Thesis (MScEng)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: South African municipalities are under pressure to improve the current state of the water andwastewater service delivery industry. Knowing that there exists a need for improvement within the municipal water and wastewater industry, the Department of Water Affairs (DWA) launched a municipal strategic self-assessment (MuSSA) initiative to evaluate the business health of the industry. MuSSA asks high level technical management staff five key questions about sixteen key business attribute areas. This study seeks to determine if theMuSSA data can be used to aid municipal decision making, by way of drawing correlations between key performance indicators contained in the MuSSA questions. The correlations are to bring forth areas thatmust be focussed on to improve selected attribute areas requiring attention within municipalities. Three areas have been chosen from theMuSSA data to be investigated in this research project namely; (i)staff skill levels and capacity, (ii)non-revenue water and (iii)the execution of planned water services activities. In the MuSSA questionnaire there are questions addressing each of (i), (ii) and (iii) to determine the municipality’s performance in each of the three areas. Non-parametric statistics are used to determine with which of the MuSSA questions’ answers the relevant questions’ answers significantly correlate for (i), (ii) and (iii). Engineering judgement and expert opinion are used to determine if the questions correlating with the relevant questions for (i), (ii) and (iii) either affect, are affected by or have no relation with the question. These results are then organized using a flow diagram and are discussed in detail by way of a bivariate histogramof each correlation. The investigation revealed that municipalities not having sufficient technical management capacity are not performing well on at least one of the five questions asked on eleven of the sixteen MuSSA business attributes. The skill level of water and wastewater treatment works staff were found to be strongly affected by technical management capacity and skill, water services planning and financial sustainability of the organization. Municipalities training technical management and operational staff showed a high percentage of skilled operational staff employed at treatment works. Water and wastewater treatment works staff capacity are very dependent of the level of skill and capacity of technical management employed by the municipality. Municipalities having appropriate budgets and funding to appoint and train staff showed a tendency to be better at operational staff capacity building than those lacking funding. The reduction of non-revenue water (NRW) showed strong correlations with technical management and network operational repair staff skills and development. Municipalities employing staff with correct skills and experience combined, with commitment from management to reduce NRW by way of monitoring and practicing of pressuremanagement programs, significantly reduced NRW percentages. Equally crucial to the reduction of NRW, as revealed from the investigation, is the practicing of infrastructure asset management within the municipality. It was concluded that municipalities should strive to reach a NRW percentage of 30% or less to become financially stable, due to correlation between funding of routine operations and building up of cash reserve versus NRW percentages. Municipalities wanting to improve the execution rate of planned water services activities are recommended to address, among other factors, technical management skill levels and capacity. Municipalities lacking technical management skill and capacity reported a low percentages of planned activities being executed. Also of high significance, is the technical operational staff skill levels and capacity, due to their involvement in the execution of planned activates. The involvement of council members in water and wastewater planning and the reporting of data and issues to council greatly enhancesmunicipalities’ abilities to execute planned activities. This can mainly be contributed to increased funding in situations where council members support planned projects. The lack of funding was found to be a major inhibitor of the execution of planned activities. Even though a great deal of municipalities indicated that they are effectively spending allocated budgets, this positive indication is not seen in the percentage municipalities executing planned activities and leads to the conclusion that there is a lack of funding. Municipalities taking actions in other areas of their business such as infrastructure assetmanagement and planning were more effective at executing planned activities. In all, it was concluded that technicalmanagement and operational staff skill levels and capacity need to be present for amunicipality to function properly. Municipalities also are in need of funding to execute planned activities and need to become financially self sustainable. One way of working towards the goal of financial self sustainability is the reduction of NRW percentages. The data from this investigation shows great similarity with the literature consulted on the current state and functioning of South African municipalities. The statistical analysis of the MuSSA data accurately revealed correlations among key performance indicators in municipalities. The conclusion can be drawn that investigation of correlations amongMuSSA questions can be used to help aid municipal decision making. