scholarly journals “A festa da Arte”

ForScience ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. e00832
Author(s):  
Alanderson Maxson Ferreira do Nascimento ◽  
Avelino Aldo de Lima Neto
Keyword(s):  
Professional Education ◽  
Rio Grande ◽  
Data Interpretation ◽  
Student Enrollment ◽  
National Library ◽  
Teaching Institution ◽  
School Year ◽  
Local Newspaper

Este trabalho realiza uma discussão sobre o uso do jornal como fonte histórica a partir de uma análise das publicações feitas sobre o Instituto de Música do Rio Grande do Norte pelo jornal A Ordem, entre os anos de 1936 e 1952. Com o objetivo de compreender como o referido periódico realizava suas publicações sobre esse espaço de ensino musical, e a fim de ter acesso às suas edições na íntegra, realizou-se uma pesquisa na Hemeroteca Digital da Biblioteca Nacional, na qual encontraram-se as edições nas quais o Instituto de Música do Rio Grande do Norte foi mencionado. A pesquisa é de natureza qualitativa e exploratória, com procedimentos de caráter bibliográfico e documental, através da análise das notas encontradas no jornal A Ordem. Para a interpretação dos dados, traz-se a compreensão de Barros (2019) acerca do jornal como fonte histórica e não como objeto de estudo, e de Albuquerque Junior (2013) sobre documentos, que trazem vida, sentimentos, emoções, e acontecimentos da vida de um homem do passado. No período analisado, A Ordem publicou conteúdos diversificados sobre o Instituto de Música do Rio Grande do Norte, informando sobre período de matrículas, início de ano letivo, resultado de exames, recital dos alunos, trazendo notas com o diretor da instituição e outras que faziam referências indiretas à mesma. Desse modo, o periódico local se mostrou um importante parceiro na realização das atividades da instituição.   Palavras-chave: Instituto de Música do Rio Grande do Norte. Jornal A Ordem. Documento.   The "art celebration": a ordem newspaper as a research source regarding music professional education in Rio Grande do Norte (1936-1952) Abstract This work deals with the use of the newspaper as a historical documental source. The research is based on an analysis of the publications of the Institute of Music of Rio Grande do Norte in Brazil in the A Ordem newspaper between the years 1936 and 1952. To understand how the periodical realized its publications regarding the musical teaching institution, and in order to have access to its full editions, a survey in the Digital Periodical Library of the Brazilian National Library was realized where issues where the forementioned Institute were found. The research is of qualitative and exploratory nature and considered bibliographic and documentary strategies, through the analysis of the notes found in the newspaper. The research is as of a qualitative and exploratory nature, with bibliographic and documentary procedures, through the analysis of the notes found in the newspaper A Ordem newspaper. For data interpretation, the researched relied on works such as Barros (2019) that deals with newspapers as documental sources and not only as an empirical object. The research also considered works of Albuquerque Junior (2013) about documents, which emphasize life, feelings, emotions, and events from the life of a men in this period. In this context A Ordem newspaper published a diversified type of contents regarding the aforementioned institute. Some reports dealt with student enrollment period, beginning of the school year, exam results or students' recitals. Others were reports written by the institute´s director or mentioned the institute indirectly. Thus, the local newspaper proved to be an important ally in the broadcasting of the institution's activities. Keywords: Music Institute of Rio Grande do Norte. A Ordem newspaper. Document.

A importância do planejamento de hortas em escolas de educação infantil

2020 ◽  
Vol 42 ◽  
pp. 45
Author(s):  
Jéssica Streck Baisch ◽  
Jaqueline Rambo Anschau ◽  
Janessa Aline Zappe ◽  
Ana Rita Pereira Wollmann ◽  
Bruno Luan Rosa Machado ◽  
...  
Keyword(s):  
Healthy Eating ◽  
Food Production ◽  
Rio Grande ◽  
Learning Activities ◽  
Rio Grande Do Sul ◽  
School Year ◽  
Environment Sustainability ◽  
Teaching Learning

