This creates a dimension of variability in measured performance. The existence of a human, on the other hand, allows researchers to borrow evaluation methods from domains, such as sociology. The challenge in these methods, however, lies in gathering and analyzing qualitative data to build valid evidence of usefulness.<div>This thesis tackles the challenge of evaluating the usefulness of VA solutions. We survey existing evaluation methods that have been used to assess VA solutions. We then analyze these methods in terms of validity and generalizability of their findings, as well as the feasibility of using them. Subsequently, we propose an evaluation framework which suggests evaluating VA solutions based on judgment analysis theory. The analysis provided by our framework is capable of quantitatively assessing the performance of a solution while providing a reason for the captured performance.<br></div><div>We have conducted multiple case studies in social spambot labeling domain to apply our theoretical discussion. We have developed a VA solution that tackles social spambot labeling problem, then use this solution to apply existing evaluation methods and showcase some of their limitations. Furthermore, we have used our solution to show the benefit yielded by our proposed evaluation framework.</div>

The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.

Bakgrund: Endometrios är en sjukdom som drabbar runt 10 % av den kvinnliga befolkningen i Sverige. Sjukdomen kan leda till mycket svåra symptom och smärta med sjukfrånvaro och lidande som resultat. Sedan 2018 finns nationella riktlinjer för vård vid endometrios. Bedömning av livskvalitet med formuläret The Endometriosis Health Profile (EHP-30), ett endometriosspecifikt utvärderingsinstrument, rekommenderas i vårdriktlinjerna. EHP-30 är det enda validerade endometriosspecifika utvärderingsinstrumentet som finns i svensk översättning. Det saknas kunskap om användningen av utvärderingsinstrument inom endometriosteam i Sverige idag. Syfte: Syftet med studien var att kartlägga användningen av och åsikter om utvärderingsinstrument inom endometriosteam i Sverige och de i teamet ingående vårdprofessionerna. Syftet var även att mer specifikt kartlägga användningen av det endometriosspecifika utvärderingsinstrumentet EHP-30 vilket rekommenderas i vårdriktlinjerna. Metod: En icke-experimentell tvärsnittsstudie baserad på en egenkonstruerad webbenkät med såväl flervals- som fritextfrågor. Studien riktade sig till endometriosteam i Sverige, resultatet baseras på 47 respondenter som svarade på enkäten. Resultat: 33 % av respondenterna använde utvärderingsinstrument samtidigt som 85 % av respondenterna ansåg att det är mycket eller ganska viktigt att använda vid bedömning av patienter med endometrios. VAS/NRS var det vanligast förekommande utvärderingsinstrumentet. Arton respondenter angav att de känner till EHP-30. Fyra respondenter angav att de använder EHP-30, en använder det regelbundet. Tids- och resursbrist samt dålig kännedom och dålig tillgänglighet anges som förklaringar till varför utvärderingsinstrument inte används. Slutsats: Utvärderingsinstrument för att skatta smärtintensitet användes i högre utsträckning än utvärderingsinstrument för exempelvis livskvalitet. Här kan finnas ett behov av att bättre lyfta in ett biopsykosocialt förhållningssätt när det gäller utvärdering av patienter med endometrios. Tillgängligheten och spridningen av EHP-30 behöver prioriteras precis som Socialstyrelsen anger i vårdriktlinjerna. Tid och resurser kan behöva tillsättas för att underlätta för verksamheterna att implementera EHP-30. / Background: Endometriosis is a condition that affects around 10 % of the female population in Sweden. The disease can lead to very severe symptoms and pain with sickness absence and suffering as a result. Since 2018 there are national guidelines for healthcare for endometriosis. Quality of life assessment with the form The Endometriosis Health Profile (EHP-30), an endometriosis-specific numeric rating scale, is recommended in the Clinical guidelines. EHP30 is the only validated endometriosis-specific patient reported outcome measure available in Swedish translation. There are knowledge gaps about which patient reported outcome measures that are used in endometriosis teams in Sweden. Purpose: Mapping of outcome and options on outcome measures for endometriosis within endometriosis teams in Sweden and the health professions included in the team. The purpose was also to more specifically map the use of the endometriosis-specific evaluation insrument EHP-30, which is recommended in the care guidelines Method: A non-experimental cross-sectional study based on a self-designed web survey with both multiple-choice and free-text questions. The study was aimed at endometriosis teams in Sweden, the result being based on 47 respondents who answered the questionnaire. Results: 33 % of the respondents used outcome measures, while 85% considered it is very or fairly important to use endometriosis patients. VAS/NRS was the most commonly used patient reported outcome measures. Eighteen respondents indicated that they know the EHP30. Four respondents stated that they use the EHP-30, one uses it regularly. The lack of time and resources as well as knowledge and availability are stated as explanations for the fact that evaluation instruments are not used. Conclusion: Numeric rating scales for estimating pain intensity are used to a greater extent than patient reported outcome measures for, for example, quality of life. There may be a need to better address a biopsychosocial approach in evaluating endometriosis patients. The availability and dissemination of the EHP-30 needs to be prioritized just as the National Board of Health and Welfare states in the health guidelines. Time and resources may need to be added to make it easier for the healthcare facilities to implement the EHP-30.

