Dissertations / Theses: 'Internal and external approaches to evaluation'

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Barroso, Marcos André Rosendo. "Trend tracking approaches : a critical overview and possible integration between internal and external environment." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19798.

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Mestrado em Gestão de Sistemas de Informação
Esta dissertação discute a relação entre as tendências, o ambiente interno da organização e como se preparar para o futuro que está por vir. Ela apresenta as definições mais aceites da área de foresight, propõe um esquema teórico baseado no VUCA, STEEP e sua aplicação em uma organização real do setor da banca. O objetivo é ajudar as organizações a perceber seu ambiente e alinhar da melhor forma as ações para um futuro incerto.
This thesis discusses the relation between the trends, the organization?s internal environment and how to prepare for the future that lies ahead. It presents the most accepted definitions of foresight area, proposes a theoretical framework based on VUCA, STEEP and its application in a real organization of the banking sector. The objective is to help organizations understand their environment and better align the actions to an uncertain future.
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Fung, Yam-cheung Kelvin. "The use of internal versus external standards in perceptual evaluation of voice quality." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208899.

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Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994." Also available in print.

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Hulthén, Hana. "On understanding of external and internal integration in supply chains : challenges and evaluation." Doctoral thesis, Lund University, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64925.

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Benefits of implementing Supply Chain Integration (SCI) are acknowledged in existing integration literature. Integration extending beyond functional silos and firm boundaries is expected to provide value for customers in terms of higher quality, improved service level, and reduced costs.In addition, internal integration allows business functions to align around a single company goal. This type of integration promotes value creation while decreasing redundancies and costs. Yet, regardless of the significant advances in research and practice, many organizations still experience difficulties not only to integrate activities with supply chain partners, but they also struggle to integrate activities within an organization, for example, through implementation of a sales and operations planning (S&OP) process. To tackle these challenges, organizations may need to reconsider why and how they integrate both internally and externally. However, the previous integration research provides only limited guidelines for how to carry out such evaluations. Many organizations experience difficulties in addressing the complexity related to integration and evaluation of activities internally and with SC partners. The lack of concrete guidelines for evaluation of SCI in theory is seen as one of the reasons for the still sporadic examples of successful SCI in practice. Thus, the overall purpose of this research is to increase understanding of external and internal integration in supply chains. To address the purpose, three studies (1-3) have been conducted. The study 1 highlighted the current status and several SCI challenges in academic literature and in practice. One of the major challenges relates to the absence of a systematic comprehensive approach for evaluation of internal and external integration. To contribute to closing of this gap, study 2 was conducted to develop a context based framework for evaluation of external integration. Finally, the subsequent study 3 aimed to develop a framework for evaluation of the S&OP process. Concerning the SCI challenges, this research contributes to previous integration literature by confirming some existing challenges but also by identifying additional challenges. Related to challenges of external integration, a set of contextual factors are identified which were observed to challenge the establishment of an appropriate level of external integration with SC partners. As a result a misfit occurs between the contextual factors and applied level of external integration. Additionally, reasons for the misfits were identified and discussed. Associated with the challenges of S&OP process, this thesis adds to existing fragmented literature on the S&OP process evaluation challenges by synthesizing and extending the existing knowledge. A framework has been developed which is founded on two key areas of process performance – S&OP process effectiveness and efficiency, and on various maturity levels of the process. Although several challenges were found for each maturity level, some challenges were observed occurring across more levels. Moreover, in this research, a context based framework for evaluation of external integration is proposed. The framework extends the previous SCI frameworks. It is founded on contextual factors which were considered by the studied cases when integrating with their SC partners. Furthermore, the factors were observed to promote establishment of an appropriate level of external integration. Each level consists of identified external integration activities. The thesis further contributes to the S&OP performance research by addressing the lack of process oriented frameworks for evaluation of the process performance. The proposed framework of measuring the S&OP process performance considers the five major steps of the process and their outputs as well as the output of the entire process. To reflect the process performance measures, the framework structures and defines effectiveness and efficiency measures and their relation to the process performance. The framework also conforms to the majority of the criteria for designing of appropriate performance measures. Finally, the major results of the thesis are synthesized and a framework is suggested of external integration and its effect on S&OP process performance. The framework considers the identified contextual factors, appropriate levels of external integration, and the S&OP performance measures the integration can have effect on. The thesis also discusses, alongside with the theoretical contributions, how the developed frameworks can support managers in evaluating their supply chain integration practices. Additionally, several opportunities for future research are outlined.

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Merriman, Carolyn S., K. Frith, and M. J. Hamilton. "Use of Computerized Testing for External and Internal Curriculum Evaluation in Undergraduate Nursing Programs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8445.

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Velasquez, Alejandro Vargas. "Evaluation of internal and external markers for estimating dry matter intake and digestibility in cattle." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/10/10135/tde-17052017-152938/.

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Feed intake assessment is a valuable tool for herd management decisions. The use of markers, either internal or external, is currently the most used technique for estimating feed intake in production animals. Three experiments were conducted with beef and dairy cattle. In dairy cows fed a corn silage based diet with 45% concentrate, the average fecal recovery (FR) of TiO2 was higher than FR of Cr2O3 and both FR were more than unity. The FR was unaffected by the fecal sampling procedure but, estimates for dry-matter digestibility (DMD) and fecal output (FO) were affected. The Cr2O3 + indigestible acid detergent fiber (iADF) marker pair produced accurate dry-matter intake (DMI) estimates. In steers fed diets with different forage sources FR of TiO2 was close to 1 and this marker produced adequate FO estimates. The FR was affected by the forage source that composed the diet and none of the marker pairs produced accurate DMI estimates. In young Nelore bulls fed corn silage or Tifton-85 hay based diets with varying F:C ratios, the average FR of internal markers acetyl bromide lignin (ABL), indigestible neutral detergent fiber (iNDF), iADF and cutin was different from 100%. Markers Cr2O3 and TiO2 had FR lower and higher than 100%, respectively. The combination of internal and external markers to estimate DMI produced satisfactory and accurate results, particularly Cr2O3 based pairs with iNDF and iADF. Internal markers ABL and cutin deserve more attention. The GRAB sampling procedures yielded accurate DMD, FO and DMI estimates, which were as good as or better than BULK sampling procedures. Regardless of the fecal sampling method and the composition of the diet, it is necessary to establish the FR of the markers to be used in each experiment, in order to obtain correct estimates. None of the markers had complete FR consistent throughout the 3 experiments. Cutin and ABL had lower than unity FR on all diets and failed to produce accurate DMD estimates. When either one was paired with Cr2O3 or TiO2, DMI estimates were also not accurate. Of the indigestible fibers, iNDF and iADF, the later was more accurate in estimating DMI when paired with Cr2O3. Consistently throughout the experiments, FR was lower than and higher than unity for internal and external markers, respectively. Corrected FO estimates were accurate for Cr2O3 on various diets under GRAB sampling. The same was not true for TiO2, which even after FR correction was applied failed to produce accurate FO estimates consistently. The method of dosing the external markers is extremely important and greatly affects and determines results. Whichever the method, it must allow the animals to display normal feeding behavior and not affect performance. The GRAB sampling procedures can replace TFC (once FR is established) which may open new possibilities for pasture based or collectively housed animals.
A determinação do consumo de alimentos é uma valiosa ferramenta na hora da tomada de decisões de manejo do rebanho. O uso de marcadores, sejam internos ou externos, é atualmente a técnica mais utilizada para estimar o consumo em animais de produção. Três experimentos foram conduzidos. Em vacas de leite alimentadas com silagem de milho com 45% de concentrado, a recuperação fecal (RF) média de TiO2 foi maior do que a RF de Cr2O3 e ambas foram maiores do que a unidade. A RF não foi afetada pelo método de coleta de fezes, mas, as estimativas de digestibilidade da matéria seca e produção fecal (PF) foram. A dupla de marcadores Cr2O3+i fibra detergente ácido indigestível (iADF) produziu estimativas de consumo de matéria seca (CMS) acuradas. Em novilhos alimentados com diferentes fontes de forragem, a RF do TiO2 foi próxima a 1 e este marcador produziu estimativas de PF adequadas. A RF foi afetada pela fonte de forragem que compunha a dieta e nenhum dos marcadores produziu estimativas de CMS acuradas. Em tourinhos Nelore alimentados com dietas compostas de silagem de milho ou feno de Tifton-85 e diferentes relações de volumoso:concentrado, a RF média dos marcadores internos lignina brometo de acetila (LBA), fibra detergente ácido indigestível (iFDN), (iFDA) e cutina foi diferente de 100%. Os marcadores Cr2O3 e TiO2 tiveram RF menor e maior que 100%, respectivamente. A combinação de marcadores internos e externos para estimar o CMS produziu resultados acurados e satisfatórios, principalmente as duplas Cr2O3 e iFDN ou iFDA. Os marcadores internos LBA e cutina merecem mais estudos. O método de coleta GRAB produziu estimativas de DMS, PF e CMS acuradas, as quais foram iguais ou melhores que as produzidas pelo método de coleta BULK. Independentemente do método de coleta de fezes e da composição da dieta, é necessário estabelecer a RF real dos marcadores que serão usados em experimento para obter estimativas corretas. Nenhum dos marcadores teve RF completa e consistente nos 3 experimentos. A cutina e LBA tiveram RF menor do que a unidade em todas as dietas e falharam em produzir estimativas acuradas de DMS. Quando qualquer dos dois foi pareado com Cr2O3 ou TiO2 as estimativas de CMS também não foram acuradas. Das fibras indigestíveis, iFDN e iFDA, a segunda foi mais acurada em estimar o CMS quando pareada com Cr2O3. As estimativas de PF corrigida foram acuradas para Cr2O3 em diferentes dietas sob metodologia de coleta GRAB. O mesmo não foi observado para o TiO2, que produziu estimativas enviesadas inclusive após a correção. O método de dosagem dos marcadores externos é extremadamente importante já que afeta e determina em grande medida os resultados. Qualquer que seja o método, este deve permitir ao animal comportar-se e alimentar-se normalmente sem comprometer seu desempenho. Os métodos de coleta GRAB podem substituir a coleta total de fezes (CTF) (após determinação da RF) o que poderá abrir novas possibilidades para estudos com animais em pastagem ou alojados em baias coletivas.

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Jones, Jane Myers. "University Image: Perceptions Held by Internal and External Stakeholders of East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1023101-165959/restricted/jonesj111901.pdf.

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Scott, Paul A. "Improving the application of implantable cardioverter defibrillator therapy : an evaluation of new approaches to patient selection." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/377714/.

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Wimbauer, Lisa Kristina [Verfasser], and Carolin [Akademischer Betreuer] Haeussler. "Innovate with Crowds. Co-Creation and Idea Evaluation in Internal and External Crowdsourcing. / Lisa Kristina Wimbauer ; Betreuer: Carolin Haeussler." Passau : Universität Passau, 2020. http://d-nb.info/1217062602/34.

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Palki, Anand B. "CACHE OPTIMIZATION AND PERFORMANCE EVALUATION OF A STRUCTURED CFD CODE - GHOST." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_theses/363.

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This research focuses on evaluating and enhancing the performance of an in-house, structured, 2D CFD code - GHOST, on modern commodity clusters. The basic philosophy of this work is to optimize the cache performance of the code by splitting up the grid into smaller blocks and carrying out the required calculations on these smaller blocks. This in turn leads to enhanced code performance on commodity clusters. Accordingly, this work presents a discussion along with a detailed description of two techniques: external and internal blocking, for data access optimization. These techniques have been tested on steady, unsteady, laminar, and turbulent test cases and the results are presented. The critical hardware parameters which influenced the code performance were identified. A detailed study investigating the effect of these parameters on the code performance was conducted and the results are presented. The modified version of the code was also ported to the current state-of-art architectures with successful results.

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Fors, Sebastian. "Värderingars tillförlitlighet Värderingars tillförlitlighet." Thesis, KTH, Fastigheter och byggande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146882.

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Denna uppsats behandlar svenska börsnoterade fastighetsbolags tillvägagångssätt att värdera sitt fastighetsbestånd. Både när det kommer till metod och typ av värdering (graden av intern kontra extern). Vidare undersöks faktorer som står till grund för dessa och hur företagens värdering har förändrats sen en kortare tid tillbaka. Uppsatsen kombinerar analyser av finansiella årsredovisningar från svenska börsnoterade fastighetsbolag med ett par kvalitativa intervjuer med några av de högst respekterade och uppsatta personerna i fastighetsvärlden. Analyserna visar på att en majoritet av fastighetsbolagen använder en hög grad extern värdering tillsammans med avkastningsbaserade värderingsmetoder. Även en förändring av fördelningen mellan intern och extern värdering under de senaste fyra åren konstateras och reflekteras över. I intervjuerna jämförs bland annat interna och externa värderingars riktighet och trovärderighet ur två väldigt olika perspektiv. Här tas även problematik upp och skillnader i teori och praktik.
This paper deals with public Swedish property companies way of evaluating their property portfolio. Both when it comes to the valuation method and the type of the evaluation (rate of internal contra external). Further, factors behind these choices and how the evaluation have changed over a shorter time period. The thesis combines analysis of financial reports combined with qualitative interviews with some of the most respected and exalted people of the real estate world. The analysis shows that a majority of the property companies uses a high rate of external evaluation together with a yield method. Also a change in the ratio of internal and external evaluation during the last four years is found and reflected upon. In the interviews the correctness and reliability of internal and external evaluations are compared from two very different perspectives. Problems and differences between theory and practice are brought up here as well.

