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Kasey, Jennifer Channel. "Building cultural competence in health care professionals : an instrumental case study of nursing students /." Full-text of dissertation on the Internet (673.46 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/kaseyjc/kaseyjc_doctorate_04-16-2010-03.pdf.
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Khattab, Ghada. "Sociololinguistic competence and the bilingual's adoption of phonetic variants : auditory and instrumental data from English-Arabic bilinguals." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/2719/.
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This study is an auditory and acoustic investigation of the speech production patterns developed by English-Arabic bilingual children. The subjects are three Lebanese children aged five, seven and ten, all born and raised in Yorkshire, England. Monolingual friends of the same age were chosen as controls, and the parents of all bilingual and monolingual children were also taped to obtain a detailed assessment of the sound patterns available in the subjects' environment. The study addresses the question of interaction between the bilingual's phonological systems by calling for a refinement of the notion of a `phonological system' using insights from recent phonetic and sociolinguistic work on variability in speech (e. g. Docherty, Foulkes, Tillotson, & Watt, 2002; Docherty & Foulkes, 2000; Local, 1983; Pisoni, 1997; Roberts, 1997; Scobbie, 2002). The variables under study include /1/, In, and VOT production. These were chosen due to the existence of different patterns in their production in English and Arabic that vary according to contextual and dialectal factors. Data were collected using a variety of picture-naming, story-telling, and free-play activities for the children, and reading lists, story-telling, and interviews for the adults. To control for language mode (Grosjean, 1998), the bilinguals were recorded in different language sessions with different interviewers. Results for the monolingual children and adults in this study underline the importance of including controls in any study of bilingual speech development for a better interpretation of the bilinguals' patterns. Input from the adults proved highly variable and at times conflicted with published patterns normally found in the literature for the variables under study. Results for the bilinguals show that they have developed separate sociolinguistically-appropriate production patterns for each of their languages that are on the whole similar to those of monolinguals but that also reflect the bilinguals' rich socio-phonetic repertoire. The interaction between the bilinguals' languages is mainly restricted to the bilingual mode and is a sign of their developing sociolinguistic competence.
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Moyer, Matthew T. "Use of an Interactive Web-based Platform, Founded on Constructs from the Social Cognitive Theory, to Benefit Eating Competence." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/840.
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Since Web-based interventions have a significantly high rate of attrition ranging from 99.5% to 77.5%, the researcher employed an instrumental case study approach to understand compliance in a Web-portal. The specific issue for this study was attrition rates and how SCT constructs affected eating competence. Qualitative data provided ground zero insight to a complex issue that was further understood. To better understand the phenomenon, participants that registered for the 30-day study and the software developer were interviewed. All interviews (n=6) were transcribed and data from the transcriptions were transformed from dialogues, into categories, then themes, and finally into concepts. Five guidelines to keep attrition rates low was the outcome of the data analysis. Having a nation interested in the Internet and at the same time faced with an obesity epidemic seemed to be a good fit for researching a method to promote eating competence with interactive technology. Eating competence intertwines four components: (1) attitudes about eating and the enjoyment of food (2) accepting new food to add variety to your diet (3) being able to eat the right amount of food and (4) being able to manage food through proper planning, storing, preparing, and offering. With the above information extracted from the literature, it was determined, a serious enough problem existed to justify spending time, money and other resources to develop and implement an intervention. The theoretical framework supporting the development of the web portal is the social cognitive theory (SCT). In health promotion, the purpose of the SCT is to help people stay healthy through good self-management of health habits. This dissertation focused on four constructs: self-efficacy, behavioral capabilities, observational learning, and reinforcement to better understand how eating competence skills were enhanced and attrition rates lowered.
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Veras, Elvira Maria Fernandes. "Análise da avaliação de desempenho docente e sua contribuição na prática de professores como alternativa na melhoria da aprendizagem dos alunos." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5835.
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A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute a avaliação de desempenho dos professores na Coordenadoria Regional de Desenvolvimento da Educação (CREDE 4) da Secretaria de Educação do Estado do Ceará (SEDUC). Nesse sentido, a questão norteadora desta pesquisa é: de que maneira a avaliação do desempenho docente está impactando a prática dos professores? Com base nessa pergunta, os objetivos definidos para este estudo foram: i) descrever o formato da avaliação de desempenho docente e sua implementação no âmbito da CREDE 4, ii) analisar as contribuições da referida avaliação na melhoria da prática dos professores das escolas estaduais da CREDE 4 e iii) propor ações com vistas ao aperfeiçoamento da avaliação a partir das questões identificadas na pesquisa. Assumimos como hipóteses que é necessário aperfeiçoar as etapas de planejamento, implementação e análise da avaliação docente. Para tanto, utilizamos como metodologia a pesquisa qualitativa e como instrumentos, a pesquisa documental, bem como, a realização de entrevistas e aplicação de questionários com os atores protagonistas desse processo, são eles: técnicos da CREDE 4, núcleo gestor das escolas estaduais da CREDE 4 e professores.
The present dissertation is developed in the scope of the professional master’s degree on Educational Management and Evaluation (in Portuguese, PPGP) of the Center of Governmental Policies and Evaluation of Education of Juiz de Fora Federal University (CAEd/UFJF). The focused case discusses the evaluation of the performance of the teachers located in the Regional Coordination of Educational Development, in Portuguese “Coordenadoria Regional de Desenvolvimento da Educação (CREDE 4)”, this coordination is supported by the Education Secretary of the State of Ceará, in Portuguese SEDUC. In this sense, the leading question of this research is: How is the evaluation of teacher’s competence affecting the teaching practice? Based on this question, the defined objectives in this work were: i) describing the procedure of the evaluation of teacher’s competence and its implementation in CREDE 4, ii) analyzing the contributions of the cited evaluation in the development of teacher’s practices who work in the schools located in CREDE 4 and iii) proposing actions in order to improve the evaluation, taking into consideration the data collected in this research. We also pointed out as our hypothesis that it is necessary to enhance the phases of planning, implementation and analysis of teacher’s evaluation. In order to test our hypothesis, we used as methodological procedure the qualitative research and as methodological instruments the documental research, interviews and questionnaire replies from the characters involved in this research: educational technicians and school coordinators of CREDE 4 and teachers.
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Almeida, Mariana Arita Soares de. "Regime jurídico da fiscalização tributária: estudo sobre as normas de fiscalização da obrigação tributária e dos deveres instrumentais." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/6650.
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The central axis of this dissertation is studying the surveillance activity about tax obligations and instrumental duties performed by the Executive. Under a critical and reflective review, it´s going to be analyzed the moment which begins with a broad and comprehensive inspection, possibly originating a specific procedure that culminates with application of norms that assert the tax legal fact, or invalidate or endorse the activity held by the particular, branched from norms sorted as primary precedent or derived punitive or non-punitive. Through the analysis of rules and principles that should guide the surveillance activity, we are going to accomplish a detailed study of each criterion that informs the structural standard of the investigative competence of tax agents
Essa dissertação tem como eixo central de estudo a fiscalização das obrigações tributárias e dos deveres instrumentais realizada pela Administração. Sob um viés crítico-reflexivo, serão analisadas questões atinentes ao momento que se inicia com uma investigação ampla e abrangente, eventualmente desdobrada num específico procedimento que culmina com a positivação de normas que afirmam o fato jurídico tributário, ou infirmam ou confirmam a atividade do particular, emanadasde normas primárias precedentes ou derivadas punitivas ounão punitivas. Mediante a análise das regras e princípios que devem nortear a atividade fiscalizatória, busca-se o estudo pormenorizado de cada critério informador da norma estrutural de competência que outorga poderes investigativos aos agentes fiscais
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Sundström, Anna. "Developing and validating self-report instruments : assessing perceived driver competence." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-26764.
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The overall aim of this thesis was to develop and validate a self-report instrument for perceived driver competence. The thesis includes six papers and a summary. All papers focus on perceived driver competence from a measurement perspective; that is, how to develop an instrument for perceived driver competence and how to use and interpret the scores from the instrument in a reliable and valid manner. Study I reviews how perceived driver competence has been measured in other studies and discusses these methods from a measurement perspective. Most studies have examined perceived driver competence by asking drivers to compare their own skill to that of the average driver. That method is problematic, since it is not possible to determine if drivers are overconfident or not, when empirical information of their own skills is missing. In order to examine if drivers overestimate their skills or not, perceived driver competence should be compared with actual driving performance. Study II reports on the development and psychometric evaluation of a self-report instrument for perceived driver competence - the Self-Efficacy Scale for Driver Competence (SSDC). The findings provides support for construct validity, as the SSDC demonstrated sound psychometric properties and as the internal structure of the SSDC corresponded to the theoretical model used as a basis for instrument development. In study III, the psychometric properties of the SSDC were further examined using an item response theory (IRT) model. The findings confirmed the results indicated by the classical analyses in Study II. Additional information was provided by the IRT analyses, as it was indicated that the scale would benefit from fewer scale points or by putting labels on each scale point. In study IV, Swedish and Finnish candidates’ self-assessment accuracy was examined by comparing candidates’ scores on the SSDC and a similar instrument for self-assessment of driving skill used in Finland, with driving test performance. Unlike previous studies, in which drivers compared their perceived skills to that of the average driver, a relatively large proportion made a realistic assessment of their own skills. In addition, in contrast to previous studies, no gender differences were found. These results were also confirmed in study V, where the results from the Finnish instrument for self-assessment of driving skill were compared with the results from a similar instrument used in the Netherlands. Study VI further examined the construct validity of a revised version of the SSDC, combining qualitative and quantitative sources of evidence. There was a strong relationship between the SSDC and an instrument for self-assessment of driving skills, providing support for convergent validity. No relationship was found between the SSDC and driving test performance. Explanations of the lack of relationship were provided from semi-structured interviews, as they indicated that confidence in performing different tasks in the test are different from being confident of passing the test, and that the candidates are familiar neither with assessing their own skills nor with the requirements for passing the test. In conclusion, the results from this thesis indicated that the choice of methods for assessing perceived driver competence as well as the quality of these methods affect the validity. The results provided support for different aspects of construct validity of the SSDC. Moreover, the findings illustrated the benefits of combining different methods in test validation, as each method contributed information about the validity of the SSDC. The studies in this thesis mainly examined internal and external aspects of construct validity. Future studies should examine procedural validity of the SSDC.
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Marín, Trejo Rigoberto. "Diseño y validación de un instrumento de evaluación de la competencia digital docente." Doctoral thesis, Universitat de les Illes Balears, 2017. http://hdl.handle.net/10803/543571.
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[spa]Esta tesis tiene como propósito definir y validar un perfil de competencias digitales de los profesores de educación básica, que sirva como base para diseñar y validar un instrumento de evaluación de competencias digitales de dichos profesores. El planteamiento del problema parte de un marco contextual dividido en dos escenarios: uno ciudadano y otro educativo; en cada uno se argumenta la necesidad de formar personas digitalmente competentes; el primero, describe que para desenvolverse adecuadamente en la sociedad actual es necesaria la formación de personas con las competencias apropiadas para enfrentar y solucionar los problemas que le exige la sociedad digital; en el segundo, se considera que los profesores de educación básica, necesitan formarse en competencias digitales para desempeñar convenientemente el papel trascendental que le corresponde como formador de futuras generaciones, este panorama justifica la necesidad de esta investigación. Con la revisión y análisis de los fundamentos teóricos, sustentada en la idea de multialfabetización, se adopta y adapta un concepto de competencia digital de los profesores, articulada por cinco dimensiones: tres relacionadas con competencias digitales (tecnológicas, informacionales y mediáticas) y dos correspondientes al campo docente (pedagógica y de apropiación social), las cuales se constituyeron en la base fundamental que orientó la definición y validación del perfil de competencias digitales de los profesores y, con ello, el diseño y validación del instrumento de evaluación de competencias digitales de los profesores.
Metodológicamente se realizó en dos etapas: 1) Definición y validación de un perfil de competencias digitales docentes. A partir de las cinco dimensiones que articulan el concepto adaptado de Competencia Digital de los Profesores, se realizó la revisión de literatura, con ello se logró definir el perfil de competencias digitales de los profesores, el cual se validó en su contenido (grupo de discusión), consistencia interna o fiabilidad y constructo (mediante análisis factorial exploratorio y confirmatorio); y 2) Diseño y validación de un instrumento para la evaluación de la Competencia Digital de los Profesores; la validación de contenido se realizó mediante juicio de expertos, para la fiablilidad, la validación de constructo y la validación empírica, se piloteó el instrumento en una muestra intencional no aleatoria de profesores correspondientes a los tres niveles de educación básica: preescolar, primaria y secundaria. Como resultados más importantes se definió y validó el perfil de competencias digitales de los profesores; así como un instrumento ad hoc para evaluar las competencias digitales de los profesores de educación básica, que fue construido con base en situaciones y valorado en cuatro niveles de logro de la competencia: acceso, utilización, integración e innovación. Fue validado en su contenido, fiabilidad, constructo (mediante el empleo de ecuaciones estructurales) y validez empírica o predictiva (empleando curvas ROC). La discusión y las conclusiones obtenidas en esta investigación, señalan la idoneidad de ambos instrumentos: el perfil y el instrumento de evaluación de competencias digitales de profesores.[eng]This research aims to define and validate a profile of digital competences of teachers of basic education as a basis for designing and validating an instrument for the evaluation of digital competences of these teachers. It develops from a context divided in two scenarios: one of the citizens and one educational; the first argues the need to train people digitally competent to face problems of the digital society; the second, believes that teachers need to acquire the digital skills necessary to serve as an educator for future generations. With the analysis of the theoretical foundations, a concept of digital competence of teachers is formed, articulated by five dimensions: technological, informational, media, pedagogical and social appropriation, which forms the basis for the design and validation of the profile and the evaluation instrument of teachers' digital competences. It was carried out in two stages: 1) definition and validation of a profile of teachers’ digital competences. Considering the five dimensions of the concept of Digital Competence of Teachers, a literature review was carried out, which defined the teachers' digital competence profile, which was validated in its content, reliability and construct (through exploratory and confirmatory factor analysis); and 2) design and validation of an instrument for the evaluation of the Digital Competence of Teachers; content validation was made by expert judgment; for reliability, construct validation and empirical validation, the instrument was piloted in an intentional non-random sample of teachers. The most important results was constructed and validated the digital competences profile of teachers; as well as an ad hoc instrument to assess the digital competencies of teachers of basic education, which was valued at four levels of achievement of competence: access, use, integration and innovation. It was validated in its content, reliability, construct and predictive validity (using ROC curves). The discussion and conclusions obtained indicate the suitability of the profile and the instrument of evaluation of digital competences of teachers.
