0 autor apresenta o desenvolvimento da Administração, pontuando as contribuições mais importantes das teorias administrativas que compõem a Teoria Geral da Administração. Tece considerações a respeito do trabalho administrativo do enfermeiro, indicando que suas ações ainda são pautadas segundo princípios da Administração Científica, da Escola Clássica e da Teoria da Burocracia. Buscando conhecer se a produção científica tem acompanhado a evolução da administração, esta investigação teve como objetivos verificar a utilização e a identificação das teorias administrativas que fundamentaram a produção em enfermagem nesta temática. Trata-se de unia pesquisa bibliográfica exploratória focada num periódico brasileiro de enfermagem. Os resultados indicaram que de um total de 681 artigos publicados no periódico mencionado, 8,66% concentram-se na temática em análise. Conclui-se que a Teoria Comportamental seguida de referenciais da Liderança Situacional são as mais utilizadas pelos autores e que, dentre as teorias administrativas identificadas nos artigos estudados, a Teoria Comportamental e a Teoria de Sistemas foram as mais freqüentes. / The author prescrits the development of Administration, pointing out the most important contributions made by the adm.,nistrative theories that mdke up General Administration Theory. Reflections are made on nurses' administrative work, indicating that their actions are still guided by principles of Scientific Administration, the Classical School and the Theory of Bureaucracy. With a view to discovering whether scientific prodwtion has accompanied the evolution in the field of administration, this research aimed to verify the tise and identification of administrative theories that grounded nursing production on this therne. This exploratory and bibliographic research focuses on a Brazilian nursing periodical. The results indicated that 8.66% of the 681 articles published in this periodical concentrated on the therne area under analysis. lt is concluded that the theory authors use most is Behaviorial Theory, followed by Situational Leadership reference frameworks. Among the administrative theories identified in the articles that were studied, Behavioral and Systems Theory were most frequent.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-17T17:26:38Z No. of bitstreams: 1 anageovandamouraorezende.pdf: 1380346 bytes, checksum: 5e0b25cacd2100daf2ab47638305f4ec (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-28T15:52:05Z (GMT) No. of bitstreams: 1 anageovandamouraorezende.pdf: 1380346 bytes, checksum: 5e0b25cacd2100daf2ab47638305f4ec (MD5) / Made available in DSpace on 2016-06-28T15:52:05Z (GMT). No. of bitstreams: 1 anageovandamouraorezende.pdf: 1380346 bytes, checksum: 5e0b25cacd2100daf2ab47638305f4ec (MD5) Previous issue date: 2012-07-25 / O presente estudo trata-se de um Plano de Ação Educacional (PAE) que se inicia relatando um caso de gestão sobre os ensaios de Avaliação do Desempenho Docente, ocorridos nas escolas públicas estaduais da 7ª Coordenadoria Regional de Desenvolvimento da Educação- 7ª CREDE do Ceará. Este Plano de Ação analisa, descreve e correlaciona se os ensaios de avaliação do desempenho docente, desenvolvido na Regional, estão agregando melhorias no desempenho dos professores e nos resultados de aprendizagem dos alunos. Analisa e explicita, ainda, a implantação e as implicações desses ensaios de avaliação docente nos resultados das avaliações externas do Sistema Permanente de Avaliação da Educação Básica do Estado do Ceará (SPAECE). Objetiva-se apontar aspectos positivos e negativos, indicando quais devem ser melhorados e sistematizados, a fim de que essa avaliação se torne numa ferramenta de gestão eficaz para melhorar o desempenho dos professores e os resultados de aprendizagem dos alunos. Para tanto, analisaram-se os resultados obtidos por meio do SPAECE dos anos de 2008, 2009 e 2010, correlacionando-se os critérios e os aspectos dessa avaliação de desempenho com os do SPAECE. Analisaram-se, ainda, pareceres descritivos emitidos pelos gestores nesses ensaios de avaliação sobre o desempenho dos professores, depoimentos e falas dos atores envolvidos, além de outros elementos que possam ter influenciado nessa avaliação. Ficou evidenciado nesse plano, que, nas ações e práticas desenvolvidas pelos técnicos e gestores da Regional, estava faltando monitoramento e acompanhamento das ações pedagógicas de forma mais atuante, em relação ao suporte pedagógico oferecido pela SEDUC, regional e pelas escolas. Sentiu-se, ainda, necessidade de otimizar melhor os recursos pedagógicos e financeiros para desenvolver as atividades pedagógicas da escola, além do redimensionamento do tempo e das orientações para tornar o planejamento dos professores mais eficaz. Detectou-se necessidade de um maior acompanhamento pelos gestores e professores à frequência e desempenho dos alunos, além de formação continuada para os professores e o uso dos resultados das avaliações internas e externas por parte de todos os atores envolvidos no processo educacional. Autores como Bonamino (2002), Pequeno e Coelho (2003), Lucena (1992), Souza & Lima(s/d), Rabaglio (2010), Perrenoud (2002), Condé (2011) e outros ajudaram a compreender o percurso e o desenho do processo vivido. O referencial teórico fundamentado nesses autores contribuiu para a formulação de um novo desenho de avaliação do desempenho docente, o qual foi proposto no último capítulo deste Plano de Ação. / The present study is about a Plan of Educational Action (PEA) which starts relating a case of management over the essay about Teachers’ Performance Evaluation, made in the state public schools of the 7th Regional Coordination of Educational Development – 7th RCED from the Ceará. This Plan of Action analyses, describes and correlates if the teachers’ performance evaluation essays developed in the regional are aggregating tangible improvement in teachers’ performance and in the results in the students’ learning. It still analyses and makes explicit the implantation and the implications of these teachers’ evaluation essays in the results of the external evaluations of Ceará State Permanent Basic Education Evaluation System (CSPBEES). It has as its objective, to point the positive and negative aspects, designating which ones should be improved and systematized, for this evaluation to become an effective management tool to improve the teachers’ performance and the students’ learning results. For this, the 2008, 2009 and 2010 results from the CSPBEES were analyzed, this evaluation’s aspects and criteria were correlated with the CSPBEES ones. Were analyzed, also, descriptive opinions emitted by the managers in these teachers’ performance evaluation essays, declarations and speeches by the involved actors, beside other elements which may have influenced this evaluation. It was shown in this plan, that in the actions and practices developed by the technicians and managers of the regional, there was a lack of more active monitoring and follow-up to the pedagogical actions, in comparison to the pedagogical support offered by SEDUC, the regional and the schools. There is, still, the need to optimize the pedagogical and financial resources, to develop the pedagogical activities in the school, besides the resizing of the time and the orientations to make the teachers’ planning more effective.It was detected the need of a better follow-up by the managers and teachers to the attendance and the performance of the students, besides the continuing education for the teachers and the use of the results of the internal and external evaluations by all the actors involved in the educational process. Autors like Bonamino (2002), Pequeno e Coelho (2003), Lucena (1992), Souza & Lima(s/d), Rabaglio (2010), Perrenoud (2002), Conde (2011) and others, helped understanding the course and the design of the process. The theorical referencial based in the work of these autors contributed to the formulation of a new teachers’ performance evaluation, which was proposed in the last chapter of this plan of action.

