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Demandas jurídicas por coberturas assistenciais: estudo de caso: CASSI; Healthcare coverage for Legal demands : case study: CASSI

Oliveira, José Antonio Diniz de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 17/08/2010 Português
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Introdução - A Lei 9.656/1998 fundamenta o marco legal do setor privado da saúde no Brasil. Igualmente importante, a Lei 9.961/2000 criou a Agência Nacional de Saúde Suplementar (ANS) para fiscalizar e regulamentar a relação entre operadoras e beneficiários de planos. A partir de então houve um crescimento expressivo no número das ações judiciais, fenômeno denominado judicialização da saúde. Objetivo - Conhecer e analisar o montante e os motivos das ações judiciais relacionadas às coberturas assistenciais e avaliar o impacto econômico-financeiro em uma entidade de autogestão. Método Análise de banco de dados das ações judiciais do período 1998 a 2009. A base de dados constitui-se de 7.271 ações cíveis ativas e baixadas. Desse total foram selecionadas 3.569 relacionadas a coberturas assistenciais, cujos dados foram organizados em planilha eletrônica. Analisou-se ainda a população total e o impacto econômico-financeiro a partir de informações de balanço anual. Resultados Várias constatações importantes foram reveladas, como a evolução crescente do número de ações; o fato de a Bahia possuir 9,5 por cento da população assistida e responder por 33,4 por cento das ações totais; as gastroplastias aparecerem como o objeto mais importante 427 ações (12 por cento do total); o impacto econômico-financeiro atingindo em média 1 por cento da receita total...

Repositioning Ourselves: acknowledging contradiction

Cox,Dana; D?Ambrosio,Beatriz Silva; Keiser,Jane; Naresh,Nirmala
Fonte: UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa; Programa de Pós-Graduação em Educação Matemática Publicador: UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa; Programa de Pós-Graduação em Educação Matemática
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2014 Português
Relevância na Pesquisa
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The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity.  

Characteristics of services and educational programs in libraries serving problem-based curricula: a group self-study.

Watkins, M C
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /07/1993 Português
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A group of librarians from institutions with formal problem-based learning (PBL) curricula tracks began meeting informally in 1989 to explore the common elements among libraries serving PBL curricula. In 1991, a self-study was undertaken to delineate library services in these schools and also to identify the mechanisms that enable libraries to respond directly to the PBL curriculum. This paper reports results of this self-study, including findings regarding services, collection access, library access, and, particularly, areas that facilitate the PBL process, such as availability of on-demand and tailored user education, end-user literature searching, and electronic mail. Formal and informal library instruction, both optional and required, is described. The self-study also identified structured and unstructured methods of student access to PBL curriculum resources, including bibliographies, formally defined reserve collections, and student and faculty resources. The many roles of the professional librarian within the PBL curriculum are described; librarians may serve as traditional service providers, as resource persons, as faculty, or as tutors or facilitators in PBL curriculum sessions.

Self-Study of Values, Beliefs, and Conflict of Interest: The Bone and Joint Decade 2000–2010 Task Force on Neck Pain and Its Associated Disorders

Reardon, Rhoda; Haldeman, Scott
Fonte: Springer-Verlag Publicador: Springer-Verlag
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
45.55%

Part Time University Teaching in Ontario: A Self-Study

Cope Watson, Georgann
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
65.71%
This qualitative self-study explored the disappointment I felt as a part-time university teacher in a mid-sized, primarily undergraduate Ontario university, where I experienced difficulty integrating my beliefs about teaching into my practice of teaching. The purpose of this qualitative study was to inquire into why it was difficult for me, representative of a part-time university teacher in a mid-sized, primarily undergraduate university, to enact the critical pedagogical practices I espoused in my teaching philosophy. The secondary purpose was to apply the findings of the study to reframe my university teaching practice in a way that met my need to enact my beliefs about university teaching while complying with the broader geo-political conditions of part-time university teaching in Ontario (Loughran, 2006; Russell & Loughran, 2007). This study is grounded in the sociological theoretical framework of critical pedagogy (Freire, 1970; Giroux, 1988, 2010; McLaren, 2003) and the methodological framework of The Self-Study of Teacher Education Practices (S-STEP). This study combined the methods of Brookfield’s (1995; 2002) critically reflective practice and Cole and Knowles (2000) practice of reflexive inquiry with Creswell’s (2005) methods of thematic analysis to answer the research question: Why is it difficult for me to enact my beliefs about university teaching as a part-time teacher in an Ontario university? Findings suggest the geo-political contexts of part-time university teaching work can impact a teacher’s ability to enact his/her beliefs about teaching within his/her practice of teaching.

