Submitted by Aline Amarante (1146629@mackenzie.br) on 2017-03-27T23:16:25Z No. of bitstreams: 2 WILSON DE MORAES.pdf: 1079542 bytes, checksum: 6099360007d99844eac2e5ab5365e283 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2017-04-03T13:15:33Z (GMT) No. of bitstreams: 2 WILSON DE MORAES.pdf: 1079542 bytes, checksum: 6099360007d99844eac2e5ab5365e283 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-03T13:15:33Z (GMT). No. of bitstreams: 2 WILSON DE MORAES.pdf: 1079542 bytes, checksum: 6099360007d99844eac2e5ab5365e283 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-01 / Risk management is one of the most important features for the survival of organizations. In a background in which transparency and reliability are fundamental cornerstones in financial statements, appropriate management of operational risks is a growing concern. As a result, risk management is increasingly necessary and a vital tool to reduce the opportunities for deviations from the route plan. However, the literature on the subject addresses, mainly, companies in the financial sector, showing a lack of data for organizations in other industries. Within this context, this study aims to present the implementation of operational risk management in the Integrated Receiving (IR) area of a National Publisher. The analysis of this study was based on the concepts of COSO (Committee of Sponsoring Organizations of the Treadway Commission) methodology and made possible using Control Self Assessment (CSA) methodology, in addition to the interventionist approach. CSA methodology provides the identification of risks by managers of the area under analysis. However, in order to develop a theoretical contribution, this study analyzed data referring to employees in IR area. After data were collected, the implementations of the necessary corrective actions were discussed and negotiated with the concerned manager. The result was a success throughout the whole process of implementation; in addition, the participation of all employees were beneficial and constructive for the company in order to determine weaknesses of the area. The main benefit observed was the dissemination of the risk culture among the participants of this work and an improvement in the control environment for the company. Results should be analyzed considering the limitations of this work, as the company studied belongs to a specific sector. Therefore, as a suggestion for future research, there is a need to expand the number of companies and internal areas to be studied, comparing the conclusions with those of this study. / A gestão de riscos é um dos mais importantes recursos para a sobrevivência das organizações. Em um cenário de demanda por transparência e confiabilidade nas demonstrações financeiras, o adequado gerenciamento de riscos operacionais é preocupação cada vez mais presente. Em razão disso, a gestão de riscos torna-se um instrumento de extrema importância para minimizar as ocorrências de perdas nas organizações. Porém, a literatura sobre o assunto aborda, principalmente, empresas do setor financeiro, havendo uma carência de dados para organizações pertencentes aos demais setores do mercado. É nesse contexto que o presente estudo teve como objetivo principal a implementação do gerenciamento de riscos operacionais na área de Recebimento Integrado (RI) de uma Editora Nacional. As análises deste trabalho tiveram por base os conceitos da metodologia COSO (Committee of Sponsoring Organizations of the Treadway Commission) e foram viabilizadas com a utilização da metodologia CSA (Control Self Assessment) e da abordagem intervencionista. A metodologia CSA estabelece a identificação dos riscos pelos gestores da área em análise, porém, nesse trabalho, com o intuito de se obter contribuição para a teoria, foram apurados dados referentes a todos os funcionários da área de RI. Posteriormente ao levantamento de dados, as implementações das ações corretivas necessárias foram discutidas e negociadas junto ao gerente da área. O resultado apurado demonstrou sucesso no processo de implementação, destacando que a participação de todos os funcionários da área para apuração de fragilidades é benéfica e salutar para o negócio. O principal ganho verificado foi a disseminação da cultura de riscos entre os participantes deste trabalho e uma melhoria no ambiente de controle para a empresa. Os resultados devem ser analisados considerando-se as limitações deste trabalho, que estudou uma empresa em um setor específico. Para tanto, como sugestão de pesquisas futuras, há a necessidade de se ampliar o número de empresas e áreas internas a serem estudadas, comparando-se as conclusões com as do presente trabalho.