Creating spaces to work on themes such as environment, sustainability and healthy eating is a practice adopted in early kindergarten schools. In this sense, the garden is a tool for working on various themes and developing students' commitment to the environment and to food production using sustainable techniques. Thus, this work aimed to plan and implement a vegetable garden at Escola Municipal de Educação Infantil Sol Criança (Santiago, Rio Grande do Sul) e no Colégio Totem (Cachoeira do Sul, Rio Grande do Sul). The planning of the garden was carried out with the help of teachers and pedagogical coordination of the schools involved, in order to provide greater interaction of students with the garden. For this, the beds were prepared with used tires, so that all the space was accessible to students. Members of the Horta Viva at School Extension Project prepare the flowerbeds and on the day of the vegetable planting the students and teachers of the schools participated in the activity. Activities were also planned to be developed with students during the school year. The garden has allowed for greater integration between students, and the space will serve for various teaching-learning activities in schools.

scholarly journals RNPLS&T’s activities in education: Vectors and prospects

2018 ◽  
pp. 73-82
Author(s):  
Elena Lindeman ◽  
Yuliya Sokolova ◽  
Elena Taran
Keyword(s):  
Professional Education ◽  
Parental Support ◽  
Educational Programs ◽  
Educational Organizations ◽  
Program System ◽  
National Library ◽  
State Institute ◽  
Task Order ◽  
Science And Culture ◽  
Education Science

The authors discuss the main vectors of RNPLS&T’s educational activities, in particular the program system of advanced professional education on the premises of the Library’s Learning and Educational Programs Division, specialized seminars and workshops for college lectur ers and students, graduate and post-graduate students of Moscow State Institute of Culture, webinars for librarians, research and educational organizations. The RNPLS&T’s material and technical resources used for these events are described. The results of RNPL&STs divisions (including those within the framework of the State Task Order) independent activities, and those achieved in collaboration with interested organizations and aimed at upgrading the skills of specialists in education, science and culture, are analyzed. The authors also focus on the projects held jointly with the National Library Association “Libraries of the Future”. The plans are to develop online educational programs and to cover pressing themes. Special attention is given to secondary schools and colleges, regional boarding schools, orphanages and organizations for children without parental support.

scholarly journals Impact Of Inter-Professional Education On Nursing Student Outcomes In The Online Environment

2015 ◽  
Vol 6 (2) ◽  
pp. 101-110
Author(s):  
Suzanne Crouch ◽  
Laura Fillmore ◽  
Linda Fly ◽  
Eme Ukot
Keyword(s):  
Professional Education ◽  
Student Outcomes ◽  
Nursing Student ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
Student Enrollment ◽  
Teaching Model ◽  
National Council ◽  
Online Environment ◽  
The Impact

The implementation and integration of inter-professional education (IPE) into a curriculum is supported by the National Council of State Boards of Nursing (NCSBN), the Inter-professional Education Collaborative (IPEC), and the Institute of Medicine’s (IOM) Future of Nursing report. While there is support for implementation, there is a lack of data and guidelines which to follow currently. The purpose of this nursing research study was to investigate the impact of inter-professional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented within an online environment to provide inter-professionally lead nursing sciences courses to nursing students in a baccalaureate program. In the four sessions following the implementation of interdisciplinary collaborative teaching, 605 students completed the courses with 179 submitting the end of course survey. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at p < 0.05 following the implementation of inter-professional teaching methodology. Prior to implementation of collaborative teaching, the total enrollment in pathophysiology was 194. After the institution of collaborative teaching, the total student enrollment was 605. This reflected a significant increase in student enrollment of 311%. Today, the complex healthcare delivery system necessitates a shift from traditional education to an inter-professional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012). Nursing curricula is needed which fosters both an inter-professional learning of shared knowledge and the discipline-specific learning essential for professional practice. 

scholarly journals ESQUISTOSSOMOSE NA SAÚDE PÚBLICA, UMA QUESTÃO DE EDUCAÇÃO SANITÁRIA

2021 ◽  
Author(s):  
Mariana Ferancini De La Cruz ◽  
Amanda Onofre De Souza
Keyword(s):  
Schistosoma Mansoni ◽  
Rio Grande ◽  
Minas Gerais ◽  
National Library ◽  
Espírito Santo ◽  
Espirito Santo

