Regeringsuppdraget Tillsammans mot brott har ökat prioriteringen av och intresset i myndighetssamverkan. Detta utgör bakgrunden till Operation Klöver där åtta olika aktörer var involverade; Polismyndigheten, Tullverket, Kronofogden, Arbetsmiljöverket, Miljöförvaltningen, Skatteverket, Räddningstjänsten Nordväst samt Försäkringskassan. Men risken med samverkan är att sådana arbetsformer initieras som ett rent egenvärde och utan att ta hänsyn till de nödvändiga förutsättningarna för att samverkan ska ha ett förväntat brottsbekämpade och brottsförebyggande genomslag. Denna studie är en mål-processutvärdering av Operation Klöver. Syftet är att ge de aktörer som är involverade i Operation Klöver en översikt av deras arbete gentemot operationens andra mål, att utveckla myndighetssamverkan. Förhoppningen är att deras arbetsformer kan utvecklas för att om möjligt bli mer ändamålsenlig samt att deras gemensamma brottsbekämpande och brottsförebyggande arbete kan utvecklas och fortsätta även i framtiden. Frågeställningarna är: Vad finns det för riktlinjer eller förutsättningar för samverkan hos de olika aktörerna? samt Hur har de involverade aktörerna upplevt att samverkan har fungerat före, under och efter Operation Klövers genomförande? Resultatet från denna utvärdering visar att aktörerna har väldigt goda förutsättningar för samverkan samt att alla aktörer varit nöjda med varandras arbete samt är positiva till framtida myndighetssamverkan. / The government assignment Tillsammans mot brott has increased the prioritization of and interest in inter-agency collaboration. This forms the background to Operation Klöver where eight different swedish actors were involved; the Police, Customs, Enforcement officer, Work-environment authority, Environmental administration, Tax agency, Northwest rescue service and the Social Insurance Agency. The risk with these kinds of collaborations is that such forms of work are initiated as a pure intrinsic value and without taking into account the necessary conditions needed for their collaboration to enhance their crime-fighting and crime prevention rather than inhibit it. The purpose of this goal-process evaluation is therefore to give the actors involved in Operation Klöver an overview of their work in relation to the operation's second goal, to develop inter-agency collaborations. The hope is that their workmethods can be developed to, if possible, become more suitable for its purpose and that their crime-fighting and crime prevention can be developed and continued in the future. The central queries are: What are the guidelines or conditions for collaboration between the various actors? and How have the involved actors experienced that the collaboration has worked before, during and after Operations Klöver’s implementation? The results from this show that the actors have very good conditions for collaboration and that all actors have been satisfied with each other's work and are positive about future inter-agency collaboration.

Background: Addiction affects the whole family and not only the individual dealing with it. The reason being that family is usually closest to the individual. The family is mainly affected by the unpredictable behaviour of the addicted member and this behaviour then affects the whole running of the family and sooner or later other members become co- dependent. There is not much support provided for these people. A suitable alternative can be the self-help group Al-Anon. Aims: The aim of the research is to analyse the needs of individuals struggling with the problem of alcohol use of their close ones. The second goal is to describe the form and course of the meeting of the self-help group and the characteristics of the participants who attend this meeting. The third goal is to investigate the level of satisfaction of participants with meetings and description of recommendations for expert care. Methods: To obtain the data, a qualitative method was used by intentional selection through institutions. A total of 12 respondents (10 women and 2 men) participated in the research. The method of searching and marking relations, the method of simple enumeration and the method of contrasts and comparisons were used for the analysis of data. Results: Although expert care is the first choice of respondents,...