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T13:22:58Z No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) / Made available in DSpace on 2017-05-31T13:22:58Z (GMT). No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) Previous issue date: 2012-08-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The study was characterized by a qualitative research; based on a bibliographical research, documentation, field observation and semi structured interviews. The overall objective was to analyze the process of institutional self-evaluation at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. Initial concerns focused on the perspective of policy evaluation of higher education, given the reality of the Federal Institutes. So, we started with a theoretical analysis of the macro area, the conceptual point of view of educational and institutional assessment, to support the internal assessment process, also called self-assessment. Continuing the analysis, we dealt with the regulatory frameworks and historical assessment policies of higher education in Brazil. In order to contextualize the reality, the characteristics and specificities of IFRJ, the search also sought to characterize the socio-educational trajectory, through the institution's official documents and interviews. Below presented the theoretical and methodological reasons that contributed to this research. From this basis, we sought to examine the experiences and challenges of institutional self-evaluation process at the institution based on legal documents, in interviews and field observations. Finally, results and discussion section, we analyzed the data collected, providing the opportunity to situate the emergence of institutional self-assessment IFRJ the voices of key informants. This group was composed of managers and members of committees of self-assessment that accompanied the transformation of the institution in the Federal Institute, presenting proposals and challenges for the IFRJ. The main contribution of this study was the possibility of socializing experiences in institutional self-assessment IFRJ in federal institutions and other educational institutions. The dive in the subject led to a reflection on the importance of self-assessment in higher education / O estudo caracterizou-se por uma pesquisa de natureza qualitativa, partindo de uma investiga??o de fontes bibliogr?ficas, documentais, observa??o de campo e entrevistas semiestruturadas. O objetivo geral foi analisar o processo de autoavalia??o institucional no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. As preocupa??es iniciais concentraram-se no ponto de vista das pol?ticas de avalia??o da educa??o superior, face ? realidade dos Institutos Federais. Assim, partiu-se de uma an?lise macro dos referenciais te?ricos na ?rea, do ponto de vista conceitual da avalia??o educacional e da avalia??o institucional, para embasar o processo de avalia??o interna, tamb?m denominado de autoavalia??o. Continuando a an?lise, abordou-se os marcos regulat?rios e hist?ricos das pol?ticas de avalia??o da educa??o superior no Brasil. A fim de contextualizar a realidade, as caracter?sticas e as especificidades do IFRJ, a pesquisa buscou tamb?m caracterizar a sua trajet?ria s?cio-educacional, mediante os documentos oficiais da institui??o e das entrevistas. A seguir apresentou-se os referenciais te?rico-metodol?gicos que contribu?ram para fundamentar a presente investiga??o. A partir deste embasamento, buscou-se analisar as experi?ncias e os desafios do processo de autoavalia??o institucional na institui??o com base em documentos legais, nas entrevistas e nas observa??es de campo. Finalmente, na sec??o resultados e discuss?o, foram analisados os dados coletados, oportunizando situar o despontar da autoavalia??o institucional do IFRJ nas vozes dos informantes-chave. Este grupo foi constitu?do por gestores e membros das comiss?es de autoavalia??o que acompanharam a transforma??o da institui??o em Instituto Federal, apresentando proposi??es e desafios para o IFRJ. A contribui??o principal do estudo foi a possibilidade de socializar experi?ncias de autoavalia??o institucional no IFRJ, em institui??es federais e outras institui??es educacionais. O mergulho no tema levou a uma reflex?o sobre a import?ncia da autoavalia??o na educa??o superior.