Introdução: Conhecida popularmente como barriga d’ agua, a esquistossomose mansônica é uma doença infectocontagiosa parasitaria causada pelo Schistosoma mansoni que apresenta como hospedeiro intermediário caramujos do gênero Biomphalaria e como hospedeiro definitivo o ser humano. A infecção por esquistossomose acomete em geral indivíduos de menor poder aquisitivo, que moram em comunidades carentes sem saneamento básico, agua potável e sem infraestrutura. No Brasil é considerado um problema de saúde pública, sendo a região nordeste a obter a maior taxa de prevalência em todo País e encontrado em regiões tropicais e subtropicais do mundo. Objetivos: O objetivo deste estudo busca realizar um estudo avaliativo epidemiológico a partir de casos notificados da enfermidade na população de algumas localidades, trazer uma visão geral da etiologia e da patogênese da esquistossomose mansônica, seus aspectos patológicos, determinantes de maior importância para seu desenvolvimento e manifestações clínicas. Material e métodos: Para tal, foi realizada uma pesquisa bibliográfica, utilizando dados bases Scielo (Scientific Eletronic Library Online) e Pubmed (U. S. National Library of Medicine), assim como artigos científicos e livros-textos referente ao tema abordado. Resultados: 1,5 milhão de pessoas vivem em áreas com risco de contrair esquistossomose, de acordo com dados do Ministério da Saúde, o Brasil está em situação intermediária entre os 78 países em que a doença permanece endêmica e mostra mais de 60% da população sem acesso a esgotamento sanitário. As áreas endêmicas e focais abrangem 19 Unidades Federadas e compreendem os Estados de Alagoas, Bahia, Pernambuco, Rio Grande do Norte (faixa litorânea), Paraíba, Sergipe, Espírito Santo e Minas Gerais (predominantemente no Norte e Nordeste do Estado). Conclusão: Diante do exposto, a esquistossomose, atualmente, ainda é um sério problema de saúde pública devido a milhões de pessoas no Brasil contraírem a doença. Com isso, a utilização de ações educativas parte do pressuposto que quanto maior for o conhecimento sobre a doença, maior poderá ser a adesão ao tratamento e menores serão os índices de reinfecção e evolução.

scholarly journals Relações entre cultura organizacional e trabalho docente no Instituto Federal do Rio Grande do Norte

Roteiro ◽  
2018 ◽  
Vol 43 ◽  
pp. 241
Author(s):  
Jássio Pereira de Medeiros ◽  
Leonor Lima Torres
Keyword(s):  
Organizational Culture ◽  
Professional Education ◽  
Rio Grande ◽  
Federal Institute ◽  
Culture Teaching ◽  
Teacher Work ◽  
Cultura Escolar ◽  
Education Science ◽  
The Relationship

