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The study addressed the problem that, although researchers have clearly identified areas of stress for clergy wives and suggested the use of counseling services, they have not identified effective counseling interventions. Clergy wives referred to non-clergy women married to Protestant clergymen. The study included (a) the development of Clergy Wife Wings (CWW), a 5-session psychoeducational group plan for 6 to 10 clergy wives, to alleviate ministry-related stress and (b) the formative evaluation of the plan in its first implementation. Conclusions drawn suggested that CWW showed good potential as an intervention in helping clergy wives to move towards alleviation of stress but needed revisions and additional implementation and evaluation. Recommendations provided a detailed list of specific revisions. CWW had an outcome goal for participants of decreasing ministry-related stress, particularly in three targeted stress domains: role expectations and time demands, clergy family boundary intrusiveness, and lack of social support. As presented in the literature review, the theoretical foundations in stress came from the multimodal-transactional model of stress and its treatment (Palmer, S. & Dryden, W., 1995) and from REBT. The literature review also contained, after a summary of the history of clergy wives, an overview of the plan, with references supporting the components. The plan included pre and post-group testing with two clergy-wife stress assessment instruments -- adaptations of the Clergy Family Life Inventory (Blanton, P., Morris, L, & Anderson, D., 1990) and of the Normative Stress Scale for Clergy Wives (Huebner, 1998). The formative evaluation of the group plan, in its first implementation, identified themes concerning effectiveness, strengths, weaknesses, and suggestions for improvement. These themes emerged from the qualitative analysis of various documents completed by the 9 participants, the group facilitator, and a group observer. Qualitative findings suggested effectiveness of Clergy Wife Wings through themes of participant perceptions and of reported changes in their thinking and behavior related to stress. Quantitative findings, however, from the pre and post-group measures on the clergy-wife stress instruments did not suggest effectiveness, except for a significant decrease in stress related to two of 35 stressor statements. Discussion included possible reasons for the disparity between findings. / Ph. D.

Teacher evaluation has a history of challenges, from disagreement over its fundamental purpose to questions of its significance to teachers. Studies (Barnett & McCormick, 2004; Frase & Streshly, 1994; Machell, 1995; Milanowski, 2005; Milanowski & Heneman, 2001; Ovando & Harris, 1993; Stiggins & Duke, 1988) have consistently identified poor feedback, a lack of credibility, and an absence of trust as key issues that impact the effectiveness of an evaluator in the process. The purpose of teacher evaluation may be seen on a continuum from accountability, summarizing the progress of a teacher for the year, to improvement, motivating a teacher on to growth throughout the year and beyond. With the continually-expanding knowledge base on learning principles, a commitment to improvement and growth is essential to optimally meeting the needs of learners. There is a need to better understand the connection between principal practices in the evaluation process and teacher openness to professional growth. In this qualitative study, data from interviews and assorted artifacts were examined to ascertain what an elementary principal can do in the teacher evaluation process to promote the professional development of teachers. Elementary principals and teachers from a school division in Virginia were interviewed. The sources of data for this study were interview records, field observation notes, and archival data in the form of written observation summaries and professional growth goals, year-end evaluations, and the evaluation handbook and policies of the school division. The data in this study supported the conclusion that elementary principals do not use the evaluation process to promote professional growth. It was apparent in the interview data, however, that the belief that evaluation should foster growth was very strong in this school division. From the study emerged principles of practice that could indeed encourage a climate of growth in the elementary setting. / Ph. D.

This paper titled "Evaluation of the lower secondary education students and its influence on learning motivation" is focused on the most frequently used methods of evaluation at today's schools. It considers not only evaluation methods complying with students but also relation between evaluation and learning motivation. It includes an analysis of current situation of students' self-evaluation. The whole paper is divided into a theoretical and an empirical part. The theoretical part portrays the core essence and the importance of the evaluation, its principles and qualities. It describes some important concepts, such as a pedagogical evaluation and its legal framework. It identifies function and techniques of the evaluation from the school legislation point of view and at the same time it illustrates the current tendencies in its development. It maps some types, forms and evaluation function. It explains in more details motivational function of evaluation as well as self-evaluation. The empirical part deals with a detailed research which is dedicated to exploration of the most frequently used pedagogical evaluation methods at the chosen schools. Simultaneously, it investigates which evaluation methods are preferred by students themselves and whether evaluation somehow impacts their motivation level...

