Literatura científica selecionada sobre o tema "EDUCE (Organization)"
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Artigos de revistas sobre o assunto "EDUCE (Organization)"
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Kostelic-Martic, Andreja. "Mobbing prevention and types of assistance to the victims". Temida 9, n.º 4 (2006): 11–16. http://dx.doi.org/10.2298/tem0604011k.
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Mobbing - psychological abuse at workplace is a phenomenon perpetually existing in the work organizations. Exceedingly important is to detect mobbing in the work organizations before it educe wide and severe effects not only on the victim, but also on the work organization itself. In this article, the mobbing prevention at the level of work organization, health and legal system is discussed. The types of victim assistance are also addressed. Moreover, the author?s experience in working with mobbing victims at the Work Clinic in Milan, i.e. in the ?Center for prevention, diagnosis, treatment and rehabilitation of occupational maladjustment, is briefly described. .
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Krestovnikov, О. A. "Forensic Expert Research as a Type of Cognitive Activity: the Experience of Activity-Based Systems Approach". Theory and Practice of Forensic Science 14, n.º 1 (10 de abril de 2019): 30–34. http://dx.doi.org/10.30764/1819-2785-2019-14-1-30-34.
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Extended activity systems analysis of the structural organization of forensic inquiry allows to educe its generic system models and to present it as a type of practical cognitive activity. Along this line of reasoning forensic research can be represented as a problem-solving process based on a level principle when an expert cyclically and repeatedly the solution scheme consistently deepens and specifcates the research. The concept of dialogic character shows its inextricable connection with the expert’s method characteristic since the content of the latter determines the corresponding types of expert activity reflected in it. Thus, it can be said that expert’s methods are an ‘action conclusion’ through the defnitions of ‘reasonable practicality’, ‘potentional realizability’ and ‘physical feasibility’ modes.
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Ursul, C. "Grammar category of modality in Spanish: cognitive bases". Cuadernos Iberoamericanos, n.º 1 (28 de março de 2019): 75–79. http://dx.doi.org/10.46272/2409-3416-2019-1-75-79.
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The article deals with the grammar category of modality in the structure of modern Spanish. The author aims to analyze the structural organization of the grammar category of modality in the Spanish language and to reveal its cognitive bases in order to form a schematic representation of this category, which in the future will allow, first of all, to solve the problem of the number of moods in modern Spanish, and also to avoid some mistakes when translating sentences from Russian into Spanish, and from Spanish into Russian as well. The usage of a functionalsemantic approach helps to analyze in details the structure of the grammar category of modality in the language and to educe its conceptual bases. Within a framework of the study the author introduces the term “field of time”. The “field of time” refers to the mentality, while the grammar category of time - to a language. The correlation of these terms facilitates to visualize the connection of the way of thinking with a language and to separate three different moods in the Spanish language, that are el Indicativo, el Subjuntivo, el Imperativo.
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How, Meng-Leong, e Yong Jiet Chan. "Artificial Intelligence-Enabled Predictive Insights for Ameliorating Global Malnutrition: A Human-Centric AI-Thinking Approach". AI 1, n.º 1 (3 de fevereiro de 2020): 68–91. http://dx.doi.org/10.3390/ai1010004.
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According to the World Health Organization (WHO) and the World Bank, malnutrition is one of the most serious but least-addressed development challenges in the world. Malnutrition refers to the malfunction or imbalance of nutrition, which could be influenced not only by under-nourishment, but also by over-nourishment. The significance of this paper is that it shows how artificial intelligence (AI) can be democratized to enable analysts who are not trained in computer science to also use human-centric explainable-AI to simulate the possible dynamics between malnutrition, health and population indicators in a dataset collected from 180 countries by the World Bank. This AI-based human-centric probabilistic reasoning approach can also be used as a cognitive scaffold to educe (draw out) AI-Thinking in analysts to ask further questions and gain deeper insights. In this study, a rudimentary beginner-friendly AI-based Bayesian predictive modeling approach was used to demonstrate how human-centric probabilistic reasoning could be utilized to analyze the dynamics of global malnutrition and optimize conditions for achieving the best-case scenario. Conditions of the worst-case “Black Swan” scenario were also simulated, and they could be used to inform stakeholders to prevent them from happening. Thus, the nutritional and health status of vulnerable populations could be ameliorated.
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Schweitzer, Kelli, e Jennifer Graebe. "Leadership Succession Planning for ANCC Accredited Providers in Nursing Continuing Professional Development". Journal of Continuing Education in Nursing 55, n.º 7 (julho de 2024): 321–25. http://dx.doi.org/10.3928/00220124-20240610-02.
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Succession planning in leadership is a strategic process used to identify and develop future leaders to fill key organizational positions. This process ensures continuity of leadership and helps maintain the organization's performance over time. Succession planning is essential for critical roles and can be part of a broader strategic plan for talent management. Organizations that are accredited by the American Nurses Credentialing Center (ANCC) in Nursing Continuing Professional Development (NCPD) can benefit from implementing succession planning to drive the stability of its work as an Accredited Provider and confirm that the organization maintains its commitment to quality in providing NCPD. This column describes how the Accredited Provider Program Director (AP-PD) role can benefit from implementing succession planning into the structure of the Accredited Provider processes. [ J Contin Educ Nurs. 2024;55(7):321–325.]
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Blumenshine, Carissa, Amy Bickett, Danene Coroneos-Shannon, Sara Schoon e Stephanie Zidek. "Leveraging an Interprofessional Continuing Education Approach to Empower Preceptors". Journal of Continuing Education in Nursing 54, n.º 7 (julho de 2023): 293–96. http://dx.doi.org/10.3928/00220124-20230616-10.
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In July 2022, a large multi-state health care organization received Joint Accreditation, making the organization one of the elite 150 organizations internationally. Joint Accreditation offers continuing education using one succinct accreditation process. Interprofessional continuing education versus a siloed continuing education approach is essential in providing high-quality patient care and improving organizational outcomes. Completing a comprehensive needs assessment led to discovering potential educational opportunities and awareness that precepting interprofessional teams was an opportunity for interprofessional continuing education. This column will discuss how nursing professional development practitioners in the health care system with Joint Accreditation can address the need for interprofessional preceptor development. [ J Contin Educ Nurs . 2023;54(7):293–296.]
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Atanasijević, Srđan, Monika Zahar, Dejan Rančić, Ivan Vulić e Tatjana Atanasijević. "Enabling digital growth through continuous education of project managers: A framework for collaborative, complementary, sustained, and simultaneous learning in software engineering organizations". Vojnotehnicki glasnik 71, n.º 4 (2023): 1172–97. http://dx.doi.org/10.5937/vojtehg71-46100.