Mittels der vorliegenden Arbeit wurde ein Entscheidungsinstrument zur ganzheitlichen Beurteilung von Prozessketten erarbeitet. Für die ganzheitliche Ausrichtung wurden ökonomische, ökologische und produktbezogene Aspekte einbezogen. Im konzeptionellen Teil wurden die einzelnen notwendigen Schritte einer Prozesskettenbewertung wie Festlegung der Systemgrenzen, Modellierung, Festlegung der Zielgrößen etc. hinsichtlich möglicher Ausgestaltungen diskutiert. Hierbei wurden mögliche Lösungen für bestehende Probleme hinsichtlich ihrer Zweckmäßigkeit diskutiert. Dabei folgten die Überlegungen bezüglich der Zweckmäßigkeit einerseits der Erfüllung abgeleiteter Gütekriterien und andererseits der Frage, unter welchen Voraussetzungen diese umsetzbar sind. Der so im Theorieteil herausgearbeitete Entscheidungsbaum wurde anschließend auf eine Fallstudie aus dem Bereich der Gießereiindustrie angewendet. Hierbei konnte einerseits die Anwendbarkeit gezeigt als auch der Umgang mit individuellen Herausforderungen dargestellt werden.:Inhaltsverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Anlagenverzeichnis Abkürzungsverzeichnis 1 Einführung 1.1 Problemstellung und Forschungsziel 1.2 Forschungsstand und –lücke 1.3 Forschungsfragen und Aufbau der Dissertation 2 Theoretische Fundierung der Bewertungsmethode 2.1 Begriff und Arten von Prozessinnovationen 2.2 Gütekriterien der Bewertungsmethode 2.3 Vorgehen bei der Prozesskettenbewertung 2.3.1 Ansätze in der Literatur 2.3.1.1 Bewertungsmethoden mit ökologischem Fokus 2.3.1.2 Bewertungsmethoden mit ökonomischem Fokus 2.3.1.3 Bewertungsmethoden mit einem ökonomisch-ökologischem Fokus 2.3.1.4 Bewertungsmethoden zur Beurteilung der Produkte 2.3.2 Darstellung der Bewertungsschritte 2.4 Vorstellung der Fallstudie 3 Konzeptionelle Ausgestaltung der Bewertungsmethode 3.1 Festlegung der Systemgrenzen 3.2 Modellierung der Prozesskette 3.3 Ableitung und Differenzierung der Zielgrößen 3.3.1 Ökonomische Zielgröße 3.3.2 Ökologische Zielgröße 3.3.3 Produktbezogene Zielgröße 3.4 Bestimmung der Einflussgrößen 3.5 Bestimmung der Bezugsgröße 3.6 Bewertung der Prozesskette 3.6.1 Ökonomische Bewertung 3.6.1.1 Bestimmung der relevanten Kosten und Erlöse 3.6.1.2 Bestimmung der Cashflows und des Kalkulationszinssatzes 3.6.2 Ökologische Bewertung 3.6.3 Produktbezogene Bewertung 3.7 Ableitung des ganzheitlichen Ergebnisses 3.8 Durchführung der Sensitivitätsanalyse 3.9 Ableitung eines Entscheidungsbaumes 3.10 Prüfung der Bewertungsmethode 4 Anwendung der Bewertungsmethode auf die Fallstudie 4.1 Festlegung der Systemgrenzen und Modellierung der Prozesse 4.2 Bestimmung der Zielgrößen 4.3 Bestimmung der Einfluss- und Bezugsgrößen 4.3.1 Einflussgrößen der Prozessketten Lösungsglühen und Selbstaushärtung 4.3.2 Bezugsgröße der Prozessketten Lösungsglühen und Selbstaushärtung 4.4 Durchführung der ganzheitlichen Prozesskettenbewertung 4.4.1 Ökonomische Bewertung der Prozessketten 4.4.2 Ökologische Bewertung der Prozessketten 4.4.3 Produktbezogene Bewertung der Prozessketten 4.4.4 Ableitung des ganzheitlichen Ergebnisses 4.5 Durchführung der Sensitivitätsanalyse 4.5.1 Variation eines Einflussfaktors 4.5.1.1 Veränderung der Ausbringungsmenge 4.5.1.2 Veränderung der Preisindizes 4.5.2 Variation von zwei Einflussfaktoren 4.5.3 Berücksichtigung von Schwankungen der Messwerte 4.6 Interpretation des ganzheitlichen Ergebnisses und der Sensitivitätsanalysen 5 Fazit Anhang Literaturverzeichnis

