Introdução: Os estágios curriculares supervisionados dos cursos de licenciatura são oportunidades que permitem aos professores em formação, refletirem sobre sua prática, ajudando-os na construção de um conhecimento pedagógico, que o embasará ao longo de sua vida profissional. Neste contexto é esperado que os licenciandos desenvolvam reflexões que transponham o nível descritivo, para que sejam levados a um olhar crítico sobre seu desempenho, com o objetivo de transformar a sua prática pedagógica. As narrativas construídas através da elaboração de portfólios reflexivos apresentam-se como estratégias potencializadoras para o desenvolvimento de práticas reflexivas. Objetivo: Este estudo teve como objetivo analisar, quanto aos níveis de reflexão, as narrativas relacionadas à prática pedagógica vivenciada durante o estágio curricular supervisionado relatadas nos portfólios de licenciandos de Enfermagem. Método: Trata-se de um estudo documental exploratório-descritivo. Foram analisados os portfólios dos estudantes do curso de Licenciatura em Enfermagem de uma universidade pública de São Paulo. O portfólio foi desenvolvido no estágio curricular supervisionado que é integrado à disciplina ENO 436 - Metodologia de ensino de Enfermagem II, em 2011. A disciplina, que tem como foco as bases teórico-metodológicas e práticas para a formação do professor, propôs uma Rota de Aprendizagem constituída por oito atividades para a elaboração do portfólio, das quais duas foram analisadas: Descrição reflexiva da aula teórica ministrada e Descrição reflexiva da supervisão em campo de prática. Resultados: A turma analisada era composta por 43 estudantes, sendo que somente 28 completaram as duas atividades descritas em seus portfólios. Na primeira atividade, dos 28 portfólios analisados, todos apresentaram narrativas em nível técnico de reflexão, 22 em nível crítico e 15 em nível metacrítico e na segunda atividade, todos os portfólios apresentaram narrativas em nível técnico, 21 em nível crítico e 16 em nível metacrítico. Os fatos narrados por todos os licenciandos aconteceram em diversas escolas e instituições de saúde, sob a supervisão de diferentes professores supervisores, onde cada licenciando enfatizou em suas narrativas o que lhe foi mais significativo. Conclusões: O portfólio proporcionou o desenvolvimento dos três níveis de reflexão propostos por Sá-Chaves (2000), técnico, crítico e metacrítico, porém nem todos os licenciandos alcançaram o nível crítico e metacrítico. Os estudantes tiveram oportunidade de vivenciar a prática pedagógica e muitos apresentaram reflexões em nível metacrítico, refletindo sobre seu desempenho, sobre a construção da sua identidade docente e sobre a importância de refletir sobre a prática com o objetivo de transformá-la e transformar-se a si mesmo. O portfólio representou um espaço significativo para a reflexão dos licenciandos sobre a prática vivenciada no campo de estágio bem como uma ferramenta relevante para os professores na medida em que estes, a partir desses resultados, poderão reiterar e reestruturar a proposta do uso do portfólio no Curso de Licenciatura em Enfermagem. / Introduction: The supervised training program of the degree courses are opportunities that allow to the teachers in formation think about their practice, helping them in the construction of a pedagogical knowledge that will base them along their professional life. In this context, it is waited that the undergraduates develop reflections to transpose the descriptive level, so that they are taken to a critical view on their acting, with the objective of transforming their pedagogical practice. The narratives built through the elaboration of reflexive portfolios present as potentiated strategies for the development of reflexive practices. Objective: This study had as objective analyzes, as for the reflection levels, the narratives related to the pedagogical practice experienced during the supervised training program reported in the portfolios of the Nursing undergraduates. Method: It is an exploratory-descriptive documental study where were analyzed the portfolios of the undergraduates of Nursing degree in a public university in São Paulo. The portfolio was developed in the supervised training program that is integrated into the discipline Nursing Teaching Methodology II (ENO 436), in 2011. The discipline, that focuses the theoretical-methodological and practical bases for the formation of the