Este estudo abordou a análise do uso do Portfólio Reflexivo (PR) como instrumento da avaliação formativa em um curso de Bacharelado e Licenciatura em Enfermagem. Teve como objetivo geral analisar como vem se configurando o processo de adoção do portfólio reflexivo como estratégia de avaliação formativa do Curso de Bacharelado e Licenciatura em Enfermagem de uma universidade pública do interior paulista, tendo em vista as potencialidades e fragilidades desse processo. Os objetivos específicos foram: analisar como é compreendido o PR e quais são as orientações teóricas para a sua utilização; compreender as concepções e os modos de fazer dos professores e alunos no que se refere ao PR; compreender as demandas geradas para o trabalho docente e para o aluno a partir do uso do PR. Trata-se de uma pesquisa qualitativa, realizada em uma instituição pública de ensino superior do interior paulista. Foram realizados grupos focais com alunos do último período do curso (5o ano) e com docentes que utilizavam o PR em suas disciplinas. A análise dos dados foi conduzida pela análise de conteúdo de Bardin (2016). Foi realizada também análise documental do Projeto Político Pedagógico (PPP) do curso. Foram configuradas as seguintes categorias temáticas: Das potencialidades declaradas pelos alunos ao predomínio da dimensão instrumental na formação; O aluno aprendendo a acompanhar sua própria aprendizagem; Das fragilidades e resistências ao portfólio apresentadas pelos alunos ao trabalho docente em perspectiva produtivista e aos limites da formação pedagógica; A avaliação formativa e o portfólio reflexivo: caminhos que se cruzam?; O portfólio reflexivo na vivência de professores da licenciatura em enfermagem: sentimentos despertados e conhecimentos ampliados na abertura para o \"novo\"; Demandas do Portfólio Reflexivo e o contexto do trabalho docente universitário: na contramão dos processos formativos? O PR pode ser um instrumento muito valioso podendo proporcionar de fato que a avaliação formativa seja feita com vistas à reflexão e à emancipação dos estudantes; contudo, na lógica da perspectiva da pedagogia das competências e do aprender a aprender poderá privilegiar o fortalecimento da prática cotidiana, em detrimento do desenvolvimento da perspectiva crítica no processo formativo. A transformação, de fato, do PR em instrumento a favor da emancipação demanda formação docente, gestão coletiva, valorização do ensino de graduação, em defesa de um projeto de formação crítico, em contraposição à lógica produtivista. Pelo estudo pode-se inferir que há intenções de manter o \"novo\", pelos alunos e professores, mas apreende-se, nesse contexto, na direção da formação em perspectiva crítica, necessidade de qualificá-lo com mais solidez teórica e diretrizes operativas / This study approached the analysis of the use of the Reflective Portfolio (RP) as an instrument of formative evaluation in a Bachelor\'s Degree and Nursing Degree. Its general purpose was to assess how the reflective portfolio has been implemented as an educational tool of major Nursing courses at a public university in the countryside of the State of São Paulo, considering both the potentials and weaknesses of the process. The specific goals were: to assess how RP is perceived and what are the theoretical grounds for its use; to understand the concepts and behaviors of both teachers and students in relation to RP; to understand the requirements demanded for both the teacher and students\' works with the adoption of RP. It is a qualitative research carried out a public college in the countryside of the State of São Paulo. Focus groups gathering students from the last course period (5th year) and teachers who have been using RP in their courses were created. Data analysis was based on Bardin\'s content analysis (2016). A document assessment of the course\'s Political Educational Project (PPP) was also carried out. The following themes were created: The potentials stated by the students regarding the prominence of the dimension of the tool in education; The student learns how to follow-up their own learning; About the weaknesses and oppositions to the portfolio brought by students to teachers under a productive point of view and the limitations of educational formation; The educational assessment and the reflective portfolio: crossing paths?; The reflective portfolio in the experience of Nursing course teachers: feelings aroused and knowledge