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse munisipaliteite is onder druk om die huidige toestand van die water en afvalwater dienslewering te verbeter. Met die wete dat daar ’n behoefte vir verbetering in die munisipale water en afvalwater bedryf is het dieDepartement vanWaterwese ’n munisipale strategiese self-assessering (MuSSA) projekte geïnisieer omdie welstand van die bedryf te evalueer. MuSSA vra hoë vlak tegniese bestuurs personeel vyf kern vrae oor sestien sleutel besigheids aspekte. Hierdie studie poogomvas te stel of dieMuSSA data gebruik kan word om munisipale besluitneming te help verbeter, deur middel van die evaluering van korrelasies tussen die sleutel prestasie aanwysers soos vervat in MuSSA vrae. Die korrelasies bring na vore gebiede waar op gefokus moet word om geselekteerde kenmerk areas binne munisipaliteite, wat aandag vereis, te verbeter. Drie areas uit die MuSSA-data is ondersoek in hierdie navorsings projek naamlik; (i) personeel vaardigheidsvlakke en kapasiteit, (ii) nie-inkomste water en (iii) die uitvoering van die beplande waterdienste aktiwiteite. In die MuSSA vraelys is daar vrae wat elk van (i), (ii) en (iii) aanspreek om die munisipaliteit se prestasie op die drie gebiede te monitor. Nie-parametriese statistiek word gebruik om die oorblywendeMuSSA vrae wat se antwoorde met die relevante vrae se antwoorde korreleer vir (i), (ii) en (iii) vas te stel. Kundigheid en oordeel van ingenieurs word gebruik om te bepaal of die vrae wat korreleer met die relevante vrae vir (i), (ii) en (iii) die relevante vraag beïnvloed, beïnvloed word deur die relevante vraag of geen verhouding het met die relevante vraag nie. Hierdie resultate word dan georganiseer met behulp van ’n vloeidiagram en word in detail bespreek deur middel van ’n tweeveranderlike histogram van elke korrelasie. Die ondersoek het aan die lig gebring dat munisipaliteite wat nie genoegsame tegniese bestuurs kapasiteit het nie swak presteer op ten minste een van die vyf vrae van elf van die sestienMuSSA besigheid eienskappe. Die personeel vaardigheidsvlakke van water en afvalwater behandelings werke word sterk beïnvloed deur die tegniese bestuurskapasiteit en -vaardigheid, waterdienste beplanning en die finansiële volhoubaarheid van die organisasie. Munisipaliteite wat opleiding van tegniese bestuur en operasionele personeel uitvoer het ’n hoë persentasie van opgeleide operasionele personeel werksaam by suiweringswerke. Water en afvalwater behandelingswerke se personeelkapasiteit is baie afhanklik van die vlak van vaardigheid en kapasiteit van tegniese bestuur in diens van die munisipaliteit. Munisipaliteite met toepaslike begrotings en befondsing om personeel aan te stel en op te lei het ’n neiging om beter te presteer met kapasiteitsbou van operasionele personeel as die wat aan ’n gebrek ly van befondsing. Die vermindering van nie-inkomste water (NRW) het sterk korrelasies met tegniese bestuur en netwerkherstel personeelvaardighede en ontwikkeling. Munisipaliteite wat personeel met die korrekte vaardighede en ervaring in diens het, gekombineer met bestuur wat dit nastreef om NRW te verminder by wyse van monitering en uitvoering van druk beheer in water netwerke het aansienlik kleiner NRWpersentasies. Ewe noodsaaklik vir die vermindering van NRW, soos geopenbaar deur die ondersoek is die beoefening van interne infrastruktuur batebestuur deur diemunisipaliteit. Daar is tot die gevolgtrekking gekom dat munisipaliteite daarna moet streef om ’n NRW persentasie van 30% of minder te bereik om finansieel stabiel te word, as gevolg van die korrelasie tussen befondsing van roetine bedrywighede en die opbou van kontant reserwe teenoor NRWpersentasies. Munisipaliteitewat die uitvoeringskoers van beplande waterdienste aktiwiteitewil verbeter, word aanbeveel om onder andere, tegniese bestuurs vaardigheids vlakke en kapasiteit aan te spreek. Munisipaliteite wat nie tegniese bestuursvaardigheid en -kapasiteit het nie, berig dat ’n lae persentasie van beplande aktiwiteite uitgevoer word. Die tegniese operasionele personeel vaardigheidsvlakke en kapasiteit, as gevolg van hul betrokkenheid in die uitvoering van beplande aktiwiteite is ook van groot belang. Die betrokkenheid van lede van die raad by water en afvalwater beplanning en die rapportering van data en kwessies aan die raad verhoog baiemunisipaliteite se vermoëns om beplande aktiwiteite uit te voer. Dit kan hoofsaaklik toegeskryf word aan verhoogde befondsing in situasies waar raadslede beplande projekte ondersteun. Dit is gevind dat die gebrek aan befondsing ’n groot inhibeerder van die uitvoering van beplande aktiwiteite is. Alhoewel ’n meerderheid van die munisipaliteite aangedui het dat hulle begrotings effektief spandeer, word dit egter nie weerspieël in die persentasie munisipaliteite wat beplande aktiwiteite uivoer nie en lei dit tot die gevolgtrekking dat daar n gebrek aan befondsing is. Munisipaliteite wat klem lê op ander gebiede van hul besigheid soos, infrastruktuur batebestuur en beplanning was meer effektief met die uitvoering van die beplande aktiwiteite. Daar is tot die gevolgtrekking gekom dat tegniese bestuur en operasionele personeel vaardigheidsvlakke en kapasiteit noodsaaklik is vir ’n munisipaliteit om behoorlik te funksioneer. Daar is ook ’n behoefte aan befondsing by munisipaliteite om beplande aktiwiteite uit te voer en munisipaliteite moet finansieel onafhanklik en lewensvatbaar word. Een manier om te werk te gaan om finansiële self volhoubaarheid te bereik, is die vermindering van NRW persentasies. Die data van hierdie ondersoek toon groot ooreenkomste met die literatuur wat geraadpleeg is oor die huidige stand en funksionering van Suid-Afrikaanse munisipaliteite. Die statistiese analise van die MuSSA data het akkurate korrelasies geopenbaar tussen die sleutel prestasie-aanwysers inmunisipaliteite. Die gevolgtrekking kan gemaak word dat die ondersoek in terme van die korrelasie tussen MuSSA vrae gebruik kan word om munisipale besluitneming te help verbeter.

This study looks at the application of the anchoring vignettes method in evaluating university students' level of English language. The theoretical part of the study describes the possibilities of language level measurement, Common European Framework of Reference for Languages and outlines the anchoring vignette method. Works of other authors using this method in different fields (including pedagogy) are also mentioned. One chapter is dedicated to self- assessment and its synonyms - how they are used in practice and research. The practical part presents the results of the author's original survey. Questionnaires were administered on pedagogical and business students in the comparison of self-assessment and objective knowledge survey. This work has illustrated the diversity of usage of the self-assessment scales, undervaluation of the students and the difference between the self-evaluation before and after the correction by the anchoring vignettes. In addition, the findings of this study show that the order of the self-assessment scale and the anchoring vignettes in the questionnaire matters and that placing the vignettes after the self-assessment is preferable.

