Dissertations / Theses on the topic 'Aluank'

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Este Relatório Crítico Reflexivo tem a intenção de propor às turmas do 2º e 3º ano do ensino fundamental a análise e a mediação de conflitos que ocorrem dentro da sala de aula, pelos próprios alunos, em uma escola da rede pública municipal de Jaguarão/RS. Após a realização de leituras e pesquisas para a construção deste trabalho, foi possível perceber que existem conceitos diferentes para caracterizar conflito, seja na perspectiva da violência ou na perspectiva que o toma como algo produtivo. Conforme a investigação destes diferentes conceitos e partindo do olhar como orientadora educacional desta escola, foi possível perceber que o termo conflito é mencionado diariamente nas escolas pelos docentes, sendo então pertinente que esta discussão possa ser incluída no currículo escolar. Além disso, compreendo que os conflitos estão presentes entre os pares, surgindo a necessidade de mediá-los. O método desta pesquisa é do tipo intervenção pedagógica e, a partir de uma investigação inicial, foi possível selecionar estes sujeitos e elaborar aulas, para que os alunos do 2º e 3º ano realizassem a análise e a mediação dos conflitos presentes entre eles, tornando-os atuantes nesta proposta. A metodologia desta proposta está dividida em duas partes, na primeira descrevo o método da investigação utilizado para a preparação das aulas. E, na segunda, está descrita como foram realizadas as análises dessas aulas, em que ficou visível a compreensão construída pelos alunos sobre as concepções do conflito e a importância da mediação para cada fato ocorrido, disseminando aos colegas suas diferentes características e formas de mediá-los. Como resultado, a partir das percepções e construções dos alunos é que se tem convicção da necessidade e importância de incluir o conflito nas discussões dos currículos escolares. Assim este Relatório Crítico reflexivo contempla as noções de conflito, mediação e suas possíveis relações com a docência e a necessidade de sua inclusão no currículo escolar.
Este Informe Critico reflexivo tiene la intención de proponer a las clases de 2º y 3º año de la enseñanza fundamental el análisis y la mediación de conflictos que ocurren dentro del salón de clase, por los propios alumnos, en una escuela de la red pública municipal de Jaguarão/RS. Después de realizar lecturas e investigación para la construcción de este trabajo, fue posible percibir que existen conceptos distintos para caracterizar conflicto, sea en la perspectiva de la violencia o en la perspectiva que lo toma como algo productivo. Conforme la investigación de estés distintos conceptos y partiendo de la mirada como orientadora educacional de esta escuela, fue posible percibir que el termo conflicto es mencionado diariamente en las escuelas por los docentes, siendo entonces pertinente que esta discusión pueda ser inclusa en el currículo escolar. Además, comprendiendo que los conflictos están presentes entre los pares, surgiendo la necesidad de médialos. El método de esta investigación es de tipo intervención pedagógica y, a partir de una investigación inicial, fue posible seleccionar estés sujetos y elaborar clases, para que los alumnos del 2º y 3º año realizasen el análisis y la mediación de los conflictos presentes entre ellos, tornándolos actuantes en esta propuesta. La metodología de esta propuesta está dividida en dos partes, en la primera describo el método de la investigación utilizado para la preparación de las clases. Y, en la segunda, está descripta como fueron realizadas las análisis de esas clases, en que se quedó visible la comprensión construida por los alumnos sobre las concepciones del conflicto y la importancia de la mediación para cada facto ocurrido, diseminando a los colegas sus diferentes características y forma de médialos. Como resultado, a partir de las percepciones y construcciones de los alumnos es que se tiene convicción de la necesidad e importancia de incluir el conflicto en las discusiones de los currículos escolares. Así, este Informe Crítico Reflexivo contempla las nociones de conflicto, mediación y sus posibles relaciones con la docencia y la necesidad de su inclusión en el currículo escolar.

Societies progress: currently, a globalized and computer world, is a postmodern society. In it, the ways of transmitting and socializing culture have changed; new human beings have been developed postmodern individuals with very particular characteristics: they are our students. How to optimize the learning triad (student-teacher-knowledge)? It is not enough to know the contents and be a specialist in the field, it is essential to be aware of the current environment to analyze and understand the characteristics of our students, also called "sons of globalization" or "digital natives". Only then shall we know, also, our own reality as individuals and teachers. This paper seeks to analyze the characteristics of our students and reflect on our role as teachers in a complex and changing environment.
Las sociedades progresan: la actual, en un mundo que comandan la globalización y la informática, es una sociedad postmoderna. En ella, se han modificado las formas de transmitir y relacionar socialmente la cultura; se han desarrollado nuevos seres humanos, individuos postmodernos con características muy particulares: ellos son nuestros alumnos. ¿Cómo optimizamos la tríada del aprendizaje (alumno-docente-conocimientos)? No basta saber los contenidos y ser un especialista en la materia; es indispensable ser conscientes del entorno actual para analizar y comprender las características de nuestros alumnos, también denominados “hijos de la globalización” o “nativos digitales”. Solo así conoceremos, asimismo, nuestra propia realidad como individuos y docentes. El presente ensayo procura analizar las características de nuestros alumnos y reflexionar sobre nuestro papel como docentes en un entorno complejo y cambiante.

Las sociedades progresan: la actual, en un mundo que comandan la globalización y la informática, es una sociedad postmoderna. En ella, se han modificado las formas de transmitir y relacionar socialmente la cultura; se han desarrollado nuevos seres humanos, individuos postmodernos con características muy particulares: ellos son nuestros alumnos. ¿Cómo optimizamos la tríada del aprendizaje (alumno-docente-conocimientos)? No basta saber los contenidos y ser un especialista en la materia; es indispensable ser conscientes del entorno actual para analizar y comprender las características de nuestros alumnos, también denominados "hijos de la globalización" o "nativos digitales". Solo así conoceremos, asimismo, nuestra propia realidad como individuos y docentes. El presente ensayo procura analizar las características de nuestros alumnos y reflexionar sobre nuestro papel como docentes en un entorno complejo y cambiante.

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O relacionamento professor-aluno ainda é uma área muito pouco investigada. A maior parte dos trabalhos que abordam o tema, enfatizam a Educação Infantil e, o que se conhece no Brasil, como Ensino Fundamental. Até este momento da vida escolar do aluno, o relacionamento é tido como uma das principais variáveis que contribuirão para o seu futuro sucesso acadêmico. Este trabalho procura enfatizar o relacionamento professor-aluno no Ensino Médio, porta de entrada para a universidade e, portanto, para futuros profissionais. Nesta fase da vida, a escola parece não priorizar o relacionamento dos professores com seus alunos, já na fase da adolescência, demonstrando todas as características conhecidas e exaustivamente estudadas pela literatura mundial. O principal objetivo deste estudo é abordar a importância entre o relacionamento professor-aluno no Ensino Médio, tentando apontar as convergências entre o que o aluno considera como importante para um bom relacionamento com seus professores e a visão que este mesmo aluno possui do professor ideal.Participaram do estudo cento e vinte alunos, matriculados regularmente nas três séries do Ensino Médio na cidade do Rio de Janeiro. Os dados foram discutidos à luz dos estudos sobre o relacionamento tendo a obra de Robert Hinde como referencial teórico para a organização e interpretação dos dados. Foram utilizados dois questionários idênticos com quarenta e seis questões cada um, divididas em seis dimensões de acordo com a proposta de Hinde para o estudo sobre relacionamentos. Um dos instrumentos referiu-se ao professor com o qual o aluno reconhecia ter o melhor relacionamento e o outro foi direcionado ao professor com o qual o aluno percebia possuir o pior relacionamento. Este instrumento buscou investigar a percepção que o aluno tem de dois professores específicos do ponto de vista pessoal e profissional e aspectos do seu relacionamento com o professor em questão. O aluno indicou um professor com o qual considerava ter o pior relacionamento e um professor com o qual considerava ter o melhor relacionamento.Os mesmos alunos escreveram um texto entre quinze e vinte e cinco linhas sobre o professor ideal. A redação foi escrita após o preenchimento dos questionários em material fornecido ao aluno. A redação sobre O professor ideal foi utilizada para a análise qualitativa dos dados no que se referiu às características apontadas pelos alunos sobre o professor ideal. O exame das redações foi feita por análise de conteúdo. Ao final do estudo procurou-se apontar as convergências e divergências entre os questionários e as redações.

