本研究之目的主要在探討國民中小學校長評鑑系統的建構及有關研究。所採用的研究方法包括：文獻分析、問卷調查與訪談法。在文獻分析方面：分別就校長評鑑系統建構的基本理念、可能的探究取向與模式、英美兩國與國內國中小校長評鑑系統的發展情形、校長評鑑系統的後設評鑑標準與可能存在的問題等加以探討。在實證研究方面：以自編調查工具，對各縣市教育行政人員、國中小校長、主任、教師、家長與教育學者，就規劃實施國中小校長評鑑系統的三階段歷程要素、後設評鑑標準與可能存在的問題等，進行問卷調查與訪談。綜合本研究的結論發現：國中小校長評鑑系統的建構有其重要性，落實校長評鑑可協助校長提升辦學效能。而校長評鑑系統建構的理論與實務已日趨完善，在規劃過程中可參考不同的探究取向與英美兩國的實務經驗，讓校長評鑑系統的規劃能更為完備。此外，「教育評鑑標準聯合委員會」所發展的「教育人員評鑑標準」，不僅可用來協助規劃設計國中小校長評鑑系統，亦可以之進行現有校長評鑑系統的後設評鑑，妥當的應用可確保校長評鑑系統符合正當性（prophey）、效益性（utility）、可行性 （feasibility）與正確性（accuracy）標準。完整的國中小校長評鑑系統可分成三個階段，各階段均有應遵循的原則。做好規劃設計階段的工作是成功的第一步；資料蒐集階段應能正確而完整的蒐集資訊並遵循評鑑倫理；評鑑結果與處理階段，亦應配合評鑑目的，務實的做好各項後續工作，並作必要的決定。而評鑑歷程中務必遵守正當程序與保密原則，妥善保管資料並規範查閱程序，以保障受評校長的權益。最後本研究依上述研究結論，分別針對教育行政機關、國中小校長及其他利害關係人，綜合提出規劃實施國中小校長評鑑系統的建議。 關鍵字：校長評鑑、評鑑系統、評鑑模式、後設評鑑、評鑑標準 / The aim of this study is mainly to investigate the construction of the principal evaluation system of elementary and junior high schools and its related issues. The research methods included document analysis, questionnaires and interviews. The analysis of documents covered the basic concepts of the construction of principal evaluation systems, possible research approaches and models, the development of school principal evaluation in Taiwan as well as in the United States and Britain, meta-evaluation standards, and potential problems. A field study was conducted to explore the factors of the three phases of the design and implementation of a principal evaluation system, the meta-evaluation standards, and potential problems. It has employed questionnaire surveys and interviews to gather information from local government education administrators, school principals, deans, teachers, parents, and education academics. It has been found that the construction of school principal evaluation systems is more important than ever, and it could help raising school effectiveness. The construction of principal evaluation systems has been maturing in both theory and practice. Consulting different theoretical approaches and the practice of the United States and Britain makes the planning of principal evaluation systems comprehensive. Furthermore, the Personnel Evaluation Standards, developed by the Joint Committee on Standards for Education Evaluation in the United States, not only can serve as criteria for designing systems for school principal evaluation, they can be used to meta-evaluate ongoing principal evaluation systems as well. Applied appropriately, they should ensure that the standards of propriety, utility, feasibility, and accuracy are maintained in the principal evaluation system. A comprehensive system for school principal evaluation consists of three phases and each has its own rules to follow. The first phase is to plan and design it deliberately. Information should be gathered accurately and completely in the phase while the evaluation ethics is abided by. The consequent works should be taken care of in line with the purpose of the evaluation in the third phase of the processing of evaluation results. Necessary decisions should be made accordingly. Due process and confidentiality should be observed when implementing the evaluation. There should be an appropriate set of rules governing procedures of access to evaluation reports and data to protect the rights of the principals evaluated. According to the conclusions above, this research has offered some propositions regarding the planning and implementation of school principal evaluation systems. These propositions are aimed at education administrations, school principals, and other stakeholders. Keywords: principal evaluation, principal appraisal, evaluation system, evaluation model, meta-evaluation, evaluation standard,