expanded in the opening for what is \"new\"; Requirements of the in the countryside of the State of São Paulo and the context of college teachers: an obstacle to educational processes? RP could be a very valuable tool and actually enable education to be carried out considering the reflection and emancipation of students; however, in the logistics of the educational perspective of disciplines and learning how to learn could emphasize the strengthening of daily practice, as opposed to the development of criticism in the educational process. The actual transformation of RP into a tool on behalf of emancipation requires teaching education, collective management, valuing major courses, everything on behalf of a critical educational project as opposed to the productive logistics. The paper shows both teachers and students are willing to focus on \"what is new\", but, in this context, it is understood they want to do that focusing on critical thinking - therefore, it is necessary to give RP more technical support and operational guidelines

Orientador: Hélia Sonia Raphael / Banca: Nádia Aparecida de Souza / Banca: Kester Carrara / Resumo: Este estudo investiga a realidade do cotidiano escolar de um grupo de professores que atuam no Ensino Fundamental (5 a 8), de uma escola da rede particular de ensino. O recorte priorizado constitui-se no espaço da prática do processo avaliativo, enfocando, principalmente, a avaliação formativa e a formação dos professores. A autora desenvolve sua argumentação com base em construtos teóricos na área da avaliação e da formação pedagógica, discute como os participantes da pesquisa agem no espaço no qual atuam e, que interpretações fazem dessas ações. Da pesquisa desenvolvida nos moldes da investigação qualitativa, foram retirados momentos relevantes, concebidos como totalidades parciais da teoria e da prática. A análise evidenciou focos que se constituem em uma rede de significados, destacando-se as representações de situações e de reações e, as circunstâncias reveladas, ora pela reprodução ora pela construção de novos caminhos. As teorias utilizadas, revelam resultados que apontam convergências, controvérsias e contradições entre as práticas veiculadas nas ações, explicitadas através dos relatos obtidos em entrevistas do tipo semi-estruturada. Apresenta uma contribuição à área de estudo da avaliação, como caminhos possíveis nas discussões futuras sobre o assunto. / Abstract: In this paper, the researcher investigates the school routine reality of a teacher team that works in a Junior High School (5th to 8 th) in a private school. The issue focused the evaluation practical process, aiming, mainly, the formative evaluation and teaching training. The author develops her argumentation based on theoretical buildings in evaluation area and pedagogical structure, discusses how the teaches involved in the search proceeded where they act and what they are inferred from these actions. Considerable moments were taken apart from the research developed according to a qualitative investigation patterns and were conceived as partial totalities of theory and practice. The analysis showed some focuses as a net of meanings, emphasizing the representation of situations and reactions and the revealed circumstances, sometimes by reproduction or by the construction of new ways. The used theories showed convergent results, controversies and contradictions between the practices that sorround the actions, explained though reports gathered in interviews partially structured. It shows a contribuition to the evaluation study area, as possible ways to later discussions on this matter. / Mestre

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-10-14T20:57:27Z No. of bitstreams: 2 Dissertação - Kamila Santos de Paula Rabelo - 2010.pdf: 5327915 bytes, checksum: 0fa864ab940ac6db49795f9025606726 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-16T18:22:27Z (GMT) No. of bitstreams: 2 Dissertação - Kamila Santos de Paula Rabelo - 2010.pdf: 5327915 bytes, checksum: 0fa864ab940ac6db49795f9025606726 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-16T18:22:27Z (GMT). No. of bitstreams: 2 Dissertação - Kamila Santos de Paula Rabelo - 2010.pdf: 5327915 bytes, checksum: 0fa864ab940ac6db49795f9025606726 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2010-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research has the objective to analyze the evaluate practices in the process