Darbo tikslas: Nustatyti praktikos mokytojo (mentoriaus) vaidmenį ir funkcijas slaugos studentų praktiniame mokyme. Darbo uždaviniai: Išnagrinėti praktikos mokytojo (mentoriaus) ir slaugos studentų santykius praktikos metu; Nustatyti praktikos mokytojo (mentoriaus) vadovavimo ypatumus praktikos metu; Išanalizuoti praktikos mokytojo (mentoriaus) vaidmenį ir funkcijas praktikiniame mokyme slaugos studentų požiūriu; Pateikti praktines rekomendacijas. Tyrimo metodika: Tyrimo objektas – Kauno medicinos universiteto Slaugos fakulteto bei Kauno kolegijos Sveikatos priežiūros fakulteto bendrosios slaugos specialybės studentai; Tyrimo metodas – anketinė apklausa. Klausimynas sudarytas remiantis moksline literatūra. Statistinė duomenų analizė buvo atliekama Microsoft Excel 2003 programa. Duomenų priklausomybei nustatyti naudota SPSS for Windows 13.0 programa. Tyrimo rezultatai ir išvados: Tyrimo metu paaiškėjo, kad dauguma respondentų turėjo pastovų praktikos mokytoją (mentorių), su kuriuo bendradarbiavimas buvo sėkmingas, teiktas vadovavimas buvo grįstas lygiais santykiais ir stiprino mokymąsi bei rėmėsi abipuse sąveika. Trečdalis respondentų praktikos metu jautėsi visaverčiais komandos nariais, beveik trečdalis apklaustų studentų bendravo neutralioje aplinkoje bei beveik trečdalis jautė praktikos mokytojo (mentoriaus) pagarbą. Praktikos metu dažniausiai buvo akcentuojamas slaugos technikos mokymas. Geriausias įvykdytas praktikinio mokymo uždavinys – instruktavimas... [toliau žr. visą tekstą] / AIM AND OBJECTIVES OF THE STUDY Aim: The aim of this study was to determine a practice teacher‘s (mentor‘s) role and functions during nursing students' practical training. Objectives: • to analyze relationship between the practice teacher (mentor) and students of nursing during practice • to set practice teacher‘s (mentor‘s) management features during practical training; • to determine practice teacher‘s (mentor‘s) role and functions during practise training of nursing students; • to provide practical recommendations. The study methodology: Subjects - nurse students Methods - Survey questionnaire. The questionnaire concluded on the basis of scientific literature. Statistical methods – all data was analysed using Microsoft Excel 2003 program. Dependence of data set used SPSS for Windows 13.0 program. The results of the survey and conclusions: The investigation revealed that the majority of respondents had a regular practice with the teacher (mentor), whose cooperation has been successful. Menthors leadership has been based on equel intercource, which strengthened the relationship, based on mutual learning and interaction. One third of the respondents felt full-rate team members during practice, , nearly one-third of surveyed students were socialized in neutral environment and nearly a third of them felt respect for the practice teachers (mentors). The technical nursing training was main focus during practice,. The best executed training task -... [to full text]

Darbo tikslas: Atskleisti organizacijos kultūros ir visuotinės kokybės vadybos principų dermę klinikinių tyrimų organizacijoje. Darbo uždaviniai: 1. Ištirti klinikinių tyrimų organizacijos kultūrą ir visuotinės kokybės vadybos principų dermę. 2. Vadovaujantis Denison organizacijos kultūros modeliu, išanalizuoti klinikinių tyrimų organizacijos kultūros ypatumus. 3. Pateikti rekomendacijas dėl klinikinių tyrimų organizacijos kultūros tobulinimo. / Aim of the research – to reveal the coherence of organization culture and total quality management principles in clinical research organization. Targets: 1. To investigate clinical research organization culture and the coherence of total quality management. 2. To introduce clinical research organization. 3. According to the model of Denison to analyze organizational culture characteristics of clinical research organization. 4. To provide recommendations for the improvement of clinical research organization culture.

