Valstybės finansinių išteklių paskirstymas yra vienas iš svarbiausių valstybės valdymo uždavinių. Racionalus šių resursų paskirstymas sudaro prielaidas efektyviai naudoti turimus svarbiausius išteklius, pasiekti prioritetinius valstybės tikslus ir aktyviai įgyvendinti numatytų sričių veiklą. Programinio finansavimo sistema yra viena iš Naujosios viešosios vadybos elementų, skatinančių modernizuoti šalies biudžetinio finansų valdymo sistemą. Pats programinis biudžetas nėra biudžeto sudarymas programiniu principu, tai daugiau veiklos rezultatų valdymo įrankis, kartu su strateginio planavimo, kaupiamojo biudžeto ir rezultatų vertinimo bruožais. Programinio finansavimo sistema yra biudžetinio finansavimo sistema, kuri identifikuoja institucijos misiją, tikslus ir uždavinius, integruoja strateginio planavimo, veiklos efektyvumo informaciją ir rezultatus į biudžeto procesą, naudoja veiklos efektyvumo valdymą ir veiklos efektyvumo kontraktų sistemą, biudžetą ir apskaitą sudaro kaupimo principu, paskirsto išteklius decentralizuotai ir vertina veiklą, veiklos rezultatus ir programas. Danija ir Australija įdiegė programinio finansavimo sistemą daugiau kaip prieš 15 metų. Šalys atitinkamų reformų metu pasinaudojo veiklos efektyvumo sistemos pranašumais ir įdiegė modernią biudžetinio finansavimo sistemą. Nors šalys skaičiuoja jau nebe pirma dešimtmetį veiklos efektyvumo sistemos srityje, tačiau ir šiose šalyse vis dar susiduriama su tam tikrais, kiekvienai šaliai būdingais iššūkiais ir... [toliau žr. visą tekstą] / Allocation of State financial resources is one of the most important tasks of public administration. Rational allocation of these resources for the effective use of available resources essential to achieve national objectives and priorities to implement the areas of activity. Program budgeting system is one of the new public management elements to promote the modernization of the country budget financial management system. Program budgeting is more than budgeting method by the programming principle, it can be identified as performance management tool, in conjunction with strategic planning, budgeting by the results and the performance mesurament and evaluation. Program budgeting system is the budgeting system, which identifies the institutions mission, goals and objectives, integrates strategic planning, performance information and results in the budget process, it uses performance management information, accrual budgeting and acounting, allocates resourses in decentalized way and evaluates activities and performance. Denmark and Australia have introduced the program budgeting system for more than 15 years ago. While the countries are no longer calculate the first decade of operational efficiency in the system, but they are still faced with some, country-specific challenges and problems. The main problems and challenges faced by countries are mostly technical in nature, because there is a different management culture problems. South Korea obtaining assistance of the United... [to full text]

Made available in DSpace on 2016-06-02T19:36:04Z (GMT). No. of bitstreams: 1 TeseLAF.pdf: 844624 bytes, checksum: 29f0b815d76b468d6ddf84f014bee182 (MD5) Previous issue date: 2005-12-16 / The aim of this investigation is to analyze the professional learning of the Physical Education teachers in the first year of their careers in which they experienced an induction program with one mentor (author of this study). This investigation occurred because beginning the teacher s career implicates in a variety of experiences positive or not that can influence in the constitution of belief, knowledge and beginner teacher s pedagogical action. The impacts of this initial process in the profession can lead the teacher to construct different professional ways. The most radical one is giving up the teacher s career. Nevertheless, we can also clarify the immediate disillusion with the profession without quitting it, what can result in a professional practice unconcerned with the students learning. With the purpose of helping the professional beginning in a less negative way, offering support and formative direction about learning and development of the profession and helping in the socialization with the scholar culture, the induction program with mentors are suggested. These programs are held in continuous formation and are important because they can help beginner teachers by facilitating the construction of a support net and a link between initial formation and professional development alongside the career. The theoric-metodological reference was based in the themes: professional learning teacher, professional development, teacher thinking, induction program based in mentors, reflexive teacher and teachers narrative. To orientate this study a research-intervention was developed according to a collaborativeconstructive pattern of continuous formation and of interaction researcher-teacher. The resource used to collect of dates was the diary of class and the semi-structured individual and collective interviews. The results showed that the teachers experienced a variety of emotions, personal and