Cette étude vise à évaluer les éléments facilitants et les barrières à l’implantation du programme d’éducation à la nutrition Camille, Antoine et l’archipel Ôlait, développé par les Producteurs laitiers du Canada (PLC), auprès d’enseignants du préscolaire provenant de six régions du Québec et ayant reçu un atelier de formation animé par une diététiste des PLC. Elle vise également à connaître le degré d’implantation et la fidélité du programme ainsi que son appréciation, son utilisation et sa pertinence. Après une moyenne de 5 mois d’implantation, un questionnaire auto-administré a été complété par 37 enseignants (N = 86, 43 %), dont 10 utilisateurs (27 %) et 27 non-utilisateurs (73 %). Puis, des groupes de discussion ont eu lieu avec 13 enseignants (N = 170, 8 %). En moyenne, 11,4 activités sur 30 ont été réalisées (38 %), dont 6,3 telles quelles (55 %) et 5,1 modifiées (45 %), et les enseignants ont rapporté avoir l’intention de refaire 6,1 activités (54 %). L’implantation du programme a été facilitée ou limitée par différentes caractéristiques des enseignants, par l’appréciation de son contenu et son format, par sa pertinence concernant les exigences pédagogiques au préscolaire, la réalité des élèves et des parents et les objectifs d’apprentissages en nutrition, par le milieu scolaire, familial et communautaire ainsi que par la crédibilité et le support des PLC. Plusieurs de ces facteurs sont à la fois des éléments facilitants et des barrières. Les résultats obtenus aideront à ajuster ce programme et guider le développement et l’évaluation de programmes similaires. / This study aims to assess the facilitating conditions and barriers to the implementation of Camille, Antoine et l’archipel Ôlait nutrition education program, develop by the Dairy Farmers of Canada (DFC), with preschool teachers, from six regions of Québec, who assisted a workshop delivered by a dietitian from DFC. It also seeks to know the degree of implementation and fidelity of the program and its assessment, its use and relevance. Following an average of five months of implementation, a self-administered questionnaire was completed by 37 teachers (N = 86, 43 %), 10 users (27 %) and 27 non-users (73 %). Then, focus groups were held with 13 teachers (N = 170, 8 %). On average, 11.4 out of 30 activities have been carried out (38 %), including 6.3 as planned (55 %) and 5.1 modified (45 %), and teachers reported that it intends to repeat 6.1 activities (54 %). Implementation of the program was facilitated or limited by various characteristics of teachers, the assessment of its content and its format, its relevance to the educational requirements for preschool, the reality of pupils and their parents and objectives in nutrition learning, at school, in their family and community as well as the credibility and support of the DFC. Many of those factors are both facilitating conditions and barriers. The results will help to adjust the program and guide the development and evaluation of similar programs.

Cognitive Remediation and Emotion Skills Training (CREST) is a method successfully implemented in the treatment of eating disorders, that helps improve cognitive and emotional deficits. As patients with eating disorders and substance abuse have similar neuropsychological impairments and have also a high co-morbidity in both disorders, we can consider using CREST in the treatment of addiction. The introduction part is based on views of various authors on the issue of eating disorders, their comorbid psychiatric diseases and mechanisms associated with eating disorders and substance addiction. Further I describe the neuropsychological deficits found in both diseases, the possibilities of their rehabilitation and finally I present the CREST program. The aim of the research was to evaluate the quality of the program implementation. I focused on comparing the process, satisfaction and benefit of the intervention in 4 patients with eating disorders and 8 patients with substance addiction co-morbidity. Data were collected from the diagnostic screening of substance-related disorders, by analyzing medical documentation and participating observations in 10 CREST lessons. Key data source were also satisfaction and benefit questionnaires, and the focus group after the end of the program. The results showed,...