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Universidade de Pernambuco
Fundamentado numa abordagem sociointeracionista, este trabalho de investigação científica propõe-se a examinar a mediação entre alunos com o objetivo de verificar a correção conjunta na reescrita de um artigo de opinião a partir das observações feitas por um colega numa situação de construção textual. O corpus desta pesquisa compõe-se de duas oficinas e 28 textos produzidos por alunos de Ciências Contábeis e de Administração de Empresas da Faculdade de Olinda FOCCA. Dentre os resultados da análise, destacamos: 1. os alunos não têm o hábito de revisar os seus textos por não terem sido devidamente preparados e incentivados pela escola; 2. ao corrigirem os seus textos ou o do colega, não sabem o que devem corrigir e quando o fazem não são pontuais, são vagos na sua correção, fazendo comentários soltos; 3. apesar da vagueza dos comentários nas correções, constatamos que essa atividade de colaboração ajuda o aluno tornando-o autônomo e melhorando o seu desempenho na tarefa da escrita; 4. a correção conjunta proporciona, ainda, uma clareza maior dos elementos de elaboração do texto, haja vista as observações feitas entre eles. Os resultados revelam que o processo interativo é uma atividade baseada na mediação, que funciona na Zona de Desenvolvimento Proximal favorecendo a aprendizagem

This project investigates why alumni do not become donors to the Nelson Mandela Metropolitan University. Interviews with non-donors created the opportunity for an in depth qualitative examination of the motivating process that led these non-donors to abstain from giving. This study used the Van Slyke and Brooks (Van Slyke & Brooks, 2005) model of alumni giving and the Schervish (Schervish, The spiritual horizon of philianthropy: New directors for money and motives, 2000) supply side theory of philanthropy, which has been successfully applied in similar studies (Wastyn, 2008), to provide the conceptual framework. This framework maintains that donors and non-donors differ in that the manner in which they socially construct their university experience in creating their own realities. This constructed reality becomes the filter through which non-donors pass requests for financial support (whether direct or indirect) from the institution. The study revealed that at NMMU factors including generic donor behaviour among alumni, the status of current non-donors as being mostly past donors to their respective constituent institution, attitudes toward the institutional reputation (or aspects thereof) of the NMMU, identified obstacles to engagement, pervasive negative attitudes to institutional giving and alumni support for commercialised but not tiered giving activities, can play a major role in restructuring the manner in which non-donor alumni should be approached. The study demonstrates the need to include non-donors in research that explores alumni giving to the university. It confirms the distinct impact of the abnormally distributed demographic characteristics of this university and confirms that examining the impact of these characteristics and experiences cannot be effectively done by simply relying on one or two simple variables. Being a management project, 13 (thirteen) distinct categories of management recommendations are made, ranging from strategy development, through accounting and budgeting practice, to proposing specific revenue generating initiatives. The study concludes with the view that Alumni can and should be able to make a notable contribution to the revenue of the university and in so doing, contribute to the sustainability of the pro-social transformation process of the Nelson Mandela Metropolitan University.

This thesis presents an Irish university case study-Oils coil-which examines alumni relationships and Institutional Advancement (IA). The research question is: How has IA emerged in an Irish university setting to build relationships with alumni? IA is defined as a strategic approach to building relationships with key university players-including alumni- to increase support for the institution (Jacobson 1986). Communications, development (fundraising) and alumni relations are the three main IA components. IA at Ollscoil is adapted from international IA practice. The Ollscoil IA offices are new and mirror the three IA components. Initially separate from other University functions, IA practice is becoming more integrated within the institution, responding to the higher education climate. The findings suggest that IA plays an increasingly significant role in steering the Ollscoil strategy. I contend that IA is also a catalyst in addressing the priorities ofthe University, such as increasing student enrolment, building the University's profile and elevating its position in international university rankings. Through IA practice, these priorities are fostered by alumni relationships. An alumni relationship building cycle, developed by consulting IA literature, provides the framework for analysing the case study. The role of the offices in charge of IA is to educate the University community on the new IA practice and to highlight the merits of alumni relationships for the individual as well as for the institution. IA systems, such as the alumni database, set a foundation for organising the alumni connections. The positive student experience, reported at Ollscoil, anchors alumni affinity to the institution. Social events entice alumni to re-engage with Ollscoil. Volunteering and philanthropy are also ways for alumni to "give back" to their alma mater. The findings show that individual alumni are at different stages of the relationship cycle and progress through this cycle by interacting with the University and with each other. IA at Ollscoil steers alumni interaction from a closed selfcentred focus to an open altruistic one. Building alumni relationships is the output of successful IA practice. The outcome is the benefit of these interactions for Ollscoil: from creating strong advocates to the ultimate advancement of the University. The title, 'Active University, Interactive Alumni' suggests that as IA takes root at Ollscoil, it creates ideal conditions for dynamic lifelong relationships between the institution and the alumni.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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As escolas têm sofrido críticas, crescentemente, por não estarem oferecendo aos alunos as condições necessárias para que eles possam se preparar para o futuro, pois ainda têm baseado o ensino na transmissão de conhecimentos. A Escola Ecológica Rincão, buscando uma alternativa para a melhoria do ensino, criou a disciplina Projetos de Pesquisa, que passou a integrar o currículo do ensino fundamental, de 5.ª a 8.ª série, no ano 2000. O presente trabalho trata do estudo de caso da disciplina Projetos de Pesquisa: Meio Ambiente da Escola Ecológica Rincão, desenvolvida na 5.ª Série, Turma D, no ano 2000. A pesquisa objetivou identificar os ambientes de aprendizagem e a mediação da aprendizagem que ocorre neles, relacionado-os com o aprendizado dos alunos.

Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Este Relatório de Estágio foi realizado no âmbito da Prática Pedagógica Supervisionada A2 em articulação com a unidade curricular de Seminário de Intervenção Educacional, tendo sido desenvolvido numa turma do 2º ano, do 1º Ciclo do Ensino Básico. O estudo que aqui apresentamos insere-se na temática da interação e teve como objeto de estudo “a interação professor-aluno e aluno-aluno na sala de aula no 1º Ciclo do Ensino Básico”. Por interação, neste contexto em particular, devemos entender a comunicação verbal ou não-verbal estabelecida entre dois ou mais intervenientes presentes na sala de aula, podendo esta relacionar-se, ou não, com os conteúdos que estão a ser lecionados. Com este estudo pretendíamos refletir sobre os tipos de interação presentes na sala de aula entre alunos e entre professor-aluno, nas áreas curriculares de Português e Matemática, bem como investigar as interações em ambas as áreas. Este estudo insere-se numa metodologia qualitativa descritiva e apresenta características de estudo de caso. No que respeita aos instrumentos de recolha de dados privilegiou-se a observação, as vídeo-gravações das interações entre aluno-aluno e professor-aluno e as notas de campo do investigador. Os resultados obtidos indicam-nos que existem mais interações na área curricular de português do que na área curricular de matemática, tanto entre aluno-aluno, como entre professor-aluno. Na interação professor-aluno, as interações de cariz cognitivo e emocional/social têm valores muito próximos; já na interação aluno-aluno, ocorrem mais interações ao nível emocional e social, e menos ao nível cognitivo, registando-se uma diferença muito acentuada entre estas. É importante que o professor fomente a interação em todas as áreas curriculares aos níveis cognitivo, emocional e social, uma vez que esta pode trazer benefícios para todos os alunos e para o professor, pois permite criar um ambiente saudável, próximo e propício ao desenvolvimento e aprendizagem dos alunos.
This Internship report was carried out within the A2 Supervised Pedagogical Practice in conjunction with the subject of Educational Intervention Seminar, with a 2nd grade class of Elementary School. The study presented here is part of the theme of interaction and had as study objective the "interaction teacher-student and student’s in the classroom in the first grades of Elementary School". By interaction, in this particular context, it should be understood as verbal and non-verbal communication between two or more participants in the classroom, having or not a direct relation to what is being taught. This study aims at observing and reflecting on the types of interactions present in the classroom between students, as well as the teacher-student interaction, in the subjects of Portuguese and Mathematics. Furthermore, the interactions in both these areas were investigated. This study is part of a descriptive qualitative methodology and presents case study characteristics. The tools for data collection focused on observations, video recordings of interactions between students and student-teacher and the researcher's field notes. The results obtained indicate that there is more interaction in the subject of Portuguese than in Mathematics, be it between students or teacher-student. In the interaction between teacher-student, the cognitive and emotional/social have very similar values; whereas, in the student’s interaction there are more interactions on an emotional and social level and less on a cognitive value, registering a very marked difference between them. It is important for the teacher to promote interaction in all curricular areas on a cognitive, emotional and social level, as this can bring benefits to all students and the teacher, because it creates a healthy, comfortable environment, conducive to learning and to student’s development. i