teacher proposed a Route of Learning constituted by eight activities for the elaboration of the portfolio, of which two were analyzed: Reflexive description of the theoretical class taught and \"Reflexive description of the supervision in the practical field. Results: The analyzed group was composed by 43 students, and only 28 completed the two activities described in their portfolios. In the first activity, of the 28 portfolios analyzed, all presented narratives in technical level of reflection, 22 in critical level and 15 in level metacritical and in the second activity, all of the portfolios presented narratives in technical level, 21 in critical level and 16 in level metacritical. The facts narrated by all of the undergraduates happened in several schools and institutions of health, under the supervision of different supervising teachers, where each undergraduate emphasized in their narratives what was more significant. Conclusions: The portfolio provided the development of the three reflection levels proposed by Sá-Chaves (2000), technician, critic and metacritical, however not all of the undergraduates reached the critical and metacritical level. The students had opportunity to experience the pedagogical practice and many ones presented reflections in the metacritical level, thinking about their acting, about the construction of their teaching identity and on the importance of contemplating on the practice with the objective of transforming it as well as themselves. The portfolio represented a significant space for the reflection of the undergraduates on the practice experienced in the training field as well as a relevant tool for the teachers, in so far these ones, from those results, can reiterate and restructure the proposal of the use of the portfolio in the Nursing degree.

Using a stylized two-period model we compare portfolio solutions from two local solution approaches - the approach of Judd and Guu (2001) and the approach of Devereux and Sutherland (2010, 2011) - with the true nonlinear portfolio solution.

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students’ science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college science readiness. Data from the transcripts of two graduating classes were analyzed and the interview transcripts were coded and analyzed as well. Analysis of qualitative data revealed key findings: (1) the school’s Habits of Mind, authentic scientific inquiry, self-regulated learning triggers and strategies, and teacher feedback practices driven by an ethic of care supported students’ science learning and portfolio assessment; and (2) the cyclical and extensive portfolio processes of writing, revision, and submission well prepared alumni for college science laboratory work and coursework, to a certain extent, but not for the traditional assessments administered in college science courses. Analysis of quantitative data revealed that, if based solely on the City University of New York’s Regents score criteria for college readiness, the majority of students from these two graduating classes studied would not have been considered college ready even though all participants, including interviewed alumni, believed the school prepared them for college. The majority of these students, however, were transitioning to college readiness based on their Regents-level science and mathematics coursework. Findings of this study have implications for science assessment, professional development in science, education policy reform, and high school partnerships with CBOs and postsecondary institutions as they pertain to college and college science readiness for students of color in urban portfolio community high schools.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-23T17:39:36Z No. of bitstreams: 2 DISSERTAÇÃO - KARINE DINIZ XAVIER - FINAL.pdf: 1895047 bytes, checksum: 884de83a7704304b48f37431bda32b21 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-09-23T18:31:45Z (GMT) No. of bitstreams: 2 DISSERTAÇÃO - KARINE DINIZ XAVIER - FINAL.pdf: 1895047 bytes, checksum: 884de83a7704304b48f37431bda32b21 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-23T18:31:45Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO - KARINE DINIZ XAVIER - FINAL.pdf: 1895047 bytes, checksum: 884de83a7704304b48f37431bda32b21 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study presents an instrument for farmers and general users to mitigate the risk on the