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Freeman, Sid. "An examination of the approaches and effectiveness of internal and external change agents in building the capacity to implement a national improvement strategy in different schools." Thesis, University of Bath, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486640.

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An examination of the approaches and effectiveness of internal and external change agents in building the capacity to implement a national improvement strategy in different schools. This research arose out of a desire to improve understanding of the consultancy process and associated skills as they relate to national reform strategies.. A review of literature on school improvement, change agents, capacity and capacity building led to the thesis that internal and external change agents may use similar skills, but capacity building would vary in different schools. . . Evidence was gained from data gathered during an independent evaluation of the implementation of the Key Stage 3 Strategy Pilot (KS3). This national strategy was designed to 'transform' education for English secondary pupils aged 11-14, which was an early example of 'tn-level development', seeking to integrate accountability and capacity building through co-ordinated action at c1assroomJschool, LEA and national JEwels. The research explored: Ã‚Â• how change agents build capacity to implement an innovation; Ã‚Â• to what extent internal and external change agents work differently; Ã‚Â• whether change agents work differently in high and low capacity situations. Evidence was gathered from four case study schools in two pilot local authorities; primarily through semi-structured interviews with school subject leaders and senior staff, KS3 consultants and line managers. The findings suggest that implementation was affected by senior and middle leaders; the emergence of new leadership patterns; and recruitment, retention and capacity of subject leaders. It was also influenced by LEA size, effectiveness and interpretation of their roles and responsioilities. The study identifies activities which helped and hindered capacity building and suggests that internal and external change agents adapt their approach to different contexts. Identification of very effective consultants also provided evidence that school and LEA expectations of support required to implement this Strategy exceeded those of the Government. A differentiated model of change agent intervention is proposed. An examination of the approaches and effectiveness of internal and external change agents in building the capacity to implement a national improvement strategy in different schools. This research arose out of a desire to improve understanding of the consultancy process and associated skills as they relate to national reform strategies.. A review of literature on school improvement, change agents, capacity and capacity building led to the thesis that internal and external change agents may use similar skills, but capacity building would vary in different schools. . . Evidence was gained from data gathered during an independent evaluation of the implementation of the Key Stage 3 Strategy Pilot (KS3). This national strategy was designed to 'transform' education for English secondary pupils aged 11-14, which was an early example of 'tn-level development', seeking to integrate accountability and capacity building through co-ordinated action at c1assroomJschool, LEA and national JEwels. The research explored: Ã‚Â• how change agents build capacity to implement an innovation; Ã‚Â• to what extent internal and external change agents work differently; whether change agents work differently in high and low capacity situations. Evidence was gathered from four case study schools in two pilot local authorities; primarily through semi-structured interviews with school subject leaders and senior staff, KS3 consultants and line managers. The findings suggest that implementation was affected by senior and middle leaders; the emergence of new leadership patterns; and recruitment, retention and capacity of subject leaders. It was also influenced by LEA size, effectiveness and interpretation of their roles and responsioilities. The study identifies activities which helped and hindered capacity building and suggests that internal and external change agents adapt their approach to different contexts. Identification of very effective consultants also provided evidence that school and LEA expectations of support required to implement this Strategy exceeded those of the Government. A differentiated model of change agent intervention is proposed.

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Siew, Wei-Hun. "Financial evaluation techniques used to value risk and appraise projects in the oil industry : a comparative analysis of traditional and modern approaches." Thesis, University of Dundee, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250919.

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Castedo, Ana Cristina Branco Jorge. "Avaliação organizacional: impactos na melhoria." Doctoral thesis, Universidade Portucalense, 2014. http://hdl.handle.net/11328/1240.

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Tese de Doutoramento em Educação.
presente trabalho constitui um estudo de caso que procurou analisar o impacto dos procedimentos de avaliação organizacional na melhoria da qualidade do serviço educativo e nos resultados dos alunos. A investigação consistiu, numa fase inicial, na realização de entrevistas a diferentes atores sobre a avaliação organizacional e respetivos modelos utilizados. Foram, ainda, consultados diferentes documentos (Relatório de Avaliação Externa, Relatórios da Equipa de Autoavaliação, Projeto Educativo da Escola, Atas de Conselho de Turma e Pedagógico) e feito o registo de algumas observações diretas. Perante as limitações de tempo, optou-se pelo estudo de caso de uma escola próxima e de fácil acesso. A seleção da escola baseou-se na cultura avaliativa intrínseca à organização. Da investigação resultou a perceção de que os impactos da avaliação organizacional, na vida da escola e na evolução dos resultados dos alunos, são muito pouco significativos. Resultou, ainda, a noção de que os procedimentos de avaliação se traduzem, essencialmente, no cumprimento de uma rotina legitimada e organizada sem impacto na ação. Num contexto de exigências crescentes de performatividade, a escola cria estratégias de resposta que, apesar de legitimadas, não resolvem nem melhoram a realidade presente.
The present work consists of a case study which main purpose is to analyze the impact of schools organizational assessment procedures in the improvement of the educational services quality and in the students’ results. This investigation started, in an early phase, by doing interviews to different actors on the organizational evaluation and the models used. Numerous documents were also analyzed (External Assessment Report, Auto evaluation Team Reports, School Educational Project, Proceedings of the Class and Pedagogical Councils) ant it was made some direct observations. Due to the time limitations, it was chosen a case study of a near and accessible school. This selection was justified by its evaluation culture within its organization. Research led to the perception that the impacts of organizational evaluation on school’s life and on students’ results are little significant. In addition, it led to the knowledge that the evaluation procedures consists, essentially, on the fulfillment of a legitimated and organized routine without any impact on the action. In a context of growing demandings of performativity, school creates response strategies that, although legitimated, don’t solve nor improve the present reality.
Orientação: Professor Doutor José Joaquim Ferreira Matias Alves.

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Cotrim, Armando José Alves. "Avaliação externa de escolas em São Tomé e Príncipe: construindo um percurso." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26361.

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O presente trabalho centra-se na temática da avaliação externa de escolas. A avaliação de escolas deve contemplar a avaliação interna, que ajuda a escola a identificar os problemas e é realizada pelos membros da própria escola, e a avaliação externa, realizada por agentes externos à escola, sendo que, em qualquer uma das modalidades, é necessário um quadro de referência que oriente o olhar avaliativo e que possibilite a complementaridade de ambos. Traçámos três objetivos que nos guiaram o percurso de investigação: adaptar um referencial para a avaliação externa de escolas em São Tomé e Príncipe; elaborar uma proposta de modelo a utilizar na avaliação externa das escolas; aplicar e avaliar o referencial e o modelo proposto, numa escola secundária de São Tomé e Príncipe. Neste estudo, adotámos uma abordagem qualitativa configurada num estudo de caso, com enfoque na investigação-acção. Recorremos a diferentes fontes e técnicas de recolha de dados, designadamente à análise documental, à observação, à entrevista em painel e ao questionário. Adaptámos o referencial de avaliação externa das escolas de São Tomé e Príncipe (objetivo 1), descrevemos o processo de implementação da avaliação externa (objetivo 2) e testámos (avaliação) o modelo e o referencial, numa escola secundária (objetivo 3). Concluímos que o modelo e o referencial apresentado são relevantes para a realização da avaliação externa de escolas. Os resultados revelam uma concordância maior com o modelo e uma concordância menor em relação ao referencial; External School Evaluation in STP: building a path ABSTRACT: This paper focuses the external evaluation of schools. School evaluation should include internal evaluation, which helps the school to identify problems and is carried out by members of the school itself, and external evaluation, carried out by agents outside the school. Frame of reference that guides the evaluative look and that enables the complementary of both. We set out three objectives that guided our research: adapting a Framework for external evaluation of schools in São Tome and Principe; develop a model proposal to be used for external evaluation as schools; apply and evaluate the Framework and the proposed model in a secondary school in São Tome and Principe. In this study, we adopted a qualitative approach configured in a case study, focusing on action research. We use different sources and techniques of data collection, such as document analysis, observation, panel interview and questionnaire. We adapted the reference for external evaluation of the schools in São Tome and Principe (objective 1), described the process of implementing external evaluation (objective 2) and tested (application and evaluation) the model and the framework in a secondary school (objective 3). We conclude that the model and the referential presented are relevant to the external evaluation of schools. The results show a higher agreement with the model and a smaller agreement in relation to the framework.

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RebouÃas, Marina Cabral. "Cashew nut kernel-based prebiotic beverage: A study with consumers in different approaches for the evaluation of sensory and external factors to the product." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16496.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Prebiotic beverages made from cashew nut kernels and fruit juice are a viable alternative in the area of new functional productsâ development. Thus, this research aimed to develop three prebiotic beverages made from cashew nut kernels added with fruit juice (grape, mango and pineapple), evaluating how non-sensory attributes (external to the product) and consumersâ characteristics as to behavior and personality affect their acceptance. A factorial 2Â central composite rotatable design was used for the development of the formulations. Focus groups were applied to define the most important label attributes on consumerâs purchasing decision. The illustration, nutritional information and the term prebiotic associated with its functional claim, within their respective levels, were selected for the labelsâ development via the 3x2x3 full factorial design and the employment of conjoint analysis and cluster analysis multi-varying techniques for results evaluation. The mango beverage was evaluated displaying three different label versions in order to check if the expectation generated by different nutritional information affected consumersâ perception as to characteristics of quality, overall impression and purchasing attitude. The beverage added with pineapple juice was compared to its soy-based commercially similar in order to evaluate if information on composition, nutritional characteristics and functional claims associated with these products affect the acceptance and perception of consumers with different behavioral characteristics and personality. The formulations optimized as to acceptance should be added with the following concentrations of sugar and juice, respectively; grape beverage (37% and 7%), pineapple (35% and 7%) and mango (40% and 8%). Among the most important label attributes in the purchasing process, the illustration was the one that mostly influenced, followed by nutritional information and the term prebiotic and its functional claim. The nutritional claims displayed on the label revealed to have a positive impact over the perception of the beverage as to the characteristics of quality, overall impression and purchasing attitude, with information such as â0% lactose, 0% cholesterol and fiber-richâ and â0% lactose, 0% cholesterol and antioxidantsâ found to influence more positively consumers. Information related to the beverages made from soy and cashew nut did not influence the acceptance of flavor nor on the overall impression, nonetheless, it had a positive impact over consumersâ perception as to healthiness and the nutritious value of both, being the cashew nut kernel-based beverage perceived as more nutritious and healthier than the soy-based one. Consumersâ different characteristics as to the interest in healthy eating and food neophobia did not influence the acceptance of the beverages, their perception as healthy food and nutritious value.
Bebida prebiÃticas Ã base de amÃndoas de castanha de caju e suco de frutas Ã uma alternativa viÃvel na Ãrea de desenvolvimento de novos produtos funcionais. Assim, este trabalho objetivou desenvolver trÃs bebidas prebiÃticas Ã base de amÃndoa da castanha de caju adicionadas de suco de frutas (uva, manga e abacaxi), avaliando de que forma atributos nÃo sensoriais (externos ao produto) e caracterÃsticas comportamentais e de personalidade dos consumidores afetam a sua aceitaÃÃo. Utilizou-se um delineamento fatorial 22 do tipo composto central rotacionado para desenvolvimento das formulaÃÃes. Grupos de foco foram empregados para definiÃÃo dos atributos do rÃtulo mais importantes na decisÃo de compra do consumidor. A ilustraÃÃo, as informaÃÃes nutricionais e o termo prebiÃtico associado a sua alegaÃÃo funcional, com seus respectivos nÃveis, foram selecionados para o desenvolvimento dos rÃtulos por meio de delineamento fatorial completo do tipo 3 x 2 x 3, aplicando-se as tÃcnicas multivariadas conjoint analysis e cluster analysis para avaliaÃÃo dos resultados. A bebida de manga foi avaliada associada a trÃs versÃes do rÃtulo para verificar se a expectativa gerada por diferentes informaÃÃes nutricionais afetavam a percepÃÃo dos consumidores quanto Ãs caracterÃsticas de qualidade, impressÃo global e atitude de compra. A bebida adicionada de suco de abacaxi foi comparada frente ao seu similar comercial Ã base de soja para avaliar se informaÃÃes sobre composiÃÃo, caracterÃsticas nutricionais e alegaÃÃes funcionais associadas a estes produtos afetam a aceitaÃÃo e percepÃÃo dos consumidores com diferentes caracterÃsticas comportamentais e de personalidade. As formulaÃÃes otimizadas quanto Ã aceitaÃÃo devem ser adicionadas das seguintes concentraÃÃes de suco e aÃÃcar, respectivamente, para a bebida de uva (37% e 7%), abacaxi (35% e 7%) e manga (40% e 8%). Dentre os atributos do rÃtulo mais importantes no processo de compra, a ilustraÃÃo foi o que mais influenciou, seguido pelas informaÃÃes nutricionais e pelo termo prebiÃtico e sua alegaÃÃo funcional. As alegaÃÃes nutricionais no rÃtulo mostraram ter um impacto positivo na percepÃÃo da bebida quanto Ãs caracterÃsticas de qualidade, impressÃo global e atitude de compra, com os as informaÃÃes â0% lactose, 0% colesterol e fonte de fibrasâ e â0% lactose, 0% colesterol e antioxidantesâ influenciando mais positivamente os consumidores As informaÃÃes relacionadas Ãs bebidas de soja e castanha de caju nÃo influenciaram a aceitaÃÃo do sabor e impressÃo global, no entanto tiveram um impacto positivo na percepÃÃo dos consumidores quanto Ã saudabilidade e o valor nutritivo de ambas, sendo a bebida Ã base de amÃndoa da castanha de caju percebida como mais nutritiva e mais saudÃvel do que a bebida de soja. As diferentes caracterÃsticas dos consumidores quanto ao interesse em alimentaÃÃo saudÃvel e a neofobia alimentar nÃo tiveram influÃncia sobre a aceitaÃÃo das bebidas, a percepÃÃo de alimento saudÃvel e valor nutritivo.

