Determining whether the arts are beneficial to a student’s education is a widely, and hotly debated topic every year in the United States, with many studies published each year demonstrating the impact that the arts have on various educational outcomes, from increased test scores to higher graduation rates. This paper examines previous research on the efficacy of incentives and how students’ participation in extracurricular activities, from sports to the arts, could impact graduation rates. It also develops a model for analyzing the present value of a high school education to a student using a discounted present value analysis and conducts an empirical analysis of 77 high schools in the Los Angeles Unified School District over 4 different school years to determine a relationship between the number of art classes offered and graduation rates. The results of the analysis do not support the hypothesis that an increase in the number of art classes offered per student will increase graduation rates, and actually suggests the opposite.

Den rollstress som uppkommer i bristen på koppling mellan teori och praktik har varit underlag för studier av studenter på flera utbildningsprogram. Syftet med denna studie var att undersöka beteendevetarstudenter på Mälardalens högskola, med fokus på deras upplevelser av att utbildningen inte leder till en specifik yrkesroll. Kvalitativa semistrukturerade intervjuer utfördes med 15 beteendevetarstudenter. Analysens meningskoncentrering genererade tre teman, ambivalens och stärkt initiativförmåga upplevde 15 studenter och svårigheter att omsätta teorin i praktik uppfattades av 14 studenter. Ambivalensen gällde utbildningens bredd som både skapade möjligheter men samtidigt bidrog till en otydlighet inför framtida yrkesroller. Stärkt initiativförmåga handlade om att studenterna lärt sig skapa egna erfarenheter i brist på praktik. Svårigheter att omsätta teorin i praktiken gällde att de saknade kopplingen mellan studier och arbetsliv. Inför framtida studier uppmanas det att jämföra beteendevetarstudenter från andra högskolor där det finns praktik och jämföra resultatet för att se om praktiken tillför ytterligare färdigheter.

Graduation thesis elaborates on basic principles of forex and interest rate hedge and its fundamental elements as characteristics and types of hedging and focuses on use of derivatives and their combinations. Second part presents and analyzes particular examples of forex and interest rate hedge instruments practically used in world of financial markets, enlighten their structure and construction and states basic principles of their behaviour in accordance with different scenarios of forex and interest rates trends.

O foco desta pesquisa é verificar a viabilidade da utilização de uma ferramenta gerencial que forneça subsídios para a tomada de decisão dos gestores na atual realidade organizacional, momento em que a concorrência se tornou mais intensa. Mais especificamente, este trabalho trata da aplicação prática, através de um estudo de caso, da metodologia do custeio alvo em uma instituição de ensino que oferece cursos de pós-graduação lato sensu, localizada no interior do estado de São Paulo. Tem-se, assim, a possibilidade de testar, utilizando o ramo de prestação de serviços, uma metodologia sobre a qual há poucos estudos desenvolvidos no país, e cuja utilização tem sido muito reduzida mesmo em âmbito mundial. Neste estudo, faz-se, primeiramente, um levantamento dos antecedentes que definem o problema da pesquisa, traçando os objetivos e hipóteses do trabalho. Em seguida, faz-se um levantamento de toda bibliografia acerca do assunto, elaborando um estudo conceitual sobre a metodologia do custeio alvo, na qual está incluída a técnica da engenharia ou análise de valor. Por fim, realiza-se a aplicação prática da metodologia através de um estudo de caso. Inicia-se o desenvolvimento da metodologia do custeio alvo com uma abordagem histórica, relatando seu surgimento e evolução. Prossegue-se com sua conceituação, objetivos e procedimentos necessários para implantação, culminando com os benefícios obtidos com a metodologia, bem como com suas principais limitações e críticas. Esquematiza-se posteriormente, a estrutura conceitual da engenharia de valor, considerada a base de existência do custeio alvo, apresentando uma abordagem histórica e conceitual, desenvolvendo a técnica processual para obtenção do índice de valor, o que possibilita gerenciar os itens que devam ser substituídos, eliminados, reprojetados ou incentivados, alcançando uma administração de custos orientada para a otimização dos resultados. O estudo de caso, através da implantação da metodologia, permitiu identificar e, por conseqüência, administrar de forma pautada os componentes que formam os custos de um curso de pós-graduação, diminuindo custos ou alavancando atributos, baseado na plena satisfação dos consumidores. / The focus of this research is to verify the viability of the utilization of a managerial tool that gives subsidies for the decision making of the managers in the current organizational reality, a moment in which the competition became more intense. More specifically, this work cares for the practice application, through a case study, of the methodology of the target costing in an Educational Institution that offers latu sensu post graduation courses, located in the interior of São Paulo. There is, this way, the possibility to test, using the service branch, a methodology about which there are few studies developed in the country, and whose utilization has been very reduced even in world scope. In this study, first the antecedents that define the research problem are sought, tracing the goals and hypotheses of work. Soon after it, a bibliographical research is done concerning the subject, elaborating a conceptual study about the methodology of the target costing, in which the technique of the value analysis or engineering is included. Finally, the practice application of the methodology is accomplished through a case study. The development of the methodology of the target costing is initiated with a historical approach, telling about its appearance and evolution. We continue with its conceptualization, objectives and necessary procedures for implantation, culminating with the benefits obtained with the methodology, as well as with its main limitations and criticism. It is schematized afterwards, the conceptual structure of the value engineering, considered the base of the target costing existence, presenting a historical and conceptual approach, developing the procedural technique to obtain the value index, what enables the management of the items that should be replaced, eliminated, replanned or encouraged, obtaining a cost administration guided for the optimization of the results. The case study, through the implantation of the methodology, allowed identifying and, consequently, managing in a ruled way the components that form the costs of a post graduation course, decreasing costs or leveraging attributes, based on the full satisfaction of the consumers.