A gerência de configuração vem sendo estudada desde os anos sessenta. Inicialmente, era aplicada da mesma forma para software e hardware, sendo que no final dos anos setenta já havia padrões de gerência de configuração específicos para software. Com a crescente demanda por qualidade de software, as práticas de gerência de configuração vem sendo cada vez mais utilizadas no desenvolvimento de software, uma vez que a gerência de configuração de software é um dos processos fundamentais para se ter qualidade no desenvolvimento e manutenção de software. Embora cada vez mais amplamente utilizado, não existe um consenso de práticas e nomenclaturas sobre as práticas de gerência de configuração. Dessa forma, o objetivo deste trabalho é elaborar um modelo de avaliação do processo de Gerência de Configuração, que permite avaliar as práticas e processos fundamentais para a implantação da gerência de configuração, levando em consideração as práticas e processos descritos nas principais normas internacionais de desenvolvimento de software. Esse modelo de avaliação também permite que as ferramentas disponíveis para gerência de configuração sejam avaliadas, identificando quais práticas e processos elas auxiliam na execução. / The Configuration Management has been studied since the 70’s. In the beginning it was applied in the same way for software and hardware, but in the late 70’s there were some specific configuration management patterns defined for software. The demand for software quality has increased recently, this way the configuration management practices have been more used in software development, because the software configuration management is one of the most important processes to assess quality during software development or maintenance. Although its use is increasing, there is no consensus about the configuration management practices and the names applied to them. The objective of this work is to elaborate an evaluation model for configuration management process, to evaluate the practices and the fundamental processes to perform configuration management, based on the most important software development standards. This evaluation model can also be used to evaluate configuration management tools, identifying what practices and process it help to execute.

A gerência de configuração vem sendo estudada desde os anos sessenta. Inicialmente, era aplicada da mesma forma para software e hardware, sendo que no final dos anos setenta já havia padrões de gerência de configuração específicos para software. Com a crescente demanda por qualidade de software, as práticas de gerência de configuração vem sendo cada vez mais utilizadas no desenvolvimento de software, uma vez que a gerência de configuração de software é um dos processos fundamentais para se ter qualidade no desenvolvimento e manutenção de software. Embora cada vez mais amplamente utilizado, não existe um consenso de práticas e nomenclaturas sobre as práticas de gerência de configuração. Dessa forma, o objetivo deste trabalho é elaborar um modelo de avaliação do processo de Gerência de Configuração, que permite avaliar as práticas e processos fundamentais para a implantação da gerência de configuração, levando em consideração as práticas e processos descritos nas principais normas internacionais de desenvolvimento de software. Esse modelo de avaliação também permite que as ferramentas disponíveis para gerência de configuração sejam avaliadas, identificando quais práticas e processos elas auxiliam na execução. / The Configuration Management has been studied since the 70’s. In the beginning it was applied in the same way for software and hardware, but in the late 70’s there were some specific configuration management patterns defined for software. The demand for software quality has increased recently, this way the configuration management practices have been more used in software development, because the software configuration management is one of the most important processes to assess quality during software development or maintenance. Although its use is increasing, there is no consensus about the configuration management practices and the names applied to them. The objective of this work is to elaborate an evaluation model for configuration management process, to evaluate the practices and the fundamental processes to perform configuration management, based on the most important software development standards. This evaluation model can also be used to evaluate configuration management tools, identifying what practices and process it help to execute.