Este trabalho versa sobre a autoavaliação institucional das unidades de educação infantil paulistanas. O estudo envolveu creches, Centros de Educação Infantil e Escolas Municipais de Educação Infantil, vinculadas à Secretaria Municipal de Educação da cidade de São Paulo (SME) e analisou o percurso de implementação da Autoavaliação Institucional Participativa (AIP), que se configurou como política pública do município de São Paulo, de 2013 a 2016. Tratou-se de uma pesquisa educacional que recorreu a métodos quantitativo e qualitativo na produção e análise dos dados (GÓMEZ; FLORES; JIMÉNEZ, 1999), caracterizada como estudo de caso (YIN, 2005). Objetivou-se compreender como o processo da AIP foi vivenciado pelos participantes: possibilidades e benefícios, obstáculos e desafios. Para estabelecer um panorama da avaliação institucional da educação básica no Brasil e, em particular, da avaliação da educação infantil paulistana, e identificar os preceitos basilares orientadores, tomou-se como base argumentativa os estudos de autores como Bondioli e Sávio (2004, 2013); Freitas (2005, 2009, 2016), Sordi (2009a, 2009c, 2010), Campos e Ribeiro (2016, 2017) e Moro (2014, 2017). Para as questões ligadas à formação, gestão e liderança, estabeleceu-se diálogo com autores como Formosinho e Machado (2009), Pinazza ( 2013, 2014), OliveiraFormosinho (2002,2016), Day (2001) e Freire (1996,2016) entre outros. Os dados foram gerados mediante a aplicação de questionário e de entrevista semiestruturada a participantes da AIP, integrantes da amostra tomada neste estudo; a realização de observação participante de variados momentos formativos promovidos pela SME e a análise documental de materiais produzidos ao longo do processo. Os achados do estudo foram considerados a partir da análise de conteúdo nos termos de Bardin (2011). Sob a ótica das participantes, em relação ao processo de AIP instituído, o estudo identificou que: a ação foi muito valorizada; a maneira como SME implantou a autoavaliação e a ela deu continuidade foi legitimada; houve efetiva defesa da continuidade do processo e o processo de AIP foi considerado capaz de trazer transformações concretas para as práticas educativas. Identificou-se que os variados prismas de análise das participantes, geraram resultados diversos quanto aos benefícios, potencialidades e dificuldades da AIP. Como conclusões, podemos destacar que há uma grande demanda formativa, tanto para ser atendida pela própria unidade educacional, quanto pela SME, com vistas a fomentar a análise crítica da prática pedagógica desenvolvida, e promover situações de participação verdadeiramente democráticas dos atores envolvidos na AIP. Constatou-se ainda que essas ações formativas, voltadas ao desenvolvimento profissional das educadoras, devem ser constituídas e apoiadas pela SME, visando à qualificação do processo de AIP, em particular no que tange às transformações consideradas necessárias pelo grupo que efetivou a autoavaliação participada e elegeu ações prioritárias de intervenção no contexto educativo. / The present thesis addressed the institutional self-evaluation of children education units. The study involved daycare centers, Early Childhood Centers and Municipal Schools of Early Childhood Education, linked to the Municipal Education Department of the city of São Paulo (SME) and analyzed the implementation of the Participatory Institutional Self Assessment (AIP), which was set up as a public policy of the municipality of São Paulo, from 2013 to 2016. This educational research used quantitative and qualitative methods for data generation and analysis (GÓMEZ; FLORES; JIMÉNEZ, 1999), characterized as a case study (YIN, 2005). The objective was to understand how the AIP process was experienced by the participants: future perspectives and benefits, obstacles and challenges. In order to establish an overview of the institutional evaluation of basic education in Brazil, and in particular the evaluation of children education in São Paulo, and to identify the basic guiding principles, the studies of authors such as Bondioli and Sávio (2004, 2013) ; Freitas (2005, 2009, 2016), Sordi (2009a, 2009c, 2010), Campos and Ribeiro (2016, 2017) and Moro (2014, 2017) were used as reference. For the issues related to training, management and leadership, a dialogue was established with authors such as Formosinho and Machado (2009), Pinazza (2013, 2014), Oliveira-Formosinho (2002,2016), Day (2001) and Freire (1996, 2016), among others. The data were generated through the application of a questionnaire and semi-structured interview to AIP participants, members of the sample taken in this study; the execution of participant observation of various formative moments promoted by SME and the analysis of the of materials produced throughout the process. The findings of the study were considered from the content analysis according to Bardin (2011). From the perspective of the participants, in relation to the AIP process instituted, the study identified that: the action was highly valued; the way in which SME implemented the self-assessment and gave it continuity was legitimized; there was an effective aui a dissertação é de mestadefense of the continuity of the process and the AIP process was considered capable of bringing concrete transformations to the educational practices. It was identified that the diverse prisms of analysis of the participants, generated diverse results regarding the benefits, potentialities and difficulties of the AIP. In conclusions, we can emphasize that there is a great formative demand, to be attended by the educational unit itself and the SME, with a view to fostering the critical analysis of the pedagogical practice developed, and to promote truly democratic participation situations of the actors involved in AIP. It was also verified that these training actions, aimed at the professional development of the educators, should be constituted and supported by the SME, aiming at the qualification of the AIP process, particularly with regard to the transformations deemed necessary by the group that carried out the self-assessment and elected priority actions of intervention in the educational context.

