Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-08-12T22:56:43Z No. of bitstreams: 1 JanainaTedesco.pdf: 540629 bytes, checksum: 1fa92ba5f434ba2c1b648551de417e8e (MD5) / Made available in DSpace on 2015-08-12T22:56:44Z (GMT). No. of bitstreams: 1 JanainaTedesco.pdf: 540629 bytes, checksum: 1fa92ba5f434ba2c1b648551de417e8e (MD5) Previous issue date: 2013 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação tem como foco o Apoio Institucional, compreendido como ferramenta de gestão para mudanças nos processos de trabalho na Atenção Primária à Saúde (APS). Tendo em vista a complexidade dos processos de trabalho e a necessidade de mudança no fazer saúde, apresenta-se a demanda por novas tecnologias e metodologias de gestão, visando à qualificação desses processos. O Apoio Institucional é uma proposta de metodologia para essa qualificação. A pesquisa foi realizada com o objetivo de conhecer as ações do Apoio Institucional como ferramenta organizacional para a mudança no modelo de atenção e qualificação dos processos de trabalho em saúde. Para isso, utilizou-se a metodologia de um Estudo de Caso Exploratório com abordagem qualitativa, tendo sido realizada com as apoiadoras e profissionais da Secretaria Municipal de Saúde de Sapucaia do Sul, por ser um dos primeiros municípios no Rio Grande do Sul a utilizar essa metodologia. Para coleta de dados, foram entrevistados o gestor que implantou o Apoio Institucional e a gestora atual da Atenção Básica. Além disso, foram realizadas discussões focais com dez profissionais da Atenção Básica e com as oito apoiadoras institucionais do município. Os resultados da pesquisa apontam para a função do Apoiador, que aparece como possibilidade de articulação e mediação entre os diferentes atores do sistema de saúde. Além disso, identificou-se que essa função apresenta limites, como a falta de governabilidade e a indefinição sobre as fronteiras de sua atribuição. Contudo, esses limites também foram percebidos como as próprias possibilidades de democratização da gestão por meio da cogestão. Portanto, o Apoio Institucional se constitui de uma metodologia de gestão extremamente viável e que apresenta diversas possibilidades. Entretanto, a pesquisa aponta para a necessidade de novos estudos, pois reconhecer as características dessa função de uma forma mais concreta pode realmente ser um caminho para a qualificação do SUS. / This study has its focus on the Institutional Support, understand as a management tool for revisions in the work processes of Primary Health Care. Having in mind the complexity of work processes as well as the need for change in the making of health, a demand for new technologies and for management methodologies is presented, aiming at the qualification of such processes. The Institutional Support is a proposal of methodology for such qualification. The research was carried out with the intent of being informed of the actions of the Institutional Support as an organizational tool for the change in the primary health care model as well as for the qualification of work processes in health. For such, we utilized the methodology of an Exploratory Case Study with a qualitative approach, performed with the supporters and the professionals at Secretaria Municipal de Saúde de Sapucaia do Sul, since it was one of the first municipalities in Rio Grande do Sul to use such a methodology. For the data collection, we interviewed the manager who had implemented the Institutional Support and the current manager of the Primary Health Care department. In addition, there were focus group discussions with ten professionals in Primary Health Care as well as with eight institutional supporters of the municipality. The results of the research point out to the role of the Supporter, who emerges as a possibility for the articulation and for the mediation among the different actors in the health system. Moreover, it has been identified that such role presents its limits, such as the lack of governability and the indefinition as to the boundaries of its attribution. Nonetheless, such limits have also been perceived as the very possibilities for the democratization of management through co-management. Hence, the Institutional Support amounts to an extremely feasible management methodology and features manifold possibilities. Notwithstanding, the research work points out the need for new studies, since recognizing the characteristics of such role in a more concrete way could, in fact, be a course for the qualification of the Unified Health System.