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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O trabalho analisa as interações entre alunos do Programa de Pós-Graduação em Engenharia Civil (PPGEC) da Universidade Federal de Santa Catarina (UFSC), nas modalidades de educação convencional e a distância, a partir da percepção do próprio corpo discente. Para tanto, consideram-se os tipos de pesquisa qualitativa e quantitativa, além da bibliográfica, documental e de levantamento, sendo um estudo de caso exploratório-descritivo. A população-alvo está delimitada aos alunos que ingressaram no mestrado do PPGEC, em Infra-Estrutura e Gerência Viária (IFGV), de 1999 até 2003. Trata-se de um estudo transversal, tendo a coleta de dados limitada aos meses de agosto a novembro de 2003, quando foram entrevistados 16 alunos do mestrado convencional e 10 do mestrado a distância. A pesquisa de campo fundamentou-se em um questionário composto por categorias (sociabilidade, liderança, inibição e agressividade) que possibilitam analisar o perfil dos alunos quanto à sua competência social para interagir, além de outras (contendo questões sobre aspectos pessoais; aprendizagem e colaboração; colegas; tecnologia; curso; e outras sobre fatores intervenientes da interação entre alunos) que fornecem dados para se avaliarem as características das interações vividas entre eles ao longo do mestrado. A amostra de convencionais é de jovens e a de alunos a distância é de adultos. O exame do perfil comportamental simbólico dos alunos verificou que os convencionais são mais sociáveis e menos agressivos e aqueles a distância são menos inibidos, além de ambas as amostras terem índices insatisfatórios para a Liderança. A pesquisa sobre as características interativas sugere que os alunos convencionais têm posicionamentos mais favoráveis quanto aos aspectos da Aprendizagem, Colaboração e Discussões, apesar do grupo a distância dar maior valor à presença física e ao contato visual. Quantos aos Aspectos Pessoais, alunos a distância guardam mais para si informações relevantes e ficam mais a vontade para pedir apoio aos colegas, e convencionais expressam mais facilmente suas emoções e necessitam mais de motivos pessoais para interagir. Ainda, dados homogêneos demonstram um interesse mediano dos Colegas e reduzido acerca da categoria Curso. Já, alunos a distância dão maior valor às categorias Tecnologia e Aspectos Gerais da Interação Aluno-Aluno. O último objetivo propiciou a avaliação dos contextos pesquisados à luz do interacionismo simbólico: as categorias Aprendizado, Colaboração e Discussões, Aspectos Pessoais, Colegas, Tecnologia, Curso e Aspectos da Interação Aluno-Aluno são importantes para os alunos convencionais mais sociáveis e líderes e para aqueles mais inibidos e agressivos do sistema a distância. Como conclusão, entende-se necessário tanto tirar maior vantagem das competências sociais presentes no âmbito convencional como obter a melhora dos processos interativos existentes no contexto a distância.

With each new cohort of directors entering the field of alumni relations in agriculture, a pattern emerges. They often are not adequately prepared to assume the responsibilities of the position. There is a perception that attention to detail and event planning skills are sufficient qualifications to manage an alumni volunteer program successfully. Managing the people and activities involved with the programs in the ever-growing field of alumni relations requires much more than event planning know-how. Implementing impactful alumni engagement programs requires knowledge of leading and managing programs, budgets, and people, specifically volunteers. Alumni engagement involves extensive communication skills and, depending on the institution, knowledge of board organization procedures As we all strive to advance agriculture, we must put in place qualified individuals to engage our alumni and stakeholders, specifically volunteers. Are there programs in place to provide training for the candidates selected? Are resources readily available that provide good practices for these individuals to follow as they build their alumni volunteer programs? Although there is a demand for more rigorous and sophisticated professional practice, there continues to be a gap between research and practice in the field of volunteer administration (Seel, 2013). Resources available for volunteer managers are often how-to manuals with practical suggestions and approaches (Fisher and Cole, 1993). Associations such as the Council for Advancement and Support of Education (CASE), the National Agricultural Alumni and Development Association (NAADA), and BoardSource® provide opportunities for networking with colleagues through conferences and online resources. Still, these are often costly and fragmented with regard to the presentation of content. The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer management that can be utilized by new members of the field and seasoned veterans alike. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of NAADA were interviewed. Job descriptions were reviewed prior to each interview. Interviews were transcribed by TranscribeMe, Inc., analyzed using a form of whole text analysis with open coding. Common codes were merged to develop the themes. Research Questions 1. How do alumni directors administer alumni engagement programs and associated volunteers? 2. What skills should alumni directors bring to their positions upon employment? 3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals? 4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups? 5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers? Through a thematic analysis of the data, the following themes emerged: management of volunteer boards; management of general volunteers; perceptions of alumni directors; engagement with alumni, faculty, and students through events and programs; partnerships with university-level advancement and college leadership; communications tools; and professional development. Overall, the findings were not surprising other than lack of knowledge of volunteer management models or prior experience in volunteer management. Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers set an outstanding example of how success is possible in the role of an alumni director. Communications is a powerful tool for all alumni directors but can also be a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni. Seven key good practices can be elevated from the data: 1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers 2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization 3. Expand the definition of "volunteer" 4. Build collaborative partnerships across the team, college and university 5. Develop innovative approaches and partnerships to engage students 6. Expand professional development resources 7. Advocate for yourself and your program After interviewing thirteen alumni relations professionals, it was clear that those land-grant institutions have passionate, volunteer-centric professionals who diligently work every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities.
Master of Science in Life Sciences
Good practices of alumni relations professionals leading engagement programs and volunteers in colleges of agriculture at land-grant institutions contribute to the advancement of agriculture. The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of the National Alumni and Development Association (NAADA) were interviewed. Research Questions: 1. How do alumni directors administer alumni engagement programs and associated volunteers? 2. What skills should alumni directors bring to their positions upon employment? 3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals? 4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups? 5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers? Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers illustrated success in the position. Communications, while a powerful tool for all alumni directors, was often a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni. Seven key good practices identified: 1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers 2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization 3. Expand the definition of "volunteer" 4. Build collaborative partnerships across the team, college and university 5. Develop innovative approaches and partnerships to engage students 6. Expand professional development resources 7. Advocate for yourself and your program Participants were passionate and volunteer-centric, diligently working every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities.

The purpose of this exploratory, mixed method study was to examine factors in students‟ university experiences that affected their future alumni engagement with their university. A web-based survey instrument was administered to 1,139 University of Lethbridge bachelor‟s degree holders who graduated during the University‟s first 40 years (1967 to 2007). Results indicate that the foundation for alumni engagement is set early in the student experience and is particularly affected by the nature of the relationships the student has with the institution. Alumni who were engaged as students were more likely to become engaged alumni through volunteer or donor activity. The higher alumni rated their satisfaction with factors present in their student experience and alumni relationship, the higher the likelihood that they stayed connected with and demonstrated their commitment to their alma mater. Recommendations for further research and for designing student and alumni engagement strategies are provided.
xiv, 195 leaves ; 29 cm

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This dissertation relates the experience of teacher's knowledge evaluation, during their skilfulness process, related to the Curriculum proposal of the Rio de Janeiro Public School 1 th. degree. This municipal proposal intends to spread the practice of'constructivism' educational philosophy, in the teachingllearning processo The experience has been developed during educational supervision in a Culture and Educational District (Distrito de Educação e Cultura - DEC) of West Zone of Rio de Janeiro city. This region, in which we worked for more than 25 years, is here described in its social, economic, political, cultural and educational aspects. With this study, we want to highlight one of our school realities: the curriculum proposal. We have been influenced by a project on the Rio de Janeiro State Sciences Center (Centro de Ciências do Estado do Rio de Janeiro - Cecierj), which has been applicated to improve our work as teachers and schools supervisor. Considering the application of this experience, we suggest a feasible way to disseminate the 'constructivism' in classes, based in the teachers vital experience, that they will transmit to their pupils.
Esta dissertação relata a experiência de avaliação do grau de conhecimento adquirido pelo professor durante o seu processo de formação em relação à Proposta Curricular do 1o grau do Município do Rio de Janeiro, a qual pretende ver o construtivismo vivenciado em sala de aula, no processo ensino-aprendizagem. Esta experiência foi realizada durante o trabalho de supervisão educacional num Distrito de Educação e Cultura - DEC, da Zona Oeste do Rio. Para tanto, analisamos aspectos sócio-econômico, político, cultural e educacional da referida região, onde trabalhamos há mais de 25 anos. Evidenciamos com este estudo uma face da nossa realidade escolar, a proposta curricular. Nosso trabalho recebeu influências tanto de um dos projetos do Centro de Ciências do Estado do Rio de Janeiro - Cecierj, como de sua aplicação em nosso trabalho de supervisorajunto aos professores e às escolas públicas. A partir dessa prática, é sugerida uma linha de ação viável para a disseminação do construtivismo nas salas de aula, com ênfase na vivência, pelo professor, daquilo que ele proporcionará ao aluno.