of teaching-learning, as the moment of construction of knowledge, with reference the place of the student, by the teachers of the Municipality and State School of Goiânia - GO. The evaluated of learning is seen as an integral part of the teaching process, thus it must be examined within this framework. The act of the evaluate should not be seen as a painful moment for teachers and students, but as an open space that the subjects are the process could be knowing as has been learning and if indeed the geographical content were learned. Efforts should be focused so that there is learning, considering that the geography taught in the classroom is very important to the daily lives of students. In this sense, the theorists who study the teaching of geography have been defend the idea that education should be used as a reference the local of the experience of students, such information is assumed in this work and for this occur, it is believed that the way to evaluate more efficient is the formative evaluate. Based on these assumptions, we used a qualitative methodological action research, with some steps: a literature review in order to find bibliographic materials that treat the question, the survey of empirical data (analysis of official documents, that rule the education in the fundamental level of the public network of Goiânia, and the Political and Pedagogical projects of schools in Goiânia), and interviews with teachers of the state and municipality network of Goiânia, to check the objective that they have in relation to evaluate learning, the collection of evaluated instruments with teachers interviewed, the observation of lessons from two teachers from public schools in Goiânia and try to think along these teachers in possibility to evaluate in a formative perspective that has reference to the place of the student. The experiment realized shows that there were many barriers to the practice of formative evaluate. However, when efforts are invested in way conscious and positive and not on enforced, it is perceived that their effectiveness is compensating making value the efforts. / Esta pesquisa tem por objetivo analisar as práticas avaliativas no processo de ensinoaprendizagem, enquanto momento de construção de conhecimento, tendo como referência o lugar do aluno, por professores da Rede Municipal e Estadual de Ensino de Goiânia – GO. A avaliação da aprendizagem é vista como parte integrante do processo de ensino, sendo assim, ela precisa ser analisada dentro de tal quadro. O ato de avaliar não deve ser encarado como um momento penoso para professores e alunos e sim como um espaço aberto para que os sujeitos do processo possam conhecer como tem ocorrido a aprendizagem e se de fato os conteúdos geográficos foram aprendidos. Os esforços devem estar voltados para que haja aprendizagem, considerando que a Geografia ministrada em sala de aula é de suma importância para a vida cotidiana dos alunos. Nesse sentido, os teóricos que estudam o ensino de Geografia vêm defendendo a idéia de que o ensino deve utilizar como referência o lugar de vivência dos alunos, tal indicação é assumida nesse trabalho e para que isso ocorra, acredita-se que a forma de avaliar mais eficiente é a avaliação formativa. Partindo desses pressupostos, utilizou-se a metodologia qualitativa do tipo pesquisa-ação, com alguns passos: a pesquisa bibliográfica com a finalidade de encontrar materiais bibliográficos que tratassem do tema em questão, o levantamento de dados empíricos (análise dos documentos oficiais que regem o ensino em nível fundamental da Rede Pública de Goiânia, e dos Projetos Políticos Pedagógicos de escolas de Goiânia), a realização de entrevistas junto a professores da Rede Estadual e Municipal de Goiânia, com o objetivo de verificar as concepções que eles têm em relação à avaliação da aprendizagem, a coleta de instrumentos avaliativos junto aos professores entrevistados, a observação de aulas junto a duas professoras da Rede Pública de ensino de Goiânia e a tentativa de se pensar, junto a essas professoras, em possibilidades de avaliar dentro de uma perspectiva formativa que tenha como referência o lugar do aluno. A experiência realizada demonstra que são muitas as barreiras encontradas para a prática da avaliação formativa. No entanto, quando os esforços são investidos de maneira consciente e propositiva e não de modo imposto, percebe-se que sua eficácia é recompensadora fazendo valer os esforços.