This study of African-American seniors at East Tennessee State University, Middle Tennessee State University, and the University of Tennessee at Knoxville was conducted to solicit student responses about the perceptions of their schools, university services, and experiences at those institutions. The study employed quantitative data and descriptive analysis was performed. Data collected in this study described the demographic characteristics of the students and their perceptions, attitudes, experiences and level of involvement in the campus environment for African-American seniors. Data in this study indicated perceptions that Tennessee must be committed to increasing financial support to the universities. Universities must be committed to increase faculty and student involvement, create a culturally diverse environment and expand existing recruitment and retention programs.

The goal of this thesis is to describe the possibilities of SMEs to finance their innovation activities. In the first chapter we specify and define SMEs, their advantages and disadvantages. We use statistical analysis to prove, how they contribute on the changes of selected macroeconomic measures. The second chapter deals with the different tools and ways to finance SMEs, as well as the main providers of institutional support for SMEs. The last chapter designs the Regional innovation fund as an institution providing seed and start-up financing.

This thesis deals with the design changes of the economic informative system of accounting projects of European Metrology Research Programme. The first part of this work describes the theoretical solutions related to the solved problems, in the second part the company is itroduced and also the problém analysis of the contemporary state. On the basis of made analyzes comes the suggestion of changes should be assured adequate level for cooperation with national and international research projects.

No description available.

South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South African education to acknowledge all learners without discrimination and to create equal opportunities for all learners. A close look was taken at support in inclusive education within the South African context. It touched on models contributing to the development of a learner, followed by a retrospection of the history that gave way to inclusive education in South Africa. International trends were also considered. The question investigated was: Are the necessary support systems in place in Gauteng’s government primary schools, to provide the necessary support to learners who experience barriers to learning within the inclusive education system, and do they function optimally? In order to answer this question data was collected by means of a self-administered questionnaire completed by principals of Gauteng government’s primary schools. Some of the following aspects were the focus of the questionnaire in this study: barriers to learning that prevail the most are the type of specialist help available to the schools; the role of special schools as specialist reference; the attitudes of parents, teachers, specialists, therapists and teacher aids as well as the accessibility of specialised assistance to government schools. Questions also focussed on training, as well as support provided by institutional and district support teams.The most significant findings of the study include the the fact that classrooms are overcrowded. The most common barriers to learning are Attention Deficit (Hyperactivity) Disorder and emotional disability instability linked to family problems. A cause for concern is the fact that 82% of the respondents are teaching between 20 and 60 learners experiencing barriers to learning. The institutional level support teams were functioning effectively, but the district support teams did not function adequately. Special schools as resource centers are not used and utilized sufficiently by Gauteng’s government primary schools. The findings show that policies within schools need to be revised to accommodate the learner who experiences barriers to learning. Observation proved that most of Gauteng government primary schools are gradually on the road to implementing inclusive education supported by support systems successfully. / Further Teacher Education / D. ed.

South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South African education to acknowledge all learners without discrimination and to create equal opportunities for all learners. A close look was taken at support in inclusive education within the South African context. It touched on models contributing to the development of a learner, followed by a retrospection of the history that gave way to inclusive education in South Africa. International trends were also considered. The question investigated was: Are the necessary support systems in place in Gauteng’s government primary schools, to provide the necessary support to learners who experience barriers to learning within the inclusive education system, and do they function optimally? In order to answer this question data was collected by means of a self-administered questionnaire completed by principals of Gauteng government’s primary schools. Some of the following aspects were the focus of the questionnaire in this study: barriers to learning that prevail the most are the type of specialist help available to the schools; the role of special schools as specialist reference; the attitudes of parents, teachers, specialists, therapists and teacher aids as well as the accessibility of specialised assistance to government schools. Questions also focussed on training, as well as support provided by institutional and district support teams.The most significant findings of the study include the the fact that classrooms are overcrowded. The most common barriers to learning are Attention Deficit (Hyperactivity) Disorder and emotional disability instability linked to family problems. A cause for concern is the fact that 82% of the respondents are teaching between 20 and 60 learners experiencing barriers to learning. The institutional level support teams were functioning effectively, but the district support teams did not function adequately. Special schools as resource centers are not used and utilized sufficiently by Gauteng’s government primary schools. The findings show that policies within schools need to be revised to accommodate the learner who experiences barriers to learning. Observation proved that most of Gauteng government primary schools are gradually on the road to implementing inclusive education supported by support systems successfully. / Further Teacher Education / D. ed.