Trabalho apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Enfermagem
A automedicação tem sido um fenómeno em crescimento nas sociedades europeias e em Portugal começou a ser estudada aprofundadamente entre a década de 80 e 90. No entanto, é importante conhecer as razões que levam os indivíduos a praticar a automedicação, para se poder adoptar medidas preventivas. Visto que a automedicação pode envolver riscos significativos para a saúde pública, torna-se assim necessário educar os consumidores em relação a este tipo de situação. A educação e a informação destina-se a permitir que a terapêutica se faça de modo seguro e eficaz, para que isto se torne possível cabe aos profissionais de saúde orientar e educar os pacientes e os seus familiares quanto ao uso correcto dos medicamentos. Uma automedicação orientada por profissionais de saúde habilitados, leva a uma automedicação responsável. Por isto o tema definido para este estudo é “ Automedicação no Aluno Universitário”. Este estudo é do tipo quantitativo, tendo sido utilizado um questionário e aplicado a uma amostra de 54 alunos da UFP dos cursos de Licenciatura em Enfermagem e Licenciatura em Ciência da Comunicação. Após a análise dos dados, verificou-se que 84,6% e 89,3% dos indivíduos dos cursos de Licenciatura em Enfermagem e Licenciatura em Ciências de Comunicação respectivamente recorrem à automedicação. Os principais tipos de medicamentos usados pelos alunos são em ambos os cursos os Analgésicos e os Anti-inflamatórios. Em relação à fonte de informação que levou os alunos a recorrer à automedicação, 39,5% dos indivíduos da Licenciatura em Enfermagem apontam o Profissional de Saúde como principal fonte, já no curso de Ciências da Comunicação a principal fonte apontada com 38,6% dos indivíduos foi a família. Self-medication has been a growing phenomenon in European societies and Portugal began to be studied in depth between the 80 and 90. However, it is important to know the reasons that lead individuals to practice self-medication, in order to adopt preventive measures. Since self-medication may involve significant risks to public health makes it necessary to educate consumers about this type of situation. Education and information is intended to allow the treatment is done safely and effectively, so that it becomes possible it is for health professionals to guide and educate patients and their family members about the proper use of medicines. A self-medication guided by skilled health professionals, leads to a responsible self-medication. Hence the theme set for this study is "Self-medication in the University Student." This is a quantitative study, a questionnaire was used and applied to a sample of 54 students of the UFP courses in Nursing and Bachelor Degree in Science Communication. After analyzing the data, found that 84.6% and 89.3% of subjects courses in Nursing and Bachelor Degree in Communication Sciences respectively resort to self. The main types of drugs used by students in both courses, the Painkillers and anti-inflammatory. Concerning the source of information that led students to appeal to self-medication, 39.5% of subjects in Nursing degree courses as the main source, since in the course of Communication Sciences pointed out the main source with 38, 6% of the family was.

This study examines the perceived intellectual and dispositional takeaways for high school alumni who had been peer tutors in their secondary context. The research question which drove this study was, “What abilities, values, and skills do tutors develop from their experience as peer tutors and how, if at all, have they used those abilities, values, and skills in their lives beyond high school?” The findings come from the completed surveys of 63 high school tutor alumni who all tutored at a large, public suburban high school with a diverse population, and who represent a cross-section of the school’s population. The survey was adapted from one made available by the Peer Writing Tutor Alumni Research Project (PWTARP), a national project which seeks to better understand the developmental process of students who engage in the work of peer tutoring during their undergraduate university experience. I collected this data between 2010 and 2013 in my role as the program coordinator and although I knew these tutors very well, their responses were anonymous. Participants named 25 skills, abilities, and values they developed. Participants also indicated, through the survey’s four Likert-scale questions, that they found their tutor experiences were important or influential to their development after high school. This study used the grounded theory method of initial and focused coding for analysis of the data generated by the survey’s open-ended responses. These responses generated 180 pages of text. During the analysis 132 initial codes were applied to 2,231 excerpts from the survey responses. The 132 initial codes were grouped into 34 focused codes. These focused codes were further consolidated into 11 categories that describe the learned skills, innate abilities, and developed values of respondents. These analytic categories are descriptive in nature and constitute the major findings of this study. These categories include writing, reading, collaboration, adaptability, patience, perseverance, confidence, maturity, leadership, bravery, and joie de vivre.

Political advocacy is comprised of speaking on the behalf of a cause or participating as part of a political action group (Weerts, Cabrera, & Sanford, 2010). Because state financial support for public higher education has not been maintained at previous levels, higher education (HE) institutions have been recruiting alumni in an attempt to win state appropriations. As discovered by Avery (2012), very little research exists on the role of alumni associations in political advocacy efforts. In this study, a quantitative research approach was conducted to gather data on D1 public college and university alumni associations. The instrument utilized in this study was an online survey. Executive directors of alumni associations were invited to partake in the political advocacy survey over a 30-day period. The majority of alumni association executive directors reported their alumni association played a minor role in political advocacy. The largest group of alumni directors stated their associations had been politically active for more than 20 years. The most used tactic in political advocacy efforts was email. The least used tactic was to organize and hold public demonstrations. Data were collected for alumni associations nationwide and were compared by region of the country where each alumni association primarily operated. A majority of alumni directors said they did not collaborate with other colleges and universities. Even fewer alumni directors admitted collaborating with non-profit organizations or corporations. Alumni directors were asked to rate their level of support from the two major political parties in state legislatures. Ratings were assigned for political parties, HE committee members, and party leaders. Overall, Democrats and Republicans were rated somewhat similar except in the descriptive options of very supportive and unsupportive.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Las dificultades, problemas y adversidades que afectan a la escuela pública brasileña actual son muy visibles. Las condiciones de trabajo puestas a los docentes en esas instituciones de enseñanza, principalmente las estatales y municipales, son, en su mayoría, poco satisfactorias. En ese contexto, es importante comprender la manera como ocurre la producción del espacio escolar. Descuidar ese aspecto, sin embargo, puede representar un retroceso en su proceso de transformación. En otras palabras: ¿cómo transformar la escuela si no conocemos los procesos que la urden? Ante ese contexto, nuestro objetivo central con ese estudio ha sido el de comprender la geografía del espacio escolar a partir de las prácticas espaciales diarias de los jóvenes que lo producen y evidenciar, en esa espacialidad, elementos que contribuyan con el aprendizaje geográfico. Los procedimientos metodológicos se basaron en la investigación bibliográfica, investigación documental y trabajos de campo. Asimismo, realizamos recolección de datos, observación y registro fotográfico de diferentes espacios escolares, aplicación de cuestionarios, rondas de charla con jóvenes-alumnos y realización de entrevistas con profesores y coordinadores de las escuelas en las cuales se hizo la investigación. Establecemos como recorte para obtención de datos directos tres escuelas públicas de la Red Pública Estatal de Goiás. La primera se ubica en la Región Metropolitana de Goiânia (RMG), en Aparecida de Goiânia, la segunda en Jataí (GO) y la tercera en Cidade de Goiás. La producción del espacio fue discutida teniendo em cuenta sus dimensiones absoluta, relativa y relacional (HARVEY, 2012), y a partir de lo que Lefefbvre (2006) define como espacio concebido, percibido y vivido. La relación dialéctica de sujetos sociales y espacio hace que ambos sean productos y productores a la vez. El sujeto, en la producción y reproducción de la vida, produce espacio. De igual manera, el espacio, al ser producido, también influye en la formación del sujeto. Conocer el espacio escolar, en ese sentido, permite conocer los sujetos que actúan en la producción, especialmente estudiantes, profesores y gestores. El conocimiento proveído de la producción de ese espacio puede ser utilizado en el ámbito de la formación docente, así como en el proceso de enseñanza-aprendizaje en la escuela, posibilitando al joven-alumno el dialogo y la compresión de espacialidad cercana a él. Por ende, como dijo Lefebvre (2006), la transformación social solamente se efectiva cuando alcanza el espacio y cuando éste es transformado. De igual manera, si anhelamos otra escuela, debemos producirnos otro espacio escolar.
As dificuldades, problemas e adversidades que afetam a escola pública brasileira contemporânea saltam aos olhos. As condições de trabalho disponibilizadas aos docentes nessas instituições de ensino, principalmente as estaduais e municipais, são, em sua maioria, bastante insatisfatórias. Nesse contexto, é pertinente compreender o modo como ocorre a produção do espaço escolar. Negligenciar esse aspecto, no entanto, pode representar um retrocesso em seu processo de transformação. Em outras palavras: como transformar a escola se não conhecemos os processos que a engendram? Diante desse contexto, nosso objetivo central, com este estudo, foi o de compreender a geografia do espaço escolar a partir das práticas espaciais cotidianas dos jovens que o produzem e evidenciar, nessa espacialidade, elementos que contribuam com a aprendizagem geográfica. Os procedimentos metodológicos basearam-se em pesquisa bibliográfica, pesquisa documental e trabalhos de campo. Também realizamos coleta de dados, observação e registro fotográfico de diferentes espaços escolares, aplicação de questionários e rodas de conversa com jovens-alunos e realização de entrevistas com professores e coordenadores das escolas pesquisadas. Estabelecemos como recorte para obtenção de dados diretos, três escolas públicas da Rede Pública Estadual de Ensino do Estado de Goiás. A primeira localiza-se na Região Metropolitana de Goiânia (RMG), em Aparecida de Goiânia, a segunda em Jataí (GO) e a terceira na Cidade de Goiás. A produção do espaço escolar foi discutida considerando suas dimensões absoluta, relativa e relacional (HARVEY, 2012), e a partir do que Lefefbvre (2006) define como espaço concebido, percebido e vivido. A relação dialética de sujeitos sociais e espaço, faz com que ambos, ao mesmo tempo, sejam produtos e produtores. O sujeito, na produção e reprodução da vida, produz espaço. Do mesmo modo, o espaço, ao ser produzido, também influencia a formação do sujeito. Conhecer o espaço escolar, nesse sentido, permite conhecer os sujeitos que atuam na sua produção, especialmente estudantes, professores e gestores. O conhecimento advindo da produção desse espaço poder ser utilizado no âmbito da formação docente assim como no processo de ensino-aprendizagem na escola, possibilitando ao jovem-aluno o diálogo e a compreensão de uma espacialidade próxima a ele. Por conseguinte, assim como dito por Lefebvre (2006), a transformação social somente se efetiva quando ela atinge o espaço e quando este é transformado. Do mesmo modo, se almejamos outra escola, há que produzirmos outro espaço escolar.

