The fear of crime is analyzed on six college and university campuses that make up the Atlanta University Center (AUC). The study utilizes interview questionnaire data on 325 students attending AUC institutions which were collected during the spring semester of 1993. The analytical procedures used include the reliability analysis, frequency distributions, cross tabulations and chi-square tests. The data analysis did not reveal any significant relationships between fear of crime and demographic characteristics except for gender of the students. Also, there was no significant relationship between fear of crime and prior victimization. However, the relationship between fear of crime and constrained behavior was significant. On the whole, it was evident that fear of crime increases the probability of constrained behavior, which in turn reduces victimization.

Made available in DSpace on 2015-04-22T22:10:11Z (GMT). No. of bitstreams: 1 Antonio Grifoni.pdf: 813672 bytes, checksum: faafe75c6457422eae755f33383df65f (MD5) Previous issue date: 2003-10-05 / The present work searchs to approach the main activities carried through in the technology of Management, as well as its process of implementation and planning applied to a Private Institution of Superior Education, evidencing the intensification of the search of the quality in its services. The current market this in constant change, run over for the technological globalization and innovations that quickly present new forms of taking of decisions. Institutions to try them to remain themselves competitive, with the new applications of existing evaluations in the educational area, them have mainly, reacted to prepare the students one with more efficiency for the execution of the evaluations as they program and to the ingression in the work market. Such changes indicate an ample process of organizacional transformation objectifying to become more agile and efficient reorganizing all its academic structure. However, exactly the successful institutions can have difficulties to keep its position in the competitiveness of the market and to carry through this reorganization, from there that the development appears of this document, being the accomplishment of an inquiry in a IES of the located private sector in the city of Manaus, capital of the state of Amazonas that in this work was called here of Manauara university. The information collected in the implementation of the new management had served of subsidies for the presentation of serve as apprentice it of evolution of current maturity where if it finds the together institution with the position of improvements of the activities determining a level of time for its maximum reach in the excellency degree / O presente trabalho busca abordar as principais atividades realizadas na tecnologia de Gestão, bem como o seu processo de implementação e planejamento aplicado a uma Instituição de Ensino Superior Privada, evidenciando a intensificação da busca da qualidade em seus serviços. O mercado atual está em constante mudança, atropelado pela globalização e as inovações tecnológicas que rapidamente apresentam novas formas de tomada de decisões. Para as instituições tentarem se manter competitivas, com as novas aplicações de avaliações existentes na área educacional, elas tem principalmente, reagido a preparar o alunado com mais eficiência para a execução das avaliações como o provão e ao ingresso no mercado de trabalho. Tais mudanças indicam um amplo processo de transformação organizacional objetivando tornar-se mais ágil e eficiente reorganizando toda sua estrutura acadêmica. Todavia, mesmo as instituições bem sucedidas podem ter dificuldades para manter sua posição na competitividade do mercado e realizar esta reestruturação, daí que surge o desenvolvimento deste documento, sendo a realização de uma investigação em uma IES do setor privado localizado na cidade de Manaus, capital do estado do Amazonas que aqui neste trabalho foi denominada de Faculdade Manauara. As informações coletadas na implementação da nova gestão serviram de subsídios para a apresentação do estagio de evolução de maturidade atual em que se encontra a instituição junto com a posição de melhorias das atividades determinando um nível de tempo para seu alcance máximo no grau de excelência

AN ABSTRACT OF THESIS OF Susan D. Sipes, for the Masters of Science degree in Workforce Education and Development, presented on October 11, 2010, at Southern Illinois University Carbondale. TITLE: ONE CONSORTIUM, TWO POPULATIONS: WHAT IT TAKES TO SUCCEED MAJOR PROFESSORS: Dr. Marcia Anderson and Dr. Beth Winfrey-Freeburg University consortia have existed for over 50 years as a practical solution to increase regional access to higher education and control costs. The challenge has been to determine how to measure the effectiveness of consortia in order to predict their success. The goal was to apply a business case to UCLC, treating students as customers, and administrators as business owners. Throughout the literature, much has been written to define the critical operational characteristics of successful consortia, but little has been done to explore the needs of consortia's customers. This work presents a compilation of operational characteristics with services desired by students in order to predict the success of one newer consortium, the University Center of Lake County in IL (UCLC). The characteristics and services of existing successful consortia were gleaned from the literature and a written survey instrument was developed. Students and administrators at UCLC were surveyed; their responses were compared to data extracted from other research using descriptive statistics and a chi-squared test. Results showed that UCLC exhibits many of the most important operational characteristics to be successful. Practical recommendations are provided to UCLC to further explore how to improve student services. For example, UCLC needs to increase its marketing and advertising efforts. Other consortia will be able to repeat the surveys to learn more about their operations and service levels.