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Introduction/purpose: This paper introduces a novel PMO EDUCT framework that encompasses Collaborative, Complementary, Sustained, and Simultaneous learning explicitly tailored for the dynamic landscape of software engineering. This paper contributes to the ongoing discourse on education and professional development in the digital era by illuminating the challenges faced, the framework developed, and the measurable outcomes achieved. The presented framework underscores the need for agility, adaptability, and a relentless pursuit of knowledge as fundamental tenets for success in an ever-evolving landscape. Methods: Focusing on a large software engineering organization, this study explores the multifaceted aspects of project management education, methodology enhancement, and team optimization. The proposed methodology combines qualitative and quantitative approaches to explore the educational process area in a global organization and generate a flexible and measurable framework to improve corporate knowledge growth. The framework aims to provide learners the most flexibility about learning paths, schedules, collaboration, and best practice exchange while guaranteeing proper alignment with frequent market changes and emerging PM skills. Results: Findings indicate that personalised, continuous learning, facilitated through collaborative environments and custom-tailored content, yields significant benefits. Through analysis of key performance indicators (KPIs), this study showcases improved project onboarding, enhanced team collaboration, and the cultivation of a culture of innovation. Conclusion: This paper presents the PMO EDUCT framework that organizations can use to create a learning culture and empower their employees to succeed in the constantly evolving field of software development. By adopting collaborative, complementary, sustained, and simultaneous learning principles, organizations can develop a workforce with the essential skills of critical thinking, collaboration, and adaptability necessary for success in the digital era.
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Kharnikov, Maksim. "The organizational and pedagogical conditions promoting effective legal education of the teenager in the educational organization". Tambov University Review. Series: Humanities, n.º 179 (2019): 81–89. http://dx.doi.org/10.20310/1810-0201-2019-24-179-81-89.
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The problem of legal education of the teenager is relevant. The organizational and pedagogical conditions promoting effective legal education of the teenager in the educational organization are presented and analysed, are: creation of the partner environment integrating efforts of all subjects of legal education; support of increase in competence of teachers and parents on problems of legal education; ensuring inclusiveness of the teenager in the comprehensive program on forma-tion of legal culture of the personality; realization of modern social and educational methods tak-ing into account specific features of the teenagers and resources of the educational organization promoting increase in legal culture. It is established that the main subjects of legal education of teenagers are: Ombudsmen for Children; commission on affairs of minors and protection of their rights; bodies of the Ministry of Internal Affairs of the Russian Federation; bodies of the Ministry of Justice of the Russian Federation; bodies of the Ministry of Health; universities which are en-gaged in training of future lawyers; socially oriented non-commercial organizations, public organ-izations, funds educational and scientific institutions; The Internet portals directed to legal educa-tion, support of teenagers and their parents. In article the modern social and educational methods promoting increase in legal culture are considered: active educational lectures; problem lectures; debatable groups; role-playing games; imitating games; business games; analysis case situations; development and implementation of social projects; mentoring, tutor’s maintenance; method of event tourism; school services of reconciliation; the volunteer club directed to legal education of teenagers.
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Shokhnoza, Buranova. "PROFESSIONAL ACTIVITY OF THE EDUCER WITH THE FAMILY, COMMUNITIES IN EDUCATION OF THE PRESCHOOL CHILD". Frontline Social Sciences and History Journal 02, n.º 04 (1 de abril de 2022): 83–87. http://dx.doi.org/10.37547/social-fsshj-02-04-09.
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This article is devoted to the relationship between the work of a preschool educational organization, family and mahalla in order to enroll children in a preschool educational organization to prepare them for school. About the variety of forms of work with parents of preschool children.
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Bawuah-Edusei, Kwame. "Commentary: An African Perspective on the Doha Round Negotiations". Global Economy Journal 5, n.º 4 (7 de dezembro de 2005): 1850076. http://dx.doi.org/10.2202/1524-5861.1163.
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An African commentary on the Doha Development Round. Kwame Bawuah-Edusei is Ambassador of Ghana to Switzerland and Austria and Permanent Representative of Ghana to the UN offices and international organizations in Geneva, including the WTO. He obtained his MD degree in 1982 at the University of Science and Technology, School of Medical Sciences, Kumasi Ghana, worked in Ghana for two years, and later studied in the United States. He specialized in Family Medicine at Howard University Hospital, Washington DC, and worked as a physician for the Dewitt Army Hospital in Fort Belvoir, Virginia. He subsequently practiced at Educe Medical Center in Alexandria, Virginia. During this period he was active in promoting business in his native Ghana and extensively involved in humanitarian work in the deprived Northern part of his country. He became a community leader in North America and was instrumental in institutionalizing democracy in Ghana. He became a Director of the EO group, an energy Company, and President of Educe Incorporated in Ghana.
Teses / dissertações sobre o assunto "EDUCE (Organization)"
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ORMOND, Eduardo de Oliveira. "Educa??o vivencial: uso da ferramenta jogo simulado empresarial baseado no sistema Lean Manufacturing no apoio ao desenvolvimento de compet?ncias gerenciais no discente do curso de administra??o". Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2531.
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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-27T16:13:07Z
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The dynamics of the corporate world have constantly changed under the effects of globalization. Management courses that aim to prepare decision makers for organizations, in this way, should be prepared to analyze and create scenarios to provide not only training but the achievement of corporate goals. The objective of this work is to present a learning environment that allows students to improve their management skills and foster the development of management skills and competences through a theoretical-practical (experiential) experience, based on the methodology of a simulated game Based on Lean Manufacturing. The game was applied in an institution of higher education in administration, and after analyzing the results of the evaluation questionnaire applied after the practice of the game, it was verified that this one, modified the way of acting and thinking of the involved students, being configured in an aid tool in the learning process.
A din?mica do mundo corporativo tem mudado constantemente pressionada pelos efeitos da Globaliza??o. Os cursos de administra??o que visam preparar os tomadores de decis?o para as organiza??es, desta forma, devem estar preparados para analisar e criar cen?rios para proporcionar n?o s? a forma??o, mas o alcance dos objetivos corporativos. Esse trabalho tem como objetivo, apresentar um ambiente de aprendizagem que propicie maior capacita??o do discente do curso de administra??o e fomentar o desenvolvimento de habilidades e compet?ncias gerenciais, atrav?s de uma experi?ncia te?rico-pr?tica (vivencial), a partir da metodologia de um jogo simulado empresarial baseando no Lean Manufacturing. O jogo foi aplicado em uma institui??o de ensino superior em administra??o, e ap?s a an?lise dos resultados do question?rio de avalia??o aplicado ap?s a pr?tica do jogo, foi verificado que este, modificou a forma de agir e pensar dos discentes envolvidos, configurando-se em um instrumento de aux?lio no processo de aprendizagem.
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Barbosa, Juliana Rangel. "A satisfa??o profissional e a cultura organizacional : uma an?lise a partir do modelo ASH no Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte". Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/12114.