Computer programming is a core area in computer science education that involves practical as well as conceptual learning goals. The literature in programming education reports however that novice students have great problems in their learning. These problems apply to concepts as well as to practise. The empirically based research presented in this thesis contributes to the body of knowledge on students' learning by investigating the relationship between conceptual and practical learning in novice student learning of programming. Previous research in programming education has focused either on students' practical or conceptual learning. The present research indicates however that students' problems with learning to program partly depend on a complex relationship and mutual dependence between the two. The most significant finding is that practise, in terms of activities at different levels of proficiency, and qualitatively different conceptual understandings, have dimensions of variation in common. An analytical model is suggested where the dimensions of variation relate both to concepts and activities. The implications of the model are several. With the dimensions of variation at the center of learning this implies that when students discern a dimension of variation, related conceptual understandings and the meaning embedded in related practises can be discerned. Activities as well as concepts can relate to more than one dimension. Activities at a higher level of proficiency, as well as qualitatively richer understandings of concepts, relate to more dimensions of variation. Concrete examples are given on how variation theory and patterns of variation can be applied in teaching programming. The results can be used by educators to help students discern dimensions of variation, and thus facilitate practical as well as conceptual learning.

Made available in DSpace on 2016-06-02T19:38:59Z (GMT). No. of bitstreams: 1 2305.pdf: 1036763 bytes, checksum: 05acbd8b2b5c654c4177ee0c0e9e0d12 (MD5) Previous issue date: 2009-02-09 / Fundação Ford / This piece of research entitled Social Practise in School Cohabit Between Blind Students And Their Teachers: The Narrow Path Towards Inclusion is the result of a work carried on between the years 2007 and 2008 in public primary schools from São Carlos, São Paulo State. In this study we found out that during decades people with disabilities have been marginalised, excluded and segregated. Thus, in this process there was no respect towards the other, the different one, the disabled. The reason for this study is that at school people with disabilities should be seen, considered, respected. In this work we sought to understand how the process of educational inclusion of regularly registered disabled students has been given in elementary and high schools of this municipality. In this scope our guiding questioning in this study was: What are the educational processes experienced by blind students in the social practise of school coexistence during compulsory education, especially in the dealings between teachers and students? The objectives of this study were: to comprehend the educational processes products of the social practise of school coexistence especially in the dealings between blind students and their teachers, particularly whether their teachers have contributed in a way that they might consider themselves as included students in the regular school teaching; and to investigate how the process of inclusion of blind students to the school regular teaching, where lessons are taught to students considered normal , has been carried out. Our methodological option in this study came to be qualitative research based on the philosophical principles of Phenomenology, which targets observation, comprehensive description of the experiences lived during the three months with the blind students and the dialogue relations between these individuals as well as with these individuals through participating observation. The proceedings were: getting close to the schools and surroundings; coexisting with these blind subjects in different educational contexts as well as in-classroom observation. Theoretical references are centred in the works of Dussel, Freire, Fiori, Brandão, among others, which made it possible for us to understand a little bit more about school education. We also made use of references which include the theme Inclusion, especially those referring to people with disabilities in the regular teaching. Finally for the Building of the Results there have been used the observations made in three of the schools of compulsory teaching, the data been systematically registered in field notes, as well as interviews with six blind students regularly registered in the schools observed. Results produced by this research led us to the conclusion that the process of Inclusion has been still carried out only in part, for we perceived the need for teacher formation, acquisition of didactic-pedagogical resources as well as adaptation of the school infrastructure to effectively receive the coming and staying of blind students to schools of São Carlos /SP. / A presente pesquisa, intitulada A Prática Social da Convivência Escolar Entre Estudantes Deficientes Visuais e seus Docentes: o estreito caminho em direção à inclusão é resultado de um trabalho realizado entre 2007 e 2008 nas escolas da rede básica da cidade de São Carlos/SP. Identificamos nesse estudo que durante décadas as pessoas com deficiência foram marginalizadas, excluídas e segregadas. Assim, nesse processo não se respeitava o outro, o dessemelhante enfim, o deficiente. Justifica-se esse estudo a partir da necessidade de que na escola as pessoas com deficiência precisam ser vistas, olhadas, percebidas enfim, respeitadas. Nesse trabalho procuramos abordar como vem se dando o processo de inclusão escolar dos(as) estudantes deficientes visuais regularmente matriculados nas escolas do ensino fundamental e médio desse município. Deste modo, nossa questão suleadora nesse estudo foi: Quais os processos educativos vivenciados por estudantes Deficientes Visuais na prática social da convivência escolar no ensino regular, em especial nas relações entre os(as) discentes com seus docentes? . Os objetivos deste estudo buscaram: compreender os processos educativos decorrentes da prática social da convivência escolar, em especial nas relações entre os(as) estudantes Deficientes Visuais com seus(as) docentes, particularmente se estão contribuindo para que aqueles(as) possam se perceber enquanto estudantes incluídos(as) no ensino escolar regular; e investigar como vem se dando o processo de inclusão dos(as) estudantes Deficientes Visuais no ensino regular em escolas onde são ministradas aulas para estudantes considerados normais. Nossa opção metodológica nesse estudo foi a pesquisa qualitativa com base nos princípios filosóficos da Fenomenologia, cujo enfoque é a observação, a descrição compreensiva das vivências que realizei durante três meses com estudantes deficientes visuais e a dialogicidade entre esses sujeitos e com esses sujeitos por meio da observação participante. Os procedimentos foram: aproximação nas escolas e em seu entorno; convivência em diferentes contextos educacionais com esses DVs bem como observação em sala de aula através do convívio. O referencial teórico centrou-se nos escritos de Dussel, Freire, Fiori, Brandão, entre outros(as) que nos possibilitou entender um pouco mais sobre a educação escolar. Utilizamos ainda referenciais que abordam a temática da Inclusão em especial as que se referem às pessoas com deficiência no ensino regular. Finalmente, para a Construção dos Resultados, utilizei as observações feitas em três escolas de ensino regular, registrando os dados sistematicamente em notas de campo (NC), bem como as entrevistas realizadas com seis estudantes deficientes visuais regularmente matriculados nas escolas observadas. Os resultados obtidos nessa pesquisa nos levaram a pensar que o processo de Inclusão ainda vem se efetivando de forma parcial, pois percebemos a necessidade de formação docente, aquisição de recursos didático-pedagógicos, bem como adaptação na estrutura da escola para receber com eficácia o ingresso e permanência dos(as) estudantes com deficiência visual nas escolas de educação básica da cidade de São Carlos/SP.

