National training course, emergency medical technician - paramedic. Instructor's lesson plans. Module XV: telemetry and communications.

Mode of access: Internet.

Principles of banks and banking of money, as coin and paper : with the consequences of any excessive issue on the national currency, course of exchange, price of provisions, commodities, and fixed incomes ... /

Goldsmiths' Lib. cat.

Discussão do projeto pedagógico de um curso avaliado no provão com conceito 'A' por cinco vezes consecutivas

This paper presents the drafting process of a pedagogical project developed and implemented in the Electrical Engineering Course at Faculty of Engineering, Campus Guaratinguetá UNESP. Applying the project in this course resulted in "A" concept classification in the old National Examination Course, known as MEC General Test (Provão), for five consecutive times. The text presents pre-existing scenario which culminated with the preparation of this new project, the points that guided its construction, the deployment strategy adopted, changing paradigms implemented and results obtained. The text also emphasizes the reasons which led it to be adopted as a starting point for the development of educational projects which resulted in the deployment of two new courses: Electrical Engineering from the Universidade Estadual de Londrina – UEL, and Engineering course control and Automation of Experimental Campus Sorocaba – UNESP.

The problem posed by exam choice on the comparability of results in the Finnish matriculation examination

The article focuses on the upper secondary matriculation examination in Finland as a school leaving and university entrance examination. The presented research addresses the question of whether increased choice of the subject-specific examinations has the potential to undermine the comparability of examination results and to direct students’ choices not only in the examination but already beforehand at school. The authors refer to Finland’s tradition of more than 160 years of a national examination connecting the academic track of upper secondary schools with universities. The authors explain the Finnish system by describing the adoption of a course-based (vs. class- or year-based) curriculum for the three-year upper secondary education and the subsequent reforms in the matriculation examination. This increases students’ choices considerably with regard to the subject-specific exams included in the examination (a minimum of four). As a result, high-achieving students compete against each other in the more demanding subjects while the less able share the same normal distribution of grades in the less demanding subjects. As a consequence, students tend to strategic exam-planning, which in turn affects their study choices at school, often to the detriment of the more demanding subjects and, subsequently, of students’ career opportunities, endangering the traditional national objective of an all-round pre-academic upper secondary education. This contribution provides an overview of Finnish upper secondary education and of the matriculation examination (cf. Klein, 2013) while studying three separate but related issues by using data from several years of Finnish matriculation results: the relation of the matriculation examination and the curriculum; the problems of comparability vis-à-vis university entry due to the increased choice within the examination; the relations between students’ examination choices and their course selection and achievement during upper secondary school. (DIPF/Orig.)

Small State Cultures of Consensus : State Traditions and Consensus-Seeking in the Neo-Corporatist and Neutrality Policies in Post-1945 Austria and Finland

Austria and Finland are persistently referred to as the “success stories” of post-1945 European history. Notwithstanding their different points of departure, in the course of the Cold War both countries portrayed themselves as small and neutral border-states in the world dictated by superpower politics. By the 1970s, both countries frequently ranked at the top end in various international classifications regarding economic development and well-being in society. This trend continues today. The study takes under scrutiny the concept of consensus which figures centrally in the two national narratives of post-1945 success. Given that the two domestic contexts as such only share few direct links with one another and are more obviously different than similar in terms of their geographical location, historical experiences and politico-cultural traditions, the analogies and variations in the anatomies of the post-1945 “cultures of consensus” provide an interesting topic for a historical comparative and cross-national examination. The main research question concerns the identification and analysis of the conceptual and procedural convergence points of the concepts of the state and consensus. The thesis is divided into six main chapters. After the introduction, the second chapter presents the theoretical framework in more detail by focusing on the key concepts of the study – the state and consensus. Chapter two also introduces the comparative historical and cross-national research angles. Chapter three grounds the key concepts of the state and consensus in the historical contexts of Austria and Finland by discussing the state, the nation and democracy in a longer term comparative perspective. The fourth and fifth chapter present case studies on the two policy fields, the “pillars”, upon which the post-1945 Austrian and Finnish cultures of consensus are argued to have rested. Chapter four deals with neo-corporatist features in the economic policy making and chapter five discusses the building up of domestic consensus regarding the key concepts of neutrality policies in the 1950s and 1960s. The study concludes that it was not consensus as such but the strikingly intense preoccupation with the theme of domestic consensus that cross-cut, in a curiously analogous manner, the policy-making processes studied. The main challenge for the post-1945 architects of Austrian and Finnish cultures of consensus was to find strategies and concepts for consensus-building which would be compatible with the principles of democracy. Discussed at the level of procedures, the most important finding of the study concerns the triangular mechanism of coordination, consultation and cooperation that set into motion and facilitated a new type of search for consensus in both post-war societies. In this triangle, the agency of the state was central, though in varying ways. The new conceptions concerning a small state’s position in the Cold War world also prompted cross-nationally perceivable willingness to reconsider inherited concepts and procedures of the state and the nation. At the same time, the ways of understanding the role of the state and its relation to society remained profoundly different in Austria and Finland and this basic difference was in many ways reflected in the concepts and procedures deployed in the search for consensus and management of domestic conflicts. For more detailed information, please consult the author.