Volume 14 of publication series EINGEBETTETE, SELBSTORGANISIERENDE SYSTEME is devoted to the structure oriented evaluation of e-learning. For future knowledge society, beside creation of intelligent technologies, adapted methods of knowledge transfer are required. In this context e-learning becomes a key technology for development of any education system. E-learning is a complex process into which many different groups with specific tasks and roles are included. The dynamics of an e-learning process requires adjusted quality management. For that corresponding evaluation methods are needed. In the present work, Dr.Tudevdagva develops a new evaluation approach for e-learning. The advantage of her method is that in contrast to linear evaluation methods no weight factors are needed and the logical goal structure of an elearning process can be involved into evaluation. Based on general measure theory structure oriented score calculation rules are derived. The so obtained score function satisfies the same calculation rules as they are known from normalised measures. In statistical generalisation, these rules allow the structure oriented calculation of empirical evaluation scores based on checklist data. By these scores the quality can be described by which an e-learning has reached its total goal. Moreover, a consistent evaluation of embedded partial processes of an e-learning becomes possibly. The presented score calculation rules are part of a eight step evaluation model which is illustrated by pilot samples. U. Tudevdagva’s structure oriented evaluation model (SURE model) is by its embedding into the general measure theory quite universal applicable. In similar manner, an evaluation of efficiency of administration or organisation processes becomes possible.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-24T14:14:04Z No. of bitstreams: 1 arquivototal.pdf: 5643399 bytes, checksum: c12d0f083374b25c8ed4ecb008d701dc (MD5) / Made available in DSpace on 2017-01-24T14:14:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5643399 bytes, checksum: c12d0f083374b25c8ed4ecb008d701dc (MD5) Previous issue date: 2016-10-05 / This thesis aims to investigate the CAPES evaluation model for Brazilian post-graduation, degree, accomplishing an interlocution with the teachers of post-graduation programs both in Education and Production Engineering areas, so as to hear their opinions, longings, anxieties and difficulties in the contexts of the influence, practice and results of the evaluation politics. Under a hypothetical-deductive approach, a qualitative, documental, exploratory and exploratory research was carried, considering ten post-graduation programs in both knowledge areas spread in south, southeast and northeast regions of Brazil. Thus, it was possible to hear the voices of 120 teachers, with a representativeness of 67% for Education and 33% for Production Engineering. Conclusions point that teachers of Education programs express widespread dissatisfaction regarding the quantitative criteria, the low attention given to the contribution of research to Basic Education, the inattention given to the specificities of the area and, mainly, the short-sightedness of the system, when not qualifying books the same way newspapers are qualified, which causes the pedagogic function to lose sense. Teachers of Production Engineering also point out that the evaluation ignores the participations in newsstands and events as well as the involvement with the extension that, to them, it´s invisible in the evaluation. They also tell about gravity of the mistaken placement of Production Engineering in the area Engineering III, which causes countless difficulties when publishing in the papers/magazines of that area, once they are not adapted to Production Engineering. The influence context shows that the politics that have been generated along time have caused a historical difficulty to distinguish among what it is an investment to guarantee knowledge autonomy from what has been a mere mirror for neo-liberal politics - and that has been making the programs bend to the market logic and putting aside the emancipatory aspect of knowledge production. Results context show that, in all three studied arenas there are conflicts and criticism about social, political and economic purposes for the post-graduation while it should not be regarded as a factory production system but as a support for knowledge building and spreading as well as lose its punitive aspect and open for the multiplicity of speeches and specificities of each knowledge area, thus guaranteeing a fair evaluation process for all the Programs and in all areas. / La presente tesis tuvo como objetivo general investigar el modelo CAPES de evaluación del posgrado brasileño, realizando una interlocução con los docentes de los Programas de posgrado