Recursos Humanos com formação de qualidade e boa capacitação se constituem no capital intelectual da indústria que busca a capacitação tecnológica e maior competitividade, tanto a nível nacional, quanto a mundial. Na permanente busca de alternativas para o preenchimento desta lacuna de pessoal qualificado, a Lei de Informática (LI – Lei nº 8.248/91) traz sua contribuição por meio da obrigação de aplicação em formação ou capacitação profissional como uma das atividades de Pesquisa e Desenvolvimento (P&D) estabelecidas no regramento legal da Lei. Os projetos de P&D da LI de formação ou capacitação profissional contribuem para a produção de capital intelectual, ou seja, capital humano capacitado, que vem de encontro a suprir em parte a falta de profissionais qualificados. A LI determina que as empresas de desenvolvimento ou produção de bens e serviços de informática e automação invistam em atividades de P&D em Tecnologia da informação (TI) e que possam pleitear os benefícios da Lei, que consistem em isenção do Imposto sobre Produtos Industrializados (IPI). Esta tese tem como objetivo analisar os projetos de P&D de Formação ou Capacitação Profissional, de níveis médio e superior, desenvolvidos pelas Instituições de Ensino e Pesquisa (IEPs) e executados com recursos da LI. Para atingir este objetivo, foi realizada uma análise qualitativa destes projetos e também uma análise quantitativa da Plataforma de Dados da SEPIN. Foram analisados 199 projetos de uma média de 18 empresas incentivadas, executados por uma média de 25 IEPs, no período de 2011-2014. A principal conclusão deste estudo é a confirmação do resultado da LI como instrumento de fomento da capacitação tecnológica e do estímulo da competitividade, por meio do incentivo às atividades de Pesquisa e Desenvolvimento (P&D) em Tecnologia da Informação (TI). Estas atividades englobam Formação ou Capacitação Profissional, que foi o foco deste trabalho. / Human resources with high quality and good professional training are the industry's intellectual capital, that seeks technological capacity and more competitiveness, both nationally and globally. In the ongoing search for alternatives to fill this qualified personnel gap, the Informatics Law (IL - Law nº. 8.248 / 1991) brings its contribution through the law requirement application in formal or professional training as one of the Research and Development (R & D) activities established by this law. The R & D projects developed on the scope of the IL, involving training or professional training, contributed to the production of intellectual capital, what is the trained human resources, which addresses the market’s lack of qualified professionals. The IL determines that development or production companies of Information Technology (IT) and automation invest in R & D in IT, may claim the benefits of the law, consisting of tax reduction. This thesis analyzes the R & D projects of formal or professional training, at both secondary and superior level, developed by the Education and Research institutions and executed with financial resources from the IL. To achieve this goal, this author carried out a qualitative analysis of these projects and also a quantitative analysis of the SEPIN Data Base Platform. The author analyzed 199 projects, involving 18 IL beneficiary companies (average), executed by an average of 25 certificated Teaching and Research Institutions, during the period 2011-2014. The main finding of this study is the confirmation of the results expected from the IL as an instrument for fostering technological capacity and a stimulus of competence via incentives of P&D activities in IT. These activities include formal professional training in IT, which was the focus of this study.