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Munir, Hussan, and Misagh Moayyed. "Systematic Literature Review and Controlled Pilot Experimental Evaluation of Test Driven Development (TDD) vs. Test-Last Development (TLD)." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4117.

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Context: Test-Driven development (TDD) is a software development approach where test cases are written before actual development of the code in iterative cycles. TDD has gained attention of many software practitioners during the last decade since it has suggested several benefits in the software development process. However, empirical evidence of its dominance in terms of internal code quality, external code quality and productivity is fairly limited. Objectives: The aim behind conducting this study is to explore what has been achieved so far in the field of Test-driven development. The study reports the benefits and limitation of TDD compared to TLD and the outcome variables in all the reported studies along with their measurement criteria. Additionally, an experiment is conducted to see the impact of Test-driven development (TDD) on internal code quality, external code quality and productivity compared to Test-Last development (TLD). Methods: In this study two research methodologies are used specifically systematic literature review according to Kitchenham guidelines and controlled pilot experiment. In systematic literature review number of article sources are considered and used, including Inspec, Compendex, ACM, IEEE Xplore, Science direct (Elsevier) and ISI web of science. A review protocol is created first to ensure the objectivity and repeatability of the whole process. Second, a controlled experiment is conducted with professional software developers to explore the assumed benefits of Test-Driven development (TDD) compared to Test-Last development (TLD). Results: 9 distinct categories related to Test-driven development (TDD) are found that are investigated and reported in the literature. All the reported experiments revealing very little or no difference in internal code quality, external code quality and productivity in Test-Driven development (TDD) over Test-Last development (TLD). However, results were found contradictory when research methods are taken into account because case studies tend to find more positive results in the favor Test-Driven development (TDD) compared to experiments possibly due to the fact that experiment are mostly conducted in artificially created software development environment and mostly with students as a test subjects. On the other hand, experimental results and statistical analysis show no statistically significant result in the favor TDD compared to TLD. All the values found related to number of acceptance test cases passed (Mann-Whitney U test Exact Sig. 0.185), McCabe’s Cyclomatic complexity (Mann-Whitney U test Exact Sig. 0.063), Branch coverage (Mann-Whitney U test Exact Sig. 0.212), Productivity in terms of number of lines of code per person hours (Independent sample Ttest Sig. 0.686), productivity in terms number of user stories implemented per person hours (Independent sample T-test Sig. 0.835) in experiment are statistically insignificant. However, static code analysis (Independent sample T-test Sig. 0.03) result was found statistically significant but due to the low statistical power of test it was not possible to reject the null hypothesis. The results of the survey revealed that the majority of developers in the experiment prefer TLD over TDD, given the lesser required level of learning curve as well as the minimum effort needed to understand and employ TLD compared to TDD Conclusion: Systematic literature review confirms that the reported benefits of TDD development compared to Test-Last development are very small. However, case studies tend to find more positive results in the favor of Test-Driven development (TDD) compared to Test-Last development (TLD). Similarly, experimental findings are also confirming the fact that TDD has small benefits over TLD. However, given the small effect size there is an indication that (Test-Driven development) TDD endorses less complex code compared to Test-Last development (TLD).
Systematic literature review confirms that the reported benefits of TDD development compared to Test-Last development are very small. However, case studies tend to find more positive results in the favor of Test-Driven development (TDD) compared to Test-Last development (TLD). Similarly, experimental findings are also confirming the fact that TDD has small benefits over TLD. However, given the small effect size there is an indication that (Test-Driven development) TDD endorses less complex code compared to Test-Last development (TLD).
hassanmunirr@hotmail.com, mm1844@gmail.com

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Matos, Maria da Conceição Fernandes Rodrigues de. "Mudanças fomentadas pelo processo de avaliação externa no Agrupamento de Escolas M." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/12177.

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Este estudo empírico, de índole qualitativa, trata fundamentalmente das mudanças fomentadas pelo processo de avaliação externa, que actualmente está em curso nas escolas. Realizámo-lo como um estudo de caso para compreendermos o que é essencial e característico na situação em estudo. Utilizámos uma metodologia qualitativa através da análise de conteúdo das entrevistas realizadas em grupo, de modo a permitir aproveitar a diversidade de reflexões pela proximidade dos sujeitos, enriquecendo as respostas obtidas e complementando as ideias. Entrevistámos quatro grupos organizados a partir dos órgãos de gestão e de funcionamento a que pertenciam. Foram participantes neste estudo a direcção do agrupamento, o conselho pedagógico, o conselho geral e as delegadas de turma do 2º ciclo e 3º ciclo. A análise efectuada sugere-nos que a avaliação externa trouxe mudanças, nomeadamente registando evidências, definindo estratégias de melhoria e constituindo uma equipa de autoavaliação com a perspectiva de interiorizar este processo e usá-lo no futuro em concordância com avaliação externa; ### ABSTRACT: This empirical study, of qualitative nature, focus fundamentally on the changes fomented by the external evaluation process, currently in progress in our schools. We made it as a case study, so we could understand what’s essential and characteristic in the situation being studied. We used qualitative methodology, through the group interviews content analysis that allow us to take advantage of the reflections diversity, due to subject proximity, enriching the obtained answers, complementing ideas. We interviewed four organized groups through the management and operating organs they belonged. Taking part in this study the grouping direction, the pedagogical council, the general council, and class deputies of the 2nd and 3rd cycle. This analysis suggests that external evaluation brought changes, namely, recording evidences, defining improvement strategies and forming a self-evaluation team, with the prospect of acknowledging this mechanism and using it in the future so it could work together with external evaluation.

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Lopes, Carla Madureira Valente. "Gestão escolar e qualidade educacional: as avaliações como instrumento de reflexão no contexto educacional." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5810.

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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 focaliza um colégio de ensino médio da rede estadual do Rio de Janeiro, referência para a comunidade local, com bons resultados de aprovação, com monitoramento da frequência escolar, com planejamento de projetos pedagógicos e apoio da Universidade local, mas com desempenho abaixo da meta projetada pela Secretaria de Estado de Educação do Rio de Janeiro (SEEDUC-RJ) no Sistema de Avaliação do Estado do Rio de Janeiro (SAERJ) em Língua Portuguesa e Matemática ao final da Educação Básica, na série histórica acompanhada. Na dissertação são abordados os objetivos, limites e contribuições da avaliação externa frente ao fazer pedagógico e da avaliação interna aliada aos projetos interdisciplinares como instrumentos de favorecimento ao desempenho escolar. Os objetivos definidos para este estudo foram problematizar a avaliação externa como instrumento colaborativo e/ou impositivo ao processo ensino aprendizagem, e o desencontro entre o trabalho pedagógico desenvolvido pelo colégio e o que é esperado pela SEEDUC-RJ através do desempenho do colégio na avaliação externa do SAERJ. O aporte teórico da investigação realizada está apoiado em Soares (2002), Vieira (2007), Lück (2009), Soligo (2010), Bonamino e Sousa (2012), Alves e Soares (2013) e Crahay e Baye (2013) na busca de contribuições que possam melhorar a aprendizagem com base nos resultados da avaliação externa, sendo esse um instrumento de informações que apresentam dados importantes para a tomada de decisão no processo ensino aprendizagem. Para tanto, utilizamos como metodologia uma abordagem qualitativa e como instrumentos: entrevista semiestruturada com a equipe gestora e professores e, análise documental. Esta investigação confirmou a necessidade de reflexão sobre a utilização dos dados produzidos pela avaliação externa no âmbito escolar, sobre a apropriação de resultados como estímulo ao replanejamento pedagógico e da necessidade do investimento em formação contínua dos docente e da equipe gestora para a melhoria da qualidade educacional, envolvendo os alunos e responsáveis nas decisões pedagógicas.
The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case of management has as central problem to identify why a high school of the state network of Rio de Janeiro, reference to the local community, with good results of approval, with monitoring of the school attendance, with planning of pedagogical projects and support of the Local University performs below the goal set by the State Department of Education of Rio de Janeiro (SEEDUC-RJ) in the Rio de Janeiro State Assessment System (SAERJ) in Portuguese Language and Mathematics at the end of Basic Education, in the historical series Accompanied. The dissertation addresses the objectives, limits and contributions of external evaluation in relation to pedagogical and as a counterpoint, the internal evaluation allied to interdisciplinary projects as instruments to favor school performance, highlighting the difference between the evaluation objectives of the mentioned instruments. The objectives defined for this study were to problematize the external evaluation as a collaborative and / or imposing instrument to the learning teaching process, and the mismatch between the pedagogical work developed by the college and what is expected by SEEDUC-RJ through the performance of the college in the external evaluation Of SAERJ. The theoretical contribution of the research is supported by Soares (2002), Vieira (2007), Lück (2009), Soligo (2010), Bonamino and Sousa (2012), Alves e Soares (2013) and Crahay and Baye Search for contributions that can improve learning based on the results of the external evaluation, which is an information tool that presents important data for decision making in the teaching learning process. For that, we used as a methodology a qualitative approach and as instruments: semi-structured interview with the management team and teachers, and documentary analysis. This research confirmed the need for reflection on the use of the data produced by the external evaluation in the school context, on the appropriation of results as a stimulus to the pedagogical replanning and of the necessity of the investment in continuous formation of the teacher and the management team for the improvement of the educational quality, involving students and decision makers.

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Silva, Esequias Rodrigues da. "PROFESSOR-AVALIADOR: IDENTIDADE DEONTOLÃGICA E FORMAÃÃO NO CONTEXTO DO SISTEMA ESCOLAR - O CASO DO PROGRAMA APRENDER PRA VALER." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14419.