A Disciplina história da matemática e a formação do professor de matematica: dados e circunstâncias de sua implantação na Universidade Estadual Paulista, campi de Rio Claro, São José do Rio Preto e Presidente Prudente

Pós-graduação em Educação Matemática - IGCE

O Exame Nacional de Cursos: provão e suas repercussões no curso de Pedagogia da UFPA/Santarém

O estudo teve por objetivo: compreender o processo de consolidação da avaliação na educação superior que, a partir da década de 1990, se materializou nas aferições do Exame Nacional de Cursos (ENC), a fim de interpretar como esse exame repercutiu no Curso de Pedagogia da UFPA, em Santarém. A pesquisa teve por objeto de estudo o Exame Nacional de Cursos e partiu das seguintes questões: a) De que forma se desencadeou o processo histórico de constitucionalização e institucionalização da avaliação no Campo Educacional Brasileiro, especificamente na educação superior? b) Como se consolidou a Política de Avaliação da Educação Superior consubstanciada no ENC no país? e c) Como repercutiram as aferições do ENC no âmbito do Curso de Pedagogia da UFPA, em Santarém? O enfoque foi o sócio-histórico e a abordagem historiográfica, com base na Escola de Analles. Constou de pesquisa documental e análise dos relatos orais de docentes e egressos do Curso, coletados através de entrevista semi-estruturada. Os resultados da investigação mostram que a avaliação da educação superior vem sendo estruturada, desde a implantação dos primeiros cursos de nível superior, com o objetivo de estabelecer controle externo sobre as IES. Na década de 90, o Brasil planejou suas políticas econômicas e educativas iluminado pelas estratégias de ajuste estrutural formuladas pelo FMI e pelo Banco Mundial, em sintonia com os interesses econômicos internacionais. O ENC expressou a opção do Estado brasileiro pela avaliação por exame e seu atrelamento às determinações de organismos internacionais. Foi uma tecnologia de regulação, controle e aferição diagnóstica e camuflou o conflito em torno de dois paradigmas avaliativos que marcaram seu tempo e projetaram os acontecimentos atuais. Um defendido pelo ANDES, que pensava a avaliação a partir de um Programa Institucional autônomo e democrático e o outro originário das determinações do Estado que instituiu a avaliação como política pública, expressa em um Sistema Nacional de Avaliação das IES. As repercussões do ENC no Curso de Pedagogia foram percebidas pelos sujeitos sob forma de pressão, medo, apreensão, terror, angústia, conflito, pavor, ansiedade, agressão e preocupação, mas, representou também, muita determinação pessoal em superar os limites interpostos pelo Estado ao Curso. O ENC repercutiu contraditoriamente, ao produzir, ao mesmo tempo, um estado de tensão e prontidão nos alunos e professores, uma postura de aceitação consciente e intencional ao se submeterem a um exame imposto para assegurar um resultado positivo ao Curso e a UFPA.

Análise dos fatores de desempenho do ENADE: estudo parao curso de engenharia de produção mecânica

This work has the propose to discuss the National Examination Performance of students for the course in Production Engineering , from 2005 up to 2011, subsidies are shown how this came about assessment and how the course has been evaluated in recent years . Compares higher education from public and private universities in Brazil and is also discussed how important a good performance in the exam. Qualitative and quantitative surveys were conducted at different times that the work that enables a critical analysis of the examination , the institution and also the students themselves , so the list is the main motivators for the exam and also what should be done to obtaining good results in academic performance. Motivators for the exam has highlighted its importance is paramount and the consent of all involved from the beginning of the course to ensure that the examination is compulsory for all graduates of undergraduate manufacturing engineering in Brazil

TRAJETÓRIA DE ALUNOS DO PROUNI NO CONTEXTO DA EXPANSÃO E DEMOCRATIZAÇÃO DO ENSINO SUPERIOR NO BRASIL

Este trabalho buscou estudar o contexto da expansão e democratização do acesso ao ensino superior no Brasil, no período que coincide com a posse do primeiro Presidente eleito pelo voto direto, depois da Ditadura Militar, até 2007. Para isso analisamos, aos olhos de importantes autores brasileiros, a LBD, Lei de Diretrizes e Bases, o Plano Nacional de Educação, o Exame Nacional do Ensino Médio, o Financiamento Estudantil e o Programa Universidade para Todos. Especificamente, o estudo objetivou buscar respostas a duas questões: a distribuição de bolsas de estudo integral ou parcial tem garantido o acesso e permanência dos que adentram ao ensino superior por meio delas? Que estratégias os bolsistas desenvolvem para concluírem o curso? Para tanto, analisamos três narrativas autobiográficas de estudantes de um curso de pedagogia de uma universidade privada da Grande São Paulo. Os resultados indicaram que a distribuição de bolsas tem garantido o acesso e a permanência de estudantes, porém não dá conta de equacionar os problemas relacionados, especialmente, aos conteúdos curriculares não trabalhados anteriormente com as bolsistas, ao preconceito, à relação professor aluno e, sobretudo, ao desenvolvimento pleno dos princípios de cidadania legalmente adquiridos.

