This thesis debates differences of an ICT coordinator's work in different countries. In its theoretical part, it examines work of an ICT coordinator and If and how this role could be separated to methodical (pedagogical) work and coordinating work and emphasizes how important it is to separate this role from a work of a technician. This work also brings results of various international researches from this field and compares them with a research done in the Czech Republic. Comparing the results reveals that situation of Czech ICT coordinators does not differ in most points from their international counterparts. The two areas that show differences is that the Czech coordinators are more often expected to cover work of a an IT technican and more issues with quality of hardware and internet connection. Powered by TCPDF (www.tcpdf.org)

The objective of modeling, verification, and synthesis of hierarchical hybrid mission control for underwater vehicle is to (i) propose a hierarchical architecture for mission control for an autonomous system, (ii) develop extended hybrid state machine models for the mission control, (iii) use these models to verify for logical correctness, (iv) check the feasibility of a simulation software to model the mission executed by an autonomous underwater vehicle (AUV) (v) perform synthesis of high-level mission coordinators for coordinating lower-level mission controllers in accordance with the given mission, and (vi) suggest further design changes for improvement. The dissertation describes a hierarchical architecture in which mission level controllers based on hybrid systems theory have been, and are being developed using a hybrid systems design tool that allows graphical design, iterative redesign, and code generation for rapid deployment onto the target platform. The goal is to support current and future autonomous underwater vehicle (AUV) programs to meet evolving requirements and capabilities. While the tool facilitates rapid redesign and deployment, it is crucial to include safety and performance verification into each step of the (re)design process. To this end, the modeling of the hierarchical hybrid mission controller is formalized to facilitate the use of available tools and newly developed methods for formal verification of safety and performance specifications. A hierarchical hybrid architecture for mission control of autonomous systems with application to AUVs is proposed and a theoretical framework for the models that make up the architecture is outlined. An underwater vehicle like any other autonomous system is a hybrid system, as the dynamics of the vehicle as well as its vehicle level control is continuous whereas the mission level control is discrete, making the overall system a hybrid system i.e., one possessing both continuous and discrete states. The hybrid state machine models of the mission controller modules is derived from their implementation done using TEJA, a software for representing hybrid systems with support for auto code generation. The verification of their logical correctness properties has been done using UPPAAL, a software tool for verification of timed automata a special kind of hybrid system. A Teja to Uppaal converter, called dem2xml, has been created at Applied Reserarch Lab that converts a hybrid (timed) autonomous system description in Teja to an Uppaal system description. Verification work involved developing abstract models for the lower level vehicle controllers with which the mission controller modules interact and follow a hierarchical approach: Assuming the correctness of level-zero or vehicle controllers, we establish the correctness of level-one mission controller modules, and then the correctness of level-two modules, etc. The goal of verification is to show that any valid meaning for a mission formalized in our research verifies the safe and correct execution of actions. Simulation of the sequence of actions executed for each of the operations give a better view of the combined working of the mission coordinators and the low level controllers. So we next looked into the feasibility of simulating the operations executed during a mission. A Perl program has been developed to convert the UPPAAL files in .xml format to OpenGL graphic files. The graphic files simulate the steps involved in the execution of a sequence of operations executed by an AUV. The highest level coordinators send mission orders to be executed by the lower level controllers. So a more generalized design of the highest level controllers would help to incorporate the execution of a variety of missions for a vast field of applications. Initially, we consider manually synthesized mission coordinator modules. Later we design automated synthesis of coordinators. This method synthesizes mission coordinators which coordinate the lower level controllers for the execution of the missions ordered and can be used for any autonomous system.

This study explored the demographics, environmental tendencies, and significant life experiences of 91 Sustainability Coordinators employed by municipalities across Canada. The intent of this research was to find a common set of activities that may have motivated these individuals, and may motivate others, to take on roles and practical challenges in the realm of sustainability. A mixed methods approach was conducted which was inclusive of a literature review, an online survey (which acquired demographic info, three environmentally themed psychological scales, and an open ended question of autobiographical recollections), and statistical analysis. The results paralleled findings of other researchers on similar environmental groups, where gender was the predominant predictor of environmental tendency and that various experiences in natural areas are what these individuals attribute these pro-environmental tendencies to. This research will add to the minimal literature available on this emerging and undocumented occupation.