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nÃo hÃ
iversas iniciativas de avaliaÃÃo externa em larga escala surgiram no Brasil durante a dÃcada de 1990, a destacar: Sistema Nacional da AvaliaÃÃo BÃsica (SAEB) e Exame Nacional do Ensino MÃdio (ENEM). Passados mais de vinte anos, desde o nascimento dessas iniciativas, intensificaram-se as discussÃes em torno da prÃpria avaliaÃÃo escolar interna realizada pelos professores. Aproximar a avaliaÃÃo externa em larga escala da avaliaÃÃo interna escolar coloca-se como um problema da atualidade no cenÃrio educacional brasileiro. Nesse contexto, delimitamos o objeto desta pesquisa: o professor-avaliador. Definimos como objetivo geral deste trabalho discutir a identidade deontolÃgica do professor-avaliador. Os objetivos especÃficos que orientaram este trabalho foram assim planificados: (1) discutir a identidade deontolÃgica do professor-avaliador no contexto do paradigma docimolÃgico da avaliaÃÃo escolar, (2) discutir a identidade deontolÃgica do professor-avaliador no contexto do paradigma pedagÃgico da avaliaÃÃo escolar, (3) identificar o referencial de competÃncias imputado ao professor-avaliador do programa Aprender pra Valer SEDUC-CE. Esta pesquisa se inscreve na abordagem qualitativa por manifestar, entre outras caracterÃsticas, o carÃter descritivo e interpretativo, o interesse pela utilizaÃÃo dos resultados, a busca por diversas fontes de dados. Os procedimentos metodolÃgicos consubstanciaram-se em anÃlise documental e pesquisa bibliogrÃfica. Os dados foram interpretados pela anÃlise de conteÃdo. Para efeito deste estudo, como referenciais teÃricos, demarcamos Bloom, Hastings e Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994, 2001), Tyler (1949), Bonniol e Vial (2001). Os resultados da pesquisa indicaram que a avaliaÃÃo externa em larga escala exerce influÃncia sobre identidade deontolÃgica do professor-avaliador ao propor um referencial para a construÃÃo de instrumentos de avaliaÃÃo: a Matriz de ReferÃncia. O Programa Aprender Pra Valer indica a avaliaÃÃo externa em larga escala como principal agente da gestÃo do sistema, da gestÃo da escola e da gestÃo da sala de aula. No entanto, esse programa nÃo apresenta um projeto especÃfico para a formaÃÃo do professor-avaliador nem confirma a importÃncia da avaliaÃÃo escolar interna. O paradigma docimolÃgico nos permite identificar os deveres do professor-avaliador na perspectiva dos instrumentos de avaliaÃÃo, enquanto a formaÃÃo do professor-avaliador, baseada no paradigma pedagÃgico, situa a formaÃÃo dele em um quadro complexo da abordagem sistÃmica anunciada inicialmente por Tyler (1977) e confirmada por Bloom, Hastings e Madaus (1983), Perrenoud (1999, 2000, 2002) e Hadji (1994, 2001).
Various initiatives to external large-scale evaluation arise in Brazil during the 1990s, especially: National System of Basic Assessment (SAEB) and National Secondary Education Examination (ENEM). After more than twenty years since the birth of those initiatives, discussions about the schools own internal assessment by teachers have been intensified. Bringing near the outer large-scale evaluation to the schoolâs internal evaluation arises as a problem today in the Brazilian educational scenario. In this context, we have delimited the object of this research: the evaluator-teacher. We have defined as general objective of this research the discussion on the ethical identity of evaluator-teacher. The specific objectives that guided this study were planned as follows: (1) to discuss the ethical identity of evaluator-teacher in the context of the paradigm docimolÃgico school evaluation, (2) to discuss the ethical identity of evaluator-teacher in the context of the pedagogical paradigm of school evaluation, (3) to identify the reference of powers attributed to the evaluator-teacher on Aprender pra Valer (Learning for Sure) program, by SEDUC-CE. This research falls under the qualitative approach by stating â among other features â the descriptive and interpretative matter, the interest on the use of the results, use various data sources. The methodological procedures substantiated in documentary analysis and literature review. The data were interpreted by content analysis. For purposes on this study we defined as theoretical references Bloom, Hastings and Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994.2001), Tyler (1949), Bonniol and Vial (2001). The survey results indicated that external evaluation on a large scale will influence on ethical identity of evaluator-teacher by proposing a framework for the construction of assessment instruments: the Reference Matrix. The Learning For Sure Program (Aprender Pra Valer) indicates the external evaluation on a large scale as the main agent of the management system, school management and the management of the classroom. However, this program does not have a specific project for the evaluator-teacherâs education evaluator and to confirm the importance of internal school evaluation. The docimologic paradigm allows us to identify the duties of the evaluator-teacher from the perspective of evaluation instruments. While the formation of the evaluator-teacher, based on educational paradigm, lies in their education in a complex frame of the systemic approach initially announced by Tyler (1977) and confirmed by Bloom, Hastings and Madaus (1983), Perrenoud (1999, 2000, 2002) and Hadji (1994.2001).

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SILVA, Esequias Rodrigues da. "Professor-avaliador: identidade deontológica e formação no contexto do sistema escolar - o caso do programa aprender pra valer." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/12905.

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SILVA, Esequias Rodrigues da. Professor-avaliador: identidade deontológica e formação no contexto do sistema escolar - o caso do programa aprender pra valer. 2014. 224f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014.
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Various initiatives to external large-scale evaluation arise in Brazil during the 1990s, especially: National System of Basic Assessment (SAEB) and National Secondary Education Examination (ENEM). After more than twenty years since the birth of those initiatives, discussions about the schools own internal assessment by teachers have been intensified. Bringing near the outer large-scale evaluation to the school’s internal evaluation arises as a problem today in the Brazilian educational scenario. In this context, we have delimited the object of this research: the evaluator-teacher. We have defined as general objective of this research the discussion on the ethical identity of evaluator-teacher. The specific objectives that guided this study were planned as follows: (1) to discuss the ethical identity of evaluator-teacher in the context of the paradigm docimológico school evaluation, (2) to discuss the ethical identity of evaluator-teacher in the context of the pedagogical paradigm of school evaluation, (3) to identify the reference of powers attributed to the evaluator-teacher on Aprender pra valer (Learning for sure) program, by SEDUC-CE. This research falls under the qualitative approach by stating – among other features – the descriptive and interpretative matter, the interest on the use of the results, use various data sources. The methodological procedures substantiated in documentary analysis and literature review. The data were interpreted by content analysis. For purposes on this study we defined as theoretical references Bloom, Hastings and Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994.2001), Tyler (1949), Bonniol and Vial (2001). The survey results indicated that external evaluation on a large scale will influence on ethical identity of evaluator-teacher by proposing a framework for the construction of assessment instruments: the Reference Matrix. The Learning For Sure Program (Aprender Pra Valer) indicates the external evaluation on a large scale as the main agent of the management system, school management and the management of the classroom. However, this program does not have a specific project for the evaluator-teacher’s education evaluator and to confirm the importance of internal school evaluation. The docimologic paradigm allows us to identify the duties of the evaluator-teacher from the perspective of evaluation instruments. While the formation of the evaluator-teacher, based on educational paradigm, lies in their education in a complex frame of the systemic approach initially announced by Tyler (1977) and confirmed by Bloom, Hastings and Madaus (1983), Perrenoud (1999, 2000, 2002) and Hadji (1994,2001).
Diversas iniciativas de avaliação externa em larga escala surgiram no Brasil durante a década de 1990, a destacar: Sistema Nacional da Avaliação Básica (SAEB) e Exame Nacional do Ensino Médio (ENEM). Passados mais de vinte anos, desde o nascimento dessas iniciativas, intensificaram-se as discussões em torno da própria avaliação escolar interna realizada pelos professores. Aproximar a avaliação externa em larga escala da avaliação interna escolar coloca-se como um problema da atualidade no cenário educacional brasileiro. Nesse contexto, delimitamos o objeto desta pesquisa: o professor-avaliador. Definimos como objetivo geral deste trabalho discutir a identidade deontológica do professor-avaliador. Os objetivos específicos que orientaram este trabalho foram assim planificados: (1) discutir a identidade deontológica do professor-avaliador no contexto do paradigma docimológico da avaliação escolar, (2) discutir a identidade deontológica do professor-avaliador no contexto do paradigma pedagógico da avaliação escolar, (3) identificar o referencial de competências imputado ao professor-avaliador do programa Aprender pra Valer SEDUC-CE. Esta pesquisa se inscreve na abordagem qualitativa por manifestar, entre outras características, o caráter descritivo e interpretativo, o interesse pela utilização dos resultados, a busca por diversas fontes de dados. Os procedimentos metodológicos consubstanciaram-se em análise documental e pesquisa bibliográfica. Os dados foram interpretados pela análise de conteúdo. Para efeito deste estudo, como referenciais teóricos, demarcamos Bloom, Hastings e Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994, 2001), Tyler (1949), Bonniol e Vial (2001). Os resultados da pesquisa indicaram que a avaliação externa em larga escala exerce influência sobre identidade deontológica do professor-avaliador ao propor um referencial para a construção de instrumentos de avaliação: a Matriz de Referência. O Programa Aprender Pra Valer indica a avaliação externa em larga escala como principal agente da gestão do sistema, da gestão da escola e da gestão da sala de aula. No entanto, esse programa não apresenta um projeto específico para a formação do professor-avaliador nem confirma a importância da avaliação escolar interna. O paradigma docimológico nos permite identificar os deveres do professor-avaliador na perspectiva dos instrumentos de avaliação, enquanto a formação do professor-avaliador, baseada no paradigma pedagógico, situa a formação dele em um quadro complexo da abordagem sistêmica anunciada inicialmente por Tyler (1977) e confirmada por Bloom, Hastings e Madaus (1983), Perrenoud (1999, 2000, 2002) e Hadji (1994, 2001).

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Freire, Lilian Rose da Silva Carvalho. "Concepções de docentes sobre avaliação educacional no contexto de avaliações externas: estudo de uma escola da rede municipal de ensino de São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11042018-115822/.

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Esta Tese resulta de pesquisa, cujo objeto foram as concepções de professores sobre avaliação educacional, com o objetivo geral de verificar possíveis influências das avaliações externas nessas concepções. Foi conduzida numa escola de ensino fundamental da Rede Municipal de Ensino de São Paulo (RME-SP) e teve como justificativa, entre outros motivos, a importância da avaliação no trabalho docente, sobretudo para os resultados escolares. Há na pesquisa, ainda,um traço marcante que é o fato de que a RME-SP, há vários anos, tem sido envolvida em muitas avaliações externas, e tal situação permitiu considerar, por hipótese, que elas estariam influenciando as concepções docentes sobre avaliação educacional que, por sua vez, estariam repercutindo no trabalho docente, considerando, ainda, as características do contexto escolar como fator adicional. Um grande desafio metodológico concentrou-se em como apreender tais concepções dadas as características de suas manifestações, mediante investigação desenvolvida por meio de pesquisa de campo, com entrevistas, aplicação de questionário, análise documental e observações de reuniões coletivas, envolvendo professores dos anos iniciais e finais do ensino fundamental. Nesse quadro, a questão de pesquisa foi: Quais seriam os elementos das concepções de avaliação educacional dos professores que estariam indicando a influência do conjunto de avaliações externas que perpassam a RMESP? Após termos desenvolvido trabalho de campo e analisado os dados levantados, efetuou-se síntese com os principais achados. Esperando contribuir para a ampliação do debate das influências das avaliações externas nas concepções de avaliação educacional dos professores, concluímos que existem marcas importantes dessas avaliações no ambiente escolar, mas sem sustentar que as avaliações externas estariam controlando o trabalho e as concepções docente no que tange à avaliação educacional.
This Thesis results from research, whose object were the conceptions of teachers about educational evaluation, with the general objective of verifying possible influences of external evaluations in these conceptions.It was conducted in a primary school of São Paulo Municipal Education Network (RME-SP) and had as justification, among other reasons, the importance of evaluation in teaching work, especially for school results.In the research there is still a landmark trace which is the fact that RME-SP, for several years, has been involved in many external evaluations, and such situation allowed to consider, by hypothesis, that the external evaluations would be influencing the educational conceptions about educational evaluation that, in turn, would be impacting on the educational work, considering also the characteristics of the school context as an additional factor.A great methodological challenge was focused on how to apprehend such conceptions given the characteristics of its manifestations, through research developed through field survey, with interviews, questionnaire application, documentary analysis and collective meetings observations, involving teachers from early and ending years of the elementary school. In this context, the research question was: What would be the elements of the teachers\' educational evaluation conceptions that would indicate the influence external evaluations that permeate RME-SP? After having the fieldwork developed and analyzing the collected data, we synthesized the main findings and concluded, hoping to contribute to the expansion of discussion of the influences of external evaluations on the conceptions of teachers educational evaluation, noting important marks of these evaluations in the school environment, but without sustaining that the external evaluations would be controlling the work and teacher conceptions with regards to educational evaluation.

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Reid, Rhiannon Sara. "An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33905.

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The aim of this study was to provide an in-depth understanding of how a single private provider conducted an application for re-accreditation in line with the recently revised accreditation framework set out by the Council on Higher Education. This framework aims to promote an integrated approach to accreditation and increased autonomy for higher education institutions with regard to the reaccreditation of programmes. The research unpacked how accreditation was understood and applied within the context of the institution, placing emphasis on understanding the elements that promoted or inhibited quality as well as the tensions and contradictions that arose within this process. The driving question addressed by this research was: How does management within a South African private higher education institution engage with the re-accreditation process? Literature revealed that there is limited research on understanding quality assurance in private higher education in South Africa, and specifically on accreditation. Cultural-historical activity theory (CHAT) was considered the most effective lens to interpret the findings of this study, as research indicates that it is for teasing out the historical and cultural contradictions within as well as between people, tools and the environment within complex educational systems. Multiple data-gathering techniques, including semi-structured in-depth interviews, participant observations and documentation reviews, were conducted. The findings of this study illuminate the critical role of management and their respective interpretations of quality in the shaping of the application for re-accreditation, that balanced quality development and accountability requirements. The study highlighted contradictions and issues that inhibited meaningful engagement with accreditation as well as the enhancement of programme and institutional quality.

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Romaneiro, Carla Patricia Fadista. "Efeitos do treino compensatório específico na força dos rotadores internos e externos dos ombros em jovens nadadoras de natação sincronizada." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14916.

