Nesta tese descrevemos uma atividade didática implementada em disciplina de Comunicação Científica ministrada em Curso de Bacharelado em Química da Universidade de São Paulo que permitiu aos alunos conhecer a dinâmica do processo de peer review (PPR) a partir da participação no processo em si. O PPR foi estruturado em três fases: na primeira fase os alunos leram um artigo científico sobre biodiesel e escreveram um texto argumentativo com base nas vantagens e desvantagens concernentes à temática nele abordada; na segunda fase forneceram feedback sobre a produção textual de colegas; e na terceira fase reelaboraram o texto original a partir do feedback recebido. Ou seja, os alunos desempenharam o papel de avaliador e de avaliado e nenhum deles havia participado anteriormente de um PPR. Este estudo investigou a habilidade dos alunos na realização de ações inerentes ao PPR e as suas concepções sobre o processo, assim como a contribuição dele resultante na produção dos textos argumentativos. Adotamos a Análise de Conteúdo na investigação dos dados referentes às concepções dos alunos sobre o PPR e às suas habilidades na realização de ações inerentes ao processo. O Modelo de Argumento de Toulmin e o Modelo de Análise de Argumentação Aplicável a Processos de Resolução de Questões Sociocientíficas foram empregados na investigação sobre a qualidade dos argumentos existentes nos textos argumentativos iniciais e finais. Os resultados obtidos apontam habilidade satisfatória dos alunos no fornecimento de feedback de natureza construtiva aos colegas, porém indicam também habilidade restrita com relação à associação direta de julgamentos negativos existentes no feedback a propostas de alterações no texto avaliado. Do ponto de vista estrutural, os textos finais continham argumentos mais elaborados do que os textos iniciais. Os argumentos se baseiam em evidências que garantem a confiabilidade das informações apresentadas e foram construídos a partir de uma visão multifacetada sobre a temática biodiesel. As percepções dos alunos sobre a atividade didática indicam que a experiência vivenciada foi positiva e que favoreceu o entendimento sobre a referida temática e sobre a dinâmica do PPR, assim como o desenvolvimento do pensamento crítico e da habilidade de argumentação. O presente trabalho poderá subsidiar o direcionamento de futuras pesquisas na área de Educação em Química, relacionadas ao desenvolvimento de propostas didáticas pautadas no PPR. / In this thesis, we describe a didactic activity implemented in the Scientific Communication subject taught in the B.Sc. degree in Chemistry at the University of São Paulo that enabled students to learn about the dynamics of the peer review process (PRP) by taking part in the process itself. The PRP was structured in three phases: in the first phase, students read a scientific article about biodiesel and wrote an argumentative text based on the advantages and disadvantages concerning the issue addressed in it; in the second phase, they provided feedback on their classmates\' text production; and in the third phase, they rewrote the original text based on the feedback given. In other words, the students played the role of evaluator and the person being evaluated and none of them had previously taken part in a PRP. This study investigated the ability of students to perform actions inherent to the PRP and their concepts regarding the process, as well as their contribution resulting from the production of argumentative texts. We adopted the Content Analysis when investigating data on students\' concepts of the PRP and their skills in performing actions found in the process. The Toulmin Pattern Argument (TAP) and The Argumentation Model of Analysis Applicable to Processes of Resolution of Socio-Scientific Issues were used to research the quality of arguments found in the initial and final argumentative texts. The results show satisfactory ability of students in providing constructive feedback to their classmates, but also indicate a restricted ability regarding the direct association of negative judgments found in the feedback to propose changes in the evaluated text. From a structural point of view, the final texts included more elaborate arguments than the initial texts. The arguments are based on evidence that ensures the reliability of the information presented and were constructed from a multifaceted view on the topic of biodiesel. The students\' perceptions about the didactic activity show that the experience was positive and that it helped to understand the topic and the PRP dynamics, as well as the development of critical thinking and reasoning skills. This work could support the direction of future research in Chemistry Education related to the development of educational proposals based on PRP.