Preocupado por el quiebre de los vínculos dentro de la sociedad actual, el autor se dedica a reflexionar en torno a la relación entre profesor y alumno. El artículo explora la naturaleza de este vínculo a través del cine, mitos y cuentos de hadas, pasando por las ideas de Carl G. Jung y Carl R. Rogers. El artículo propone la necesidad de un vínculo que vaya más allá de los contenidos de los cursos, un vínculo más cercano y genuino, impulsado por una auténtica preocupación del profesor porel desarrollo y bienestar del alumno.

The backward cooperation of universities with their graduates should be among the priorities of each quality educational institutions, because through this relationship it is possible to obtain invaluable feedback in the form of practical knowledge from the graduates and many other benefits. The goal of this thesis is to evaluate the alumni system of the University of Economics in Prague, in comparison with similar systems of other universities and based on this comparison and research results to propose changes for the development of the system. This thesis contains theoretical viewpoints, the characteristics of the selected systems for graduates, their comparison and the suggestion of concrete recommendations for an alumni system of the University of Economics. Part of the thesis is research in the form of a questionnaire survey, in which opinions of graduates and students at University of Economics in the sphere of backward cooperation with the school were collected.

This present study aims, mainly, to identify the students´ perceptions during the learning process of the nondistance Business Administration undergraduate courses of UFSM between the distance version from UFSM/UFRGS, in relation to the dimensions: student/student, student/professor and student/content. The study characterizes itself as descriptive and qualitative, once it seeks to know which is the best way to evaluate the teaching practices, according to measures previously defined, through the qualitative analyses of the interviews. The results founded did not identify significative differences in relation to the constructs researched, because the students, even from the nondistance course as from the distance one, demonstrate similar opinions. Besides that, it could be verified that both methodologies can complement it selves in a way to maximize the learning, turning the nondistance classes more attractive with the use of ludic resources and the distance classes less distant with a more intensive relationship between tutor and the student.
A pesquisa aqui apresentada tem como principal objetivo identificar as percepções dos alunos durante o processo de ensino aprendizagem dos cursos de graduação em administração presencial da UFSM e a distância UFSM/UFRGS, em relação às dimensões: aluno/aluno, aluno/professor e aluno/conteúdo. O estudo caracterizase por ser de natureza descritiva, de cunho qualitativo, uma vez que busca conhecer qual a melhor forma de avaliar as práticas de ensino segundo indicadores previamente definidos, por meio da análise qualitativa das entrevistas aplicadas. Os resultados encontrados não identificaram diferenças significativas com relação aos constructos pesquisados, pois os alunos tanto do ensino presencial quanto do EAD demonstraram ter opiniões muito semelhantes. Além disso, pôdese verificar que as duas metodologias podem se complementar de uma forma a maximizar o aprendizado do aluno tornando as aulas presenciais mais atrativas por meio de recursos lúdicos e as aulas a distância menos distantes na tentativa de aproximar cada vez mais tutor e aluno.