Square PoliticsKey characteristics of the indignant mobilizations in Greece.

This paper discusses the findings from an online survey completed by nearly 500 persons claiming participation in the indignant (Aganaktismenoi) mobilizations of Syntagma square in Athens during May/June 2011. The demographics of the respondents could have been highly affected by the research medium that was used. However, this paper argues that since the indignant mobilizations were called across different nations by using online social networks, like facebook, the characteristics identified in the Greek case perfectly fit within the general pattern that characterised the participants in these mobilizations. As such, this paper puts the mobilizations at Syntagma square in a good footing for comparative cross-national examination. Furthermore, this paper confirms the increasingly important role played by cyber activism over socio-political contestation in the Greek context. In addition, it discusses the impact that this cyber activism has on the gender composition of political activism and the role of mainstream political participation.

A distribuição estatística das notas do exame nacional do ensino médio (ENEM): um sistema complexo educacional

Pós-graduação em Física - IGCE

Impacto da avaliação externa (ENC 1996-2003) sobre o habitus de docentes do ensino superior: estudo de uma fundação municipal no interior do estado de S. Paulo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cultura, educação e subjetividade: um estudo sobre o ENEM - Exame Nacional do Ensino Médio

This research attempts to analyze the relationship between the National Secondary Education Examination and the design of teaching, specifically in the way of defining what should be taught, in the present National Curriculum identifying clues that help us in the explanation of a conception of teaching and making the confrontation between the evaluation device in this ENEM. We intend to identify, even if there is consistency between what is taught and what is learned in schools, whether it public or private, and it evaluates the evidence as ENEM. This work is part of the Bachelor's Degree in Education Full theme is a critical analysis of the evaluation system ENEM regarding their school pedagogical practices. The overall goal is to bring to light the evaluative perspective envisaged in secondary education as a training practice, regarding the evaluation method levied by the National Examination of Secondary Education, seeking to raise the following reflection: The evaluation addressed in high school according to the National Curriculum meets view of the National Middle School? To answer this question, the work specified in a field research through analysis of evidence applied to the Portuguese Language School students in two schools, one in public and one private school, both in the city of Rio Claro, São Paulo, the analysis on the Matrix Reference ENEM in order to show whether the school pedagogical practice meets the demand of this evaluation system. Methodology as part of the job search literature, taking for himself the main theoretical assessment as Luckesi (2005), Hoffman (1996) Saviani (1986) and Curriculum Proposal of the State of São Paulo

A hearing report from Brazil

The past several decades, the need for hearing health services is still great, especially in the northeast, the Amazonian, and the southern regions Brazil, officially Federative Republic of Brazil, is the largest Portuguese-speaking country, and the fifth largest country in the world by population and by land. The vast land not only brings rich natural resources but also large varieties of exotic vegetation and wildlife. One hundred and ninety-three million inhabitants live in five geographical regions with diverse cultural practices influenced by immigrants from Italy, Spain, Japan, Germany, and other countries. Brazilian people generally are warm-hearted, very welcoming, and resilient. They are optimistic and creative despite having encountered many economic downturns and political challenges throughout history. A bachelor's degree is the entry level for the profession. As only 19 percent of the population aged 18–24 years have access to higher education, the competition for admissions is fierce, especially in government institutions. High school students need to pass tests of general knowledge in a national examination and a university-specific examination. Government educational institutions offer good education without charging tuition. The majority of scientific papers are also produced by scholars working in government institutions. Private institutions are generally ranked lower in academic rigor (Behlau and Gasparini, 2006), except for a few top-ranking institutions. The fields of speech-language pathology and audiology are marked by rapid changes in recent years. Currently, there are 104 undergraduate programs recognized by the Ministry of Education and distributed in all but three federal states of Brazil.

Further concerns about self-assessment: are medical students aware of their progress in clinical skills during clerkship

Background: Medical students do not accurately self-assess their competence. However, little is known about the awareness of change of competence over time. The aim of this study was to evaluate if students are aware of their progress. Summary of work: Twenty-two fourth year medical students had self- and expert-assessments of their clinical skills in musculoskeletal medicine in an OSCE like station (4 point Likert scale) at the beginning (t0) and end (t1) of their eight weeks clerkship in internal medicine. Thirteen students were assigned to the intervention of a 6x1 hour practical examination course; nine took part in the regular clinical clerkship activities only and served as controls. Summary of results/Conclusions: The intervention students significantly improved their skills (from 2.78 ± 0.36 to 3.30 ± 0.36, p<0.05) in contrast to the control students (from 3.11 ± 0.58 to 2.83 ± 0.49, n.s.). At t0, 19 students, at t1 21 out of 22 students underestimated their competence. Correlations between the change of self- and expert-assessment were r=0.43, p<0.05 (all), r=0.47, n.s. (control) and r=-0.12, n.s. (intervention), respectively. Take-home message: Medical students improving their clinical skills by an interactive course in addition to their regular clerkship activities are not aware of their progress