Objetivo: Medir la satisfacción de los pacientes atendidos por alumnos de pregrado en centros odontológicos universitarios privados a nivel de Lima Metropolitana (Perú), en el año 2019 utilizando la herramienta Servqual modificada. Materiales y métodos: Este fue un estudio descriptivo, de tipo transversal observacional. Participaron 180 pacientes atendidos por alumnos de Pregrado en tres centros odontológicos universitarios privados de Lima Metropolitana. Los datos recopilados se analizaron utilizando el programa Stata ® v14.2 a través de las pruebas estadísticas que incluyeron pruebas de Wilcoxon, Mann-Whitney y Kruskal-Wallis. P <0,05 se consideró estadísticamente significativo. Resultados: Los resultados mostraron que el 65.56% de los pacientes se encontraron satisfechos luego de ser atendidos. Además, la media de la percepción de la calidad de los servicios prestados fue mayor a la de las expectativa en todas las dimensiones evaluadas. La brecha de satisfacción más alta fue de Capacidad de respuesta y la más baja, de Fiabilidad. Se halló insatisfacción en relación al factor tiempo y a la amabilidad prestada por parte del personal de atención. Conclusión: De acuerdo a los resultados obtenidos, es necesario realizar un plan de acción en relación a las preguntas “Que la consulta se realice en el horario programado”, “Que su atención se realice respetando la programación y el orden de llegada del paciente” y “Que durante su atención en el consultorio se respete su privacidad” de la encuesta Servqual, con el fin de aumentar el número de pacientes satisfechos en futuras atenciones. / Objective: Measure the satisfaction of patients attended by undergraduate students in private university dental centers at Lima Metropolitana (Peru), in the year 2019, using the modified Servqual tool. Materials and methods: This was a descriptive and observed cross-sectional study. 180 patients attended by undergraduate students in three private university dental centers in Lima Metropolitana participated in this study. The collected data were analyzed using the Stata ® v14.2 program through statistical tests including Wilcoxon, Mann–Whitney and Kruskal-Wallis tests. P < 0.05 was considered statistically significant. Results: Results showed that 65.56% of the patients were satisfied after being treated. In addition, on average, the perception of the quality of the services provided was greater than the expectation in all the dimensions evaluated. The highest quality gap was Responsiveness and Reliability, the lowest. Dissatisfaction was found regarding the time factor and the kindness provided by the care staff. Conclusion: According to the results obtained, it is necessary to carry out an action plan according to the questions "That the consultation be carried out at the scheduled time", "That your care is carried out respecting the programming and the order of arrival of the patient" and " That their privacy be respected during their care in the office” from the Servqual survey, in order to increase the number of satisfied patients in future care. / Tesis

HAVEN FOR ALL HUNGRY SOULS: THE INFLUENCE OF THE AFRICAN METHODIST EPISCOPAL CHURCH AND THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS ON MORRIS BROWN COLLEGE By Serena Celeste Wilson Morris Brown College is a small, private historically Black college located near downtown Atlanta, Georgia. The College is the only post-secondary institution in Georgia founded by Blacks for the purpose of educating Blacks. The relationship between Morris Brown College, and the African Methodist Episcopal Church and the Southern Association of Colleges and Schools presents an untapped area of research regarding the how external regulatory and fiscal contributing bodies influence the internal mission, culture and management of an institution of higher education. Morris Brown College presents a unique case because, since its founding, it has maintained a close affiliation with the Church that established it. Yet, in recent years, its financial existence has been dependent upon the receipt and use of public funding—which is intricately tied to accrediting standards and oversight. In 2003 the College lost its accreditation. This study employs an ethnographic case-study qualitative research design to explore how the College’s relationship with these bodies influenced the institution’s organizational structure, fiscal management, and administrative culture and identity. The study’s findings indicate that the College’s relationship with the Southern Association of Colleges and Schools was largely reflective of the values, ideals, and perspectives of who represented the College at any given time. The College’s relationship with its founding body, the African Methodist Episcopal Church, was primarily maintained through the placement of Church members (largely clergy) on the College’s board of trustees, and evidenced in the College’s ideology and mission. Although an autonomous operating body, the College’s relationships with these two bodies are complicated by the institution’s reliance on continued financial support from the Church, and validation (in the form of accreditation) from SACS. While healthy working relationships with both bodies are not mutually exclusive, the internal planning, governance, and evaluation of the College must necessarily consider the values and expectations of these (and other) external entities.