Resumo: No presente estudo objetivou-se analisar as relações entre os construtos Cultura Organizacional e Trabalho Docente no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), mediante a proposta de expansão da educação profissional no Brasil. Para tanto, recorreu-se à construção de um modelo teórico apoiado, principalmente, nas discussões de Torres (2004) sobre cultura escolar, cultura organizacional escolar e cultura organizacional de escola e nas discussões de Mancebo (2007) sobre precarização, intensificação, flexibilização, descentralização e avaliação do trabalho docente. Recorreu-se ao método do estudo de caso, que adotou o IFRN como campo de observação. Para o levantamento dos dados foi administrado um inquérito por meio de questionário a 213 professores. Os resultados obtidos sugerem como destaque, entre as variáveis de cultura organizacional, aquela voltada para os valores e normas organizacionais, sendo esta a principal variável a influenciar na realização do trabalho do professor, com ênfase para a sua (in)satisfação com a remuneração recebida, para a precarização das condições de trabalho e a intensificação do trabalho docente.Palavras-chave: Educação profissional. Cultura organizacional. Trabalho docente.Relationship between organizational culture and teacher work at the Federal Institute of Rio Grande do Norte Abstract: The present study aimed to analyze the relationship between the constructs Organizational Culture and Teaching Work in the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), through the proposal of expansion of professional education in Brazil. In order to do so, we used the construction of a theoretical model supported mainly by Torres (2004) discussions on school culture, school organizational culture and school organizational of culture and Mancebo (2007) discussions on precariousness, intensification, flexibility, decentralization and evaluation of teaching work. We used the case study method, which adopted the IFRN as an observation field. To collect data, a questionnaire survey was administered to 213 teachers. The results obtained suggest that organizational culture variables are those that focus on organizational values and norms, which is the main variable that influences the achievement of the teacher's work, with emphasis on their (in)satisfaction with the remuneration received, to the precariousness of working conditions, intensification of teaching work.Keywords: Professional education. Organizational culture. Teaching work. Relaciones entre cultura organizacional y trabajo del profesor en el Instituto Federal de Rio Grande do NorteResumen: El presente estudio objetivó analizar las relaciones entre los constructos Cultura Organizacional y Trabajo Docente, en el Instituto Federal de Educación, Ciencia y Tecnología de Rio Grande do Norte (IFRN), mediante la propuesta de expansión de la educación profesional en Brasil. Para ello, se recurrió a la construcción de un modelo teórico apoyado en las discusiones de Torres (2004) sobre cultura escolar, cultura organizacional escolar y cultura organizacional de escuela y en las discusiones de Mancebo (2007) sobre precarización, intensificación, flexibilización, descentralización y evaluación del trabajo docente. Se recurrió al método del estudio de caso, que adoptó el IFRN como local de observación. Para la recogida de los datos se administró una encuesta por cuestionario con 213 profesores. Los resultados obtenidos sugieren como destaque, entre las variables de cultura organizacional, aquella volcada hacia los valores y normas organizacionales, siendo esa la principal variable a influenciar en la realización del trabajo del profesor, con énfasis para su satisfacción en la remuneración recibida, para la precarización de las condiciones de trabajo e intensificación del trabajo docente.Palabras clave: Educación profesional. Cultura de la organización. Trabajo docente.

scholarly journals THE CREATIVE WORK OF ARCHITECTOR PIERRE RICAUD DE TIRREGAILLE

2020 ◽  
Vol 2020 (13) ◽  
pp. 133-142
Author(s):  
Viktoriya Taras
Keyword(s):  
Eighteenth Century ◽  
Professional Education ◽  
National Library ◽  
Design Work ◽  
Military Engineer ◽  
National Heritage ◽  
Military Engineering ◽  
The Military ◽  
The Village ◽  
The City

In this article we examine the figure of the military engineer, geometer, architect Pierre Rico de Tirregaille (Tirrgaille, French Pierre Ricaud de Tirregaille, Ricaud (Ricaut, Ryko) Pierre de Tirregaille (Tirgaille)). The years of his activity (about 1725 - after 1772) are relatively well known to researchers. But his biography remains unknown, except for the period of activity in the Commonwealth. Analysis of the results of previous research has shown that scientific research has been conducted in several areas. The first area includes research on biographical information about the architect. The second area includes studies on various projects that Pierre Rico de Tirregail commissioned. Manuscripts and graphics are important sources for finding out about Pierre Rico de Tirregail and his design work. They are stored in the archives of Warsaw, Krakow, the National Heritage Institute in Warsaw and the National Library of France in Paris. Pierre Ricaud de Tirregaille was born around 1725 in a French noble family in the district of Tiregale in Provence. His professional education was improved in Barcelona under the guidance of engineer Francis Ricode de Tierreagil. In the territory of the Polish– Lithuanian Commonwealth he worked from 1752 to 1762. We distinguish three periods in the activity of the architect: I - Warsaw (1752–1757), II - Lviv (1757–1760) and III - Warsaw (1760–1762). Most orders were received by the architect from several magnate families: Branicki, Potocki, Mniszeck, and others. The first mention of Pierre Rico de Tirregail's stay in the Polish-Lithuanian Commonwealth dates back to 1752, when he received the rank of lieutenant in the infantry regiment of the Grand Crown Hetman Jan Kliment Branicki (1689–1771). In the architect's portfolio were included: the project and management of installation works on the water supply of the garden and menagerie in the city of Bialystok, the project of the palace with a garden in the city of Krystynopol, the palace in the village Pespa, a project of the Palace Chatsky-Felinsky in Lviv, a project for the modernization of the palace for Anthony Bielsky. Probably, the palace garden for the Greek Catholic Metropolitans in Lviv and the palace with a garden in Krakovets are his work as well. Pierre Ricaud de Tirregaille also made a detailed plan of the city of Warsaw on a scale of 1:1000 between 1762–1763. After an eleven-year stay in Poland, Pierre Rico de Tirregail moved to Berlin. In Berlin, he received a position in the military engineering corps and a position as a teacher at the court of King Frederick II of Prussia. In 1772, in Potsdam, he published a numismatic treatise devoted to Rossian medals of the eighteenth century.