The aim of the thesis is to create a teaching portfolio with special attention to the educational content of Human Biology. Instructional manuals are created for teaching natural science at primary school and are focused on selected systems in Biology of the human being, which are: muscle system, breathing system, circulation system, digest system, sensuous system, and a chapter about nourishment. Regarding the present?day School educational programmes the teachers themselves choose the year in which they would teach the educational topics of Biology of the human being. The portfolio is drafted as the methodical aid for teachers and instructional activities for pupils that lead to improvement of teaching methods and better understanding particular terms and relations between the structure and function of human body. The educational portfolio consists of working sheets, practical tasks and tests that help to vary teaching methods and add a lot of matters of interest, physiology experiments and testing to the classical approach to teaching Human Biology.

Orientador: Roberto Gurgel Azzi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-12T15:22:24Z (GMT). No. of bitstreams: 1 Araujo_ElviraAparecidaSimoesde_D.pdf: 1410802 bytes, checksum: 3892f9cde3dcf5236d0ee5a3ce8b903a (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa busca rediscutir as contribuições da Análise do Comportamento para a Educação no Brasil. Para tanto procedeu entrevistas com nove sujeitos, Psicólogos, Analistas do Comportamento, também Professores, considerados informantes qualificados, selecionados pelo banco de currículos LATTES, que atendessem aos critérios de formação e produção acadêmica, ligados ao ensino de Psicologia e/ou Educação. Foi solicitado que expressassem considerações acerca das contribuições e obstáculos da relação entre Análise do Comportamento e Educação e também acerca de sua própria atividade de ensino. Os resultados, organizados em categorias, corroboram estudos da literatura ao apontar tanto para a contribuição já demonstrada pela abordagem, quanto pelos obstáculos das incompreensões. Também é presente uma análise dos limites dos próprios analistas do comportamento em prover maior comunicação com a Educação e demonstrar com sua prática educativa a viabilidade do exercício da Análise do Comportamento no campo educacional. São apresentadas considerações críticas acerca da forma com que a abordagem é apresentada e também acerca da importância do ensino de teorias de ensino - aprendizagem para o professor, tarefa na qual o domínio dos princípios e a aplicação da Análise do Comportamento demonstra ser de grande relevância. / Abstract: This papers aims at rediscussing the contributions that Behavior Analysis has made to Education in Brazil. Interviews were carried out with nine subjects - Psychologists, Behavior Analysts, and Teachers - all of whom were considered qualified informants, selected through the LATTES curriculum bank, attending to necessary qualification and academic production criteria and related to the teaching of Psychology and/or Education. They were requested to express their views on the contributions and obstacles of the relationship between Behavior Analysis and Education, and on their own teaching practice. The results, organized into categories, corroborate the studies found in literature, pointing to the fact that some contribution is already demonstrated by the teaching approach used, but is somehow impeded by incomprehension. It also presents an analysis of the Behavior Analysts themselves, of their limitations in communicating better with the Educators and in demonstrating with their educating practice the role Behavior Analysis can play in Education. Considerations as to how the teaching approach is addressed are presented, as well as considerations emphasizing the importance of teaching teachers Teaching and Learning Theories, a task in which the mastering of the principles and applications of the Behavior Analysis are of great relevance. / Doutorado / Psicologia Educacional / Doutor em Educação