Humour and Learning: A Self-Study of My Practice as an Adult Educator

Samuels, Joanna
Fonte: Brock University Publicador: Brock University
Português
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This study examined my lived experiences as a frontline practitioner and adult educator in a local nonprofit community organization. Using self-study research methodology, I explored my professional practice as a facilitator of job search skills training with newcomers to Canada and the impact of humour on their learning, a topic for which I have a particular passion. To better inform my practice, I designed and delivered job search skills workshops on resume writing and cold-calling/networking. I used a variety of data sources including a literature review, personal observations, and reflections as well as secondary data sources from workshop evaluations and unsolicited feedback emails from participants. Findings from the self-study indicated that adult learners who experience entertaining and fun-filled lessons that use appropriate humour have better learning results, are more confident, and are better prepared to apply skills required for achieving career goals. Further, I learned in my practice that my challenge as an adult educator is to ensure humour is appropriately used and adds value to the learning rather than being the focus of the teaching.

Exploring the nature of teaching and learning: an explicit examination of the contribution of educative relationships to effective higher education pedagogy and the role of self- study in the development of teacher professional identity

Mannix McNamara, Patricia
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
Português
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peer-reviewed; The quality of teaching that occurs within academic institutions has begun to feature more frequently in recent academic discourse. However, the types of educative relationships created with students features less frequently in the discourse. Yet they are an important aspect of the learning process. How academics understand the nature of their teaching and their impact on the learning of their students is an important consideration for those who seek to champion the development of mindful and empowering teaching in higher education. This research sought to explore my lived experiences of teaching and learning in higher education. A self-study action research methodology was chosen in which I sought to examine how students understood the nature of the educative relationships they experienced in higher education. It also explored in depth the nature of the educative relationships that I created with my students and how this impacted on their learning. The research was characterised by deep reflection on my practice as an educator in a university setting. A qualitative approach was employed and data were collected from a variety of sources such as student interviews, student focus groups, student reflective journals...

Western Association of Schools and Colleges Final Self-Study Report: Self-Study for Reaffirmation of Accreditation

Elster, Richard; Powers, John P.; Lindsey, Gerald H.; Connor, George; Filizetti, Julie Dougherty; Weir, Maurice D.; Weitzman, Ronald
Fonte: Naval Postgraduate School, Monterey, California Publicador: Naval Postgraduate School, Monterey, California
Tipo: Relatório
Português
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For several years, the Naval Postgraduate School has been embarked on a journey to define who we are, who our customers are and how well we serve them, and in what direction we are headed as a university. This journey, which began in 1992, is our Strategic Planning Process. Through this process, we have defined our mission and our vision and have developed Strategic Initiatives that will enable us to realize this vision. NPS took advantage of the opportunity to conduct a Self-Study as a way to ensure campus-wide involvement in the continued development and execution of the NPS Strategic Plan. We hoped that faculty, staff, students, and administration would feel they are not only part of the plan but also critical to its success. Additionally, we hoped to ensure that the plan and its Initiatives represent the right direction and focus for the institution.We realize that one key to a successful strategy, and to a thriving university, is assessment. We should constantly evaluate our effectiveness as a university, as a military institution, and as a professional organization. From the self-study process, we found that we effectively monitor our progress in many areas and have many valuable assessment mechanisms and systems in place. Additionally...

A statistical analysis of achievement in self-study summer books

Bazo Mart??nez, Pl??cido; Pe??ate Cabrera, Marcos; Arnaiz Castro, Patricia; Geatches, Hazel
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Português
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In this article we present all the results obtained from our research based on the use of self-study books. In a previous report we outlined the way pupils and parents used the holiday books, whereas in this article we will focus our attention on the evaluation of the activities done by the students during their summer holidays. We will, in particular, analyse the results obtained by pupils from state and private schools, by boys and girls and by second and third cycle pupils.; En el presente art??culo exponemos todos los resultados obtenidos en una investigaci??n que tuvo como objetivo estudiar el uso de los cuadernos de verano de ingl??s en primaria. En un informe publicado anteriormente presentamos el uso dado a estos cuadernos de vacaciones por los alumnos y padres, pero ahora vamos a prestar especial atenci??n a los resultados obtenidos al evaluar las actividades realizadas. En particular, comparamos estad??sticamente los resultados obtenidos por el alumnado de colegios p??blicos y privados, por los chicos y las chicas, y por el alumnado del segundo y tercer ciclo de primaria.

LCME Planning and Self-Study Materials

Florida International University College of Medicine
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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Cope of the LCME's planning and self-study materials. Includes information on the LCME accreditation process and policies, as well as an overview of the LCME as an an organization.