Este trabalho se propôs a investigar quais são as concepções de um grupo de professores de Ciências da Natureza e Suas Tecnologias sobre o Ensino Por Pesquisa e sobre a Avaliação aplicada a essa perspectiva de ensino. O objetivo dessa investigação foi observar em que medida essas concepções estão em convergência com as concepções dos referenciais teóricos adotados nesse trabalho, tais como: Antonio Cachapuz, Pedro Demo, Fernando Becker e Jussara Hoffmann. Para tanto, buscou-se captar possíveis distorções, contradições e convergências no discurso desses professores, verificando se seus entendimentos podem sugerir uma práxis docente fundamentada, avaliando, com isso, a necessidade de investimento em formação de professores, voltada, especificamente, para essa perspectiva de ensino. Participaram dessa pesquisa 12 professores, sendo 3 professores de química, 4 professores de física e 5 professores de biologia, atuantes no Ensino Médio, em três escolas públicas estaduais da região de Porto Alegre-RS. Como instrumentos de coleta de dados foram utilizados dois questionários, um sobre o Ensino Por Pesquisa e o outro sobre Avaliação, ambos de respostas abertas. Após essa etapa, as respostas foram analisadas por meio de Análise Textual Discursiva, com base nos estudos de Moraes e Galiazzi, indicando, assim, a opção pela abordagem qualitativa. Os resultados dessa análise interpretativa indicaram que apenas um professor demonstrou possuir concepções convergentes com as concepções do referencial teórico, considerando as duas esferas abordadas, sugerindo, assim, a realização de práticas docentes de ensino e de avaliação fundamentadas. Três professores demonstraram possuírem divergências nas duas esferas analisadas, o que pode sugerir, nessa avaliação, a realização de práticas docentes ingênuas e sem fundamentação teórica, considerando o Ensino Por Pesquisa. Os demais interlocutores se enquadraram em um espectro de combinações de entendimentos, alguns mais afastados e outros mais próximos daqueles resultados que se entendem como ideais. Finalmente, os resultados obtidos nessa pesquisa sugerem haver a necessidade de se oportunizarem formações de professores voltadas para esses interesses, contribuindo para atenuar a distância entre a Didática da Ciência e o Ensino de Ciências, criando possibilidades para uma melhor compreensão dos professores sobre os temas abordados, com vistas a resultar em práxis mais fundamentadas. / This work proposed to investigate which are the views of a group of Nature Sciences and its Technologies’ teachers about Teaching through Research and about the Evaluation applied to this teaching perspective. This investigation’s objective was to observe how much these views converge with the theoretical references views adopted in this work such as Antonio Cachapuz, Pedro Demo, Fernando Becker and Jussara Hoffmann. Therefore, possible distortions, contradictions, and convergences in those teachers’ discourse were sought, verifying if their understandings could suggest a grounded teacher practice, thereby evaluating the need for teacher training investment, focused specifically on this teaching perspective. 12 teachers participated in this research, being 3 chemistry teachers, 4 physics teachers, and 5 biology teachers, all of them working in three public, state high schools, in the Porto Alegre-RS region. Two questionnaires were used as data collecting instruments, one about Teaching through Research and the other about Evaluation, both with open answers. After this step, the answers were analyzed through Discursive Text Analysis, based on Moraes’ and Galiazzi’s study, thus indicating that a qualitative approach was chosen. This interpretative analysis’ results indicate that only one teacher has shown having views converging with the theoretical references’, if both studied aspects are taken in consideration, suggesting that practical teaching and evaluation activities should be done. Three teachers showed divergence from the two relevant aspects, which might suggest that the teaching practices are naïve and lack theoretical foundation, when considering Teaching through Research. All other respondents fit into a spectrum of understandings, some further away, some closer to the results considered ideals. Lastly, the results obtained with this research suggest that there is a need for teachers’ formation opportunities that focus these interests, as to contribute in diminishing the distance between Science Didactics and Teaching through Research, creating possibilities for the teachers to better comprehend the addressed themes, in order to result in better-grounded practices.