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O objetivo deste estudo é avaliar a existência de desequilíbrios musculares entre os rotadores dos ombros de nadadoras de sincronizada e verificar se o trabalho de força compensatório específico poderá minimizar as diferenças. A amostra foi constituída por 18 nadadoras divididas em dois grupos: grupo experimental, (N = 10) que realiza treino normal de água e trabalho compensatório, e o grupo de controlo (N = 8) que realizavam apenas o treino de água. Foram aplicados protocolos para avaliar as seguintes variáveis: a força máxima (3 repetições a 60º/s), e a força resistente (20 repetições a 180º/s) nos ombros, com a utilização de um dinamómetro isocinético (Biodex System 3). Concluímos que não existem desequilíbrios musculares ao nível dos rotadores do ombro, nem diferenças nos rácios entre os 2 membros. O programa de treino compensatório não promoveu alterações significativas nas variáveis estudadas. O destreino parece ter efeitos ao nível dos RE no MD; ABSTRACT: The purpose of this study is to evaluate the existence of muscular imbalances between the shoulder’s rotators of synchronized swimmers and if the specific compensatory work force minimizes the afore mentioned differences. The research sample consisted of 18 swimmers divided into two distinct groups: the training group (N = 10), performing normal water training and compensatory work force and the control group (N = 8), performing only the water training. In this study were applied protocols to evaluate the following variables: the maximum strength (three 60º/s repetitions) and the resistance strength (twenty repetitions of 180º/s) on the shoulders, using an isokinetic dynamometer (Biodex System 3), We concluded that there are no muscular imbalances at the shoulder’s rotators level nor diferences in the ratios between both shoulders. The strength compensatory training did not promoted significant changes in the studied variables. Untraining seems to have effects at ER level of the DS.

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Oral, Tolga. "The Place Of The European And The United Nations Based Agreements In Prison Reformation Process In Turkey: An Evaluation Of The Effects Of Internal Dynamics Versus External Inputs On The Application Of F-type Prisons In Turkish Legal System." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614628/index.pdf.

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This thesis seeks to evaluate the compatibility of the legal and institutional policies about F-Type Prisons applied by Turkish State with the European and the United Nations Based Agreements and Conventions which stipulate certain standards for the penitentiary system in the high contracting party states. It tries to make two level analysis: On the one hand, the relevant Turkish codes and the institutional settings of the penitentiary system in Turkey, namely internal dynamics, are examined in order to chart the ground for the F-Type Prison reforms. On the other hand, the thesis attempts to depict the European and the United Nations based documents as well as the formal reports of the monitoring bodies of them about F-Type Prisons in Turkey.

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Kriščiūnienė, Kristina. "Darbuotojų motyvacijos didinimas prekybinės įmonės pavyzdžiu." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20111207_122658-33721.

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Baigiamojo darbo tikslas - atlikus UAB „Iris“ darbuotojų motyvacijos tyrimą identifikuoti problemines sritis ir pateikti darbuotojų motyvacijos didinimo sprendimus. Teorinėje darbo dalyje išanalizuota motyvacijos samprata ir esmė, atlikta motyvacijos turinį ir procesą nagrinėjančių teorijų analizė, išnagrinėti motyvavimo didinimo būdai ir priemonės, bei pateikta vieninga jų klasifikacija, išanalizuoti esamų motyvavimo modelių taikymo aspektai bei sukurtas motyvacijos didinimo modelis. Analitinėje darbo dalyje atlikta UAB „Iris“ naudojamų motyvavimo būdų ir priemonių analizė, atliktas empirinis įmonės darbuotojų motyvacijos tyrimas. Taip pat pateikti ir išanalizuoti šio tyrimo rezultatai bei nustatytos probleminės sritys. Projektinėje darbo dalyje, remiantis darbuotojų motyvacijos tyrimo rezultatais, sudarytas UAB "Iris" darbuotojų motyvavimo modelis ir pateikti motyvacijos didinimo sprendimai: darbuotojų veiklos vertinimo sistemos diegimas, darbo užmokesčio sistemos tobulinimas, mokymų ir kvalifikacijos kėlimo galimybių gerinimas, kasdieninio darbo ir mikroklimato gerinimo sprendimai bei kitų motyvavimo priemonių taikymo galimybės. Taip pat pateikta motyvacijos didinimo proceso eiga ir kontrolės mechanizmas.
The Aim of the Final Thesis - after researching the motivation of Iris Ltd. employees, to identify the problematic areas and present solutions, related to employee motivation enhancement. In the theoretical part of the thesis, the essence and the concept of motivation are examined, the analysis of content and process motivation theories is made. Moreover, methods and means of motivation enhancement are investigated, their integral classification is presented, the aspects of applying current motivation models are analyzed, and a new motivation enhancement model is introduced. In the analytical part of the thesis, motivation methods and means currently used in Iris Ltd. are analyzed, and an empirical research of the motivation of the Company’s employees is performed. In addition, results of the research are presented and examined and problematic areas identifyed. In the project-based part of the thesis, an Iris Ltd. employee motivation model is made, based on the results of the empirical research, and motivation enhancement solutions are suggested: implementation of an employee performance evaluation system, perfection of pay system, training and qualification betterment opportunities, everyday work and microclimate improvement solutions and possibilities to apply other motivational means. Moreover, the course and control mechanism of a motivation enhancement process are presented.

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Karami, Jamshid. "Vad händer sedan? : En forskningsstudie om skolutvecklingssamarbetet FRAM." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176859.

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Sammanfattning I denna studie har FRAM-samarbetet stått i fokus. FRAM är ett interkommunalt skolutvecklingssamarbete som har pågått i några kommuner i en av storstadsregionerna . Syftet har varit att genom intervjuundersökningar belysa hur FRAM bidragit till kvalitetsförbättring och skolutveckling i de utvärderade skolorna. Utgångspunkten för denna studie har varit att undersöka i vilken grad två aktörer i ledningsnivå, nämligen förvaltningschefer och rektorer, har uppfattat FRAM’s bidrag och på vilket sätt de anser att den lett till kvalitetsförbättring. Studien är en kvalitativ forskningsstudie där förvaltningschefer och rektorer har blivit intervjuade med utgångspunkt från ett ramfaktorteoretiskt perspektiv. Där aktörerna och deras handlingsutrymme har beaktas i samband med de institutionella ramar och förutsättningar i vilka de befinner sig i. Ett dialektiskt samspel mellan individen och de institutionella normer och rutiner i vilken individernas handlingar formas av och i. Studien har en abduktiv ansats i betydelsen att den söker efter mönster och drag, i empirin, det vill säga de processer som pågått i samband med utvärderingarna, tillsyfte att med stöd av teorin för att öka förståelsen och kunskapen om FRAM-utvärderingens bidrag till kvalitetsförbättring i den enskilda skolan och den kommunala skolorganisationen. Studien lyfter upp blicken från de skolinterna aktörer (rektorer, lärare, elever) till de externa det vill säga den kommunala förvaltningens och de statlig institutionellas betydelse för hur det praktiska kvalitetsfrågorna formas och sker i skolan. För att förstå olika aktörers handlingar i det skolexterna, belystes två centrala begrepp, kvalitetsförbättring och utvärdering, vilket har präglat skolan i de senaste 20 åren. Vidare redovisades hur förändringar i styrningsmekanismer lett till dessa begrepps intrång i skolväsendet. Kvalitetsredovisningar och kvalitetskontroll av olika slag har så småningom omvandlats till härskande styrmekanism i skolan. Med kvalitetsstyrning följer andra kontroll mekanismer såsom uppföljning och utvärdering i skolans vokabulär. På så sätt har utvärdering omvandlas till en självklar melodi i skolan och övriga samhället för den delen. Men vad dessa utvärderingar leder till och vilken funktion de har pratas mindre om. Vidare redovisas hur åtstramning i den statliga ramfaktornivån gällande kvalitetsredovisningar ledde till åtskilliga aktiviteter och åtgärder runt om i landet i början och mitten av 2000-talet. FRAM är en av dem. Resultatet i den här forskningsstudien bekräftar tidigare forskning att externa och centralstyrda utvärderingars funktion ofta är av en administrativ karaktär och tjänar mest de centrala organisationerna än den lokala. Undersökningen bekräftar även att yttre aktörerna handlingar har betydelse för att leda och stödja utvecklingsarbetet i den enskilda skolan och hur den kan formas och drivas. Av studien framgår att skolutveckling och kvalitetsförbättring, i betydelsen högre måluppfyllelse, är en lokal angelägenhet och de växer utifrån analys av de lokala behov och långsiktig förändringsarbete. Forskning visar även att den lokala skolan inte mäktar ensamt att hålla en stadig förändringstakt om den inte får stöd från förvaltningen med analysverktyg, ledarskap och andra resurser. Nyckelord: Utvärdering, skolutvärdering, kvalitetsförbättring, skolutveckling, uppföljning, kvalitetsredovisning, Skolinspektion, Handlingsutrymme, ramfaktorteorin, inre och yttre gränser
In this study, FRAM- cooperation was in focus. FRAM is an inter-municipal school development cooperation that has been going on in a few communities in the metropolitan regions. The aim has been to highlight how FRAM by using interview surveys contributed to quality improvement and school improvement in the evaluated schools. The starting point of this study was to examine the degree to which two actors in management, namely managing directors and principals, have perceived FRAM´s contributions and how they feel it has led to quality improvement. The study is a qualitative research study in which management directors and principals have been interviewed on the basis of one Frame factor theoretical perspective. There, participants and their flexibility have taken into account the institutional framework and the conditions in which they are involved. This is a dialectical interplay between the individual and the institutional norms and practices in which the actions of individuals are shaped. The study is abductive in the sense that it looks for patterns and traits, the empirically, that is, the processes going on in the evaluations, intended to with the support of the theory increase understanding and knowledge of FRAM evaluation contribution to quality improvement of the school and the local school organization. The study changes perspective from the impact of school's internal participants (principals, teachers, students) to that of the external ones i. e. the municipal administration and the state institution on how the practical quality issues are formed in school. In order to understand different actors ´actions in the school externally, two key concepts were quality highlighted, improvement and evaluation, which have characterized the school system in the past 20 years in Sweden. It is also reported how changes in governance mechanisms have lead to intrusion of these concepts into the school system. Quality reports and quality control of various kinds have been gradually converted into dominant control mechanism in school. With quality management follows the other control mechanisms such as monitoring and evaluation of the school's vocabulary. In this way, evaluation has become a natural feature in school and society too, for that matter. But what these evaluations lead to and what function they have, is less talked about. Furthermore it is shown how austerity at government framework level concerning quality reports led to numerous activities and actions around the country in the early and mid 2000's. FRAM is one of them. The results of this research study confirm previous research that external and centralized function evaluations often are of an administrative character and they mostly serve central organizations more than the local ones. The survey also confirms that external actors are relevant in order to lead and support the development of the school and how it can be formed and operated. The study shows that school development and quality improvement, in the sense of greater achievement, is a local matter and they develop by the analysis of local needs and long-term change. Research also shows that the local school alone is not capable of keeping a steady pace of change if it is not supported by management with tools of analysis, leadership, and other resources.

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Motaung, Mokabe Julia. "Quality assurance practice in the provisioning RPL (Recognition of prior learning)in higher education." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09062007-162307/.

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Pinha, Maria Luiza de Sousa. "Avaliação institucional na escola pública de educação básica: Possibilidades para aprimoramento da gestão escolar." Universidade do Oeste Paulista, 2012. http://bdtd.unoeste.br:8080/tede/handle/tede/110.

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The purpose of this research was to verify how the public school of basic education is utilizing the results of institutional evaluation in its forms of internal and external evaluation, for improving her management, projects and plans for overcoming her limitations and difficulties in the betterment of teaching quality. For reaching this purpose, the researcher chose a qualitative approach and utilized the proceeding of case study of a public school of the school system of São Paulo State/School Division of Ourinhos Region. For collecting relevant information and perspective of the subjects involved in the research, three instruments were used: observation of school environment, document analysis, and semistructured interview. Members of school segments represented in the School Board (Principal, vice-principal, two coordinators, six teachers, two functionaries, four parents, and four pupils) were subjects of the research. Data analysis revealed significant aspects related to the obstacles in the utilization of relevant information resulting from the external and internal institutional evaluation, for the collective, continuous and effective reflection and for the mobilization of collective actions in the process of elaboration, follow-up and reformulation of the Educative Project, the Management Project, and yearly school plans. The internal and external school self-evaluation should be implemented in a way more coherent with school reality and need and become a pedagogical and political instrument to be utilized, with the school community participation, for the elaboration of her projects and plans of school pedagogical work and for their periodical updating and adaptation to the new historical context of society and school. It became evident that institutional evaluation should become an instrument to be used by the public school of basic education for overcoming her limitations and difficulties in a process which permits to improve her pedagogical practice, thus making possible the improvement of her management, and as a consequence, improving the quality of basic education.
O objetivo desta pesquisa foi verificar como a escola pública de educação básica vem utilizando os resultados da avaliação institucional nas suas formas de avaliação interna e externa para aprimoramento de sua gestão, de seus projetos e planos para superar suas limitações e dificuldades na melhoria do ensino. Para alcançar esse objetivo a pesquisa procedeu por meio de uma abordagem qualitativa e utilizou como procedimento o estudo de caso de uma escola pública de educação básica do sistema estadual de ensino do Estado de São Paulo/Diretoria de Ensino da Região do Ourinhos. Para a coleta das informações relevantes e das perspectivas dos sujeitos da pesquisa, foram utilizadas a observação do ambiente escolar, a pesquisa documental e a entrevista semiestruturada. Foram sujeitos da pesquisa membros dos segmentos escolares representados no Conselho de Escola (diretor, vice-diretor, dois coordenadores, seis professores, dois funcionários, quatro pais e quatro alunos). A análise dos dados coletados revelou aspectos significativos relacionados aos entraves na utilização das informações relevantes resultantes da avaliação institucional interna e externa, para a reflexão coletiva, contínua e efetiva e para a mobilização de ações coletivas no processo de elaboração, acompanhamento e reformulação do Projeto Educativo, do Plano Gestor e dos Planos Anuais escolares. A autoavaliação interna e externa da escola deve ser implementada de maneira mais coerente com a realidade e necessidade da escola e tornar-se uma ferramenta pedagógica e política a ser utilizada, com a participação da comunidade escolar, para a elaboração dos projetos e planos de trabalho pedagógico da escola e para a atualização e adaptação periódica deles aos novos contextos históricos da sociedade e da escola. Ficou evidente que a avaliação institucional deve tornar-se um instrumento a ser utilizado pela escola pública de educação básica para superação de suas limitações e dificuldades num processo que permite aperfeiçoar sua prática pedagógica, possibilitando assim o aprimoramento de sua gestão e, em consequência, melhorando a qualidade da educação básica.