en las áreas de Educación e Ingeniería de Producción , a fin de oír sus opiniones, anhelos, ansiedads y dificultads en los contextos de la influencia, práctica y resultados de las políticas de evaluación. Bajo un ordenamiento hipotético-deductivo, fue realizada una investigación cualitativa, de cuño documental, exploratório y explicativo, yunto a diez programas de posgrado en ambas áreas y en las regiones sur, sudeste y nordeste del Brasil, contemplando las voces de 120 profesores, con representatividad de 67,% en la Educación y 33% en Ingeniería de Producción. En el contexto de la influencia, se concluye que las políticas que permearam el posgrado desde su inicio viviran dificultads para distinguirse si el foco es garantizar la autonomía del conocimiento o perpetuar la mera replicación de las políticas neoliberales - y esa dúbia interpretacción ha hecho los programas de posgrado curvarse a la lógica del mercado y alejarse de su sentido emancipatório de producción de conocimiento. A CAPES alineó sus PNPG´s y su evaluación a esa misma tendencia neoliberal, priorizando el arqueo de resultados imediatamente palpáveis y eso oscurece la identificación de la calidad académica y científica real de los Programas. En el contexto de la práctica, los docentes entienden la evaluación de la CAPES como no distinctiva para la aplicabilidade de la investigación, ya que ignora las contribuciones para las clases y para los problemas educacionales y, también, las contribuciones de métodos y modelos aplicables al mercado. Los profesores de la Educación expresan fuerte insatisfacción con: los criterios fuertemente cuantitativos; baja atención dada a la contribución de la investigación en la Educación Básica; ; desconsideração de las especificidads de la área y miopia de un sistema que califica libros y periódicos de igual manera, haciendo la función pedagógica perder su sentido. Los docentes de la Ingeniería de Producción perciben una evaluación para la cual son invisibles las participaciones en bancas, eventos y la implicación con la extensión. Y relatan el grande equívoco del posicionamiento de la Ingeniería de Producción en el área de Ingenierías III, lo que dificulta las publicaciones y perjudica los cursos. En el contexto de los resultados y efectos, se dan la sobrecarga de trabajo de los docentes; el aumento de exijencias por publicaciones calificadas e impactos directos sobre la calidad de la enseñanza y el tiempo de dedicación a la investigación y más los riesgos para la calidad de la formación de nuevos investigadores. En todas las tres arenas estudiadas ocurren conflictos y críticas sobre los propósitos sociales, políticos y económicos de la evaluación de lo posgrado, que no debe ser pensado como un sistema de producción fabril y sí como un coadyuvante para la construcción y diseminación del conocimiento. Y que necesita perder su aspecto punitivo, abriendo espacio para la multiplicidad de discursos y especificidades de las áreas de conocimiento, para asegurar un proceso avaliativo más justo para todos los Programas de Posgrado en todas las áreas de conocimiento. / A presente tese teve como objetivo geral investigar o modelo CAPES de avaliação da pós-graduação brasileira, realizando uma interlocução com os docentes dos Programas de pós-graduação nas áreas de Educação e Engenharia de Produção, a fim de ouvir suas opiniões, anseios, ansiedades e dificuldades nos contextos da influência, prática e resultados das políticas de avaliação. Foi realizada uma pesquisa qualitativa, de cunho documental, exploratório e explicativo, junto a dez programas de pós-graduação em ambas as áreas e nas regiões sul, sudeste e nordeste do Brasil, contemplando as vozes de 120 docentes, com representatividade de 67% na Educação e 33% em Engenharia de Produção. Conclui-se que, no contexto da influência, as políticas que permearam a pós-graduação, desde o início tiveram dificuldades para distinguir se o foco seria garantir a autonomia do conhecimento ou meramente replicar as políticas neoliberais - e essa dúbia interpretação tem levado a pós-graduação a curvar-se à lógica do mercado e afastar-se de seu sentido emancipatório de produção de conhecimento. A CAPES alinhou seus Programas Nacionais de Pós Graduação e sua avaliação a essa mesma tendência neoliberal, priorizando a aferição de resultados imediatamente palpáveis – o que obscurece a identificação da qualidade acadêmica e científica real dos Programas. No contexto da prática, os docentes entendem a avaliação da CAPES como não distintiva para a aplicabilidade da pesquisa – pois ignora as contribuições para a sala de aula e para os problemas educacionais e, também, as contribuições de métodos e modelos aplicáveis ao mercado. Os docentes da Educação expressam forte insatisfação com: os critérios predominantemente quantitativos; baixa atenção dada à contribuição