[cat]Aquesta tesi té com a propòsit definir i validar un perfil de competències digitals dels professors d'educació bàsica, que serveixi com a base per dissenyar i validar un instrument d'avaluació de competències digitals dels esmentats professors. El plantejament del problema part d'un marc contextual dividit en dos escenaris: un ciutadà i un altre educatiu; en cada un s'argumenta la necessitat de formar persones digitalment competents; el primer, descriu que per desenvolupar-se adequadament en la societat actual és necessària la formació de persones amb les competències apropiades per enfrontar i solucionar els problemes que li exigeix la societat digital; en el segon, es considera que els professors d'educació bàsica, necessiten formar-se en competències digitals per exercir convenientment el paper transcendental que li correspon com a formador de futures generacions, aquest panorama justifica la necessitat d'aquesta investigació. Amb la revisió i anàlisi dels fonaments teòrics, sustentada en la idea multialfabetització, s'adopta i adapta un concepte de competència digital dels professors, articulada per cinc dimensions: 3 relacionades amb competències digitals (tecnològiques, informacionals i mediàtiques) i dos corresponents al camp docent (pedagògica i d'apropiació social), les quals es van constituir en la base fonamental que va orientar la definició i validació del perfil de competències digitals dels professors i, amb això, el disseny i validació de l'instrument d'avaluació de competències digitals de els professors. Metodològicament es va realitzar en dues etapes: 1) Definició i validació d'un perfil de competències digitals docents. A partir de les cinc dimensions que articulen el concepte adaptat de Competència Digital dels professors, es va realitzar la revisió de literatura, amb això es va aconseguir definir el perfil de competències digitals dels professors, el qual es va validar en el seu contingut (grup de discussió ), consistència interna o fiabilitat i constructe (mitjançant anàlisi factorial exploratòria i confirmatòria); i 2) Disseny i validació d'un instrument per a l'avaluació de la Competència Digital dels professors; la validació de contingut es va realitzar mitjançant judici d'experts, per a la fiablilidad, la validació de constructe i la validació empírica, es piloteó l'instrument en una mostra intencional no aleatòria de professors corresponents als tres nivells d'educació bàsica: preescolar, primària i secundària. Com a resultats més importants es va definir i va validar el perfil de competències digitals dels professors; així com un instrument ad hoc per avaluar les competències digitals dels professors d'educació bàsica, que va ser construït amb base en situacions i valorat en quatre nivells d'assoliment de la competència: accés, utilització, integració i innovació. Va ser validat en el seu contingut, fiabilitat, constructe (mitjançant l'ocupació d'equacions estructurals) i validesa empírica o predictiva (emprant corbes ROC). La discussió i les conclusions obtingudes en aquesta investigació, assenyalen la idoneïtat de tots dos instruments: el perfil i l'instrument d'avaluació de competències digitals de professors.
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McFadden, Cara W. "Development and Validation of the Sense of Competence Scale-Revised (SCS-R)." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27930.
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The purpose of this study was to develop an instrument to measure the sense of competence of traditional age college students across the dimensions that define the construct. The Sense of Competence Scale-Revised (SCS-R) was developed to provide a measure of Chickering’s (1969) first vector, an important psychosocial construct. Administrators can use data from the instrument to modify an institution’s academic and social environment to enhance the development of the intellectual, physical, and interpersonal competencies of college students.
During the development and validation, various aspects of the SCS-R were examined in accordance with the validity framework outlined by Messick (1995). According to Messick (1995), the validity of measures can be examined in terms of six forms of evidence; content, substantive, structural, generalizability, external and consequential. The six forms of evidence function as general standards for all educational measurement (Messick, 1995). During the study the content aspect of validity was addressed through the creation of concept maps and test blueprints. In addition, the content aspect of validity was addressed by creating and selecting items by reviewing the literature and hosting brainstorming sessions, items were then reviewed by student development theory experts, pilot tested, field tested and then items with high technical quality were selected for the final instrument. The substantive aspect of validity was addressed through an analysis of item rating scale functioning, person fit to the measurement scales, and item difficulty. The structural aspect of validity was addressed by evidence of the instrument’s dimensionality. The generalizability aspect of validity was addressed through an analysis of item/person reliability.
The evidence generated from the study suggested that the chosen items for the SCS-R provide reliable and valid estimates of a student’ s personal assessment of their intellectual, physical and interpersonal abilities.Ph. D.
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Enríquez, Raído Vanesa. "Web searching for Translation: an Exploratory and multiple-Case-Study." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/21793.
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En aquest treball exploratori s'estudien les conductes de cercad'informació a la web d'un total de sis participants (quatre estudiants de traducció en el seu primer any d'estudis de postgrau i dos traductors professionals amb tres i 15 anysd'experiència, respectivament). Atès que la necessitat de cercar, recuperar, utilitzar i generar informació depèn, entre molts altres factors, del tipus d'usuari i recerques documentals, aquest estudise centra en les cerques d'informació en línia realitzades a partir de la traducció de l'espanyol a l'anglès de dos textos dedivulgació científica. Els comportaments de recerca d'informació en línia dels participants de l'estudi s'analitzen per tant en relació a una sèrie de característiques textuals (encàrrec de traducció i text d'origen) i qualitats personals (nivell de coneixement sobre la temàtica de traducció, i nivell de coneixement i experiència tanten el camp de la traducció com en la recerca d'informació en línia). Tot i que s'han recopilat dades de tots els participants de l'estudi pel que fa a la primera tasca de traducció, les dades relatives a la segona tasca de traducció corresponen només als estudiants de traducció.En este trabajo exploratorio se estudian las conductas de búsqueda de información en la Web de un total de seis participantes (cuatro estudiantes de traducción en su primer año de estudios de postgrado y dos traductores profesionales con tres y 15 años de experiencia, respectivamente). Dado que la necesidad de buscar, recuperar, utilizar y generar información depende, entre otros muchos factores, del tipo de usuario y búsquedas documentales, este estudio se centra en las búsquedas de información en línea realizadas a partir de la traducción del español al inglés de dos textos de divulgación científica. Los comportamientos de búsqueda de información de los participantes del estudio se analizan por tanto en relación a una serie de características textuales (encargo de traducción y texto de origen) y cualidades personales (nivel de conocimiento sobre la temática de traducción, y nivel de conocimiento y experiencia tanto en el campo de la traducción como en la búsqueda de información en línea). Si bien todos los participantes del estudio realizaron la primera tarea de traducción, solo los estudiantes llevaron a cabo la segunda tarea de traducción.
This multiple-case study explores the Web search behaviors of a total of six participants. These include a naturally occurring sample of four postgraduate translation trainees (in their first year of studies) who enrolled in an introductory course on technical and scientific translation, and two additional subjects (a PhD student of translation with three years of casual professional translation experience and a translation teacher with over 15 years of experience in the discipline) who participated in a pilot study conducted prior to the main study. Given that the need to seek, retrieve, use, and generate translation information depends on the type of users and the translation tasks performed, the study focuses on two specific tasks dealing with the translation of two popular-science texts from Spanish into English. In particular, the study examines the online search behaviors of all participants in relation to a number of translation task attributes (text type and translation brief) as well as user attributes (translation expertise, Web search expertise, and domain knowledge). While for the first task data was obtained from all six research participants, the second task was only carried out by the four translation trainees.
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MIRANDA, Hamilton de Jesus. "Estratégias de leitura como instrumento na formação do leitor competente." Universidade Federal do Pará, 2016. http://repositorio.ufpa.br/jspui/handle/2011/8227.
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Ao entender a leitura como um processo de interação social em que o leitor interage com o texto de maneira crítica e ativa, capaz de atribuir sentido ao que lê, desenvolvemos este estudo com objetivo de propor o ensino de estratégias de compreensão leitora como instrumento na formação de leitores competentes de alunos do 7º ano do ensino fundamental em uma escola de Oeiras do Pará. Na busca de alcançar o objetivo pretendido, fundamentamos este trabalho na concepção dialógica da linguagem e na perspectiva dos gêneros discursivos a partir de Bakhtin/Volochinov (1992), Bakhtin (2003) e nos pressupostos teóricos relacionados à visão interacionista bakhtiniana da linguagem, expressos nos PCN (BRASIL 1997- 1998 - 2001), nos estudos de Geraldi (1997 -1998 - 2011), Solé (1998), Kleiman (1998, 2002, 2007), Menegassi e Ângelo (2005), Menegassi (2010), e, além disso, em autores orientados pela concepção construtivista do ensino e da aprendizagem escolar defendida por Coll (1990), teoria na qual Solé (1998) se fundamenta quando trata do ensino de estratégias de compreensão leitora. Trata-se de uma pesquisa de natureza qualitativa/participativa, na qual buscamos descrever o discurso dos sujeitos pesquisados, fazendo um paralelo com o que dizem os documentos fornecidos pela escola colaboradora da pesquisa, retomando na análise as teorias vigentes na pesquisa. Os resultados do estudo evidenciam que o trabalho com a leitura proposto pela escola ainda não é suficiente para tornar o leitor um sujeito ativo e participativo do processo ensino e aprendizagem e, por isso, não o faz desenvolver suficientemente suas capacidades leitoras. A leitura do texto ainda se faz de maneira elementar, com enfoque mais acentuado na oralização da escrita e em seus aspectos gramaticais, sem um aprofundamento temático voltado para o diálogo crítico com outras leituras e com as singularidades do próprio texto, fatores estes que contribuem para uma leitura eficaz na construção dos sentidos no ato de ler. Entendemos que um dos motivos que levam a essa prática é o pouco investimento em um trabalho sistematizado com a leitura, que promova a integração leitor-texto-autor. Embora haja um grande esforço dos docentes, as atividades de leitura por eles elaboradas ainda estão aquém de um trabalho que de fato contribua para a formação de um leitor competente, capaz de fazer uso social da leitura em diferentes situações comunicativas. As análises feitas culminam em uma proposta de atividades de compreensão leitora, conforme definidas por Solé (1998), que orienta que a leitura deve acontecer em três momentos: antes, durante e após a leitura do texto.
By understanding reading as a process of social interaction in which the reader interacts with the text in a critical and active way, able to attribute meaning to what he reads, we have developed this study with the objective of approaching the teaching of reading comprehension strategies as an instrument in the formation In order to reach the desired goal, we base this work on the dialogical conception of language and the perspective of discursive genres from Bakhtin / Volochinov (1992) , Bakhtin (2003), and in the theoretical assumptions related to the Bakhtinian interactionist view of language, expressed in the NCPs (BRASIL 1997- 1998 - 2001), in the studies of Geraldi (1997 -1998 - 2011), Solé (1998), Kleiman Menegassi and Menegassi (2010), and in addition, authors based on the constructivist conception of teaching and school learning defended by Coll (1990), a theory in which Solé (1998) is based when it comes to teaching reading comprehension strategies. It is a qualitative / participatory research, in which we seek to describe the discourse of the subjects studied, making a parallel with what the documents provided by the school collaborating the research say, retaking in the analysis the current theories in the research. The results of the study show that the work with the reading proposed by the school is not enough to make the reader an active and participative subject of the teaching and learning process and, therefore, does not make it sufficiently develop its reading abilities. The reading of the text is still done in an elementary way, with a more pronounced focus on the oralization of writing and its grammatical aspects, without a thematic deepening aimed at the critical dialogue with other readings and the singularities of the text itself, factors that contribute to An effective reading in the construction of the senses in the act of reading. We understand that one of the reasons that lead to this practice is the little investment in a systematized work with reading, which promotes reader-text-author integration. Although there is a great effort of the teachers, the reading activities elaborated by them still fall short of a work that in fact contributes to the formation of a competent reader, capable of making social use of reading in different communicative situations. The analyzes culminated in a proposal for reading comprehension activities, as defined by Solé (1998), which guides that reading must occur in three moments: before, during and after reading the text.
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Cole, Elise Marie. "Development of the Multicultural Competency Inventory-Client Version." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28011.
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Family therapists face a dramatic increase in the cultural diversity of their clients. Multicultural competence will help family therapists meet the needs of their increasingly diverse clientele (Kocarek, Talbot, Batka, & Anderson, 2001). The measurement of multicultural competence is necessary in order to evaluate the outcomes of multicultural competence programs and the services that minority persons receive. This study reports the development of an instrument to assess clientsâ perceptions of their therapistsâ multicultural competence that can be used in individual and family therapy. This instrument was developed through three phases: item generation and theme development, client feedback and evaluation of interrater reliability, and pilot and validity testing. Winsteps (Linacre, 2001) software was used to scale the measurement data to the Rasch Rating Scale Model, and evaluate the dimensionality, rating scale use, item fit, person fit, reliability and precision, as well as to create norms for interpreting the measures. Preliminary support for the MTCI-CV suggests a fairly reliable and valid measure at this stage. Additionally, logistic ordinal regressions were conducted to determine whether MTCI-CV measures are associated with client satisfaction level and goal attainment level. We found that positive client perceptions of therapist cultural competence (on the MTCI-CV) significantly contribute to the probability of clients expressing satisfaction and goal attainment in therapy.Ph. D.
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Falkenström, Erica. "Verksamhetschefens etiska kompetens : Om identifiering och hantering av intressekonflikter i hälso- och sjukvården." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78843.
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While research concerning ethical competence in medical practice is frequent, ethical competence in health care management is less often studied. This thesis focuses ethical competence and its preconditions, particularly with regard to health care managers’ identification and handling conflicts of interest. Based on the empirical analysis it also discusses what kind of ethical competence health care managers need, and how this competence can be developed in the organization. The study is based in action theory and takes an organizational pedagogical point of departure. Qualitative, semi-structured interviews were carried out twice with ten health care managers in the Stockholm region. Data were analysed using a thematic, step-wise method. The analysis revealed several examples of conflicts of interest and different ways in which they were managed. The all-embracing conflict involved weighing and prioritizing patients’ needs, patient safety, and work environment against political and economical goals. In most cases the informants did not manage to strike a balance between professional ethics and business management. The dominance of purposive/instrumental rationality tended to inhibit the managers’ ethical competence. At the same time, as shown by the analysis, some of the managers were able to use ethical competence to pursue value/belief-oriented rationality in achieving such a balance. Of great importance for success are having rational emotions and an adequate ethical language, and organizing for the task of handling conflict of interests in order to support action and provide qualifying experiences to learn from in the work processes. But the political and administrative control system also needs to clearly articulate the ethical dimensions of the managers’ task, allocate resources, and ensure that support systems and evaluation focus not only on finances but also on the value-rational aspects.
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Torres, Ospina Sara. "Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23753.
