A disciplina de história da educação em perspectiva histórica : da Faculdade de Filosofia, Ciências e Letras à Universidade Federal do Espírito Santo (1951-2000)

A pesquisa analisa da constituição histórica da disciplina História da Educação ministrada na Faculdade de Filosofia Ciências e Letras do Estado do Espírito Santo, posteriormente incorporada a Universidade Federal do Espírito Santo entre os anos de 1951 e 2000. Investiga a constituição histórica da disciplina, as transformações programáticas, legais e institucionais referentes à disciplina de História da Educação, como também as abordagens historiográficas, periodizações e os conceitos de tempo, história e educação. A fundamentação teórica e metodológica articula-se dialogicamente a partir das construções conceituais e metodológicas de Carlo Ginzburg e Mikhail Bakhtin. A partir dos conceitos de polifonia e dialogismo, comum a ambos, investigou-se as vozes e diálogos impressos nas narrativas da disciplina de História da Educação e seu ensino, sejam em camadas mais superficiais ou profundas, encontradas no corpus documental consultado e analisado, que correspondem a: programas de ensino, transparências, leis, estruturas curriculares, documentos de departamento; resenhas e fichamentos de textos, bibliografia obrigatória e complementar, avaliações e entrevistas. Procurou-se no corpus documental dados aparentemente negligenciáveis – pistas, indícios e sinais – remontar uma realidade histórica complexa e não experimentável diretamente. Ao investigar historicamente a trajetória da disciplina História da Educação e seu ensino a partir dos parâmetros legais, programáticos e institucionais, foi possível perceber que as mudanças mais profundas operadas na disciplina não se originam das legislações e reestruturações curriculares, mas dos locais de produção e socialização do conhecimento histórico. Durante o período analisado, as duas esferas de produção historiográficas que mais influenciaram nas abordagens, periodizações e conceitos de tempo, história e educação da disciplina História da Educação do curso de pedagogia pesquisado foram: a editora responsável pela publicação e divulgação dos Manuais de História da Educação da coleção Atualidades Pedagógicas (1951-1979) e os Programas de Pós-graduação em Educação e História (1980 - 2000). Entre 1951 e finais de 1970 observa-se a influência dos Manuais de História da Educação, na organização e programação do ensino de História da Educação e uma abordagem filosófica voltada para a história das ideias pedagógicas e análises do pensamento de filósofos e educadores sobre a educação e respectivas inserções em doutrinas filosóficas europeias. A partir de 1980 as abordagens de cunho econômico, político e ideológico dos contextos históricos educativos passaram a predominar nos programas de ensino das disciplinas de História da Educação I e II, e vigoraram até meados nos anos de 1990. Na disciplina de História da Educação I a abordagem é marcada por análises do contexto de produção e organização das classes sociais; com relação à disciplina História da Educação II, até meados de 1995, trata da educação brasileira. A partir da abordagem fundamentada na Teoria da Dependência após 1995, os documentos consultados começam a mostrar outras marcas que sugerem uma abordagem voltada para a dimensão política e social, abordando a História da Educação Brasileira, a partir dos movimentos sociais e seus respectivos projetos educacionais.

Social network analysis applied to knowledge creation and transfer in the portuguese agricultural R&D field: an exploratory study

Paper presented at the 9th European Conference on Knowledge Management, Southampton Solent University, Southampton, UK, 4-5 Sep. 2008. URL: http://academic-conferences.org/eckm/eckm2008/eckm08-home.htm

Necrotising pneumonia due to influenza A (H1N1) and community-acquired methicillin-resistant Staphylococcus aureus clone USA300: successful management of the first documented paediatric case.

Necrotising pneumonia in young, previously healthy patients due to Panton–Valentine leucocidin (PVL) producing Staphylococcus aureus has been increasingly recognised. PVL pneumonia is often associated with influenza co-infection and high mortality. This case report describes the successful management of the first documented paediatric case of a previous healthy adolescent who developed necrotising pneumonia due to community-acquired methicillin-resistant (CA-MRSA) clone USA300 with pandemic influenza A (H1N1) co-infection, and highlights the importance of early recognition and initiation of appropriate therapy for this potentially fatal co-infection. PCR remains the gold standard to diagnose pandemic H1N1 since it may not be detected by rapid antigen tests. Bacterial necrotising pneumonia should be suspected in those presenting with worsening flu-like symptoms and clinical and/or radiological evidence of PVL infection (multifocal infiltrates, effusion and cavitation). These patients may benefit from the administration of toxin neutralising agents. In light of the current H1N1 pandemic, healthcare professionals will be increasingly confronted with this clinical scenario.

