The purpose of the project was to design a curriculum guideline for educators to teach computed radiography. This project can be used as a stand-alone course, or integrated into existing radiologic technology courses.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-29T19:34:18Z No. of bitstreams: 1 Gerson Senff.pdf: 927739 bytes, checksum: 646a3991fc054beea4a6ff4eba2ec3b3 (MD5) / Made available in DSpace on 2017-04-29T19:34:18Z (GMT). No. of bitstreams: 1 Gerson Senff.pdf: 927739 bytes, checksum: 646a3991fc054beea4a6ff4eba2ec3b3 (MD5) Previous issue date: 2017-03-24 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims at investigating the formation in technological higher education in relation to its coherence and consistence, having as its source of information the primary and secondary educational legislation related to technology; primary: official documents (guidelines, decrees and reports) edited by the Ministry of Education and Culture (MEC) and other governmental entities that rule the formation of technologists and set the regulations for establishing courses; secondary: technical briefs of the Ministry of Education and Culture, (MEC) The National Institute of Educational Studies and Research Anisio Teixeira (INEP) about the registrations, new students and the ones who have completed this course modality, in order to characterize the demand for this type of teaching. The primary and secondary sources of information were obtained by the access of governmental institutions‟ portals. The theoretical presentation about formation and technology precedes the discussion of the research data. The research problem is related to the content of the official documents and the formation implemented in a technological higher education. The main hypothesis of this research departs from the assumption that the legislation and the official documents have an important role in the guidance to the courses preparation and students‟ training: the legislation for the technological higher education presents some contradictions which are inconsistent in relation to the general, vital and human formation. This research is grounded in education, formation, ideology, pseudo-formation, technological rationality, technology and technique. The results obtained from the documental analysis developed in this thesis indicate that the mentioned formation presents some problems related to the incoherence and inconsistency, with respect to the arguments used in the technological education, when the general, human and vital formation is overlooked as an indispensable element to the learners‟ development, regardless of their study level. In return, the justification in the official documents encloses recurrently and repeatedly some expressions related to technology, suggesting that education is summarized only to technology and technique / A presente pesquisa busca investigar a formação ensejada no âmbito do ensino superior tecnológico quanto à coerência e à consistência, tendo como fonte de informação a legislação educacional relativa à tecnologia. As fontes, a saber: a) primária – documentos oficiais (diretrizes, decretos e pareceres) editados pelo Ministério da Educação e Cultura (MEC) e outros órgãos públicos que orientam a formação de tecnólogos e estabelecem as normas para a criação dos cursos; b) secundária – resumos técnicos do Ministério da Educação e Cultura (MEC) / Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), as matrículas, os ingressantes e os concluintes dessa modalidade de curso, com o objetivo de caracterizar a movimentação da procura por essa modalidade de ensino. As fontes primárias e secundárias de informação foram obtidas por intermédio do acesso aos portais das instituições governamentais. A discussão desses dados, por sua vez, é precedida da apresentação teórica sobre a formação e a tecnologia. O problema de pesquisa está relacionado com o conteúdo dos documentos oficiais e com a formação desenvolvida no ensino superior tecnológico. Partindo da premissa que a legislação e os documentos oficiais têm um papel importante na orientação para elaboração dos cursos e na formação dos discentes, formulou-se a hipótese principal desta pesquisa: a legislação sobre o ensino superior tecnológico apresenta contradições, sendo inconsistente em relação à formação geral, crítica e humana. Os conceitos que fundamentam esta pesquisa, elaborados pela teoria crítica, são: educação; formação; ideologia; pseudoformação; racionalidade tecnológica; tecnologia e técnica. A partir da análise documental desenvolvida nesta tese, os resultados apontam que a referida formação apresenta problemas relacionados a incoerência e inconsistência no que refere aos argumentos utilizados para a educação tecnológica, ao desconsiderar a formação geral, humana e crítica como um elemento indispensável para a formação de seus alunos, independentemente do nível de ensino. Em contrapartida, as justificativas presentes nos documentos oficiais circundam de maneira recorrente e repetitiva expressões relacionadas à tecnologia, dando ideia de que a educação resume-se apenas à tecnologia e à técnica

Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace. WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications. Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education))