agricultural market. Such instrument refers to different portfolios from a table composed of several agricultural activities. These portfolios are accompanied by its risk and monthly operating payback, along with optimal allocation of its financial resources and the area of rural property for each activity. Whence, eight agricultural activities economically relevant to the State of Goiás were primarily selected (cotton, rice, beef cattle, bean, corn, soybean, sorghum and tomato) and the monthly medium prices series received by farmers were researched at the Companhia Nacional de Abastecimento – Conab. Also, the series of operational costs per hectare were collected from the Federação da Agricultura e Pecuária de Goiás – Faeg. Posteriorly, the operating payback of each related activity was calculated and checked the stationarity of the payback series. After confirmed the stationarity of the time series, the volatility of the payback series from each activity was analyzed. Then was calculated the matrix of correlation between the activities payback on the study and the model of linear programming, which has the equation proposed by Markowitz (1952) as objective function in order to minimize the portfolio risk. The results show portfolios with combinations of two, three, four, five and six agricultural activities. It was possible to check that Portfolio 1, composed by corn and soybean activities, showed greater level of monthly operational payback, 15.70%, to a risk of 2.79%. The Portfolio 6, composed by tomato and beef cattle activities, offer a minor level of risk when compared to other portfolios, 0.35%, to a monthly operational payback of 3.33%. The choice of the best portfolio is done when the user takes into account the level of risk which he or she is able to face. It was also possible to check that the activity diversification promotes the reduction of the non-systemic risk until a certain limit amount of agricultural activities in the portfolio. The Efficient Frontiers showed each combination of risk and payback that makes up the portfolio, further offering great resource allocations (land and capital). / Este estudo apresenta um instrumento para produtores rurais e usuários em geral para mitigação do risco no mercado agropecuário. Tal instrumento se refere a uma tabela com diferentes portfólios compostos por diferentes atividades agropecuárias, acompanhados de seu risco e retorno operacional mensal, além das alocações ótimas dos recursos financeiros e da área da propriedade rural para cada atividade. Para isso, primeiramente foram selecionadas oito atividades agropecuárias de relevância econômica para o Estado de Goiás (algodão, arroz, bovinocultura de corte, feijão, milho, soja, sorgo e tomate) e levantadas as séries temporais de preços médios mensais recebidos pelo produtor, junto à Companhia Nacional de Abastecimento - Conab, e as séries temporais de custos operacionais por hectare, junto à Federação da Agricultura e Pecuária de Goiás - Faeg. Posteriormente foram calculados os retornos operacionais de cada atividade relacionada e verificada a estacionariedade da série de retornos. Confirmada a estacionariedade das séries temporais, foram analisadas as volatilidades das séries de retornos de cada atividade. Logo após, calculou-se a matriz de correlação entre os retornos das atividades em estudo e o modelo de programação linear, que possui como função objetivo a equação proposta por Markowitz (1952) que visa minimizar o risco de um portfólio. Os resultados oferecem portfólios com a combinação de duas, três, quatro, cinco e seis atividades agropecuárias. Foi possível verificar que o Portfólio 1, composto pelas atividades milho e soja, apresentou maior nível de retorno operacional mensal, 15,70%, para um risco de 2,79%. O Portfólio 6, formado pelas atividades tomate e bovinocultura de corte, oferece o menor nível de risco quando comparado aos outros portfólios, 0,35%, para um retorno operacional mensal de 3,33%. A escolha do melhor portfólio é feita pelo usuário levando em consideração o nível de risco que ele está disposto a enfrentar. Também foi possível verificar que a diversificação permite a significativa redução do risco não – sistêmico até certa quantidade limite de atividades agropecuárias no portfólio. As Fronteiras Eficientes apresentam cada combinação de risco e retorno que perfazem o portfólio, além de oferecem as alocações ótimas de recursos (terra e capital).