Characteristics and effectiveness of diabetes self-management educational programs targeted to racial/ethnic minority groups: a systematic review, meta-analysis and meta-regression.

BACKGROUND It is not clear to what extent educational programs aimed at promoting diabetes self-management in ethnic minority groups are effective. The aim of this work was to systematically review the effectiveness of educational programs to promote the self-management of racial/ethnic minority groups with type 2 diabetes, and to identify programs' characteristics associated with greater success. METHODS We undertook a systematic literature review. Specific searches were designed and implemented for Medline, EMBASE, CINAHL, ISI Web of Knowledge, Scirus, Current Contents and nine additional sources (from inception to October 2012). We included experimental and quasi-experimental studies assessing the impact of educational programs targeted to racial/ethnic minority groups with type 2 diabetes. We only included interventions conducted in countries members of the OECD. Two reviewers independently screened citations. Structured forms were used to extract information on intervention characteristics, effectiveness, and cost-effectiveness. When possible, we conducted random-effects meta-analyses using standardized mean differences to obtain aggregate estimates of effect size with 95% confidence intervals. Two reviewers independently extracted all the information and critically appraised the studies. RESULTS We identified thirty-seven studies reporting on thirty-nine educational programs. Most of them were conducted in the US, with African American or Latino participants. Most programs obtained some benefits over standard care in improving diabetes knowledge, self-management behaviors and clinical outcomes. A meta-analysis of 20 randomized controlled trials (3,094 patients) indicated that the programs produced a reduction in glycated hemoglobin of -0.31% (95% CI -0.48% to -0.14%). Diabetes knowledge and self-management measures were too heterogeneous to pool. Meta-regressions showed larger reduction in glycated hemoglobin in individual and face to face delivered interventions, as well as in those involving peer educators, including cognitive reframing techniques, and a lower number of teaching methods. The long-term effects remain unknown and cost-effectiveness was rarely estimated. CONCLUSIONS Diabetes self-management educational programs targeted to racial/ethnic minority groups can produce a positive effect on diabetes knowledge and on self-management behavior, ultimately improving glycemic control. Future programs should take into account the key characteristics identified in this review.

Iowa College Student Aid Commission, Agency Performance Plan

Annual Report, Agency Performance Plan

TOPSpro Data Dictionary, July 1, 2005–June 30, 2006

The passage of the Workforce Investment Act (WIA) of 1998 [Public Law 105-220] by the 105th Congress has ushered in a new era of collaboration, coordination, cooperation and accountability. The overall goal of the Act is “to increase the employability, retention, and earnings of participants, and increase occupational skill attainment by participants, and, as a result improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation.” The key principles inculcated in the Act are: • Streamlining services; • Empowering individuals; • Universal access; • Increased accountability; • New roles for local boards; • State and local flexibility; • Improved youth programs. The purpose of Title II, The Adult Education and Family Literacy Act (AEFLA), of the Workforce Investment Act of 1998 is to create a partnership among the federal government, states, and localities to provide, on a voluntary basis, adult education and literacy services in order to: • Assist adults become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; • Assist adults who are parents obtain the educational skills necessary to become full partners in the educational development of their children; • Assist adults in the completion of a secondary school education. Adult education is an important part of the workforce investment system. Title II restructures and improves programs previously authorized by the Adult Education Act. AEFLA focuses on strengthening program quality by requiring States to give priority in awarding funds to local programs that are based on a solid foundation of research, address the diverse needs of adult learners, and utilize other effective practices and strategies. To promote continuous program involvement and to ensure optimal return on the Federal investment, AEFLA also establishes a State performance accountability system. Under this system, the Secretary and each State must reach agreement on annual levels of performance for a number of “core indicators” specified in the law: • Demonstrated improvements in literacy skill levels in reading, writing, and speaking the English language, numeracy, problem solving, English language acquisition, and other literacy skills. • Placement in, retention in, or completion of postsecondary education, training, unsubsidized employment or career advancement. • Receipt of a secondary school diploma or its recognized equivalent. Iowa’s community college based adult basic education program has implemented a series of proactive strategies in order to effectively and systematically meet the challenges posed by WIA. The Iowa TOPSpro Data Dictionary is a direct result of Iowa’s pro-active efforts in this educational arena.