Esta pesquisa teve como objetivo subsidiar a avaliação e, se necessárias, as transformações do currículo do curso de graduação em enfermagem de uma Instituição confessional. Estudo na vertente qualitativa utilizou como método a Pesquisa Ação. A coleta de dados foi realizada em dois momentos. No primeiro, foram entrevistados 19 egressos de uma turma de graduados em 2007 e 15 gestores, empregadores dos egressos, em cenários diversos para apreender a avaliação destes atores sobre o processo formativo vivenciado. No segundo adotou-se a técnica de Grupo Focal para possibilitar o debate, com docentes do Núcleo Docente Estruturante do curso, sobre os aspectos resgatados no primeiro momento. A análise dos discursos dos egressos e dos gestores gerou dois Relatórios Síntese que foram utilizados como temas disparadores para reflexão-ação nos encontros com os docentes e coordenadores. Os dados foram analisados segundo a técnica de análise temática de Bardin que possibilitou abstrair Unidades de Significado quanto à representação docente, relativas aos aspectos apontados por egressos e gestores distintamente. A análise permitiu a composição de quatro categorias semelhantes para os dois grupos: 1 - Perfil do Estudante do Curso de Enfermagem e Perfil dos Gestores na perspectiva dos Docentes. 2 - Avaliação do Currículo. 3 - Aspectos intervenientes no Processo Formativo. 4 - Sugestões para aprimoramento do Currículo. Considerando a percepção dos sujeitos e os pressupostos das Diretrizes Curriculares Nacionais para os cursos de Enfermagem, foi construído coletivamente um Plano de Ação que propõe sugestões para aprimoramento do currículo relacionadas à Flexibilização curricular; Redimensionamento dos Conteúdos; Educação Permanente; Valorização da Prática; Adoção de Metodologias Ativas e a Autonomia do Estudante. Considera-se que as propostas contidas no Plano de Ação reúnem aspectos que constituem núcleos de essencialidade no direcionamento de um processo formativo alinhado às Diretrizes Curriculares Nacional para os cursos de Enfermagem. Acredita-se que o ato avaliativo conjugado à metodologia da Pesquisa Ação possibilitou um processo reflexivo com base na realidade que revelou uma ação concreta no âmbito dos sujeitos envolvidos / This research aims at facilitating the evaluation and, if necessary, the curriculum transformations of the nursing college program (RN) at a parochial institution. This study on the qualitative analysis grid used the Action Research methodology. The data collection was accomplished in two stages. In the first, 19 graduates were interviewed out of a 2007 graduating class, and 15 nurse managers, employers of the graduates, in various scenarios in order to learn the evaluation of these individuals on the formative process experienced. In the second, we adopted the Focal Group technique to foster discussion with teachers from the programs academic directing body, regarding program aspects, as well as aspects recovered in the first stage. The analysis of the graduates feedback and the nurse managers generated two Report Summaries, which were utilized as guiding themes for reflection/action in these specific meetings with teachers and coordinators. The data was analyzed according to Bardins thematic analysis technique which made it possible to abstract Meaning Units regarding teaching representation related to the aspects pointed out by graduates and nurse managers distinctively. The analysis allowed the formation of four similar categories for both groups: 1- Nursing Students Profile and Nurse Managers Profile from the Teachers perspective. 2 Curriculum Evaluation. 3 Intervening Aspects in the Formative Process. 4 Suggestions for Curriculum improvement. Considering the subjects perception and the presuppositions of the National Curricular Guidelines for Nursing programs, an Action Plan was built collectively proposing suggestions for curriculum improvement related to: Curricular Flexibility Creation; Content Reassessment; Ongoing Education; Teaching and Practicum Prioritization; Adoption of Active Methodologies, and the Students Autonomy. It is considered that the proposals contained in the Action Plan combine aspects that represent essential orientation in the steering of a formative process aligned with the National Curricular Guidelines for Nursing programs. It is believed that the evaluating action together with the Action Research methodology enabled a reflexive process based on the reality that revealed a concrete action in the realm of the subjects involved.