Submitted by Luiz Carlos Victorino de Souza Junior (luiz.victorino1@gmail.com) on 2013-03-08T15:42:32Z No. of bitstreams: 1 Primed_and_prejudice_the_Kuranta_Bothata_study_Luiz_Carlos_Victorino_de_Souza_Junior.pdf: 1967304 bytes, checksum: 0c18936723a0cbb14359885affdbf1ee (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-03-27T19:41:21Z (GMT) No. of bitstreams: 1 Primed_and_prejudice_the_Kuranta_Bothata_study_Luiz_Carlos_Victorino_de_Souza_Junior.pdf: 1967304 bytes, checksum: 0c18936723a0cbb14359885affdbf1ee (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-03-27T19:41:44Z (GMT) No. of bitstreams: 1 Primed_and_prejudice_the_Kuranta_Bothata_study_Luiz_Carlos_Victorino_de_Souza_Junior.pdf: 1967304 bytes, checksum: 0c18936723a0cbb14359885affdbf1ee (MD5) / Made available in DSpace on 2013-03-27T19:42:55Z (GMT). No. of bitstreams: 1 Primed_and_prejudice_the_Kuranta_Bothata_study_Luiz_Carlos_Victorino_de_Souza_Junior.pdf: 1967304 bytes, checksum: 0c18936723a0cbb14359885affdbf1ee (MD5) Previous issue date: 2011-07-08 / The peer review system is a core tenet of scientific publishing, as it intends to select the studies that advance knowledge. However, there have been questions concerning biases in peer review. One example amongst many is given by the essay 'Lost science in the third world' (GIBBS, 1995), which argues that there is serious bias concerning an author's address. Though there is some empirical evidence to back this statement, our knowledge of such biases, however, is limited, as few controlled studies have been provided in the literature. In this work, we have conducted an experiment, in which subjects were assigned the task of reviewing a manuscript lacking any author identification, except for a small footnote acknowledging financial support from an agency that does not exist. Under one condition, the funding agency's name is associated with the African continent, while on another condition, the agency's name is associated with the European continent. Our experiments do provide some support for the author's-bias-hypothesis. / O sistema de peer review é uma ferramenta fundamental nas publicações científicas, cujo objetivo é selecionar os estudos que contribuem para o avanço do conhecimento. No entanto, questionamentos tem surgido acerca de vieses no sistema de peer review. Um exemplo é o estudo 'Lost science in the third world' (Gibbs, 1995), que afirma existirem sérios vieses em relação à origem dos pesquisadores. Ainda que haja evidências para suportar esse argumento, nosso conhecimento acerca de vieses no sistema de peer review ainda é limitado, já que poucos estudos controlados podem ser encontrados na literatura. No presente trabalho, foi realizado um exeprimento no qual os sujeitos deveriam avaliar um artigo sem qualquer identificação de autoria, exceto por uma nota de rodapé onde constava o nome da instituição fictícia que financiou a pesquisa. Sob uma condição, o nome da agência financiadora é associado com o continente africano, enquanto na outra condição, o nome da agência é associado ao continente europeu. Os resultados dão indícios de que possa haver um viés relacionado às origens do autor.

The aim of this study is to investigate oral peer review on argumentative speech and to study the attitudes towards this peer review. The investigation was performed in an up-per secondary school class, and it focused on the different types of oral responses students give each other. In addition, the study investigated in what way the students experience this type of peer review. The results show that students reflect on form and performance as well as content, but they place more emphasis on form and performance than content. Students are positive about peer review and its importance for their progress. The investigation shows that peer review is needed, but the methods need to be developed further as response should mirror all parts of a work process, peer review can be used in other situations such as work life as well as in the teaching of other subjects.

Abstract The quality of a software product depends largely on the quality of the process that is used to develop it. In small software companies, the development process may be informal or even ad hoc, which causes uncertainty and variation in the product quality. However, quality issues are as important in small companies as in their larger counterparts. To sustain their dynamics and competitiveness, small organizations need to concentrate on the most effective quality assurance methods. Software inspection is a proven method for improving product quality and it provides a very cost-effective way for small companies to improve their development processes. This study introduces a framework for adjusting the inspection process for the organization's specific needs and evaluating its capabilities. The main focus of this work, however, is on refining and improving the inspection process. The improvement is guided by concrete instructions that are documented as process patterns. The pattern approach has already been used successfully in several other areas of software engineering. Patterns aim at capturing the best practices of software development and transferring this knowledge between people or organizations. The framework for inspection process capability originates from the literature relating to different types of peer review methods and experiments with flexible and tool-supported inspections in small companies. Furthermore, generic process improvement models are studied to find a feasible structure for the framework. As a result of the analysis, the i3 capability model is introduced. The feasibility of the model has been investigated in real-life software organizations carrying out inspections. After the capability evaluation, the inspection process can be upgraded with the aid of improvement patterns, which provide structured and easy-to-follow guidelines for implementing improvements. An initial list of patterns, describing solutions to the most common problems confronted in the establishment of inspections, is extracted from related inspection research and an industrial experiment. The contributions of this study are, first, the new view of the inspection process, based on the fundamental activities that are performed during an inspection instead of a series of stages, as it is usually presented. An activity-based process description enables tailoring of the process for organization-specific needs and its targeted improvement. Second, the study introduces a practical, lightweight method for implementing the improvement. Patterns are especially suitable in companies where resources are limited and full-scale improvement programmes cannot be initiated. Furthermore, the generic process improvement models do not provide detailed information on how improvements should be carried out, and the pattern approach represents a promising method for that. Third, the inspection process currently does not have a very significant role in generic software process improvement models; this study helps in outlining the importance of inspections. A similar approach could be applied to other software subprocesses to enable their evaluation and improvement.

