According to the Department of Statistic, there are 163 existing Universities, Colleges and Institutes with 1,352,084 students in the 100th academic year. Under the trend of globalization, Taiwan¡¦s society and high education are facing an enormous change. And as to dealing with those changes Taiwan has to rely on the globalized higher education system to accomplish. Therefore, to expend recruiting aboard students is the key of success for Ministry of Education to enhance the development of globalizing higher education. However, Taiwan is a late bloomer on globalizing the higher education and English is the second language to us. Therefore, problems are generated when working on recruiting international students. As the matter of the fact, the matters of caring and managing international students appear to be essential. This study constructs an architecture-oriented international student management model (AOISCM) using the structure-behavior coalescence architecture description language (SBC-ADL). AOISCM is an international student centered blueprint which includes six fundamental diagrams: architecture hierarchy diagram, framework diagram, component operation diagram, component connection diagram, structure-behavior coalescence diagram, and interaction flow diagram. Comparing with existing international student care and management model from various kinds of views, all results demonstrate that AOISCM is superior to the existing model. AOISCM covers the organization structure and caring behavior. By this model we are able to see the relationship between international students and the universities, and show the whole picture of the caring and managing international students. Therefore, using AOISCM on caring and managing international students will help universities to meet the high proficiency on reaching an agreement on international student¡¦s communication. Last and not least, AOISCM shall clarify the duties for each divisions and flexible sources allocation for office executives.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-25T19:59:27Z No. of bitstreams: 1 carolinecasagrandepinto.pdf: 854025 bytes, checksum: 7afa8b66166675732335404e5dc315ff (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-25T20:52:42Z (GMT) No. of bitstreams: 1 carolinecasagrandepinto.pdf: 854025 bytes, checksum: 7afa8b66166675732335404e5dc315ff (MD5) / Made available in DSpace on 2016-07-25T20:52:42Z (GMT). No. of bitstreams: 1 carolinecasagrandepinto.pdf: 854025 bytes, checksum: 7afa8b66166675732335404e5dc315ff (MD5) Previous issue date: 2015-12-21 / A presente dissertação aborda a Política de Apoio Estudantil da Universidade Federal de Juiz de Fora, tendo como objetivo principal analisá-la, identificando os seus instrumentos de monitoramento e de avaliação. Este trabalho foi organizado em três capítulos, sendo que no Capítulo I foi apresentada a trajetória das políticas de assistência ao estudante no Brasil, perpassando pela Assistência Estudantil nas Universidades Federais e, consequentemente, realizou-se uma discussão sobre o Programa Nacional de Assistência Estudantil – PNAES. Posteriormente, foi descrita a Política de Assistência Estudantil desenvolvida na UFJF, a partir, principalmente, das Resoluções e Portarias da instituição, sendo possível, neste primeiro momento, detectar a ausência de fixação de mecanismos de acompanhamento e avaliação da Política nos normativos internos analisados. No Capítulo II apresentou-se o Referencial Teórico visando embasar a análise da Política, para tanto foram abordados os seguintes temas: “Assistência Estudantil no Brasil: do assistencialismo ao direito”, sob a perspectiva de Sposati e colaboradores (2014), Carvalho (2008) e Vasconcelos (2010); “Ciclo de Políticas”, dos autores Condé (2013) e Stephen Ball e Richard Bowe (1992, 1994); e “Avaliação e Monitoramento de Políticas Públicas”, sob a concepção dos autores Costa e Castanhar (2003), Cavalcanti (2015), Faria (2009) e Nogueira (2002). Após a exposição do Referencial Teórico, traçou-se o percurso metodológico da pesquisa, apresentando o instrumento de coleta de dados utilizado (entrevista). Em seguida, foi realizada a análise do Programa de Apoio Estudantil, fundamentada pelas entrevistas concedidas por diversos atores relacionados com a Política desenvolvida na UFJF, permitindo reafirmar a ausência de previsão em normativos internos de instrumentos de acompanhamento e avaliação. Diante desta constatação, no Capítulo III foram propostas ações que poderão ser utilizadas pela Pró-Reitoria de Apoio Estudantil e Educação Inclusiva