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“Why do immigrants and refugees need community health workers/lay health workers (CHWs) if Canada already has a universal health care system?” Abundant evidence demonstrates that despite the universality of our health care system marginalized populations, including immigrants and refugees, experience barriers to accessing the health system. Evidence on the role of CHWs facilitating access is both lacking and urgently needed. This dissertation contributes to this evidence by providing a thick description and thorough analytical exploration of a CHW model, in Edmonton, Canada. Specifically, I examine the activities of the Multicultural Health Brokers Co-operative (MCHB Co-op) and its Multicultural Health Brokers from 1992 to 2011 as well as the relationship they have with Alberta Health Services (AHS) Edmonton Zone Public Health. The research for this study is based on an instrumental and embedded qualitative case study design. The case is the MCHB Co-op, an independently-run multicultural health worker co-operative, which contracts with health and social services providers in Edmonton to offer linguistically- and culturally-appropriate services to marginalized immigrant and refugee women and their families. The two embedded mini-cases are two programs of the MCHB Co-op: Perinatal Outreach and Health for Two, which are the raison d’être for a sustained partnership between the MCHB Co-op and AHS. The phenomenon under study is the Multicultural Health Brokers’ practice.
I triangulate multiple methods (research strategies and data sources), including 46 days of participant and direct observation, 44 in-depth interviews (with Multicultural Health Brokers, mentors, women using the programs, health professionals and outsiders who knew of the work of the MCHB Co-op and Multicultural Health Brokers), and document review and analysis of policy documents, yearly reports, training manuals, educational materials as well as quantitative analysis of the Health Brokers’ 3,442 client caseload database. In addition, data include my field notes of both descriptive and analytical reflections taken throughout the onsite research. I also triangulate various theoretical frameworks to explore how historically specific social structures, economic relationships, and ideological assumptions serve to create and reinforce the conditions that give rise to the need for CHWs, and the factors that aid or hinder their ability to facilitate marginalized populations’ access to health and social services.
Findings reveal that Multicultural Health Brokers facilitate access to health and social services as well as foster community capacity building in order to address settlement, adaptation, and integration of immigrant and refugee women and their families into Canadian society. Findings also demonstrate that the Multicultural Health Broker model is an example of collaboration between community-based organizations and local systems in targeting health equity for marginalized populations; in particular, in perinatal health and violence against women. A major problem these workers face is they provide important services as part of Canada’s health human resources workforce, but their contributions are often not recognized as such. The triangulation of methods and theory provides empirical and theoretical understanding of the Multicultural Health Brokers’ contribution to immigrant and refugee women and their families’ feminist urban citizenship.
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Sousa, Pedro Manuel Aires de. "Desenvolvimento de competências num centro hospitalar E.P.E. - estudo de caso." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14587.
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Pretendemos com este estudo, num Centro Hospitalar do sector empresarial do Estado, dar um contributo para a compreensão dos procedimentos adoptados para a tomada de decisão sobre os processos de desenvolvimento de competências e acções adoptadas para os implementar. A metodologia seguida é de Estudo de Caso com abordagem qualitativa (não-experimental) procedendo-se à análise de documentos e de entrevistas a responsáveis por desenvolvimento de competências. Os resultados mostram que o quadro teórico e conceptual inferido da análise do processo de desenvolvimento de competências no Centro Hospitalar tem como constituinte fundamental a identificação de dois modos distintos de funcionamento e que a diferença depende do nível da estrutura organizacional considerado. Propomos uma intervenção na Organização, no âmbito dos processos de desenvolvimento profissional e pessoal, baseada na introdução de informação manipulada; Abstract:
Training and development on a State Public Company Hospital Center - Case study
With this study we intend, on a Hospital Center of the State enterprise sector, to give a contribute to the understanding of the adopted procedures to the decision about the process in development of competences and adopted actions to implement. Case Study is the methodology followed with a qualitative approach (non-experimental) by analyzing documents and the interviews to people in charge for the competences development. The theoretical and conceptual framework that we inferred from the analysis of the process on development of competences in the Hospital Center, has as its fundamental constituent the identification of two different sets of operation, whose difference depends on the organizational structure's level considered.
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Andersson, Bodil T. "Radiographers’ Professional Competence : Development of a context-specific instrument." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-19717.
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Aims: The overall aim of this thesis was to explore and describe radiographers‟ professional competence based on patients‟ and radiographers‟ experiences and to develop a context-specific instrument to assess the level and frequency of use of radiographers‟ professional competence. Methods: The design was inductive and deductive. Both qualitative and quantitative methods were used. The data collection methods comprised interviews (Studies I-II) and questionnaires (Studies III-IV). The subjects were patients in study I and radiographers in studies II-IV. In study I, 17 patients were interviewed about their experiences of the encounter during radiographic examinations and treatment. The interviews were analysed using qualitative content analysis. In study II, 14 radiographers were interviewed to identify radiographers‟ areas of competence. The critical incident technique was chosen to analyse the interviews. Studies III and IV were based on a national cross-sectional survey of 406 randomly selected radiographers. Study III consisted of two phases; designing the Radiographer Competence Scale (RCS) and evaluation of its psychometric properties. A 42-item questionnaire was developed and validated by a pilot test (n=16) resulting in the addition of 12 items. Thus the final RCS comprised a 54-item questionnaire, which after psychometric tests was reduced to 28 items. In study IV, the 28-item questionnaire served as data. The level of competencies was rated on a 10-point scale, while their use was rated on a six-point scale. Results: In study I, the female patients‟ comprehensive understanding was expressed as feelings of vulnerability. The encounters were described as empowering, empathetic, mechanical and neglectful, depending on the radiographers‟ skills and attitudes. Study II revealed two main areas of professional competence, direct patient-related and indirect patient-related. The first focused on competencies in the care provided in close proximity to the patient and the second on competencies used in the activities of the surrounding environment. Each of the two main areas was divided into four categories and 31 sub-categories that either facilitated or hindered good nursing care. In study III the analysis condensed the 54-item questionnaire in two steps, firstly by removing 12 items and secondly a further 14 items, resulting in the final 28-item RCS questionnaire. Several factor analyses were performed and a two factor-solution emerged, labelled; “Nurse initiated care” and “Technical and radiographic processes”. The psychometric tests had good construct validity and homogeneity. The result of study IV demonstrated that most competencies in the RCS received high ratings both in terms of level and frequency of use. Competencies e.g. „Adequately informing the patient‟, „Adapting the examination to the patient‟s prerequisites and needs‟ and „Producing accurate and correct images‟ were rated the highest while „Identifying and encountering the patient in a state of shock‟ and „Participating in quality improvement regarding patient safety and care‟ received the lowest ratings. The total score of each of the two dimensions had a low but significant correlation with age and years in present position. The competence level correlated with age and years in present position in both dimensions but not with the use of competencies in the “Nurse initiated care” dimension. Conclusion: This thesis has shown that professional competence is important in the encounter between patient and radiographer. It has also demonstrated that radiographers‟ self-rated professional competence is based on nursing, technological and radiographic knowledge. From a radiographer‟s perspective, „Nurse initiated care‟ and „Technical and Radiographic processes‟ are two core dimensions of Radiographer Competence Scale. The 28-item questionnaire regarding level and frequency of use of competence is feasible to use to measure radiographers‟ professional competence.
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Noreikienė, Gražina. "Ritmo sistema ugdant atlikėjus liaudies instrumentais muzikos mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060710_190855-19283.
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Rhythm is one of the three most important music elements (rhythm, melody, harmony), which allows to understand and know music deeper. In master work „The system of rhythm when training performers with folk instruments at music school“ it is analyzed the system of rhythm, in which a student is placed at music school, and development of rhythm feeling during the learning process. Students’ music mature is predetermined by all music training systems. Coordinating complex effect of all subjects’ make music learning more effective. Especially the rhythm feeling is developed by „skudučiavimas“, to which strong rhythm basics, syncopation, dissonance accords are very characteristic.
Research object. The system of rhythm in the basic and in the main music learning at music school.
Research target. To analyze the rhythm training system when preparing students at music school.
Research tasks:
• to open a student‘s musical mature and develop his/her abilities to feel the rhythm;
• to show the influence of „skudučiavimas“ to rhythm feeling developing in the basic and in the main music learning;
• to compare abilities of students in the final music school class to use the rhythm elements of classical and pop music.
In the master work it is analyzed students’ rhythm feeling and all of coordinated subjects’ influence in the basic and in the main learning process.
Made analyses has proved hypothesis, that prepared rhythm system for music school effectively influences young musicians’... [to full text]
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Albornoz, Isla Camila Alejandra, and Riquelme Felipe Antonio Morales. "La responsabilidad civil extracontractual como instrumento de protección de la libre competencia." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/115143.
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No autorizada por el autor para ser publicada a texto completo.Memoria (licenciado en ciencias jurídicas y sociales)
La protección de la libre competencia constituye hoy una preocupación en prácticamente la totalidad de los países que funcionan bajo un modelo económico de mercado. Si bien en cada uno de ellos las soluciones elaboradas han sido distintas, existen básicamente dos modelos imperantes en esta materia, a saber: un modelo basado en la persecución pública (public enforcement) y otro basado en la persecución privada (private enforcement). El primero, corresponde a los sistemas de protección utilizados en la mayoría de los Estados miembros de la Unión Europea. En ellos, la labor de velar por el cumplimiento de la normativa de la competencia incumbe a órganos administrativos, generalmente especializados en la persecución y sanción de conductas ilícitas. El segundo, corresponde paradigmáticamente al sistema establecido en Estados Unidos, donde son los particulares quienes -a través de la litigación privada- resguardan el cumplimiento de las normas de la competencia. En este caso, la acción civil de responsabilidad extracontractual no solo persigue compensar a las víctimas de conductas anticompetitivas sino también disuadir a los infractores de cometer nuevos ilícitos. Ambos modelos han funcionado durante décadas de forma más o menos uniforme. Sin embargo, en la Unión Europea desde el año 2001, y luego de la decisión del Tribunal Europeo de Justicia (TEJ) en el caso Courage contra Crehan , se ha desarrollado una extensa discusión en torno al establecimiento de una acción de indemnización de daños y perjuicios en los términos que ha sido contemplada en el sistema norteamericano. Tomando en cuenta la experiencia y la discusión comparada que se ha generado en los últimos años, el objetivo de nuestra memoria es cuestionar el modelo chileno de protección de la libre competencia.
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Kozlova, Inna. "Competencia instrumental para la reproducción textual en lengua extranjera: procesos de consulta léxica en fuentes externas." Doctoral thesis, Universitat Autònoma de Barcelona, 2006. http://hdl.handle.net/10803/5266.
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El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende como suma del conocimiento y del dominio de recursos externos. En el curso de nuestra anterior investigación sobre recursos concretos hemos llegado a la conclusión de que se podría hablar de un mecanismo universal de consulta, que tendría sus orígenes en los procesos mentales y sería aplicable por tanto a cualquier recurso. Explicamos este mecanismo de consulta a partir de rasgos conceptuales sirviéndonos de la teoría conexionista. Además, situamos la consulta en el marco de la resolución de problemas, pudiendo así relacionar el apoyo interno, que consiste en el uso de la memoria, con el apoyo externo, que consiste en el empleo de recursos externos. Siguiendo los recientes descubrimientos en psicolingüística, nos proponemos a explicar cómo los problemas conceptuales o léxicos, identificados y definidos en términos propios de la memoria humana, se transforman en preguntas concretas dirigidas a los recursos y formuladas en sus términos. Para llevar a cabo la parte teórica de nuestro estudio, empezamos analizando cómo el conocimiento está representado en la memoria, prestando especial atención al proceso de recuperación léxica. Paralelamente describimos cómo el mismo conocimiento se encuentra representado en diversos recursos externos, según el tipo de acceso y de contenido que ofrece cada uno de ellos. Nuestro objetivo final es llegar a entender cómo funciona el proceso de recuperación léxica de los recursos. Primero, no obstante, es necesario averiguar qué es lo que impulsa al usuario a realizar una consulta léxica. Para ello, tenemos que analizar en detalle los dos subprocesos de la reproducción textual en lengua extranjera: la comprensión y la producción. En este trabajo de tesis desarrollamos modelos de estos procesos basados en rasgos conceptuales. A partir de aquí, establecemos los tipos de problemas que pueden solucionarse con estrategias de apoyo interno y que, en cambio, necesitan consultas en recursos externos. Los modelos de los procesos de comprensión y de producción se van completando a lo largo del trabajo, llegando a explicar cómo se recuperan las posibles variantes alternativas de la memoria y de los recursos y cómo se evalúan. Finalmente, definimos la competencia instrumental y creamos un modelo de recuperación léxica de los recursos que se sostiene sobre tres pilares: el papel de la tarea, el papel de la clave del acceso y el papel de los criterios de búsqueda.
La parte práctica de esta tesis pretende validar el mencionado modelo de consulta. Nuestro corpus está constituido por las conversaciones que nuestros sujetos mantuvieron por escrito a través del programa Messenger mientras realizaban una tarea de corrección de errores en grupos. Se corrigieron unos resúmenes compuestos por estudiantes como parte de su proyecto semestral. El profesor únicamente marcó los errores, dejando que los estudiantes realizaran todo el proceso de resolución de estos problemas, buscando respuestas tanto en su memoria como en los recursos, en este caso diccionarios electrónicos. Las conversaciones se analizaron y se establecieron cadenas de acciones, lo que nos permitió verificar una serie de hipótesis. Hemos descubierto que una mayor implicación cognitiva por sí misma no lleva a mejores resultados, al contrario que una mayor profundidad de búsqueda en recursos. Además, identificamos algunas de las razones del éxito y del fracaso de una consulta.
Palabras claves: recursos, diccionarios, consulta, competencia, proceso, memoria
The object of the present study is instrumental competence, understood as a sum of theoretical knowledge and practical command of external reference sources. In the course of our previous investigation in specific resources we've come to the conclusion that it is possible to speak of some universal reference mechanism that would have its origins in mental processes and thus would be applicable to any resource. We explain this reference mechanism as based on conceptual features according to the connexionist theory. In addition, we situate the reference process into a solving problem framework, which allows us to establish relationship between internal support, understood as the use of memory, and external support, consisting in the use of reference sources. Following recent developments in psycholinguistics, we want to explain how lexical problems, identified and defined in terms of our memory, get transformed into specific inquiries addressed to resources and formulated in their terms.
We start the theoretical part of our study analyzing knowledge representation in human memory, paying special attention to the process of lexical retrieval. At the same time, we describe how this very knowledge is represented in various external resources, according to the access and content possibilities each of them offers. Our final aim is to come to understand how the process of lexical retrieval from resources works. First, however, we need to find what makes the user take the decision about the use of resources. With this objective in mind, we study in detail the two subprocesses that form part of text reproduction in foreign language: comprehension and production. In this paper we develop models of these two processes based on conceptual features. This makes possible for us to establish the problem types that can be solved with internal support strategies only and those that, on the contrary, require use of resources. The models of comprehension and production processes are being completed throughout the paper, getting to explain how we generate alternative variants from our memory and from external resources and how we evaluate them. Finally, we define the instrumental competence and create a model of lexical retrieval from reference sources based on three axes: the task function, the access key function and the search criteria function.