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Previous issue date: 2008-08-29With the need of the companies in becoming more competitive within the market, it arises an incessant search for selective human potential, with a high level of capacity and low rotativity, which motivation results in production raise, quality optimization and waste reduction. This scenario requires a strategy development which advantages the Human Resources Quality Management. This way, the model of the Human System Audit (HSA), developed by the Spanish researchers Ouijano and Navarro, presents itself as an important tool to diagnosis and evaluation, contemplating the environment where the organization is inserted, its strategies, its organizational design, its processes and its organizational effectiveness. In this sense, the present study has identified the existent relation between the professional satisfaction and the Organizational Culture, based in the model HSA. The research has been a quantitative-descriptive one and has had as population the technical-administrative workers from the Federal Center of Technical Education of Rio Grande do Norte (CEFET RN). The data collection has occurred during May, 2008, by means of the application of a questionnaire in the HSA model. The sample was composed by 167 subjects, distributed among the Five units of the institution. It was used the factorial analysis, with the extraction method of main components and orthogonal rotation varimax, in order to extract the dimensions of the satisfaction and of the organizational culture and the calculation of Cronbach s Alpha coefficient, to evaluate the reliability of these dimensions. The factorial analysis of the satisfaction indicators has identified four factors,, all of them showing significance: gratefulness and relationship , self-realization , stability and security and physical conditions and social benefits . The result of the factorial analysis with the indicators of the organizational culture has extracted four factors and among them, three of them have obtained significance: Personal Satisfaction Style , Competitive-Denial-Power Style and the Conventional-Dependent Style . After identifying the dimensions of the satisfaction and culture found at CEFET-RN, it has been notice the existence or not of relation among them, through the application of Pearson s coefficient. It has been verified that all of the dimensions of the Professional satisfaction are correlated with some dimension of the organizational culture, having in outstand position, with higher intensity, the relation between the culture style of Personal Satisfaction and the satisfaction factor referring to the self-realization
A busca incessante de um potencial humano seleto, de n?vel de capacidade elevado e com baixa rotatividade, cuja motiva??o resulta em aumento na produ??o, otimiza??o da qualidade e redu??o de desperd?cios tem recebido maiores espa?os nas agendas, discuss?es e a??es das organiza??es neste mil?nio. Este cen?rio requer o desenvolvimento de estrat?gias que favore?am a Gest?o da Qualidade dos Recursos Humanos. Desta maneira, o modelo da Auditoria do Sistema Humano (ASH), desenvolvido pelos pesquisadores espanh?is Quijano e Navarro, apresenta-se como importante ferramenta, contemplando o ambiente onde a organiza??o est? inserida, suas estrat?gias, seu desenho organizacional, seus processos e sua efetividade organizacional. Neste sentido, o presente estudo identificou a rela??o existente entre a satisfa??o profissional e a Cultura Organizacional, com base no modelo ASH. A pesquisa foi de cunho quantitativo-descritivo e teve como popula??o os servidores t?cnico-administrativos do Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte. A coleta de dados ocorreu no m?s de maio de 2008, mediante a aplica??o de question?rio do modelo ASH. A amostra ficou composta por 167 sujeitos, distribu?dos entre as cinco unidades da Institui??o. Foi utilizada a an?lise fatorial, com m?todo de extra??o de componentes principais e rota??o ortogonal varimax, para se extrair as dimens?es da satisfa??o e da cultura organizacional e o c?lculo do coeficiente Alpha de Cronbach, para avaliar a confiabilidade destas dimens?es. A an?lise fatorial dos indicadores de satisfa??o identificou quatro fatores, todos eles demonstrando signific?ncia: reconhecimento e relacionamento , auto-realiza??o , estabilidade e seguran?a e condi??es f?sicas e benef?cios sociais . O resultado da an?lise fatorial com os indicadores da cultura organizacional extraiu quatro fatores e destes, tr?s obtiveram signific?ncia: Estilo de Satisfa??o Pessoal , Estilo Poder-Evita??o-Competitivo e o Estilo Convencional-Dependente . Ap?s identificar as dimens?es de satisfa??o e cultura encontradas no CEFET-RN, observou-se a exist?ncia ou n?o de rela??o entre elas, atrav?s da aplica??o do coeficiente de Pearson. Verificou-se que todas as dimens?es da satisfa??o profissional est?o correlacionadas com alguma dimens?o da cultura organizacional, destacando-se com maior intensidade a rela??o entre o estilo de cultura Satisfa??o Pessoal e o fator de satisfa??o referente ? auto-realiza??o
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Rodrigues, Maristela Almeida Mercandeli. "Aprendizagem coletiva de bibliotec?rios e a compet?ncia de pesquisa dos docentes: o caso do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Esp?rito Santo ? Ifes". Universidade Federal Rural do Rio de Janeiro, 2014. https://tede.ufrrj.br/jspui/handle/jspui/1400.
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The objective of this research is to describe how the practices of librarians reflect their collective learning and provide teachers in the practice of searching for teaching. How people learn about their practices is the subject of study by organizational learning (AO), which appears in the literature from two perspectives: technical and other social perspective. For this research, the social perspective was strengthened by considering learning as an emergent phenomenon of social interactions as a social construction of the human condition. Specifically, a social practice perspective of understanding of the organizational learning process from which emerges the notion of communities of practice. The librarian practice is potentially focused on the skills and techniques that professional mediators. The literature points to the need for closer relations between the librarian and the teacher. We opted for the Participant Research as methodology, which revealed through a workshop on good practices with librarians, and semi-structured interviews with script with teachers, methodological and political importance of the knowledge generated. There is evidence that what Pedro Demo (2004) calls for more decisive "comparative advantage" of PP, since profound changes necessarily involve both the ability to think about alternative interventions from the perspective of the subject (construction of historical autonomy ). That meant admitting that political and ideological implications stem from a practice historically made by teachers and librarians in the school environment, even though this practice has not been based on doing and learning collective. The awareness of community, more specifically the importance of a collective practice was spontaneous and raised the subject when performing the search. The sharpness with that consciousness appears as a search result has been an encouragement to the researcher.
O objetivo desta pesquisa ? descrever como as pr?ticas dos bibliotec?rios refletem sua aprendizagem coletiva e propiciam nos docentes a pr?tica de pesquisar para ensinar. Como as pessoas aprendem sobre suas pr?ticas ? tema de estudo por parte da aprendizagem organizacional (AO), que aparece na literatura sob duas perspectivas: uma perspectiva t?cnica e outra social. Para esta pesquisa, a perspectiva social ganhou ?nfase por se considerar a aprendizagem como fen?meno emergente das intera??es sociais, como uma constru??o social da condi??o humana. Especificamente, numa perspectiva sociopr?tica de compreens?o do processo de aprendizagem organizacional da qual emerge a no??o de comunidades de pr?tica. A pr?tica bibliotec?ria se revela potencialmente focada nas habilidades t?cnicas e mediadoras desse profissional. A literatura aponta para a necessidade de estreitamento nas rela??es entre o bibliotec?rio e o docente. Optou-se pela Pesquisa Participante como metodologia, a qual revelou por meio de uma oficina de boas pr?ticas com os bibliotec?rios, e de entrevistas semi estruturada com roteiro com os docentes, a import?ncia metodol?gica e pol?tica do conhecimento gerado. H? que se evidenciar o que Pedro Demo (2004) denomina de ?vantagem comparativa? mais decisiva da PP, uma vez que mudan?as profundas implicam, necessariamente, tanto o saber pensar quanto as interven??es alternativas a partir da ?tica do sujeito (constru??o da autonomia hist?rica). Isso significou admitir que implica??es pol?ticas e ideol?gicas decorrem de uma pr?tica historicamente constru?da por docentes e bibliotec?rios no ambiente escolar, mesmo que esta pr?tica ainda n?o tenha sido fundamentada no fazer e aprender coletivo. A tomada de consci?ncia de coletividade, mais especificamente da import?ncia de uma pr?tica coletiva foi espont?nea e suscitada nos sujeitos ao se realizar a pesquisa. A nitidez com que essa consci?ncia aparece como resultado da pesquisa foi um alento para a pesquisadora
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Silva, Fl?vio Ferreira da. "Compet?ncia moral e cidadania organizacional: estudo com militares em forma??o". Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2024.