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Although not all young people have the reading habit, we believe that all are potential readers; this is not always exploited by the teacher who, in turn, does not observe the student's ability and/or willingness to strengthen the reading, especially literary reading.Thus, the purpose of this research is to analyze the perspective of high school students related to encouragement of reading in Portuguese classes, specifically in Literature. The students are the research subject, as their answers will be the basis for the data collection and analysis. The survey was conducted in an east zone State School in São Paulo, downtown, focusing on students of the 2nd year of high school only. The qualitative method was the one that best responded to the proposed purposes for this research, i.e., the understanding of a real approach which could have the opinions of respondents themselves as a result. We used the observation and a questionnaire with open and closed questions as our method, so we could identify subjects with potential or a reader profile, according to their own personal considerations. In the methodological part, this research reviews the studies of LÜDKE, Menga; ANDRÉ, Marli E.D.A. (1986). FREIRE, Paulo (2009, 2010, 2011); PETIT, Michèle (2008, 2009, 2013) and BAPTISTA, Ana M.H (2011) served as a support for the theoretical foundation, as well as for data analysis obtained. The conclusions of this study enable a much closer understanding of expectations of the potential reader student.
Aunque ni todos los jóvenes tenga nel hábito de la lectura, creemos que todos sean lectores en potenciales; ni siempre eso es explorado por el professor que, a su vez, no observa em el alumno La capacidad y/o la voluntad de profundizar una lectura, sobre todo, la lectura literaria. Por lo tanto, el objetivo de esta pesquisa es analizarla perspectiva del alumno de la Escuela Secundaria em relación al incentivo a la lectura em las clases de Lengua Portuguesa, específicamente, en Literatura. El próprio alumno es el sujeto de la pesquisa, y sus respuestas serán la base para la colecta y análisis de los datos. La pesquisa se realizó en una Escuela Estadual de la zona Leste de São Paulo em um barrio periférico, centrando solamente em los alumnos del 2.º Año del Enseño Secundario. El método cualitativo fuelo que mejor contestó a los objetivos propuestos para esta pesquisa, o sea, la comprensión de um planteo real que resultase de las propias opiniones de los entrevistados. La observación y la aplicación del cuestionario com cuestiones abiertas y cerradas fue el método que utilizamos para la identificación de los sujetos con ese potencial o perfil lector, según sus propias consideraciones. Em la parte metodológica, esta pesquisa revisa los estudios de LÜDKE, Menga; ANDRÉ, Marli E.D.A. (1986). Nos sirvió de soporte para la fundamentación teórica; FREIRE, Paulo (2009, 2010, 2011); PETIT, Michèle (2008, 2009, 2013) y BAPTISTA, Ana M.H (2011) también para el análisis de los datos alcanzados. Las conclusions de este trabajo posibilitaron el entendimiento, de manera más aproximada, las expectativas del al um no lectoren potencial.
Embora nem todos os jovens tenham o hábito da leitura, acreditamos que todos sejam leitores em potencial; nem sempre isso é explorado pelo professor que, por sua vez, não observa no aluno a capacidade e/ou a vontade de aprofundar uma leitura, sobretudo a leitura literária. Diante disso, o objetivo desta pesquisa é analisar a perspectiva do aluno de Ensino Médio em relação ao incentivo à leitura nas aulas de Língua Portuguesa, especificamente em Literatura. O próprio aluno é o sujeito da pesquisa, à medida que suas respostas servirão de base para a coleta e análise dos dados. A pesquisa foi realizada em uma Escola Estadual da zona Leste de São Paulo em um bairro periférico, tendo como foco apenas os alunos do 2º Ano do Ensino Médio. O método qualitativo foi aquele que melhor respondeu aos objetivos propostos para esta pesquisa, ou seja, a compreensão de uma abordagem real que pudesse ter como resultado as opiniões dos próprios entrevistados. A observação e a aplicação de questionário com questões abertas e fechadas foi o método que utilizamos para que pudéssemos identificar os sujeitos com esse potencial ou perfil leitor, segundo suas próprias considerações pessoais. Na parte metodológica esta pesquisa revisa os estudos de LÜDKE, Menga; ANDRÉ, Marli E.D.A. (1986). Serviu-nos de apoio para a fundamentação teórica FREIRE, Paulo (2009, 2010, 2011); PETIT, Michèle (2008, 2009, 2013) e BAPTISTA, Ana M.H (2011) assim como também para a análise dos dados obtidos. As conclusões deste trabalho possibilitam entender, de forma mais aproximada, as expectativas do aluno leitor em potencial.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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Este trabalho tem como objetivo questionar sobre a leitura, principalmente na escola, além de colher informações a respeito da formação de leitores.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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Universalmente, o conjunto cadeira-mesa sempre foi reconhecido como parte integrante do ambiente escolar, entretanto somente há pouco mais de duas décadas é que surgem, no Brasil, os primeiros estudos sobre a maneira de como o seu design pode afetar o desenvolvimento do seus usuários. Neste sentido, este trabalho objetivou estudar a interface aluno-mobiliário, a partir de parâmetros antropométricos e biomecânicos da postura sentada, bem como, evidenciar as discrepâncias existentes entre as recomendações normativas e suas aplicabilidades práticas. Para a pesquisa foram escolhidos 887 escolares pertencentes a duas escolas da rede pública do Estado do Paraná - Brasil, que atendem crianças de 7 a 17 anos. Estes escolares foram avaliados quanto aos seus padrões antropométricos e biomecânicos na postura sentada. Para as medidas antropométricas utilizou-se um antropômetro, uma câmera digital, três câmeras filmadoras e um diagrama corporal para a verificação de desconfortos corporais referidos. Foram mensuradas as variáveis antropométricas da altura poplítea, comprimento sacro-poplíteo, largura do quadril, altura do cotovelo e altura da coxa. Esses dados foram confrontados com as características dimensionais do mobiliário utilizado pelas respectivas escolas. Da mesma forma, foram observados aspectos gestuais e comportamentais dos alunos durante atividades de leitura e escrita no contexto da sala de aula. Os resultados entre os percentis 5% e 95% das variáveis antropométricas (crianças de 7 e 17 anos), apresentaram diferenças significativas, com o coeficiente de variação superior a 30%. Pelas medidas, o mobiliário escolar, utilizado nas escolas, tem suas dimensões inadequadas para a maioria dos alunos, principalmente para os situados na faixa etária dos 7 e 17 anos. Essas inadequações foram observadas e registradas nas atividades no ambiente da sala de aula. Na análise dos resultados de desconforto corporal, foram também encontradas importantes diferenças para os extremos da amostra, onde, elevados índices ocorrem na região glútea para os alunos correspondentes ao percentil 5% e, na região da coluna, para os escolares correspondentes ao percentil 95%. A realidade das escolas mostra que as normas regulamentadoras do mobiliário escolar (NBR-14006 e 14007), que estabelecem as condições mínimas para utilização do mobiliário escolar, não vem sendo cumpridas na prática. As crianças acabam por utilizar mobiliários escolares inadequados que não atendem os seus respectivos padrões antropométricos, favorecendo a adoção de posturas prejudiciais, o que pode contribuir para o surgimento de patologias musculoesqueléticas, da mesma forma que interfere no processo educativo. Portanto, devemos observar os aspectos antropométricos e biomecânicos para aquisição e concepção da mobília escolar, onde, as especificidades das crianças também sejam consideradas além dos aspectos puramente econômicos. Universally, the group chair-table was always recognized as integral part of the school atmosphere. However there is only little more than two decades it is that appear, in Brazil, the first studies about the way of as it designs it can affect their users' development. In this sense, this work aimed to study the interaction student-furniture, starting from anthropometrics and biomechanics parameters of the seating posture, as well as, to evidence the existent discrepancies between the normative recommendations and their practical applicabilities. For the research they were chosen 887 students belonging to two schools of the public net of the State of Paraná - Brazil, that assist children of 7 to 17 years age. These students were appraised as for their anthropometrics and biomechanics patterns in the seating posture. For the anthropometrics and instrument measures was used a video , three fhotography camcorders and a body diagram for the verification of referred body discomforts. They were measured the variables anthropometrics of the height poplíteal, length sacred-poplíteal, width of the hip, height of the elbow and height of the thigh. Those datas were confronted with the dimensions characteristics of the furniture used by the respective students . In the same way, gesture aspects and the students' behavior were observed during reading activities and written in the context of the classroom. The results among the percentiles 5% and 95% of the anthropometrics variables (children of 7 to 17 years age). They presented significant differences, with the coefficient of superior variation to 30%. For the measures, the school furniture, used at the schools, has their inadequate dimensions for most of the students, mainly for the located ones in the age group of 7 to 17 years age. Those inadequacies were observed and registered in the activities in the atmosphere of the classroom. In the analysis of the results of discomfort corporal, they were also found important differences for the ends of the sample, where, high indexes happen in the area buttocks for the students corresponding to the percentile 5% and, in the area of the column, for the scholars corresponding to the percentile 95%. The reality of the schools showed that the Regulations law of the School Furniture (NBR-14006 and 14007), that establish the minimum conditions for use of the school furniture, it has not been accomplished in practice. The children finish for using inadequate school furnitures that they don't assist their respective anthropometrics patterns favoring the adoption of harmful postures, what can to contribute to the appearance of muscle-skeletal pathologies, in the same way that interferes in the educational process. Therefore, we should to observe the anthropometrics and biomechanics aspects for acquisition and conception of the school furniture, where the children's specificities are also considered besides of the purely economical aspects.

The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader’s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader’s leadership formation and development.

The research found four categories related to the participants’ leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.

The success of a course offered by a university and the effectiveness of the instructors have commonly been measured by means of student evaluations. The feedback generated is typically used to identify instructors who need additional training, courses that need to be restructured or the need for financial rewards for those who excel. The principal objective of educating students is, knowledge, training and skills they can use and apply after graduating, regardless of the field of study. The perception of the Alumni about the extent of learning and the usefulness of the knowledge is a key measure for universities to assess their success. A service guarantee is defined as a formal promise made to customers about the service they will receive or it is a written promise made by the company through advertising or company literature that it will provide compensation if promises are broken. In order to ensure customer satisfaction in a service offering, the quality of service performance needs to be guaranteed. Many service industries promise a level of service performance, with or without conditions attached. Customer value is a complex concept as it is often interpreted with various meanings depending on the point of view adopted. A definition of customer value is the perceived value that the customer gains when purchasing a product or receiving a service. However, customer value can be used in a variety of contexts. The purpose of this research study is to measure the perception and satisfaction of Alumni of the Department of Computing Sciences and identify areas for improvement by performing a systematic analysis of the determinants of satisfaction. This research is an exploratory, quantitative study consisting of literature- and case-study components used to test proposed hypotheses. The literature study was performed on secondary sources to establish the key concepts related to the topics of Service Guarantee and Marketing, Stakeholder Theory, Customer-perceived Value and Alumni Perceptions. The empirical study consisted of surveys (questionnaires) completed by Alumni of the Department of Computing Sciences. The questionnaire used in this research consisted of questions regarding demographic data and questions regarding perceived perception of the Department of Computing Sciences and influencing factors. Descriptive statistics were used to summarise the data into a more compact form which could simplify the identification of patterns in the data. Inferential statistics were used to verify if conclusions made from the sample data could be inferred onto a larger population. Recommended university and teaching practices based on the statistical analysis of the survey results were identified. A model identified the following factors as having an influence on Alumni Satisfaction with the NMMU Department of Computing Sciences: Customer Satisfaction, Course Contents, Modern Technologies, Academic Staff, Admin. Staff, Departments, University Atmosphere and Perceived Value. The importance of each factor was identified to understand how to improve the Alumni perception. According to the inferential ranking of Alumni Satisfaction that ranks the factors on the average mean values, a factor that should be improved upon is the Alumni Network. Recommended improvements were suggested for the Department of Computing Sciences based on the statistical analysis of the survey results. Two sub-groups were defined by different levels of education and they were found to have different perceptions of the factors that were measured. It was shown that there are small and medium significant differences in only two of the factors of the proposed Alumni satisfaction model, distinguising through different levels of education. The Alumni Satisfaction model developed in this study specified the factors that influence Alumni Satisfaction with the Deptarment of Computing Sciences and the effect that each of these factors has on that satisfaction.