The practical part of this thesis aims at validating the mentioned model of reference. Our corpus is composed by Messenger chat conversations our subjects had in groups while engaged in the task of correcting mistakes. The texts to be corrected were composed by students as summaries and formed part of their semester project. The teacher had previously marked the mistakes, leaving it to the students to follow with the problem solving process. The subjects could look for answers in their memory as well as in the resources, electronic dictionaries in our case. The resulting chat conversations were analyzed and action sequences were established, which allowed us to verify several hypotheses. We've discovered that a deeper cognitive implication was not directly related to better results, while a deeper search in resources was. Moreover, we identified some of the causes of look-up success and failure.
Key words: resources, dictionaries, reference, competence, process, memory
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Ferreira, Lucimara Cabral Barbosa. "Educação e qualidade total: um instrumento mercadológico." Universidade Federal do Amazonas, 2006. http://tede.ufam.edu.br/handle/tede/3235.
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Previous issue date: 2006-05-02Fundação de Amparo à Pesquisa do Estado do Amazonas
It was studied the relationship between the Professional Education and the tendencies built by the productive section, aiming at a better result in the material production. The central object of the study was the Federal Center of Technological Education of Amazon (CEFET-AM) that materialized, in the theory and in practice, the politics of Total Quality inside of the capitalist optics, making possible the formation of the students inside of the referred market conception, to enter in the productive field. The investigation was developed tends as theoretical support the historical-critical method, that understands as the elements or internal forces of a problem are contrary, but they cannot exist one without the other, where the movement is produced due to that contradiction. This research used indirect documentation of primary and secondary sources. It used, also, for the construction of this study the bibliographical research. The study was structured in three chapters. In the introduction there are the methodological elements. The first chapter, entitled of Constitution of the Democratic Modern State it is Liberal: The Neoliberal State as Destructive of Social Conquests, treated of the formation and constitution of the current Neoliberal State and its relationship with one of the main social aspects: the education, more specifically the Professional Education. The second chapter, called of State and Education: Brief Historical of the Professional Education approached Professional Education path in their several faces as: the Pedagogic Optimism and the Enthusiasm for the Education, the Theory of the Human Capital and the current ones proposed of present capitalist sociability in the vocational teaching: the "Total Quality" and the "Theory of the Competence" in the education. The third chapter, nominated of The Federal Center of Technological Education analyzed the relationship between the Professional Education and due to the several changes in the Federal Center of Technological Education of Amazon (CEFET-AM) due to the public politics adopted by the government. At the Final the conclusion was approximated that it exists an effective duality in Brazilian education: The work education and the academic education that provides to get to the University. For the reflection of such duality it was suggested the adoption of a polytechnic and unitary education, where the work is had as educational beginning and the possibility of the promotion of the social transformation.
Estudou-se a relação entre as Políticas Públicas Educacionais voltadas para a Educação Profissional-Técnica e as tendências construídas pelo setor produtivo, objetivando um melhor resultado na produção material. O objeto central do estudo foi o Centro Federal de Educação Tecnológica do Amazonas (CEFET-AM), que materializou, na teoria e na prática, a política de qualidade total dentro da ótica capitalista, viabilizando a formação de seu alunado dentro da referida concepção mercadológica, para ingressar no campo produtivo. A investigação foi desenvolvida tendo como suporte teórico o método histórico-crítico, buscando entender como os elementos ou forças internas de um problema são contrários, mas não podem existir um sem o outro, onde o movimento é produzido devido a essa contradição. Trata-se de uma pesquisa que fez uso de documentação indireta de fontes primárias e secundárias. Utilizou-se, também, para a elaboração deste estudo a pesquisa bibliográfica. A pesquisa bibliográfica foi importante porque oportunizou uma reconstrução e uma nova reordenação das principais idéias e categorias produzidas e estabelecidas por outros pesquisadores. O estudo foi estruturado em 3 capítulos. Na introdução encontram-se os elementos metodológicos. O primeiro capítulo, intitulado de Constituição do Estado Moderno Democrático E Liberal: O Estado Neoliberal Como Destruição de Conquistas Sociais, tratou da formação e constituição do atual Estado Neoliberal e a sua relação com um dos principais aspectos sociais: a educação, mais especificamente a Educação Profissional-Técnica. O segundo capítulo, chamado de Estado e Educação: Breve Histórico da Educação Profissional-Técnica, abordou a trajetória da Educação Profissional-Técnica em suas várias faces como: o Otimismo Pedagógico e o Entusiasmo pela Educação, a Teoria do Capital Humano e as atuais propostas de sociabilidade capitalista presentes no ensino profissionalizante: a Qualidade Total" e a Teoria da Competência na educação. O terceiro capítulo, nomeado de O Centro Federal de Educação Tecnológica, analisou a relação entre a educação Profissional-Técnica e as diversas mudanças porque passou o atual Centro Federal de Educação Tecnológica do Amazonas (CEFET-AM) em decorrência das políticas públicas adotadas pelo governo. Nas Considerações Finais chegou-se a conclusão de que existe uma efetiva dualidade e dicotomização da educação brasileira: A educação para o trabalho e a educação propedêutica. A educação dos dirigentes e dos subordinados. Para a reflexão de tal dualidade foi sugerido a adoção de uma educação politécnica e unitária, onde se tem o trabalho como princípio educativo e a possibilidade da promoção da transformação social.
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Turner, T. Johanna H. "Instrumental competency socialization and young adult occupational aspirations : perceptions of independence and achievement orientation in the family environment." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31153.
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As an adjunct to Young and Friesen's (1990) research into parental influences on young adult career development, this study used hierarchical cluster analysis of the Independence and Achievement Orientation subscales of the Family Environment Scale (Moos & Moos, 1986) to identify groups of subjects sharing similar, perceptions of instrumental competency socialization within their families of origin. Critical incidents (Flanagan, 1954) describing child-parent interactions were garnered in semistructured interviews with 50 young adults. This information was used to generate descriptive profiles of child-parent inteactions and patterns of occupational choice within each of six distinct clusters identified by the cluster analysis procedure.
One way Analyses of Variance (ANOVAs) revealed significant between cluster differences. Qualitative descriptions of child-parent transactions revealed gender differences in perceived patterns of socialization within two clusters and aspects of competency enhancing socialization in three clusters. Young adult subjects of both genders tended to gravitate towards mid and upper status male-typed and gender neutral occupational choices while young men, consistent with earlier research findings, avoided aspiring towards female-typed career choices.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Silva, Rita Isabel do Nascimento. "Cape Verdean associative leaders: Influence as path for social change." Master's thesis, Instituto Superior de Psicologia Aplicada, 2009. http://hdl.handle.net/10400.12/946.
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Dissertação de Mestrado em Psicologia ComunitáriaEste estudo aborda os líderes associativos Cabo-Verdianos na Área Metropolitana de Lisboa e pretende explorar como é que os processos de empowerment e participação contribuem para o desenvolvimento da sua capacidade relacional de modo a tornarem-se agentes de influência no que diz respeito ao entendimento e acção nas estruturas de poder na comunidade, vista como um todo. Nós organizamos este estudo em três capítulos: As aberturas dos líderes e o bem-estar do grupo; Envolvimentos dos líderes: Objectivos e liderança do grupo e Líderes como visionários do sistema: Construção de interdependências Foram definidas duas questões de investigação: Como é que os líderes, enquanto líderes, contribuem para o bem-estar do grupo? e Como é que os líderes, no decorrer das suas actividades, estabelecem, relacionam e fomentam impactos noutras organizações da comunidade? Como resultados esperados, pretendemos concluir que a capacidade relacional dos líderes associativos Cabo-Verdianos é determinante para exercer influência nas estruturas de poder da comunidade, vista como um todo.
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Orozco, Jutorán Mariana. "Instrumentos de medida de la adquisición de la competencia traductora: construcción y validación." Doctoral thesis, Universitat Autònoma de Barcelona, 2000. http://hdl.handle.net/10803/5272.
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Del, Águila Ruiz de Somocurcio Paolo. "El plan de reestructuración como instrumento de competencia en el mercado de empresas insolventes." Pontificia Universidad Católica del Perú (PUCP), 2015. http://hdl.handle.net/10757/579917.
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El plan de reestructuración es un instrumento que permite a las
empresas insolventes continuar en el mercado, bajo cánones de eficiencia y
de competencia; con ese fin, se instauran mecanismos integrales para tornar
a la empresa en crisis en una unidad de negocios competitiva, sobre la base
de los estándares que el mercado y los consumidores esperan de ella. El
presente artículo aborda cuatro aspectos esenciales para comprender al plan
de reestructuración como un verdadero instrumento de competencia en el
mercado de empresas insolvente: (i) su naturaleza oponible; (ii) el tratamiento
que brinda a las garantías constituidas por el deudor; (iii) las consecuencias del
incumplimiento del plan; y (iv) los alcances dados por el Instituto Nacional
de Defensa de la Competencia y de la Protección de la Propiedad Intelectual
(Indecopi) acerca de este instrumento concursalThe restructuring plan is an instrument which, based on standards of efficiency and competence, allows insolvent companies to continue running in the market. Therefore, in order to turn a company in crisis into a competitive unit of business, comprehensive mechanisms may be established based on standards aimed by the market and consumers.This article addresses four essential aspects in order to understand the restructuring plan as a real instrument of competence in the market of insolvent companies: (i) its opposable nature; (ii) the treatment given to guarantees provided by the debtor; (iii) the consequences of the non observance of the plan; and (iv) the scope of this bankruptcy instrument according to Indecopi (Instituto Nacional de Defensa de la Competencia y de la Protección de la Propiedad Intelectual).
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Pernegger, Heinz, Norbert Wermes, Luigi Mele, Mar Capeans, Ettore Zaffaroni, Barbara Mehner, and Ingrid Jonak-Auer. "Innovating Advanced Radiation Instruments." Publishers Communication Group (PCG), 2018. http://epub.wu.ac.at/6507/1/s19.pdf.
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STREAM is a 4-year multi-site training network that aims at career development of Early Stage Researchers (ESRs) on scientific design, construction manufacturing and of advanced radiation instrumentation. STREAM targets the development of innovative radiation-hard, smart CMOS sensor technologies for scientific and industrial applications. The platform technology developed within the project will be tested in the demanding conditions posed by the CERN LHC detectors' environment as well as European industry leaders in the field of CMOS imaging, electron microscopy and radiation sensors. This leveraging factor will allow to fine-tune the technology to meet the requirements of industrial application cases on demand such as electron microscopy and medical X-ray imaging, as well as pathway towards novel application fields such as satellite environments, industrial X-ray systems and near-infrared imaging. The project will train a new generation of creative, entrepreneurial and innovative early-stage researchers and widen their academic career and employment opportunities. The STREAM consortium is composed of 10 research organisations and 5 industrial partners; the network will provide training to 17 ESRs. STREAM structures the research and training in four scientific work-packages which span the whole value-chain from research to application: CMOS Technologies Assessment, Smart Sensor Design and Layout, Validation and Qualification, Technology Integration, and Valorization.
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Mtati, Cebokazi Ngcakani. "A systematic review: Instruments that measure emotional and social competency as a domain of school readiness of preschool children in South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/7668.
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Magister Artium (Psychology) - MA(Psych)Given the lack of standardised and locally developed school readiness assessment tools in South Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive domains in assessment of school readiness, many South African children enter mainstream schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on children’s emotional and social competency as a domain of school readiness is essential. The study aims to identify and summarise aspects of the instruments that measure emotional and social competency as a domain of school readiness in preschoolers and their psychometric properties. All ethical considerations in terms of the systematic review process were adhered to
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Baptista, Ana Cristina Mendes. "O comportamento organizacional e o capital humano - o estágio como instrumento de desenvolvimento de competências." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14656.
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No contexto de forte competição com o qual as empresas se deparam actualmente,
estas vêem-se compelidas a uma simultânea melhoria de produtividade e qualidade
dos seus produtos. A crescente necessidade de adaptação às exigências do mercado
evidencia cada vez mais as acepções de um indivíduo criativo, inovador, autónomo,
capaz de responder com rapidez e eficácia às demandas organizacionais.
É nesse sentido que se direcciona a temática proposta para a elaboração do estágio
curricular, propondo-me a analisar a gestão do capital humano com base na
criatividade, autonomia e aquisição de competências no teor da organização.
A realização de estágio no âmbito de conclusão do mestrado é também uma forma de
inserção no mercado de trabalho e a possibilidade de aplicação dos conhecimentos
adquiridos, bem como a obtenção de experiência, a qual acredito que irá dotar-me de
mecanismos de complementaridade aos conhecimentos teoricamente adquiridos; ABSTRACT: In the context of strong competition with which enterprises face today, they find
themselves compelled to a simultaneous improvement of productivity and quality of
their products. The growing need to adapt to market demands is more and more
evident the meaning of the creative individual, innovative, independent, able to respond
quickly and effectively to organizational demands.
It is this sense that it directs the theme proposed for the development of the curricular,
offering me to analyze the management of human capital based on creativity,
autonomy and skills in organization theory.
The implementation stage of completion under the master is also a form of insertion in
the labor market and the possibility of applying the acquired knowledge, as well as
gaining experience, which I believe will give me the knowledge complementary
mechanisms theoretically acquired.
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Sousa, Lenice Dutra de. "A clínica como instrumento do trabalho em enfermagem na produção na produção de cuidados." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/5987.