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2016 - Fl?vio Ferreira da Silva.pdf: 1214666 bytes, checksum: 998e6eed4b116f80620e942399ae83df (MD5)Made available in DSpace on 2017-09-12T12:53:54Z (GMT). No. of bitstreams: 1 2016 - Fl?vio Ferreira da Silva.pdf: 1214666 bytes, checksum: 998e6eed4b116f80620e942399ae83df (MD5) Previous issue date: 2016-06-15
The research developed fits study area of cognitive psychology and social processes , taking as its theme the development of moral and organizational citizenship behaviors . The study was conducted with cadets of the Brazilian Army (EB), registered in 2015, the training course for officers of the Military Academy of Agulhas Negras (AMAN) . stand out as study objectives : to analyze the relationship between the educational process of AMAN and the improvement of skills for evaluation of moral dilemmas ; investigate the links between training in AMAN and development of Organizational Citizenship Behaviors (CCO) ; and check the links between the moral levels of competence with the CCO indicators of the same public . The study is based on theoretical elaborations of Piaget and Kohlberg on moral competence, and constructs of Organizational Citizenship Behaviors. The survey included a sample of 732 cadets distributed by the 1st, 2nd and 3rd years of the seven military specialty training in AMAN. We used the Moral Judgment Test (MJT xt) of Battaglia and Lind (1998), and Behavior Scales and Organizational Citizenship, Siqueira (2014) in its three categories: dissemination and advocacy organization; creativity in the solution of organizational problems; and the adoption of supportive behavior and social cooperation in the implementation of the tasks. Statistical analysis done left the SPSS platforms (Statistical Package for Social Science) and AMOS modules (Analysis of Moment Structures). Noteworthy are the following results: the contents of the score C (moral competence) cadets stood at median levels, significant differences were observed (positive or negative) resulting from the progress in the training course or for the different military specialties. No significant differences were identified in scores C in correlation with the family background of the cadets (whether military or civilian), school origin (whether military or civilian college) and religious affiliations. The formulations of alternative dilemmas for the MJT (xt) show correlation with the original test formulations, but need to expand the database, mainly to Student's Dilemma. The Organizational Citizenship Behaviors suffer negative influence throughout the course, as analyzed aspects of defense organization and cooperation. The data point to a negative correlation between the development of Moral Competence and CCO of cadets.
A pesquisa desenvolvida se enquadra ?rea de estudo de psicologia cognitiva e dos processos sociais, tendo como tema o desenvolvimento da moral e os comportamentos de cidadania organizacional. O estudo foi realizado com cadetes do Ex?rcito Brasileiro (EB), matriculados em 2015, no curso de forma??o para oficiais da Academia Militar das Agulhas Negras (AMAN). Destacam-se como objetivos do estudo: analisar as rela??es entre o processo educacional da AMAN e o aprimoramento das compet?ncias para avalia??o de dilemas morais; averiguar as liga??es entre a forma??o na AMAN e o desenvolvimento dos Comportamentos de Cidadania Organizacional (CCO); e verificar os v?nculos entre dos n?veis de compet?ncia moral com os indicadores de CCO do mesmo p?blico. O estudo est? fundado nas elabora??es te?ricas de Piaget e Kohlberg sobre compet?ncia moral, e nos constructos de Comportamentos de Cidadania Organizacional. A pesquisa contou com uma amostra de 732 cadetes distribu?dos pelos 1?, 2? e 3? anos, das sete especialidades militares em forma??o na AMAN. Utilizou-se do Teste de Julgamento Moral (MJT xt), de Bataglia e Lind (1998), e as Escalas de Comportamento e Cidadania Organizacional, de Siqueira (2014), em suas tr?s categorias: divulga??o e defesa da organiza??o; criatividade nas solu??es dos problemas organizacionais; e a ado??o de comportamentos de suporte e coopera??o social na execu??o das tarefas. O tratamento estat?stico feito partiu das plataformas SPSS (Statistical Package for Social Science) e dos M?dulos AMOS (Analysis of Moment Structures). Destacam-se os seguintes resultados obtidos: os ?ndices do Escore C (compet?ncia moral) de cadetes se situam em n?veis medianos, n?o sendo observadas diferen?as significativas (positivas ou negativas) decorrentes do progresso no curso de forma??o ou em rela??o ?s diferentes especialidades militares. N?o foram identificadas diferen?as significativas nos Escores C nas correla??es com a origem familiar dos cadetes (se militar ou civil), a proced?ncia escolar (se col?gio militar ou civil) e as afilia??es religiosas. As formula??es dos dilemas alternativos para o MJT (xt) demonstram correla??o com as formula??es originais do teste, mas necessitam de amplia??o da base de dados, principalmente para o Dilema do Estudante. Os Comportamentos de Cidadania Organizacional sofrem influ?ncia negativa no decorrer do curso, quanto analisados os aspectos de defesa da organiza??o e coopera??o. Os dados apontam para correla??o negativa entre o desenvolvimento da Compet?ncia Moral e os CCO de cadetes
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Freire, Derneval Gondim. "A percep????o de gestores de universidades corporativas da cidade de S??o Paulo sobre a forma????o em controladoria como compet??ncia para o alinhamento do perfil dos gestores ??s estrat??gias das organiza????es". FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2010. http://132.0.0.61:8080/tede/handle/tede/467.
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Previous issue date: 2010-09-02The professional development in the era of knowledge economy is responsible for making people rethink the department of development and training, so as to give room for the Corporate Universities (CU), which aims to offer continuous education. One of the most relevant functions of the CUs is to promote the alignment between companies strategies and their managers?? profiles. Therefore, the aim of this work was to identify and analyze the managers?? perceptions, who work in S??o Paulo city, concerning the importance of the controllership in the alignment between the companies strategies and their managers?? profiles. Firstly, it was used a bibliographic study, showing that there is a consensus about the importance of the CUs in the continuous formation of managers and other people from the companies staff. Secondly, it was realized a descriptive investigation of qualitative nature, based on an interview protocol, applied to managers and consultants who work in three CUs in S??o Paulo city. The collected information was analyzed by means of content analysis. The obtained results confirmed what was found in the literature: it demonstrates that the CUs can contribute with the improvement of managers abilities concerning the knowledge in controllership, so as to diminish the gap between university courses offered by universities. So, this work contributes with a sugestion by the main office??s managers in controllership.
