O fomento à implantação e ao fortalecimento dos conselhos escolares é o objetivo visado pelo Programa Nacional de Fortalecimento dos Conselhos Escolares, política criada pelo Ministério da Educação em 2004, tendo como principal instrumento a promoção de formação continuada, por meio da publicação e distribuição de cadernos e da oferta de cursos. O objetivo da dissertação é analisar a implementação do Programa Nacional de Fortalecimento dos Conselhos Escolares (PNFCE) no que concerne ao potencial de contribuição das estratégias e processos de formação de técnicos e de conselheiros para o fortalecimento de todos os segmentos do conselho escolar, com destaque ao segmento dos pais. A pergunta de pesquisa é a seguinte: em que medida os cursos de formação do Programa Nacional de Fortalecimento dos Conselhos Escolares são eficazes para a consecução do principal objetivo do Programa: fortalecer os conselhos escolares? Parte-se do pressuposto que o conhecimento disponibilizado nos cursos de formação para técnicos e dirigentes de sistemas de ensino pode ser determinante para criar uma mudança na escola ou manter a realidade. O trabalho foi realizado a partir de cinco fontes principais: a experiência da autora em um conselho escolar; conteúdos e procedimentos de um curso de formação do PNFCE oferecido por uma instituição de educação superior, do qual também participou a autora; documentos legais e normativos relativos à gestão da educação e ao PNFCE; produção científica sobre o tema dos conselhos escolares e gestão da educação; informações e materiais didáticos e PNFCE, principalmente os doze cadernos do Programa. A política pública estudada, ainda que tenha a finalidade de fortalecer conselhos escolares, apresenta obstáculos que não são condizentes com os objetivos da norma que a criou, a Portaria Ministerial nº 2.896/2004, tendo tais obstáculos sido constatados no processo de implementação. Um dos obstáculos é o fato dos cursos se restringirem aos profissionais da educação. Outro entrave é a distância considerável entre os discursos que proclamam ser a gestão democrática da escola pública, logo, também os conselhos escolares, importantes para a qualidade da educação oferecida pela escola e a realidade que se apresentou no curso estudado, em que a ênfase a determinados assuntos, em detrimento de outros que poderiam empoderar o conselho escolar, pode ser tida como uma forma de condicionar o conhecimento disponibilizado pelas publicações do MEC e que são utilizadas como material didático. Com base no trabalho desenvolvido, foi possível considerar que o PNFCE tem potencial muito limitado para fomentar conselhos escolares fortes e atuantes, uma vez que os conhecimentos que chegam até os conselheiros não são suficientes e adequados a tal finalidade. A democratização do poder de decisão na escola encontra resistências, desde os processos de implementação da política pública até a resistência percebida na escola, que, ao fim ao cabo, pode ser decorrente do (des)conhecimento de direitos e deveres de cada conselheiros escolar. / The support to the implantation and to the strengthening of the scholar councils is the goal to be achieved by the National Program for the Strengthening of the Scholar Councils (PNFCE), politics created by the Education Ministry in 2004, having as its main instrument the promotion of the continued formation, throughout the publication and distribution of notebooks and the courses’ offer. This dissertation’s goal is to analyze the implementation of the National Program for the Strengthening of the Scholar Councils (PNFCE), regarding to the strategies’ potential of contribution and processes of counselor’s and technician’s formation for the strengthening of all scholar council’s segments, highlighti ng the parent’s segment. This research’s question is the following: at what measure the National Program for the Strengtheni ng of the Scholar Counci ls’ (PNFCE) formation courses are effective for the attainment of the Program’s main goal: strengthen scholar councils? It starts from the presupposition that the knowledge made available on the formation courses for technicians and lecture system’s chiefs may be determinant to create a change in the school or keeping the reality. The work has been developed through five main resources: the author’s experience in a scholar council; matters and procedures i n a PNFCE’s formation course offered by a superior education institution, which the author’s been part of as well; Legal and normati ve documents related to education’s management and to the PNFCE; scientific production about the scholar councils’ theme and education management; information and didactic material from PNFCE, mainly the program’s twelve books. The public politics studied, even though it has the goal of strengthening scholar councils, presents obstacles that are not consistent with the goals from the norm that created it, the Mi nistry’s ordi nance # 2.896/2004, having such obstacles been reali zed on the implementation’s process. One of the obstacles is the fact that the courses are restricted to the education professionals. Another barrier is the considerable distance between the speeches that proclaim the public schools’ management is, ergo, the scholar council’s as well, important for the quality of the education provided by the school and the reality that has been selfpresented in the studied course, whereat the emphasis to some subjects, to the detriment of others that might have empower the scholar council, may be perceived as a way to condition the knowledge made available by the Education Ministry’s publications and that are used as didactic material. Based on the work here developed, it has been possible to consider that PNFCE has a very limited potential for the supporting of strong and active scholar councils, once the knowledge that come to the counselors are not enough and fit to such purpose. The democratization of the Power of decision i n schools fi nds resistance, from the public politics’ implementation processes to the resistance noticed in schools, that, at the end of the day, may be resulted from the (un)knowing of rights and duties of each scholar counselor.