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Este estudo teve por objetivo analisar o trabalho do enfermeiro sob a ótica da produção de cuidados em saúde e do exercício da clínica. Para sua realização, optou-se pela utilização do referencial filosófico de Deleuze e Guattari devido às suas convicções acerca de um modo de pensar interconectado. Para tanto, foi realizada uma pesquisa qualitativa e exploratória, na forma de Estudo de Caso, em uma unidade de internação cirúrgica de um hospital universitário, tendo como unidade de análise um grupo de seis enfermeiros dessa mesma unidade de internação. Utilizou-se a observação não participante, a pesquisa documental e a entrevista em profundidade como métodos de coleta de dados. Os dados foram analisados, de acordo com a análise textual discursiva. O projeto dessa pesquisa, elaborado consoante às diretrizes da Resolução196/96 do Conselho Nacional de Saúde, foi aprovado sob parecer n° 87/2012. Obteve-se como um dos principais resultados que o resgate da clínica como saber pode ser um mecanismo de fortalecimento da Enfermagem capaz de propiciar um cuidar que, concomitantemente, legitima a autonomia e a visibilidade das ações de enfermagem. Verificou-se que o modelo clínico/biomédico de assistência traz em suas raízes conhecimentos advindos da clínica como ciência arborífica que, quando incorporados ao trabalho do enfermeiro, possibilitam cuidados resolutivos e coerentes às necessidades de saúde da clientela assistida e ao contexto de trabalho. Os cuidados de enfermagem são instituídos pelo enfermeiro de maneiras distintas e dependentes de conhecimento clínico: seja a partir de conexões diretas com o paciente, assim como, com a criação de linhas de fuga com outros membros da equipe de saúde multiprofissional. Atua como base para a conexão de outros saberes e práticas que expandem o fazer do enfermeiro, por meio de interligações com o ambiente. Deste modo, existe a formação de rizomas, por meio de linhas de fuga que partem da própria estrutura arborífica. Os rizomas são fundamentados e transformados, com base nas necessidades que emergem da prática clínica do enfermeiro e demonstram a capacidade desse profissional de superar o modelo clínico/biomédico hegemônico de assistência, confirmando a tese de que: o trabalho da enfermagem é organizado segundo duas perspectivas interconectadas e interdependentes: a perspectiva do modelo clínico, que compõe a estrutura-mestre da sua prática e equipara-se à estrutura arborescente do referencial de Deleuze e Guattari, que é representada pelos saberes biológico, fisiológico, patológico e farmacológico; e a perspectiva caracterizada por uma estrutura rizomática, composta por elementos múltiplos e heterogêneos, que pode ser representada por aspectos que interferem no ambiente em que o paciente está inserido, seja no âmbito social, familiar, de trabalho, entre outros. Deste modo, o modelo clínico de assistência organiza-se como uma estrutura centrada que possibilita a resolutividade das necessidades biológicas e atua como base para a conexão de outros saberes e práticas que expandem o fazer do enfermeiro, por meio de interligações com o ambiente, resultando em uma prática clínica mais próxima do que se considera/denomina integralidade.
This study aimed at analyzing the nurse's work in the perspective of health care production and clinical practice. For carrying out this study, Deleuze and Guattari's philosophical reference was chosen for their convictions about an interconnected way of thinking. Therefore, a qualitative and exploratory case study was performed in a surgery unit of a university hospital, and a group of six nurses from this unit were taken as unit of analysis. Data were collected through non-participant observation, documentary research and depth interview. They were analyzed according to the discursive textual analysis. The project of this research was set up in accordance with Resolution n. 196/96 of the National Health Council and approved by the opinion n. 87/2012. One of the main results indicated that the revival of clinical practice as knowledge might be a strengthening mechanism in Nursing which would provide a sort of health care which concurrently legitimates autonomy and visibility of nursing actions. It was determined that the clinical/biomedical model of health care has in its roots knowledges based on clinical practice as an arborescent science. When such knowledges are incorporated in the nurse's work, they enable resolutive health care which is coherent to clientele's health needs and to the work context. Nursing cares are distinctively instituted by the nurse and depend on clinical knowledge from direct connections with patients as well as by creating lines of flight with other members of the multi professional health team. The clinical model of health care acts as a basis for the connection of other knowledges and practices which expand the nurse's practices through interconnections with the working environment. This way, the creation of rhizomes occurs through lines of flight which comes from the very arborescent structure. The rhizomes are founded and transformed according to the needs which arise from the nurse's clinical practice and show the professional's capacity to overcome the hegemonic clinical/biomedical model of health care. This confirms the thesis that the nursing work is organized according to two interconnected and interdependent perspectives. First, the perspective of clinical model, which forms the main structure of the nursing practice and is on the level with the arborescent structure of Deleuze and Guattari's referential, which on its turn is represented by biological, physiological, pathological and pharmacological knowledges. Second, the perspective characterized by a rhizomatic structure, formed by multiple and heterogeneous elements, which can be represented by the aspects that interfere in patient's environment - be it social, family, work or other. This way, the clinical model of health care is organized as a centralized structure that enables resolutivity of biological needs and acts as a basis for connecting other knowledges and practices that expand the nurse's practice through interconnections with the work environment. As a result, clinical practice gets closer to what is considered as or called integrality.
Este estudio tuvo como objetivo analizar el trabajo de enfermeros bajo la óptica de la producción de asistencias en la salud y del ejercicio de la clínica. Para su realización se optó por el uso del referencial filosófico de Deleuze y Guattari debido a sus convicciones acerca de un modo de pensar interconectado. Para eso fue realizada una investigación cualitativa y exploratoria con la forma de estudio de caso en una unidad de internación quirúrgica de un hospital universitario, teniendo como unidad de análisis un grupo de seis enfermeros de esa unidad de internación. Se usó observación no participativa, investigación documental y entrevista en profundidad como métodos de recopilación de datos. Los mismos fueron analizados de acuerdo con el análisis textual discursivo. El proyecto de esta investigación, elaborado de acuerdo con las directrices de la Resolución 196/96 del Consejo Nacional de Salud, fue aprobado por el Dictamen N° 87/2012. Uno de los principales resultados obtenidos fue que el rescate de la clínica como un saber puede ser un mecanismo de fortalecimiento de la enfermería, capaz de proporcionar una asistencia que, concomitantemente, legitima la autonomía y la visibilidad de las acciones de enfermería. Se verificó que el modelo clínico/biomédico de asistencia posee en sus raíces conocimientos provenientes de la clínica como ciencia arborífica que al ser incorporados al trabajo de los enfermeros hacen posibles asistencias resolutivas y coherentes con las necesidades de salud de la clientela asistida y con el contexto de trabajo. Las asistencias de enfermería son proporcionadas por los enfermeros de modos distintos y dependientes del conocimiento clínico: sea a partir de conexiones directas con los pacientes como con la creación de líneas de fuga con otros miembros del equipo de salud multiprofesional. Por lo tanto, existe la formación de rizomas por medio de líneas de fuga que parten de la propia estructura arborífica. Los rizomas son fundamentados y transformados con base en las necesidades que surgen de la práctica clínica de los enfermeros y demuestran la capacidad de esos profesionales para superar el modelo clínico/biomédico hegemónico de asistencia, confirmando la tesis de que el trabajo de la enfermería se organiza de acuerdo con dos perspectivas interconectadas e interdependientes: la perspectiva del modelo clínico, que compone la estructura maestra de su práctica y se equipara a la estructura arborescente del referencial de Deleuze y Guattari que es representada por los saberes biológico, fisiológico, patológico y farmacológico; y la perspectiva caracterizada por una estructura rizomática, compuesta por elementos múltiples y heterogéneos, que puede ser representada por aspectos que interfieren en el ambiente en que el paciente está inserido, sea en el ámbito social, familiar o de trabajo, entre otros. De ese modo, el modelo clínico de asistencia se organiza como una estructura centrada que hace posible la resolutividad de las necesidades biológicas y actúa como base para la conexión de otros saberes y prácticas que expanden el hacer de los enfermeros por medio de interligaciones con el ambiente, resultando en una práctica clínica más próxima de lo que se considera/denomina integralidad.
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Dean, Jennifer Kaye. "Quantifying Social Justice Advocacy Competency: Development of the Social Justice Advocacy Scale." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/40.
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Social justice advocacy has been a force throughout the history of Counseling Psychology and has been described as more critical to the field than any other time in its long history (Toporek & McNally, 2006). Accordingly, in 2002, the American Counseling Association endorsed the Advocacy Competencies in an effort to advance the status of social advocacy by defining competency for counselors engaged in social advocacy (Lewis, Arnold, House, & Toporek, 2002). However, at the writing of this article, these competencies had not yet been operationalized. Therefore, a comprehensive review of the multidisciplinary literature was conducted and seventy- three skills consistent with these competencies were identified and used to further describe what it means to be a competent social justice advocate. These skills were then used to create a measure of social justice advocacy. Content validity of the items was addressed through the use of expert ratings. One hundred participants were recruited to take this measure. Exploratory factor analysis yielded a four-factor model of social justice advocacy skills: Collaborative Action, Social/Political Advocacy, Client Empowerment, and Client/Community Advocacy. Evidence for construct validity was found in the expected positive correlations between the social advocacy survey and the Multicultural Knowledge and Awareness Scale (Ponterotto et al., 2002) and the Miville-Guzman Universal-Diverse Orientation Scale- Short Form (Fuertes et al., 2000). The resulting 43- item survey serves as a starting point for operationalizing and assessing counselors’ competence in social justice advocacy.
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Chowdhury, Dalia. "THE HUMAN SERVICE PROVIDER COMPETENCE ABOUT REPORTING VIOLENCE ON WOMEN WITH DISABILITY SCALE: DEVELOPMENT AND VALIDATION." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1144.
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Statistics about violence experienced by women with disabilities are alarming, and yet, the reporting of this specific form of violence is neglected. Previous research indicates that though interpersonal violence affects women with disabilities like a hidden “epidemic”, the phenomenon is severely underreported. Women with disabilities frequently come in contact with human service providers; however, provider-based prejudice coupled with lack of education about women’s issues result in failing to screen for violence, or error in reporting. This study focused on measuring disability service providers’ competence in understanding and reporting interpersonal violence as experienced by women with disabilities. The objective of this study was to develop a self-assessment instrument to quantify service providers’ expertise in understanding, screening and reporting of interpersonal violence as experienced by women with disabilities. Data were collected in two phases. In the first phase, for the pilot study, data were acquired from 15 expert members; in the second phase, for the main study, data were obtained from 203 Masters level human service providers. Once collected, data were analyzed using exploratory factor analysis with Promax rotation to establish validity. The instrument thus generated was designated as SPCV-WD (Human Service Provider Competence about reporting Violence on Women with Disability scale), and it comprised of four factors (perception, training, screening and reporting, and awareness). These four factors loaded on 40 items, with an overall Cronbach’s alpha value of .833, explaining 45% of the total variance. Four dimensions of competency were identified from the qualitative data collected through the comments of participating service providers in the main study: absence of training, learning from personal interest, necessity of addressing violence, relevance of addressing abuse. This scale can be considered a reliable and valid measure to evaluate service provider competence in understanding and reporting violence as experienced by women with disabilities. It has the potential to be used for intervention and reform in academic and professional training pertaining to interpersonal violence. As this was an initial, exploratory study, future studies are essential to verify and confirm the factor structure and the psychometric properties of SPCV-WD. Keywords: instrument development, competence measurement, violence, women with disabilities, human service providers
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Nota, Charles. "Introducing marimba music as part of the school curriculum in Zimbabwe." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65458.
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This thesis is the documentation of an investigation to explore the applicability and use of indigenous African instruments in the development of primary school music curriculum for Zimbabwe. Although music is regarded as one of the compulsory subjects of the Zimbabwean primary school curriculum, it is noted with concern that western musical arts ideas are prominent in the school syllabus hence, they underline the whole essence of music teaching in the post-independence Zimbabwean education system. This is done at the expense of indigenous African musical arts practices that learners can easily identify with in their respective local communities. The purpose of my study therefore, is to determine critical elements of a curriculum development framework for facilitating the inclusion of indigenous African instrumental performance practices as substantive music resource stuff in the westernised Zimbabwean primary school music curriculum provisions. Zimbabwe has a variety of indigenous African instruments that include mbira, mazambi, magagada, chipendani and chigufe. For the purpose of carrying out this research, three indigenous African instruments are identified as instruments of focus. These are marimba (African xylophone), ngoma (African drum) and hosho (African percussion shakers). Thus, the term indigenous African instruments is consistently used collectively to mean the identified instruments. The study also samples songs from a selected Ndau cultural arts functions such as zvipunha and zvimworoni that could be utilised as education activities for classroom music teaching and learning initiatives in Zimbabwe. The idea of including culture-inclined resource materials for music teaching in the westernised post-independence Zimbabwean primary school music education initiatives implies curriculum change and innovation. Thus, curriculum change in Zimbabwe could be viewed as a reputable way to fulfil complete socio-cultural, educational and political sovereignty towards diluting the impact of colonial repression and neo-colonialism in Zimbabwe. It is notable, however that, colonial repression in Africa has caused and is still causing a permanent dislocation between indigenous black Africans and their cultural arts practices and heritages. My study doesn’t aim to achieve piece-meal changes in the primary school curriculum. Neither does it aim to suggest a complete overhaul of the current westernised primary school music curriculum. With this study, I aim to achieve a reasonable inclusivity and fusion of divergent cultural arts opinions towards musical hybridism in the Zimbabwean musical arts education milieu. This, I believe, shall help to establish an alliance of traditional African and western arts elements to attract both domestic and international appreciation of contemporary musical arts education initiatives in the post-independence Zimbabwean society. Relevant information has been gathered through documentary analysis, interviews, participant observation and focussed discussions. The findings reveal that the majority of primary school teachers and learners need considerable cultural arts rehabilitation because colonial repression had conditioned their perceptions to see no sensible value in indigenous African instrumental performance practices as part of the school education curriculum. The study also reveals that even the training of primary school music educators in Zimbabwe is grossly inadequate. Hence, the majority of these primary school teachers are pedagogically restricted to facilitate the teaching of skills-based subjects like music at any level of the Zimbabwean education system. Therefore, it is sensible to conclude that generalist primary school teachers are unreliable education practitioners who need further education and training in order to acquire relevant competences to teach music effectively in schools. Finally, lack of human and physical resources such as music instruments and textbooks has also been viewed as another impediment factor crippling teacher performance in the teaching of music in the majority of primary schools in Zimbabwe.Thesis (PhD)--University of Pretoria, 2017.
Humanities Education
PhD
Unrestricted
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DeQuattro, Anthony Frank. "A comparison of the beat competency and rhythm pattern imitation of high school instrumental music students and high school dance students." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10979.
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Thesis (D.M.A.)--Boston UniversityLeading music educators, such as Dalcroze, Orff, Kodály, and Gordon, enthusiastically support the use of movement in the teaching of rhythm. This endorsement, coupled with the number and variety of studies that have examined movement and its impact on music learning, reflects the importance music educators and researchers have placed on movement's pedagogical possibilities. If movement is important in achieving rhythmic competency then it follows that students who participate in dance should possess rhythmic skills that equal or exceed those of music students. In order to examine the impact of movement, this study compared dance training and music training in the development of the rhythmic abilities of beat competency and rhythm pattern imitation. Secondary purposes were to determine the impact of the amount of instrumental music instruction, the amount of dance instruction, the type of instrument studied, or the style of dance studied. For this study, a causal-comparative design was employed. Participants (N = 84) were drawn from four arts magnet high schools and one traditional public school in Connecticut and were stratified into groups defined as music students and dance students. The beat competency and rhythm pattern imitation skills of each subject were then measured using the Rhythm Performance Test-Revised, a computer-generated test, and results for each group were compared. Results indicated a statistically significant difference in favor of the music students on both the beat competency and rhythm pattern imitation measures. Further investigations indicated a statistically significant, negative relationship between the amount of dance training received and scores on the rhythm pattern imitation measure among the dance students. The percussion students scored statistically significantly better than all other music students on the beat competency measure. The study gives us initial insights into how music and dance pedagogical approaches work independently of each other. Whereas past studies have suggested that rhythmic movement may positively impact rhythmic ability when added to methods of rhythm pedagogy, this study suggests that rhythmic movement cannot replace the direct instruction of rhythm in a musical context.