O desenvolvimento profissional, na era da economia do conhecimento, faz as organiza????es repensarem o departamento de treinamento e desenvolvimento, que pode ceder espa??o para as universidades corporativas (UCs), voltadas para a educa????o continuada. Uma fun????o relevante das UCs ?? promover o alinhamento entre as estrat??gias das organiza????es e o perfil de seus gestores. Assim,o objetivo desta pesquisa foi identificar e analisar a percep????o dos gestores que atuam nas universidades corporativas na cidade de S??o Paulo, sobre o papel da controladoria no alinhamento entre as compet??ncias dos gestores e as estrat??gias das organiza????es. Utilizou-se, no primeiro momento, um estudo bibliogr??fico, indicando que h?? um consenso sobre a import??ncia das UCs na forma????o continuada dos gestores e demais colaboradores das organiza????es. No segundo momento da pesquisa, realizou-se uma investiga????o descritiva de natureza qualitativa, apoiada em um roteiro de entrevista aplicado a gestores que atuam em tr??s universidades corporativas na cidade de S??o Paulo. As informa????es levantadas foram analisadas por meio de an??lise de conte??do. Os resultados obtidos confirmaram os achados na revis??o da literatura, demonstrando a percep????o dos sujeitos entrevistados de que as universidades corporativas podem contribuir para o aprimoramento das compet??ncias dos gestores quanto aos conhecimentos de controladoria, diminuindo a lacuna existente entre os cursos superiores ofertados pelas IES. Por fim, este trabalho vem contribuir com uma sugest??o de matriz de compet??ncias dos gestores em controladoria.
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Costa, Gustavo Adolfo Leal. "O procedimento do Contrato Organizativo de A??o P?blica Ensino-Sa?de (COAPES) nas 4? e 5? regi?es de sa?de do Rio Grande do Norte". PROGRAMA DE P?S-GRADUA??O EM ENSINO NA SA?DE, 2017. https://repositorio.ufrn.br/jspui/handle/123456789/25033.
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O presente trabalho discorre sobre o procedimento contratual e as discuss?es que resultaram na assinatura do Contrato Organizativo de A??o P?blica Ensino-Sa?de (COAPES) nas 4? e 5? regi?es de sa?de do Rio Grande do Norte, visando viabilizar a estrutura??o de servi?os de sa?de em condi??es de ofertar campo de pr?tica suficiente e de qualidade aos cursos e resid?ncias da ?rea da sa?de, permitindo o fortalecimento da integra??o ensino-servi?o-comunidade. Utiliza-se da teoria de interpreta??o qualitativa, observando-se as posi??es ?ticas e pol?ticas dos diversos interessados no processo contratual, buscando, a partir delas, compreender de forma interpretativa as decis?es decorrentes da pr?pria natureza humana, norteadas a priori pelos interesses sociais, como tamb?m pol?ticos, e em que n?vel a mudan?a almejada foi alcan?ada. Promove-se an?lise das informa??es coletadas, dada atrav?s de uma revis?o integrativa da literatura, envolvendo um aprofundamento descritivo do COAPES e dos seus fundamentos; da an?lise de documentos e instrumentos, como atas de reuni?es, of?cios, portarias, decretos e leis; e da interpreta??o e discuss?o dos resultados, com a finalidade superveniente de gerar um produto que apresente relev?ncia para outras institui??es interessadas em iniciar o processo de contratualiza??o. Destaca-se durante o procedimento contratual a import?ncia da pactua??o, discuss?o e qualifica??o da inser??o de estudantes no territ?rio. Verifica-se na problematiza??o a n?o linearidade procedimental, em detrimento ? orienta??o em cartilhas do SUS, observando-se estagna??o com a mudan?a na gest?o administrativa durante e ap?s o per?odo de elei??es municipais. Torna-se poss?vel, ent?o, afirmar que o processo de produ??o do COAPES em estudo ainda precisa avan?ar enquanto um processo dial?gico com reconhecimento, comprometimento e participa??o dos atores envolvidos, numa constante busca pela qualifica??o do cuidado em sa?de de maneira integrada ao processo de forma??o em servi?o e de educa??o permanente da rede.
This paper explores the contractual procedure and the discussions that resulted in the signing of the Organizational Contract of Public Action for Teaching-Health (COAPES) in the 4th and 5th health regions of the state of Rio Grande do Norte, aiming to make possible the structuring of health services in conditions to offer sufficient field of practice and with quality to the courses and residencies of the health area, allowing the strengthening of the teaching-service-community integration. The qualitative theory of interpretation is used, observing the ethical and political positions of the various parts involved in the contractual process, seeking, from them, to understand in an interpretative way the decisions deriving from human nature, at first guided by social interests, as also political, and at what level the desired change was achieved. The analysis of the information collected is promoted through an integrative review of the literature, involving a descriptive deepening of the COAPES and its foundations; analysis of documents and instruments, such as minutes of meetings, letters, ordinances, decrees and laws; and the interpretation and discussion of the results, with the supervenient purpose of generating a product that presents relevance to other institutions interested in starting the process of contracting. The importance of the agreement, discussion and qualification of the insertion of students in the territory stands out during the contractual procedure. Procedural non-linearity is verified during the problematization, against the orientation present in the Unified Health System (SUS) guides, stagnating with the change in administrative management during and after the period of municipal elections. It is possible, then, to affirm that the COAPES production process under study still needs to progress as a dialogical process with recognition, commitment and participation of the involved actors, in a constant search for the qualification of health care in an integrated way to the process of in-service training and permanent education of the health network.
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Carneiro, Juliana Daros. "Desafios da avalia??o em um projeto s?cio-educativo: assist?ncia social, ONG e escola p?blica". Pontif?cia Universidade Cat?lica de Campinas, 2011. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/679.
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Previous issue date: 2011-02-18This is a study of a partnership between the Municipal Secretariat of Citizenship, Welfare and Social Inclusion (SMCAIS), a nongovernmental organization (NGO) and a public school in a town in the state of S?o Paulo (SP) . This partnership is developed through socio-educational activities for children and male adolescents, aged between 6 and 14 years, against the school schedule. The overall objective is to identify as non-formal education has been conceived and proposed within this partnership. Specifically, it aims to examine what they are and who should receive these socio-educational; discuss the presence of instruments and valuation models, both of public policy interest in the field of non-formal education and, finally, to identify the ( s) form (s) of existence of dialogue between the various bodies that compose this public assistance policy. The research methodology consists of: (i) review of key concepts such as non-formal education, evaluation, non-governmental organization, public and social policies, (ii) research on documentary material relating to the partnership, especially SMCAIS and NGOs (Resolution No. 01/2009 municipal, annual management reports, news articles, bylaws, work plans for 2009 and 2010 annual technical report of 2009 activities, organization chart) and (iii) semi-structured interviews with one representative from each of the institutions that make up this partnership (the educational coordinator of the NGO, a psychologist at the City Office and vice director of the school). We used a qualitative approach and the empirical material has been reviewed and organized according to categories constructed along the analytical process. As final results, we found that the non-formal education in our case, seems to be designed in ways contradictory, since while he assumed the defense speech of social transformation, in practice this character is not evident. These contradictions were analyzed in so-called socio-educational activities, forms of dialogue established between the institutions and instruments of evaluation. With regard to assessment procedures used were able to identify weaknesses and limitations, when it is adopted as reference the concept of formative evaluation: the tools are focused on the bureaucratic, technical, financial and quantitative development of the project, and are is centralized by a single institution, the SMCAIS. We believe that this research will bring significant contributions to advancing the discussions on educational concepts present in the forms of partnership between state public sector and private sector, from a broad view of education.