Made available in DSpace on 2016-07-27T13:45:13Z (GMT). No. of bitstreams: 1 EDISON DE ALMEIDA MANSO.pdf: 12116629 bytes, checksum: cf6a9d4ca21e822a5b43fa517f4a05ca (MD5) Previous issue date: 2016-02-26 / The Campus Goiania Federal Institute of Goiás (IFG) has a trajectory that begins in 1909 in the city of Goyaz, with the name of School for Craftsmen, marked by historical changes until 2008, when it was renamed Institute Federal Education Science and Technology and remained as such until today. This research aimed to raise the history of this track making an observation about the meaning of these transformations, focusing mainly in student and professors as well as the main implications of each step of the institution during this period. In fact, it is a journey that begins in Goiás and after having your goal in Goiania Technical School in 1943, later as Federal Technical School of Goiás in 1959. In 2008, comes as the Federal Center of Technological Education of Goiás - CEFET-GO and finally in 2008 the last transformation to Federal Institute of Education, Science and Technology Goiás - IFG. Goiânia campus in this this last stage constituted the necessary support for the expansion of the institution, enabling the creation of the entire complex which includes 14 campuses and is called IFG. The main teachers and students characteristics of this period are part of this research, as well as the testimony of some directors who were part of the history of the campus Goiânia and helped set up the same as a reference institution as public, free and quality. / O Câmpus Goiânia do Instituto Federal de Goiás (IFG) tem uma trajetória que se inicia em 1909 na cidade de Goyaz, com o nome de Escola de Aprendizes Artífices, marcada por mudanças históricas até o ano de 2008, quando passou a ser denominada de Instituto Federal de Educação Ciência e Tecnologia, permanecendo como tal até a atualidade. Esta pesquisa teve como objetivo levantar o histórico dessa trajetória fazendo uma observação a respeito do significado dessas transformações, abordando a questão do corpo discente e docente bem como as principais implicações de cada etapa da instituição ao longo desse período. Na realidade, é uma viagem que começa em Goiás, e depois, seu foco é Goiânia com a Escola Técnica de Goiânia em 1943, mais tarde como Escola Técnica Federal de Goiás em 1959. Em 2008, surge como Centro Federal de Educação Tecnológica de Goiás CEFET-GO e, finalmente, em 2008 uma transformação para Instituto Federal de Educação, Ciência e Tecnologia de Goiás IFG. O câmpus Goiânia, nessa última fase, se constitui no suporte necessário para a expansão da Instituição, viabilizando a criação de todo o complexo que engloba 14 câmpus e que se denomina IFG. As principais características docentes e discentes desse período fazem parte dessa pesquisa, assim como o depoimento de alguns diretores que fizeram parte da história do câmpus Goiânia e que ajudaram a configurar o mesmo como uma instituição de referência como sendo pública, gratuita e de qualidade.

Text in English / The contribution of general diagnostic imaging in the diagnosis and clinical management of patients in rural hospitals of South Africa is enormous. To provide high quality diagnostic imaging services for specific contexts requires radiographers who have up-to-date skills and expertise. Thus, rural radiographers require, over and above traditional radiographic expertise, additional competencies which are unique to rural practice. To date, however, little is known about additional core competencies and skills needed by radiographers working in rural areas. Previous studies have focused more attention primarily on other rural health professionals such as doctors and nurses. The aim of this mixed methods study was to investigate and identify additional core competencies required by radiographers working in rural district hospitals of KZN in order to propose a CPD strategy aimed at rural radiographers. An exploratory sequential design was utilised. There were seven participants in the qualitative phase of the study. In the quantitative phase a convenient sample of 109 respondents was surveyed using a structured questionnaire. Three major themes and seven categories emerged from Phase I of the study. These themes and categories were then used to develop a data collection instrument for Phase II of the study. Collectively, the findings of this mixed methods research revealed that there were a number of additional core competencies such as, but not limited to, teamwork, ability to do basic obstetric ultrasound scans, leadership, management, attitude and behaviours, and reporting on plain x-ray films, all of which are required by rural radiographers. Supporting evidence from the study indicated that the majority of these competencies were either partially or not at all covered in the audited curriculum. The study further revealed that the audited curriculum and the scope of radiography in its current form appear to focus attention on minimum competencies that do not promote the expansion and extension of the role of radiographers in rural areas. The study results also revealed a number of challenges faced by rural radiographers. / Health Studies / D. Litt. et Phil. (Health Studies)

Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace. WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications. Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education))