M.Cur. / The overall purpose of this study is to describe empowerment strategies for the nurse unit manager to create a climate conducive to clinical learning at the nursing college in the North-West Province. In view of the South African Nursing Council report (1990), it clearly indicates that the nurse unit managers do not apply their theoretical knowledge to clinical practice, and that the student learning in the clinical nursing units are not up to the expected standard, hence the quality of clinical nursing education is questionable. The current education system in South Africa focuses on the provision of quality assurance in order to be in line with international standards. In accordance with the South African Qualifications Authority, the Constitution, South African Nursing Council, Batho-Pele principles, National Plan for Higher Education and outcomes-based education, there is a need to create a climate that is conducive to learning in the nursing units in order to develop the students' abilities regarding analytical, critical, evaluative and creative thinking. The nurse unit manager is experiencing problems with regard to clinical nursing education and the nursing students are also complaining that the clinical learning areas are not conducive to their learning. Therefore, the products that are produced by such an environment lack knowledge, skills, values and attitudes inherent in the nursing profession. Hence this study strives to describe empowerment strategies for the nurse unit manager to create a climate conducive to learning, based on their expert knowledge and experiences. The research questions arising from this problem are: What are the expectations and perceptions of the nursing students about the role of the nurse unit manager in creating a climate conducive to learning at the nursing college in the North-West Province? How can the nurse unit manager be empowered to create a climate conducive to clinical learning? The objectives are: Phase One: Stage one: To explore and describe the expectations of the nursing students regarding the role of the nurse unit manager in creating a climate conducive to learning. Stage two: To explore and describe the expectations and perceptions of the nurse unit manager regarding their role in creating a climate conducive to learning. Phase Two: To describe a conceptual framework. Phase Three: To describe empowerment strategies for the nurse unit manager to create a climate conducive to learning. The research design in this study was qualitative, descriptive, explorative and contextual in nature. In stage one of phase one, descriptive naïve sketches were used as a method of data gathering (Giorgi in Ornery, 1983:52) whereby 22 nursing students from the nursing college were selected for the research study. The following open-ended questions were written on the chalkboard, namely: "What are your expectations about the role of the nurse unit manager in creating the clinical nursing units as a climate conducive to learning?" The data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder who was purposively selected was used in the categorisation of data. The researcher held meetings with the independent coder for consensus discussions reached independently. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. In order to ensure the credibility of the study, five nursing students who participated in the study were selected to participate in individual interviews to validate the categories and subcategories. In stage two of phase one, focus group interviews were conducted as a method of data gathering whereby 13 nurse unit managers from the clinical learning areas where the nursing students are placed for their clinical learning experiences were selected by the quota sampling technique. The interview was conducted by a nurse educator with a Master's degree, who is also a psychiatric nurse with expertise and experience in interviewing skills. A tape recorder was utilised with the nurse unit manager's permission to collect data. A follow-up interview with five nurse unit managers was conducted to validate the data gathered during the focus group interview. The following open-ended questions was used to obtain data from the nurse unit manager: "What are your perceptions regarding your role in creating an environment conducive to clinical learning?" "How can you be empowered as part of your role, to create clinical nursing units as climates conducive for clinical teaching and learning for nursing students?" Data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder was purposively selected in the categorisation ( iv ) of data. Categories were defined and arranged in table form for both participants in order to arrive at final categories. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. Findings were conceptualised and conclusive statements made through logical deductive, inductive reasoning and inferences. A conceptual framework was developed within Muller's (1998) management process and the legal and professional frameworks. The integrated empowering process was adapted from Muller's management process, Vogt & Murrel's (1990) & Hokanson-Hawks' (1999) empowerment methods. This process comprises planning, organising (providing and structuring), directing (education, leading, mentoring and supporting), and control (actualising). Empowerment strategies for the nurse unit manager were described to create a climate conducive to learning, based on the results of phase one and phase two. Evaluation of the study was done, limitations, recommendations and conclusions were described with regard to nursing education, practice and nursing research.