ABSTRACT Key words: Dropout, repetition, scholar exclusion, school quality, General Secondary School, Mozambique. This study is a school-based research into the reasons for dropout and repetition in Mozambique. The research methodology is of a qualitative nature, which enabled the exploration of relevant themes, processes and patterns that have characterized the educational process in Mozambique, especially reasons that led to repetition and dropout, during the period between 1999 and 2005. The main reasons could be found in the whole process of teaching and learning; outdated classroom pedagogy; insufficient student participation and shortage of textbooks or teachers materials; and low teachers salaries. In addition, poverty causes many students to drop out. The main conclusion is that higher levels of repetition and dropout have cost implications, inflating enrolments and adding to total costs without necessarily leading to an improvement in learners’ outcomes. Recommendations include a redefinition of the model of secondary education in accordance with the new demands of the labour market.

Thesis advisor: Philip G. Altbach / The purpose of this study is to examine the reasons why Japanese visiting scholars visited the United States, their activities and experiences during their visits, their challenges and support for their transition, and personal and contextual factors that affected their transition in different stages. Although short-term international scholar mobility has recently increased, there are few studies on the population of international visiting scholars. In addition, while there is an overall increase in the number of international scholars, the number of Japanese scholars is decreasing. This qualitative study explores the Japanese visiting scholars' experiences of transition by drawing upon Schlossberg's adult transition model (e.g., Anderson, Goodman, and Schlossberg, 2011). The findings show that the purpose of visit and activities during the visits varied by individuals, although most activities were individual and professional ones, such as conducting research, networking, and teaching. While the first-time visiting scholars engaged in English practice and observation of cultural differences, the scholars with family members reported social experiences through their children's schools. Several scholars worked on institutional relations during their visits. The challenges that the visiting scholars faced varied by the timing during their transition. Common challenges included finding opportunities at their home institutions, finding the host universities, setting up life in a new community, finding opportunities for interactions, and dealing with language and cultural issues. The expected challenges after their returning to home were mainly related to institutional arrangements and societal differences. The factors that influenced their transition included the arrangements at home and host institutions, academic fields, past American academic experiences, existing networks with Japanese and American colleagues, and their personalities. Recommendations are provided for American and Japanese universities, individual visiting scholars, and the Japanese government. As for implications from this study, since the Japanese visiting scholars mostly relied on their personal connections and previous experiences for transitions, in order to utilize international visiting scholars for short-term brain circulation, institutional and governmental support and policy arrangements need to be structured as a part of the initiative for the internationalization of higher education. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

A epilepsia representa a desordem cerebral crônica mais comum na infância, sendo mais incidente nos dez primeiros anos. Muitas das epilepsias infantis caminham para remissão das crises com tratamento apropriado. Porém, devido a estigmas e preconceitos, o diagnóstico de epilepsia favorece atitudes de exclusão, restringindo inclusive a participação em escolas regulares. O objetivo deste trabalho é investigar como professores e familiares de crianças com epilepsia se referem e concebem a esta criança no cotidiano da educação escolar. E, ainda, como a própria criança aborda essas vivências. Para tanto, três crianças (10-11 anos), com diagnóstico de epilepsia, foram estudadas: uma freqüentando escola especial, uma classe especial, e, outra, classe regular. A seleção dos participantes foi feita a partir de crianças atendidas num ambulatório especializado. Realizaram-se entrevistas semi-estruturadas com os professores e as