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Gattai, Maria Cristina Pinto. "A fragilidade da classificação das competências e a eficácia do perfil como instrumento de sua gestão." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-28072009-102731/.
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O objetivo do presente estudo é reavaliar o conceito de competências sob o ponto de vista das teorias que o explicam e a prática de sua utilização nas empresas. Partindo de uma revisão histórica do conceito, foi constatada significativa diversidade de nomes e dos conteúdos que representam. Neste campo há uma situação semelhante à Torre de Babel. Os discursos não são decodificados da mesma forma pelo locutor e pelo ouvinte. Para suportar esta análise, foi realizado um trabalho empírico de comparação entre perfis de competências propostos pelas empresas e os perfis profissionais sugeridos por especialistas a partir de suas experiências com este campo de estudo. Apesar da Torre de Babel há consistência entre as competências propostas pelos especialistas e aquelas praticadas pelas empresas.The aim of the present study is the reassessment of the concept of competence by matching its theoretical evolution with the professional practice which was developed to manage human resources capabilities. Setting out from the historical evolution it was easy to see the wide span of meanings, names and contents attributed to competence, from the very beginning of the personnel management. Through an oversight glance on it one has the impression of a kind o Babel Tower. Every new author who scans that concept finds a new side in it. The discourses about competence have not been decoded in the same way by the speaker and the listener. To support the analysis here carried out, an empirical investigation was planned and carried out. In it competence profiles as produced by enterprises were matched with profiles proposed by experts and researchers. Notwithstanding the evidences of a Babel Tower some consistency was found between the practice and the conceptual proposals.
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Spressola, Nilvânia Aparecida. "Instrumento para avaliar as competências no trabalho de tutoria na modalidade EAD." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-11012011-101157/.
Full textAbstract:
Com a evolução da tecnologia a modalidade de Educação a Distância ganhou forças e provocou a necessidade de que o professor que trabalhe com esta modalidade, tenha competências diversificadas para atender diferentes estratégias. Este estudo tem como principal objetivo desenvolver um instrumento flexível, valido e confiável para avaliar as competências do tutor em Educação a Distância. Alguns autores propuseram modelos e instrumentos para avaliação das competências, porém ligado a uma só instituição ou focado em um só contexto. Em etapas, esta pesquisa se propõe a realizar uma revisão bibliográfica e investigar as competências citadas na literatura relacionadas à função docente de Tutoria e por meio de especialistas em EAD, elencarem as competências essenciais para sua realização e dividir em dimensões. A coleta de dados foi realizada nos cursos de Bacharelado em Administração e Logística e Licenciaturas de Computação, Geografia, História, Letras dos pólos de Batatais e Gestão em Tecnologia da Informação, Licenciatura em Geografia e Ciências Contábeis do Centro Universitário Claretiano de Batatais. O método \"Alfa de Cronbach\" foi indicado para análise da fidelidade das informações adquiridas. A análise dos dados mostrou que o instrumento pode ser flexível e evidencia informações precisas para apoiar a gestão do conhecimento no que se refere a formação e treinamento de tutores.With technological developments and new demands from the information society, distance education has been increasing and intensifying the need for professors to work with this type of education and acquire diversified skills to work in this new scenario. This research has as main objective is to develop a flexible, reliable and valid instrument for evaluating the skills of the Tutor in Distance Education. There are a number of models and instruments for assessing these skills, but always focused on only a single institution or context. ln its different stages, this research will conduct a review of the literature of distance education experts about the skills needed to function in different dimensions of the Tutor. Data collection will take place in distance education courses in Graduate of Business Administration and Accounting, Logistics Management and Information Technology, Computer Science, Geography, History and Language offered by the Centro Universitário Claretiano de Batatais. Data analysis showed that the instrument can be flexible and accurate evidence to support the management of knowledge regarding the fonnation and training of tutors.
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Silva, Leandro Somma da. "A gestão por competencias como instrumento de avaliação de desempenho : um estudo de caso em uma empresa de Call Center." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/263684.
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Orientador: Maria Helena RobertDissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica
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Resumo: Este trabalho propõe o estudo do modelo de gestão por competências como forma de melhorar o desempenho individual das pessoas e traçar planos de crescimento dentro de uma empresa de Call Center. Foi inicialmente feita a verificação do modelo de avaliação de supervisores empregado pela empresa, seguido do levantamento das competências requeridas para o desempenho da função. Com base nos resultados de avaliação recentemente obtidos pela sistemática adotada, pode-se perceber que, apesar do modelo contribuir para o desenvolvimento das lideranças, sua aplicação ainda não incorpora a plena utilização de seus resultados para os principais processos organizacionais existentes na empresa. Baseado neste contexto foi sugerido a incorporação e utilização de um banco de dados ao modelo vigente, como ferramenta gerencial capaz de fornecer informações importantes para o processo de avaliação, culminando em melhorias para o desempenho dos supervisores de atendimento
Abstract: This works propose the study of the competence management model as the way to improve the individual performance of people and plan the internal growth of a Call Center enterprise. First, it was made the checking of the supervising avaliation model used by the enterprise, followed by the research of required competences to the function performance. Based in spite of the contribution of the model to the leadership development, its aplication don't incorporate yet the full use of its results in the main organizational process of the enterprise. Based on this context it was suggested the incorporation and use of a data base to the present model, as the management tool able to provide important informations to the evaluation process, leading to attending supervisors performance improvement
Mestrado
Gestão da Qualidade Total
Mestre Profissional em Engenharia Mecanica
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Moreiro, Leslie. "L’appropriation d’une technologie peut-elle entraîner le développement d’une compétence distribuée entre l'homme et la technologie ? Le cas de la viticulture de précision." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLS380.
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Ces travaux visent à comprendre de quelle manière l’appropriation peut amener au développement d’une compétence distribuée entre l’homme et la technologie. Nous nous sommes penché sur un terrain d’étude particulier, celui de la viticulture de précision, terme désignant l’ensemble des technologies permettant de caractériser l’hétérogénéité spatiale et temporelle des parcelles et de moduler les pratiques viticoles en fonction des besoins de la vigne. Nous avons réalisé une revue de littérature ainsi que des entretiens semi-directifs pour aboutir à une analyse qualitative intra-cas et inter-cas de sept cas différents.Ce travail s’appuie sur cinq propositions de recherche : 1) La compétence est un processus dynamique jugé socialement et mis en œuvre durant l'activité d'un sujet qui combine ses ressources internes avec des ressources externes issues d'un contexte dans le but d'atteindre une finalité, de réaliser une tâche.2) La compétence est composée des ressources internes et externes, mais aussi d’une structure (pattern) permettant de les coordonner. 3) La technologie, par le biais de la notion d'instrument composé d'un artefact et de schème, peut apporter des ressources et une structure nécessaires à la mise en œuvre de la compétence. 4) Grâce à l'appropriation. Elle se réalise de deux manières, l'instrumentalisation fait évoluer les ressources physiques de l'instrument. L'instrumentation permet le développement d'une structure distribuée, qui va coordonner les ressources internes et les ressources de l’environnement avec les ressources apportées par l'instrument. 5) L'appropriation souligne l'aspect d'une compétence à la fois distribuée socialement, dans le temps, et entre l'homme et la technologie. Cette compétence peut être déclinée au niveau individuel, collectif ou organisationnelThe aim of this work is to understand how appropriation of technology can develop a competence distributed between human and technology. We examine a particular field of study, that is precision viticulture technology. These technologies allow to characterize spatial and temporal heterogeneity of plots and to modulate wine-making practices according to vine’s needs. We have made a state of the art and some semi-structured interviews to lead to an individual and cross cases analysis of seven cases.This work rely on five research proposals: 1) Competence is a dynamic process which depend of a social judgment, carried out during activity by a subject who combine his internal resources with external and contextualized resources in order to reach an aim, realize a task.2) Competence is composed by internal and external resources of a subject and by pattern which allow to coordinate them. 3) Technology, by the way of the concept of instrument, composed by artifact and scheme can provide resources and pattern needed to competence’s implementation. 4) This can be possible thanks to appropriation, by two ways. Instrumentalization changes resources of instrument and instrumentation allows development of distributed structure which coordinates resources. 5) This highlight the socially and temporal distribution of competence and the distribution between human and technology. This distribution is possible at individual level, collective level and organizational level
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Moretto, Solange Machado. "A educação ambiental como instrumento para o resgate da cidadania." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/85806.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.Made available in DSpace on 2012-10-20T23:24:47Z (GMT). No. of bitstreams: 1 231329.pdf: 548476 bytes, checksum: 334dde2fa45c8860572da34314a6446c (MD5)
O Serviço Nacional de Aprendizagem Comercial atende à comunidade, oferecendo diversos cursos profissionalizantes, em atendimento à solicitação dos empresários, quanto ao perfil de alunos que vão para o mercado de trabalho. Dentre os cursos, delimitou-se como objetos de estudo o Curso de Guia de Turismo Nacional e o Curso de Cozinheiro, para verificar as não-conformidades relativas ao ensino profissionalizante, analisando a variável ambiental e sua interface com a atividade turística, as propostas dos temas transversais para o resgate da cidadania e de que forma a educação ambiental pode melhorar o ensino. A metodologia adotada foi de uma pesquisa bibliográfica, com abordagem descritiva e na forma de um estudo de caso. Utilizou-se como instrumento de coleta um questionário, sendo aplicado nos segmentos dos professores, alunos e empresários da área de alimentação. Frente aos resultados propô-se três Programas de Intervenção, com a inserção do tema 'educação ambiental' nos planos de ensino, para que os aluno possam ir para o mercado de trabalho, com atitudes e competências voltadas à solução dos problemas ambientais.
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Pérez, Morales Juana Idania. "La evaluación como instrumento de mejora de la calidad del aprendizaje. Propuesta de intervención psicopedagógica para el aprendizaje del idioma inglés." Doctoral thesis, Universitat de Girona, 2008. http://hdl.handle.net/10803/8004.
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La evaluación del aprendizaje del inglés en las carreras que estudian esta lengua con fines específicos en la Universidad Central "Marta Abreu" de Las Villas da cuenta de niveles de competencia comunicativa que no se corresponden con las exigencias que los estudiantes encontrarán en la práctica profesional. El estudio se dirige a la mejora del proceso de enseñanza-aprendizaje del inglés centrado en modificaciones al proceso de evaluación. Este se concibe como proceso integrado a la enseñanza y el aprendizaje mediante el uso de formas alternativas de evaluación. Estas formas deben propiciar una evaluación formativa de la lengua en situaciones auténticas de comunicación. El trabajo se centra en la formación del profesor para introducir los cambios en sus prácticas evaluativas y como resultado se hacen factibles transformaciones a corto plazo que repercuten en un mejor aprendizaje de la lengua. La investigación se realizó desde una perspectiva interpretativa, utilizando una metodología cualitativa.The assessment of English Language Learning in ESP Courses at the Central University "Marta Abreu" of Las Villas reflects levels of communicative competence which do not correspond to the demands students will find in their future professional practice. The study is aimed at improving the teaching and learning process of English focused on changes in the assessment process. This process is conceived as an integral part of the teaching and learning of English language using alternative forms of assessment. These forms must ensure a formative assessment of the language in authentic communicative situations. The work focuses on the teachers' training in order to introduce changes in their assessment practices. As a result, changes are feasible in a short period of time leading to a better learning of the language. The research was conducted from an interpretative perspective using a qualitative methodology.
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Cavalheiro, Nuno Miguel Batalha. "Análise dos instrumentos previsionais e de prestação de contas das autarquias locais: extensão e limitações." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/13224.
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Os processos de globalização, de transferência de competências para governos
supranacionais, a reorganização administrativa do território nacional e redução de
serviços públicos são uma realidade que tende a afastar os processos de decisão das
pessoas.
O papel dos governos subnacionais (municípios) e o modo como podem
contribuir para promover o desenvolvimento local é um tema de particular interesse.
O objetivo deste trabalho é analisar as atribuições e competências dos
municípios e os instrumentos financeiros que dispõem, perceber até que ponto podem
ser facilitadores de uma intervenção local que contribua para o desenvolvimento
económico e social dos concelhos.
Procura-se compreender se o enquadramento do papel dos municípios é
suportado por uma autonomia financeira que crie condições para uma intervenção
territorial promotora do desenvolvimento local.
A metodologia utilizada passou por uma análise teórica e interpretação dos
documentos previsionais e de prestação de contas dos municípios e a análise do
respetivo enquadramento legislativo; Title: Analysis of previsional financial documents and accountability documents of
Local Governments - Extent and Limitations
Abstract:
Globalization processes, the transfer of competences to supranational governments, the
administrative reorganization of the national territory and reduced public services are a
reality that is alienating the decision processes of people.
The role of subnational governments (municipalities) and how they can contribute to
promoting local development is a subject of particular interest.
The objective of this work is to analyze the attributions and competences of
municipalities and the financial instruments that have, to realize up to which point there
can be facilitators of a local intervention that contributes to economic and social
development of the municipalities.
It seeks to understand if the legal contexto of municipalities is supported by a
financial autonomy that creat conditions for a territorial intervention promoter of local
development intervention.
The methodology used was a theoretical analysis and interpretation of
previsional financial documents and accountability documents and the respective legal
context.
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Silva, Livia Maria Goes de Araujo Cohim. "Instrumento de avaliação da formação técnica do Agente Comunitário de Saúde: desempenho final." Programa de pós-graduação em saúde coletiva, 2010. http://www.repositorio.ufba.br/ri/handle/ri/10332.
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A formação do agente comunitário de saúde (ACS) é uma estratégia que contribui para a melhoria do cuidado à população. Um programa de formação é bem sucedido quando os participantes desenvolvem os conhecimentos, os comportamentos e as habilidades esperadas, através de processos de aprendizagem fomentados por métodos e meios adequados, de forma a satisfazer as necessidades do indivíduo e da organização em que se insere. A necessidade de dimensionar o desempenho final dos egressos dessa formação, por meio de uma avaliação, é de interesse e importância para os atores envolvidos, possibilitando conhecer o resultado dessa formação na prática para rever e subsidiar a melhoria da sua atuação. Este estudo objetiva a construção e validação do instrumento para avaliação de desempenho final, do módulo I da formação técnica dos ACS no estado da Bahia. O processo de elaboração foi desenvolvido em sete etapas, quais sejam: análise documental; construção do modelo lógico; construção da primeira versão do instrumento; a validação por seis especialistas; aplicação preliminar num grupo de nove ACS em duas equipes de saúde da família num município de pequeno porte da região metropolitana de Salvador; revisão do teste para a definição do instrumento final com índices adequados de validade e de fidedignidade; e finalmente, a construção do roteiro preliminar de aplicação com sugestão de critérios de análise de dados. O instrumento focaliza o módulo I do itinerário formativo do ACS que é composto de 03 módulos em sua totalidade. Consta de duas partes, a primeira visa obter dados de identificação e a segunda busca sintetizar os conhecimentos, as habilidades necessárias para desenvolverem as competências propostas na formação.