This thesis studies the functioning of pupils with special educational needs in mainstream lower secondary schools. The special focus is on social studies classes. The teaching/learning processes are described within the broader context of education, which includes mainly parents or legal guardians, teachers and teaching assistants. The theoretical part describes the legal framework of inclusion in the Czech Republic and previous research on the role of teaching assistants. The empirical part uses the qualitative approach. Several cases are presented based on analysis of documents, interviews and observations. The data were compared across the cases. The results suggest that there is a difference between the lessons of social studies and the classes of the "core subjects". The teaching assistants are available in the social studies classes only rarely. Given the mixed effects of the teaching assistants on learning and socialization of the special needs pupils, this situation might have both positive and negative impact. KEYWORDS: Teaching assistant, pupil with special educational needs, inclusive education, social studies, research

Recursos Humanos com formação de qualidade e boa capacitação se constituem no capital intelectual da indústria que busca a capacitação tecnológica e maior competitividade, tanto a nível nacional, quanto a mundial. Na permanente busca de alternativas para o preenchimento desta lacuna de pessoal qualificado, a Lei de Informática (LI – Lei nº 8.248/91) traz sua contribuição por meio da obrigação de aplicação em formação ou capacitação profissional como uma das atividades de Pesquisa e Desenvolvimento (P&D) estabelecidas no regramento legal da Lei. Os projetos de P&D da LI de formação ou capacitação profissional contribuem para a produção de capital intelectual, ou seja, capital humano capacitado, que vem de encontro a suprir em parte a falta de profissionais qualificados. A LI determina que as empresas de desenvolvimento ou produção de bens e serviços de informática e automação invistam em atividades de P&D em Tecnologia da informação (TI) e que possam pleitear os benefícios da Lei, que consistem em isenção do Imposto sobre Produtos Industrializados (IPI). Esta tese tem como objetivo analisar os projetos de P&D de Formação ou Capacitação Profissional, de níveis médio e superior, desenvolvidos pelas Instituições de Ensino e Pesquisa (IEPs) e executados com recursos da LI. Para atingir este objetivo, foi realizada uma análise qualitativa destes projetos e também uma análise quantitativa da Plataforma de Dados da SEPIN. Foram analisados 199 projetos de uma média de 18 empresas incentivadas, executados por uma média de 25 IEPs, no período de 2011-2014. A principal conclusão deste estudo é a confirmação do resultado da LI como instrumento de fomento da capacitação tecnológica e do estímulo da competitividade, por meio do incentivo às atividades de Pesquisa e Desenvolvimento (P&D) em Tecnologia da Informação (TI). Estas atividades englobam Formação ou Capacitação Profissional, que foi o foco deste trabalho. / Human resources with high quality and good professional training are the industry's intellectual capital, that seeks technological capacity and more competitiveness, both nationally and globally. In the ongoing search for alternatives to fill this qualified personnel gap, the Informatics Law (IL - Law nº. 8.248 / 1991) brings its contribution through the law requirement application in formal or professional training as one of the Research and Development (R & D) activities established by this law. The R & D projects developed on the scope of the IL, involving training or professional training, contributed to the production of intellectual capital, what is the trained human resources, which addresses the market’s lack of qualified professionals. The IL determines that development or production companies of Information Technology (IT) and automation invest in R & D in IT, may claim the benefits of the law, consisting of tax reduction. This thesis analyzes the R & D projects of formal or professional training, at both secondary and superior level, developed by the Education and Research institutions and executed with financial resources from the IL. To achieve this goal, this author carried out a qualitative analysis of these projects and also a quantitative analysis of the SEPIN Data Base Platform. The author analyzed 199 projects, involving 18 IL beneficiary companies (average), executed by an average of 25 certificated Teaching and Research Institutions, during the period 2011-2014. The main finding of this study is the confirmation of the results expected from the IL as an instrument for fostering technological capacity and a stimulus of competence via incentives of P&D activities in IT. These activities include formal professional training in IT, which was the focus of this study.