Diploma thesis is focused on specifications in pharmaceutical business. It is based on knowledge of pharmacy and economy and their synthesis is describing the most significant differences in pharmacy business and other markets. Overall goal of diploma thesis was to create overview about pharmaceutical industry, its progress, trends and behavior of companies to this high risk and volatile market with keeping the rules and norms of Czech and European authorities. Target was also to form group of recommendations for companies participated in this market. To keep this target I described in the first part of diploma thesis basic terminology and theoretical knowledge about pharmaceutical market including research and development, marketing and sales and pharmakovigilance. Practical part was based on case studies specifying the most common and difficult problems and steps leading to their solutions. My personal contribution in diploma thesis is based on detailed and professional handling of the topic and in the choice of parametres which influence the most timing and capital demands of R&D projects in pharmacy and mitigation of their negative aspects.

The categories of 'ethnicity' or 'Roma' could obscure the whole topic, as they may suggest an idea that the socially excluded are somehow special or unrecognizable. It is therefore very important to use these categories clearly and specifically. That is what I am trying to do in this thesis. The theoretical part is divided into three main parts: the dynamic model of practice, culturally sensitive social work and the chapter entitled Roma. In the first part, the dynamic model, I try to have a look at the practical implementation of social work as described by Karen Healy (from page 10 onwards). I also explore the areas that influence the interactions between the social worker and their client. The dynamic model is focused on professional goals, which are made up of four areas: the institutional context, the needs and expectations of the service users and the community, the professional foundation, and an emerging framework for practice that develops through critical reflection on professional experience. These four elements further interact within the framework of the professional goal. I have also included a subsection where I attempt to define social work and its relationship to social services (p. 19). In the next chapter, I describe the culturally sensitive social work (from p. 25) on which the...

The present diploma thesis focuses on the reflective practice in the context of Social and Legal Protection of Children. The purpose of this work, which​'s ​design is empirical, is to respond the following research question: in what way the reflecting practice is applied by the social workers in the field of Social and Legal Protection of Children, what external resources can the social workers take advantage of and what obstacles are blocking their reflective practice. The research study part of this thesis aims to provide the description of the environment of the social work in this domain and, consequently, to define the term reflective practice for the research purposes. The following research is designed as a qualitative case study which identificates the forms of reflection used by the social female workers, its supportive factors as well as the restraining ones. In the final part of this thesis, based on the results of the case study, the recommendations for development of the reflective practice in the Social and Legal Protection of Children institutional departments are formulated.

Name of diploma thesis: Involvement of experts from professional practise in grammar school Name: Jan Svoboda Subject of study: Andragogy a educacation management This diploma thesis focuses on an area that is practiced, developed and supported in vocational schools on a permanent and long-term basis, but in gymnasiums it can be perceived as problematic and even unreachable. It is about involving experts from practice in teaching. The theoratical part is based on an examination of the question of who an expert is and with it related issues of competencies. It is followed by an examination of forms of teaching in which it is possible to involve experts from practice. After this, I deal with the analysis of the curriculum of gymnasiums and the general educational program for gymnasiums. In this part of the thesis I will also touch on current related topics such as Strategy 2030+, legislation, non-profit organizations and multiculturalism. The empirical part is methodologically based on case study approaches and focuses on areas of RVP, which the management of gymnasiums sees as suitable for the involvement of experts in teaching and the use of teaching forms of co-teaching. Specifically, it deals with suitable topics for teaching, the benefits and limitations and conditions of the form for the...