Salvador
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Cruz, Carla Francisca dos Santos. "Tradução e adaptação transcultural do instrumento de avaliação de competências do farmacêutico "Global Competency Framework (GbCF)" para o português do Brasil." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/3938.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorWith the growing need to prepare pharmacy students for clinical practice and ensure the quality of care, evaluation comes to play a essential role in graduation. However, there are little validated instruments to assessment of pharmacist´s clinical competencies and essential components for effective patient education. On the above, the aim of the present study was Cross-cultural adaptation of the "Global Competency Framework (GbCF)", making it an assessment tool of pharmacist clinical skills for the Portuguese of Brazil. Therefore, a systematic review was conducted to determine how the clinical competencies of pharmacists and/or pharmacy students are conceptualized and measured. A review was conducted into the databases, Scopus, Lilacs, Eric, and PubMed. With the keywords: "Clinical competence", "Pharmaceutical Care" and Pharmaceutical Education". The literature search identified 2,979 articles. After the exclusion process, 60 studies met the inclusion criteria. A total of 30 studies (50%) focused on general clinical skills, while the others examined specific clinical skills. Seventeen studies (28.3%) used the Objective Structured Clinical Examination (OSCE) as the method of clinical competence assessment. The instruments used in the studies varied greatly, with only eight studies (13.3%) using the same assessment instrument, which was the General Level Framework (GLF). This review concluded that there is a need for a validated assessment instrument to ensure that pharmacists´ competencies are globally applicable, transferable, accessible, and transparent. In addition, the cultural translation process GbCF instrument for Brazil started with the stages of translation and back translation. These were satisfactory to comply conceptual requirements, considering the linguistic aspects and the meaning of the content in the Brazilian reality. The combination of techniques Delphi and nominal group were employed to obtain a consensus on the items of the instrument is the most important aspects to be used in the evaluation of clinical skills of pharmacists. At this stage the judges proposed the modification of 65 items, including 41 textual changes, 22 exclusions, two groups and three reallocations of items in the four basic groups of skills that the instrument is divided. Version 3 generated was evaluated for semantic and idiomatic equivalence by the Judges Committee "A" formed by experts of this theme. The result showed that 31% of the items showed less than 80% agreement between judges and suffered semantic changes. Version 4 of the instrument was submitted to the cultural and conceptual equivalence by the expert committee "C" formed by experts of this theme, natives and / or residents of each of the five regions. According to the evaluation of this committee, there was need for modification of 29 items. The results showed concordance less than 80% to 80.60% of the items. The procedure resulted in the Portuguese version of the instrument entitled: General guidelines for assessment of pharmacist´s clinical competencies.
Com a crescente necessidade de preparar os estudantes de Farmácia para a prática clínica e assegurar a qualidade da atenção, a avaliação passou a ter um papel fundamental na graduação. No entanto, ainda há poucos instrumentos validados de avaliação de competências clínicas do farmacêutico e dos componentes essenciais para a orientação efetiva ao paciente. Diante do exposto, o objetivo do presente trabalho foi Adaptação transcultural do Global Competency Framework (GbCF) , tornando-o um instrumento de avaliação de competências clínicas do farmacêutico para o Português do Brasil. Para tanto, foi realizada uma revisão sistemática para investigar como estão sendo avaliadas as competências Clinicas do Farmacêutico. A busca de artigos foi realizada nas seguintes bases de dados: Scopus, Lilacs, Eric e PubMed. Com as palavras-chaves: Clinical competence , Pharmaceutical Care e Pharmaceutical Education . A pesquisa bibliográfica identificou 2,979 artigos. Após o processo de exclusão, 60 estudos preencheram os critérios de inclusão. Um total de 30 estudos (50%) estavam focados em competências clínicas gerais enquanto que os demais estavam relacionados à competências clínicas especificas. Destes, 17 estudos (28,3%) empregaram o exame clínico objetivo estruturado (OSCE) como metodologia de avaliação de competências clínicas. Os instrumentos utilizados nos estudos variaram muito com apenas oito estudos (13,3%), usando o mesmo instrumento de avaliação, o General Level framework (GLF). Essa revisão concluiu que há necessidade de instrumentos validados para avaliação de competências, de forma a garantir que as competências dos farmacêuticos sejam aplicáveis, transferíveis, acessíveis e transparentes globalmente. Ademais, o processo de tradução transcultural do instrumento GbCF para o Brasil foi iniciado com as etapas de tradução e retrotradução. Estas foram satisfatórias em cumprir exigências conceituais, considerando os aspectos linguísticos e o significado do conteúdo na realidade brasileira. A combinação das técnicas Delphi e grupo nominal foi empregada para obtenção de um consenso sobre os itens do instrumento que constituem os aspectos mais importantes para serem utilizados na avaliação de competências clínicas de farmacêuticos. Nesta etapa os juízes propuseram a modificação de 65 itens, incluindo 41 alterações textuais, 22 exclusões, dois agrupamentos e três realocações de itens nos quatro grupos básicos de competências que o instrumento está divido. A versão 3 gerada foi avaliada quanto à equivalência semântica e idiomática pelo comitê de Juízes A formado por experts desta temática. O resultado mostrou que 31% dos itens apresentaram menos que 80% de concordância entre os juízes e sofreram alterações semânticas. A versão 4 do instrumento foi submetida à avaliação da equivalência cultural e conceitual pelo comitê de juízes C formado por experts desta temática, nativos e/ou residentes de cada uma das cinco regiões brasileiras. De acordo com a avaliação deste comitê, houve necessidade de modificação de 29 itens. Os resultados revelaram concordância igual ou superior a 80% para 80,60% dos itens. O procedimento descrito resultou na versão em Português do instrumento intitulado: Diretrizes gerais de avaliação de competências clínicas do farmacêutico.
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Santos, Fabiana Cristina dos. "Construção e Validação Semântica de um instrumento para avaliação de competências de enfermeiros que atuam em oncologia." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-16012017-170552/.
Full textAbstract:
A realização deste estudo se pauta no fato de que, até o momento, não se tem conhecimento da existência de algum instrumento de abordagem quantitativa que identifica e avalia competências de enfermeiros que atuam em setores de oncologia. Dessa forma, a construção e a validação de uma ferramenta com esta finalidade poderá contribuir para a organização desses serviços, visando a identificação de potencialidades e desafios a serem percorridos por esses profissio- nais, em busca do desenvolvimento profissional e consequentemente, a melhoria na assistência ao paciente oncológico. O estudo teve como objetivo geral descrever o processo de construção e validação semântica de um instrumento para avaliação de competências de enfermeiros que atuam em oncologia. Pesquisa metodológica, realizada em duas etapas: fase teórica, composta por planejamento e seleção dos referenciais teórico-metodológicos; observações diretas, não participantes das atividades desenvolvidas por enfermeiros de uma unidade oncológica; cons- trução de domínios e itens do instrumento; validação de face e conteúdo e análise semântica realizada por enfermeiros da área. Posteriormente, temos a fase empírica que engloba o piloto. Quanto a construção e validação dos itens do instrumento, utilizou-se a ferramenta formulários Google Docs Off line, disponibilizado por meio eletrônico. Na análise semântica o instrumento foi facilmente compreendido pelos participantes, assim o instrumento ficou composto por 30 itens de competências para o enfermeiro oncológico. Foi submetido ao teste piloto com 61 en- fermeiros, predominantemente do sexo feminino, idade entre 31 e 35 anos, tempo de conclusão da Graduação entre cinco e 10 anos e experiência em oncologia acima de cinco anos. O ins- trumento demonstrou satisfatória consistência interna dos itens com alfa de Cronbach de 0,75, sendo denominado de Questionário de Avaliação de Competências de Enfermeiros que atuam em Oncologia (QACEO). A contribuição do estudo reside em descrever cada etapa do processo metodológico, bem como, disponibilizar um instrumento apropriadamente testado, que visa identificar as competências de enfermeiros que atuam na oncologiaThis study is guided in the fact that, until this moment, has no knowledge of the existence of a quantitative approach instrument that identifies and evaluates skills of nurses working in on- cology sectors. Thus, the construction and validation of a tool for this purpose can contribute to the organization of these services for the identification of potentialities and challenges to be followed by these professionals in search of professional development and consequently the im- provement in patient care oncological. The study aimed to describe the process of construction and semantic validation of an instrument for evaluating skills of nurses working in oncology. Methodological research, performed in two steps theoretical phase, consisting of planning and selection of the theoretical and methodological references; direct observations, not participa- ting in the activities developed by nurses in an oncology unit; construction domains and items of the instrument; face validity and content and semantic analysis performed by nurses from the area. Subsequently, we have the empirical phase which includes the pilot. The construction and validation of the instrument items, used the Google Docs Forms Off line tool, available electronically. In the semantic analysis the instrument was easily understood by the partici- pants, and the instrument was composed of 30 items of competencies for oncology nurses. It was submitted to the pilot test with 61 nurses, predominantly female, aged between 31 and 35 years of graduation completion time between five and 10 years and experience in oncology over five years. The instrument showed satisfactory internal consistency of items with 0.75 Cron- bach\'s alpha, being denominated Nurses Competencies evaluation questionnaire of working in Oncology (QACEO). The contribution of the study is to describe each step of the methodolo- gical process, as well as provide an appropriately tested instrument, which aims to identify the competencies of nurses working in oncology
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Braghetta, Camilla Casaletti. "Desenvolvimento e validação de um instrumento para avaliar espiritualidade: Escala de Atitudes Relacionadas à Espiritualidade (ARES)." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-05102017-112819/.
Full textAbstract:
Objetivos: Desenvolver um novo instrumento para avaliar espiritualidade e realizar análises psicométricas de validade e confiabilidade. Métodos: O instrumento foi elaborado através de quatro etapas: fundamentação teórica, investigação sobre definições de espiritualidade na população geral, elaboração da primeira versão por um comitê de especialistas e teste de compreensibilidade. Nas análises psicométricas, o instrumento foi submetido à avaliação de juízes e posteriormente, foi testado em estudantes de medicina (N=85) e em uma população de religiosos (N=85), para cálculo de consistência interna, análise fatorial exploratória e confiabilidade teste-reteste. Resultados: O instrumento desenvolvido, a Escala de Atitudes Relacionadas à Espiritualidade (ARES), apóia-se na compreensão sobre espiritualidade no contexto brasileiro e em bases teóricas. Apresentou análises psicométricas apropriadas: a análise fatorial exploratória apontou uma estrututura unidimensional, o alfa de Cronbach encontrado em cada item foi >= 0,98 e o Coeficiente de Correlação Intraclasse (CCI=0,98) apontou boa reprodutibilidade da escala. Conclusão: ARES é um instrumento unidimensional, desenvolvido em idioma português, que apresentou consistência interna excelente e indicou ser reprodutível na população avaliada. São necessários mais estudos para verificar se ARES é aplicável em amostra com baixa escolaridade e em outros contextos culturais e religiosos. A escala ARES permite operacionalizar o construto espiritualidade em pesquisas quantitativasObjectives: Develop a new instrument devised to measure spirituality, able to perform psychometric analysis of validity and reliability. Methods: The instrument was elaborated through four processes: theoretical foundation, a population based investigation about possible definitions of spirituality, a first version was achieved by a committee of experts in Spirituality along with a comprehension test. In psychometric analysis, the analysis was evaluated by judges, then tested in a population of medical students (N = 85) and in a religious population (N = 85), in order to calculate internal consistency, exploratory factor analysis (EFA) and reliability, through test-retest. Results: The instrument, ARES, a Spirituality-Related Attitudes Scale, was based on theoretical understandings of spirituality in the Brazilian context. It presented an appropriate psychometric analysis: the EFA indicated a one-dimensional structure, the Cronbach\'s Alpha found each item at >= 0.98 and the Intraclass Correlation Coefficient (ICC = 0.98) indicated good reproducibility of the scale. Conclusion: ARES is a one-dimensional instrument, developed in the Portuguese language, which presented an excellent internal consistency and indicated to be reproducible in the evaluated population. Further studies are needed to verify if ARES is applicable to other population samples, for example, a low SES and other cultural/religious contexts. The ARES scale allows for operationalization of the construct of spirituality in quantitative researches
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HERNANDEZ, FLORES ARANZA. "CONFIGURACIÓN DE UN ECOSISTEMA DE INNOVACIÓN EN LA DENOMINACIÓN DE ORIGEN DEL TEQUILA EN MÉXICO: CASO DE ESTUDIO DE UNA EMPRESA DEDICADA A LA PRODUCCIÓN DE AGAVE EN EL ESTADO DE JALISCO, 2019." Tesis de Licenciatura, UNIVERSIDAD AUTONOMA DEL ESTADO DE MEXICO, 2019. http://hdl.handle.net/20.500.11799/105229.
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Con la finalidad de cumplir el objetivo planteado y comprobar la hipótesis, la investigación
se divide en cuatro capítulos. El primero, destaca la aportación de algunos de los
argumentos teóricos referentes al pensamiento económico enfatizando sobre la
Innovación. Posteriormente, se abordan las nociones Ecosistema de Innovación y
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Denominación de Origen. Finalmente, se alude la Denominación de Origen,
específicamente, sobre la industria tequilera.
El segundo, brinda un panorama general de la Industria del Tequila mexicano y la
Denominación de Origen. Asimismo, se incluye la explicación del comportamiento de la
Denominación de Origen en el mundo y de qué manera contribuye a su país de
procedencia. Posteriormente, aborda las problemáticas que enfrenta México ante el
funcionamiento de la Denominación de Origen de Tequila.
En el tercero, se plantea la metodología para analizar de manera conjunta los
Ecosistemas de Innovación y la Denominación de Origen. Dada la inexistencia de una
propuesta al respecto se utiliza un conjunto de variables retomadas de marco teórico y
contextual que se pretende comprobar su pertinencia a través de un caso de estudio. El
contenido de este penúltimo capítulo especifica sistemáticamente las fases desde el
proceso que lleva a la construcción del instrumento de investigación hasta la etapa de
cómo se realiza la recolección de información y su interpretación.