Esta dissertação é fruto da pesquisa que buscou investigar alguns modos de avaliação no regime da Progressão Continuada, que possuíssem características de uma avaliação formativa, considerando o dia a dia de sala de aula, o uso de diferentes instrumentos avaliativos, a visão dos professores e as orientações internas e externas que pudessem influenciar as ações voltadas à avaliação formativa. Para tanto, selecionamos uma Escola Estadual de Ensino Fundamental I do Estado de São Paulo cujas práticas eram tidas como referência em sua região e foram consideradas por nós como práticas inspiradoras compreendidas aqui como práticas que vão ao encontro da perspectiva de avaliação formativa, a qual implica o uso de instrumentos avaliativos de maneira que eles sirvam para mostrar ao professor os conhecimentos adquiridos pelos alunos e possibilitem, então, uma reorientação do caminho a ser seguido para que todos possam atingir os objetivos desejados. Nosso processo de investigação envolveu consulta ao Plano de Gestão Participativo (2015-2018), às Atas de reuniões de Aula de Trabalho Pedagógico Coletivo (ATPC) e às Atas de Conselhos de Classe, observações de reuniões de ATPC, de salas de aula (do 4º e 5º anos acompanhados) e de Conselhos de Classe e entrevistas (com a professora do 5º ano e com a professora-coordenadora). Os dados coletados foram analisados principalmente à luz do referencial teórico de avaliação formativa considerando as reflexões de Fernandes (2009), Hadji (2001), Luckesi (2011) e Perrenoud (1999) e do processo de aprendizagem descrito por Meirieu (1998). Evidenciou-se a justaposição de práticas que envolviam o processo avaliativo e, portanto, também de ensino e de aprendizagem. Entendemos que mudanças acontecem dentro de um processo que, no caso, ainda está em construção, havendo remodelamento para um percurso com novas culturas avaliativas, e isto, certamente, não se dá sem tensões, sem contradições. As ações do dia a dia de sala de aula demonstraram-se influenciadas por orientações internas e externas advindas dos momentos de planejamento e replanejamento, das avaliações externas e das parcerias que a escola realiza. Por sua vez, as práticas voltadas à avaliação formativa operacionalizaram-se na escola em atividades de sala de aula, nos momentos de recuperação e reforço e no Conselho de Classe Participativo. Destacamos, no contexto desta escola, o modo como a equipe pedagógica se posiciona frente aos problemas com que se depara: eles não se demonstram intimidados, buscam informações, estudam, trocam observações e propõem ações, reorientando seu percurso e suas decisões caso não tenham sido acertados de início. É este conjunto de fatores que nos permitiu afirmar que as práticas relacionadas à avaliação da aprendizagem dos alunos aqui descritas caracterizavam-se como inspiradoras. / This dissertation is the result of a research that sought to investigate some modes of evaluation in the Continuous Progression regime, which had the characteristics of a formative evaluation, considering the day-to-day classroom, the use of different assessment tools, the vision of the teachers and the internal and external orientations that could influence the actions directed to the formative evaluation. To that end, we selected a State Elementary School I of the State of São Paulo, whose practices were considered as a reference in their region and were considered by us as inspiring practices - understood here as practices that meet the perspective of for- which implies the use of evaluation tools so that they serve to show the teacher the knowledge acquired by the students and thus enable a reorientation of the path to be followed so that all can achieve the desired goals. Our research process involved consultation with the Participative Management Plan (2015-2018), minutes of meetings of the Collective Pedagogical Work Class (ATPC) and the minutes of Class Councils, observations of ATPC meetings, of classrooms (from the 4th and 5th years accompanied) and of Class Councils and interviews (with the teacher of the 5th year and with the teacher-coordinator). The collected data were analyzed mainly in the light of the theoretical reference of formative evaluation considering the reflections of Fernandes (2009), Hadji (2001), Luckesi (2011) and Perrenoud (1999) and the learning process described by Meirieu (1998). It was evidenced the juxtaposition of practices that involved the evaluation process and, therefore, also of teaching and learning. We understand that changes take place within a process that, in this case, is still under construction, re-modeling for a course with new evaluation cultures, and this, certainly does not happen without tensions, without contradictions. The day-to-day actions of the classroom have been influenced by internal and external orientations from the planning and replanning moments, the external evaluations and the partnerships that the school performs. On the other hand, the practices focused on formative evaluation were operationalized in the school in activities of classroom, in the moments of learning recovery and reinforcement and in the Participative Class Council. In the context of this school, we highlight the way in which the pedagogical team positions itself in front of the problems it faces: they are not intimidated, they seek information, they study, they exchange observations and they propose actions, reorienting their course and their decisions if they do not have been agreed at the outset. It is this set of factors that allowed us to affirm that the practices described here were characterized as inspiring.