Orientador: Ana Mariza Benedetti / Banca: Ricardo Augusto de Souza / Banca: Francisco José Quaresma de Figueiredo / Banca: João Antonio Telles / Banca: Douglas Altamiro Consolo / Resumo: Esta investigação se caracteriza como um estudo de caso que trata do processo autoavaliativo em um contexto de ensino-aprendizagem de línguas em tandem à distância (teletandem). De forma mais específica, investiga-se a auto-avaliação em relação às peculiaridades da comunicação no ambiente chat, que promove uma linguagem bastante específica no que tange às relações entre a língua falada e a língua escrita. Partindo desse pressuposto, o estudo envolve a caracterização (i) da linguagem do chat no teletandem e (ii) dos objetivos de aprendizagem e dos critérios e parâmetros de avaliação sob a perspectiva de uma brasileira, aprendiz de inglês como língua estrangeira, formanda em um curso de Licenciatura em Letras. Em acordo com uma pesquisa qualitativa de base etnográfica, os dados foram gerados por meio de questionário, entrevista, registros de (i) interações via chat, (ii) reuniões de mediação e (iii) e-mails, e confecção de diários reflexivos. A análise dos dados mostrou que a linguagem do chat apresenta características específicas no ambiente TTD e refletem a posição enunciativa em que a participante brasileira se coloca. Tais características têm implicações para o processo auto-avaliativo, uma vez que o registro escrito favorece a revisão lingüística com foco na forma. Observou-se que a alternância entre línguas e, consequentemente, entre os papéis desempenhados pelos participantes motivaram a brasileira a estabelecer metas, tanto sob a perspectiva de sua formação, quanto de sua aprendizagem de inglês como língua estrangeira. Nesse sentido, notou-se que a participante estabelece parâmetros altos para a avaliação do próprio desempenho, além de critérios afetivos, lingüístico-comunicativos e com base na presença ou ausência de feedback para avaliar sua atuação no teletandem. / Abstract: This investigation is characterized as a case study which deals with the self-assessment process in a distant tandem language teaching and learning context (teletandem). It focuses self-assessment in its relation to the peculiarities of chat communication, which promotes specific language features considering how spoken and written languages are described. The study involves the description of the chat language in teletandem, the learning goals and the assessment standards and criteria under the perspective of a Brazilian participant who is a learner of English as a second language and an undergraduate student in a teacher development course. In accordance with a qualitative research, data were colleted by means of questionnaire; interview; recordings of teletendem sessions, mediation meetings and e-mail exchange; and reflexive diary writing. Data analysis showed that the chat language presents some specific features in teletandem context which are fostered by the enunciative position taken by the Brazilian participant. Such features have some implications on the self-assessment process, once the written record of linguistic production favors revision with focus on form. Besides, shifting language as well as participants' roles seemed to motivate the Brazilian interactant to establish goals both as a language learner and as a language teacher under development. Eventually, analysis proved that the participant sets high standards as well as affective, linguistic-comunicative and based-on-feedback criteria to assess her own performance in teletandem. / Doutor

INTRODUÇÃO: Inúmeros estudos epidemiológicos realizados nos mais diversos países sugerem alta prevalência de disfunção erétil (DE), mas não há consenso acerca de sua exata magnitude. MÉTODOS: Foi conduzido um estudo para estimar a prevalência de DE e investigar seus fatores associados em homens com idade entre 40 e 60 anos, considerados sadios. Tal estudo de corte transversal com doadores de sangue, heterossexuais, com parceira estável há pelo menos seis meses, incluídos entre janeiro de 2006 e julho de 2007, investigou a presença da DE por meio do Índice Internacional de Função Erétil (IIFE) e também com pergunta direta, para auto-avaliação. Foram investigados fatores sócio-demográficos, história clínica, características do relacionamento afetivo e sexual, qualidade de vida, presença de sintomas depressivos e/ou ansiosos e de stress. RESULTADOS: A amostra incluiu 300 sujeitos, dos quais 12 foram excluídos da análise porque faziam uso de medicação oral para ereção, metade dos quais sem orientação médica. Dos 288 sujeitos analisados, 92 (31,9 %; IC95%: 26,6% a 37,7%) foram classificados pelo IIFE como tendo algum grau de disfunção erétil: 87 (30,2%; IC95%: 25,0% a 35,9%) indivíduos possuíam disfunção leve, quatro (1,4%; IC95%: 0,4% a 3,5%), disfunção moderada e um (0,3%; IC95%: 0,01% a 1,9%), disfunção completa. Entretanto, apenas nove (3,1%; IC95%: 1,4% a 5,8%) referiram não se sentirem potentes sexualmente. A concordância entre DE detectada pelo IIFE e DE referida foi baixa (kappa = 0,11; p < 0,001). Dos nove indivíduos que não se sentiam potentes sexualmente, apenas dois (22,2%) procuraram tratamento. Os fatores associados à presença da DE detectada pelo IIFE, após regressão logística multivariada, foram: inatividade profissional (OR = 3,3; IC95%: 1,4 a 7,8; p = 0,005); suspeita de transtorno depressivo e/ou ansioso (OR = 2,6; IC95%: 1,1 a 6,3; p = 0,033); desejo sexual bom (não excelente) (OR = 2,5; IC95%: 0,9 a 7,0; p = 0,082), ou baixo/moderado (OR = 5,5; IC95%: 1,2 a 25,1; p = 0,027) e referir DE (OR = 7,5; IC95%: 0,8 a 71,7; p = 0,080). CONCLUSÕES: A prevalência da DE, segundo o IIFE, foi alta, embora inferior à observada em outros estudos conduzidos com voluntários e usuários de serviços de saúde. A concordância entre DE, segundo o IIFE e auto-referida, foi baixa, possivelmente porque as duas formas de investigação avaliam diferentes dimensões da função erétil (aspectos funcionais versus aspectos subjetivos). Há grande interação entre os fatores biológicos, culturais e psicológicos no surgimento e manutenção da DE. É importante que os profissionais de saúde estejam atentos para a saúde sexual dos homens, especialmente após os 40 anos de idade, e para as possíveis condições que podem acompanhar a DE (doenças sistêmicas, sofrimento psíquico e outros aspectos psicossociais). / INTRODUCTION: Several epidemiological studies from different countries indicate high prevalence of erectile dysfunction (ED) but there is no consensus about its actual magnitude. The objective of the present study was to estimate the prevalence of ED and describe its associated factors in healthy men. METHODS: Crosssectional study comprising a sample of heterosexual blood donors, aged between 40 and 60 years, with a steady partner for