famílias. E, ainda, entrevistas com a criança, utilizando-se material lúdico de apoio. Paulo e Gabriel (nomes fictícios) têm 10 anos de idade, Isael tem 11. As crises de Paulo iniciaram-se, com um ano e um mês, e ele freqüenta escola especial, desde os dois anos. Freqüentou classe regular por três anos (5-8 anos), sendo depois reencaminhado para escola especial. As crises de Gabriel iniciaram-se aos onze meses, freqüenta classe especial desde os dois anos. Atualmente, o município agrupou todas as classes especiais num mesmo local. As crises de Isael iniciaram-se aos nove meses, freqüenta escola regular desde os oito anos, quando as crises cessaram, mediante tratamento cirúrgico. A análise qualitativa, baseada na perspectiva da Rede de Significações, foi conduzida por recortes temáticos das falas dos interlocutores, apreendendo-se significados relacionados ao processo educacional, à estigmatização da criança, às perspectivas futuras, dentre outros. Nos três casos, foram observadas limitações impostas às crianças devido às crises, havendo diminuição dessas restrições após remissão. Das entrevistas com as crianças, apreendeu-se poucos significados atribuídos ao ser uma criança com epilepsia, mas diversos quando se considera seu ambiente educacional. Nos três casos, as crises parecem se diluir em meio a outros aspectos. No caso de Paulo, o estigma não parece estar associado às crises epilépticas, e sim à sua vinculação com a APAE e às suas dificuldades de aprendizagem. No caso de Gabriel, o estigma parece mais relacionado ao comportamento da criança e suas dificuldades cognitivas. No caso de Isael, a estigmatização aparece, por um lado, pelas dificuldades de aprendizagem; e, por outro lado, pelo fato de que sua superação da doença o coloca como um escolhido por Deus. Verificou-se que, em termos escolares, ênfase dominante direciona-se às dificuldades de aprendizagem, trazidas tanto pelas escolas como pelas famílias. Não há consenso, no entanto, em nenhum dos casos, se aquelas dificuldades são decorrentes das crises. Evidenciamos, ainda, que o percurso escolar dessas crianças com epilepsia foi marcado pela segregação/exclusão. As escolas, de maneira geral, não demonstram aptidão/interesse em lidar com essas crianças. Além disso, o modo como cada município se estrutura em termos educacionais foi determinante na trajetória escolar de cada criança. Temos que considerar a luta de poderes e de práticas-discursivas que circunscrevem muitas das decisões/ações que envolvem a escolaridade dessas crianças. Devemos analisá-las de maneira situada, contextualizada, garantindo a análise da complexidade desses vários elementos. / Epilepsy represents the most common chronic cerebral disorder in infancy, which usually appears during the first ten years of life. Stigma and prejudice regarding epilepsy are understood as promoting exclusion attitudes, which can even restrict childrens entrance in regular schools. The aim of this study was to investigate, through a qualitative research, how teachers and parents conceive and refer to a child with epilepsy and his/her school education; and, how those children conceive their experiences. Three children with epilepsy, between ten and eleven years old were investigated. One of them was attending a special school; a second, a special class; and third child was attending a regular class. The participants selection was made among children who were attended in a specialized ambulatory. Empirical data was obtained by semi-structured interviews with teachers and families; interviews with play activities were carried out with children. Paulo and Gabriel (assumed names) are ten years old, Isael is eleven. Paulo and Isael had their crisis controlled when they were two and eight years old, respectively. Gabriel still has seizures. Paulo attended a special school since two years old and was sent to a regular class at 5-8 y.o., then went back to a special school. Gabriel attends a special class since he was two years old. Nowadays, the city where he lives has grouped all the special classes in a same building. Isael began attending a regular class when he was eight, when his seizures ceased after surgical treatment. Data collection and analysis were conducted based on the Network of Meanings perspective. Analysis of parents and educational professionals was conducted through the construction of thematic fields: attributed meanings regarding epileptic seizures; school trajectory; stigmatization of child; future perspectives, among others. Limitations are imposed to the children due to crises, there are less restrictions after the crises cease, in the