nÃo hà / O presente trabalho tem como eixo condutor de discussÃo o perfil e as funÃÃes do coordenador de cursos de graduaÃÃo em InstituiÃÃes de Ensino Superior privada cujo objetivo central à compreender a correlaÃÃo que existe entre a formaÃÃo e a atuaÃÃo de tais coordenadores tomando como parÃmetro de anÃlise algumas IES privadas de Fortaleza. A proposta da pesquisa emergiu a partir da nossa experiÃncia, de mais de dez anos, atuando na coordenaÃÃo de cursos de graduaÃÃo de InstituiÃÃo de Ensino Superior Privada. Durante essa prÃtica pudemos perceber que as mudanÃas nas Ãltimas dÃcadas, inclusive no setor educacional, provocaram uma necessidade de se buscar profissionais com novos perfis de formaÃÃo capazes de atender Ãs demandas sÃcio-educacionais. No entanto, o que se percebe, em relaÃÃo ao coordenador de curso, à que hà uma acentuada carÃncia no que diz respeito ao oferecimento de uma formaÃÃo acadÃmica dando ao profissional desta Ãrea um suporte teÃrico que lhe garanta eficiÃncia e funcionalidade nas suas atividades. Fundamentando-se nessa realidade lanÃamos a seguinte pergunta: apenas a prÃtica à suficiente para o bom desempenho do coordenador de curso no exercÃcio de suas funÃÃes ou à necessÃria uma formaÃÃo a priori? Para fundamentarmos as nossas consideraÃÃes tomamos como base teÃrica central o pensamento de Max Weber referente à relaÃÃo entre o tipo ideal e o real, acompanhado das posiÃÃes de Tragtenber e do Buarque de Holanda. Para Weber a realidade à cheia de peculiaridades e o cientista social toma como objeto apenas um fragmento finito dessa realidade, mas a resposta aos problemas especÃficos encontra-se na compreensÃo histÃrica de uma determinada objetividade na elaboraÃÃo dos tipos ideais atravÃs dos quais se busca tornar compreensÃvel a natureza particular de determinados fenÃmenos. Aqui se estabelece a anÃlise das relaÃÃes causais tendo como critÃrio determinados valores, tanto do pesquisador como do objeto pesquisado. Trazendo esse pensamento de Weber para o nosso objeto de estudo podemos falar da relaÃÃo entre o tipo ideal do coordenador de curso e a fenomÃnica com que se apresenta na realidade prÃtica. Como recurso metodolÃgico, optamos por realizar uma pesquisa documental para construir um perfil ideal desse profissional a partir dos seguintes dados: os currÃculos Lattes de 28 coordenadores de cursos de trÃs IES e a aplicaÃÃo de questionÃrios com oito coordenadores, nos quais destacamos as caracterÃsticas e as aÃÃes do coordenador de curso, como se tornaram coordenadores, a preparaÃÃo para tal atuaÃÃo e as dificuldades encontradas nas suas prÃticas. Os resultados comprovaram os nossos pressupostos, principalmente aquele relativo à ausÃncia e à necessidade de uma formaÃÃo especÃfica do coordenador de curso para o exercÃcio das suas funÃÃes. Tal formaÃÃo poderà proporcionar nÃo somente uma melhor atuaÃÃo do coordenador de curso, mas tambÃm a otimizaÃÃo do trabalho acadÃmico como um todo, favorecendo Ãs IES e, acima de tudo, aos alunos que deveriam ser a pedra angular do processo educativo. / The current study is the guiding thread of discussion and profile functions coordinator of graduate programs in higher education institutions whose private main objective is to understand the correlation between the formation and the performance of Engineers such as taking a parameter for analysis of some private HEIs Fortaleza. The research proposal has emerged from our experience of over ten years, working in coordination of undergraduate courses in Private Higher Education Institution. During this practice we realized that the changes in recent decades, including in the education sector have created a need to seek professionals with new training profiles able to meet the social and educational demands. However, what is perceived in relation to the course coordinator is that there is a marked deficiency with respect to the offering of an academic professional training giving this area a theoretical support which guarantees efficiency and functionality in their activities. Building upon this reality launched the following question: just practice is sufficient for good performance of the course coordinator in the performance of his duties or training is required a priori? To substantiate our considerations we take as a central theoretical foundation the thought of Max Weber concerning the relationship between the ideal and the real kind, together with positions and Tragtenber Buarque de Holanda. For Weber the reality is full of quirks and the social scientist has as its object only a finite fragment of this reality, but the response to the specific problems lies in the historical understanding of a certain objectivity in drafting the ideal types through which it seeks to make understandable the particular nature of certain phenomena. Here lies the analysis of causal relationships tended as certain values of both the researcher and the researched object. Bringing this thought from Weber to our subject we can talk about the relationship between the ideal type of the course coordinator and the phenomenal that is presented in practical reality. As a methodological approach, we decided to conduct documentary research to build an ideal profile of a trader from the following data: the Lattes curricula of 28 coordinators three courses HEIs and questionnaires with eight engineers, in which we highlight the characteristics and shares of the course coordinator, as they became engineers, preparation for such action and the difficulties encountered in their practices. The results confirmed our assumptions, especially which is concerning the absence and the need for a specific training course coordinator for the exercise of their functions. Such training can not only provide better performance of the course coordinator, but also the optimization of academic work as a whole, favoring the HEIs and, above all, students should be the cornerstone of the educational process.

