Orientador: Daniela Nogueira de Moraes Garcia / Banca: Rozana Aparecida Lopes Messias / Banca: Lívia Maria Turra Bassetto / Resumo: A proposta deste trabalho é discutir a matriz de competência e habilidades da Avaliação da Aprendizagem em Processo (AAP). Trata-se de um caderno de questões objetivas de Língua Portuguesa aplicado ao ensino fundamental II e médio da Secretaria da Educação do Estado de São Paulo (SEESP) para medir os coeficientes de aprendizado nesta disciplina em cada ano escolar. Analisamos as aplicações semestrais de 2015 num dado oitavo ano da rede pública do interior paulista. O debate focalizou as questões com maior porcentagem de erro, uma vez que é esta a tônica daa AAP: diagnosticar as questões que os alunos apresentaram maior fragilidade para promover ações metodológicas capazes de sanar as lacunas conteudísticas, notadamente, aqueles direcionados para a competência leitora. Realizada desde 2011, a AAP, atualmente, conta com mais de dez edições e passou a fazer parte do calendário oficial do ano letivo das escolas públicas paulistas, devido ao status que alcançou de indicador formal dos avanços das turmas no conteúdo programático de sua série. Este estudo fez seu recorte utilizando como ponto de escolha as vivências da própria mestranda, enquanto docente que acompanhou ao longo do ano a classe de oitavo ano e, portanto, foi a responsável pela aplicação e tabulação destas avaliações. A metodologia apresenta pesquisa qualitativa. / Abstract: This paper aims at discussing the competence and ability matrix of the Learning Evaluation as a Process (LEP). This evaluation is composed by multiple choice questions of Portuguese language and is employed by the São Paulo State Secretary of Education in the public schools of the state. We have analysed the applications conducted in an eighth grade class for six months in a public school in the São Paulo state. The focus of the analysis is the questions with a higher percentage of mistakes. This emphasis occurs because the LEP analyses the indicators in which the students have shown less ability and that indicate the necessity to promote methodological actions in order to fulfill the content needs, especially those focusing on the reading competence. The LEP has been happening since 2011 and, after more than ten applications, it has become part of the official calendar in public schools in the São Paulo state. It has reinforced the formal indicator of advances in the school groups for each grade. This research has had the researcher's experiences as a starting point as she has followed the eighth grade class and was in charge of the application and results of the evaluation process. The methodology presents qualitative research / Mestre

V posledních letech dochází ke zvyšování zájmu firem o řízení svých podnikatelských rizik. V řízení rizik vidí nástroj, který jim může pomoct dosáhnout svých cílů bez ohrožení zájmů svých akcionářů. Tato práce se zabývá speciálním produktem - úvěrovým ratigem, který představuje komplexní nástroj vyjadřující úvěrové riziko hodnocených subjektů. V práci je popsáno měření úvěrového rizika a vývoj trhu ratingu od jeho počátků po dnešek. Dále je rating popsán z hlediska jeho charakteru, nabídky a poptávky. V souvislosti s novým doporučením Basilejského výboru pro bankovní dohled, známým jako Basel II se práce věnuje ratingu jako regulatornímu nástroji. První ze tří pilířů tohoto konceptu - minimální kapitálové požadavky, je velice zajímavý pro ratingové agentury, protože doporučuje bankám postupujícím podle tzv. standardizovaného přístupu používat rating při měření úvěrového rizika. Poslední část práce se věnuje významu Basel II pro ratingové agentury a některým cyklickým aspektům ratingu.

Práce pojednává o řízení rizik v leasingové společnosti. Popisuje proces hodnocení bonity klienta a faktory ovlivňující schvalování obchodních případů. Charakterizuje ratingový a scoringový model v konkrétní leasingové společnosti, hodnotí jejich nedostatky a navrhuje změny na jejich vylepšení. Obsahuje i praktický příklad komplexního hodnocení obchodního případu včetně posouzení bonity klienta prostřednictvím ratingového modelu a nástrojů finanční analýzy.