Thesis advisor: Philip G. Altbach
This qualitative case study examines the importance of men's intercollegiate athletics for alumni giving at Boston College for a 10-year period, based on the perceptions of 21 Boston College administrators and alumni. This study explores how athletics at Boston College engages alumni in ways that may eventually lead to their financial support of the institution. The findings reveal that study participants perceive football and men's basketball as a major source of engagement for the University's alumni that outrank other alumni activities in terms of reconnecting graduates with the institution. Further, participants support the existence of a relationship between men's intercollegiate athletics and general alumni giving at Boston College, although at varying levels of impact. The findings from this study suggest that engagement with athletic activities and events may serve as the conduit to general alumni giving that supports a host of programs and initiatives that aid the institution in its position as a national research university. Major findings focus on five areas regarding the relationship between men's intercollegiate athletics and general alumni giving at Boston College: the importance of general alumni giving, why alumni give, the importance of men's intercollegiate athletics, what engages alumni, and the influence of men's intercollegiate athletics on general alumni giving
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Por considerar importante conhecer o que o aluno espera da escola e qual é o seu olhar sobre o contexto escolar é que esse estudo se realiza. Neste sentido, as representações sociais do aluno do Ensino Médio de uma Escola Pública Estadual são o objeto deste trabalho. Seus objetivos são: a) conhecer as representações sociais dos alunos sobre o contexto escolar; e b) compreender as necessidades e expectativas dos alunos do Ensino Médio. A abordagem metodológica é qualitativa e utiliza como procedimentos: a) questionário aplicado a 172 alunos, contando de três partes: 1ª perfil do aluno; 2ª associação de palavras; e 3ª perguntas dissertativas acerca do contexto escolar e sobre o projeto de vida desses alunos, no âmbito da escola, da família e do trabalho; b) grupo focal desenvolvido com nove alunas, selecionadas a partir do instrumento anterior. Foram tratados três temas distintos, um em cada encontro, tais como: contexto escolar, necessidades e expectativas e o aluno do ensino médio. Para a análise dos dados coletados, Moscovici (1978, 2003) e Sá (1996, 1998) contribuem para a compreensão das representações sociais do aluno do ensino médio sobre o contexto escolar; Rodrigues e Esteves (1993) fundamentam o conceito de necessidades; Charlot (2000, 2001, 2005) alicerça a discussão sobre a relação dos jovens com o saber; e Canário (1996) e Abdalla (2006) auxiliam no estudo sobre a escola e o contexto escolar. Esse trabalho apresenta dados sobre o perfil do alunado, as suas representações sociais e suas necessidades e expectativas em relação ao contexto escolar. Ao deixar os alunos livres para falar sobre o contexto escolar, a categoria de análise que surgiu pelo olhar dos próprios alunos foi o contexto escolar, sob o enfoque das unidades de sentido: escola, estudo e trabalho docente.

Orientador: Roberto Berton De Ângelo
Dissertação (mestrado) - Universidade Estadual de Campinas, Instuto de Artes
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Resumo: Ensaio fotográfico que dá conta de um olhar diferenciado sobre centros urbanos de cidades como Brasília e Sorocaba. Um olhar baseado na relação conflituosa entre claro e escuro, entre luzes e sombras e que revela ser não apenas um olhar fotográfico, mas um olhar de conhecimento, de Esclarecimento, um olhar dialético. O trabalho tenta entender e explicar o processo de desenvolvimento desse olhar, que envolve o amadurecimento do autor como um todo. Um processo de educação, que integra diversas áreas do conhecimento, tais como Filosofia, História, Música, Arquitetura, Pintura, Cinema, Vídeo, etc, e que toma corpo durante o período de construção desse olhar. Portanto, um olhar cultural, historicamente situado no tempo e espaço. Um outro fator importante foi o desenvolvimento de uma metodologia de trabalho. Este processo se deu na medida que o trabalho ganhava corpo unitário e fechado (quanto ao tema escolhido e a forma desenvolvida), como um ensaio fotográfico, num primeiro momento empiricamente e num segundo momento de uma forma consciente e racional. O trabalho vai das sombras mais simples de artefatos urbanos (principalmente árvores e postes), até atingir seu amadurecimento, nas fotos em contra luz, com as sombras ocupando a quase totalidade da imagem, na descoberta da iluminação, passando ainda pelo uso da cor. Portanto, uma Reflexão sobre o processo de criação do autor
Abstract: A photographic essay on a special way to look at urban centers in cities like Brasilia and Sorocaba. A look based on the conflicting relation between light and dark, between lights and shadows, and that comes out to be not just a photographic look but also a look of knowledge, of enlightenment, a dialectic way of seeing. This present study aims at understanding and explaining the process of the development of this way of seeing which involves the maturing process of the author as a whole. It's an educational process bringing together several areas of knowledge such as Philosophy, History, Music, Architecture, Painting, Cinema, Video, etc, and that takes shape along the period when this way of seeing is being built. So, it's a cultural way of seeing, historically located in time and space. Another important factor was the development of a work methodology. This process happened as the study grew and got embodied as a separate unit (in relation to the chosen theme and the shape developed), as a photographic essay, first happening empirically, and in a second moment on a conscious and rational way. This research project starts from the very simple urban objects (mainly trees and lampposts) to reach its maturing point in counter light photos, by getting the shadows taking over almost the total image, by discovering illumination processes, and by the use of color. Therefore, it's a Reflexion on the creative process of the author
Mestrado
Mestre em Multimeios

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The present work is qualitative, a case study, that had as its objective to approach the learning difficulties showed in a child with dyslexia, accompanied by psychopedagogy intervention, mainly the reading access. The theoretical references are about, Dislexia, Social-Historical References, Psychopedagogy Approach and Phonologic Awareness. Besides the theorization and the accompaniment of the intervention, the research also analyzed testimonies of people that live with the student, exams consulting and descriptive sight of the grades studied before the fourth grade in 2007. These material were analyzed based on Bardin (2002), from that on, five categories appeared: biological aspects, social aspects, psychological aspects, pedagogical aspects and psychopedagogical aspects. It was possible to conclude that to diagnose dislexia are necessary evaluations with professionals from the Neurology, Psychology and Psychopedagogy, to define the problem. From the evaluation, was possible to identify that MC major difficulty was related to phoneme and grapheme, it has brought her difficulties in reading. The psychopedagogic intervention, however, was realized basically with the development of the phonologic awareness, due to it is considered a fundamental part to the understanding of the alphabetic code. The reevaluation confirmed that the work brought on improvement on Maria Clara (MC) learning, she could read the low complexity texts as well as to understand them. With other people’s help, she is also able to comprehend more complex texts, something she could not do before that.
O presente trabalho é qualitativo, do tipo estudo de caso, que teve como objetivo abordar as dificuldades pedagógicas apresentadas por uma criança com dislexia, acompanhada de intervenção psicopedagógica para a superação desse transtorno de aprendizagem que dificulta, principalmente, o acesso à leitura. O referencial teórico traz aportes sobre Dislexia, Referencial Sócio-Histórico, Abordagem Psicopedagógica e Consciência Fonológica. Além da teorização e do acompanhamento da intervenção, a pesquisa também analisou depoimentos de pessoas que convivem com a aluna, consulta a exames e a pareceres descritivos das séries anteriores à 4ª série que cursava em 2007. Esses materiais foram analisados segundo a Análise de Conteúdo de Bardin (2002), surgindo, a partir deles, cinco categorias: aspectos biológicos, aspectos sociais, aspectos psicológicos, aspectos pedagógicos e aspectos psicopedagógicos. Foi possível concluir que para diagnosticar dislexia são necessárias avaliações com profissionais de diferentes áreas como a Neurologia, a Psicologia e a Psicopedagogia, a fim de definir o problema. A partir da avaliação realizada, foi possível identificar que a maior dificuldade de Maria Clara (MC) estava na relação entre fonema e grafema, o que lhe dificultava a leitura de palavras. A intervenção psicopedagógica, portanto, foi realizada basicamente com o desenvolvimento da consciência fonológica, que é uma parte fundamental para o entendimento do código alfabético. A reavaliação confirmou que o trabalho tinha ocasionado melhoras na aprendizagem, pois MC conseguiu realizar a leitura de textos de baixa complexidade bem como entendê-los. Com a mediação de outra pessoa, também consegue compreender textos da maior complexidade, o que antes não conseguia.