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Made available in DSpace on 2017-07-21T20:31:29Z (GMT). No. of bitstreams: 1 PRISCILA KAILER.pdf: 2688916 bytes, checksum: a763ed4a6adffd4cc85cf3403d05468e (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study has as object the initial education of the pedagogical coordinator of Ponta Grossa State University between 2007 and 2010. The analysis of the initial education of the pedagogical coordinator is justified due to the historical and social changes held in the locus of the pedagogical coordinator education in recent years. The central question that guided this research was: What are the contributions of the initial education of the Pedagogy course in Ponta Grossa State University (2007-2010) when building the knowledge required to the pedagogical coordinator practice? To this end, the aim of this work was: a) analyze the initial education knowledge of the Pedagogy course of Ponta Grossa State University (2007-2010) that are present in the practice of the pedagogical coordinator; b) investigate the contributions of the initial education of the Pedagogy course of Ponta Grossa State University (2007-2010) when building the knowledge required to the pedagogical coordinator practice. We understand the pedagogical coordinator as part of the teaching staff that does his/her work in the pedagogical coordination and organization of the school. Among the duties of the pedagogical coordinator, we emphasize the activities that involve the continuing education of teachers and mediation for collective construction and implementation of the Pedagogical Master Plan, among other actions whose purpose is students’ learning. We present throughout this text discussions that involve the object of this research, the initial education of the pedagogical coordinator between 2007 and 2010. Therefore, we use the following authors to understand the historical background and the education models of this professional: Kuenzer (1996, 1998, 2002, 2004, 2006), Ferreira (1999, 2003, 2005, 2011) and Saviani (1999, 2002, 2007, 2008). To address the concern about the performance of the pedagogical coordinator and the specific knowledge of this professional, we bring Domingues (2014), Gauthier, (1998), Tardif, (2002) and Pinto (2011). We also discuss the complex relationship between theory and practice that involves the education of the pedagogical coordinator with the following authors: Gimeno Sacristán (1999), Vázquez (1968) and the consensus and dissent that permeated the disputes in the elaboration of the National Curriculum Guidelines of the Pedagogy Course. We discuss the initial education of the teacher of Ponta Grossa State University (2007-2010) in order to understand the education of the pedagogical coordinator in space/time where this work was conducted based on Santos (1999), Masson and Mainardes, (2009). To this end, it was necessary to analyze the design and redesign of the Pedagogical Master Plan of the State University of Ponta Grossa - PR (2007-2010). This research relied on the qualitative approach according to Richardson et al. (1999). Research data were obtained through semi-structured interviews and the document analysis was based on Lüdke e André (1986). The research had the participation of six (6) 2007 and 2010 graduated pedagogical coordinators of the Pedagogy course of the State University of Ponta Grossa. We emphasize that of the six (6) pedagogical coordinators, three (3) worked in the Municipal Center for Early Childhood Education, and three (3) were in the Elementary School. For data analysis, we used Bardin's content analysis (1977). The results of this research show that the amplitude of the education of the pedagogical coordinator defies the possibilities of educating a professional for various functions, teacher, manager and researcher, who, though related, has specificities. We also highlight that the initial education of the Pedagogy course of Ponta Grossa State University (2007-2010) is more focused on teaching, being, consequently, knowledge of the pedagogical coordinator education of secondary importance. / O presente estudo tem como objeto a formação inicial do coordenador pedagógico da Universidade Estadual de Ponta Grossa entre 2007 e 2010. A análise da formação inicial do coordenador pedagógico justifica-se tendo em vista as modificações históricas e sociais realizadas no lócus da formação do coordenador pedagógico nesses últimos anos. A questão central que norteou esta investigação foi: Quais as contribuições da licenciatura em Pedagogia da Universidade Estadual de Ponta Grossa (2007-2010) na construção dos saberes necessários para a prática do coordenador pedagógico? Para tanto, objetivou-se neste trabalho: a) analisar os saberes da licenciatura em Pedagogia da Universidade Estadual de Ponta Grossa (2007-2010) que estão presentes na prática do coordenador pedagógico; b) investigar as contribuições da licenciatura em Pedagogia da Universidade Estadual de Ponta Grossa (2007-2010) na construção dos saberes necessários para a prática