The Center for Information and Communication Sciences graduate program commenced at Ball State University in 1986 with a specific focus to train graduate students to be leaders in the Information and Communication Technology (ICT) industry. The Center is the manifestation of a vision birthed out of creativity and resourcefulness. This study examined the creative pedagogy approach at CICS based on instruction, social learning culture, professional development, academic achievements, and collaborative interaction among students, faculty, alumni, and colleagues in ICT industries. The distinctiveness of this graduate program that combined in-class and out-of-class learning experiences was the focus of this study. This study employed a qualitative method, specifically a descriptive case study design with the intent to understand and explain the academic, social, and cultural phenomena of the graduate program at CICS. The central research questions of this study focused on the impact of the teaching, learning, social and leadership outcomes of the iv program. The data collection methods used for this inquiry were semi-structured interviews in combination with evidence from archival document data. The twelve participants were selected through purposive sampling and snowball sampling techniques. The data analysis consisted of open coding techniques that produced eight themes. The findings were organized in relation to the study’s three central research questions and indicated that the educational, technical, and social learning experiences of the masters program at CICS impacted the current students and alumni in a variety of ways. All the participants considered the program intense and comprehensive. They also agreed that the program was built around professional development. The existence of elements such as, the Student Social Learning Program (SSLP), teamwork, group projects, close-knit alumni community, well qualified faculty members, enrollment diversity, and studentcentered immersive learning made CICS distinct from other programs. The educational philosophy used in the program was described as effective, deliberate, consistent, clear-cut, invasive, multidisciplinary, integrated, and a culture of success. Key recommendations for further studies include study on the feasibility of replicating the success of CICS by adopting their pedagogical philosophies and practices and a comparative study of similar programs. / Department of Educational Studies

This study was carried out aiming at investigating the inclusion policies to students with special educational necessities in the Santa Maria RS universities and at the University Center in the same city. Higher Education constitutes a way to knowledge production and the University is the place where the values and practices of inclusive education should be lived. In this way, legislations and public policies must be considered in the implementation of the educational organizations actions because; the rights of students who have special educational necessities must be respected. The research presented was descriptive with case study characteristics and, with a qualitative approach. Interviews with gestors and students with special educational necessities were performed in the universities and at the University Center from Santa Maria - RS. Through the analysis one can infer that the inclusion of students with special educational necessities in the university is a recent discussion and, the presence of this student in this environment is new. While concluding, one can observe that the movements and advancements regarding the legislation are undeniable and, it is possible to notice among many questions that although embryonic the movements of the Santa Maria RS universities and from the University Center are being registered in the sense of producing ingression, access and retention of the student with special educational necessities. A lot must be done so that the universities as an educational institution give the opportunity and stimulate an education for all and, that the student with special educational necessities can have a life project concretized in society. The considered educational Institutions must be better prepared to a demand, which is increasing, of students with special educational necessities and, to do so they must stand up to political, economical and social scenery full of changes / O presente trabalho foi desenvolvido durante o Curso de Mestrado em Educação do Programa de Pós-graduação em Educação, linha de pesquisa Educação Especial da Universidade Federal de Santa Maria. Esta pesquisa foi desenvolvida com o objetivo de investigar as políticas para inclusão de alunos com necessidades educacionais especiais nas Universidades e Centro Universitário de Santa Maria RS. A educação superior constitui um meio para a produção do conhecimento e a universidade é um lugar onde os valores e práticas da educação inclusiva precisam ser vivenciadas. Neste sentido, a legislação e as políticas públicas precisam ser consideradas na implementação de ações da organização educacional, pois os direitos dos alunos com necessidades educacionais especiais precisam ser respeitados. A pesquisa apresentada foi descritiva, com característica de estudo de caso e abordagem qualitativa. Foram realizadas entrevistas com os gestores e alunos com necessidades educacionais especiais. Com a análise, infere-se que a inclusão do aluno com necessidades educacionais especiais nas Universidades e Centro Universitário, é discussão recente e a presença desse aluno é nova neste ambiente. Ao concluir, pode-se observar que são inegáveis os movimentos e avanços relativos à legislação, sendo possível constatar, entre outras questões, que mesmo embrionários os movimentos das universidades e centro universitário de Santa Maria RS começam a ser registrados no sentido de produzir ingresso, acesso e permanência do aluno com necessidades educacionais especiais. Muito ainda precisa ser feito para que as instituições educacionais oportunizem e incentivem uma educação para todos e o aluno com necessidades educacionais especiais possa ter um projeto de vida concretizado na sociedade. As instituições referidas necessitam estar melhor preparadas para a demanda cada vez maior de alunos com necessidades educacionais especiais e para tanto precisa enfrentar um cenário político, econômico e social de mudanças