O propósito desta pesquisa foi o de contribuir para a discussão de questões que dizem respeito às peculiaridades do ensino em saúde pública do Programa de Pós-Graduação Stricto Sensu da Faculdade de Saúde Pública da Universidade de São Paulo (FSP). Trata-se de um estudo de caso, cujo caminho metodológico buscou compreender o processo de formação mediante as representações daqueles que nele atuam. Foram colhidos depoimentos de dez alunos e oito professores e analisados documentos referentes ao desenvolvimento dos cursos de mestrado e doutorado na FSP entre 1990 e 1997. A partir do estudo foi possível constatar que a pós-graduação da FSP não vem respondendo às mudanças ocorridas no quadro social sanitário do país, e às recentes transformações no ensino superior, ressentindo-se de um projeto próprio que responda às novas necessidade de formação de profissionais nesse campo. / The purpose of this research was to contribute to the discussion of subjects regarding to the peculiarities of the teaching in the public health of the Post Graduation Stricto Sensu Program of the Faculdade de Saúde Pública of the Universidade de São Paulo (FSP). It is a case study whose methodology is an attempt to understand the educacional process according to the representation by those who are directly involved in this program. Statements from ten students and eight teachers have been gathered and documents related to the development of the master’s degree courses have been analysed, so as to the doctor’s degree courses, in the FSP, between 1990 and 1997. In carrying out this study it was possible to identify the Post Graduation Program of the FSP has not been providing any guidance that should corresponding the recent changes occured in the social and sanitary sector as well as in the university teaching in the country, revealing a lack of a personal educational development that provides the real requiriments in preparing professionals in this area.

Recent literature on high school graduation and drop out have shifted the focus from identifying causes of drop out to identifying students who are at risk of dropping out. The Early Warning Systems (EWS) used to identify students seek to use existing data to predict which students have a greater risk of dropping out of school so that schools can intervene early enough to reengage students. Despite widespread attention to individual indicators, there is no defined system of indicators proven to be generalizable across grade levels, specifically at the elementary grade levels. Drawing on the tenets of Bronfenbrenner’s (1979) Ecological Systems Theory, the purpose of this quantitative research study was to determine to what extent the State of Florida’s EWS model can predict on-time cohort graduation in grades 3-8. Using a retrospective longitudinal sample, this study first established that Allensworth and Easton’s (2005) grade 9 on-track indicator was predictive of dropout, finding that 92.2% of students who were on-track in grade 9 graduated on time. Using this grade 9 indicator as a proxy for graduation, this study then examined the effectiveness of the Florida EWS at predicting on-track status. Through this a priori link to graduation, this study was able to shed light on predictive indicators in the elementary and middle school years without the temporal distance between the predictor grade levels and graduation typically associated with longitudinal studies of this nature. The findings that the Florida EWS successfully predicted 71.6% of future on- and off-track status confirms its use as a predictive indicator of students at risk of not graduating. The academic, behavioral, and engagement indicators found in both Allensworth & Easton’s (2005) grade 9 on-track indicator and the Florida EWS were found to successfully capture the molar activities of students within the school ecological system and were successful at providing an indication of a student’s development in terms of being on track to graduate on time from high school. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Este trabalho teve como objetivo analisar a monitoria no processo de ensino-aprendizagem na graduação em enfermagem. Trata-se de pesquisa qualitativa, fundamentada na abordagem histórico-cultural de Vigotski. A coleta de dados foi realizada na Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo, que possui uma proposta de monitoria denominada Programa de Estímulo ao Ensino de Graduação. Foram realizadas entrevistas, com roteiros semiestruturados, com monitores, professores e alunos, referentes às experiências do 1° e 2°semestre de 2013. Participaram da pesquisa sete monitores, nove professores e dezenove alunos. Os dados foram analisados e discutidos a partir da análise de conteúdo de Bardin. Os resultados encontrados neste trabalho constituíram quatro categorias: monitoria - concepções alinhadas às diferentes abordagens pedagógicas; monitor- papel de professor ou de aluno? ; contribuição da monitoria para a formação de professores; e relação monitor- aluno- contribuições para a aprendizagem. As discussões apontam que a monitoria está entrelaçada com as questões de ensino-aprendizagem, bem como com a ressignificação do aprendizado do monitor, pois os sujeitos se constituem através das relações sociais que estabelecem. O monitor desenvolve-seno âmbito da docência quando está nesse papel, o que contribui para sua formação profissional. Aparecem barreiras na relação aluno e professor que propiciam que o monitor atue como ponte entre os mesmos nessa relação, aproximando os atores do ensino-aprendizagem / This research aims to examine the monitoring in the teaching-learning process in nursing graduation. It is a qualitative research, based on the historical-cultural approach of Vigotski. Data collection was carried in the School of Nursing of Ribeirão Preto, University of São Paulo, which has a monitoring system called Program of Stimulus for Graduate Education (PEEG). Interviews were conducted with semi-structured scripts, with monitors, teachers and students, referring to experiences of the 1st and 2nd semesters of 2013. The participants were seven monitors, nine teachers and nineteen students. Data was analyzed and discussed through Bardin\'s analysis of content. The results of this work formed four categories: Monitoring: concepts aligned to different pedagogical approaches; Monitor: role of a teacher or a student?; The contribution to monitoring to teachers\' formation; Monitor-student relationship: contributions to learning. The discussions show that monitoring is intertwined with the teaching-learning issues, as well as the redefinition of monitor\'s learning, since the subjects are constituted through the social relationships they establish. The monitor develops teaching techniques when playing that role, which contributes to their professional career.There are barriers in the relationship set between the student and teacher, which allowsthe monitor to act as a bridge between them, approaching the actors in the teaching- learning