El cuarto, presenta los resultados del análisis del Ecosistema de Innovación y la
Denominación de Origen propuestos en las variables del esquema metodológico y
examinados por el caso de estudio. El conjunto de estos resultados tiene por finalidad
dar respuesta a los planteamientos presentados al inicio de la investigación.
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Castro, Joaquina I. A. de. "Validação de um modelo de competências e interacção com a auto-eficácia." Master's thesis, Instituto Superior de Psicologia Aplicada, 2001. http://hdl.handle.net/10400.12/423.
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Dissertação de Mestrado em Comportamento OrganizacionalNeste estudo testámos o modelo casual de competências, desenvolvido por Mitrani, Dalziel e Bernard (1992), considerando como unidade de analise o perfil de recrutamento externo de uma empresa de telecomunicações, que foi desenvolvido internamente na própria empresa, o que nos permitiu validá-lo. Neste modelo considerámos a definição de competência defendida por Hooghiemstra (1994) de que as competências são qualquer característica individual que possa ser medida com fiabilidade e que se possa manifestar, no sentido de diferenciar os indivíduos em termos de desempenho ou em termos de domínio da função -motivações, traços de carácter, conceitos de si próprio, atitudes ou valores, conhecimentos, aptidões cognitivas e comportamentais. Fomos verificar, também, o papel mediador da auto-eficácia neste modelo causal de competências, visto Bandura (1981) ter defendido que esta variável sócio-cognitiva funcionava como reguladora do desempenho, pois as percepções de Auto-eficácia contribuíam para a aquisição/manifestação/desenvolvimento das Competências, ajustando-as de forma a que o indivíduo adopte padrões de comportamento. Para o estudo desta variável foram utilizadas duas escalas, uma de auto-eficácia geral, cujo conceito foi definido como as crenças optimistas sobre a capacidade para lidar com uma variedade de stressores (Schwarzer, 1977), e outra de auto-eficácia específica à tarefa, que foi definida como as auto-percepções ou julgamentos sobre como o próprio pode executar eficazmente os actos necessários face a situações específicas (Bandura, 1982). Para estas duas escalas foi efectuado um pré-teste a 100 sujeitos, cuja análise factorial nos levou a confirmar dois Factores (auto-eficácia geral e auto-eficácia específica), e os coeficientes de fidelidade nos permitiram ter confiança nos seus resultados (alpha de cronbach para a auto-eficácia geral = 0,86 e para a auto-eficácia específica = 0,64, após termos desprezado um dos itens). O perfil de competências, considerado neste trabalho, foi validado, uma vez que encontrámos três factores que explicam 60,15% da variância total. Os factores encontrados foram denominados como: competências cognitivas, competências genéricas e qualidades profissionais. As hipóteses aqui colocadas, em relação ao modelo proposto, foram todas infirmadas, embora se tivessem encontrado alguns resultados significativos. As competências cognitivas correlacionavam-se com todas as variáveis das características individuais, excepto com o estado civil. No entanto, os outros grupos de competências ou não apresentavam qualquer correlação significativa com estas variáveis, como é o caso das qualidades profissionais, ou apresentavam uma correlação significativa apenas com duas destas variáveis: área de formação e nível de formação, para as competências genéricas. Isto significa que enquanto as competências cognitivas apresentam uma associação com as variáveis das características individuais dos sujeitos, as competências comportamentais apresentam poucas associações. Todos os resultados levados a cabo com a auto-eficácia revelaram-se não significativos, tanto na relação com as variáveis das características individuais como com as competências consideradas. Exceptua-se uma correlação significativa e positiva entre auto-eficácia geral e média de formação, o que nos leva a acreditar que há uma associação entre estas variáveis. Estes dados levaram-nos, assim, a infirmar, também, o papel mediador da auto-eficácia no modelo de competências. Já em relação aos outros dois objectivos, por nós traçados neste estudo, verificámos não existiram diferenças nas variáveis das características individuais e nas competências avaliadas, em relação aos candidatos seleccionados e não seleccionados, excepto em relação à área de formação, o que indica que a empresa em causa privilegia determinadas áreas, como sejam as áreas de engenharia, em detrimento de outras, como áreas sociais e humanas. Os pareceres obtidos pelos sujeitos na avaliação de competências correlacionavam-se com todas as competências, tendo as competências cognitivas e as qualidades profissionais impactos significativos nesses Pareceres. Para os sujeitos seleccionados, são as qualidades profissionais que são preditivas tanto do parecer da avaliação de potencial como do vinculo contratual que os sujeitos estabelecem com a empresa, pelo que nos leva a crer que internamente, à organização, são o grupo de Competências mais valorizado.
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O'Keefe, Sabrena A. "The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3694.
Full textAbstract:
Global leadership has been a growing area of research as our world becomes interconnected. The National Association for College Employers (NACE) Career Readiness Competencies Work Group even added an eighth competency: global/intercultural fluency. Employers have also expressed a skill crisis regarding students graduating from college without the necessary global leadership skills. However, there are often not enough resources at institutions of higher education to add specific co-curricular programs around global leadership. At the same time many institutions have begun to use the Student Leadership Competencies (Seemiller, 2013) as learning outcomes for their co-curricular programs.
This research study aimed to combine the concepts of global leadership and the Student Leadership Competencies so that students have the opportunity to develop global leadership competencies on their own. The researcher created a global leadership competencies self-assessment instrument mapped within the Student Leadership Competencies, then demonstrated the extent to which the instrument yields evidence that supports valid and reliable inferences about students’ global leadership competencies.
Validity evidence based on content was established through the use of 13 subject matter experts. Validity evidence based on cognitive process was established through cognitive interviews. Validity evidence based on internal structure was established by conducting an exploratory factor analysis. Specifically, a principal axis factor analysis with a varimax rotation was conducted on data gathered from 279 participants. Evidence supported the finding that the instrument yielded reliable inferences about students’ global leadership competencies (30 items; α = .932).
There were six constructs uncovered and measured through the validation process: Interpersonal Impact, Perspective-taking, Adapting, Diversity, Responding to Ambiguity, and Resiliency. The instrument created in this study provides self-awareness of a student’s proficiency in these global leadership competencies, which enables them to seek out development opportunities for those competencies either on their campus or in other out-of-the-classroom activities based on their results. This instrument can now be used to guide a students’ global leadership competency development journey.
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Tucker, Andrea. "Learning to collaborate : the influence of physical digital workspaces on the development of collaborative competencies." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H039.
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Cette recherche vise à investiguer les méthodes de travail et d’apprentissage collaborative dans la sphère éducative. Quelles sont les compétences associées à la collaboration ? Comment sont-elles acquises ? Comment les technologies qui ont à la fois une nature physique et numérique influencent-t-elles ces processus ? La capacité d’un individu à travailler collaborativement est au cœur des intérêts institutionnels aujourd’hui, marqué notamment par un discours sur les pratiques collaboratives facilités par des technologies adaptés. A cette fin, nous étudions comment trois formes differentes d’espaces physiques-numérique de travail influencent la collaboration lorsque les élèves travaillent en groupe. Cela inclut les tables et tableaux tactiles multi-utilisateur, ainsi que les tablettes en differentes combinaisons. Nous proposons un modèle de la collaboration et d’évaluation des compétences collaboratives. Nous proposons d’un état de l’art sur la collaboration instrumentée, la collaboration en tant que compétences et les espaces physiques-numériques de travail. Nous présentons ensuite notre protocole de recherche mobilisant 45 élèves ingénieur travaillant sur des cas d’études dans le contexte d’un cours universitaire. Nous proposons un modèle de collaboration que nous mobilisons ainsi qu’un référentiel de compétence pour évaluer l’engagement et les impacts de certains comportements selon 5 compétences clés. Nos résultats montrent que la forme de l’espace physique-numériques où travail le groupe a une influence sur les modes d’interactions mobilisés par les élèves pendant leur travail ainsi que sur l’activation de certaines compétences. Notamment, les espace de travail qui intègre un espace individuel et collectif semble avoir une influence positive sur les modes d’interaction et d’activation des compétences lié à la participation et à l’engagement, la communication et le partage de temps de paroleThis research aims to investigate collaborative methods of working and learning in an educational context. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. We propose two models. The first is a model of interactions mobilized during collaborative work. The second is a framework for assessing engagement and the impact of behaviors during collaboration based on five key competencies. Our results show that the form of the physical-digital workspace has an influence on modes of interaction employed by students during their work as well as on the appearance or lack thereof of certain competencies. Most notably, those workspaces which integrate both individual and collective space seem to have the most positive impact on collaborative processes and competency activation related to participation and engagement, communication, and sharing talk time
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Sant'Ana, Roseane da Silva. "Construção de um instrumento para avaliar as competências gerenciais de coordenadores de cursos de graduação." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4327.
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The coordinator of the undergraduate program has a strategic importance for the achievement of the goals of higher education institutions. There are, however, related to the gap behaviors, competencies and duties to exercise due scientific knowledge, as there is a lack of planned actions for the development of faculty for management. Theobjective of this research is to develop a flexible and valid for measuring the managerial skills of engineers from undergraduate institutions of higher learning tool. Within ten (10) steps, this research proposes to investigate the variables of competence necessary to perform the function of coordinator course, by conducting an extensive literature search as well as list the essential skills through expert analysis, dividing them into dimensions. Data collection was developed with course coordinators of undergraduate acting in federal institutions of higher learning in the state of Goiás, UFG IF Goiás and IFG. To perform the analysis of the reliability of the results we used the "Cronbach Alpha" method, which measures the internal consistency of the construct. To check the construct validity of the cluster analysis was performed using SPSS statistical software, aimed at grouping similar items, yielding clusters of competencies. The "Cronbach Alpha" testing showed evidence of the reliability of information, in most dimensions, with ratios above 0.7. The cluster analysis showed 20 (twenty) groups, however, most of the items that make up clusters are inserted into the same dimensional reality proposed in the literature, confirming that the dimensions of the theoretical framework presented may be used. The procedures for application of the instrument have shown that it can be flexible and applicable, taking into account the specifications and requirements of each institution. course coordinator; competencies; management in teaching; Cronbach's alpha.
O coordenador de curso de graduação possui importância estratégica para a consecução dos objetivos das instituições de ensino superior. Há, contudo, lacuna de conhecimentos científicos relacionados aos comportamentos, competências e atribuições para o exercício da função, assim como há a ausência de ações planejadas para o desenvolvimento de docentes para a gestão. O objetivo desta pesquisa é desenvolver um instrumento flexível e válido para mensurar as competências gerenciais de coordenadores de curso de graduação de instituições de ensino superior. Em 10 (dez) etapas, esta pesquisa propõe a investigação das variáveis de competência necessárias ao desempenho da função de coordenador de curso, por meio da realização de uma ampla pesquisa bibliográfica, bem como elencar as competências essenciais, por meio da análise de especialistas, dividindo-as em dimensões. A coleta de dados foi desenvolvida com coordenadores de curso de graduação atuantes nas instituições federais de ensino superior do Estado de Goiás: UFG, IF Goiano e IFG. Para realizar a análise da confiabilidade dos resultados foi aplicado o método “Alfa de Cronbach”, que mede a consistência interna do constructo. Para verificar a validade do instrumento foi realizada a Análise de Clusters, utilizando o software estatístico SPSS, visando o agrupamento dos itens similares, originando agrupamentos de competências. O teste “Alfa de Cronbach” demonstrou indício da confiabilidade das informações, na maioria das dimensões, com índices acima de 0,7. A Análise de Clusters apresentou 20 (vinte) agrupamentos, contudo, a maior parte dos itens que compõem os agrupamentos está inserida em uma mesma realidade dimensional proposta pela literatura, confirmando que as dimensões apresentadas pelo arcabouço teórico podem ser utilizadas. Os procedimentos para aplicação do instrumento demonstraram que o mesmo pode ser flexível e aplicável, levando-se em consideração as especificações e necessidades de cada instituição.
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Boulesbaa, Ahcene. "The substantive and enforcement provision of the Torture Convention and other human rights instruments : the negative impact of the principle of non-intervention and the declaration of competence on their effectiveness." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315775.
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Arancibia, Lobos Jorsua Andrés. "El principio de publicidad en el proceso de libre competencia : análisis crítico de los problemas procesales asociados a la declaración de confidencialidad y reserva de la prueba instrumental en el proceso antimonopólico." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/147356.
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Memoria (licenciado en ciencias jurídicas y sociales)En un área del Derecho Procesal con un escaso tratamiento doctrinario, como lo es el de la libre competencia, el principio de publicidad ha pasado prácticamente inadvertido, pese a que adopta allí ciertas cualidades difíciles de observar en otras sedes. Este trabajo pretende otorgarle la visibilidad que se merece, desentrañando su esencia, desde lo general a lo particular. Así, en primer lugar, se aborda la configuración de los principios procesales, referidos tanto al proceso como al procedimiento. Para luego dar paso a una explicación teórica del proceso de libre competencia, en tanto mecanismo de solución de estos conflictos, y de sus respectivos elementos de existencia. La parte medular de este trabajo la componen los capítulos tercero y cuarto, donde se analiza la aplicación del principio de publicidad en esta especial forma de proceso y, principalmente, el establecimiento de destacadas excepciones configurativas de secreto. De entre ellas, destaca la declaración de confidencialidad y reserva, institución que supone interesantes problemáticas, como la de su justificación, contenido, alcance y fuente, control judicial y efectos intra y extraprocesales, todas las cuales serán analizadas detallada y críticamente.
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Madelene, Jansson, and Johanna Sörbrand. "Hållbarhetsredovisning : En studie om strukturförändringar i företag som är nya på att upprätta hållbarhetsredovisning." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38488.
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Until the first of december 2016 was sustainability reporting voluntary for all companies in Sweden. Sweden then implemented new legislation that forced companies, who fulfill the criterias that are seth forth in chapter 6, paragraph 6 in the annual account act (SFS 1995:1554), to establish a sustainability report. This study investigate how competences, tools, internal- and external actors, elaborate structural changes within companies that haven´t previously established sustainability reports and now according to the new legislation are required to do so. Previous research has been inadequate when it comes to how these three categories work together with each other in relation to companies that are new to sustainability reporting. In this study we interviewed four different companies in different industries through a qualitatively approach with the purpose of being able to identify how competences, tools, internal- and external performers elaborate structural changes in companies that are new in establishing a sustainability reports. By analyzing this studie:s empirical results in accordance with the institutional theory and it´s complementary aspects and previous research in the three categories, this study has been able to prove that competences, tools, internal- and external performers elaborate structural changes for companies that are new in the field of sustainability reporting. Through the empirical results of the study we have found that all companies have been affected in varying degrees by competences, tools, internal- and external performers and that these have elaborated structural changes within the participating companies and that these three categories interacts with each other.