DOMESTIC VIOLENCE IN PERSPECTIVE OF WOMEN WHO LIVED IT

Introduction: Knowing the experience of abuse, contextual determinants that led to the rupture of the situation and attempts to build a more harmonious future, it is essential to work sensitivities and better understand victims of domestic violence. Objectives: To understand the suffering of women victims of violence. Methods: This is an intentional sample of 21 women who were at shelter home or in the community. The data were collected by in- Documento descargado de http://www.elsevier.es el 13-10-2016 3rd World Congress of Health Research 21 terviews, guided by a script organized into four themes. The interviews were conducted with audio record, the permission of the participants were fully passed the text and analyzed as two different corpuses, depending on the context in which they occurred. The analysis was conducted using the ALCESTE computer program. The study obtained a favorable opinion of the Committee on Health and Welfare of the University of Évora. Results: From the irst sample analysis emerged ive classes. The association of the words gave the meaning of each class that we have appointed as Class 1 - Precipitating Events; Class 2 - Experience of abuse; Class 3 - Two feet in the present and looking into the future; Class 4 - The present and learning from the experience of abuse; and Class 5 - Violence in general. From the analysis of the sample in the community four classes emerged that we have appointed as Class 1 - Violence in general; Class 2 - Precipitating Events; Class 3 - abuse of experience; and class 4 - Support in the process. Conclusions: Women who are at shelter home have this experience of violence and its entire context a lot are very focused on their experiences and the future is distant and unclear. Women in the community have a more comprehensive view of the phenomenon of violence as a whole, they can decentralize to their personal experiences and recognize the importance of support in the future construction process.

Os contratos de autonomia na gestão dos agrupamentos de escola em Portugal: uma análise a partir da perceção dos atores

No final da década de 70 a reforma da Administração Pública surge como preocupação dos governos. No início dos anos 80 a adoção da doutrina da Nova Gestão Publica, foi um dos acontecimentos mais marcantes para a administração pública dos países da Organização para a Cooperação e Desenvolvimento Economico. A reforma na Administração Pública em Portugal iniciou-se após a rutura política e social de 1974. No início de 1986 Portugal entra para Comunidade Económica Europeia, o que representou uma maior abertura económica e um aumento na confiança interna da população, observando-se um avanço em termos de concretização de muitos direito sociais, entre outros, na educação. A modernização da administração pública na componente referente à área da educação, iniciou-se no final do ano de 1986, através da Lei de Base do Sistema Educativo, dando origem à descentralização dos serviços, introduzindo-se o conceito de autonomia. Os contratos de autonomia no meio escolar, são processos de administração que não influenciam os seus intervenientes, na realização das atividades pedagógicas, administrativas e gestionárias. Este estudo demonstra a opinião dos vários grupos que compõem um estabelecimento de ensino público Português. Na opinião da amostra deste estudo, os contratos de autonomia não são portadores de benefícios ou prejuízos para os estabelecimentos escolares, seja a nível pedagógico, a nível dos recursos humanos ou a nível administrativo e financeiro; Abstract: Contracts of autonomy in the management of grouping of schools in Portugal: An analysis based on the perception of the actors. At the end of the 70 the reform of public administration arises as a concern of governments. In the early 80s the adoption of the doctrine of the New Public Management, was one of the most important events for the public administration of the Organization for Cooperation and Economic Development countries. The reform in Public Administration in Portugal began after the political and social rupture of 1974. In the beginning of 1986 Portugal joins the European Economic Community, which represented a greater economic openness and an increase in internal confidence of the population, shown by a progress in terms of implementation of many social rights, among others, in education. The modernization of public administration in the field of education began at the end of 1986 through the Basic Law of Education, leading to the decentralization of services, introducing therefore the concept of autonomy. Autonomy contracts in schools are management processes that do not influence their stakeholders in achieving the educational, administrative and management activities. This study shows the opinion of the various groups that form an establishment of Portuguese public education. According to the sample, the autonomy contracts don’t bring benefits or losses to schools, as far as educational practices and human resources are concerned, as well as on a financial and administrative level.

Uma caracterização dos imigrantes no distrito de Évora

Uma vez que existe uma grande necessidade de se obter um maior conhecimento das comunidades imigrantes residentes no Distrito, este trabalho tem como principal objectivo caracterizar a população de imigrantes comunitários residentes no distrito de Évora. Em particular, procuramos analisar os casamentos realizados não só entre os não nacionais e portugueses, bem como entre os nãos nacionais entre si. Consideramos os 354 imigrantes que constituem os imigrantes comunitários inscritos legalmente nos Serviços Estrangeiros e Fronteiras de Évora entre 2006 a 2009. Por outro lado, analisamos, para o mesmo período, os casamentos dos imigrantes que casaram com os portugueses num total de 165 indivíduos. Começamos por levar a efeito uma investigação básica de tipo descritivo para uma caracterização dos imigrantes relativamente a diferentes variáveis e investigamos algumas associações entre elas via tabelas de contingência. Refira-se que a maioria dos imigrantes é do sexo feminino, sendo a nacionalidade mais representativa a brasileira. Com base no modelo de regressão de Cox identificamos factores de risco e diferentes perfis associados à rotura do casamento. Mostramos que há evidência estatística para considerar que um menor nível de escolaridade, o pertencer a um país da União Europeia e o ter entrado à procura de trabalho são níveis de factores que aumentam o risco de rotura do casamento. Analisam-se, ainda, de uma forma crítica, a abordagem paramétrica, procurando modelar os dados através dos modelos Exponencial, Weibull, Lognormal e Log-logístico. ABSTRACT: There is a need to obtain a greater understanding of immigrant communities in the district; this work has as main objective to characterize the population of immigrant community residing in the district of Évora. ln particular, we analyze not only marriages between Portuguese and non-nationals, as well as among non-nationals among themselves. We consider the 354 immigrants who are legally registered immigrants in the Community Service of Foreigners and Frontiers of Évora, from 2006 to 2009. Moreover, we analyze, for the same period, the marriages of immigrants who intermarried with the Portuguese for a total of 165 individuals. We start by carrying out a basic descriptive research in order to characterize the immigrants in relation to several variables and investigated some associations between them by contingency tables. It should be noted that most immigrants are women, and the more representative the Brazilian nationality. Based on the Cox regression model, were possible to identify risk factors and identify profiles of high and low risk associated with the rupture of the marriage. We show that there is statistical evidence to conclude that a less educated levels, belonging to a country inside the European Union and have gone looking for work are factors that increase the risk of rupture of the marriage. The parametric approach is analyzed also, in a critical way, seeking to model the data using exponential, Weibull, Lognormal and Log-logistic.