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-30T16:08:24Z No. of bitstreams: 1 2014 - Maristela Almeida Mercandeli Rodrigues.pdf: 6894633 bytes, checksum: e785720f1704a76402ce2d2e070e69fb (MD5) / Made available in DSpace on 2017-01-30T16:08:24Z (GMT). No. of bitstreams: 1 2014 - Maristela Almeida Mercandeli Rodrigues.pdf: 6894633 bytes, checksum: e785720f1704a76402ce2d2e070e69fb (MD5) Previous issue date: 2014-05-22 / The objective of this research is to describe how the practices of librarians reflect their collective learning and provide teachers in the practice of searching for teaching. How people learn about their practices is the subject of study by organizational learning (AO), which appears in the literature from two perspectives: technical and other social perspective. For this research, the social perspective was strengthened by considering learning as an emergent phenomenon of social interactions as a social construction of the human condition. Specifically, a social practice perspective of understanding of the organizational learning process from which emerges the notion of communities of practice. The librarian practice is potentially focused on the skills and techniques that professional mediators. The literature points to the need for closer relations between the librarian and the teacher. We opted for the Participant Research as methodology, which revealed through a workshop on good practices with librarians, and semi-structured interviews with script with teachers, methodological and political importance of the knowledge generated. There is evidence that what Pedro Demo (2004) calls for more decisive "comparative advantage" of PP, since profound changes necessarily involve both the ability to think about alternative interventions from the perspective of the subject (construction of historical autonomy ). That meant admitting that political and ideological implications stem from a practice historically made by teachers and librarians in the school environment, even though this practice has not been based on doing and learning collective. The awareness of community, more specifically the importance of a collective practice was spontaneous and raised the subject when performing the search. The sharpness with that consciousness appears as a search result has been an encouragement to the researcher. / O objetivo desta pesquisa ? descrever como as pr?ticas dos bibliotec?rios refletem sua aprendizagem coletiva e propiciam nos docentes a pr?tica de pesquisar para ensinar. Como as pessoas aprendem sobre suas pr?ticas ? tema de estudo por parte da aprendizagem organizacional (AO), que aparece na literatura sob duas perspectivas: uma perspectiva t?cnica e outra social. Para esta pesquisa, a perspectiva social ganhou ?nfase por se considerar a aprendizagem como fen?meno emergente das intera??es sociais, como uma constru??o social da condi??o humana. Especificamente, numa perspectiva sociopr?tica de compreens?o do processo de aprendizagem organizacional da qual emerge a no??o de comunidades de pr?tica. A pr?tica bibliotec?ria se revela potencialmente focada nas habilidades t?cnicas e mediadoras desse profissional. A literatura aponta para a necessidade de estreitamento nas rela??es entre o bibliotec?rio e o docente. Optou-se pela Pesquisa Participante como metodologia, a qual revelou por meio de uma oficina de boas pr?ticas com os bibliotec?rios, e de entrevistas semi estruturada com roteiro com os docentes, a import?ncia metodol?gica e pol?tica do conhecimento gerado. H? que se evidenciar o que Pedro Demo (2004) denomina de ?vantagem comparativa? mais decisiva da PP, uma vez que mudan?as profundas implicam, necessariamente, tanto o saber pensar quanto as interven??es alternativas a partir da ?tica do sujeito (constru??o da autonomia hist?rica). Isso significou admitir que implica??es pol?ticas e ideol?gicas decorrem de uma pr?tica historicamente constru?da por docentes e bibliotec?rios no ambiente escolar, mesmo que esta pr?tica ainda n?o tenha sido fundamentada no fazer e aprender coletivo. A tomada de consci?ncia de coletividade, mais especificamente da import?ncia de uma pr?tica coletiva foi espont?nea e suscitada nos sujeitos ao se realizar a pesquisa. A nitidez com que essa consci?ncia aparece como resultado da pesquisa foi um alento para a pesquisadora

This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).

In this study, the historical peculiarities and the site conditions of the forest of the Ludwig-Maximilians-Universität, München, Germany, are surveyed. Results from an extended forest inventory, which includes students' contributions, are summarized. Guidelines for current and future forest management are also discussed. The university forest supply manifold opportunities for teaching and training. In addition, they can be utilized efficiently for corresponding research projects. These forests bridge the gap between academic educational targets and actual practice. Interdisciplinary issues, research networking and links to the job market are significant requirements as well. Direct ownership by the respective university or by any other educational institution helps substantially to realize objectives in teaching and research. In the case of extemal ownership, long-lasting contracts and flexible management regulations, which grant scientific and educational liberties, are essential.

Das Jahrbuch der TU Chemnitz erscheint einmal jährlich und gibt einen Rück- und Ausblick auf die Entwicklung der Universität. / The yearbook of TU Chemnitz is published once a year and gives retrospect and perspective of the development of the university.