Este estudo analisa as relações estabelecidas entre as redefinições no papel do Estado, as reformas instituídas na gestão pública, a inserção do Instituto Ayrton Senna na educação e as implicações decorrentes acerca da implantação do Programa Circuito Campeão na gestão pedagógica da escola no período de 2007 a 2010. As redefinições no papel do Estado a partir das reformas instituídas nos anos 90 do século passado e aprofundadas no atual período inseriram na sociedade novos sujeitos e introduziram na administração pública a gestão gerencial, trazendo a lógica do setor privado ao setor público, evidenciando consequências para a gestão da educação. A redefinição do papel do Estado não ocorre por acaso, uma vez que faz parte de um processo maior de crise estrutural do capital. Entre as estratégias utilizadas está a Terceira Via, que materializa o projeto do capital a partir do Terceiro Setor, e as parcerias entre o público e o privado concretizam esse projeto. No Rio Grande do Sul, assume, em 2007, um novo governo que implanta o Projeto Piloto de Alfabetização de Crianças com Seis Anos em parceria com três instituições não governamentais e financiadas pelo setor privado. O Instituto Ayrton Senna é uma das instituições parceiras do Estado e, através do Programa Circuito Campeão, propõe o gerenciamento da aprendizagem através das ferramentas de gestão gerencial. O estudo analisou a gestão pedagógica do Programa Circuito Campeão com ênfase nos seguintes eixos: currículo, planejamento, avaliação, formação continuada de professores e o papel do coordenador pedagógico nesse projeto. Parte do entendimento de que a gestão pedagógica define e propicia a direção de sentido das práticas educativas e da intencionalidade da escola.O estudo demonstrou que a implantação do Programa Circuito Campeão em uma escola municipal trouxe implicações para a gestão pedagógica da educação. / reforms in public administration, the insertion of the Instituto Ayrton Senna in the public education system and the implications regarding the implementation of the Programa Circuito Campeão in the pedagogical management of the school from 2007 to 2010. The redefinitions of the role of the state from the reforms instituted in the 90s of last century and deepened in the current period inserted in society new subjects and they also introduced in the public administration the private way of management, bringing the private logic to the public sector, highlighting the consequences for management education. The redefinition of the role of the State does not occur by chance, on the contrary, it is part of a larger process of structural crisis of the capital. Among the strategies used is the Third Way, which embodies the design of the capital from the Third Sector, and the partnerships between the public and private materialize this project. Brazilian Rio Grande do Sul State assumes, in 2007, a new government that deploys the Projeto Piloto de Alfabetização de Crianças com Seis Anos in partnership with three non-governmental institutions and funded by the private sector. The Instituto Ayrton Senna is one of the partner institutions of the State and through the Programa Circuito Campeão offers the management of education through private management tools. The study examined the pedagogical management of Programa Circuito Campeão with emphasis in the following areas: curriculum, planning, evaluation, teacher continuing education and the role of pedagogical coordinator on this project. The study shares the comprehension that the educational management provides and define the direction of the educational practices and the intentionality of the school. The study showed that implantation of the Programa Circuito Campeão in a public school brought pedagogical implications for management education.

