Childhood abuse, whether physical or sexual, is a major public health issue. The most recent United States data from Child Protective Services (CPS) show that in 2013 there were 3.5 million referrals of child maltreatment involving 6.4 million children. Out of these cases, 18% were for physical abuse and 9% were for sexual abuse. However, researchers argue that CPS data grossly underestimate the prevalence of childhood abuse as most childhood abuse goes unreported. Indeed, to date, the true prevalence of childhood abuse remains unknown as research has been hampered by inconsistent definitions of abuse and wide variation in methodologies including measures for its identification and modes of administration of these measures. Although a health care visit presents an opportunity to identify a childhood abuse history, health care providers frequently fail to ask about it. The reasons doctors give for not asking about abuse include lack of training, not knowing how to ask, and lack of familiarity with practical methods for screening that can be used in primary care settings. There is little to no research on effective means for identifying childhood abuse histories, especially in the adolescent and young adult population, or on how different modes of administration of screens to identify childhood abuse compare to each other. The net result is that most childhood physical and sexual abuse is never identified and many victims do not get the needed services to help them heal. When unaddressed, childhood abuse has negative impacts on victims’ health and wellbeing over the life course. Prior studies of adults show that when compared with non-victims of abuse, victims tend to perceive their health as poorer and utilize more health care services including emergency room and urgent outpatient care. These studies also suggest that adult victims use less routine and preventive care than non-victims. Only two studies, conducted among widely different adolescent populations, have examined how adolescent victims perceive their health. Similarly, limited evidence examining perception of health is available for young adults. These studies found that victims perceive their health as poorer than non-victims. There have been no adolescent-specific studies of how victimization impacts adolescents’ utilization of health care. One study includes participants ages 15 to 98 years and only two studies focusing on this issue in samples primarily of young adults attending college have been published. These studies found that victims utilize more health care than non-victims. Therefore, we lack a sufficient body of evidence to come to clear conclusions of how childhood abuse affects self-perceived health in adolescents and young adults. The general lack of evidence about both how childhood abuse impacts perception of health and utilization of health care in adolescents and young adults indicates a need for further study. Given that little is known about how to best identify an abuse history in adolescents and young adults and the impact of abuse on perception of health and utilization of health care, this dissertation pursued three aims: (1) to review the literature comparing modes of administration of screens to identify adolescent and young adult victims of childhood physical and sexual abuse; (2) to investigate how different modes of administration of screens to identify adolescent and young adult victims of childhood physical abuse within a primary care health setting compare to each other, and; (3) to examine the association of a history of childhood abuse (defined as none, physical only, and sexual with or without physical) with perceived health status and the health care utilization patterns among adolescents and young adults. For aim 1, a comprehensive literature review was conducted via PubMed of studies, published between January 1st, 1994 and December 31st, 2014 that compared modes of administration of screens to identify a history of childhood physical and sexual abuse in adolescents and young adults. Only one study was found. This study compared paper and pencil questionnaire, computer assisted survey, and face to face structured interview in the identification of childhood physical and sexual abuse among young adults in a college setting. No significant difference in the proportion of childhood physical abuse or childhood sexual abuse was identified by mode of administration. The identification through this search of only one study – which was conducted among college students, with no studies done among adolescents – shows a significant gap in our knowledge regarding this issue. Given that understanding how to identify childhood