This thesis is the product of the author’s personal experience as a gay person working in the humanitarian sector who has experience of the challenges faced in countries of conflict and in countries where the rights of LGBTQ people are not assured. LGBTQ people have specific needs that are documented through research, highlighting the risks they face while working in high risk locations. With such limitations in the way that LGBTQ people are supported in the field, or in their home nations, with particular relevance to religiously supported heteronormativity which is relevent especially given the particular needs and concerns that LGBTQ people face in everyday life, these issues are exacerbated in conflict or hazardous settings. To establish the experiences of LGBTQ people, semi structured qualitative interviews have been used to illicit nuanced details from differing LGBTQ perspectives to provide some supportive insight into the conditions that individuals work in. These interviews were triangulated against the current data that exists, and an online quantitative and qualitative survey which investigated in more specificity the experiences of LGBTQ people and what support mechanisms would benefit them. Motivations, experience, health implications and support to LGBT staff are discussed from the point of view of LGBTQ staff, represented as much as possible by individuals of varying gender, sexual orientation, and race. The findings are used to provide recommendations for what agencies can do to provide a level of support to their own LGBTQ staff, a concept for which there are still significant gaps in literature, data, and practice.

Η διατριβή εξετάζει τους κρίσιμους παράγοντες που προσδιορίζουν την επιχειρηματικότητα της υπαίθρου, θέτει τα κύρια ερευνητικά ερωτήματα που σχετίζονται με ανάπτυξη και υποστήριξη της επιχειρηματικότητας στην ύπαιθρο και τέλος θέτει τις βάσεις για μία μελλοντική επιστημονική έρευνα. Οι περιοχές όπου βασίσθηκε η συγκεκριμένη διατριβή οριοθετούνται σε τέσσερις χώρες της Νότιας Ευρώπης: α) την Ελλάδα (Ευρυτανία)β) την Ιταλία (Garfagnana & Media Valle del Serchio) γ) την Ισπανία (Garrotxa) και δ) την Πορτογαλία (Serra-Algarvia). / The doctoral dissertation examines the crucial factors that determine rural entrepreneurship, it sets the basic research questions concerning the development and support of rural entrepreneurship and it also sets the framework for a future scientific research. The doctoral dissertation was based on four areas of Southern Europe: Evrytania (Greece); Garfagnana & Media Valle del Serchio (Italy); Garrotxa (Spain) and Serra-Algarvia (Portugal).

This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had two objectives: firstly, to understand lecturers’ experiences of how first year student-teachers’ abilities in the Language of Learning and Teaching (LoLT) affect their learning outcomes. Secondly, to explore lecturers’ evaluations of the academic support that is available on the Edgewood Campus to improve students’ LoLT abilities. Data were collected from consenting participants through face-to-face semi-structured interviews. Three concepts comprised the framework informing the analysis of data: inclusive education, epistemological access and the concept of the Whole School approach to the development of Cognitive Academic Language Proficiency (CALP). The findings indicate that students with limited proficiency in the LoLT tend to withdraw from participating in class discussions; often refrain from seeking lecturer assistance; are likely to plagiarise during assignments; and tend to perform poorly in examinations. Overall, the six participants found support provided to students with limited English language proficiency on the Edgewood Campus of UKZN to be negatively affected by an unplanned mass-enrolment. The participants also argue that the designated support is insufficient because it is not cross disciplinary and it is not sustained beyond the first year of study. / M. Ed. University of KwaZulu-Natal, Durban 2013.