Zur Entwicklung eines Werkzeugs zur Prozessevaluation für das Problem- orientierte Lernen (POL) wird im Reformstudiengang Medizin der Berliner Charité eine vergleichende Inhaltsanalyse von studentisch generierten POL-Lernzielen (LZ), intendierten Ausbildungszielen (AZ) und Papercases (PC) durchgeführt. Hierzu werden medizinische Informationen aus Papercases, Ausbildungs- und Lernzielen aus drei Themenblöcken in Schlüsselwörter zusammengefasst und in "grundlagenwissenschaftliche", "psychosoziale" und "klinische" Inhalte geclustert. Themen aus Lernzielen werden als "identisch", "thematisch assoziiert" und "nicht übereinstimmend" mit zugehörigen Fällen und Ausbildungszielen charakterisiert. Unterschiede zwischen Themenblöcken, Zeitpunkt im Semesterablauf, Anzahl und Inhalt der Ausbildungsziele, Länge und Komplexität der Papercases und die Übereinstimmung der Lernziele zwischen Kleingruppen werden analysiert. Die Ergebnisse zeigen eine hohe Übereinstimmung klinischer und psychosozialer Lernzielinhalte mit zugehörigen Papercases und grundlagenwissenschaftlicher Inhalte mit Ausbildungszielen. Der Inhalt von Lernzielen und deren Relevanz für das Erreichen von Ausbildungszielen (Typ B Match) zeigt sich abhängig vom jeweiligen Papercase, während die Abdeckung von Ausbildungszielen (Typ A Match) mit dem Umfang vorgegebener Ausbildungsziele korreliert. Hohe Unterschiede zwischen Kleingruppen sind Indikatoren für einen non- direktiven, studentisch zentrierten Lernprozess. Zusammenfassend scheinen neben der Relevanz von POL-Lernzielen für Ausbildungsziele und die Übereinstimmung von POL-Lernzielen zwischen Kleingruppen, die als Qualitätsparameter für den POL-Prozess in der Literatur beschrieben sind, die Relevanz der POL-Lernziele für den zugehörigen Papercase und die Abdeckung wesentlicher Kerninhalte des Curriculum seine wichtige Rolle als Qualitätsparameter für ein reformiertes Curriculum zu spielen. Die kategorisierte Inhaltsanalyse könnte als Methodik zur Qualitätssicherung im POL dienen, hierzu müssen unterschiedliche methodologische Schwierigkeiten hierbei bewältigt werden. / To develop a tool for process evaluation in Problem-based learning (PBL) a content analysis of student generated learning issues in PBL (PBLI), faculty objectives (Objectives) and Papercases (Cases) is performed in a reformed curriculum at the Charité Berlin. Therefore, Information from Cases, objectives and PBLI derived from three thematic blocks are condensed into keywords and clustered into "basic sciences", "psychosocial" and "clinical issues". The topics of PBLI are characterised as identical , associated and not matching to corresponding Cases and Objectives. The differences between blocks, amount and content of Objectives, length, complexity and content of Cases as well as the overlap between different small groups and position in the block are analysed. Results indicate a high general overlap of mainly psychosocial and clinical PBLI with Cases and a high general overlap of mainly basic science topics with Objectives. The content of PBLI and their relevance for the achievement of faculty objectives (Type B match) seems to be dependent from the Cases as well as the PBL groups, whereas the coverage of learning issues by PBLI (Type A Match) correlates with the amount of faculty objectives. High differences between different small groups are indicators for a non-directive, student centred learning process. In conclusion apart from the relevance of student-generated learning issues for faculty objectives and the overlap of learning between groups, which have been discussed in literature before, other quality parameters for PBL as the relevance of students learning for the respective Papercase and the coverage of contents of the core curriculum seem to play an important role for the quality of a reformed medical curriculum. Content analysis could deal as one method for quality control of the learning process in PBL, but different methodological pitfalls are to be faced.