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Silva, Algiza Lopes e. "Gestão da avaliação no estado do Amazonas: o papel do pedagogo e/ou apoio pedagógico nas apropriações pedagógicas." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/4011.

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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 em foco buscou analisar quais os papéis e as atribuições destinadas ao pedagogo e/ou apoio pedagógico na constituição da Resolução nº. 122/2010 em suas práticas diárias no acompanhamento das avaliações internas e externas em três escolas estaduais pertencentes à Coordenadoria Distrital de Educação 7 (CDE 7), na zona norte de Manaus, no estado do Amazonas. Os objetivos definidos para este estudo são o de investigar os sentidos atribuídos pela equipe escolar diante de uma política pública de monitoramento, que foi criada para auxiliar no processo de aprendizagem, além de visualizar como esses profissionais têm se comportado frente aos desafios e práticas diárias, expostas na resolução e nas demandas de trabalho. Para alcançar os objetivos, utilizamos como metodologia o estudo de caso, tendo por base a pesquisa qualitativa. Como procedimentos de pesquisa, utilizamos a aplicação de questionário de escala tipo Lickert aos 14 gestores de escolas de Ensino Fundamental I da CDE 7, para escolha das três escolas que serviram de campo da pesquisa. Usamos também a entrevista semiestruturada com pedagogos, apoios pedagógicos, professores de Matemática e Língua Portuguesa do 5º ano do Ensino Fundamental I e com o coordenador adjunto pedagógico desse nível de ensino da CDE 7. O referencial teórico da pesquisa se deu através do diálogo com os trabalhos de Cipriano Luckesi, Heloísa Lück, Hilda Micarello, Jamil Cury, Thelma Polon, entre outros. Os resultados apontaram para um desconhecimento da legislação que rege a avaliação da aprendizagem, para indícios da redução do currículo na tentativa de se adequar o uso das matrizes de referência e para a ausência de capacitação para pedagogos e apoios pedagógicos. Dados esses achados, propomos um Plano de Ação Educacional com estratégias de formação continuada que possam contribuir para práticas efetivas com as quais os profissionais das escolas poderão refletir sobre o uso dos resultados diagnósticos das avaliações internas e externas como mais um instrumento para a melhoria da qualidade da aprendizagem dos nossos alunos.
The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case of management in focus sought to analyze the roles and responsibilities assigned to the pedagogue and / or pedagogical support in the constitution of resolution 122/2010 and in its daily practices in the monitoring of internal and external evaluations in three state schools belonging to the District Coordination of Education 7 (CDE 7), in the northern part of Manaus, in the state of Amazonas. The objectives defined for this study are to investigate the meanings attributed by the school team to a public policy of monitoring, which was created to aid in the learning process, as well as to visualize how these professionals have behaved in face of daily challenges and practices, Exposed in the resolution and in the demands of work. In order to reach the objectives, we use as methodology the case study, based on the qualitative research. As research procedures we used the Lickert scale questionnaire to the 14 managers of elementary schools I of CDE 7, to choose the three schools that served as research field. We also used the semi-structured interview with pedagogues, pedagogical support, teachers of Mathematics and Portuguese Language of the 5th year of Elementary School I and with the assistant pedagogical coordinator of this level of education of CDE 7. The theoretical reference of the research was given through dialogue with the Works by Cipriano Luckesi, Heloísa Lück, Hilda Micarello, Jamil Cury, Thelma Polon, among others. The results pointed to a lack of knowledge of the legislation that governs the assessment of learning, to evidence of curriculum reduction in an attempt to adjust the use of reference matrices, and lack of training for pedagogues and pedagogical supports. Given these findings, we propose an Educational Action Plan with continuing education strategies that can contribute to effective practices with which school professionals can reflect on the use of the diagnostic results of internal and external evaluations as another tool for improving quality of our students.

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Silvestre, Maria José Silveira Grave. "Avaliação das escolas. Avaliação nas escolas." Doctoral thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10836.

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Avaliação das escolas. Avaliação nas escolas Este estudo versa sobre a área temática da avaliação, centra-se na dimensão organizacional, e aprofunda as duas vertentes que compõem a avaliação das organizações escolares: a interna e a externa. Partindo da questão inicial Quais os efeitos que a Avaliação Externa das Escolas operou nos resultados educativos e na qualidade do serviço educativo prestado?, traçámos os objetivos da investigação que suportaram toda a reflexão levada a cabo: (i) Conhecer as alterações que surgiram nas escolas, em consequência do processo de Avaliação Externa (AEE), no que concerne aos “Resultados” e à “Prestação do Serviço Educativo”; (ii) Identificar eventuais padrões de alteração registados nas unidades de organização alvo de estudo; (iii) Explicar as divergências ou similitudes encontradas nas eventuais alterações provocadas pelo impacto do processo de AEE. Centrámo-nos numa abordagem predominantemente qualitativa, que teve por base a análise discursiva (entrevistas a atores organizacionais) e documental (Relatórios de escola elaborados pela Delegação Regional do Alentejo da IGE no âmbito da AEE, legislação, páginas web das escolas e institucionais e bibliografia de autor). A investigação permitiu elencar as alterações que surgiram nas escolas, em consequência do processo de AEE, destacando-se a existência de uma estreita relação entre a AEE e a AI/AA e a adoção de uma postura organizacional aprendente em algumas delas. A investigação sublinha, porém, a existência de lentidão na alteração de práticas e culturas de escola e a necessidade de aquisição de competências avaliativas, por parte dos diferentes atores organizacionais, que parecem constituir fatores condicionantes da atual falta de sistematicidade nos procedimentos avaliativos organizacionais das escolas portuguesas. O estudo permitiu identificar aspetos que contribuíram para a melhoria dos resultados académicos e do serviço educativo prestado, onde se inclui: a existência de estratégias organizacionais visando assegurar a coerência entre as práticas de ensino e a avaliação; a valorização da AEE enquanto processo formativo; o papel desempenhado pelas lideranças; a integração de atores organizacionais não docentes na vida da escola e parceiros nas equipas de AA; o envolvimento e a responsabilização de todos os atores organizacionais em todas as fases da AA. A falta de sistematicidade nos procedimentos avaliativos organizacionais das escolas portuguesas permite inferir a necessidade da criação de mecanismos de apoio às escolas, dentro do próprio sistema educativo; ### ABSTRACT: Schools evaluation. Evaluation in schools This study is focused in the thematic area of evaluation, centered in the organizational dimension, and it analyses the two dimensions that compose the educative organizations evaluation: the internal and the external dimensions. From the initial question “Which are the effect that the External School Evaluation (ESE) operated in the educative results and the quality of the educative service, we traced the objectives of the inquiry that had supported all the reflection we carried through: (i) To know the alterations that had appeared in the schools, as a consequence of the External School Evaluation process, concerning the ‘results’ and the ‘the educative service’; (ii) To identify eventual standards of alteration in the studied schools; (III) To explain the divergences or similarity found in the eventual provoked alterations . We focus in a mainly qualitative approach, based in a discourse analysis strategy, essentially based on interviews (of the organizational actors), content analysis of de Regional Delegation of Alentejo IGE ESE Reports, legislation, web pages of schools and institutions and author bibliography. The study allowed enumerate the changes that appeared in some schools, as a consequence of the ESE process, to highlight the correlation between the ESE and the self-evaluation, as well as to point out some good intelligent-organizational position concerning self-evaluation procedures. The inquiry underlines, however, the slowness in slowness in the alteration of schools practical and culture and the needs of evaluative abilities acquisition as majors conditioning of the current lack of regularity in the self-evaluative procedures of the Portuguese schools. The study as identify some aspects that had contributed for the improvement of the academic results and educative service, which includes: the existence of organizational strategies aiming to assure the coherence between teaching and evaluation; ESE as a formative evaluation process; the integration of non-professors organizational actors in the school life and the inclusion of partners in the self-evaluation team; responsibility from all organizational actors in all phases of accountability process. The lack of regularity in the organizational evaluative procedures of the Portuguese schools allows the inference of the necessity to creating some mechanisms of schools support, inside the educative system itself.

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Karalevičiūtė, Kristina. "Įmonių kapitalo struktūros formavimą sąlygojantys veiksniai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20140627_165349-79343.

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Tinkamas kapitalo struktūros parinkimas lemia sėkmingą įmonės veiklą ir perspektyvas. Keičiantis rinkoms, finansinei ir ekonominei situacijai, keičiasi finansinių šaltinių pasirinkimo alternatyvos. Siekiant rasti optimalią įmonės kapitalo struktūrą reikia efektyviai subalansuoti skolintas ir nuosavas lėšas bei nustatyti kokie veiksniai sąlygoja kapitalo struktūros formavimą. Tai gali būti tiek vidiniai, tokie kaip įmonių galimybės skolintis, pelningumas, įmonės dydis ir kt., tiek išoriniai veiksniai: bendrasis vidaus produktas, infliacija, palūkanų norma ir kt. Šio darbo objektas – įmonių kapitalo struktūros formavimas. Darbo tikslas – ištirti Lietuvos įmonių kapitalo struktūrą sąlygojančius veiksnius bei sudaryti kapitalo struktūros ir tiriamų veiksnių ryšio modelį. Siekiant iškelto tikslo, yra nagrinėjami tokie uždaviniai: • remiantis moksline literatūra išanalizuoti įmonės kapitalo struktūros sudėtį bei pagrindines kapitalo struktūros formavimo teorijas ir principus; • atlikti empirinių tyrimų analizę, kuriuose užsienio ir Lietuvos autoriai tiria veiksnius, sąlygojančius kapitalo struktūros formavimą. Ištirti ir palyginti keleto autorių sukurtus kapitalo struktūros formavimo modelius; • sudaryti makroekonominių rodiklių ir finansinio sverto sąveikos modelį bei nustatyti makroekonominių veiksnių poveikį Lietuvos įmonių kapitalo struktūros formavimui. Išanalizavus įmonių kapitalo struktūros formavimo teorijas galima teigti, kad šios teorijos ir požiūriai neatsako į klausimą... [toliau žr. visą tekstą]
Selection of appropriate capital structure determines the success and prospects of business. With changes in markets, financial and economic situation, there are changes also to the alternatives of funding sources. In order to find the optimal capital structure one has to balance the own and borrowed funds efficiency and to identify what factors determine the structure of capital formation. This can be both internal factors, such as business lending opportunities, profitability, company size, etc., as well as external factors: gross domestic product, inflation, interest rate and others. Objective of this work is corporate capital structure formation. The aim of this work is to explore the factors influencing the capital structure formation of Lithuanian companies and develop the communication model between the analysed factors. In order to achieve the objective, the following tasks are considered: • based on scientific literature, to analyze a company's capital structure composition and the basic theories and principles of the capital structure formation; • to carry out an analysis of empirical research where foreign and Lithuanian authors investigate the factors influencing the capital structure formation. To analyse and compare models for the formation of capital structure developed by several authors; • to develop a model for the interaction of macro-economic indicators and financial leverage and determine the influence of macroeconomic factors on the capital structure... [to full text]

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Posádková, Radka. "Hodnocení finanční výkonnosti společnosti prostřednictvím benchmarkingu." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2021. http://www.nusl.cz/ntk/nusl-443149.

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The diploma thesis is focused on the financial and business performance evaluation of the company New Yorker CZ, s.r.o. The evaluation is created using the method benchmarking. The company New Yorker CZ is being compared with its five competitors within czech market in the analytical part. In the first part of this thesis there is a summary of selected methods and approaches. The next part focuses on comparing selected competitors using method benchmarking, which is concluded with SWOT analysis. In conclucion there are individual recommendations and summarization of findings of the performed analyzes.

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Čevelíková, Barbora. "Hodnocení finanční situace podniku a návrhy na její zlepšení." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2012. http://www.nusl.cz/ntk/nusl-223587.