da pesquisa na Educação Básica; desconsideração das especificidades da área e miopia de um sistema que qualifica livros e periódicos do mesmo modo, fazendo a função pedagógica perder sentido. Os docentes da Engenharia de Produção percebem uma avaliação para a qual são invisíveis as participações em bancas, eventos e o envolvimento com a extensão. E relatam o grande equívoco do posicionamento da Engenharia de Produção na área de Engenharias III, o que causa dificulta as publicações e prejudica os cursos. No contexto dos resultados e efeitos, dão-se: a sobrecarga de trabalho dos docentes; o aumento de exigências por publicações qualificadas e impactos diretos sobre a qualidade do ensino e o tempo de dedicação à pesquisa – com riscos para a qualidade da formação de novos pesquisadores. Em todas as três arenas estudadas ocorrem conflitos e críticas sobre os propósitos sociais, políticos e econômicos da avaliação da pós-graduação, que não deve ser pensada como um sistema de produção fabril e sim como um coadjuvante para a construção e disseminação de conhecimento. E que precisa perder seu aspecto punitivo, abrindo espaço para a multiplicidade de discursos e especificidades das áreas de conhecimento, a fim de garantir um processo avaliativo mais justo para todos os Programas de Pós-Graduação, em todas as áreas de conhecimento.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-07T13:58:19Z No. of bitstreams: 1 arquivototal.pdf: 7904739 bytes, checksum: 975895e45463dea1ef194a2dda032536 (MD5) / Made available in DSpace on 2017-07-07T13:58:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 7904739 bytes, checksum: 975895e45463dea1ef194a2dda032536 (MD5) Previous issue date: 2017-02-14 / This work argues that it is possible to assess students, from the planning of activities that jointly use serious games and virtual environments in support to the training. Therefore, it features an architecture for web portals that offers the service for organizing and sequencing serious games and virtual environments, evaluating the performance of the user in these activities (games and environments). The research is motivated by the need to encourage the use of serious games and virtual environments in teaching support, as well as the need to help centralized access and monitoring the use of these resources. In the methodological course of this thesis, a survey with students, teachers and developers of serious games and virtual environments is highlighted, which verified the acceptability for using such resources in the educational context and relevance of services that a serious games and virtual environments portal may offer to these users. Elaborating the architecture considered as development stages the analysis, schematization, and the architecture's testing. The results indicate that it provides a way to collaborate with the human resources training from the proposal of the sequencing, allowing for a linked composition of activities, providing the reinforcement or complementation of tasks and contents in a progressive scale with planned educational objective-based evaluation. Also, as a result, the work presents Pegadas (Portal de Gerenciamento de Games e Ambientes para Delineamento de Atividades em Saúde / Games Management and Environments Portal for Designing Activities in Healthcare), developed based on the architecture as a concept proof. In addition to the architecture and its concept proof, the thesis shows as contributions: the research on student, teachers and developers acceptability of serious games and virtual environments, as for using such resources as assistants for the educational process; discussion on trial activities grouping serious games/virtual environments, in order to extend contents and strengthen knowledge through the different learning styles; the evaluation model that promotes use performance analysis together with serious games and virtual environments; the stimulus for the classification of educational goals through taxonomy that contributes to the process of educational objectives planning and evaluation; and, the attention to students' personal information collections, proposing the standardization of data as an alternative to assist in the management and interoperability of information across systems. / Nesse trabalho, argumenta-se que é possível avaliar alunos, a partir do planejamento de atividades que usam conjuntamente serious games e ambientes virtuais no apoio à formação. Para isso, apresenta uma arquitetura geral para portais web que oferece o serviço de organização e sequenciamento de serious games e ambientes virtuais, com avaliação de desempenho do usuário nessas atividades (jogos e ambientes). A pesquisa é motivada pela necessidade de incentivo ao uso de serious games e ambientes virtuais no apoio ao ensino, bem como a necessidade de