three cases. Analysis of childrens interviews did not reveal many meanings related to be a child with epilepsy. They refer more frequently to questions related to their educational environment and experiences. In those three cases, the crises were not highlighted. In Paulos case, the stigma seems to come from attendance to a special school and from his learning disabilities. In Gabriels case, the stigma seems more related to his behavior and cognitive difficulties. In Isaels case, the stigmatization is linked to two paradoxical aspects: his learning disabilities and Gods will. In themes related to school, the learning disabilities are predominantly highlighted, both by families and schools. But there is no consensus that those difficulties derive from the crises. We showed that those childrens school trajectory is marked by exclusion; yet, the schools did not demonstrate interest/know-how to receive/accept them. Furthermore, the city educational system was determinant for the childrens school trajectory. We conclude that we must consider the social contradictory discursive practices present, which help to constrain many decisions/actions regarding these childrens school trajectories. Otherwise, prejudices, stigma and exclusion are only seen through individual lenses and as individual problems.

No contexto atual a morte é, ao mesmo tempo, interdita e escancarada. A educação para a morte abre novos horizontes para a abordagem desta questão no contexto escolar. Esta discussão é relevante uma vez que adolescentes expressam a importância e a necessidade de falar sobre o tema da morte na escola. Apontam a possibilidade de troca de opiniões, dificuldades, medos e experiências entre eles, ampliando também o diálogo com educadores e familiares. Além disso, as sensações de acolhimento e segurança podem se refletir em melhor rendimento escolar. A partir disso, esta pesquisa investigou: a) quais temas relacionados à morte e à adolescência estão presentes no contexto escolar pelo olhar do educador; b) como estes temas são abordados nas escolas; c) os sentimentos e o preparo dos educadores; d) quais são as possíveis formas de intervenção, entre educadores e alunos adolescentes. O processo da adolescência e a sua relação com o tema da morte no contexto escolar foram abordados a partir de três esferas: mortes concretas, simbólicas e escancaradas. Foi utilizada a abordagem qualitativa na coleta e na compreensão dos dados. Participaram desta pesquisa sete profissionais da área da educação que atuam com adolescentes. Foram realizadas entrevistas individuais e categorias temáticas foram destacadas com o intuito de formar os eixos de análise. Os educadores falaram sobre o papel da educação e sua relação com o tema da morte, uma vez que a escola é vista por eles como instituição sócio-educativa e voltada ao desenvolvimento integral do aluno. As possibilidades de atuação com adolescentes ainda não são claramente percebidas, pois o tema da morte é pouco abordado nas escolas. Os educadores mencionaram dificuldades e falta de tempo para preparo, necessidade de reforma curricular, além da sobrecarga de tarefas já assumidas. As várias mortes são vistas como temáticas pertinentes à escola, mas eles consideram que esta tarefa deve ocorrer em parceria com outras instituições, como universidades, secretarias de educação, clínicas-escola e com a família dos alunos. Foram citadas situações já vivenciadas pelos educadores: alunos enlutados pela perda de pessoas significativas, ídolos, animais de estimação; mortes de alunos por adoecimento ou acidentes; bullying escolar; violência física e verbal; situações de exclusão e humilhação; alunos ou familiares hospitalizados; afastamento da escola; separação ou distanciamento de familiares; ausência de diálogo; perdas amorosas; automutilação; expectativas diante da saída da escola; mortes abordadas pelos meios de comunicação; crítica à mídia; banalização da morte, entre outras. Estas situações provocam nos alunos e profissionais choque, impotência, medo, indignação, insegurança e desilusão com a vida. Os educadores também enfrentam limites pessoais, do contexto escolar ou impostos pelos familiares dos alunos. Algumas possibilidades de atuação foram destacadas: trabalho preventivo às várias mortes, sensibilização, escuta, acolhimento de necessidades, reflexão, discussão em grupo, esclarecimento, legitimação dos sentimentos e ideias dos jovens, compartilhamento de vivências dos educadores, participação nos rituais, vinculação com o dia de Finados, apoio aos familiares e, em algumas situações, encaminhamento dos alunos para profissionais