This dissertation focuses on an analysis of the African Peer Review Mechanism (APRM) as a standard for ‘good governance’. The APRM is a democratic initiative on behalf of African leaders to strengthen governance and democratic processes on the continent, in order to build a successful foundation for development. This is intended to be achieved through a new concept in African politics – ‘peer review’. Thus, the APRM is an innovative solution to the governance problems of the African states. However, the APRM is not without its issues. The process is voluntary and its recommendations are not enforced. Although the APRM is intended as an overall country review, according to its rules national governments are in the driving seat, which raises concerns with regard to possible manipulations. The extensive standards utilised by the APRM and analysed in this dissertation are of little substance practically, as they mostly fail to provide definitions of key concepts, measuring tools, and normative recommendations. As case studies, this dissertation examines four problems of four African states: Rwanda and sovereignty; Kenya and democracy; South Africa and corruption; and Ghana and neopatrimonialism. These case studies show that although in many instances the APRM is on the right track, in its current format it is too weak to significantly impact on African politics. The APRM is an effort to strengthen ‘good governance’ in Africa, but it often lacks the collective will of its members to achieve its objectives. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Political Sciences / unrestricted

The thesis presents a reformative criticism of science funding by peer review. The criticism is based on epistemological scepticism, regarding the ability of scientific peers, or any other agent, to have access to sufficient information regarding the potential of proposed projects at the time of funding. The scepticism is based on the complexity of factors contributing to the merit of scientific projects, and the rate at which the parameters of this complex system change their values. By constructing models of different science funding mechanisms, a construction supported by historical evidence, computational simulations show that in a significant subset of cases it would be better to select research projects by a lottery mechanism than by selection based on peer review. This last result is used to create a template for an alternative funding mechanism that combines the merits of peer review with the benefits of random allocation, while noting that this alternative is not so far removed from current practice as may first appear.

This study investigated if the use of a team feedback system resulted in peers perceiving a change in behavior. Personality variables such as conscientiousness, agreeableness, and extraversion were examined as possible moderators. Self-ratings and peer ratings were collected from 164 individuals through the use of the Center for Collaborative Organizations' Team Feedback System. Using polynomial regression, it was determined that time 1 peer ratings predicted behavior change and the combination of conscientiousness variables moderated peer perceived behavior change.

"Furthermore, the African Peer Review Mechanism (APRM) has been proposed as a key element of the New Partnership for Africa's Development (NEPAD). The APRM is said to be the most remarkable innovation in the AU and the NEPAD framework designed to promote good governance and human rights. Its central purpose is to ensure the compliance of African states with the standards and practices of governance contained in the Declaration on Democracy, Political, Economic and Corporate Governance (Durban Declaration). Although the APRM has been welcomed by a large number of development actors, there are also some doubts as to this mechanism working in the context of Africa. One of the main reasons for such reservations is that peer review on political governance has never been tested elsewhere before. ... The study is structured into five chapters. This first chapter serves as an introduction and has described the context of this paper by giving the background and general structure of the paper. Chapter two will briefly define the notion of peer review, highligting the founding context and the process of the APRM itself. This summary is necessary for a proper understanding of the paper. Chapter three will endeavor to point out the human rights aspects in the APRM, that is, the substance and potential of the mechanism for human rights protection and promotion, including references to international human rights instruments. Chapter four is a proposal for giving the APRM the best prospect for success; this will include adopting a 'population-based approach', meaning that the citizens are central part and owners of the process of the evaluation of government policies. Such ownership should produce a more realistic evaluation of the outcomes of public policies. Finally, chapter five will conclude this study by providing some recommendations as to how to ensure that APRM is a tool that guarantees human rights." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / Prepared under the supervision of Doctor Enid Hill, Chair of the Department of Political Science, American University in Cairo, Cairo, Egypt / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

The potent nature of the African Peer Review Mechanism (APRM) as an early warning tool may remain in oblivion unless its peace and security mandate is identified and benefitted from by the Africa Union (AU) Peace and Security Architecture. The objectives of this study are: a) To examine the AU and sub-regional organizational mechanisms on early warning as well as their strengths and weaknesses. b) To map out the APRM mandate in peace and security from the concept, instruments, process and reports. c) To draw both conceptual and practical links between the Continental Early Warning System and the APRM reports. d) To make recommendations of how APRM early warning findings can be integrated within the AU Peace and Security Architecture for early response. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Katarina Crause, Institute for Human Rights, Abo Akademi University, Finland. / LLM Dissertation (Human Rights and Democratisation in Africa -- University of Pretoria, 2009. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

TITLE: Peer Review of Vocational Education and Training Schools AUTHOR: Stanislav Michek DEPARTMENT: Department of Primary Education, Charles University in Prague SUPERVISOR: prof. PhDr. Karel Rýdl, CSc. ABSTRACT: The subject of the research of the thesis is the issue of external evaluation, particularly technical and vocational schools by partners at the same level (peer review). In the theoretical part is paid attention to concepts associated with the development of the school, the peer review is set in the context of other forms of external evaluation in education in general level and then describes the current state of the external evaluation of schools in the Czech Republic. For the empirical research was designed mixed methods design. When the research was, along with other research methods effected multiple case study - fed 4 specific stories of peer review in the Czech Republic. From the findings have been identified following supportive factors peer review: attitudes toward evaluation, condition, experience with evaluation, competency of the participants, of the interaction rated the school and peers and support peer review. At the end are suggested other possible ways of research and recommendations for educational policy. KEYWORDS: peer review, external evaluation, mixed methodology, school, teachers