Abstract In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.

The aim of my diploma thesis was to find out how teachers lead their pupils to self - assessment and how this effort relates to the type of their teaching style. The individual teaching styles, their suitability for pupils self-esteem, the particularities of individual development periods and the pupils self-evaluation in these developmental periods are characterized in the theoretical part. The practical part contains a case study, which describes the teaching styles of ten elementary school teachers and their influence on pupils' self-assessment. For the research task I used the data processing via observation and interviewing methods. Another method used in my research is the action teacher research, which helped me to find out my own teaching style and the level of self-esteem students are able to achieve in the 5th grade. The results of the research point to the influence of teacher's teaching style on self-assessment of pupils. Teachers focusing on the facilitating or liberal teaching style really lead pupils to the ability of self- assessment. Fifth-grade pupils who have not been lead to self-assessement since the first grade are not able to self-assess on the level of upper secondary school age.

The aim of this thesis was to ascertain the self-assessment of university students with various specializations, in their knowledge of information and communication technology (ICT). The theoretical part concerns with self-assessment as concept and methods pertaining to its verification. It also contains a detailed description of the anchoring vignettes method with its application in specific areas. Also discussed is the Overclaiming Technique. An evaluation has been conducted in the empirical part, which elaborates on self-assessment of ICT terms of various groups of students. Anchoring vignettes method is used in order to amend said self-assessment. Aforementioned part of the thesis also contains the use of overclaiming technique in practise, which is demonstrated on a specifically devised questionnaire. In this questionnaire, the students were asked to evaluate their level of understanding both existing and non-existing terms from the ICT area. The results have shown that there are significant differences between the questioned groups of students. The numbers indicate that students of ICT have a greater tendency to exaggerate the level of their knowledge in the area of information and communication technologies. Much more so than students who specialize in different subject.

Bakgrund: Pankreatikoduodenektomi är den enda kurativa behandlingen av pankreascancer och pankreasanastomosläckage (PAL) är en mycket allvarlig postoperativ komplikation. Metoder för att identifiera detta i ett tidigt skede behöver förbättras. Den postoperativa övervakningen består till stor del av vitalparametrar men sjuksköterskan observerar även andra tecken på försämring. Metod: 32 patienter som genomgått pankreatikoduodenektomi inkluderades i studie. Ett bedömningsformulär innehållande 14 parametrar togs fram och användes för att identifiera vad i sjuksköterskans observationer som kan identifiera tidiga tecken på PAL. Studien hade kvantitativ ansats. Syfte: Att identifiera tidiga tecken på PAL efter pankreatikoduodenektomi med hjälp av ett bedömningsformulär. Resultat: Bedömningsformuläret identifierade normalförloppet efter pankreatikoduodenektomi. Vid jämförelse mellan patienterna som drabbats av PAL och normalförloppet urskildes tre signifikanta skillnader. Patienterna med PAL hade innan det diagnostiserades ökat syrgasbehov, sjuksköterskan bedömde deras allmäntillstånd som dåligt istället för ganska gott och patienternas egenbedömning av allmäntillståndet visade att de mådde sämre för varje dag istället för bättre. Slutsatser: Studien indikerar att ökat syrgasbehov samt sjuksköterskans bedömning och patientens egenbedömning av allmäntillståndet är vägledande för upptäckten av pankreasanastomosläckage. / Background: Pancreaticoduodenectomy is the only curative treatment of pancreaticcancer and postoperative pancreatic fistula (POPF) is a very serious complication. Methods to identify this in an early stage must be improved. The postoperative monitoring is largely composed of vital signs, but the nurse also observes other signs of deterioration. Method: 32 patients how underwent pancreaticoduodenectomy were included in the study. An assessment form containing 14 parameters was used to identify what in the nurse's observation that can identify early signs of POPF. The study had a quantitative approach. Objective: To identify early signs of POPF after pancreaticoduodenectomy using anassessment form. Results: The assessment form identified the normal process after pancreaticoduodenectomy. In the comparison between the patients affected by POPF and the normal process, three significant differences were distinguished. The patients with POPF had before it occurred increased oxygen needs, the nurse assessed the general health as poor rather than pretty good and the patients self-assessed the general health worse by the day instead of better. Conclusions: This study indicates that increased oxygen needs and the nurse's assessment and the patient's self-assessment of general health can be indicative for the discovery of POPF.