Este trabalho tem como objetivo descrever a implantação de um modelo para obtenção de sucesso na execução de obras oriundas do Planejamento de Distribuição, de forma a obter os benefícios integrais que as mesmas devem trazer tanto ao sistema elétrico como também à vida técnica e financeira da Distribuidora. Além de dotar as Distribuidoras de um mecanismo que possa atuar na otimização de seus custos, necessidade fundamental antes da publicação da Medida Provisória nº 579 de 11 de setembro de 2012 que dispõem sobre - Concessões de Geração, Transmissão e Distribuição de energia elétrica, sobre a redução de encargos setoriais, sobre a modicidade tarifária - que pressionam ainda mais as Distribuidoras na busca de soluções inovadoras e de impacto para buscar o equilíbrio de caixa. Considerando que o modelo atual de contratação de obras leva as Distribuidoras a não conseguirem executar toda a programação recomendada pelo Planejamento em função da falta de materiais ou por problemas vinculados à contratação das obras, não são obtidos os benefícios que a Distribuidora teria com a sua execução, pelo contrário, os atrasos causam prejuízos, atendimento deficiente, degradação da rede, etc. Desta forma o processo de gestão proposto é utilizado em um conjunto de obras determinadas pelo Planejamento, incluindo a definição dos materiais para a execução das mesmas. Os pontos importantes deste processo seriam a estrutura de contratação utilizando financiamento, além do repasse da responsabilidade de boa parte da cadeia de valor da gestão dos materiais para as empresas executoras dos serviços de obras, possibilitando a Distribuidora obter vantagem na alavancagem financeira, reduções de custos em sua estrutura, além de redução das perdas de não execução do Plano de Obras definido pelo Planejamento. Este processo de gestão busca mecanismos que possam alavancar a execução dos projetos que utilizam recursos de curto prazo já que a maioria dos projetos dura em média de 6 a 12 meses, salientando-se que ao se buscar novos mecanismos, as empresas distribuidoras conseguem reduzir seu desembolso de curto prazo, reduzir custos de estoques, contratação de pessoal, impactando tanto nos custos fixos como nos variáveis dentro da organização, e com isso obtendo equilíbrio no resultado do seu EBITDA (earnings before interest, taxes, depreciation and amortization). Principalmente após a publicação da MP Nº 579, ficou evidente, a necessidade de se buscar opções adequadas para atender o mercado de distribuição que tem dentro das novas premissas regulatórias, a imperiosa restrição de custos sejam eles de natureza operacionais ou econômicos. No modelo proposto foram utilizados dados e informações da modelagem executada em uma empresa de Distribuição do setor elétrico Brasileiro. Foi possível através desta modelagem, mostrar os benefícios tanto para os Stakeholders, as partes interessadas, empregados, investidores, como para os Shareholders, acionistas. É importante saber que a estruturação deste modelo proposto requer a utilização de ampla gama de instrumentos financeiros, comerciais, legais e técnicas para mitigação de riscos e um rigoroso controle dos fluxos financeiros para os empreendimentos necessários pela Empresa. / This research aims to describe the implementation of a model to succeed in the execution of works derived from Distribution Planning, in order to achieve the full benefits they could bring both to the electrical system as well as to the technical and financial life of the power distribution company (PDC); these benefits are defined, a priori, by the planning area. Besides providing the PDCs with a mechanism that can act to optimize their costs, a fundamental need before the publication of Provisional Measure No. 579 of September 11th, 2012, which provides about Generation Concessions, power Transmission and Distribution, the reduction of sector charges, the tariff affordability, Pushing PDCs further towards finding innovative solutions and impact to seek cash balance. Considering that the current model of contracting works leads the PDCs to fail to perform the whole schedule recommended by Planning due to the lack of materials or problems related to contracting works, the PDCs would not obtain the benefits expected with their execution; delays thus cause losses, inadequate service, network degradation, etc. Thus, the proposed management process is used in a number of works determined by Planning, including the definition of materials for their execution. The important points of this process would be the hiring structure using financing, along with the transfer of the responsibility for a large share of the materials management value chain for companies executing the works, allowing PDCs to take advantage from financial leverage, cost reductions in their structure, and reducing losses for not executing the work plan defined by Planning. This management process seeks mechanisms that can leverage the execution of projects that use short-term funds since most projects last about 6 to 12 months, noting that when seeking new mechanisms, distribution companies can reduce their short-term disbursement, reduce inventory costs, staffing, impacting both the fixed and the variable costs within the organization, thereby achieving balance in its EBITDA yield (earnings before interest, taxes, depreciation and amortization). The publication of MP Nº 579 made even more evident the need to find suitable options to meet the distribution market that has the overriding cost constraint, be they operational or economic, within the new regulatory premises. In the proposed model, we used data and information of the modeling performed in a Brazilian power distribution company. This modeling allowed us to show the benefits for stakeholders, employees, investors, and for the shareholders. It is important to know that the structure of this proposed model requires the use of a wide range of financial, commercial, legal and technical instruments to mitigate risks and a strict control of financial flows for the developments needed by the company.