at least six months, was carried out between January 2006 and July 2007. ED was assessed using the International Index of Erectile Function (IIEF) as well as direct inquiring for self-assessment. Data was collected on sociodemographic characteristics, medical history, affective and sexual behavior, quality of life, presence of depression and/or anxiety symptoms and stress. The study sample comprised 300 subjects, of which 12 were excluded from the analysis since they were taking oral medication for erectile dysfunction, and half of them took this medication without any prior medical advice. RESULTS: Of 288 subjects analyzed, 92 (31.9%; 95% CI: 26.6% 37.7%) had any degree of erectile dysfunction according to IIEF: 87 (30.2%; 95% CI: 25.0% 35.9%) had mild; four (1.4%; 95% CI: 0.4% 3.5%) had moderate; and one (0.3%; 95% CI: 0.01% 1.9%) had severe dysfunction. Only nine subjects (3.1%; 95% CI: 1.4% 5.8%) reported not feeling sexually potent. The concordance between ED assessed using IIEF and self-reported ED was low (kappa = 0.11; p<0.001). Of the nine subjects who reported not feeling sexually potent, only two (22.2%) sought treatment. The factors associated to ED assessed using IIEF in the multivariate logistic regression analysis were: professional inactivity (OR = 3.3; 95% CI: 1.4 7.8; p = 0.005); suspected depressive and/or anxiety disorder (OR = 2.6; 95% CI: 1.1 6.3; p = 0.033); satisfactory (but not strong) sexual desire (OR = 2.5; 95% CI: 0.9 7.0; p = 0.082) or low/moderate (OR = 5.5; 95% CI: 1.2 25.1; p = 0.027); and self-reported ED (OR = 7.5; 95% CI: 0.8 71.7; p = 0.080). CONCLUSIONS: ED prevalence according to IIEF was high though lower than that found in other studies conducted in voluntary health service users. The concordance between ED according to IIEF and selfreported ED was low, probably because these two approaches assess different dimensions of the erectile function (functional versus subjective components). Biological, cultural and psychological factors strongly interact in the development and maintenance of ED. Health providers should give special attention to sexual health of men, particularly those over 40, and to potential conditions accompanying ED (systemic diseases, psychic distress, and other psychosocial conditions)

São conhecidos os impactos negativos isolados das violências comunitária e familiar na percepção de saúde dos indivíduos, mas existe pouca evidência sobre o efeito combinado desses dois tipos de violência. Além disso, não se conhece ao certo o mecanismo por meio do qual a exposição à violência se associa a autoavaliação negativa de saúde. Uma das hipóteses é que tal associação se dá, em parte, pelo efeito mediador da depressão. OBJETIVO: O presente estudo pretende (1) descrever a ocorrência das violências familiar e comunitária, considerando a natureza do ato, a arma utilizada, o local da ocorrência, o autor e as consequências pós-exposição; (2) analisar a associação entre a exposição às violências comunitária e familiar e a autoavaliação negativa de saúde, distinguindo os tipos de violência sofridos e, também, considerando sua concomitância e (3) investigar o efeito mediador da depressão na associação entre a exposição à violência e a autoavaliação negativa de saúde. MÉTODOS: Estudo epidemiológico de corte transversal desenvolvido com os dados da \"Pesquisa Nacional de Saúde - PNS 2013\". A análise foi realizada no programa de estatística STATA 12.0. Foram realizados modelos de regressão logística multinominal brutos e ajustados para teste de associação entre exposição a violências (comunitária, familiar e combinada) e autoavaliação de saúde (muito boa/boa/regular x ruim/muito ruim). A análise de mediação foi realizada por meio do g-formulation. Para tal análise, a exposição à violência foi recategorizada para ausente/presente e a depressão nos 15 dias anteriores à aplicação do formulário foi medida por meio do PHQ-9. RESULTADOS: Todos os tipos de violência analisados se associaram à autoavaliação negativa de saúde. A magnitude da associação foi crescente entre violência comunitária (OR 1,52; IC95% 1,15-2,00), violência familiar (OR 2,01; IC95%1,65-2,44) e coocorrência das duas violências (OR 3,38; IC95%1,67 6,82), sugerindo que a exposição concomitante aos dois tipos de violência potencializa o efeito negativo sobre a autoavaliação de estado de saúde. Na análise de mediação, o efeito natural indireto (NIE) apontou que 71% do efeito total da exposição à violência e a autoavaliação negativa de saúde são mediados pela depressão e somente 29% correspondem ao efeito natural direto (NDE). CONCLUSÃO: A exposição à violência interpessoal associa-se a uma pior autoavaliação do estado de saúde. O efeito da violência familiar foi mais forte do que o da violência comunitária e o da exposição combinada foi superior ao da violência familiar isolada. Os achados da análise de mediação demonstraram que a depressão apresenta um importante papel nos efeitos da saúde decorrentes da violência. Ao considerar a violência um estressor psicossocial sua potencialização do efeito pela polivitimização fica evidenciado, sendo importante conseguir explorá-lo melhor e identificar suas consequências na saúde / The isolated negative impacts of community and family violence on individuals\' perceptions of health are known, but there is little evidence on the combined effect of these two types of violence. In addition, the mechanism by which exposure to violence is associated with self-rated health is not known. One of the hypotheses is that this association is due, in part, to the mediating effect of depression. Objective: This study aims to: 1) describe the occurrence of family and community violence, considering the nature of the act, weapon used, place of occurrence, author and consequences after exposure, 2) analyze the association between exposure to community violence and family and negative self-assessment of health, distinguishing the types of violence suffered and also considering their concomitance and 3) investigating the mediating effect of depression on the association between exposure to violence and negative self-rated health. Methods: Cross-sectional epidemiological study developed with the data \"National Health Survey - PNS 2013\". The analysis was performed in the statistical program STATA 12.0. Crude and adjusted multinominal logistic regression models were used to test the association between exposure to violence (community, family and combined) and self-rated health (very good / good / regular vs. bad / very poor). Mediation analysis was performed using g-formulation. For this analysis, exposure to violence was recategorized to absent/present and depression within 15 days prior to application of the questionnaire was measured using PHQ-9. Results: All types of violence analyzed were associated with