abuse is a critical issue, this gap is disturbing and underscores the need for studies of identification of childhood abuse to be a research priority. For aim 2, a sample of participants, ages 12-24 years, receiving health services at the Mount Sinai Adolescent Health Center in New York City were randomized to one of four modes of administration to identify a history of childhood physical abuse. The four modes of administration of screens to identify childhood abuse were paper and pencil screen, Audio Computer Assisted Self Interview screen (ACASI), face to face structured screen and face to face unstructured interview. The full sample also completed measures to assess demographic characteristics and to screen for depression symptoms. Of the sample, 44.5% of the participants disclosed childhood physical abuse. There was a statistically significant difference in the proportion of childhood physical abuse identified according to mode of administration: face to face unstructured interview identified the highest proportion of childhood physical abuse victims, followed by face to face structured screen. After adjusting for age, gender, race/ethnicity, depression, living arrangement and last grade completed, the odds of identifying physical abuse was 1.6 (95%CI: 1.0, 2.7) and 4.5 (95%CI: 2.6, 7.8) greater for face to face structured screen and for face to face unstructured interview, respectively as compared to paper and pencil screen. ACASI and paper and pencil were similar to each other but inferior to the face to face methods. For aim 3, in addition to what was measured for aim 2, the sample completed measures on a history of childhood sexual abuse and perceived health and health care utilization. The sample was then categorized into three groups: no abuse, physical abuse only, and sexual abuse with or without physical abuse. The association of childhood abuse status with perceived health and health care utilization were examined. There was no statistical significant association between a history of childhood abuse status and perceived health. However, the odds of reporting a fair/poor perception of health among those reporting childhood abuse were at least 40% lower regardless of whether the abuse was physical (OR: 0.60; 95%CI: 0.3,1.2) or sexual (OR: 0.50; 95%CI: 0.2,1.1). No significant association was found between childhood abuse status and health care utilization. However, the odds of victims reporting using urgent care only versus routine care only were at least 10% lower regardless of whether the abuse was physical (OR: 0.50; 95%CI: 0.3, 1.1) or sexual (OR: 0.90; 95%CI: 0.4,1.9). The odds of reporting using both urgent and routine care versus routine care only was similar between victims and non-victims for physical abuse (OR: 1.0; 95%CI: 0.6, 1.5) and was 30% higher for victims of sexual abuse (OR: 1.3; 95%CI: 0.8, 2.2). The findings from the three aims examined identified significant gaps in our knowledge on childhood abuse among adolescents and young adults suggesting an urgent need for further research. While much research has focused on the impact of childhood abuse on health and well-being, aim 1 reveals that little is known about which mode of administration of screens to identify childhood abuse is most effective in the identification of childhood abuse in adolescent and young adults. Furthermore, we know even less about what modes of administration of screens might be practical in primary care settings, or what must be done to improve the level of screening for childhood abuse by physicians and other health care providers. Although the findings from aim 2 suggest that face to face modes of administration are most effective in screening for childhood physical abuse in primary care settings, further studies are needed to support these findings. In addition, there is a need for studies that examine what are the best methods to use to identify childhood sexual abuse in primary care settings. The findings from aim 3 suggest that adolescents and young adults with a history of childhood physical and sexual abuse, receiving health care at the Mount Sinai Adolescent Health Center, do not perceive their health as worse than non-victims nor do they appear to utilize health care differently from non-victims. These findings contrast with results from prior studies of perceived health status and health care utilization among adolescents and young adult childhood abuse victims. Understanding how abuse impacts both the perception of health and health care utilization will be crucial in the development of interventions to identify and support adolescent and young adult victims of childhood physical and sexual abuse.