Institutional Self study for the Liaison Committee on Medical Education

Florida International University College of Medicine
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
65.63%
Draft of the College of Medicine's Institutional Self-Study for the LCME. Includes an overview of the College of Medicine's history, development, and vision, as well as details regarding the organization of the college, educational programs and resources, and future goals.

Why I am not a teacher: a self-study examining why I made the decision to exit the teaching profession /

Gambrell, Sarah.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
45.66%
A good teacher was once described as being like a candle; consuming itself to light the way for others (Author unknown). But as Knox (2005) says, far too many yoimg flames flicker out before they ever get the opportvmity to bum their brightest. This self-study explores the phenomenon of teacher attrition through the stories and lived experiences of one elementary teacher. I strive throughout this self-study to delve deeper into the significance of my story and lived experiences in order to enhance our understanding of why teachers exit the profession. As a result, the guiding question throughout the study is, "Why do teachers, particularly those who have only taught for a few years, leave the classrooms they worked so hard to enter?" Through the writing of a narrative entitled Sarah 's Story, I was able to identify and give voice to a story openly sharing the feelings of despair; disappointment, frustration and disillusionment. This study has identified areas of tension that lead to dissatisfaction, discontent, and teacher disillusionment. It confronts the issues of complexity, uncertainty, and conflict that are experienced in teaching. It discusses the puzzling, powerfiil and upsetting experiences, highlighting the importance of talk between all members of the education system.

Letting go : a self-study utilizing critical literacy as method in improving my practice /

McClenaghan, Michael.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
45.71%
This is a Self-study about my role as a teacher, driven by the question: "How do I improve my practice?" (Whitehead, 1989)? In this study, I explored the discomfort that I had with the way that I had been teaching. Specifically, I worked to uncover the reasons behind my obsessive (mis)management of my students. I wrote of how I came to give my Self permission for this critique: how I came to know that all knowledge is a construction, and that my practice, too, is a construction. I grounded this journey within my experiences. I constructed these experiences in narrative fomi in order to reach a greater understanding of how I came to be the teacher I initially was. I explored metaphors that impacted my practice, re-constructed them, and saw more clearly the assumptions and influences that have guided my teaching. I centred my inquiry into my teaching within an Action Reflection methodology, bon-owing Jack Whitehead's (1989) term to describe my version of Action Research. I relied upon the embedded cyclical pattern of Action Reflection to understand my teaching Self: beginning from a critical moment, reflecting upon it, and then taking appropriate action, and continuing in this way, working to improve my practice. To understand these critical moments...

Spreading my wings : how can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?

Upton, Sonja C.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
45.61%
"How can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?" Through the use of Whitehead's (1989) living educational theory and examination of my stories, I identify the values and critical events that have helped me come to know my own learning and shape my professional self. Building on the premise that educational knowledge/theory is created, recreated, and lived through educational inquiry; I strive to make meaning of this data archive, collected over 7 years of teaching. I chart my journey to reexamine my beliefs and practices, to find a balance between traditional and progressive practices and to align my theory and practice. I retell, and, thus, in some way relive, my own "living contradictions." A reconceptualization of the KNOW, DO, BE model (Drake & Burns, 2004) is used to develop strategies to align my practice, including a six-step model of curriculum design that combines the backwards design process of Wiggins and McTighe (1998), the KNOW, DO, BE model (Drake & Burns) and Curry and Samara's (1995) differentiation planner.

Facilitating self-directed learning: the nurse educators' perspective

Bilsky, Millie.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
45.67%
The concept of self-directed learning was examined from the nurse educators' perspective. One structured interview, lasting between one and one-and-a half hours, was conducted with each of 14 nurse educators in two community college continuing education programs in nursing. One community college program encourages selfdirected learning; the other encourages self-study and active participation in the teaching/learning process. All 14 interviews were tape-recorded and transcribed verbatim. Verbatim transcripts were analyzed for themes, patterns, and relationships utilizing analyst-constructed typologies. six prerequisites or necessary conditions for facilitating self-directed learning in a community college continuing education program in nursing were identified. ~he crucial issue in facilitating self-directed learning was found to be the issue of teacher-control.