negative self-rated health. The magnitude of the association was increased between community violence (OR 1.52, 95% CI 1.15-2.00), family violence (OR 2.01, 95% CI 1.65-2.44) and co-occurrence of the two (OR 3.38, CI 95% 1.67, 6.82), suggesting that the concomitant exposure to both types of violence potentiates the negative effect on self-rated health. In the mediation analysis, the indirect natural effect (NIE) indicated that 71% of the total effect of exposure to violence and negative self-rated health is mediated by depression and only 29% corresponds to the direct natural effect (NDE). Conclusion: Exposure to interpersonal violence is associated with a worse self-rated health. The effect of family violence was stronger than that of community violence and that of combined exposure was higher than that of isolated family violence. The findings of the mediation analysis demonstrated that depression plays an important role in the health effects of violence. When considering the violence a psychosocial stressor its potentialization of the effect by the polivitimization becomes evident being important to be able to exploit it better and to identify its health consequences

The diploma thesis deals with the primary pupils' assessment aimed to support effective learning. In the first section a theoretical background of school and formative assessment is discussed. The concept of assessment, its history, types and function are briefly commented. Further the proposed thesis addresses the idea of assessment for learning and respective approaches with direct connection to the research inquiries. The following section of the thesis concerns empirical investigation of the assessment of two primary school teachers from selected third and fifth-year primary school classes along with the perception of the formative assessment by their pupils. The practical part based on the gained theoretical insight is carried out in a qualitative manner. For the purpose of investigation, a case study of formative assessment aimed at mapping, analyzing and evaluation in the context of school learning systems is proposed. The proposed thesis provides findings about how is the formative assessment put into effect and how this innovative technique is viewed not only by pupils, but also elementary school teachers. According to the conducted research both interviewed teachers integrate formative assessment principles in their classes. Even though the teacher from the third-year class prefers the...

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-08-02T12:38:56Z No. of bitstreams: 1 Fabio Rios Kwecko_.pdf: 2223451 bytes, checksum: 7dbac523ce390ba07eb587d615a2298a (MD5) / Made available in DSpace on 2017-08-02T12:38:56Z (GMT). No. of bitstreams: 1 Fabio Rios Kwecko_.pdf: 2223451 bytes, checksum: 7dbac523ce390ba07eb587d615a2298a (MD5) Previous issue date: 2017-05-22 / Nenhuma / Esta pesquisa versa sobre a relação entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS). A autoavaliação institucional é um processo implementado nas Instituições de Ensino Superior (IES) com a finalidade de construir o conhecimento sobre si mesmas, buscando compreender os significados de suas atividades e, assim, auxiliar os processos de tomada de decisão que estabelecem estratégias para melhorar a qualidade educativa. No mesmo sentido, a gestão estratégica é um processo que se utiliza de técnicas para estabelecer estratégias de apoio aos gestores no direcionamento de recursos e esforços organizacionais para o cumprimento da missão, metas e objetivos institucionais. Este estudo teve como objetivo verificar se os resultados da autoavaliação institucional estão sendo considerados como elementos de apoio ao processo de tomada de decisão estratégica do campus Rio Grande, e em que medida as estratégias escolhidas pelo campus Rio Grande procuram atender às dimensões avaliadas e às sugestões apontadas pela autoavaliação institucional. Para o desenvolvimento da investigação, optou-se por uma pesquisa predominantemente qualitativa, empregando-se o método de estudo de caso, e com os dados sendo coletados por meio de pesquisa documental, entrevistas semiestruturadas no segmento gestores e questionários nos segmento não-gestores. Entre outros aspectos, os resultados identificaram a valorização da autoavaliação institucional como uma importante ferramenta de gestão educacional pela comunidade acadêmica, mas revelaram um tímido aproveitamento dos resultados da autoavaliação institucional na tomada de decisão dos gestores, situação atestada pela baixa incorporação dos resultados da autoavaliação institucional no planejamento estratégico do Campus Rio Grande. Ao final, apresentamos um conjunto de proposições capazes de contribuir com a melhoria, coerência e aderência entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande. / This research deals with the relationship between institutional self-assessment and strategic management at the Rio Grande campus of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). Institutional self-assessment is a process implemented in Higher Education Institutions (IES) with the purpose of building knowledge about themselves, seeking to understand the meanings of their activities and, thus, assist the decision-making processes that establish strategies to improve the educational quality. In the same sense, strategic management is a process that uses techniques to establish strategies to support managers in the allocation of resources and organizational efforts to fulfill the mission, goals and institutional objectives. The purpose of this study was to verify if the results of the institutional self-assessment are being considered as elements of support for the strategic decision-making process of the Rio Grande campus, and to what extent the strategies chosen by the Rio Grande campus seek to meet the assessed dimensions and the suggestions from the institutional self-assessment. For the development of the research, a predominantly qualitative research was chosen, using the case study method, and with the data being collected through documentary research, semi-structured interviews in the segment of managers and questionnaires in the non-manager segment. Among other aspects, the results showed the valuation of institutional self-assessment as an important educational management tool by the academic community, but revealed a timid use of the results of institutional self-assessment in the decision-making of managers, a situation confirmed by the low incorporation of the results of institutional self assessment in the strategic planning of the Rio Grande Campus. At the end, we present a set of propositions capable of contributing to the improvement, coherence and adherence between institutional self-assessment and strategic management at the Rio Grande campus.