especializados. As disciplinas escolares, poemas, músicas, filmes, pinturas, desenhos, notícias da mídia, apostilas didáticas e livros são vistos como instrumentos facilitadores para a sensibilização ao tema da morte com adolescentes. Assim, a escola pode propiciar espaços para o aluno se fortalecer, proteger-se, valorizar a vida e lidar melhor com situações de perdas e riscos. É importante que os educadores explorem os vários canais de comunicação, a postura crítica, a expressão de dúvidas, opiniões e sentimentos dos jovens / On the current context, death is, at the same time, interdicted and openly manifested. Education towards death can show new horizons on the approach of this issue on a scholar context. This debate is relevant once adolescents express the importance and the need of talking about death at school. They point out the possibility of exchange of opinions, dificulties, fears and experiences between them, also enlarging the dialog with educators and family. Besides that, the sensations of heed and safety can result in a better school performance. Considering all of the above, this research focused on: a) which topics related to death and adolescence are present on the scholar context as seen by educators; b) how these topics are brought out at schools; c) the feelings and the preparation of educators; d) which are the possible ways of intervention, among educators and adolescent students. The process of adolescence and its relations with the death issue on the scholar context were approached having the three following scopes of death considered: concrete, simbolic and openly manifested. Both collecting and analysis of data were made from a qualitative approach. Seven professionals of the educational Field, who work with adolescents, took part of this research. Individual interviews were made and some categories were pointed out in order to build analysis axis. The educators talked about the role of education and its relation to the death issue, once school is seen as a social-educational institution by them, and focused on the development of the student as a whole. The possibilities of work with adolescents are still not clearly noticed, since the issue is seldom approached at school. The educators mentioned dificulties and lack of time for preparation, need of school program reform, and add to that the overburden of tasks they already have. The several kinds of death are seen as appropriate issues for school, but they consider that this task should be done in partnership with other institutions, like universities, educational public authorities, community psychological services, family and others. Experienced situations were cited by the educators: students in mourning because of significant people, idols and pets losses; death of students by illness or accident,; bullying; verbal and physical violence; humiliation and exclusion; hospitalized students or family members; school dismissal; separation or dismissal from family; lack of diolog; losses related to love relations; self mutilation; expectation ceated by school egress; death as approached by means of comunication; critics to the media; banalized death, among others. These situations cause shock, impotence, fear, resentment, insecurity and disillusion of life among students and professionals. The educators also have to deal with personal limits, either on the scholar context or imposed by students and their families. Some possibilities of action were highlighted: preventive work to several kinds of death, sensitization, listening, heed of needs, reflection, group discussion, elucidation, legitimation of the young peoples ideas and feelings, sharing of the educators experiences, taking part on rituals, linking to All SoulsDay, support to the families, and, in some situations, student guidance by specialized professionals. The school subjects, poems, songs, films, paintings, drawings, media news and school books are seen as instruments to favor sensitization to the death issue among adolescents. Therefore, school can provide moments for the students to protect and strengthen themselves, give value to life and deal better with losses and risks. It is important that educators explore the various means of communication, the critical attitude, the expression of doubts, opinions and feelings of the youngsters

A 1.5 hrs UBC Library instructional workshop was presented by the UBC Science and Engineering librarians, Eugene Barsky and Kevin Lindstrom. Topics covered were: information on using Google, Google Scholar, and a comparison of Google/Google Scholar with Compendex (major engineering database).