Background: The treatment outcome of temporomandibular disorders (TMD) can be assessed with Symptom Severity Index (SSI). In addition to this self-report measure, Patients’ Global Impression of Change (PGIC) provides information about the overall impression of change. The use of SSI and PGIC when assessing treatment outcome in the field of TMD, and their correlation, has not previously been reviewed. Aim: The aims of this study were to investigate the correlation between the scales SSI and PGIC, to gain knowledge about which factors that contribute to the impression of change and to identify the diagnoses that have the most improvement. Methods: Data from 193 patients was analyzed. The percentage change in symptoms between baseline and follow up was compared to PGIC. The patients were divided into three groups based on main diagnoses, for further analysis. PGIC categories “much improved” and “very much improved” were set as successful treatment outcome. Different factors impact on PGIC were analyzed.  Results: Majority of the patients had a successful treatment outcome. A higher mean percentage change correlated with a better PGIC value. Patients with articular related diagnoses needed a greater reduction in SSI to rate the impression of change as improved. According to the regression analysis, diagnosis group, age, number of treatment visits and SSI-baseline were associated with treatment outcome. Conclusions: The present study supports the use of both SSI and PGIC for assessment of the treatment outcome when treating TMD. However, a possible discrepancy between the scales addresses the need for further examination and change of treatment approach.

This diploma thesis has theoretic - empirical character. The thesis is focused on self - assessment proces of pupil on the firt level of primary school. The aim of the work is to ensure and to interpret which of methods and resources the teacher have used for evaluation during the guidance of first grade - pupils to their self - assessment. The theoretical part focuses on purpose and reason of self - assessment and it's position in evaluation procedurs of teacher and on pupil's develipment, which is very essential for self - assessment, too. This part is concentrated on teacher's copmetencies which are very important for his - her option to lead pupils to the assessment. The practical part is based on cognitire investigation. The research part contains some objectives, methods, and research questions: What is the use of methods during the leading of pupils to self assessment? What is the pupil's experience with self - assessment? This part is concentrated on case studies of purposefully selected teachers, teachers and pupil's answer, which were done trough questions of the test. Next it focuses on portfolio analysis, they have a positive impact on children's self - assessment. At the end of the work the above questions were answered. KEY WORDS assessment, self - assessment, teacher, pupil,...

The master´s thesis is focused on the performance evaluation for the MIKROP ČEBÍN a.s. company using the EFQM Excellence Model. The theoretical part of the thesis is focused on the definition of performance and the ways in which it can be measured and evaluated. The current situation of the company is characterized in the analytical part. The evaluation is performed according to the START Model questionnaire, which is derived from the EFQM Model of Excellence. The final part contains measures leading to increase the company's performance.

The main purpose of this study was to investigate English second language(ESL) teachers' perceptions about learner self-assessment in the secondary school. The study also examined the factors that might influence the perceptions that teachers hold about self-assessment. The participants of this study were 163 ESL teachers who are teaching at secondary schools in Gauteng Province; they were from 94 randomly selected schools. The data was collected through questionnaires and the response rate was approximately 53%. The literature review was utilized to identify the main perceptions. The studies led to a 57-item teachers' perceptions of learner self-assessment questionnaire based on the following main perceptions: the value of self-assessment in the teaching and learning processes, the use of self-assessment as an alternative assessment technique in English second language learning, the accuracy and reliability of self-assessment and the role of teachers in the effective implementation of self-assessment in their classrooms. The data for the study were analysed using quantitative techniques. the findings for the study showed that teachers have a strong feeling about the value of learner self-assessment; they showed that it helps in the improvement of teaching and learning. The results also indicated that teachers agree that self-assessment should be used in English second language teaching as an alternative form of assessment as it enhances learners' linguistic skills. Teachers perceive that they have an important role to play in ensuring that the implementation of self-assessment becomes successful in their classrooms. However, some have indicated that learners are not objective enough when assessing themselves and therefore the results derived from self-assessment cannot be reliable and accurate. Teachers' perceptions correspond with their classroom self-assessment practice because most of them also indicated that they employ self-assessment to enhance learners' performance. Majority of teachers also indicated that factors such as class size, availability of materials, teacher professional training and development, formal teacher training, years of experience, classroom experience with self-assessment, and time available for self-assessment played a significat role in influencing their perceptions. The conclusions were drawn from the results and the recommendations were made for further research. The limitations of the study were also discussed. / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted