Um Schülern und ihren Lehrern das Auffinden und Arbeiten mit Fachtexten zu erleichtern, werden seit Januar d. J. durch die SLUB verstärkt Veranstaltungen dazu angeboten. Ziel ist es, sich in einer wissenschaftlichen Bibliothek orientieren .....

Die SLUB Dresden hält für ihre Benutzer einen umfangreichen Bestand an Medien aller Art bereit, die durch verschiedene Recherchemittel erschlossen sind, um den Benutzern das gezielte Wiederauffinden zu ermöglichen. Mit Einführung des Lokalsystems LIBERO hat die SLUB die bisher getrennten OPACS (ehemalige Universitätsbibliothek und ehemalige Landesbibliothek) in einer Datenbank, dem WebOPAC, zusammengeführt. Der WebOPAC wird ergänzt durch zahlreiche weitere elektronische Kataloge, die in der vorliegenden Publikation ausführlich erläutert werden. Zumeist sind diese Rechercheinstrumente von jedem Arbeitsplatz aus zugänglich, der Zugriff ist nicht auf den Bibliotheks- bzw. Universitätsbereich beschränkt. Auf Ausnahmen weisen wir Sie entsprechend hin. Die vorgestellten Rechercheinstrumente tragen allesamt multidisziplinären Charakter. Sie sind für jedes Fachgebiet relevant und bieten umfangreiche Informationen. Spezielle Datenbanken und Portale für Fachinformationen werden in anderen Tutorials ausführlich vorgestellt (siehe unter http://slub-dresden.de/benutzung-service/beratung-schulung/e-learning/). Kenntnisse zu WebOPAC, Zeitschriftenverzeichnissen und weiteren Katalogen können Sie auch direkt erwerben. Die SLUB bietet seit vielen Jahren regelmäßige Veranstaltungen zum Thema „Einführung in die Bibliotheksbenutzung“ und spezielle Weiterbildungen zu Katalogen und Datenbanken an. Das vorliegende Heft soll Ihnen helfen, die vermittelten Inhalte dieser Veranstaltungen nachzuvollziehen bzw. Sie befähigen, sich selbständig in dieses Thema einzuarbeiten.

Актуальность исследования. Роль интернета серьезно повлияла на развитие образования в России и мировом масштабе. Используя опыт лидеров рынка в сфере электронного образования, можно заключить, что подбор эффективного канала и автоматизация предоставления образовательной информации помимо геймификации способна снизить и стоимость услуг, повысить наценку и снизить затраты на производство курсов. Именно вопросу создания и автоматизации онлайн-курса будет посвящено решение данной работы. / The role of the Internet has seriously influenced the development of education in Russia and on a global scale. Using the experience of market leaders in the field of e-education, we can conclude that the selection of an effective channel and automation of the provision of educational information, in addition to gamification, can also reduce the cost of services, increase the margin and reduce the cost of producing courses. It is the question of creating and automating an online course that the solution of this work will be devoted to.

這些年來，經濟環境持續惡化，市場利率不斷下滑，壽險公司面臨利差損的巨額損失，然而相關修正法規通過投資型商品的銷售，因此壽險公司積極開發投資型商品，運用此商品來對抗利率下跌所產生的風險，同時提供消費者「保險」與「投資」雙重功能的新商品。 本文根據當前金融環境及壽險業所面臨的問題，來探討壽險公司對投資型商品的經營策略，並實際訪談己推出投資型商品外商、本土具代表性的壽險公司，最後依據研究結果做出結論及建議。 本研究得到的結論歸納如下：(1)壽險公司銷售投資型商品，朝改善商品結構，有效防範和化解經營風險，提升核心競爭力，亦是建立長期競爭優勢。(2)經營投資型保險經管風險的評估，其最大費用是教育訓練及軟体系統的投資與維護，即作業風險是最大考量。(3)外商保險公司發展投資型保險商品速度快於本土保險公司，對市場反應力較強。而本土保險公司，要落實教育訓練較為費時，因此本土公司都從簡單易懂商品開始，漸進式轉入投資型保險。(4)外商公司的競爭優勢是商品設計，行政作業靈活及電腦系統優異，而本土公司的核心競爭力則是行銷通路及眾多業務員，因此由簡易套裝商品切入市場建立客戶群。(5)保險公司業務員仍為主要行銷通路，而「全方位理財顧問」將是業務人員的定位，因此教育訓練及選才是壽險公司進入投資型保險的重要課題。(6)對行銷人員來說，以往「人情保」或「退傭金」的銷售模式己不適用，而是要規劃客戶需求的責任風險，及提供相關金融知識，成為客戶個人及家庭的理財顧問。(7)金融自由化及金控法規通過，壽險公司必需整合資源形成經濟規模，對於投資型商品的投資靈活性、商品成本透明度與投資種類的組合等方面將是壽險業之間競爭模式的轉變。(8)投資型商品具有保障和投資雙重功能，但需將投資型保險當作保險商品來運用而非投資工具，並且要「長期持有」才能顯現基金績效；而業務人員誠實揭露相關費用及明確告之消費者權益和義務是避免銷售糾紛的最重要關鍵。 關鍵字：投資型保險商品，經營策略，行銷通路，教育訓練 / Because economic environment is getting worse and the interest rate is lower and lower, the life insurance companies are in face of huge profit loss. In the meaning time, the related laws and regulations were released； therefore the hfe insurance companies strongly developed the investment-linked insurance to overcome the impact of lower interest rate and to offer new products to customers, which meet insurance and investment both benefits. Based on financial environment has today and the problems of insurance industry, this study is to discuss the operation strategies of investment- linked insurance products. By extensive interview with the major of four insurance companies, we come out conclusions and related suggestions. The main conclusions of this study are described as followings： (1) For effective and solving the operation risk, the life insurance companies should sell investment-linked products and keep improving the structure of the products. In the long run, the life insurance companies need to build up core competence through investment-linked insurance products. The middle size company may consider Investment-linked products as major products to develop business. (2) There are two major factors to evaluate the business