Observa-se que diante da crescente competitividade nos diversos setores econômicos, corporações têm desmobilizado seu capital aplicado em real estate e passaram a pagar pelo uso de seus espaços. Aliado a necessidade destas empresas em direcionar recursos para sua atividade principal, a intensa evolução tecnológica inibe investimentos significativos em espaços próprios, especialmente naqueles com baixa flexibilidade e alta obsolescência. Neste sentido, a desmobilização de investimentos em ativos de real estate permite, por um lado, que as empresas possam direcionar capital para o seu negocio principal e por outro, que investidores que buscam as características oferecidas por investimentos em empreendimentos de base imobiliária, passem a investir nestes ativos. Diante deste cenário, investidores, como fundos de investimentos imobiliários e investidores institucionais, passaram a adquirir edifícios de escritórios para locação com a expectativa de obtenção de um fluxo de renda harmônico a partir do recebimento das locações, num padrão de remuneração atrativo com relação ao investimento no imóvel. Face ao exposto, critérios para gestão destes portfólios de investimentos poderão ser utilizados pelos administradores para propiciar condições adequadas de risco e rentabilidade. A presente tese trata da estruturação de um método para orientar a gestão de portfólios de investimentos em edifícios de escritórios para locação no Brasil, que se inicia pela identificação dos fatores de risco envolvidos nestes investimentos, a adoção de critérios de diversificação e de indicadores da qualidade para continuo monitoramento do desempenho. Contribuiu-se assim com o ferramental necessário para subsidiar decisões estratégicas na gestão do portfólio, agregando conforto na tomada de decisão. / It has been observed, given the increasing competition in various economic sectors, that corporations have been selling their real estate assets and started paying rent for their spaces. Combined with companies need to direct resources to their main activity, the steep technologic evolution inhibits significant investments in physical spaces, especially those with low flexibility and high obsolescence. Therefore, selling real estate assets, on one hand, allows that organizations direct capital to their main activity. On the other hand, it is an incentive for investors interested in real estate to allocate capital in these assets. In this scenario, investors such as real state investment funds and institutional investors, started to acquire office buildings expecting to obtain a harmonic flow of income from rent, and also to get an attractive remuneration with respect to the investment in the property. Given this context, criteria to manage investment portfolios can be used by decision makers to provide adequate conditions of risk and profitability. Henceforth, this thesis develops a method to guide the management of investment portfolios in office buildings for rent in Brazil. It starts by identifying risk factors involved in this sort of investment, the adoption of diversification criteria, and of quality indicators for constant performance monitoring. This study provides tools necessary to support strategic decisions in portfolio management, reducing uncertainty in decision making.

This study listens to the contributions of recent graduates from the University of Victoria’s Bachelor of Engineering Program, hearing their understanding of ethics and equity, and how they experienced learning this in the program. This is done with consideration of how their understanding and experiences might inform curricular and pedagogical improvements in the experience of learning ethics and equity. Using a case study of these participants and their experiences at the University of Victoria, this research takes into account the context of engineering education accreditation standards and the current state of the curriculum that the participants completed. The findings suggest that participants have a limited understanding of what ethics and equity means, both personally and professionally. Participants also found it difficult to recall learning occasions for ethics and equity. Recommendations are made for curricular reform, taking an integrated and across the discipline approach to teaching ethics and equity to undergraduate engineers. / Graduate

This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio. / Doctor of Education

This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio. / Doctor of Education

The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquo / s own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo / web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process / when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching / and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.