auxiliar o acesso centralizado e acompanhamento de utilização desses recursos. No percurso metodológico da tese, aponta-se uma pesquisa feita com alunos, professores e desenvolvedores de serious games e ambientes, que verificou a aceitabilidade do uso desses recursos no contexto educacional e a relevância de serviços que um portal de serious games e ambientes virtuais pode oferecer a esses usuários. A elaboração da arquitetura considerou como etapas de desenvolvimento a análise, esquematização e teste da arquitetura. Os resultados indicam que ela fornece um meio de colaborar com a formação de recursos humanos a partir da proposta do sequenciamento, permitindo a composição encadeada de atividades que forneçam o reforço ou complementação de tarefas e conteúdos em escala progressiva com avaliação baseada em objetivos educacionais planejados. Ainda como resultado, o trabalho apresenta o Pegadas (Portal de Gerenciamento de Games e Ambientes para Delineamento de Atividades em Saúde), desenvolvido com base na arquitetura como prova de conceito. Além da arquitetura e sua prova de conceito, a tese mostra como contribuições: a pesquisa acerca da aceitabilidade dos alunos, professores e desenvolvedores de serious games e ambientes virtuais, quanto ao uso desses recursos como auxiliares ao processo educacional; a discussão sobre trilhas de atividades que agrupam serious games/ambientes virtuais, a fim de ampliar conteúdos e fortalecer conhecimentos por meio dos diferentes estilos de aprendizagem; o modelo de avaliação que promove análise de desempenho do uso em conjunto dos serious games e ambientes virtuais; o estímulo à classificação dos objetivos educacionais por meio de taxonomia que contribui com o processo de planejamento de objetivos educacionais e avaliação; e, a atenção às coleções de informação pessoal dos estudantes, propondo padronização de dados como uma alternativa para auxiliar o gerenciamento e interoperabilidade de informação entre sistemas.

nÃo hà / Em 2011 o MinistÃrio da SaÃde lanÃou o Programa Nacional de Melhoria do Acesso e Qualidade - PMAQ no intuito de ampliar o acesso e a melhoria da qualidade da AtenÃÃo BÃsica à SaÃde (ABS), com garantia de um padrÃo de qualidade comparÃvel nacional, regional e localmente de maneira a permitir maior transparÃncia e efetividade das aÃÃes governamentais direcionadas à ABS. Este estudo, tendo em vista a necessidade de orientar a tomada de decisÃes de gestÃo no Ãmbito do Sistema Ãnico de SaÃde, propÃe como objetivo geral avaliar formativamente o processo de implantaÃÃo do PMAQ no Estado do CearÃ. Como referencial teÃrico, utilizou-se o Modelo CIPP de avaliaÃÃo, proposto por Daniel L. Stufflebeam, baseado em quatro componentes heurÃsticos: Contexto, Inputs, Processos e Produto, os quais orientaram a elaboraÃÃo de uma matriz avaliativa para a avaliaÃÃo do PMAQ. A metodologia adotada neste estudo foi orientada por abordagem qualitativa de natureza exploratÃria-descritiva, tendo como cenÃrio o Estado do CearÃ. Foram utilizadas como tÃcnicas de pesquisa: (1) a pesquisa documental e (2) a entrevista estruturada. O processo de organizaÃÃo e anÃlise de dados foi efetuado a partir da AnÃlise TemÃtica de ConteÃdo. Foram observadas as diretrizes Ãticas constantes da ResoluÃÃo 196/96 do Conselho Nacional de SaÃde, e o protocolo de pesquisa foi aprovado pelo CEP da Universidade Estadual Vale do AcaraÃ, sob o n 133.724. Como resultados, o estudo aponta que o processo de implantaÃÃo do PMAQ no Estado Cearà se deu de forma verticalizada pelo MinistÃrio da SaÃde, com fragilidades apontadas pelos participantes do estudo, gerando divergÃncias de percepÃÃes entre os representantes dos MunicÃpios e os do MinistÃrio da SaÃde. Outra constataÃÃo à a convergÃncia das opiniÃes na readequaÃÃo dos recursos humanos, tecnolÃgicos e financeiros. Por fim as divergÃncias dos discursos dos gestores em pontos significantes como financiamento, atuaÃÃo da gestÃo estadual, envolvimentos dos profissionais, especialmente o profissional mÃdico e a participaÃÃo popular. Como fator limitante do estudo destacamos: (1) a nÃo inclusÃo dos usuÃrios do SUS como fonte de dados; e (2) a dificuldade de entrevistar os gestores municipais no perÃodo eleitoral de 2012. Novos estudos sÃo sugeridos para aprofundamento do tema. / In 2011 the Ministry of Health launched the National Programme for Improving Access and Quality - PMAQ in order to expand access and improve quality of Primary Health Care (PHC), with a guarantee of a quality standard comparable national, regional and locally in order to allow greater transparency and effectiveness of government action to PHC. This study, in view of the need to guide the decision making of management in the Health System, proposes general objective formatively evaluate the implementation process of PMAQ in CearÃ. The theoretical approach