Submitted by Anderson Silva (avargas@icict.fiocruz.br) on 2012-05-10T19:27:07Z No. of bitstreams: 1 rachel_s_belmont_ioc_ebs_0018_2010.pdf: 3285162 bytes, checksum: 77acec73f8a7cba411cf3cef99502a56 (MD5) / Made available in DSpace on 2012-05-10T19:27:07Z (GMT). No. of bitstreams: 1 rachel_s_belmont_ioc_ebs_0018_2010.pdf: 3285162 bytes, checksum: 77acec73f8a7cba411cf3cef99502a56 (MD5) Previous issue date: 2011 / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / A Biomecânica é uma disciplina de natureza interdisciplinar, comumente percebida como de difícil compreensão pelos graduandos e, parece ser pouco utilizada no cotidiano profissional de professores de Educação Física. Assumindo que tal conhecimento seja essencial para a prática desse profissional, o presente estudo qualitativo, sob a forma de estudo de caso, teve por objetivo compreender o processo da aprendizagem significativa dos 13 alunos matriculados na disciplina Biomecânica, do curso de Licenciatura em Educação Física da Universidade do Estado do Rio de Janeiro, no segundo semestre de 2008. Assumimos a Teoria da Aprendizagem Significativa como principal referencial teórico, tanto para orientar a observação participante, que foi nossa principal estratégia metodológica, como para proceder à análise dos dados. Os registros, além das notas de campo da investigadora, compunham-se de transcrições das gravações de aulas e de entrevistas semi-estruturadas, realizadas com alunos e professor, de um questionário sobre o perfil dos alunos e, também, das atividades escritas inerentes ao desenvolvimento da disciplina. O conjunto dos dados coletados a partir desses registros integrou a descrição interpretativa do processo de aprendizagem dos alunos, ao longo da disciplina e, dependendo da natureza de tais registros, compôs o conjunto dos dados apresentados, ou em tabelas ou em categorias elaboradas através de Análise de Conteúdo, cujo enfoque privilegiava aspectos semânticos das respostas dos alunos. Apesar do caráter qualitativo deste estudo, alguns dados foram quantificados e, em uma determinada parte da investigação, calculou-se o coeficiente de correlação de Pearson. Assim, procedemos uma triangulação dos dados obtidos. Visando à compreensão do processo de aprendizagem dos alunos, optou-se pela análise de um tema trabalhado ao longo de diferentes momentos da disciplina. Os resultados sugeriram que a aprendizagem tendia mais a uma aprendizagem mecânica, apesar de evidente avanço do conhecimento, o qual, em relação ao conjunto das atividades realizadas, parecia mostrar-se aquém de nossas expectativas. Além disso, os alunos demonstraram pouca intencionalidade para aprender e, dentre aqueles que a apresentavam, a qualidade da aprendizagem significativa ficara prejudicada, porque tais alunos pareciam priorizar uma aprendizagem mecânica ou porque seus conhecimentos prévios estariam ausentes e/ou fragmentados, ou porque esses seriam de natureza alternativa. Assim, com este estudo, esperamos poder colaborar para a melhoria do conhecimento sobre processos de ensino e de aprendizagem da Biomecânica. Esperamos, além disso, aprimorar conhecimentos sobre a formação do profissional de Educação Física, contribuindo com essa pesquisa tanto para a formação do profissional da área, como para a investigação em ensino das Biociências e Ciências da Saúde, em geral, e da Biomecânica, em particular. / Biomechanics is a discipline characterized by its interdisciplinary nature, so that undergraduate students often perceived it as a discipline that is quite difficult to understand. Thus, physical education professionals do not use it much in their everyday teaching events. As its knowledge is essential to the improvement of their practice, this qualitative study, which has a case study format, aims at understanding the students' meaningful learning process of the discipline Biomechanics, in the Physical Education course at the State University of Rio de Janeiro, during the second semester of 2008. The Meaningful Learning Theory constituted our main theoretical framework, and it guided participant observation, which embodied our main methodological strategy for data analysis. The records of events, in addition to the researcher’s field notes, were: the recordings of interviews, together with transcriptions of the classes and of the semi- structured interviews of students and teacher; a students’ profile questionnaire; the written activities related to the development of the discipline during that semester. This set of data integrated the interpretative description of the students’ learning process along the ongoing flow of the discipline. According to the nature of these records, data were presented in tables or categories, which were developed according to the parameters of content analysis, focusing on semantic aspects of the students' answers. In spite of the qualitative character of this study, there was a quantification of some data in a particular instance of this investigation. We tallied Pearson’s correlation coefficient and, then, triangulated these data. As we aimed at understanding the students' learning process, we decided to analyze a topic that had been already studied at different moments of that semester. Findings suggest that, in spite of what could have indicated an apparent progress, in relation to the overall knowledge conveyed by the set of performed activities, the learning process seemed to favor rote learning, since it pointed out to data that could indicate that there had not been enough students’ knowledge evolution in relation to the concepts involved in Biomechanics. Furthermore, the students did not show much willingness to learn and, because of this, meaningful learning might have been hindered inasmuch as students emphasized rote learning. Our research suggests that there might be three explanations for the occurrence of rote learning: some students did not seem to care much about what they already knew about the area/ discipline; their prior knowledge could be either absent or fragmented; or their previous knowledge was of an alternative nature (misconception). We look forward to offering, with this study, some sort of support so as to help improve the processes of knowledge construction in the teaching and learning of Biomechanics in physical education and/or kinesiology professionals, and also to have contributed for further research on the teaching of Biosciences and Health Sciences, in general, and of Biomechanics, in particular.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-27T15:17:17Z No. of bitstreams: 1 rossielisoaresdasilva.pdf: 8671580 bytes, checksum: a6885a35e21b38c690cc7180de1ae366 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-27T15:23:25Z (GMT) No. of bitstreams: 1 rossielisoaresdasilva.pdf: 8671580 bytes, checksum: a6885a35e21b38c690cc7180de1ae366 (MD5) / Made available in DSpace on 2017-09-27T15:23:25Z (GMT). No. of bitstreams: 1 rossielisoaresdasilva.pdf: 8671580 bytes, checksum: a6885a35e21b38c690cc7180de1ae366 (MD5) Previous issue date: 2017-02-20 / A avaliação do desempenho docente (ADD) constitui-se um processo complexo. É necessário que sejam considerados amplos aspectos e objetivos a serem atingidos, conforme aponta a literatura. No entanto, percebe-se que em alguns países essa prática, paulatinamente, vem sendo trabalhada sob o argumento de que a ADD é indispensável para a melhoria da qualidade do ensino, principalmente no que diz respeito à aprendizagem dos estudantes. Por outro lado, defende-se, a partir do estudo realizado, três temas comuns na agenda educacional da maioria dos países: formação de professores, valorização da carreira docente e criação de mecanismos de avaliação. No Brasil, o foco de estudos nesse sentido é bastante incipiente, e muito precisa ser feito para se chegar a uma forma de avaliação que seja justa para todos. Para realizar a pesquisa ora proposta, foi utilizado o estudo de caso, descritivo, com abordagem qualitativa, delineado a partir de dados coletados na Gerência de Pesquisa e Estatística da SEDUC/AM. Foi feita também a revisão da literatura por meio do acesso aos bancos de dados de pesquisa científica. A pesquisa aponta para os seguintes resultados: a Secretaria de Educação do Amazonas possui um sistema de avaliação dividido em três possibilidades, conhecidas como progressão. São elas: horizontal, vertical e diagonal, em que é levada fortemente em consideração a isonomia. Outro resultado importante diz respeito às experiências relevantes de outros países: a avaliação nos Estados Unidos da América (EUA), com o Interstate Teacher Assessment and Support Consortium (InTASC), e o National Board for Professional Teaching Standards (NBPTS,). Na América Latina, o Chile se destaca. Os professores são avaliados usando-se quatro instrumentos, com consequências positivas e negativas para os professores. Baseando-se nesses aspectos, a proposta aqui é um modelo de avaliação com mecanismos específicos que dialogam entre si, sendo: padrões de desempenho, instrumentos, periodicidade, avaliação do resultado, formação e desenvolvimento e responsabilização. A principal contribuição desta pesquisa está em colocar para o debate a necessidade de se discutir o processo de avaliação do desempenho docente (ADD), de modo justo e eficaz para a valorização dos professores e a melhoria da qualidade do ensino no Amazonas. / The evaluation of teacher performance (DAD) is a complex process. It is necessary to consider broad aspects and objectives to be reached as pointed out in the literature. However, in some countries this practice has been gradually worked out as an argument that the DDA is indispensable for improving the quality of teaching, especially with regard to student learning. On the other hand, it is defended from the study carried out three common themes in the educational