Made available in DSpace on 2016-06-02T19:51:38Z (GMT). No. of bitstreams: 1 2325.pdf: 1159614 bytes, checksum: a893012114a6a02e5ba8c80bcb379270 (MD5) Previous issue date: 2009-02-18 / This work analyses the organizational arrangement isomorphism of graduation course coordination of the university center institutional model. This model has been regulated in the higher education since 1996 with the new Law of Guidelines and Basis of Education (Lei de Diretrizes e Bases da Educação). Taking into account that the educational institutions submit to the authoritative force of the legislation determined by the Educational Ministry, the course was taken as a referential to describe the structure framing facing the legal demands. This is the main focus of preoccupation of the university center because it is through this framing that teaching is transmitted. To achieve the target of this work a bibliographical research has been carried out on the institutional theory, on the new institutionalism and on bureaucracy characteristics and types of organizational structures. In addition to it, a case study has also been carried out with the courses of Administration and Social Communication Publicity and Advertisement in four university centers (three private institutions and one public institution) in the country of São Paulo State. One chairperson of each institution was interviewed, as well as the coordinators of the courses above mentioned, in a total of twelve researches. The isomorphism of the organizational arrangement in the graduation course coordination has been identified specially on the issues pre-established by law. Comparing the same courses, it has been observed that the courses of Administration are more isomorphic than the courses of Social Communication Publicity and Advertisement. Besides, a flexibility trend of the organizational structure of the institutions has been verified and this is meant to conform to the environmental uncertainties, that is to say, the existence of a mechanical structure (inheritance of the departmental framing) together with an organic structure. This factor also reflects on the difference between the form of course management where coordinators under the same internal regimen orientation print on the course their identity and their way of managing. / Este trabalho faz uma análise do isomorfismo do arranjo organizacional coordenação de curso de graduação do modelo institucional centro universitário, modelo este regulamentado no ensino superior a partir de 1996, com a nova Lei de Diretrizes e Bases da Educação. Sabendo-se que as instituições de ensino estão sujeitas à força normativa da legislação definida pelo Ministério da Educação, tomou-se como referencial o curso para descrever o enquadramento da estrutura perante as exigências legais, sendo este o principal foco de preocupações do centro universitário, pois é por meio dele que o ensino é propagado. Para tanto, foi realizada uma revisão bibliográfica sobre a teoria institucional, sobre o novo institucionalismo, bem como sobre as características de uma burocracia e os tipos de estruturas organizacionais. Além disso, foi realizado um estudo de caso com os cursos de Administração e Comunicação Social Publicidade e Propaganda em quatro centros universitários no interior do estado de São Paulo, sendo três privados e um público. Entrevistou-se um dirigente de cada instituição e os coordenadores dos cursos, totalizando doze entrevistas. Identificou-se, por fim, o isomorfismo do arranjo organizacional coordenação de curso, sobretudo nas questões pré-estabelecidas por lei. Na comparação entre mesmos cursos, observou-se que os cursos de Administração são mais isomórficos que os de Comunicação Social Publicidade e Propaganda. Além disso, verificou-se uma tendência de flexibilização da estrutura organizacional das instituições, para adequar-se às incertezas ambientais, ou seja, à convivência de uma estrutura mecanicista (herança da estrutura departamental) e orgânica, fator esse que também se reflete na diferenciação da forma de gestão dos cursos, aos quais coordenadores sob a orientação de um mesmo regimento interno, imprimem a sua identidade, sua forma de administrar.