do coordenador pedagógico. Entende-se o coordenador pedagógico como parte integrante do corpo de professores que realiza seu trabalho na coordenação e na organização pedagógica da escola. Entre as atribuições que competem ao coordenador pedagógico, ressaltam-se as atividades que envolvem a formação continuada dos docentes e a mediação para construção e implementação coletiva do Projeto Político Pedagógico (PPP), entre outras ações que têm como fim a aprendizagem dos alunos. Apresentam-se, ao longo deste texto, as discussões que envolvem o objeto da presente investigação, a formação inicial do coordenador pedagógico entre 2007 e 2010. Assim, utilizamos os seguintes autores para compreender o percurso histórico e os modelos formativos desse profissional: Kuenzer (1996, 1998, 2002, 2004, 2006), Ferreira (1999, 2003, 2005, 2011) e Saviani (1999, 2002, 2007, 2008). Para tratar da preocupação com a atuação do coordenador pedagógico e os saberes específicos desse profissional, traz-se Domingues (2014), Gauthier, (1998), Tardif, (2002) e Pinto (2011). Aborda-se, também, a complexa relação teoria e prática que envolve a formação do coordenador pedagógico com os seguintes autores: Gimeno Sacristán (1999), Vázquez, (1968) e os consensos e dissensos que permearam as disputas na elaboração das Diretrizes Curriculares Nacionais do Curso de Pedagogia. Discute-se a formação inicial do pedagogo da Universidade Estadual de Ponta Grossa (2007-2010), com o propósito de compreender a formação do coordenador pedagógico no espaço/tempo no qual se realizou esta pesquisa, com base em Santos (1999), Masson e Mainardes, (2009). Para isso, fez-se necessária a análise da elaboração e da reformulação do Projeto Político Pedagógico da Universidade Estadual de Ponta Grossa – PR (2007-2010). Esta pesquisa apoiou-se na abordagem qualitativa conforme Richardson et al. (1999). Os dados da pesquisa foram obtidos com entrevistas semiestruturadas e, para análise documental, apoiou-se em Lüdke e André (1986). A pesquisa teve a participação de seis (6) coordenadoras pedagógicas egressas do curso de Pedagogia com a formação entre 2007 e 2010 da Universidade Estadual de Ponta Grossa. Enfatiza-se que, do total de seis (6) coordenadoras pedagógicas, três (3) atuavam no Centro Municipal de Educação Infantil (CMEI), e outras três (3) encontravam-se no espaço do Ensino Fundamental. Para a análise dos dados, utilizou-se da Análise de Conteúdo de Bardin (1977). Os resultados desta pesquisa mostram que a amplitude da formação do coordenador pedagógico desafia as possibilidades de formar um profissional para diversas funções, docente, gestor e pesquisador, que, apesar de correlatas, possuem especificidades. Ressalta-se, também, que a licenciatura em Pedagogia da Universidade Estadual de Ponta Grossa (2007-2010) é mais voltada à docência, que, em decorrência, secundariza saberes da formação do coordenador pedagógico.

Made available in DSpace on 2016-04-27T14:31:21Z (GMT). No. of bitstreams: 1 Maria Christina Justo.pdf: 6887904 bytes, checksum: 696ecf418a02f829265e925ed174fa5d (MD5) Previous issue date: 2014-03-28 / The purpose of this research is to investigate the possibilities and limitations of action that a Course Coordinator has in his work as an educational manager of a University Center. The methodology applied herein was a qualitative approach with features of a case study. The research was developed through literature review, documental analysis and field research. Data were collected through observation, questionnaires and a focus group. Its setting was a Higher Education Institution in the state of São Paulo. These data, having as subject course coordinators, were analyzed and included in this study. As a result of the research, it was possible to recognize the dimensions of the performance and to characterize the roles of course coordinators in University Centers, and to clarify the actions that are relevant to their performance in the organization and operation of their courses. Moreover, there is evidence that, despite the work load of a course coordinator, the outcomes of formative and developmental proposals for higher education teachers may benefit from the intervention of this professional. This research does not intend to be exhaustive, but rather to foster studies related to the challenges and demands regarding the work of course coordinators in private higher education institutions, including the continuing education of teachers under their responsibility. Further investigations may be developed from the contributions presented in this work, expanding the meaning of this professional within higher education / Esta pesquisa tem por objetivo investigar os limites e possibilidades de ação que o Coordenador de Curso tem em seu trabalho, enquanto gestor educacional de um Centro Universitário. A opção metodológica utilizada foi a abordagem qualitativa com características de estudo de caso. A pesquisa foi elaborada por meio da pesquisa bibliográfica, análise documental e pesquisa de campo. Os dados foram coletados por meio de