Made available in DSpace on 2016-04-27T14:31:11Z (GMT). No. of bitstreams: 1 Vera Lucia Nascimento Blaia D Avila.pdf: 14473010 bytes, checksum: 17db494560e776e827fc80f43141ed55 (MD5) Previous issue date: 2013-10-04 / The assessment of learning in medical schools has been a constant concern of institutions, students, academic and professional communities. Many schools are introducing new teaching and learning methodologies to be adapted to the reality of contemporary medical education and population needs. In our course of Medicine in Faculty of Medical and Health Sciences of PUCSP, a new curriculum, based on active learning methodologies, was implemented in 2006. In this new curriculum, formative and self-assessment, allowing reflection and improvement of pedagogical approaches are considered essential. This study had the initial purpose of introducing practical self-assessment of learning for students of the internship during the phase of transition to the new curriculum. These students were still attending a traditional curriculum, where the formative assessment was not very considered. From this idea, we created for these students, who were in the fifth and sixth years of the course at the time, activities that allow self-assessment of learning, mediated by software tools, the first of them created by ourselves and subsequently using the Moodle platform. Sixth year s Student activities were offered exclusively online at the beginning of the project and sequentially on mixed activities based on anatomo clinical sessions that were evaluated online. The students' participation in these activities in b-learning was voluntary and not obtained the expected adherence. When we posteriorly introduced these activities to students of the fifth grade, we observed good compliance only for mandatory tasks, but still with high resistance to the use of the Moodle platform. Sequentially, because of the low adherence of these students, we introduced b-learning activities also to the residents of the residency program in internal medicine. This population was composed by medical graduates in institutions with different curricula, and some based on active learning methodologies. In this group of residents we observed more adherence and interesting results. These doctors showed great interest in search of information, preparation of cases for the classroom discussion and in preparation to complement the theoretical discussion and also in answer the self-assessment of learning, introduced in Moodle. Our study was complemented with the introduction of formative assessment to the students of 2nd and 4th grades of the new curriculum in elective curricular activities. As expected, we observed a greater commitment of these students and positive results in the self-assessment of learning. We noted, throughout this process of introducing online activities of formative assessment that the proposal, even with adequate feedback, alone or in sequential classroom activities, not motivated students used to traditional curriculum, teacher-centered. Moreover, commitment of students in residency programs and graduate students accustomed to active methods, was high. Thus, we believe that actions with the use of digital media, which can cause the interaction of teaching and learning can be effective tools to encourage formative assessments / A avaliação do aprendizado nas escolas médicas tem sido uma preocupação constante das instituições, formandos, comunidades acadêmicas e profissionais. Muitas escolas vêm introduzindo novas metodologias de ensino e aprendizagem para adequação do ensino médico à realidade contemporânea e às necessidades da população. Em nosso curso de Medicina da Faculdade de Ciências Médicas e da Saúde da PUCSP, foi implantado um novo currículo, baseado em metodologias ativas de aprendizagem, em 2006. Neste novo currículo, a avaliação formativa e a autoavaliação, que permitem reflexões e aperfeiçoamento das abordagens pedagógicas são pontos de destaque. Este nosso estudo teve o propósito inicial de introduzir práticas de autoavaliação da aprendizagem aos estudantes do internato da fase de transição curricular, que estavam ainda cursando um currículo tradicional, que pouco valorizava a avaliação formativa. A partir desta ideia, criamos para estes estudantes, que cursavam o quinto e sexto ano na ocasião, atividades que permitiam a autoavaliação do aprendizado, mediadas por ferramentas disponibilizadas por softwares, inicialmente de construção própria e, posteriormente, por ferramentas próprias da plataforma Moodle. Aos estudantes da sexta série as atividades foram ofertadas exclusivamente on-line ao início do projeto e sequencialmente como atividades mistas, sendo as atividades presenciais baseadas no estudo de casos clínicos reais em sessões anátomo clínicas e avaliação on-line. A participação dos estudantes nestas atividades em b-learning era voluntária e não obtivemos a adesão esperada. Quando introduzimos as atividades aos estudantes da quinta série, em um segundo momento, houve boa adesão somente quando se tornaram obrigatórias, mesmo assim com refratariedade ao uso da plataforma Moodle, que, por outro lado, era muito bem aceita pelos alunos do novo currículo. Sequencialmente, introduzimos atividades em b-learning aos médicos residentes do programa de residência em clínica médica, recém-formados em instituições com currículos diversos e alguns, baseados em metodologias ativas de aprendizagem. No grupo de médicos residentes observamos maior adesão e resultados mais interessantes. Estes médicos se destacaram na busca de informações, preparação dos casos reais para a discussão presencial, na preparação da fundamentação teórica para complementar a discussão e na autoavaliação do aprendizado, introduzida no Moodle. Nosso estudo foi complementado com a introdução de uma avaliação formativa on-line aos estudantes das 2ª e 4ª séries do novo currículo em atividades curriculares eletivas. Como esperado, houve um maior comprometimento destes alunos e resultados positivos na autoavaliação do aprendizado. Observamos, ao longo de todo este processo de introdução de atividades on-line de avaliação formativa que a proposta, mesmo com feedbacks adequados, isoladamente ou sequenciais a atividades presenciais, não motivaram os estudantes formados no currículo tradicional, centrado no docente. Por outro lado, a adesão dos estudantes em programa de residência médica e dos estudantes de graduação habituados a metodologias ativas, foi elevada. Assim, consideramos que ações com a utilização das mídias digitais, capazes de provocar a interação do ensino e aprendizagem podem ser eficientes ferramentas para incentivar as avaliações formativas