Trata-se de um estudo sobre uma parceria entre a Secretaria Municipal de Cidadania, Assist?ncia e Inclus?o Social (SMCAIS), uma organiza??o n?o-governamental (ONG) e uma escola p?blica estadual de uma cidade do interior do estado de S?o Paulo (SP). Esta parceria ? desenvolvida por meio de a??es s?cio-educativas destinadas a crian?as e adolescentes do sexo masculino, com idade entre 6 e 14 anos, no contra turno escolar. O objetivo geral da pesquisa ? identificar como a educa??o n?o-formal vem sendo concebida e proposta dentro desta parceria. Especificamente, pretendemos verificar o que s?o e a quem se destinam estas a??es s?cio-educativas; problematizar a presen?a de instrumentos e modelos de avalia??o, tanto da pol?tica p?blica como das a??es no campo da educa??o n?o-formal; e, por fim, identificar a(s) forma(s) de exist?ncia de di?logo entre as diferentes inst?ncias que comp?em essa pol?tica p?blica assistencial. A metodologia de pesquisa ? composta por: (i) a revis?o bibliogr?fica dos conceitos chaves, tais como educa??o n?o-formal, avalia??o, organiza??o n?o-governamental, pol?ticas p?blicas e sociais; (ii) pesquisa documental sobre materiais referentes ? parceria, especialmente da SMCAIS e da ONG (resolu??o municipal n?01/2009, relat?rios anuais de gest?o, reportagens, estatuto social, Planos de trabalho de 2009 e 2010, relat?rio t?cnico anual de atividades de 2009, organograma da entidade) e (iii) entrevistas semiestruturadas com um representante de cada uma das institui??es que comp?em esta parceria (a coordenadora pedag?gica da ONG, a psic?loga da secretaria municipal e o vice-diretor da escola). Utilizamos uma abordagem qualitativa e o material emp?rico foi examinado e organizado de acordo com categorias constru?das ao longo do processo anal?tico. Como resultados finais, identificamos que a educa??o n?o-formal no caso em estudo, parece ser concebida de formas contradit?rias, uma vez que ao mesmo tempo em que assume o discurso de defesa da transforma??o social, na pr?tica este car?ter n?o ? evidenciado. Estas contradi??es foram analisadas nas chamadas a??es s?cioeducativas, nas formas de di?logo estabelecidas entre as institui??es e nos instrumentos de avalia??o. No que se refere aos procedimentos de avalia??o utilizados foi poss?vel identificar fragilidades e limita??es, quando adota-se como refer?ncia o conceito de avalia??o formativa: os instrumentos est?o focalizados em aspectos burocr?ticos, t?cnicos, financeiros e quantitativos do desenvolvimento do projeto; e, encontram-se centralizados por uma ?nica institui??o, a SMCAIS. Consideramos que a presente pesquisa trar? contribui??es importantes para fazer avan?ar as reflex?es sobre concep??es educacionais presentes nas formas de parceria entre setor p?blico estatal e setor privado, a partir de uma vis?o ampla de educa??o.
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Oliveira, Lucas Ambr?sio Bezerra de. "A gest?o da qualidade nos cursos de gradua??o a dist?ncia da UFRN/SEDIS : a percep??o dos discentes". Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/15030.
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Previous issue date: 2012-03-15Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This dissertation has as objective at analyzing the students' perception about the quality of graduate courses distance of the Federal University of Rio Grande do Norte, which was motivated by the following research problem: the perception that graduate students of the distance of the UFRN have on the quality of the undergraduate? To this end, we sought to gather evidence for a satisfactory approach that addresses the complexity of the subject studied: quality management, distance learning and quality in the Higher Education Institutions. We chose to adopt as a research method, case study on the procedure of the research, exploratory research-descriptive about the objective and quantitative research when tackling the problem. The object of the study were six graduate courses distance UFRN/SEDIS, having as target the students of the courses. The sample was calculated using the Stratified sampling on which 217 students, the courses surveyed were selected. The survey instrument consisted of 21 structured questions, of which seven questions designed to identify the profile of students, seven issues of perceptions (manifest variables) on quality management in distance learning, where students have given values (responses) for 24 statements (which address the central theme of this dissertation) composite based on a 5-point Likert s scale, and six questions about general characteristics that may interfere with students' perception about the quality. Was used as statistical method (data analysis), descriptive statistics and exploratory factor analysis. The results show the identification of four latent factors (obtained by exploratory factor analysis), namely: (1) infrastructure and management - polo presence, (2) teaching-learning processes, (3) communication tools and integration; (4) tutors. We also observed that aspects related to infrastructure and management at the pole face had the lowest score among the factors observed, requiring special attention by the education institution. On the other hand, teachers and teaching learning processes were the items with better performance in the perception of students. It is concluded that the perception of students in relation to quality in distance education courses, the median is trending positive perception, ie the perception of overall quality of the courses is not assertive and unison, but tends to positive perception. Thus, the results, it is expected that the managers of the institution to focus attention on critical points in order to minimize them (or eliminate them) and maximize the positive aspects that are perceived by the students
A presente disserta??o tem como objetivo geral analisar a percep??o dos discentes quanto ? qualidade dos cursos de gradua??o a dist?ncia da Universidade Federal do Rio Grande do Norte, que foi motivada pelo seguinte problema de pesquisa: qual a percep??o que os discentes da gradua??o a dist?ncia da UFRN tem sobre a qualidade no curso de gradua??o? Para tanto, buscou-se reunir elementos para uma abordagem satisfat?ria que contemple a complexidade da tem?tica pesquisada: Gest?o da qualidade, educa??o a dist?ncia e qualidade nas Institui??es de Ensino Superior. Optou-se por adotar como m?todo de pesquisa, o estudo de caso quanto ao procedimento da pesquisa, a pesquisa explorat?ria-descritiva quanto ao objetivo e a pesquisa quantitativa quando ? abordagem do problema. O objeto de estudo foram os seis cursos de gradua??o a dist?ncia da UFRN/SEDIS, tendo como popula??o alvo os discentes dos cursos. A amostra foi calculada por meio da amostra estratificada aleat?ria em que 217 discentes, dos cursos pesquisados, foram selecionados. O instrumento de pesquisa foi composto por 21 quest?es estruturadas, das quais 7 quest?es destinadas para identifica??o do perfil dos discentes; 7 quest?es de percep??es (vari?veis manifestas) sobre a gest?o da qualidade na EAD, em que os discentes atribuiram valores (respostas) para as 24 afirmativas (que abordam a tem?tica central dessa disserta??o) compostas com base na escala Likert de 5 pontos, e 6 quest?es acerca de especificidades gerais que podem interferir na percep??o dos discentes acerca da qualidade. Utilizou-se, como m?todo estat?stico (an?lise de dados), a estat?stica descritiva e an?lise fatorial explorat?ria. Os resultados mostram a identifica??o de quatro fatores latentes (obtidas por meio da an?lise fatorial explorat?ria), a saber: (1) infraestrutura e gest?o polo presencial; (2) processos de ensino-aprendizagem; (3) ferramentas de comunica??o e integra??o; (4) tutores. Foi observado, ainda, que aspectos relacionados a infraestrutura e gest?o no polo presencial tiveram a menor avalia??o dentre os fatores observados, necessitando de aten??o especial por parte da Institui??o de Ensino. Por outro lado, os professores e os processos de ensino aprendizagem foram os itens com melhor desempenho na percep??o dos discentes. Conclui-se que a percep??o dos discentes, em rela??o ? qualidade nos cursos a dist?ncia, ? mediana tendendo para percep??o positiva, ou seja, a percep??o acerca da qualidade geral nos cursos n?o ? assertiva e un?ssona, mas tende para percep??o positiva. Assim, de posse dos resultados, espera-se que os Gestores da Institui??o foquem sua aten??o nos pontos cr?ticos afim de minimiza-los (ou elimina-los) e maximizem os aspectos que t?m percep??o positiva por parte dos discentes
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Scatola, Edm??ia Soares Pinto. "Reformas curriculares e os desafios da coordena????o de um curso de ci??ncias cont??beis diante da gest??o do projeto pol??tico pedag??gico". FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2013. http://132.0.0.61:8080/tede/handle/tede/520.