Unpacking: An International Teacher's Exploration Into Life and Learning Abroad

Bond, Megan
Fonte: Quens University Publicador: Quens University
Tipo: Project
Português
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With the growth of globalization, people and cultures are coming together like never before. As an international teacher, I am an example of this phenomenon. After six years abroad, the last three working at an international school in Mongolia, I returned to Canada noticeably changed and struggling to understand the impact of my experiences. Limited literature on the international teacher experience has led me to engage in this self-study in which I use methods of narrative inquiry to better understand my personal journey of learning and change over the three years that I lived and taught in Mongolia. As I unpack my journey, the artifacts that I remove from my backpack trigger memories of the moments that hold significance. I further ‘unpack’ my vignettes, drawing out the issues that have impacted my changing identity. As newly qualified teachers seek positions in the competitive Canadian job market, the international arena remains an appealing option. It is my hope that this project will serve to instigate self-analysis in the reader and serve as a focal point for discussion on issues that could arise while living and teaching overseas.

Authenticity in Teaching: Reflecting Through Narrative Writing and Contemplative Practices

Vine, Leah
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
45.7%
This qualitative self-study explores my teaching practice. Three months of on-going daily critical reflections on past and present experiences related to my teaching resulted in 26 written documents illuminating memories, thoughts, feelings, insights, and epiphanies. Data collection strategies included narrative writing, dialogue with a mentor, and engagement in contemplative practices, such as Yoga, meditation, and mindfulness. The main purpose of this study was to explore, learn, and develop a core teacher identity and teaching practice while addressing two main research questions: how am I authentic in my teaching practice; and how might engaging in self-study contribute to my authenticity as a teacher? I used Cranton and Carusetta’s research, specifically referring to “Authenticity in Teaching” (2004a) and “Developing Authenticity as a Transformative Process” (2004b) to guide this study and analyze my findings. Results revealed the various ways in which I practice authenticity in my teaching and that my engagement in on-going critical reflection through self-study contributed to my authenticity as a teacher.; Thesis (Master, Education) -- Queen's University, 2012-08-20 21:01:28.498

A Project Management Approach to an ACPE Accreditation Self-study

Dominelli, Angela; Iwanowicz, Susan L.; Bailie, George R.; Clarke, David W.; McGraw, Patrick S.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/04/2007 Português
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45.74%
In preparation for an on-site evaluation and accreditation by the American Council on Pharmaceutical Education (ACPE), the Albany College of Pharmacy employed project management techniques to complete a comprehensive self-study. A project lifecycle approach, including planning, production, and turnover phases, was used by the project's Self-Study Steering Committee. This approach, with minimal disruption to college operations, resulted in the completion of the self-study process on schedule. Throughout the project, the Steering Committee maintained a log of functions that either were executed successfully or in hindsight, could have been improved. To assess the effectiveness of the project management approach to the the self-study process, feedback was obtained from the College community through a poststudy survey. This feedback, coupled with the Steering Committee's data on possible improvements, form the basis for the lessons learned during this self-study process.

Getting to the heart of teacher experience: The journeying of reflexivity, self-study and conscious attention

Keck,Charles Stephen
Fonte: Instituto Politécnico Nacional, Coordinación Editorial Publicador: Instituto Politécnico Nacional, Coordinación Editorial
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2015 Português
Relevância na Pesquisa
65.63%
This article presents an analysis of the testimonies of teachers who participated in an innovative training program whose goal was to develop teachers' attention to their personal and professional experience. This approach to teacher training can be located within the discourses of reflexivity and self-study, and moves teachers toward an intra- and inter-subjective understanding of their role as teachers. Closer attention to experience generates both difficult and transformative knowledge that necessitates evolutions in teacher identity with both individualized and shared components. Teachers develop a greater tolerance of ambivalence and multiplicity, as well as increased autonomy, showing signs of moving toward a new professional ethos grounded in an enhanced attention to the here and now of teaching and its highly relational nature. This new ethos is perhaps better suited to contribute to the growing policy trends that emphasize the educational importance of school climate.

Towards academic generativity: working collaboratively with visual artefacts for self-study and social change

Pithouse-Morgan,Kathleen; van Laren,Linda
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
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There appears to be a mounting consciousness in academia that knowledge production and the scholarly dissemination of knowledge do not necessarily lead to general well-being or improvement in society. In this article we start with ourselves by initiating an exploration into generative possibilities for becoming agents of social change through our own educational research. We take a collaborative self-study approach to our inquiry, using artefact retrieval as a visual method to re-examine our own research interests. Our individual reflections on our chosen artefacts are brought together into a reflexive dialogue. We follow this with a collaborative reflection, in which we explain how we have noticed similarities in both the connotative and denotative histories of our artefacts and gained an alternative perspective on our interests and practices as educational researchers. The article demonstrates how, by working with visual artefacts from our professional spaces, we were afforded the opportunity to collaboratively re-think our research endeavours. As 'critical friends' we were able to recognise the importance of moving beyond advocating change, and to explore how 'starting with ourselves' research approaches can facilitate social action for the benefit of others.