Este estudo abordou a análise do uso do Portfólio Reflexivo (PR) como instrumento da avaliação formativa em um curso de Bacharelado e Licenciatura em Enfermagem. Teve como objetivo geral analisar como vem se configurando o processo de adoção do portfólio reflexivo como estratégia de avaliação formativa do Curso de Bacharelado e Licenciatura em Enfermagem de uma universidade pública do interior paulista, tendo em vista as potencialidades e fragilidades desse processo. Os objetivos específicos foram: analisar como é compreendido o PR e quais são as orientações teóricas para a sua utilização; compreender as concepções e os modos de fazer dos professores e alunos no que se refere ao PR; compreender as demandas geradas para o trabalho docente e para o aluno a partir do uso do PR. Trata-se de uma pesquisa qualitativa, realizada em uma instituição pública de ensino superior do interior paulista. Foram realizados grupos focais com alunos do último período do curso (5o ano) e com docentes que utilizavam o PR em suas disciplinas. A análise dos dados foi conduzida pela análise de conteúdo de Bardin (2016). Foi realizada também análise documental do Projeto Político Pedagógico (PPP) do curso. Foram configuradas as seguintes categorias temáticas: Das potencialidades declaradas pelos alunos ao predomínio da dimensão instrumental na formação; O aluno aprendendo a acompanhar sua própria aprendizagem; Das fragilidades e resistências ao portfólio apresentadas pelos alunos ao trabalho docente em perspectiva produtivista e aos limites da formação pedagógica; A avaliação formativa e o portfólio reflexivo: caminhos que se cruzam?; O portfólio reflexivo na vivência de professores da licenciatura em enfermagem: sentimentos despertados e conhecimentos ampliados na abertura para o \"novo\"; Demandas do Portfólio Reflexivo e o contexto do trabalho docente universitário: na contramão dos processos formativos? O PR pode ser um instrumento muito valioso podendo proporcionar de fato que a avaliação formativa seja feita com vistas à reflexão e à emancipação dos estudantes; contudo, na lógica da perspectiva da pedagogia das competências e do aprender a aprender poderá privilegiar o fortalecimento da prática cotidiana, em detrimento do desenvolvimento da perspectiva crítica no processo formativo. A transformação, de fato, do PR em instrumento a favor da emancipação demanda formação docente, gestão coletiva, valorização do ensino de graduação, em defesa de um projeto de formação crítico, em contraposição à lógica produtivista. Pelo estudo pode-se inferir que há intenções de manter o \"novo\", pelos alunos e professores, mas apreende-se, nesse contexto, na direção da formação em perspectiva crítica, necessidade de qualificá-lo com mais solidez teórica e diretrizes operativas / This study approached the analysis of the use of the Reflective Portfolio (RP) as an instrument of formative evaluation in a Bachelor\'s Degree and Nursing Degree. Its general purpose was to assess how the reflective portfolio has been implemented as an educational tool of major Nursing courses at a public university in the countryside of the State of São Paulo, considering both the potentials and weaknesses of the process. The specific goals were: to assess how RP is perceived and what are the theoretical grounds for its use; to understand the concepts and behaviors of both teachers and students in relation to RP; to understand the requirements demanded for both the teacher and students\' works with the adoption of RP. It is a qualitative research carried out a public college in the countryside of the State of São Paulo. Focus groups gathering students from the last course period (5th year) and teachers who have been using RP in their courses were created. Data analysis was based on Bardin\'s content analysis (2016). A document assessment of the course\'s Political Educational Project (PPP) was also carried out. The following themes were created: The potentials stated by the students regarding the prominence of the dimension of the tool in education; The student learns how to follow-up their own learning; About the weaknesses and oppositions to the portfolio brought by students to teachers under a productive point of view and the limitations of educational formation; The educational assessment and the reflective portfolio: crossing paths?; The reflective portfolio in the experience of Nursing course teachers: feelings aroused and knowledge expanded in the opening for what is \"new\"; Requirements of the in the countryside of the State of São Paulo and the context of college teachers: an obstacle to educational processes? RP could be a very valuable tool and actually enable education to be carried out considering the reflection and emancipation of students; however, in the logistics of the educational perspective of disciplines and learning how to learn could emphasize the strengthening of daily practice, as opposed to the development of criticism in the educational process. The actual transformation of RP into a tool on behalf of emancipation requires teaching education, collective management, valuing major courses, everything on behalf of a critical educational project as opposed to the productive logistics. The paper shows both teachers and students are willing to focus on \"what is new\", but, in this context, it is understood they want to do that focusing on critical thinking - therefore, it is necessary to give RP more technical support and operational guidelines