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Previous issue date: 2013-08-30The Pedagogical Political Project is presented as an instrument of academic management, pointing alternative paths and establishing commitments in search of an IES identity and the course it offers. Therefore, the PPP is instituted from intentional actions with an explicit sense and a commitment defended collectively. This study was intended for knowing and analyzing the way of acting of a coordinator of an Accounting Sciences course facing the construction process of the Pedagogical Political project as a response to the curricular changes instituted, and therefore, to point out challenges, difficulties and progress originating from it. For this, a descriptive research was performed with a qualitative approach. The data were obtained from interviews and document analysis. A participative leadership style and democratic management of the coordination of the investigated course was observed, as well as the decentralization of the pedagogical management effort using strategies and actions looking for the involving everyone in the curricular decision making process. Actions such as the creation of deliberative instances, pedagogical meetings, meetings and other participative actions were detected. Delegating functions and implementing changes in the course indicate that the exercise of autonomy and participation are the most valued pillars by the coordination. Despite the intentions and the participative actions in the construction of the PPP, there are challenges to be overcome by the course coordination such as implementing a competence curriculum with a vision focused in the labour market not in the market, a vision still present in DCNs. The desired profile for the accountant currently demands reviewing the curricula theory and adopted methodologies for increasing the learning process and student development. It is concluded that a participative leadership style allows knowledge mobility, professional and interpersonal experiences that promote the engagement of everybody in the academic activities and results, motivating them to accept the challenges of the path towards the scientifical and technological formation of students. However, this pedagogical manager profile shall be related to a complex and systemic scientific paradigm and with a question and doubt pedagogy that allows the interaction and dialogue between disciplines and actors involved, transforming static and conservative academic spaces into dynamic, democratic and transforming spaces
O Projeto Pol??tico Pedag??gico apresenta-se como um instrumento de gest??o acad??mica que aponta caminhos alternativos e estabelece compromissos para a busca da identidade da IES e do curso que oferece. Assim, o PPP se institui a partir de a????es intencionais, com um sentido expl??cito e com um compromisso defendido coletivamente. Este estudo teve como objetivo conhecer e analisar o modo de atua????o do coordenador de um curso de ci??ncias cont??beis diante do processo de constru????o do Projeto Pol??tico Pedag??gico como resposta ??s mudan??as curriculares institu??das, e, assim evidenciar desafios, dificuldades e avan??os da?? decorrentes. Para tanto, realizou-se uma pesquisa descritiva com abordagem qualitativa. Os dados foram coletados por meio de entrevista e de an??lise documental. Constatou-se um estilo de lideran??a participativa e de gest??o democr??tica da coordena????o do curso investigado, bem como, o esfor??o pela descentraliza????o da gest??o pedag??gica com a utiliza????o de estrat??gias e a????es que buscam o envolvimento de todos nas tomadas de decis??es curriculares. Foram detectadas a????es como a cria????o de inst??ncias deliberativas, reuni??es pedag??gicas, encontros, e outras a????es participativas. A delega????o de fun????es e a implementa????o de mudan??as no curso indicam que o exerc??cio da autonomia e a participa????o s??o os pilares mais valorizados pela coordena????o. Apesar das inten????es e das a????es participativas na constru????o do PPP, existem desafios a serem superados pela coordena????o do curso tais como a implementa????o de um curr??culo por compet??ncias com uma vis??o focada no mundo do trabalho e n??o mercadol??gica, presente ainda nas DCNs. O perfil desejado para o contador na contemporaneidade exige a revis??o da teoria dos curr??culos e das metodologias adotadas para fomentar a aprendizagem e o desenvolvimento dos acad??micos. Conclui-se que um estilo de lideran??a participativa permite a mobiliza????o de saberes, de experi??ncias profissionais e interpessoais que promovem o envolvimento de todos nas atividades acad??micas e nos resultados motivando-os a aceitar os desafios da caminhada rumo ?? forma????o cientifica e tecnol??gica dos alunos. Entretanto, este perfil de gestor pedag??gico deve relacionar-se com um paradigma cient??fico complexo e sist??mico e com uma pedagogia da d??vida e da pergunta que permita a intera????o e o di??logo entre as disciplinas e os atores envolvidos, transformando espa??os acad??micos est??ticos e conservadores em din??micos, democr??ticos e transformadores
Livros sobre o assunto "EDUCE (Organization)"
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Westoby. CULTURE & POWER IN EDUC ORG. Open University, 1987.
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Edwards, D. Brent. "The Case of EDUCO: Political-Economic Constraints and Organizational Dynamics". In Global Education Policy, Impact Evaluations, and Alternatives, 89–100. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75142-9_4.
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Feather, Leonard, e Ira Gitler. "l". In The Biographical Encyclopedia of Jazz, 395–424. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195074185.003.0012.