O propósito desta pesquisa foi o de contribuir para a discussão de questões que dizem respeito às peculiaridades do ensino em saúde pública do Programa de Pós-Graduação Stricto Sensu da Faculdade de Saúde Pública da Universidade de São Paulo (FSP). Trata-se de um estudo de caso, cujo caminho metodológico buscou compreender o processo de formação mediante as representações daqueles que nele atuam. Foram colhidos depoimentos de dez alunos e oito professores e analisados documentos referentes ao desenvolvimento dos cursos de mestrado e doutorado na FSP entre 1990 e 1997. A partir do estudo foi possível constatar que a pós-graduação da FSP não vem respondendo às mudanças ocorridas no quadro social sanitário do país, e às recentes transformações no ensino superior, ressentindo-se de um projeto próprio que responda às novas necessidade de formação de profissionais nesse campo. / The purpose of this research was to contribute to the discussion of subjects regarding to the peculiarities of the teaching in the public health of the Post Graduation Stricto Sensu Program of the Faculdade de Saúde Pública of the Universidade de São Paulo (FSP). It is a case study whose methodology is an attempt to understand the educacional process according to the representation by those who are directly involved in this program. Statements from ten students and eight teachers have been gathered and documents related to the development of the master’s degree courses have been analysed, so as to the doctor’s degree courses, in the FSP, between 1990 and 1997. In carrying out this study it was possible to identify the Post Graduation Program of the FSP has not been providing any guidance that should corresponding the recent changes occured in the social and sanitary sector as well as in the university teaching in the country, revealing a lack of a personal educational development that provides the real requiriments in preparing professionals in this area.

Many four year institutions are reorganizing their processes and structures to develop a more inclusive model related to campus diversity efforts. Minimal information has been reported about two year institutional efforts toward inclusive excellence. Given the predicted demographic shifts of the nation and more specifically, the projected increase in enrollments of racially and ethnically diverse student bodies in community colleges, it is essential for higher education administrators and policymakers to understand the structures needed to support minority student success at community colleges. The purpose of this quantitative study was to examine institutional support structures around inclusive excellence. An Institutional Diversity Practice Index (IDPI) was created using eleven key indicators found within the literature related to institutional practices that enhance minority student success. The absence or presence of practices at each school were tallied to create two groups. Groups were then compared to determine whether significant differences existed between retention and graduation rates, as well as differences in selected items on the Community College Survey of Student Engagement (CCSSE) related to diversity and support. Due to the sample size limitations of minority student enrollment, the 13 community colleges in this study were classified into one of two groups: Higher Institutional Diversity Practice Index (6 practices or more) and Lower Institutional Diversity Practice Index (5 practices or less). Archival data were used to examine retention rates, graduation rates, and student engagement indictors from the CSSE survey. The sampling frame for the study included all 13 TBR community college students during the academic 2013-2014 academic year. Findings indicated that institutions who were classified in the higher practice group reported higher retention rates of African American and Hispanic students. There were no statistically significant differences between the high and low group with regard to graduation rates or student engagement indicators on the CSSE survey. A larger sample size would be required to determine what combination of institutional practices predict minority student retention and graduation rates. Overall, this study plows new ground and provides information related to the current landscape of institutional structures that support minority student success in Tennessee.