risk, which are the training course and the cost of software. (3) Foreign insurance companies very fast-developed investment-linked insurance products to meet market request. The local insurance companies have to build up customers based through simple-packaged products. The large size companies have to consider the training system early and to help sale improving the financial knowledge. (4) The competitive advantages of foreign companies are design products, operation system and computer hardware. The strength of local companies is having channel infrastructure and many salesmen. (5) The agents are main marketing channels and to be a financial consonant. The training course and selection are important to the life insurance companies. (6) By brothering customers or returning commission, it is not a suitable sales model for salesmen. To offer right risk plan and financial knowledges, salesmen are a financial consonant for customers or customers’family. (7) The completive situations between life insurance companies are to offer investment-linked insurance products, which have investment information, cost and investment portfolio. (8) The investment-linked insurance products have insurance and investment both benefits, but tibey should be regarded as a tool of insurance. Customers have to keep them long turn to get the benefits of fund. Salesmen also have to tell customers clearly about their rights and all costs to avoid argument after sell. Key words: investment-linked insurance products, management strategies, marketing strategies, training course.

Made available in DSpace on 2016-04-27T16:58:55Z (GMT). No. of bitstreams: 1 Valdina Goncalves da Costa.pdf: 1138439 bytes, checksum: 9e0fbcd341d25fbeca36ca90d5b4a019 (MD5) Previous issue date: 2009-06-25 / This research fits into the field that discusses teacher training in higher education, and in a special way, the work of the professor in teacher training courses. In this context, this study was guided by the following question: How do the professors of the Teacher Training Courses in Mathematics set themselves up as teacher trainers, and what are the specificities of their work? The aims of the study were: catalogue the professors in the Teacher Training Courses in Mathematics in the state of Minas Gerais, understand the work of the teacher training professor and identify the specificities that have been significant in this work. The theoretical support was found in Bourdoncle, Roldão, Altet, Dubar, Sacristán, Contreras, Paquay, Ludke and Boing when talking about the profession and the teaching act itself; in Nóvoa, Lang, Fanfani, Lamy, Jobert and Altet when discussing professionalization; and in Fanfani, Arroyo, Mancebo, Ludke and Boing when discussing about work and teaching conditions. The research field is formed by the Teacher Training Courses in Mathematics in the state of Minas Gerais, and the participants are the teacher training professors who work in them. The research happened in two phases. At the beginning of the data collection phase, the teacher training professors received a questionnaire which identified their profile and characteristics of their work. Later, interviews were carried out with seventeen teacher training professors from eight private and public institutions, aiming at understanding and identifying the specificities of their work. The teacher training professors statements were analysed concerning their personal and professional development in relation to the work in the higher education institution in which they are staff members. The research showed that the process of setting themselves up as teacher developers is dynamic and made up of different moments through which they pass along their personal and processionals walk. The results also showed that various factors, motivated by neo-liberal politics, have affected work, and the teaching condition of the subjects who were interviewed, and point to their intensification, fragmentation, isolation and control, with the illusion of a false autonomy and freedom of work. Theoretically, this thesis aims at opening up new discussions about the teaching act itself of teacher training professors in our days / Esta pesquisa se insere na problemática que discute a formação de professores no ensino superior e, em especial, o trabalho do professor formador nos cursos de licenciatura. Nesse contexto, este estudo foi orientado pela questão: Como os professores dos cursos de Licenciatura em Matemática se constituem como formadores de professores e quais as especificidades do seu trabalho? O estudo teve como objetivos: fazer um mapeamento dos professores formadores dos cursos de Licenciatura em Matemática do estado de Minas Gerais, compreender o trabalho do professor formador e identificar as especificidades que têm marcado esse trabalho. Os referenciais teóricos foram buscados em Bourdoncle, Roldão, Altet, Dubar, Sacristán, Contreras, Paquay, Ludke e Boing para discutir a profissão e a profissionalidade docente; em Nóvoa, Lang, Fanfani, Lamy, Jobert e Altet para discutir a profissionalização; e em Fanfani, Arroyo, Mancebo, Ludke e Boing para discutir o trabalho e a condição docente. O campo de pesquisa são os cursos de Licenciatura em Matemática do estado de Minas Gerais, tendo como participantes os professores formadores que neles atuam. A pesquisa desenvolveu-se em duas fases. Num primeiro momento da coleta de dados, foi aplicado um questionário que identificou o perfil dos professores formadores e características de seu trabalho. Posteriormente, foram realizadas entrevistas com dezessete professores formadores de oito instituições, públicas e privadas, com a intenção de compreender e identificar as especificidades do seu trabalho. Foram analisadas as narrativas dos professores formadores em relação à trajetória pessoal e profissional e em relação ao trabalho na instituição de ensino superior em que atuam. A pesquisa revelou que o processo de constituição desses professores, como formadores, é dinâmico e composto por diferentes momentos, pelos quais os sujeitos vão passando ao longo de sua trajetória pessoal e profissional. Os resultados também mostraram que vários fatores, impulsionados pelas políticas neoliberais, têm afetado o trabalho e a condição docente dos entrevistados e apontam para sua intensificação, fragmentação, isolamento e controle, com a ilusão de uma falsa autonomia e liberdade de trabalho. Teoricamente, esta tese busca trazer novas discussões acerca da profissionalidade docente dos professores formadores nos dias atuais

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-11-08T18:42:44Z No. of bitstreams: 1 HELLEN CRISTINA CAVALCANTE AMORIM.pdf: 2023721 bytes, checksum: a071e1f3033cadbd90997fd8debc95ef (MD5) / Made available in DSpace on 2018-11-08T18:42:45Z (GMT). No. of bitstreams: 1 HELLEN CRISTINA CAVALCANTE AMORIM.pdf: 2023721 bytes, checksum: a071e1f3033cadbd90997fd8debc95ef (MD5) Previous issue date: 2018-08-31 / This thesis has as its theme the National Training Plan for Basic Education Teachers (Parfor). The empirical field includes the Parfor Pedagogical Training course of the Federal Technological University of Paraná (UTFPR), campus Curitiba. The research problem was thus stated: What is the meaning of the Parfor Training Course of the Parfor of the UTFPR for the cursist teachers acting in basic education? The general objective is to analyze the meanings of the Parfor Pedagogical Training course assigned by the UTFPR students. The specific objectives are to systematize the legal framework of teacher education policies in Brazil; to explain the policies of teacher education in basic education, at secondary and higher level, with emphasis on pedagogical training; identify the organization of teacher training in primary schools at the secondary level and that of upper secondary schools and to analyze the importance of Parfor in teacher training. The guiding axes of the theoretical framework are the training policies of teachers in secondary and higher education for action in basic education and the National Policy for the Training of Professionals of the Magisterium of Basic Education, fomented by Capes and instituted by Decree 6,755/2009 and their unfolding. The study revisits the history of teacher education policies, presenting it from the Jesuit education and the Law of October 15, 1827, since it is considered the starting point for the State to assume public and free education, as a right of the Brazilian citizen. In contextualizing the historical and political aspects of teacher training programs, Parfor recognizes that since 2009, this training process is feasible and part of the development of the strategic plans, with the objective of improving the quality of basic education. Research is guided by dialectical historical materialism. The research is a qualitative approach, with a case study, having as methodological procedures documentary analysis, questionnaire, interview with the Course Coordinator and the reflections made in a discussion group. The research subjects are 13 professors in training at UTFPR and the Coordinator of the course. The categories of analysis of the empirical material show the profile of the cursist teachers; the reasons for the search for Pedagogical Training; the difficulties faced in the development of the course and its significance in the training and acting of the cursist in the classroom. As a result, we note the progress in the development of these emergency teacher education policies to qualify teachers who work in basic education, in compliance with current legislation, emphasizing the importance of pedagogical training for teachers. / Esta tese tem como tema o Plano Nacional de Formação de Professores da Educação Básica (Parfor). O campo empírico compreende o curso de Formação Pedagógica do Parfor da