Public contracts constitute a special method of making contracts, where one side is represented by a public contractor, who intends to expend public funds. There are legal adjustments aimed to make this expenditure effective and economical. The domain of public contracts is also significant for the European Union, and there are standard procedures which should guarantee that subjects from any member state can apply for the public contracts. Consequently the public contracts adjustment is also included in the European law, in the form of directions. The topic of public contracts is a very complex one, therefore in my research I concentrate only on its more important aspects. First, I follow the historic development in this domain and how it was influenced by European law. Then I discuss the main institutes of public contracts, such as the definition of public contract itself, individual assignment procedures, the issue of qualification, methods of offer evaluation and law supervision. In the final part I provide some findings from application practice. Basic conclusions of my work identify the excessively complicated and formal legal regulations, which are often consequence of frequent changes of public contracts legislation, to be a main obstacle for the proper law application. In my opinion, the solution to this situation should consist in stabilizing the legal regulations in its present form. This would mean that the emerging problems could be solved by judicial doctrina.

Digitized by Kansas Correctional Industries

Thesis (MPA.) -- University of Limpopo, 2007 / Refer to the document

As the nature of work is rapidly changing, organizations in developed nations all over the world are experiencing shifts in the age composition of their workforces. These changes, which include an aging workforce that is becoming increasingly age-diverse, indicate that organizational researchers and practitioners need to be better aware of how age differences manifest themselves in the workplace and what implications this has for effective employee management. In the current study it is proposed that employees of different ages react differently to various elements of a formal performance feedback event. Specifically, Carstensen's developmental Socio-emotional Selectivity Theory is used as a theoretical backing for explaining how and why employees of different ages perceive and react to performance feedback differently based on their perceptions of the valence, content quality, and delivery quality of the feedback. The results show evidence of age differences in feedback reactions, with younger adults being particularly concerned with information that will benefit them in the future and older adults being particularly concerned with information that conveys a positive relationship with one's supervisor. These findings have both conceptual and practical implications as we seek to build workplace aging theory and find ways to better manage and retain valuable employees of all ages in a changing world of work.

Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.

This study looked at possible relationships which exist between three personal characteristics variables believed to be associated with effective leadership in elementary schools. The three variables were (1) Principal Vision, (2) Principal Interpersonal Orientation and, (3) Principal Personal Values. The relationship between selected teacher, principal and school demographic variables and teacher's perceptions of their principal's vision was also explored. Data were collected from 51 principals and 841 teachers in elementary schools from 10 school districts in the Portland, Salem and Vancouver metropolitan areas. Teachers were asked to score their perceptions of their principal's vision on the School Vision Inventory. The principal was also asked to complete the Mach V interpersonal orientation scale, the Profile of Life Values and, his/her predictions of teachers responses on the School Vision Inventory. Data were analyzed by using one or more of the following statistical tests: MANOVA; ANOVA; Chi-square; and Pearson Product Moment Correlation. The major conclusions are: (1) principals perceived teachers to be less positive than they in fact were in their perceptions of the principal's ability to encourage others to make personal sacrifices to accomplish the principal's vision; (2) male teachers perceive that their principals include them more in the vision building process than do female teachers; (3) teachers younger than 26 were less positive in their perceptions of their principal's Internalization and tended to be less positive on other scales; (4) principals communicate their vision more effectively with those teachers who are in their first year with their current principal than any other group for vision exchange, sacrifice and total vision; (5) school and principal demographics have little impact on teacher perceptions of principal vision; (6) principals value being sensitive to the needs of others more than any of the other personal values and they value artistic expression the least; (7) with the exception of the Artistic values, male and female principals are relatively similar in their personal values; (8) principal vision and personal values are moderately related; and (9) the relationship of interpersonal orientation of the principal to teacher perceptions of principal vision is not statistically significant.

This thesis explores the relationship between assessment techniques and reporting procedures in early childhood settings. Discrepancies between curriculum being presented and skills and progress being reported are examined. The curriculum used in this study is Portland Public Schools' Piaget Curriculum, which stresses active, scientific problem solving for children 4 to 6 years old. A variety of assessment, observation, recording and reporting tools are suggested, implemented and critiqued. Creation of a portfolio to store and showcase these items is suggested and explained. The important role of parents and families in the assessment process is studied. Strategies for involving parents at all stages of implementation are included and field tested. The result is a unique, lively, complete look at the teacher's efforts to use authentic assessment strategies which honestly match the curriculum unfolding in the classroom.