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This master’s thesis evaluates financial situation of the company REDA a.s. between years 2005 and 2010 on the basis of the selected financial analysis methods. The main goal of this thesis is to formulate suggestions for improving financial situation in the company. This goal is reached in final part of the master’s thesis.

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Padayachee, Indira. "A methodology for evaluating intelligent tutoring systems." Diss., 2000. http://hdl.handle.net/10500/15728.

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Dissertation
This dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs), and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL. An examination of the historical development, theory and architecture of intelligent tutoring systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are considered as a background to an in-depth investigation of the characteristics and criteria appropriate for evaluating ITSs. These criteria are categorised along internal and external dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and integrated within a framework for assessing the added value of ITS technology for instructional purposes.
Educational Studies
M. Sc. (Information Systems)

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Hsu, Hsiao-Man, and 許筱曼. "Evaluation of Knee Ligament Measurement System With Internal/External And Varus/Valgus Rotation Functions." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/50521797605530569196.

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碩士
國立臺灣海洋大學
機械與機電工程學系
100
The Knee ligament broken of the fission damage is the common sports damage in domestic and overseas. It’s not confined to sportsman, that is affect of the wide range in aspects. Because the Structure effect of anterior cruciate ligament (ACL), the laceration is not suitable to carry out remedial. Therefore, anterior cruciate ligament reconstruction is one of the most common surgical. At present, the majority of reconstruction can be made use of endoscopic surgery. Although previous single-beam fixed bundled in the recovery knee function of improved, but for the stability of the knee structure is not enough, in some cases will be unstable or displacement, and may even develop into the degenerative joint. Through several vitro exercise testing、flip and rotate the test, the results showed that rely on single-bundle reconstruction is not sufficient to control the rotation and valgus torque on the knee load. In this study, develop of a can be measured knee rotation and turned inside and outside, in addition to through the instrument to quantify the knee laxity rotation test data, can be more clearly understand the and compare with results for anterior cruciate ligament injury and normal knee, and can verify whether the operation succeeded in reconstructing the knee. The main function include：The ACL, PCL, MCL, LCL of Knee ligament conducted varus and valgus angulation , internal and external rotation measurements. High sensitivity and data reproducibility. Operation easier and reduce the impact of the user experience. With good evidence that the consideration due to the interface of the project design.

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Block, Stephen Charles. "The internal and the external : a critical evaluation of Peter Winch's idea of social science." Thesis, 1985. http://spectrum.library.concordia.ca/5181/1/ML23167.pdf.

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Nkosi, Zakhele Wonderboy. "CORROSION TESTING TECHNIQUES AUTOMOTIVE EXHAUST SYSTEMS: EVALUATION, INTEGRATION AND DEVELOPMENT." Thesis, 2006. http://hdl.handle.net/10539/1682.

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Student Number : 9900051W - MSc dissertation - School of Chemical and Metallurgical Engineering - Faculty of Engineering and the Built Environment
When specifying materials for use in exhaust systems, it is imperative that they exhibit sufficient corrosion resistance for the specific conditionsto which exhaust components are exposed, since up to 80% of all failures is attributed to corrosion and oxidation. It is therefore neccesary to establish the corrosion behaviour of the materials in conditions and environments to which the exhausts would typically come into contact with. Most car manufacturers, exhaust manufacturers and material providers have specific corrosion testing methods which they use to determine the corrosion resistance of candidate materials, but there appears to be no standard procedure. A summary comparing all the existing systems is given in section 2.7. The corrosion testing methods utilise a wide range of conditions, testing temperatures and stages. However, careful investigation of the tests show some similarities, and it was possible to identify eleven key tests, that cover internal corrosion, external corrosion and oxidation for both diesel and petrol engines. Eight of these tests were used to rank the corrosion and oxidation resistance of selected stainless steels, namely AISI type 304, 321, 409, 434 and DIN 1.4509. It appears that the austenitic stainless steels perform better in the cold end conditions, while the ferritic types are more resistant in the hot end high temperature conditions. Of all the eight test performed, only the electrochemical tests for external corrosion of cold end components did not give reproducible results. The rest of the tests could be used to screen materials for exhaust system applications. In the internal condition of the cold end, the results of the elctrochemical tests indicated that they can be used as a possible replacement for the long exposure tests. The key tests also highlighted the the presence of NH4+ ions in an exhaust gas is benificial to the corrosion resistance od stainless steels in internal cold end application. Its inhibiting effect was more pronounced for the ferritic stainless steels. The project indicated that external corrosion due to salt environments is not the major cause of the failure of cold end components, but rather that internal corrosion due to the condensate is the most detrimental.

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Modiha, Pulane. "Critical evaluation of operational risk tools used in regulatory capital calculations." Diss., 2012. http://hdl.handle.net/2263/26522.

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Bank failures during recent years continue to cause stakeholders to question how board and senior management are overseeing and managing Operational Risk. This research evaluated the use of Operational Risk tools by South African banks who have adopted Advanced Measurement Approach (AMA) for management and calculation of Operational Risk capital, based on the Basel II requirements (Bank for International Settlements, 2006). The research was conducted under the assumption that when Operational Risk tools are adopted and used as prescribed by the Basel II Framework, it will lead to enhanced risk management practices and allow banks to identify emerging risks where controls can be designed to mitigate risks from materialising. This study was conducted using a quantitative method – the survey was sent to Operational Risk managers in the main segments of 3 South African AMA banks (ABSA, FIRSTRAND and NEDBANK), and senior managers in the group Operational Risk departments. The study found that Operational Risk tools are used and have been implemented as per Basel II requirements even though there are minor gaps. These tools have also been integrated in day-to-day processes; however there are some improvements required when it comes to a full integration and the use of the tools in the decision making processes.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted

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Huang, Ting-Yun, and 黃婷筠. "The evaluation model of external and internal customer’s satisfactions base on the customer’s relationship management – An illustration of chain hotel in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/72567084187679905351.

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碩士
中華大學
科技管理學系(所)
95
The international community has identified the 21st century as a time for both tourism and high-tech industries. World Travel & Tourism Council (WTTC: 2002) forecasted a tremendous growth in leisure travel which would boost the global travel expenditures from 4.21million million dollars to 8.61million million dollars and heighten the ratio of tourism income in GDP from 3.6% to 3.8%. Thus we can speculate that tourism industry will occupy a critical portion of the global economic development. To be an outstanding one in this competitive hotel market, raising customer satisfaction becomes a critical issue for achieving success. This study aims to integrate the characters of traditional customer satisfaction measurement and the concepts of CRM to propose a conceptual framework for customer satisfaction measurement. Through literatures review, we know that higher customer satisfaction would result a better corporate performance. This paper first applied Delphi Method to gather group opinions using specialist questionnaires to ensure suitability of the criteria, then utilized Analytic Hierarchy Process (AHP) to find out the weight of each criterion and Interpritive Structure Modeling (ISM) to confirm the interrelationship between each criterion. And finally, we applied the Analysis Network Process (ANP) which takes the interdependent and feedback relationships into account to integrate the evaluation results. This paper utilizes the data of the nine hotels under three most famous hotel chains in Taiwan as the objects for the model illustration and successfully constructed a customer satisfaction evaluation model through viewpoints of external and internal customer under the main dimensions of CRM and the results can be feedback to hotel industry for improving the efficiency of their management.

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Castro, Susana Paula Torrão Carvalho de. "Avaliação Externa de Escolas e Processos de Inclusão - O caso de um Agrupamento de Escolas da região de Aveiro." Master's thesis, 2020. http://hdl.handle.net/10316/94888.

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Dissertação de Mestrado em Administração Educacional apresentada à Faculdade de Psicologia e de Ciências da Educação
Este estudo surge num momento em que o desafio global da educação inclusiva assume uma importância crescente no sistema educativo português. A resposta a este desafio não está isenta de constrangimentos e dificuldades, resultantes das necessárias mudanças a implementar a nível organizacional, funcional, gestão dentro da sala de aula, gestão e articulação do currículo, coordenação dos diferentes agentes educativos, entre outras. Para que a aprendizagem aconteça efetivamente para todos, a escola precisa de se re-configurar e de se re-significar, pois só assim poderá cumprir a sua missão, ou seja, garantir uma educação de qualidade a todas as crianças e jovens dentro de um paradigma de equidade.Paralelamente, e no quadro das atuais políticas educativas, a avaliação institucional tem vindo a assumir particular relevância. Nas organizações escolares, a avaliação resulta do cruzamento da avaliação interna com a avaliação externa. A avaliação interna é feita pelos próprios intervenientes da escola, numa dinâmica de reflexão-ação conducente à elaboração de planos de melhoria. A avaliação externa é efetuada por agentes externos às organizações escolares e tem como objetivo fundamental a prestação de contas (accountability) e a melhoria da qualidade do serviço de educação.Em 2019 iniciou-se o 3º Ciclo de Avaliação Externa de Escolas e Agrupamentos, com a introdução do fator da inclusão como prioritário, isto é, como indicador a balizar o trabalho e as práticas desenvolvidas nas organizações escolares, ao abrigo das novas políticas educativas. Neste sentido, importa perceber até que ponto é que as escolas estão a conseguir implementar procedimentos internos de inclusão escolar, alinhados com o Quadro de referência deste 3º Ciclo de Avaliação. Para o efeito, este projeto de investigação debruça-se sobre um fenómeno educativo, dentro de um contexto de vida real, integrando um estudo de caso. O Agrupamento onde foi realizado o estudo, apesar das contrariedades, tem vindo a desenvolver uma cultura de melhoria institucional, com enfoque estratégico na qualidade dos processos de inclusão e dos seus resultados.
This study comes at a time when the global challenge of inclusive education takes on an increasing importance in the portuguese educacional system. The answer to this challenge is not exempt from constraints and difficulties, resulting from the necessary changes to be implemented at the organizational, functional level, management within the classroom, curriculum management and articulation, coordination of different educacional agents, among others. For learning to take place effectively for all, the school needs to reconfigure and re-signify itself, as the only way it can fulfill its mission, that is, guarantee a quality education to all children and young people within a paradigm of true equity.In parallel, within the framework of current educational policies, institutional assessment has been particularly important. In the school organizations, the evaluation results from the crossing of the internal evaluation with the external evaluation. The internal evaluation is carried out by the school's own participants, in a dynamic of reflection-action leading to the elaboration of improvement plans. The external evaluation is carried out by external agents to the school organizations and has as main goal to the accountability and the improvement of the education service quality.In 2019, the 3rd Cycle of External Evaluation of Schools and Groupings began, with the inclusion factor as a priority, that is, as an indicator to guide the work and practices developed in school organizations, under the new educational policies. In this sense, it is important to understand the extent to which schools are managing to implement internal school inclusion procedures, in line with the reference framework of this 3rd Cycle of Assessment. To this end, this research project focuses on an educational phenomenon, within a real life context, integrating a case study. The Group where the study was carried out, despite the setbacks, has beem developing a culture of institutional improvement, with a strategic focus on the quality of the inclusion processes and their resltus.

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Freitas, Sandra Cidália Araújo de. "Avaliação externa de escolas." Master's thesis, 2012. http://hdl.handle.net/1822/23714.

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Dissertação de mestrado em Educação (área de especialização em Desenvolvimento Curricular)
No estudo sobre avaliação externa de escolas, abordamos o problema intitulado “De que modo a avaliação externa de escolas provoca mudanças nas práticas de decisão curricular ao nível da sequencialidade, planificação, metodologia e avaliação?”1. O estudo de investigação tem os seguintes objetivos: relacionar a avaliação externa de escolas com a qualidade da educação; estudar o impacto da avaliação externa de escolas nas práticas curriculares de decisão curricular (articulação e sequencialidade, planificação, metodologia e avaliação); analisar os efeitos da avaliação externa de escolas nas práticas organizacionais (ao nível dos departamentos curriculares, no 1º ciclo do ensino básico). No quadro teórico, abordamos o conceito de avaliação, os diferentes modelos de avaliação, o papel da IGE na avaliação externa e a avaliação interna e externa. Na metodologia, focamos a natureza da investigação, fazemos a contextualização do nosso objeto de estudo, o design da investigação e as técnicas de recolha de dados. O estudo empírico foi realizado tendo como respondentes um grupo de docentes de um agrupamento de escolas situado no Minho. Por fim, apresentamos os principais resultados do nosso estudo, focalizando os itens com maior correlação e concordância e onde o consenso no desvio padrão é mais elevado. Verificamos que os itens onde a correlação é mais elevada são os que abordam a avaliação interna, o modelo implementado, a forma como está a ser implementado e quais os resultados produzidos. Os itens onde a concordância mais elevada referem-se ao trabalho individual realizado pelos docentes no quotidiano escolar. A divulgação do trabalho desenvolvido, a preocupação com o sucesso dos alunos e em diversificar estratégias e metodologias. Os itens onde o consenso no desvio padrão é mais elevado também se referem ao trabalho realizado pelos docentes na escola/sala de aula diariamente. A avaliação externa de escolas provoca mudanças nas práticas de decisão curricular ao nível da sequencialidade, planificação, metodologia e avaliação, pois esta avaliação evidencia as falhas ou fragilidades existentes nestas áreas de forma a que possam ser corrigidas e/ou aperfeiçoadas.
In the study of external evaluation of schools approach the issue titled “How the external evaluation of schools causes changes in the practices of decision-level sequential curriculum, planning, and evaluation methodology?”. General objectives, the present work we intend to understand the following: relate the external evaluation of schools with quality education; study the impact of the external evaluation of schools in curricular decision and curricular practices (articulation and continuity, planning, and evaluation methodology); analyze the effects of the external evaluation of schools in organizational practices (in terms of curricular departments in the first cycle of basic education). In the theoretical approach the concept of evaluation, different valuation models, the role of IGE in external evaluation and institutional assessment, internal and external. Methodology focused on the nature of the investigation, we contextualization of our object of study, the research design and data collection techniques. Finally we present the main results of our study, where we focus on the items with tha highest correlation and agreement and consensus on where the standard deviation is higher. We found that the items the correlation is highest are those that address the internal assessment, the model implemented, how it is being implemented and what results produced. The items where we find the highest concordance refers to the work done by individual teachers in the school everyday. The dissemination of the work, concern for students´ success and diversifying strategies and methodologies. The items where consensus in the standard deviation is higher also refer to work done by teachers in school/classroom daily. The external evaluation of schools causes changes in the practices of decision-level sequential curriculum, planning, and evaluation methodology, as this review highlights the flaws or weaknesses existing in these areas so that they can be corrected and/ or improved.
Fundação para a Ciência e a Tecnologia (FCT) - Projeto PTDC/CPE-CED/116674/2010
FEDER através do Programa Operacional Fatores de Competitividade – COMPETE

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Mhlanga, Ephraim. "Quality assurance in higher education in Southern Africa : the case of the universities of the Witwatersrand, Zimbabwe and Botswana." Thesis, 2010. http://hdl.handle.net/10539/7599.

