O PAPEL DO GESTOR ESCOLAR NO PROCESSO DE QUALIFICAÇÃO PROFISSIONAL DOS ALUNOS NO ENSINO MÉDIO UM ESTUDO DE CASO EM UMA ESCOLA PÚBLICA ESTADUAL PAULISTA

A presente dissertação trata do papel da gestão escolar no Ensino Médio, no processo de qualificação profissional dos alunos em uma escola pública estadual na periferia do município de Osasco São Paulo. Observa-se que um novo modelo de gestão na educação é discutido nos últimos anos no Brasil. Os Governos Federais junto com o Ministério da Educação têm apresentado programas sociais com o objetivo de que o jovem brasileiro possa se profissionalizar e estar apto a enfrentar um mercado de trabalho competitivo. Entre os programas do Governo destaca-se o Prouni, (Programa de Universidade para todos), representa um programa do Ministério da Educação criado em 2004 com a finalidade de conceder bolsas de ensino integral e parcial em instituições privadas de ensino superior, em cursos de graduação, destinada a estudantes brasileiros que não tenham cursado o ensino superior. Essas bolsas são concedidas aos alunos que participaram do Exame Nacional do Ensino Médio (ENEM). Em 2011, o Ministério da Educação criou o Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec) com o propósito de ampliar a oferta de cursos de educação profissional e tecnológica. Com esses e outros programas oferecidos pelo Governo pretende-se preparar os jovens para o mercado de trabalho. A pergunta norteadora deste estudo é: qual o papel do gestor escolar do Ensino Médio e suas ações visando a qualificação profissional do aluno? A pesquisa busca analisar a gestão escolar no Ensino Médio, tendo como foco o papel do gestor de uma escola pública no processo de escolha da qualificação profissional dos alunos do Ensino Médio. Para auxiliar o alcance desse objetivo, foram delimitados dois aspectos para estudo: a) analisar as ações e concepções políticas da gestão escolar pela percepção do corpo docente e de funcionários da escola; b) analisar as ações da gestão escolar visando à qualificação profissional por meio da visão de alunos em curso e de egressos. Trata-se de uma pesquisa que será qualitativa exploratória- descritiva. A pesquisa documental e as entrevistas semiestruturadas fazem parte da coleta de dados que irão subsidiar a análise final. A contribuição científica e social que se discute neste trabalho é a reflexão sobre a gestão da escola no Ensino Médio no processo de qualificação profissional dos alunos.

New media data to identify student training needs

The main objective is to exhibit how usage data from new media can be used to assess areas where students need more help in creating their ETDs. After attending this session, attendees will be able to use usage data from new media, in conjunction with traditional assessment data, to identify strengths and weaknesses in ETD training and resources. The burgeoning ETD program at Florida International University (FIU) has provided many opportunities to experiment with assessment strategies and new media. The usage statistics from YouTube and the ETD LibGuide revealed areas of strength and weakness in the training resources and the overall ETD training initiative. With the ability to assess these materials, they have been updated to better meet student needs. In addition to these assessment tools, there are opportunities to connect these statistics with data from a common error checklist, student feedback from ETD workshops, and final ETD submission surveys to create a full-fledged outcome based assessment program for the ETD initiative.

Scottsdale Community College Provides their Students Open Access with End-to-End Virtualization

Due to shrinking budgets and new demands for technology, Scottsdale Community College (SCC) IT department needed an effective, sustainable solution that would provide ubiquitous access to technology for students, faculty, and staff, both on- and off-campus. This paper explores how SCC implemented a complete virtualized computing environment.

Designing for Dual Submission of ETDs

The main objective is to get participants thinking about how they can solve problems associated with a dual submission of ETDs. Many institutions choose to archive ETDs in their repositories, but also mandate, insist, or permit ETDs to be submitted to ProQuest via the UMI ETD Administrator. The Administrator offers a no-submission-fee route for ETD inclusion in ProQuest’s ubiquitous subscription databases. At FIU, after deciding on a mandatory ETD Policy in July 2011, we considered moving from a payment/snail mail submission to altogether scrapping submission to ProQuest; however, our librarians made a case for keeping at least an option for ProQuest submission. After consideration of all the options, implementing the UMI ETD Administrator seemed the most logical because it relieves payment, paperwork, and snail mail. Unfortunately, the UMI ETD Administrator creates as many problems as it solves e.g., the dual submission. According to the Berkman Center’s Good Practices for University Open-Access Policies, the university should offer to make additional deposits outside of the institutional repository. Thus, we sought to find a way for the students to only submit once to our DigitalCommons Institutional Repository. By June 2012, we manually triaged our first batch of ETDs from our DigitalCommons to the UMI ETD Administrator; however, since that first batch we have identified problems with metadata submission, entering student information, and the ETD Administrator default setup. For instance, with our second batch, we eliminated discrepancies with the department field; in our third batch, we eliminated concerns with FERPA and submitting student information; in our fourth batch, we look to cut down the time of each manual submission. Attendees, with institutions considering the ETD Administrator, should expect to anticipate and solve several issues associated with implementing the system in conjunction with an institutional repository. Attendees, who work with both the ETD Administrator and an Institutional Repository, should expect to gain new ideas for eliminating a dual submission for students, a quicker publication turn around, and/or decreased workflow time.