Made available in DSpace on 2016-04-27T14:30:30Z (GMT). No. of bitstreams: 1 Bruna Ribeiro.pdf: 5399467 bytes, checksum: 451e6c53a5fc00ded11983b829538c1e (MD5) Previous issue date: 2010-10-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The dissertation describes and analyzes an experience of self-assessment in four day care centers in São Paulo, performed with the application of the methodology and a schedule of issues proposed in the document Quality Indicators in Early Childhood Education, published by the Ministry of Education in 2009. The job comes from the discussion about the issue of quality early childhood education in the context of public policies in Brazil, based on current literature and publications of official offices, since the 1988 Federal Constitution. The study seeks to understand how the different segments present in the day care centers - principal, teaching coordination, teachers, staffs and parents - participate and contribute to the process of building quality through self assessment. The experiment was performed in the second half of 2009 in Child Education Centers - CEIs that serve children aged 0-4 years, full time, kept by a traditional philanthropic contracted by the City Department of Education of São Paulo . Self-assessment was performed during a full day of group work in each unit. The meetings were recorded on tapes, photos, notes by the researcher and the materials were collected and organized for analysis. The evaluation results obtained by groups in each unit are included in this set of results. The categories used for analysis were based mainly on two authors: in João Formosinho (1980), which defined a typology of power of educational institutions that directly influence the involvement / participation of each individual / group, and type of participation by Licinio Lima (2008). Based on these authors and Thurler studies on the influence of environment and interactions in quality assessment, the study concludes that, in a process self-assessment as proposed by the document used, the power is not distributed, but disputed, and the "consensus" are sometimes negotiated, sometimes are the result of the prevalence of the ideology of one group over others, through the use of various types of power, as authoritative, cognitive, ideological and personal that directly influence the way how the individuals / groups involved debate, generating active participation, reserved or passive. Accordingly, the evaluation allowed the expression of complaints, dreams, longings and desires of various actors, but also revealed cases of authoritarianism, exclusion and silencing / A dissertação descreve e analisa uma experiência de autoavaliação em quatro creches conveniadas do município de São Paulo, realizada com a aplicação da metodologia e do roteiro de questões propostos no documento Indicadores da Qualidade na Educação Infantil, publicado pelo Ministério da Educação em 2009. O trabalho parte da discussão sobre o tema da qualidade da educação infantil, no âmbito das políticas públicas no Brasil, baseando-se na literatura especializada atual, bem como nas publicações dos órgãos oficiais, desde a Constituição Federal de 1988. O estudo procura compreender de que forma os diferentes segmentos presentes na creche - direção, coordenação pedagógica, professores, funcionários e pais - participam e contribuem para o processo de construção da qualidade através da autoavaliação. A experiência foi realizada no segundo semestre de 2009, em Centros de Educação Infantil CEIs, que atendem crianças na faixa etária de 0 a 4 anos, em período integral, mantidos por uma entidade filantrópica tradicional conveniada com a Secretaria Municipal de Educação de São Paulo. A autoavaliação foi realizada durante um dia inteiro de trabalho de grupo em cada uma das unidades. As reuniões foram registradas em gravações, fotos, por meio de anotações da pesquisadora e os materiais utilizados foram recolhidos e organizados para a análise. Os resultados da avaliação, obtidos pelos grupos em cada unidade, estão incluídos nesse conjunto de resultados. As categorias utilizadas para a análise foram baseadas principalmente em dois autores: em João Formosinho (1980), que definiu uma tipologia de poder das instituições educacionais que influenciam diretamente o envolvimento/participação de cada individuo/grupo, e na tipologia da participação de Licínio Lima (2008). Com base nesses autores e nos estudos de Thurler sobre a influência do ambiente e das interações na avaliação de qualidade, o estudo conclui que, em um processo autoavaliativo como proposto pelo documento utilizado, o poder não é distribuído e sim disputado, sendo que os consensos ora são negociados, ora são frutos do prevalecimento da ideologia de um grupo sobre os demais, através do uso de diversos tipos de poder, como o autoritativo, cognoscitivo, normativo ideológico e pessoal que influenciam diretamente na maneira como os indivíduos/grupos participam do debate, gerando participações ativas, reservadas ou passivas. Nesse sentido, a avaliação realizada permitiu a expressão de denúncias, sonhos, anseios e desejos de diversos atores, mas também evidenciou processos de autoritarismo, exclusão e silenciamento