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Quality assurance is increasingly becoming an important aspect of higher education institutions in developing countries, as expressed in the development of relevant policies, structures and systems at national and institutional levels. This thesis critically examines the nature of quality assurance policies and practices in selected universities in the Southern African Development Community (SADC), as well as the factors that shape these policies. Through a close examination of these policies and practices, the thesis explains why some universities realise better quality than others, even though they fall within the same geographical region and share relatively similar historical legacies. Although this study was largely qualitative, it did not preclude quantitative dimensions. Integrating the two approaches made it possible not only to triangulate data, but also to engage in multidimensional analysis of some of the phenomena under investigation. While debates in the literature locate quality assurance within internal and external discourses, this does not sufficiently explain the tensions that were observed amongst the various stakeholders within institutions, especially between management and academic staff. The manner in which institutional policies were developed, the role academic staff played in the process, and the reporting lines associated with institutional quality assurance arrangements, are reflected in staff perceptions on whether or not they regarded the policies as internal to the academic community and the extent to which they own the policies. The main contribution of this thesis to debates on quality assurance is its revelation of the complexities that arise in institutional policy making as a result of the highly differentiated nature of the academy. This aspect points at the need for institutions to pay particular care in adopting most appropriate strategies that privilege the organic development of policies within institutions. On the whole, institutions were mainly preoccupied with developing quality assurance policies and systems that are comparable to international standards, hence the heavy reliance on external/international expertise in doing so. Whilst this is not necessarily a iii bad thing, the quality assurance systems that were developed did not take into account the contextual peculiarities of the studied institutions. A direct consequence of this was the development of policies and mechanisms that are more concerned with standardisation of procedures than with enhancement of academic practice. Such quality assurance systems have not resulted in the self-improvement of institutions. The establishment of quality assurance policies and the putting in place of structures and procedures are necessary but not sufficient conditions for enhancing academic practice in universities.

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Pereira, Ricardo Jorge Carvalho e. "Contributo da avaliação institucional escolar para a melhoria da prestação do serviço educativo." Master's thesis, 2011. http://hdl.handle.net/1822/19031.

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Dissertação de mestrado em Ciências da Educação (área de especialização em Avaliação)
Nos últimos anos, entre nós, a avaliação institucional escolar tem tido um crescente protagonismo no contexto das políticas educativas. Este facto tem conduzido à concretização de vários modelos de avaliação de escolas e, desde dois mil e seis, o programa Avaliação Externa das Escolas está no terreno, tendo-se concluído, no presente ano, o 1º ciclo desta avaliação, que abrangeu a totalidade das escolas portuguesas, pelo que procuramos com este estudo conhecer se a Avaliação Institucional contribui para a melhoria da prestação do serviço educativo. Este trabalho tem como objecto de estudo a Avaliação Institucional, nas suas modalidades externa e interna. Procura mobilizar um quadro conceptual caracterizando diferentes perspectivas da Avaliação Institucional e problematizar alguns conceitos relevantes para análise das organizações educativas, tais como a autonomia; o projecto; a qualidade; a participação ou a liderança, revisitam-se os normativos que enquadram a Avaliação Institucional e abordam-se as teorias organizacionais de estudo da escola, acolhendo no quadro conceptual as propostas de Gareth Morgan, Bolman e Deal, Tony Bush, Jorge Adelino Costa e, principalmente, de Per-Erik Ellstrom e o seu Modelo das “quatro faces”, construído tomando por referências duas dimensões fundamentais: os objectivos e as tecnologias. A Metodologia adoptada privilegia uma abordagem de tipo qualitativo, conferindo grande centralidade à análise de conteúdo, pelo que foram construídas categorias analíticas para posterior aplicação ao corpus de análise – Relatório de Avaliação Externa; Relatório de Avaliação Interna e entrevistas a nove elementos participantes no painel de entrevista da avaliação externa. A análise dos dados aponta para uma relação débil entre a Avaliação Institucional e a melhoria na prestação do serviço educativo, traduzida em medidas pontuais, sem “evidências” consistentes.
In the last few years, for us, institutional scholastic evaluation has had a growing protagonism within the context of education policies. This fact has led to the fulfilment of several evaluation models for schools, and since two thousand and six, the External School Evaluation program has been deployed, thus being concluded, in the present year, the 1st cycle of this evaluation, which has encompassed the totality of Portuguese schools, therefore we seek through this study to discover if Institutional Evaluation contributes to the improvement of education service providing. This work has as its object of study Institutional Evaluation, in its external and internal modalities. It seeks to mobilize a conceptual framework characterizing different perspectives of Institutional Evaluation and question some concepts which are relevant to the analysis of educational organizations, such as autonomy; the project; quality; participation or leadership, the norms that frame Institutional Evaluation are revisited and organisational theories for school study are approached, welcoming into the framework proposals by Gareth Morgan, Bolman and Deal, Tony Bush, Jorge Adelino Costa and mainly, by Per-Erik Ellstrom and his “four faces” Model, constructed by taking as reference two essential dimensions: goals and technologies. The adopted methodology privileges a qualitative type approach, giving content analysis a central role, and so analytical categories, for later application to the corpus of analysis, were constructed – External Evaluation Report; Internal Evaluation Report and interviews with nine participating elements in the external evaluation interviewing panel. The data analysis points to a weak relationship between institutional Evaluation and the improvement of education services providing, translated in punctual measures, without consistent "evidences".

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Ronne, Norman Clive. "The corporal punishment of children : a theological - ethical evaluation." Diss., 1996. http://hdl.handle.net/10500/17627.

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The corporal punishment of children is being widely challenged today. Christians have traditionally followed the "spare the rod and spoil the child" approach and must respond to the new situation. Corporal punishment is part of the wider disciplinary process. It can lead to corporal abuse, but this is not a reason per se to reject it. Parents have a right to discipline their children, including the use of reasonable corporal punishment. Teachers can also use corporal punishment to enforce discipline, although its use will soon be banned in all South African schools, following world trends. Corporal punishment in the home and at school satisfies the criteria of both the deontological and teleogical approach to theological ethics. It should be retained as part of a multi-faceted approach to discipline.
Philosophy and Systematic Theology
M.Th. (Theological Ethics)

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HOROVÁ, Tereza. "Analýza konkurenceschopnosti vybrané organizace." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-50669.

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The aim of this thesis is to evaluate the competitiveness analyses of the company. On the basis of acquired informatics I carried out financial analyses of the company. This part of my thesis covers the company´s assets and liabilities, the value of woodland, receivables, cost and profits. I was also interested in the area of the human resource managemenent. For analyses of HR I used the checklist examination for gaining useful information. On the basis of the results I carried out a SWOT analyses and beside the evaluation of the internal environment I realized the evaluation of the external environment by means of the Step analyses and the other methods.

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Dokoupilová, Pavla. "Projektová výuka v prostředí malotřídní školy." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387139.

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The diploma thesis on the subject of Project education in a littleclass school raises a research question: Does the inclusion of a project education in a littleclass school help to develop pupils key competencies? The aim is to describe, analyse and evaluate the use of project education at the primary level of a littleclass school. In here project education is understood as one of the possibilities of realising educational content, which is defined by the Framework Educational Program for elementary education. The thesis is divided into two parts - theoretical and practical. The theoretical part is based on the transformation of the Czech education after 1989. It points out the humanisation program of school reform and constructivist approaches in teaching. It deals with the characteristics of project education, typologies and phases of the project. It familiarises itself with the specifics of a littleclass school and with the possibility of incorporating project education into this type of school. It points out the positives, but maybe even the dificulties of project education. The practical part deals with the realization and reflection of several projects in the littleclass school with regard to the specifics of this type of establishment. On the basis of the analysis, it tries to assess whether...

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HRÁCHOVÁ, Iveta. "Strategie podniku potravinářské výroby." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-153610.

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The goal of study was to analyze the internal and external environment of the food industry production company. For this purpose was choosen company Biogena CB Ltd., which is engaged mainly of production, packaging and sale of herbal, fruit and real teas. Due to the set goal has been defined by the current situation of the company using applied analysis. Were determined threats and opportunities, strengths and weaknesses. Was also designed strategy to improve the situation of the company in a competitive environment.

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Пономарева, С. А., and S. A. Ponomareva. "Экономическое обоснование стратегии развития малого промышленного предприятия : магистерская диссертация." Master's thesis, 2017. http://hdl.handle.net/10995/50420.

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Настоящая диссертация посвящена совершенствованию методического обеспечения выбора наиболее эффективной стратегии развития для малого предприятия. Были исследованы понятие «стратегии развития», классификации стратегий, в том числе развития, также были показаны особенности стратегий для малых предприятий, которые учитывают их преимущества. Был проведен анализ применявшихся стратегий развития на конкретном предприятии. Также в рамках работы был разработан алгоритм выбора стратегии развития малого промышленного предприятия, основанный на использовании предложенной последовательности шагов и инструментария реализации каждого из них, обеспечивающий согласованный выбор корпоративной, конкурентной и функциональных стратегий предприятия. Также была разработана методика оценки уровня развития промышленного предприятия, базирующаяся на предложенной классификации направлений и показателей развития предприятия и обеспечивающая реализацию одного из этапов алгоритма выбора стратегии развития, позволяющая не только объективно оценить достигнутый уровень развития, но и определить наиболее перспективные направления дальнейшего развития. Разработанные алгоритм и методика были апробированы на примере рассмотренного ранее предприятия.
This dissertation is devoted to improving the methodological support for selecting the most effective development strategy for a small enterprise. The notion of "development strategy", classification of strategies, including development, was explored, and features of strategies for small enterprises that took into account their advantages were also shown. An analysis was carried out of the development strategies employed at the particular enterprise. Also, within the framework of the work, an algorithm for choosing a strategy for the development of a small industrial enterprise was developed, based on the proposed sequence of steps and tools for implementing each of them, ensuring an agreed choice of corporate, competitive and functional strategies of the enterprise. Also, a methodology was developed for assessing the level of development of an industrial enterprise based on the proposed classification of directions and indicators of enterprise development and ensuring the implementation of one of the stages of the development strategy selection algorithm, which allows not only to objectively assess the level of development achieved, but also to determine the most promising areas for further development. The developed algorithm and methodology were tested using the example of an earlier enterprise.

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Nass, Julia Diane. "Perceptions of the appraisal system for teachers held by heads of departments at selected primary schools in the East London region, Eastern Cape Province." Diss., 2017. http://hdl.handle.net/10500/23996.

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This dissertation of a limited scope focuses on the Heads of Departments’ perceptions of the Integrated Quality Management System for teachers at selected quintile 5 Primary Schools in the East London Region of the Eastern Cape Province. It reveals the positive and negative aspects of the staff appraisal system, its implementation and purpose, as well as views on its improvement. By means of a qualitative case study and the Cognitive Evaluation Theory as theoretical framework, the researcher has determined that the Performance Measurement component of the appraisal system has a detrimental effect on the intrinsic motivation of teachers and that it should be separated from the Developmental Appraisal. Individual interviews with the Heads of Departments revealed the need for revising the assessment rubric in order for Performance Measurement to be conducted effectively.
Educational Leadership and Management
M. Ed. (Education Management)

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Dissertations / Theses on the topic 'Internal and external approaches to evaluation'

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