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-29T19:32:42Z No. of bitstreams: 1 HaylenoHossoe.pdf: 552257 bytes, checksum: 67574fc47a9a5830adf3bb8ea33116cd (MD5) / Made available in DSpace on 2017-05-29T19:32:42Z (GMT). No. of bitstreams: 1 HaylenoHossoe.pdf: 552257 bytes, checksum: 67574fc47a9a5830adf3bb8ea33116cd (MD5) Previous issue date: 2012-02-06 / This thesis approaches, as the object of its investigation, the structural changes in the Brazilian public TV that emerge from the set of contraposition efforts of the civil society organizations and the Brazilian State against the dominance of the private sector in national television, embodied in the empirical field that is configured in the development of TV Brazil, public Brazilian TV station linked to The Brazil Communication Company (Empresa Brasil de Comunicação – EBC). Created by the Federal Government in 2007, this TV station is a central axis of a reordering movement of the public TV system, marked by historical and situational conditions that allowed the expansion of "public field" through the convergence of governmental interests in forming a counterpoint to the private TV system. Such movement is based on the precept of the complementary roles of private, public and State television systems, contemplated in the Constitution since 1988, however, specifically limited by an incipient, diffuse and incomplete action of the State. The aim is, therefore, to investigate whether the conversion of the educational ideal, which subsidized the long years of activity of educational TV stations in an experiment guided by the broader and plural concept of public television, is able to break away with what is defined as " functional complementarity" in the relationship between TV systems in the Brazilian case. For this purpose, it was developed, in the evaluation of public policies, a political evaluation of the policy in a systematic search for the set of forces which acts in the conception of TV Brazil project, as well as an evaluation of the process in relation to its implementation, focused on the critical analysis of the early years of the new public television. In these evaluations, the categories Democracy, Complementarity and Public and Private offer conceptual support to the qualitative approach of the investigation in which it was developed bibliographic and document analysis from data collected through bibliographic and documental research, and semi-structured interviews. Thus, we intend to present new elements to a broader discussion about the process of reconfiguration of the role of public television in Brazil. / Esta tese aborda, como objeto de sua investigação, as modificações estruturais no sistema público de TV brasileiro que emergem do conjunto de esforços de contraposição de organizações da sociedade civil e do Estado brasileiro ao predomínio privado no setor televisivo nacional, materializados no campo empírico que se configura no desenvolvimento da TV Brasil, emissora pública ligada à Empresa Brasil de Comunicação (EBC). Criada pelo Governo Federal em 2007, a emissora figura como eixo central de um movimento de reordenação do sistema público de TV, marcado por condicionantes históricos e conjunturais que permitiram a expansão do “campo público” por meio da convergência com interesses governamentais de constituição de um contraponto ao sistema privado de TV. Tal movimento sustenta-se no preceito da complementaridade dos sistemas privado, público e estatal de televisão, contemplado no texto constitucional desde 1988, porém, concretamente limitado pela atuação estatal incipiente, difusa e incompleta. Pretende-se, portanto, investigar se a conversão do ideal educacional, que subsidiou os longos anos de atuação das TVs educativas, em uma experiência pautada pelo conceito de TV pública, mais amplo e plural, é capaz de romper com o que delimitamos como “complementaridade funcional” na relação entre os sistemas no caso brasileiro. Para tanto, desenvolve-se, no âmbito da avaliação de políticas públicas, uma avaliação política da política, em busca da sistematização do conjunto de forças atuantes na concepção do projeto da TV Brasil, assim como uma avaliação do processo, no que se refere à sua implementação, voltada para a análise crítica dos primeiros anos da nova TV pública. Na avaliação, as categorias Democracia, Complementaridade e Público e Privado oferecem suporte conceitual à abordagem qualitativa da investigação, na qual se desenvolveu análise bibliográfica e documental a partir dos dados levantados por meio de pesquisa documental, bibliográfica e entrevistas semi-estruturadas. Dessa forma, pretende-se descortinar novos elementos para a ampliação do campo de debates acerca do processo de reconfiguração do papel da TV pública no Brasil.