Universidade Tecnológica Federal do Paraná (UTFPR), campus Curitiba. O problema de pesquisa foi assim enunciado: Qual é o significado do curso de Formação Pedagógica do Parfor da UTFPR para os professores cursistas atuantes na educação básica? O objetivo geral é analisar os significados do curso de Formação Pedagógica do Parfor atribuídos pelos cursistas da UTFPR. Os objetivos específicos consistem em sistematizar o arcabouço legal das políticas de formação de professores no Brasil; explicitar as políticas de formação de professores da educação básica, em nível secundário e superior com destaque na formação pedagógica; identificar a organização da formação do professor das escolas primárias em nível secundário e a das escolas secundárias em nível superior e analisar a importância do Parfor na formação de professores. Os eixos orientadores do referencial teórico são as políticas de formação de professores no ensino médio e no nível superior para atuação na educação básica e a Política Nacional de Formação de Profissionais do Magistério da Educação Básica, fomentada pela Capes e instituída pelo Decreto 6.755/2009 e seus desdobramentos. O estudo revisita à história das políticas de formação de professores, apresentando-a a partir da educação jesuítica e da Lei de 15 de outubro de 1827, por ser essa considerada o ponto de partida para que o Estado assumisse o ensino público e gratuito, como um direito do cidadão brasileiro. Ao contextualizar os aspectos históricos e políticos dos programas de formação de professores, reconhece-se que o Parfor, desde 2009, é viabilizador desse processo formativo, sendo parte do desenvolvimento dos planos estratégicos, com o objetivo de melhorar a qualidade da educação básica. A investigação orienta-se pelo materialismo histórico dialético. A pesquisa é de abordagem qualitativa, com um estudo de caso, tendo como procedimentos metodológicos a análise documental, de questionário, de entrevista com a Coordenadora do curso e das reflexões feitas em grupo de discussão. Os sujeitos de pesquisa são 13 professores cursistas em formação na UTFPR e a Coordenadora do curso. As categorias de análise do material empírico mostram o perfil dos professores cursistas; os motivos da busca pela Formação Pedagógica; as dificuldades enfrentadas no desenvolvimento do curso e o seu significado na formação e na atuação do cursista na sala de aula. Como resultado, nota-se o avanço no desenvolvimento dessas políticas emergenciais de formação de professores para qualificar o docente que atua na educação básica, em atendimento à legislação vigente, enfatizando a importância da formação pedagógica para os professores.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-04T17:06:09Z No. of bitstreams: 1 kleniodasilvavanderley.pdf: 1339868 bytes, checksum: b72bad359d14c8ea4d41a601e4887b3b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-05T11:48:59Z (GMT) No. of bitstreams: 1 kleniodasilvavanderley.pdf: 1339868 bytes, checksum: b72bad359d14c8ea4d41a601e4887b3b (MD5) / Made available in DSpace on 2016-08-05T11:48:59Z (GMT). No. of bitstreams: 1 kleniodasilvavanderley.pdf: 1339868 bytes, checksum: b72bad359d14c8ea4d41a601e4887b3b (MD5) Previous issue date: 2015-01-22 / A presente dissertação analisou o curso de formação docente em nível médio, Curso Normal Médio, em seis escolas da Rede Estadual de Ensino do Estado de Pernambuco, jurisdicionadas à Gerência Regional de Educação – GRE, Litoral Sul. Justifica-se a investigação, considerando a experiência do autor tanto como professor do Curso Normal Médio, quanto como Analista Educacional na GRE Litoral Sul, desde 2008, sendo o último cargo até a data da realização da pesquisa. Esse estudo é importante para Gerência Regional de Educação Litoral Sul, pois vem revelar o andamento do curso Normal Médio, seus desafios e possibilidades. A pesquisa foi desenvolvida com base na metodologia qualitativa, o método estudo de caso, as entrevistas e a pesquisa documental em seis escolas. Foram realizadas entrevistas semiestruturadas com técnicos da Secretaria de Educação do Estado de Pernambuco, o gestor da GRE Litoral Sul, gestores e professores de prática pedagógica de cada unidade escolar, além da análise documental e revisão bibliográfica. A partir do suporte teórico respaldado em Luckesi (2000), Pimenta (1997, 2002, 2005, 2006), Freire (1996, 2003), Gatti (2000), Veiga (2006), Santiago (1998), Sacristán (2000), Silva (2000), Libâneo (2005), Luck (2000) e Guimarães (2004). Foi estruturado um plano de ação para o fortalecimento do Curso Normal Médio, a partir de lacunas reveladas no estudo proveniente da formação continuada para os professores formadores, acervo de livros nas bibliotecas específicos para a formação de professores; quantidades de escolas que ofertam esse curso no mesmo município, adequação do acompanhamento do curso por uma coordenação, recurso financeiro, divulgação e esclarecimentos a comunidade