Tax Credit Evaluation Study: Tax Incentive Programs Used by Biofuel Producers, March 2009

During the 2005 Legislative Session the Iowa Department of Revenue received an appropriation to establish the Tax Credits Tracking and Analysis Program (TCTAP) to track tax credit awards and claims. In addition, the Department was directed to perform periodic evaluations of tax credit programs. The purpose of these studies is three-fold: (1) To provide a comparison of the Iowa tax credit program to similar federal and other states’ programs (2) To summarize information related to the usage of the Iowa tax credit (3) To evaluate the economic impact of the tax credit program.

Statewide Transportation Improvement Program 2010-2013

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 USC. The STIP is generated to provide the Federal Highway Administration (FHWA) and Federal Transit Administration (FTA) a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s (Iowa DOT) authority to act concerning matters related to transportation, federal-aid expenditures and approvals of Metropolitan Planning Organizations’ (MPOs) Transportation Improvements Programs (TIPs) have been provided in past STIP’s and can be provided again upon request. The projects identified within the 2010-2013 STIP are divided into two groups. Projects proposed for funding from FHWA programs are shown first. FTA programs follow. Maps are included that identify locations of Iowa DOT District Planners, Metropolitan Planning Organizations (MPOs), Regional Planning affiliations (RPAs), and transit systems.

Community-Based Corrections Substance Abuse Treatment for the Higher Risk Offender, Iowa Department of Corrections Performance Audit Report, September 2007

The performance audit conducted by the Department of Management concerned the licensed substance abuse treatment programs in Department of Corrections’ institutions. This report uses the same methodology, modified for community-based corrections populations, to examine the delivery of substance abuse treatment for higher risk offenders under field supervision, and all offenders who were assigned to community corrections residential facilities.

Statewide Transportation Improvement Program 2015-2018: Sorted by MPO and RPA, 2014

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). The 2015-2018 STIP was approved by FHWA and FTA on September 16, 2014. Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures and approvals of metropolitan planning organizations’ (MPOs), transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Statewide Transportation Improvement Program 2014-2017: Sorted by MPO and RPA, 2013

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). The 2015-2018 STIP was approved by FHWA and FTA on September 16, 2014. Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures and approvals of metropolitan planning organizations’ (MPOs), transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Statewide Transportation Improvement Program 2013-2016: Sorted by MPO and RPA, 2012

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures and approvals of metropolitan planning organizations’ (MPOs), transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Guide to Scholarships and Grants

2015-16 publication highlighting Iowa Scholarships and Grants administered by the Iowa College Student Aid Commission.

Statewide Transportation Improvement Program 2016-2019: Sorted by MPO and RPA, 2015

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for the four federal fiscal years (FFY) 2016-2019. The 2016-2019 STIP was approved by FHWA and FTA on September 29, 2015. Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures, and approvals of metropolitan planning organizations’ (MPOs) transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Community Care Access Centre accountability reforms: executive director perceptions /

The purpose of this study was to explore how four purposefully selected executive directors of Community Care Access Centres (CCACs) understood the idea of accountability, and how they viewed the accountability reforms that had been imposed on their sector of health care over the previous three years. Data were collected through personal interviews and a reflective journal. An analysis of key documents and the reflective journal informed the data analysis. The findings suggest that executive directors perceive that accountability relationships have shifted since reforms have been implemented. They noted that CCACs have become more accountable to the provincial government at the expense of accountability to the local community. From their perspective, the demand for greater standardization and bureaucratization has left fewer opportunities to adapt programs to meet particular community needs and has slowed the ability to respond quickly to community inquiries and concerns.