Although interventions that take an individualized, holistic approach to service delivery have been recommended for homeless youth, few such interventions have been described in the literature. This study sought to examine a unique, multi-faceted, community-based intervention developed in 2009 in Tampa, FL to provide services to homeless adolescents who are no longer living in the custody of a parent or guardian (i.e. unaccompanied youth). The intervention, titled Starting Right, Now (SRN), has served over 100 youth to date. The program provides residential, educational, recreational, and professional development services, as well as mental and physical health care. Each youth also receives a trained mentor who is in frequent contact with the youth. Other individualized services are provided as needed. Although SRN has been in existence for six years, the program has only been evaluated using measures such as changes in GPA, absentee rates, etc. In the current study, individual interviews with nine program participants who had been in SRN for at least one year were analyzed to explore how the youth themselves perceived that their lives had been impacted. Thematic analysis of interviews provided an opportunity to examine common themes among participants. Results showed that despite encountering some challenges, participants perceived that they had been lifted to higher educational and personal levels through obtainment of resources; adult and peer support systems; renewed trust in adults; increased hope; improved mental health; and a heightened sense of community. Practical implications for practice and research are discussed.

Magister Curationis - MCur / The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients. / South Africa

Designed for those who work in the field of early childhood teacher education. Serves as the spring conference for NAECTE. Explore the theme of Reflections on Research and Practice in Early Childhood Teacher Education through a keynote presentation, paper, and poster presentations, with time provided for dialogue amont participants.