The purpose of this quantitative study was to examine the perceptions of senior administrative and middle manager community college leaders regarding current succession planning and management practices occurring within their institutions. Three research questions guided this study: (1) Is the four succession planning and management components structurally related, (2) Is there a difference in how senior administrative and middle manager leaders evaluate succession planning and management components, and (3) Is there a difference between size and location of institution in regards to status of succession planning and management components? A suitable succession planning and management instrument was not found; therefore, the Wright-Coward Succession Planning and Management Survey (WCSPMS) instrument was developed. An exploratory factor analysis was used to address research question one and test the structural relationship of the common succession planning and management components of the survey. A second statistical procedure, multivariate analysis of variance, was used to analyze differences between the four dependent measures of succession planning and management and leadership level, and institutional factors. Findings from this study suggested (1) items on the WCSPMS instrument are correlated and three relatively independent succession planning and management factors are associated with the 20 underlying items, and (2) there is a statistical significant difference between leadership level in regards to perceptions of succession planning and management practices. Furthermore, this study indicated there is much work to be done by community college leaders in the area of succession planning and management. / text

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.

Cette étude vise à évaluer les éléments facilitants et les barrières à l’implantation du programme d’éducation à la nutrition Camille, Antoine et l’archipel Ôlait, développé par les Producteurs laitiers du Canada (PLC), auprès d’enseignants du préscolaire provenant de six régions du Québec et ayant reçu un atelier de formation animé par une diététiste des PLC. Elle vise également à connaître le degré d’implantation et la fidélité du programme ainsi que son appréciation, son utilisation et sa pertinence. Après une moyenne de 5 mois d’implantation, un questionnaire auto-administré a été complété par 37 enseignants (N = 86, 43 %), dont 10 utilisateurs (27 %) et 27 non-utilisateurs (73 %). Puis, des groupes de discussion ont eu lieu avec 13 enseignants (N = 170, 8 %). En moyenne, 11,4 activités sur 30 ont été réalisées (38 %), dont 6,3 telles quelles (55 %) et 5,1 modifiées (45 %), et les enseignants ont rapporté avoir l’intention de refaire 6,1 activités (54 %). L’implantation du programme a été facilitée ou limitée par différentes caractéristiques des enseignants, par l’appréciation de son contenu et son format, par sa pertinence concernant les exigences pédagogiques au préscolaire, la réalité des élèves et des parents et les objectifs d’apprentissages en nutrition, par le milieu scolaire, familial et communautaire ainsi que par la crédibilité et le support des PLC. Plusieurs de ces facteurs sont à la fois des éléments facilitants et des barrières. Les résultats obtenus aideront à ajuster ce programme et guider le développement et l’évaluation de programmes similaires. / This study aims to assess the facilitating conditions and barriers to the implementation of Camille, Antoine et l’archipel Ôlait nutrition education program, develop by the Dairy Farmers of Canada (DFC), with preschool teachers, from six regions of Québec, who assisted a workshop delivered by a dietitian from DFC. It also seeks to know the degree of implementation and fidelity of the program and its assessment, its use and relevance. Following an average of five months of implementation, a self-administered questionnaire was completed by 37 teachers (N = 86, 43 %), 10 users (27 %) and 27 non-users (73 %). Then, focus groups were held with 13 teachers (N = 170, 8 %). On average, 11.4 out of 30 activities have been carried out (38 %), including 6.3 as planned (55 %) and 5.1 modified (45 %), and teachers reported that it intends to repeat 6.1 activities (54 %). Implementation of the program was facilitated or limited by various characteristics of teachers, the assessment of its content and its format, its relevance to the educational requirements for preschool, the reality of pupils and their parents and objectives in nutrition learning, at school, in their family and community as well as the credibility and support of the DFC. Many of those factors are both facilitating conditions and barriers. The results will help to adjust the program and guide the development and evaluation of similar programs.