para efetuar o monitoramento e avaliação do Programa desenvolvido na UFJF, visando à melhoria da execução do mesmo. / This dissertation addresses the Student Support Policy at the Federal University of Juiz de Fora, with the main objective to analyze it, pointing out their monitoring and evaluation tools. The paper is organized into three chapters, with Chapter I was presented the trajectory of student assistance policies in Brazil, passing by the Student Assistance in Federal Universities and consequently was held a discussion on the National Programme of Student Assistance - PNAES. It was later described the Student Assistance Policy developed in UFJF from mainly from Resolutions and Ordinances of the institution, if possible, at this moment, detect the absence of fixation monitoring and evaluation mechanisms of the analyzed internal regulations Policy. In Chapter II presented the Theoretical aiming basis for the analysis of policy, therefore the following topics were discussed: "Student Assistance in Brazil: from welfare to the right", from the perspective of Sposati and colleagues (2014), Carvalho (2008 ) and Vasconcelos (2010); "Policy cycle", the authors Condé (2013) and Stephen Ball and Richard Bowe (1992, 1994); and "Evaluation and Monitoring of Public Policies" under the conception of the authors and Castanhar Costa (2003), Cavalcanti (2015), Faria (2009) and Nogueira (2002). After exposure of Theoretical Reference, drew up the methodological research route, presenting the data collection instrument (interview). Then it was carried out the analysis of Student Support Program, supported by interviews by various stakeholders in relation to the policy developed in UFJF, allowing reaffirm the lack of foresight in internal regulations of monitoring and evaluation tools. If this is so, in Chapter III have been proposed actions that may be used by the Dean of Students and Inclusive Education Support to perform the monitoring and evaluation of the program developed in UFJF, aimed at improving the implementation.

Mobbning är ett universellt fenomen som sker i olika miljöer i gruppsammanhang, bland annat på arbetsplatser och i skolor. Psykisk ohälsa ökar i takt med att mobbningen ökar, och kan ge livslånga effekter hos mobbningsoffret. Syftet med den här studien är att undersöka hur mobbning hanteras i svenska skolor. Specifikt undersöker studien olika strategier som elevhälsoteamen arbetar med för att förebygga mobbning och motverka pågående mobbning i skolmiljön och hur det arbetet ser ut utifrån ett individ- och grupperspektiv, samt huruvida mobbning orsakas av individuella eller sociala faktorer. Denna studie utgår ifrån socialpsykologiska teorier och begrepp kring social identitet, gruppdynamik och sociala normer. Tio intervjuer genomfördes och urvalet bestod av respondenter verksamma inom elevhälsan, både som kuratorer och skolsköterskor. Studiens resultat visar att mobbning är ett gruppfenomen snarare än ett individfenomen. Det har framkommit olika arbetssätt att arbeta både förebyggande och åtgärdande på individnivå och på gruppnivå. Det har även visat sig att lärare har en väsentlig påverkan på det förebyggande arbetet mot mobbning. Elevhälsans arbete får bäst resultat när samtlig skolpersonal arbetar med varandra för att motverka mobbning är ett ytterligare resultat. / Bullying is a universal phenomenon that occurs in group settings, including workplaces and schools. Mental illness increases as bullying increases and might cause the victim lifelong effects. The aim of this study is to look into how bullying is handled in Swedish schools. The study specifically explores different strategies that the student care team works on preventing the occurrence of bullying and ongoing bullying in the school environment from an individual and group perspective, and whether bullying is caused by individual or social factors. This study is based on social psychological theories and concepts such as the social identity theory, group dynamics and social norms. Ten interviews were conducted in the process. The results of this study demonstrate that bullying is a group phenomenon. It has shown different working methods to prevent and remediate from individual and group level. The results of this study reveal that bullying is a group phenomenon rather than an individual one. There has also been emphasis and great importance on the essential influence of the teachers in the work. It has been shown that the work of student care gets the best results when everyone at the school helps each other to counteract bullying.