used the CIPP evaluation model proposed by Daniel L. Stufflebeam, heuristic based on four components: Context, Inputs, Process and Product, which guided the development of a matrix for assessing the evaluative PMAQ. The methodology used in this study was guided by qualitative approach exploratory-descriptive, against the backdrop of the state of CearÃ. Were used as research techniques: (1) documentary research and (2) a structured interview. The process of organization and data analysis was performed from a content analysis. Were observed ethical guidelines in Resolution 196/96 of the National Health Council, and the research protocol was approved by the CEP da Universidade Estadual Vale do AcaraÃ, under No. 133 724. As a result, the study indicates that the process of implementation of the state Cearà PMAQ took so vertically by the Ministry of Health, with weaknesses identified by the study participants, generating differences in perceptions between the representatives of the municipalities and the Ministry of Health Another finding is the convergence of opinions on the upgrading of human, technological and financial. Finally divergences of discourses of managers on significant points as financing activities of state management, involvement of professionals, especially medical professional and popular participation. Limiting factor of the study include: (1) the non-inclusion of SUS as a data source, and (2) the difficulty of interviewing city managers in the 2012 electoral period. Further studies are suggested to further the theme.

Text in English / Telehealth makes healthcare services accessible by underserved and resource-constrained rural communities of developing countries such as Ethiopia. However, the limitation of frameworks on telemedicine-based healthcare inequality reduction is a challenge for developing countries. In Ethiopia there are four telemedicine projects; however, there is no evidence that any of these projects have been evaluated by considering contextual issues. This academic research explored telehealth practices in Ethiopia with the aim of developing a comprehensive telehealth evaluation framework for developing countries. Such a conceptual framework could be used to inform health institutes and governmental policy makers and in so doing create a vehicle for the implementation of improved health practices in Ethiopia. A grounded theory approach is used to qualitatively explore the usefulness of telemedicine practices in Ethiopia, in mitigating healthcare inequality. Grounded theory makes use of emerging insights in order to contribute to new knowledge. From the inductive analysis of the study, themes such as barrier removal, service quality, synergetic effect, localization, technical setup, resource utilization and managerial readiness emerged to formulate a framework for evaluating telemedicine-based healthcare inequality reduction in the context of developing countries like Ethiopia. This study contributes to the understanding of the question of how telemedicine practices can be evaluated, to support the healthcare service and reduce the healthcare inequalities in resource constrained communities in Ethiopia. Moreover, the framework could be used during evaluation of telemedicine-based healthcare inequality reduction in the context of developing countries like Ethiopia. / School of Computing / Ph.D. (Information Systems)

This paper deals with a measure theoretical model for evaluation of e-learning programs. Based on methods of general measure theory an evaluation model is developed which can be used for assessment of complex target structures in context of e-learning programs. With the presented rating function target structures can be evaluated by a scoring value which indicates how the targets in sense of a given logical target structure has been reached. A procedure is developed for the estimation of scoring values for target structures based on adapted assessment checklists.

Reorganization efforts within colleges and universities are increasingly considered as institutions look for ways to streamline operations for financial cost savings or competitive advantage. The purpose of this study was to assess a particular change effort in a university library which took place between August, 1996 and July, 1997. A team was formed to manage the change effort, and an outside consultant was hired to facilitate the process and guide the team. Stufflebeam's evaluation model was used as a conceptual framework to evaluate the entire process which included a particular change management model brought in by the consultant. The entire change effort was described by the author as a participating member of the team and assessed by gathering feedback from team members, library staff members affected by the effort, and members of the library administration.