Abstract The objective was to assess Professional, Health Advocate and Scholar CanMEDS competencies in anesthesia residents using a Generic Integrated Objective Structured Assessment Tool (GIOSAT) during simulated scenarios. Methods Twenty one anesthesia residents participated in managing two scenarios: “do not resuscitate” and “morphine overdose”. Four trained blinded raters analyzed video recordings using the GIOSAT. Internal structure was examined using generalizability analysis. Results Results of the g-study focused on PHAS and ME components alone, participants accounted for 20% of the scores variance (G-coefficient 0.66). A D-study indicated two raters and eleven or more scenarios would be required for a G-coefficient > 0.80. Conclusion This study demonstrates construct validity for assessing PHAS competencies for low stakes assessment. Results address the gap of assessment performance for PHAS competencies, describe methodology and produce recommendations for summative assessments using simulation.

The present work examines the construction of race on reality television through the use of an exemplar in this genre, MTV's The Real World. By the sheer fact of its popularity and ubiquity, as The Real World is nearly two decades old and is the longest-running example of the genre, reality television programming warrants deeper academic investigation. The present work argues that as we are consuming mass media, we are also consuming specific ideas about our social world. These ideas inform audiences and are necessary to uncover in order to learn about the social structure of our racialized society. Findings reveal race and ethnicity is embedded in our culture and how this show has communicated race through its depiction and even exclusion. Further, findings reveal that racial and ethnic relations are most often depicted as a "Black versus White" issue. The current work focuses specifically on the construction of race because of the similarly ubiquitous nature of race in society. Because The Real World is a long-running series, it provides an ample database from which to sample for a discourse analysis. The show is marketed and viewed by a specific target audience such that it allows for the exploration of one of the research arguments: that we must continue to rethink and challenge our view that mass media audience members, specifically here television, are passive consumers of material. The present work seeks to extend the application of theoretical contributions of Hall, Morley, Ang, and Jenkins by applying models to a type of programming that complicates the vision of media where consumers and producers are identifiably different spheres. The field of reality television programming is unique because of its dependence on viewers to become cast members and participants in the media production process. Finally, as previous research has shown, even in fictional settings viewers have conflated the individual who plays a character and the character the actor is playing. Thus by analyzing issues of race, where the line between real and unreal is purposely blurred the impact of how race is constructed can be quite great.

Trabajo previamente presentado en forma oral (TI-017), en parte, en el XXIV Congreso Estudiantil Colombiano de Investigación Médica (XXIV CECIM) y I Congreso Científico de COODESURIS (I CC COODESURIS), 15-18 de mayo de 2013, Pereira, Risaralda, Colombia, donde obtuvo el Premio "Segundo Lugar de Trabajos de Investigación". / The citation based indicators are recognized by the scientific community to assess the quality of scientific journals. Colombia has a rating system called the National Journal magazines Index (IBN) / Publindex. The objective of this study is to evaluate the impact of the Colombian health journals according to Google ScholarMetrics (GSM), SciELO, and SCOPUS, compared with the IBN classification for 2007-2011. In analyzing journals by GSM H index, we find that among the worst journals classified "C" by Publindex, there are publications with higher H5 index and H5 median than those top-ranked journals by IBN as "B" and "A2". There are journals such as The Colombian Anesthesiology that without being in IBN, has SciELO higher impact factor than several IBN "A1" journals. There are indexed journals in Scopus which despite being quartile 3 (Q3) are rated "A2" by IBN but they are Q4 journals classified as "A1" by IBN. This shows that Publindex classification is not consistent with journal impact indicators in three systems: GSM, Scopus, and SciELO, as it has been previously suggested by other authors. It is required to improve the Publindex classification and such classification should take into account citation and impact parameters so that the quality reflected in international indicators would be consistent with the national classification. / Revisión por pares

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