As críticas que os programas de MBA têm recebido (LATHAM; LATHAM; WHYTE, 2004; CLOSS; ANTONELLO, 2014; RAMLALL; RAMLALL, 2016) e o aumento da ofertas desses cursos no Brasil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005) levaram ao objetivo desta pesquisa de compreender os cursos de MBA brasileiros sob a perspectiva de gestores egressos desses programas. Para tanto, realizou-se uma pesquisa qualitativa exploratória, através de entrevistas semiestruturadas com vinte gestores egressos de MBAs. Através da análise de conteúdo, foram identificados como propósitos para realização dos cursos e que também foram contribuições dos mesmos: aprendizagem das ferramentas de administração, conhecimentos sobre gestão, criação de rede de relacionamentos, experiência internacional e desenvolvimento pessoal. Como lacunas e pontos fracos, surgiram aspectos como a falta de vivências práticas, a desatualização dos conteúdos, docentes com baixa qualificação, discentes com pouca experiência e a escassez de tempo (dos alunos e do curso). Já as sugestões apontadas para aprimoramento dos cursos relacionaram-se com o formato das aulas, a frequência e o local dos encontros, a internacionalização dos cursos, a vivência profissional dos professores e rigor nos programas, a composição das turmas conforme a experiência dos participantes e o desenvolvimento humano do gestor. / The criticisms that MBA programs have received (LATHAM, LATHAM, WHYTE, 2004, CLONE, ANTONELLO, 2014, RAMLALL, RAMLALL, 2016) and the increase in the offers of these courses in Brazil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005), has led to the theme of the current research, which aims at understanding the MBA scenario in the country. For that, a qualitative exploratory research was carried out, through semi-structured interviews with twenty former MBA graduates. Through the analysis of content, the following purposes and contributions for the course were identified: learning management tools, management knowledge, networking, international experience and personal development. As flaws and weaknesses, aspects such as the lack of practical experiences, the outdated content, professor and students with little experience and the shortage of time (of the students and the course) appeared. The suggestions mentioned were related to course schedule, frequency and location of the meetings, internationalization of courses, teachers skills and rigour in the programs, the formation of the classes according to the participants experience and the human development of the manager.

Práce se snaží reagovat na aktuální otázku, týkající se modernizace veřejné správy a s ní spojenou aplikaci metod managementu kvality ve veřejné správě. Zvláštní pozornost je věnována Modelu CAF (Common Assessment Framework), který byl vyvinut jako nástroj sebehodnocení speciálně pro veřejný sektor. V České republice byl tento model doposud aplikován především na úrovni samosprávných a ústředních správních úřadů. Vzhledem k možnosti implementovat tento model v nejrůznějších částech veřejného sektoru, se práce snaží upozornit na vhodnost využití Modelu CAF i v oblasti vzdělávání. Pro jeho snazší aplikaci ve školách jsou uvedeny i praktické příklady důkazů, které jsou důležitým podkladem pro hodnocení v Modelu.

Made available in DSpace on 2016-07-27T13:54:43Z (GMT). No. of bitstreams: 1 DOMINGOS PEREIRA DA SILVA.pdf: 424969 bytes, checksum: 1bb1c8250ef0f948f2fbad1eb61e1962 (MD5) Previous issue date: 2011-06-16 / It was the subject of this study on the understanding of the planning and the management of the public schools in the context of produtive reorganization and reform of the state. As a reference we set the guidelines analysis of public policies in education implemented in Brazil since the 1990, and more specifically in the final years of the first decade of this century. To this end, we sought throughout this research, answer the following questions: what are the implications of the restructuring process of the capital for education and specifically for the management and educational planning? And what is the concept of planning and management currently implemented in the school and field of research? When addressing these issues we sought to, seek answers to the questions presented, as elucidated research problem, understanding and the implications the implications of the design planning and management implemented in the school resulting from a process of directing political and cultural society. Given the need to examine this object from multiple measurements, we used qualitative research, and how metodological approach we adopted the case study and methodological instruments highlighted the research literature and documents, in addition to the completion of semistructured interview. After analyzing the different stages of research, we note that the conception of planning and management implemented in the school field research has been driven by managerial perspective intrinsically related to the neoliberal third way which in turn is subject to and legitimizes guidelines process of capitalist restructuring and reform of the state. That said, involves the resizing of education policies, via adoption of strategic planning, plans, programs and projects bias managerialist politics, based on the devolution, centralization and fragmentation of the act of deciding. / Foi objeto deste trabalho o estudo sobre planejamento e gestão da escola pública no contexto da reestruturação produtiva e da reforma do Estado. Como referência de análise, valeu-se das orientações presentes nas políticas públicas educacionais implementadas no Brasil a partir da década de 1990 e, mais especificamente, nos anos finais da primeira década do século XXI. Para tanto, buscou-se, ao longo da presente pesquisa, responder às seguintes indagações: Quais as implicações do processo de reestruturação produtiva do capital para a educação e mais especificamente para a gestão e o planejamento educacional? E qual a concepção de planejamento e gestão implementada atualmente e na escola campo de pesquisa? Ao procurar respostas para as questões apresentadas, elucidamos como problema de pesquisa, a compreensão e as implicações inerentes à concepção de planejamento e gestão implementada na escola. Dada a necessidade de analisar o referido objeto com base nas múltiplas determinações, utilizou-se a pesquisa de natureza qualitativa, e como abordagem metodológica o estudo de caso, e, dentre os instrumentos teórico-metodológicos, a pesquisa documental e a entrevista semiestruturada. Após a análise dos diferentes momentos da pesquisa, constatou-se que a concepção de planejamento e gestão adotada na escola campo de pesquisa vem sendo orientada pela perspectiva gerencial intrinsecamente relacionada ao modelo neoliberal de terceira via , que por sua vez está subordinada e legitimada pelas orientações do processo de reestruturação capitalista e de reforma do Estado. Isso acarreta o redimensionamento das políticas educativas, por meio da adoção do planejamento estratégico e de planos, programas e projetos de viés gerencialista, pautados pela desconcentração, centralização e fragmentação do ato decisório.