Background. Hardware-accelerated ray tracing has enabled ray traced reflections for real-time applications such as games. However, the number of rays traced each frame must be kept low to achieve expected frame rates. Therefore, techniques such as rendering the reflections at quarter resolution are used to limit the number of rays traced each frame. The new hardware features inline ray tracing, and hardware variable rate shading (VRS) could be combined to limit the rays even further. Objectives. The first goal is to use hardware VRS to limit the number of rays even further than rendering the reflections at quarter resolution, while maintaining the visual quality in the final rendered image. The second goal is to determine if inline ray tracing provides better performance than using ray generation shaders. Methods. Experiments are performed on a ray traced reflections pipeline using different techniques to generate rays. The techniques use inline ray tracing, inline ray tracing combined with VRS, and ray generation shaders. These are compared and evaluated using performance tests and the image evaluator \FLIP. Results. The results show that limiting the number of rays with hardware VRS result in a performance increase. The difference in visual quality between using inline ray tracing with VRS and previous techniques remain comparable. The performance tests show that inline ray tracing performs worse than ray generation shaders with increased scene complexity. Conclusions. The conclusion is that hardware VRS can be used to limit the number of rays and achieve better performance while visual quality remain comparable to previous techniques. Inline ray tracing does not perform better than ray generation shaders for workloads similar to ray traced reflections. / Bakgrund. Hårdvaruaccelererad strålspårning har möjliggjort strålspårade reflektioner för realtidsapplikationer såsom spel. Däremot måste antalet strålar som spåras hållas lågt för att förväntade bildfrekvenser ska uppnås. Därför används renderings-tekniker som att rendera reflektioner i en fjärdedels upplösning för att begränsa mängden strålar. De nya teknikerna inline strålspårning och hårdvarubaserad variable rate shading (VRS) kan användas för att minska antalet strålar ytterliggare. Syfte. Det första målet är att använda hårdvarubaserad VRS för att minska antalet strålar ytterligare jämfört med att rendera reflektioner i en fjärdedels upplösning, men samtidigt upprätthålla den visuella kvalitén. Det andra målet är att avgöra om inline strålspårning ger bättre prestanda än att använda strålgenererings shaders för reflektioner. Metod. För att svara på forskningsfrågorna ufördes experiment på en strålspårad reflektionspipeline med olika tekniker för att generera strålar. Teknikerna som testas är inline strålspårning, inline strålspårning kombinerat med VRS, samt strålgenererings shaders. Dessa jämförs och evalueras med prestandatester och bild-evaulatorn \FLIP. Resultat. Resultaten visar att minska mängden strålar med hårdvarubaserad VRS resulterar i en prestandaökning. Skillnaden i visuell kvalité mellan inline strålspårning kombinerat med VRS och tidigare tekniker är jämförbara. Prestandatesterna visar att inline strålspårning presterar värre än strålgenererings shaders vid ökad scenkomplexitet. Slutsatser. Slutsatsen är att hårdvarubaserad VRS kan användas för att minska antalet strålar och resultera i bättre prestanda, medan den visuella kvalitén är jämförbar med tidigare tekniker. Inline strålspårning ger inte bättre prestanda än strålgenererings shaders vid strålspårade reflektioner och liknande arbetsbelastning.

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The purpose of this scientific essay is to examine the relationship between different forms of knowledge and emotions which can arise in relationships at work in preschool. I use writing as a method for reflection, which creates openings for new perspectives that brings me closer to the core of the dilemma. I start from two different events taken from induction at two different times in my work life and the dilemma is from my own experiences. I state these questions to myself; Which expectations do I have for myself and my colleagues in relation to theoretical perspective and emotions? What role does the collegial interaction when negative emotions arise? What place do emotions have in the activities? How can we use educational theory with practical knowledge so they interact with each other in the work at the preschool? In an attempt to answer these questions I write a discussion on the relationship between emotions and knowledge from different perspectives. In both situations I mention the attachment theory both because it has great significance in connection with induction but also to enforce that theories needs to coexist with other knowledge in the work in preschool. Aristoteles three forms of knowledge, confidence in relationships and the importance of reflection are some of the things I write about in my text. Through this essay I want to show that there are more than theoretical standpoints that makes us professional educators while highlighting that there is not a given truth for how we should do to become and be a professional educator in preschool. / Syftet med denna vetenskapliga essä är att undersöka relationen mellan olika kunskapsformer och känslor som kan uppstå i relationer i arbetet på förskola. Jag använder skrivandet som en metod för reflektion, som skapar öppningar för nya perspektiv vilket för mig närmare kärnan i dilemmat. Jag utgår från två olika händelser tagna ur inskolningen vid olika tidsepoker i mitt yrkesliv och dilemmat är egenupplevt. Jag ställer mig frågor som; Vilka förväntningar har jag  på mig själv och på mina kollegor i relation till teoretiska perspektiv och känslor? Vilken roll spelar det kollegiala samspelet när negativa känslor uppstår? Vilken plats får känslorna ta i verksamheten? Hur kan vi använda pedagogisk teori med den praktiska kunskapen så att de samspelar med varandra i arbetet på förskolan? I ett försök att svara på frågorna för jag i texten en diskussion kring relationen mellan känslor och kunskap utifrån olika perspektiv. I båda situationer nämner jag anknytningsteorin för den har stor betydelse i samband med inskolning men även för att tydliggöra att teorier behöver samspela med andra kunskaper i arbetet i förskolan. Aristoteles tre kunskapsformer, trygghet i relationer samt reflektionens betydelse är några av de saker jag tar upp i min text. Genom denna essä vill jag visa att det finns något mer än teoretiska ställningstaganden som gör oss till professionella pedagoger och samtidigt belysa att det inte finns en given sanning för hur vi ska göra för att bli och vara en professionell pedagog i förskolan.