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Jose Luiz Falotico Correa.pdf: 907495 bytes, checksum: 81cb8d9a5621b8b2e7e1daa03d6034cf (MD5) Previous issue date: 2011-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to collect data through a qualitative research, in order to discuss the teacher action at a University Center. This investigation involved bibliographical, documental and field research. The field research was based on questionnaires distributed, an interview with a teacher from the IES (Institute of Higher Education) and interviews with coordinators, using the focus group technique. The scenery for our study and analysis was a University Center in the interior of the State of São Paulo, and we focused on the actions of teachers in graduation courses, concerning their pedagogical stances, objectives, beliefs and formations. Finally, we tried to analyze the limitations found throughout this path and the possibilities that can be identified for the teacher action. By verifying such aspects, we tried to establish the relation of this fact with the teacher action in the classroom. All of this without losing sight of the teacher formation, its proposals, targets and profile. Believing that the teacher formation is done in a continuing process that aggregates personal formation to an initial formation which, added to the continuing education in practice, creates a professional which is in constant qualification in the eagerness of improving as an expert teacher who is aware of his/her social, scientific and political roles, which are of extreme importance to society. Our aims induce us to propose a Teacher Education Program with institutional support, which aims to better prepare teachers for their activity / O presente trabalho propõe, por meio de uma pesquisa qualitativa , levantar dados para se discutir a ação docente em um Centro Universitário. Para essa investigação, realizou-se uma pesquisa bibliográfica, documental e de campo.Na pesquisa de campo, apoiamo-nos em questionários distribuídos, entrevista feita com uma docente da IES e entrevistas com coordenadores, sendo utilizada com estes a técnica do grupo focal. O cenário,para nosso estudo e nossa análise, foi um Centro Universitário do interior do estado de São Paulo e, nele, centramo-nos na atuação dos docentes em cursos de graduação, em suas posturas pedagógicas, seus objetivos, suas crenças e suas formações. Enfim, buscamos analisar as limitações encontradas nesse percurso e as possibilidades que podem ser identificadas para a atuação docente . Verificando esses aspectos, procuramos estabelecer a relação disso com atuação desses docentes em sala de aula. Isso, sem perder de vista a formação do professor, suas propostas, metas e o seu perfil. Acreditando que a formação do docente se faz num processo contínuo que agrega a formação pessoal à formação inicial que somadas à formação continuada , em exercício, nos conduzem a um profissional que estaria em constante construção no afã de aprimorar-se como docente sabedor e consciente de seu papel social, científico e político, de extrema importância para uma sociedade. Nossos objetivos nos levam a propor um Programa de Formação Docente com o apoio institucional que tem como propósito subsidiar um melhor preparo do professor para sua atuação

Two years after Dutch émigré Andries Deinum was fired from the University of Southern California in 1955 for refusing to cooperate with the House Un-American Activities Committee, he moved to Portland, Oregon to teach film courses through the Portland Extension Center. By 1969 he had become integral to the local film community and had formed Portland State University's Center for the Moving Image (CMI), where he and Tom Taylor taught film history, criticism, and production for the next thirteen years. Although CMI was eliminated in 1981 as part of PSU's financial exigency, CMI's teachers and students have been a vital part of the thriving film community in Portland since its foundation. A key former student and figure in Portland's film community, Dr. Brooke Jacobson credits Deinum, Taylor, and CMI for laying the foundation for the Northwest Film Center (co-founded by Jacobson in 1971 as the Northwest Film Study Center). Through archival research and oral history methodology, this thesis pieces together Andries Deinum's role in the development of film education in the United States and the mark he left on Portland's cultural landscape, specifically the city's vital and thriving cinematic community.