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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A comunicação humana é um processo complexo. Transmitir uma mensagem para outra pessoa e levá-la a agir coerentemente com esta mensagem, parece algo muito simples, mas é um processo que pode ser influenciado em vários momentos e por diversos motivos, visto que nele intervêm habilidades e competências técnicas, sistemas de comunicação, atitudes e emoções dos interlocutores envolvidos. O presente estudo envolve a comunicação professor-aluno num ambiente de aprendizagem do Ensino Superior. Os sujeitos pesquisados são vistos, ouvidos e sentidos através de um olhar holístico ecológico. São considerados como seres humanos dotados de emoção, interagindo num espaço onde deve ocorrer o aprendizado, ou seja, a apreensão do conhecimento. Constitui uma pesquisa exploratória-descritiva com bases fenomenológicas objetivando apresentar indicadores para possibilitar que a comunicação professor-aluno ocorra com "qualidade" proporcionando relações de "prazer" e produzindo conhecimento/ aprendizado. É um estudo que poderá subsidiar os professores no sentido de, num exercício de "ação-reflexão-ação", repensar as suas habilidades e competências comunicativas.

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas de e-learning
A revolução digital, alinhada às transformações sociais ocorridas nas últimas décadas, consubstancia conceitos, tais como a autoaprendizagem e o processo de aprendizagem ao longo da vida, enquanto factores que entretecem no paradigma da sociedade do conhecimento e da globalização. A emergência do ensino à distância em linha em Portugal e subsequente criação de cursos adequados a este tipo de ensino tornou pertinente traçar um perfil e respectivas competências do aluno à distância em linha, que constituem o objectivo desta investigação. Após o estudo dos conceitos determinantes para a investigação, foi elaborado e implementado um questionário a um público-alvo, constituído por alunos do Mestrado de Gestão de Sistemas de e-Learning da Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa. Através dos resultados obtidos nesta investigação, conseguimos obter indicadores das competências específicas e características dos alunos à distância em linha, que podem ser úteis para promover o sucesso dos mesmos.

Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.

The small cemetery is all that remains ofthe Snow Kirk! in Old Aberdeen. The church itself fell into ruin in the eighteenth century having been used bythe Catholic community since the Reformation? The churchyard, however, continued to be used ' for Catholic burials into the twentieth century. Two wall plaques record the burial there ofthe brothers, John and James Sharp both priests who had worked on the mission in Scotland for many years? The funeral monuments attest to their piety and in John's case state that he hadbeen educated at the colleges at Scalan in Upper Glenlivet and Valhido'lid in Spain.4 Praise follows for his great learning and for his personal culture and manners:s the implicatIOn being that he owed these qualities to .. his education at the colleges. It is particularly charming that,the epitaph pll\~es equal emphasis on learning and urbanity. He had been trained at a Scots College abroad in the penal times when it was illegal to receive such an education in Scotland. While his . . memorial tablet commemorates his achievements the majority of Scots Catholics who attended the colleges abroad during the penal times have gone unrecorded.6 This dissertation will attempt to identify those students who through their contributions to cultural life of Scotland and elsewhere deserve greater academic attention. Historians have written on aspects of Catholic history during these times. Alphons Bellesheim7 , J F S Gordon8 and William Forbes-Leith9 have produced histories ofthe Catho~.ic Church in Scotland. Their accounts, though ofgreat value, are more than a century old with consequent short-comings. Bellesheim, the German historian, wrote his four volumes on the history ofthe Church in Scotland from the earliest times. Volume 4 deals with post-Reformation history and concentrates on missionary work, particularly that of the Jesuits, in Scotland. The style is anecdotal and his approach is hagiographical. Gordon wrote his history in anticipation of the reestablishment ofthe Scottish hierarchy in 1878. The main part of his text is devoted to ', supporting this and the Penal Times are covered only in an extensive foreword in which he attempts a broad sweep ofthe subject and like Bellesheim relies heavily on unreferenced source material. Both ofForbes-Leith's major works are heavily dependent on the accounts ofthe troubles of Catholic individuals from the late sixteenth to the eighteenth century. In nature they are family histories dominated by a small number ofnorthern families including:tJordon, Forbes and Leith. In all these histories passing reference is made to the Scots colleges abroad but no asse~~mentof their impact is attempted. More recently Mark DilworthlO , Maurice Taylorll and Brian M Halloranl2 have produced histories of individual Scots colleges and an anthology ofessays on the Pontifical Scots College in Rome was produced to' celebrate its 400th anniversary.13 The Innes Review continues to produce scholarly articles on many aspects of Scottish CathoIicism.14 However, the vast majority ofthese accounts are focused exclusively on religious matters as is unsurprising since almost all ofthe historians involved are ordained priests, secular and regular, and therefore writing from a professional or vocational perspective. IS The impact ofthe Scots Catholic colleges in Europe during ,' this period has not yet been addressed as a whole, either in terms ofsecular history or ofthe wider influence ofthe alumni ofthe colleges. This dissertation has two foci. The first is a statistical analysis ofthe prosopographical information contained in the college registers ofstudents. Together with other archival material this gives a view ofpatterns of attendance and trends sustained over time. The main details covered with regard to the students are age, family background (social and occupational), geographical origin and relationships with wider Catholic and Scottish networks. This is all original work based on primary sources.16 The last comprehensive review ofthis college material was organised by P J Anderson17 more than a century ago and consisted ofthe assembly ofprimary material without translation or analysis. More recent attempts at prosopography have been those ofHalloran (a partial reconstruction ofthe missing Paris college records) . and Dilworth (a listing ofthe known members ofthe Wiirzburg Schottenkloster). In neither case was any analysis ofthe data attempted. My data base ofstudents was produced after rigorous examination or re-examination of original college archival material surviving in Scotland and on the continent. Wherever possible corroborative cross referencing was made with other archives - particularly those ofthe Society of Jesus18 and the Congregation ofPropaganth'FideJ9 in Rome - and therefore represents a significant advance on any earlier work attempted in the field.• , A second focus ofthe dissertation is on the cultural impact that the colleges achieved through their alumni. In the compass of a doctoral dissertation it is simply impossible to give a full account of the cultural or political activities ofso many individuals active over such a geographical area and a span ofcenturies. The overview attempted is only indicative ofthe scope and degree of influence achieved and in no way intended to be comprehensive or definitive. It is supported quantitatively, however, by the statistical analysis ofthe data base which establishes the minimum numbers of Scottish alumni active in various fields such as the Church, military and state service, commerce, academic research, humanities, art and architecture A number ofthe most famous students ofthe colleges have been evaluated .already as contributors to their own field of endeavour either in biographies21 or within general histories.22 In each case they have been treated as individuals with little suggestion that they belonged to a corpus ofalumni that benefited from the unique privileges which attendance at a Scots college conferred. This omission becomes more regrettable when an assessment is made ofthe other students ofthe colleges in more than two centuries who have escaped the attention of historians or have received only the most peremptory ofaccounts. In a preliminary way this dissertation attempts to sketch some ofthe connections which emerge when these individuals are viewed in context. Again the constraints of space have limited the background which I have been able to provide. What is offered is inte.tfded only to aid the reader in having some .A sense ofthe world in which the Scots alumni existed. It is in .no way . primar;:.to the dissertation or fundamental to its purpose or claims. In my researches I have had access to a number of archives of primary materials. As well as those ofthe Jesuits and Propaganda Fide already mentioned were the MadridlValladolid College (now in Salamanca) and the Roman College: also the Archivio Segreto Vaticano and Biblioteca Apostolica Vaticana were examined for relevant material. The University of WUrzburg kindly allowed me access to surviving manuscripts from that city's Schottenkloster. I have made extensive use ofthe Scottish Catholic Archives in Edinburgh and found valuable material in the Special Collections ofthe University ofAberdeen and in the City ofAberdeen's archives.. ,. The methodology which I have adopted in constructing this dissertation is to have discussed in order the following: the founding ofthe colleges; the basis oftheir academic success; the numbers and backgrounds ofstudents who attended; their contributions to the Catholic mission in Scotland; further contributions to the wider Catholic Church; those alumni who took up significant positions in Military or State service; those who were prominent in scholarly or academic life; and those noted for scientific, business or.artistic excellence. In all cases, where relevant, statistical analysis ofthe data base has been used to support any conclusions drawn. One more point requires to be made in this preface: to declare my personal viewpoint. By confession I am a Catholic, Scottish but ofIrish ancestry. This has driven much ofmy interest in this research but I have striven to avoid it colouring my objectivity. I sta~ed the research in a state of almost complete ignorance and was driven by curiosity which only intensified the more I learned. If! have weighed evidence more lightly or exaggerated outcomes more than a totally objective commentator from a wholly secular background might have done then in my defence I might claim that I have done no more than partially to rectify the imbalance shown by past historians in their almost total neglect or denial ofthe substantial contributions to cultural developments achieved by the Scots Colleges abroad.