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Abstract La porta, john d., cl., saxes, comp, arr; b. Philadelphia, PA, 4/1/20; d. Sarasota, FL, 5/12/04. Began on cl. at age 9. Stud. cl. w. Wm. Dietrich, Joseph Gigliotti, Leon Russianoff 1932–57. Pl. in Youth Symph. cond. by Leopold Stokowski ’37–8. Stud. comp. w. Ernst Toch, Alexis Haieff ’45–6; improv. w. Lennie Tristano ’47–8; received B. Mus. ’56, M. Mus. Ed. ’57 fr. Manh. Sch. of Mus. Pl. w. Bob Chester, Richard Himber, Ray McKinley early ’40s; Woody Herman ’44–6; Tristano late ’40s; Charles Mingus ’50–67; Metronome All-Stars ’51–2; own gps ’51–62. Founding member and mus. dir. of Jazz Composers Wkshp. ’52–4. App. w. Gunther Schuller at Brandeis Mus. Fest. ’57; Leonard Bernstein and N.Y. Philharm. perf. Teo Macero’s Fusion ’58–9. Taught at Parkway Mus. Inst., Bklyn. ’48–51. Reed coach for Marshall Brown’s Newport Youth Band ’53–8. Active as clinician ’59–81. Taught at Manh. Sch. of Mus. ’60–2; Berklee Sch. of Mus. fr. ’62. Dir. Greater Bost. HS Stage Band ’64–5. Pl. w. Bost. Sax Qt. w. Charlie Mariano ’60s; Berklee Sax Qt. fr. ’62; Herb Pomeroy Orch fr. ’76; John La Porta–Bob Winter Duo fr. ’81. La Porta was a founding member of the Nat’l Assoc. of Jazz Educs. and the author of eight instructional texts, incl. Tonal Organization of Improv. Techniques (Kendor); Guide to Improv. (Berklee); Guide to Jazz Phrasing and Interpretation (Berklee). His numerous arrs. for hs band are publ. by Berklee, Kendor, and Marshall Brown Music. La Porta taught and lectured at Berklee and in Fla. Polls: Play. ’61; NAJE Award ’86; Berklee Award ’87. Fests: all major ’50s–’60s. Film: Trocadero w. Bob Chester Orch. perf. La Porta comp. ’42. CDs: w. C. Parker (Verve); T. Macero (Stash); C. Mingus (Deb; Sav.; Atl.); W. Herman (Col.); H. Mobley (Sav.); H. Merrill (Em.; Verve).
Trabalhos de conferências sobre o assunto "EDUCE (Organization)"
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Yeganyan, Gayane. "ENVIRONMENTAL DIAGNOSTICS IN THE FIELD OF PEDAGOGY". In The Impact of the Social Cultural Environment on Childhood: Challenges and Solutions. Armenian State Pedagogical University after Kh. Abovyan, 2021. http://dx.doi.org/10.24234/12gy1g25.
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The paper deals with the problem of diagnostics of the environment of the educa-tional organization. It discusses existing pedagogical approaches to the diagnosics of intangible components of the environment and also gives examples of employing vari-ous methods of diagnostics of the environment in social and educational activities. The paper comes to a conclusion about the necessity of integrating ideas of pedagogical sci-ence and practice with the aim of improving the quality of the environment of educa-tional institutions.
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Vrasmas, Ecaterina, e Traian Vrasmas. "DEVELOPING A EUROPEAN PROFESSIONAL’S NETWORK IN INCLUSIVE EDUCATION:E LEARNING PROCESS AND OUTCOMES". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-063.
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Title: Developing a European professional’s network in Inclusive Education: E learning process and outcomes Vrasmas, Ecaterina, University of Bucharest, Faculty of Psychology and Educational Sciences, Panduri Street No.90, Bucharest; Email: ecaterinavr@yahoo.com Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com ABSTRACT The context The paper describes a European project focusing on using eLearning media, in order to establish is quite an actual trend establish a European network for professionals. It is a new and strong trend in education, particularly in inclusive education. Inclusive education is one of the highest challenges in the field of education, for all European countries. Each country had its own history, experiences, cultural conditions, its own approaches, opportunities and challenges but common work and values are needed. Short description A group of professionals from national associations in England, France, Island, Italy and Romania has decided, after the European Conference of Social inclusion (2008, Clairmond Ferrand, France) to act for the implementation of the conclusions from this conference. They have planned and started to build a network for inclusive education among those five national organizations. They planned and implemented a Leonardo project called “Partnership of professionals for inclusive education.” They implemented all the project working together, in order to share experiences and debate on which are the most relevant barriers in the European and each national context and find solutions to advance in inclusive education. Aside of the direct meetings, in each country, most of the project preparation and implementation was made via eLearning (email communication, site development, power point preparation and presentation, reporting on a European data base etc). The main objectives of the project were: - To built a web site of the project; - To work together for finding common barriers and solutions for inclusive education. The project has reached these objectives by using eLearning media. During the process and as a result of eLearning we have produced important outcomes: - A web site (http://inclusiveeducation-leonardo-professionals.blogs.apf.asso.fr,Utilisat eur: leo-nardoprofessionals, Mot de passe : leonardoprofessionals; - A list of barriers and facilitators of inclusive education; Additional outcomes were: - A Guide for professionals on inclusive education; - A lot of power point presentations, on international documents and policies on national educational policies and inclusive education history in each country, study cases and ex-periences, lessons learned in different visits. The project website was designed for all the partners and for all institutions dealing with educa-tion. It contains a glossary of inclusion, with the main concepts, in all five languages (English, French, Italian, Romanian and Icelandic). It describes the partners involved, some elements facili-tating the understanding of the European and international perspective on inclusive education, based on the experiences collected in the project, on the results and documents obtained. The list of barriers and facilitators of inclusive education is a synthesis of the professionals work and a result of several debates. After listing barriers and the facilitating factors, the elements which can be barriers and facilitators as well, the list contains the synthesis of the discussion from each country, on the topic of identification of particular aspects: defining inclusion, the major actors, the resources needed - just a few of the analyze points. The Guide for professionals has been developed by the project professionals, as a working tool, issued from the discussions during the school visits in the 5 countries, from the synthesis of analysis and of conclusions (from international sources) regarding inclusive educa-tion. It defines inclusion, suggests a set o principles, identifies solutions for the barriers, and offers concrete examples from each country, regarding policies, practices, cultures and values. It is an open and positive point of view. During the project more than 80 different power points presentation were produced, focusesd on in-ternational and national legislation, scientific arguments on inclusive education, each country policy and experiences. One of them is the Final slide show (album) 2009-2011. It contains photos which are presenting the countries that had participated (places, traditions, touristic attractions, art objects and towns architecture), as well as the "authors" involved in the project. The photos are proving the good collaboration during seminars, visits, during the attractive free time opportunities in each of the five countries. All these are posted on the website of the project, in order to become tools for inclusive education dissemination as eLearning instruments. Conclusions The process of eLearning using different media was vital during and for the success of this pro-ject. At the end it offered to all professionals participant the possibility to better understand the inclusion importance and issues and to promote a new perspective in education, via ongoing collaboration between professionals, cultures and experiences. Working in common for defining inclusive education in five national contexts and describing the barriers and solutions was very challenging. It was also necessary and rewording, in this moment of the European efforts for defending our common values.