The purpose of this study was to develop an evaluation instrument to be used by elementary school administrators in the promotion of constructivist teaching of elementary science for English Learners using a qualitative and quantitative design that identified effective instructional strategies to be included on the evaluation instrument. This study was conducted in fifth grade classrooms of predominately English Learners whose teachers are CLAD-certified, tenured teachers with at least three years of teaching experience. The classroom observations took place within a multicultural school district with predominantly Hispanic and Filipino students in the Southern San Joaquin Valley of California. The evaluation instrument was used to observe these teachers teach elementary science lessons to classrooms of predominately English Learners. The frequency of the use of the ELD/SDAIE instructional strategies were noted on the evaluation instrument with a check mark, indicating the fact that an instructional technique was employed by the teacher. These observation visits revealed what type of instructional strategies were being utilized in the teaching of science to fifth grade English Learners, whether these CLAD-certified teachers were using ELD strategies, and whether the incidence of ELD/SDAIE constructivist instructional techniques increased with the repeated use of the evaluation instrument. As a result of this study, an evaluation instrument to be utilized by school administrators in the evaluation of elementary science instruction to English Learners was developed. The repeated use of this evaluation instrument coupled with preobservation and postobservation conferences may result in the increase in frequency of ELD/SDAIE methodology and constructivist strategies listed on the evaluation instrument in the elementary science classroom.

Science and technology are constantly transforming our day-to-day living. Science education has become of vital importance to prepare learners for this everchanging world. Unfortunately, science education in South Africa is hampered by under-qualified and inexperienced teachers. Textbooks of good quality can assist teachers and learners and facilitate the development of science teachers. For this reason thorough assessment of textbooks is needed to inform the selection of good textbooks. An investigation revealed that the available textbook evaluation instruments are not suitable for the evaluation of the physical science textbooks in the South African context. An instrument is needed that focusses on science education textbooks and which prescribes the criteria, weights, evaluation procedure and rating scheme that can ensure justifiable, transparent, reliable and valid evaluation results. This study utilised elements from the Analytic Hierarchy Process (AHP) to develop such an instrument and verified the reliability and validity of the instrument’s evaluation results. Development of the Instrument for the Evaluation of Science Education Textbooks started with the formulation of criteria. Characteristics that influence the quality of textbooks were identified from literature, existing evaluation instruments and stakeholders’ concerns. In accordance with the AHP, these characteristics or criteria were divided into categories or branches to give a hierarchical structure. Subject experts verified the content validity of the hierarchy. Expert science teachers compared the importance of different criteria. The data were used to derive weights for the different criteria with the Expert Choice computer application. A rubric was formulated to act as rating-scheme and score sheet. During the textbook evaluation process the ratings were transferred to a spreadsheet that computed the scores for the quality of a textbook as a whole as well as for the different categories. The instrument was tested on small scale, adjusted and then applied on a larger scale. The results of different analysts were compared to verify the reliability of the instrument. Triangulation with the opinions of teachers who have used the textbooks confirmed the validity of the evaluation results obtained with the instrument. Future investigations on the evaluation instrument can include the use of different rating scales and limiting of criteria. / Thesis (M. Ed. (Didactics))

This paper treat of the support of the metacognitive skills in school teaching. Resources for elaboration of this paper are legislation, framework educational programs, specific concepts for development of learning and principles of total quality management. The outcom of this paper is specific model of teacher's self-management.