Every year, millions of Americans suffer from either chronic or acute pain that results in tremendous healthcare cost, rehabilitation, and loss of work productivity. Pain is an unpleasant sensation associated with sensory and emotional experiences that can cause potential or actual tissue damage. One plausible solution to managing pain is the use of nonpharmacological modalities such as guided imagery. The purpose of this project was to determine if there was a difference in pain scores following pharmacological interventions and the use of guided imagery among postoperative same day surgical patients. Guided imagery is a nonpharmacological modality that uses pictures, music, and imaginary scenes to help heal the body in addition to using relaxation techniques and mental images for the management of pain. This project included the translation of evidence into practice using guided imagery on a 25-bed same day surgery unit (N = 34 patients), guided by Kolcaba's comfort theory. The findings of this project included using guided imagery for same day surgery patients who rated their pain greater than 4 on the traditional pain scale of one to ten, with one equaling no pain and ten equaling worst pain. The results of the evaluation showed a significant decrease in pain scores between premedication to postmedication (p < 0.001), premedication and postguided imagery (p < 0.001), and postmedication and postguided imaginary (p < 0.001). Guided imagery has been demonstrated to be efficient and cost effective methods to reducing pain. This project indicated that use of nonpharmacological and pharmacological interventions working together could be more effective for pain management in same day surgical patients.

Although there are numerous instruments available for assessing classroom learning environments at the tertiary level, no instrument has been specifically designed and validated for measuring the business management education learning environment (Brennan & Ahmad, 2005). My aims were (1) to design, develop and validate an instrument, the Business Management Education Learning Environment Inventory (BMELEI), for assessing business management students’ perceptions of the psychosocial learning environments of university seminars and tutorials and (2) to relate learning environment to attitudes towards the subject and attitudes towards the case study teaching strategy. This study is distinctive in that it involved both quantitative and qualitative methods. The BMELEI and two attitude scales were administered to 480 final-year undergraduate and postgraduate business studies students in 30 classes at both Curtin University of Technology and Edith Cowan University in Perth, Australia. The qualitative component of the study involved semi-structured interviews with 42 randomly-selected participants from the above universities. Factor analysis supported a six-factor structure (Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity) with scale alpha reliabilities ranging from 0.78 to 0.90 for the actual form and from 0.80 to 0.92 for the preferred form using the individual as unit of analysis. Students’ attitudes were found to be positively associated with classroom learning environment. / Also differences were found between students’ perceptions of the actual and preferred classroom environment, and between male and female students’ perceptions of the actual and preferred classroom environment. Findings suggested that students preferred a more positive and favourable classroom learning environment than they perceived as being actually present.