professional challenges. They had difficulties to understand the students, the principal and the other teachers, the physical structure of school and the material of the classroom. However, as the time passed by, the young teachers understood the students, the principal and the other teachers better. In this learning process of understanding and being understood the teachers built several action strategies. They established routines, they made deals with the students, and they negotiate with the principal and the other teachers. The induction program with mentor contributed with the necessities which are part of the beginning of teaching career and detailed elements that are a challenge to the process of continuous formation in general. / A presente investigação analisou a aprendizagem profissional de dois professores de Educação Física, no primeiro ano de atuação, que participaram de um programa de iniciação à docência, conduzido por uma mentora (autora deste estudo). Justifica-se a opção por esse tema de pesquisa uma vez que o início da carreira docente é um período que envolve uma série de experiências positivas ou não que podem influenciar na constituição de crenças, conhecimentos e na ação pedagógica do jovem profissional. Dentre os diversos desdobramentos de experiências mal-sucedidas no início da docência, a desistência da carreira consiste na opção mais marcante e radical. Evidencia-se também o desencanto com a profissão sem seu abandono, resultando freqüentemente numa prática profissional descompromissada com a aprendizagem dos alunos. Com o objetivo de auxiliar o ingresso profissional de um modo menos traumático, oferecer apoio e orientação formativa no sentido da aprendizagem e do desenvolvimento da profissão e, auxiliar na socialização com a cultura escolar, os programas de iniciação à docência baseado em mentores têm sido desenvolvidos. Tais programas, concebidos como atividades de formação continuada, são importantes na medida em que proporcionam uma assessoria aos docentes iniciantes e possibilitam a construção de uma rede de apoio e um elo entre a formação inicial e o desenvolvimento profissional ao longo da carreira. A literatura adotada como referencial teóricometodológico se orientou pelos temas: aprendizagem profissional da docência, desenvolvimento profissional, pensamento do professor, programas de iniciação à docência, professor reflexivo e narrativas de professores. Para a condução da investigação desenvolveu-se uma pesquisa intervenção segundo um modelo colaborativo-construtivo de formação continuada e de interação pesquisadorprofessor que fez uso de diários de aula e entrevistas semi-estruturadas individuais e coletivas na coleta de dados. Como resultado os professores iniciantes indicaram ter vivenciado uma série de emoções e desafios pessoais e profissionais e enfrentaram dificuldades para compreender os alunos, a direção e os outros docentes, o espaço físico e os materiais para aula. Mas, ao longo do desenvolvimento do programa de mentoria, os professores iniciantes passaram a entender melhor os alunos, a direção e os outros professores. Nesse processo de aprendizagem os professores iniciantes construíram inúmeras estratégias de ação, estabeleceram rotinas, fizeram acordos com os alunos, negociaram com a direção e os outros professores. Neste sentido, o programa de iniciação à docência baseado em mentores contribuiu com a promoção de aprendizagens relacionadas às necessidades características do início da docência e ainda apontou inúmeros aspectos que se configuram como desafiadores para os processos de formação continuada em geral.

This research project examines an array of art prompts and projects that have been used in program-based art making workshops to facilitate creative expression amongst those who have been impacted by a cancer diagnosis. The review of literature emphasizes the value of this research, as the field of healing arts programs/expressive arts workshops in cancer care is varied and sparse. While there is substantial research that indicates art therapy to be a highly valued and accepted clinical intervention used in cancer care, there is little research that focuses on the specific role of art making with cancer patients/survivors and even less research on program-based art making workshops. As an artist and cancer survivor, this research incorporates my lived experiences to inform the cataloging, evaluation, and analysis of five art projects completed and used as inspiration for a program-based art-making workshop. The artworks included are an altered book, a cloth doll, a paper mask, a wooden box, and a Styrofoam head. The five central themes that arose from these five particular projects include that they were fun/engaging, encouraged play/experimentation, increased self-understanding, fostered the need to creatively express unexpressed emotions, and offered a sense of pride/accomplishment. This preliminary research project suggests that a broader investigation is needed in order to gather a deeper understanding of the impact of program-based expressive arts workshops as a healing modality with this patient population.