e coordenador de curso com um perfil adequado, com aplicabilidade na GRE Litoral Sul, quanto em toda rede estadual de ensino. / The present dissertation analyzed the teacher training course on high school level, in six schools of the Educational State Network of the State of Pernambuco, linked to the Regional Educational Management (GRE, in Portuguese) of the South Coast. The study is justified considering the author’s experience as a teacher on such course, as well as an Educational Analyst at the GRE South Coast, since 2008, holding such position until this research was conducted. This study is important Regional Management of the South Coast, as it reveals the processes of the teacher training course on high school level, its challenges and possibilities. The research was developed based on qualitative methodology, the study case method, interviews and documental research in six schools. Semi structured interviews were conducted with technicians of the Education Secretariat of the State of Pernambuco, the manager of the GRE South Coast, managers and pedagogical practice teachers of each school unit, besides documental analysis and bibliographical research. As theoretical support we utilized works by Luckesi (2000), Pimenta (1997, 2002, 2005, 2006), Freire (1996, 2003), Gatti (2000), Veiga (2006), Santiago (1998), Sacristán (2000), Silva (2000), Libâneo (2005), Luck (2000) and Guimarães (2004). An educational action plan was structured to strengthen the Teacher Training course on high school level, from the gaps revealed in the study related to the continuing training of the training teachers, books specific to teacher training on the libraries, amount of schools that offer such course on the same town, adequacy of the course follow-up by the oversight coordination, financial resources, disclosure and communication with the community and course coordinator with a suitable profile, applicable at the GRE South Coast, as well as to the entire educational state network.

Doctor Educationis / By the mid-1980s, the Nationalist Party had sought to salvage almost four decades of apartheid policies that were based on white supremacy. In this regard, it engaged in dual strategies of repression and reform. The state's strategies were challenged by organizations and movements within civil society. In this regard, many community-based organizations mushroomed both nationally and regionally. These organizations were coordinated by adult political activists most of whom were perceived to lack the necessary skills to manage organizations more effectively. In this conjuncture, the Adult Education Departments at five South African universities developed certificate-level programs to address this gap. This study focuses on three such programs, the Community Adult Education Programme, based at the University of Cape Town, the Certificate for Educators of Adults at the University of the Western Cape, and the Community Adult Educators Training Course based at the University of NatalPietermaritzburg. This study investigates the social and political conditions that gave rise to the three certificate programs. It also investigates the relationship between the external social and political conditions and the internal curriculum practices of the certificates. This process analyses the nature of the relationship and identifies shifts in the programs and the curriculum practices between 1986 and 1996. The study uses a qualitative approach and draws on elements of critical theory and social constructionism to understand the data gleaned from interviews and documents. This study argues that all three certificate programs have directly been tied into the sociopolitical context in South Africa between 1986 and 1996. In this decade the study argues, there are three distinct political periods, namely repression/reform, negotiations, and fragile democracy. It argues that distinct features from each period have shaped the certificates in different ways. Along with the national political conditions as manifest at the level of the state, the private sector, and civil society, there are local and institutional dynamics that contribute to the different forms assumed by these certificates. The study further argues that the external social - political conditions from each period have demarcated and fixed the boundaries for the certificates as a social practice. In this process, the curriculum practices for each period permitted certain words and practices in preference to others. Consequently, it argues that the external and internal social and political dimensions together construct the certificates as a discourse. This study is based on a belief that the role of a certified practitioner is to creatively locate the day-to-day practices within different theoretical frameworks to advance studies into sites of adult education practices. This study represents a step in such a direction.