The aim of the research thesis was to identify whether or not the delivery of management education at base level, made a significant contribution to small enterprise solvency. Research by Williams (1986) indicated that over 60% of insolvent small enterprise (SE) owners gave one reason for insolvency as: ‘a lack of business/management experience or skill’. This implies that a significant percentage of SE insolvencies were avoidable, had the SE owner/managers acquired further business skill, knowledge or support. Literature suggests that increased business/management competencies may enable management blind spots within the internal activity structure of some enterprises, to be brought into focus and so controlled (Williams, 1984). This thesis undertakes research, to identify the contribution of various management education programs to SE solvency. The methodology used to test this contribution to business management knowledge, comprised surveys of management education facilitators and program participants, by education institutions from Government and private Registered Training Organisations (RTOs) and Government and private non-RTOs. The objective was to determine, through the use of quantitative surveys, if a significant difference could be established between educational facilities offered and small enterprise owner/manager requirements, with the intention to make this an initial exploratory research. The thesis examined perceptions of SE owner/managers participating in management education programs and whether there is a contribution to the solvency of businesses from an educational framework that gives SE owners who lack crucial business/management skills, direction towards specific information, knowledge and abilities. The intention was to bridge research gaps concerning levels of SE solvency and skill-education available using four major types of business educational organisations. The study included interviews with SE owner/managers participating in business programs to identify their perception of the contribution by courses to the solvency of their enterprises. The research examined whether there was a significant difference in certain clusters and competencies between researched management programs, to establish if completing any program affected positively, levels of SE solvency. Since the research focus was on the impacts of management education on SE solvency, another outcome was to profile the participants who reported positive and negative perceptions of the impact of SE management education courses on SE solvency. These results are documented in full in Appendix ‘C’. Positive perceptions The group of participants, that generally saw courses as having positive affects on SE solvency, had the following characteristics. Predominantly male with education levels above high school level up to VET registered certificate, aged between 26-47 years, wishing to build their solvency and management skills, and wanting to focus on assistance from mentors/consultants on goals and business plans. Negative perceptions Course participants who perceived negative attitudes to the impact of courses in SE solvency had characteristics below. Predominantly female with primary school or trade qualifications, bur not VET certified, up to 25 years old or between the ages of 48 and 55 years, and not interested in building business or management skills. The courses they attended did not focus on goal setting and the participants had little interest in working with mentors or consultants. Conclusion The body of knowledge relating to SE solvency was extended as a result of this study, through working directly with management course participants. This research concludes by advancing the theory that education of business owner/managers is not solely to be focussed on management competencies. A complete business education should include character development and business activity planning, as well as business/management competencies.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Donald G. Hackmann. Includes bibliographical references (leaves 159-164) Available on microfilm from Pro Quest Information and Learning.

Diabetes is increasing globally and nationally. Diabetes complications and costs can be reduced through modification of lifestyle risks and diabetes self-management education (DSME). The Cooperative Extension System (CES) is uniquely positioned to implement DSME. This study assessed the role and impact of the Cooperative Extension System (CES) in DSME. A survey was sent to CES professionals throughout the U.S. a total of 43 participants provided information on 73 DSME programs. Most participants were from the South (n=22, 51.16%) and Midwest (n=12, 27.91%) and most programs targeted adults with and at risk for type 2 diabetes. Most programs were developed and taught by registered dietitians and family and consumer science agents and were focused on healthy eating and cooking techniques. Few programs addressed medications, mental and physical health, influenza and pneumococcal vaccinations. Implementation challenges were related to recruitment, attrition, and funding and most suggestions for the future of CES in DSME were related to funding. CES has a wide reach in terms of DSME with over 29 states. Future CES efforts should target children with type 2 diabetes and should form/continue partnerships with health care professionals.

<p> The purpose of this research was to investigate the relationship between Facebook usage and self-efficacy in collegiate athletes. The data for this study was provided by St. Thomas University athletes in the United States. The variables used to represent Facebook usage, Facebook frequency of use, Facebook number of friends and Facebook frequency status updates were measured using Facebook Intensity Scale (Ellison et al., 2007). The dependent variable used in this study is self-efficacy which is measured using the General Self-efficacy (GSE) developed (Jerusalem &amp; Schwarzer, 1979). Data analyses indicated a statistically significant relationship between Facebook number of friends and self-efficacy. The data also indicated significant inverse relationship between Facebook frequency status updates and self-efficacy. The results of the correlation analysis indicated inverse relationships between frequency status updates and frequency of use, and frequency status updates and Facebook number of friends. These findings suggest that once the coaches, administrators, and professors attend to the issue of Facebook usage for collegiate athletes, it may enhance self-efficacy and psychological benefits.</p>