Influence of Restaurant Reviews Upon Consumers

It is generally believed that restaurant reviews can influence consumers' decisions in choosing a restaurant. A survey administered to a sample of 420 college faculty and staff members suggests that while most restaurant patrons may read reviews, they are not used as the sole selection criterion. Recommendations of friends, the restaurant's current reputation, and perceived value may have greater influence upon the choice than does a re- view. The authors discuss the implications of both favorable and unfavorable reviews.

Independent Projects Environmental Studies 2001: Environmental Auditing Strategy for Sir Wilfred Grenfell College

Overconsumption has caused environmental degradation, while creating a dependence on convenience commodities. It is the disposal of solid waste which will prove problematic in the future with growing world populations requiring resources and the use of the land. Universities, as institutions of higher learning, have an opportunity to reduce their environmental impact through its daily operations. Adopting an environmental management system and creating an environmental policy is the means by which these institutions become sustainable campuses. Stewardship policies are developed for universities, such as Sir Wilfred Grenfell College by analyzing current consumptive practices of the students, Faculty, and staff at the institution, often by way of an environmental audit

As escolas polivalentes do Triângulo Mineiro e Alto Paranaíba (MG): sondagem vocacional no projeto desenvolvimentista civil-militar (1965–1976)

This study has as object eight state vocational schools located in Araguari, Araxá, Frutal, Ituiutaba, Monte Carmelo, Patos de Minas, Uberaba and Uberlândia, in Minas Gerais. The period analyzed comprises the years from 1965 to 1976, from the signature of the Agreement 512-11-610-042 beteween the Ministry of Education and Culture (MEC) and the American Agency for International Development (USAID), which started a series of other agreements, and actions ending up with the creation of the Expansion and Improvement of High Schools Program (Programa de Expansão e Melhoria do Ensino Médio - PREMEM) and, from this, the Vocational Schools. The upper limit of the study, 1976, was the year when these agreements, known as MEC/USAID agreements ceased. The Vocational Schools were characterized as vocation probing schools, directing the professional formation of the population in general, which would happen a posteriori, turning it shorter and more effective, since the labor market would demand, urgently, capable professionals for an expanding economy. The project of Vocational Schools had a national scope, and foresaw, for its unfolding, the complete substitution of State Schools for the new model, called “multi-curricula”. The theme Vocational schools was the object of my Master’s degree study, when I focused the State School Guiomar de Freitas Costa, in Uberlândia. That study raised questionings and concerns that resulted in the central problem of the thesis presented here: understanding the measure in which such schools integrated the country’s development project – mostly in the first half of the military rule – and to understand its structure, functionality and efficacyThe development of the study presented here, demanded the use of several sources: 1) specialized literature about the topics presented, i.e., the situation of national education in a temporal analysis, the political, economical and social context, research methodologies, the theory of human capital, vocational teaching, pedagogical trends and practices, agreements MEC-USAID and PREMEM; 2) national, state and county laws related to the discussion: laws of national education directives and basis, decrees and reports stating about the program of technical cooperation between Brazil and the United States of America, the Program of Expansion and Improvement of Teaching (PREMEM), formation of professors, establishment of Vocational Schools and educational planning; 3) documentation of school archives: books of minutes of Collegiate and of faculty and staff, registrar books with final scores, enrolment, visits of inspector, accounting books, punch clock records, student, professor and staff occurrences, inventory, class schedules, school year calendar, school rules, class reports, payment rolls, bills of sales, exchanged mail, personal documentation of professional personnel, documents of land acquisition, blueprints, manuals of PREMEM, didactic materials/resources used in classes, books available in the school library, structured evaluations for follow-up of school processes, pictures of events, texts prepared for special dates, and news from the official newspaper and, finally, 4) national and local press reports, especially from Folha de São Paulo, Correio de Araxá, Correio de Uberlândia and Lavoura e Comércio (Uberaba). The proposition of Vocational schools was conciliate theoretical and practical formation through an active education permeated by technological resources. The contact with knowledge and several practical activities under professional supervision, the student would identify the knowledge area that would interest him the most and his aptitude. This formation in primary school would make way for the vocation studies in high school, which became mandatory by the law 5.692/71, that reformed school education from the previous levels of elementary, middle high and high school. However, the multi-curricula proposal that would be spread to the other public schools in the country ended up succumbing to the model already established. From its ephemeral existence, maybe the Vocational Schools have not reached the more general goals in political, economic and social aspects; however, this study demonstrated that, for the people that, directly or indirectly, had contact with such schools, a legacy of vocational and quality teaching was made, so much so, that forty years after the end of that proposal, they are still remembered.

ANNUAL REPORT 2012-13

This annual report from the Krause Center for Leadership and Ethics at the Citadel states the overall goals of the Center for 2012-13, the progress made on those goals and the mission and goals for academic year 2013-14. Included in those goals are champion The Citadel mission, establish / sustain a model leadership and ethics center, enhance The Citadel’s reputation and provide cutting edge leadership education programs for Citadel cadets, CGC students, faculty, and staff.

ANNUAL REPORT 2013-14

This annual report from the Krause Center for Leadership and Ethics at the Citadel states the overall goals of the Center for 2013-14, the progress made on those goals and the mission and goals for academic year 2014-15. Included in those goals are champion The Citadel mission, establish / sustain a model leadership and ethics center, enhance The Citadel’s reputation and provide cutting edge leadership education programs for Citadel cadets, CGC students, faculty, and staff.