observação, questionário e grupo focal. O cenário da pesquisa foi um Centro Universitário do interior do Estado de São Paulo. Os dados coletados, tendo como sujeitos os coordenadores de curso, foram submetidos à análise e compõe este estudo. Como resultado da pesquisa, foi possível reconhecer as dimensões de atuação e caracterizar as funções do coordenador de curso em Centros Universitários e explicitar as ações pertinentes a sua atuação na organização e no funcionamento de seu curso. Além disso, pode-se afirmar que, apesar da quantidade de suas atribuições, os resultados dos processos de realização de propostas formativas e de desenvolvimento de docentes no ensino superior podem ser favorecidos com a intervenção deste profissional. Esta pesquisa não encerra o assunto abordado, mas estimula os estudos relacionados aos desafios e demandas relativas ao trabalho dos coordenadores de curso de instituição privada do ensino superior, incluindo a formação continuada de docentes sob sua responsabilidade. Novas pesquisas poderão ser desenvolvidas a partir dos subsídios apresentados neste trabalho, ampliando o significado deste profissional no ensino superior

Studien tar avstamp i de livliga diskussioner om specialpedagogens roll, uppdrag och arbetsuppgifter som förekommer i bland annat pedagogisk litteratur, tidskrifter och digitala forum. Syftet med studien är att belysa vilka arbetsuppgifter en specialpedagog, verksam inom förskola, grundskola och gymnasieskola i Sverige, bör utföra. Studien har en kvantitativ ansats och data samlades in med hjälp av anonyma digitala enkäter som besvarades av examinerade specialpedagoger. Resultatet visar att specialpedagoger är eniga om att en mångfald av arbetsuppgifter bör ingå i uppdraget. Resultatet visar också att specialpedagoger blir ombedda att utföra många arbetsuppgifter som de inte anser borde ingå i deras uppdrag. Av studien framgår att specialpedagoger önskar en tydligare rolldefinition och de lyfter rektors betydelse för detta. Studien kan utgöra ett bidrag till debatten om rollen och bidra till att klargöra behovet av tydliggjorda roller samt i förlängningen leda till ökad samsyn kring rollerna i skolan. / The study is based on the lively discussions about the special educational needs coordinator's role, assignments and tasks that occur in educational literature, journals and digital forums among others. The purpose is to shed light on which tasks a special educational needs coordinator, active in preschool, primary school and upper secondary school in Sweden, should perform. The study has a quantitative approach and data was collected using anonymous digital surveys. The respondents were graduated special educational needs coordinators. The result shows that special educational needs coordinators agree that a variety of tasks should be included in the assignment. The result also shows that they are asked to perform many tasks that they do not consider should be included in the assignment. The study shows that the special educational needs coordinators want a clearer role definition and they emphasize the importance of the principal in this. The study can constitute a contribution to the debate about the role, help to elucidate the need for clarified roles and in the long run lead to increased consensus about roles in school.

Syftet med denna fallstudie är att få en bild av vad specialpedagogens roll i förskolan innehåller och innebär. Studiens ansats är kvalitativ och som empirisk datainsamlingsmetod används kvalitativa intervjuer samt observationer. Studiens analysbegrepp är det specialpedagogiska dilemmaperspektivet samt den sociokulturella teorin. Rapporten beskriver specialpedagogens roll på två olika förskolor. Den beskriver också de förväntningar som finns på specialpedagogen samt specialpedagogens syn på sin egen roll. Studien visar att specialpedagogens uppdrag kan se väldigt olika ut, beroende på flera olika faktorer - bland annat anställningsform och organisation. / The purpose of this case study is to describe the role of the special education needs coordinator (SENCO) in preschools. The study's approach is qualitative. The method used is qualitative interviews and observations. The study's analysis concepts are the special education dilemma perspective and the sociocultural theory. The study aims to describe the role of the SENCOs in two different preschools. It is also aiming to describe the expectations upon the SENCOs and what the SENCOs thinks about their own role. The study shows that the assignments of the SENCO can look very different depending on several factors- including employment status and organization.

This report discusses my internship with the Lakefront Arena at the University of New Orleans. Included in this report is a breakdown of the Arena’s management and facilities, internship overview, organization analysis based upon my observations, best practices comparing similar venues, and recommendations to the Lakefront Arena. The internship concluded with a job offer as the interim Campus Booking Coordinator, to which I accepted.