agenda of most countries: teacher training, valorization of teaching career and creation of evaluation mechanisms. In Brazil the focus of studies in this sense is very incipient, and much needs to be done to arrive at a form of evaluation that is fair to all. To carry out the research proposed, the case study was used, descriptive with a qualitative approach. The subjects of the research were the teachers of the state education network, the actual staff and participating in performance evaluation promoted SEDUC / AM. The data collection was carried out during the months of March to June of 2016, being divided into three stages: 1st stage was the analysis of the legislation in force in the State in the scope of State education. In the second stage data were collected in the Research and Statistics Management of SEDUC / AM. In the 3rd step the literature review through access to scientific research databases. The research points to the following results. The education department of Amazonas has an evaluation system divided into three possibilities, known as progression: horizontal, vertical and diagonal, where isonomy is strongly considered. Another important result concerns the relevant experiences of other countries regarding evaluation in the United States of America, with InTASC, the Interstate Teacher Assessment and Support Consortium, and the NBPTS, the National Board for Professional Teaching Standards. In Latin America, Chile stands out. Teachers are evaluated using four tools, with positive and negative consequences for teachers. Based on these aspects, we propose a model of evaluation called PAE, where it was thought as a proposal, specific mechanisms that dialogue among themselves, being: performance standards, instruments, periodicity, evaluation of results, training and development and accountability. The main contribution of this research is to put into the debate the need to discuss the process of teacher performance evaluation (DDA) that can be fair and effective for the appreciation of teachers and the improvement of teaching quality in the Amazon.

This thesis is focused on the public sector and deals with one of the new financial statements presented by state organizational units, the cash flow statement, which these state organizational units prepared for the first time for the financial year 2011. The main objective of the thesis is to analyze in detail the quality of these cash flow statements prepared by individual administrators of the state budget chapters and passed for the first time to the Central system of state accounting information. The thesis also presents an evaluation of the quality of the Czech legislative regulation of the cash flows statement in relation to state organizational units and it compares the legislative regulation in the period between 2011 and 2012. An integral part of the thesis is creating theoretical models suitable for the preparation of the cash flow statement. The first model is based on the relationship among particular items of the accounting and financial statements and the second model is based on the transformed data from the statement for evaluation of the state budget implementation.

Subject of this diploma thesis is analysis of selected heavy metals in soils which are exposed to long-time cause of contaminants from metallurgical industry in localities Třinec and Ostrava. For assessment of the contamination, indexes for evaluation of soils were chosen. Those indexes are focusing mainly on rate of enrichment of the soils by selected heavy metals and resulting ecological and possibly health risk for human organism. Within every location, 26 samples were extracted, while every sample extract location, were selected to map the level of pollution around metallurgical plants in the most complex way. The analysis of the samples was done by techniques F-AAS and AMA 254 and established metals were mercury, lead, copper, chrome, nickel, manganese and zinc.

The purpose of this study was to compare and measure the long term effectiveness of the rehabilitative day treatment program at San Bernardino County's Department of Mental Health. This current study was completed in 2005 and is a follow up study tracking the long term effectiveness of the program.

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)

<p>Osnovni doprinos ove doktorske disertacije je razvoj algortima i sistema za objektivnu procenu vizuelnog kvaliteta slike uzimajući u obzir najvažnija moguća oštećenja kao što su zamućenje ivica (oštrina) i poremećaj prirodnog izgleda teksture objekata na slici sa jedne strane i uticaj sadržaja slike (procenta ivica u slici) na procenu kvaliteta sa druge strane. Dakle, hipoteza izneta u ovom radu je da je potreban multiparametarski pristup da bi se dobila objektivna procena kvaliteta slike koja je što približnija subjektivnoj proceni.</p>

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)