scholarly journals ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DO RIO GRANDE DO NORTE: a perspectiva dos professores

2017 ◽  
Vol 23 ◽  
pp. 149
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
High School ◽  
Professional Education ◽  
Integrated Curriculum ◽  
Information Sources ◽  
Rio Grande ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Curricular Integration ◽  
Federal Institute ◽  
Political Project

O artigo discute a temática educação profissional. O objetivo é analisar como o IFRN vem materializando, segundo a visão dos próprios docentes, a proposta curricular dos cursos de ensino médio integrado em Eletrotécnica, Edificações, Agroecologia, Alimentos e Informática. Metodologicamente, o estudo se insere na categoria qualitativa, de caráter exploratório, tendo a dialética como fio condutor das análises. As fontes de informações são o projeto político pedagógico de 2004, os planos dos cursos, as questões que tratam apenas da integração curricular, retiradas do questionário impresso aplicado a 186 professores e as entrevistas semiestruturas, realizadas individualmente com 10 deles, sendo dois de cada curso. A não apropriação da concepção e fundamentos do currículo integrado pelos professores e as práticas pedagógicas relatadas, permite inferir que não ocorre a materialização concreta do ensino médio integrado no IFRN e, sim, que apenas algumas ações didáticas, não sistematizadas nem planejadas coletivamente, concorrem para esse fim.Palavras-chave: Ensino médio integrado. Currículo Integrado. Práticas Pedagógicas.TEACHING IN INTEGRATED AVERAGE IN THE FEDERAL INSTITUTE OF RIO GRANDE DO NORTE: the perspective of teachersAbstract: The article discusses the issue professional education. The aim is to analyze how the IFRN is materializing, according to the vision of the teachers, the curriculum proposal of high school courses integrated in Electrical, Building, Agroecology, Food and Compute Science. Methodologically, the study is included in the qualitative category, of exploratory character, having the dialectic as conductor of the analyses. The information sources are the pedagogical political project 2004, course plans, the questions that deal only with curricular integration, taken from the printed questionnaire applied to 186 teachers and the semi-structured interviews, carried out individually with 10 of them, two of each course. Failure ownership of the design and foundations of the integrated curriculum by teachers and related pedagogical practices, allowed us to infer that doesn’t occur the concrete materialization of the integrated high school in IFRN and, yes, that only a few didactic actions, not systematic or planned collectively, contribute to this purpose.Keywords: Integrated High School. Integrated Curriculum. Pedagogical Practices. LA ENSEÑANZA SECUNDARIA INTEGRADA EN EL INSTITUTO FEDERAL DE RIO GRANDE DO NORTE: la perspectiva de los profesores Resumen: El artículo aborda el problema de la educación profesional. El objetivo es analizar cómo el IFRN está materializando, según la perspectiva de los docentes, la propuesta curricular de los cursos de la enseñanza secundaria integrados en Eléctrica, Arquitectura, Agroecología, Alimentos y Tecnología de la Información. Metodológicamente, el estudio se incluye en la categoría cualitativa, de carácter exploratorio, teniendo la dialéctica como hilo conductor de los análisis. Las fuentes de información son el proyecto político pedagógico de 2004, los planes de los cursos, los asuntos que tratan solamente de integración curricular, tomadas del cuestionario impreso administran a 186 maestros y entrevistas semiestruturas llevaron a cabo de forma individual con 10 de ellos, dos de cada curso. La falta de apropiación de la concepción y fundamentos del currículo integrado por los profesores y las prácticas pedagógicas relatadas, permiten inferir que no ocurre la materialización concreta de la enseñanza secundaria integrada en el IFRN, solamente algunas acciones didácticas, no sistematizadas ni planeadas colectivamente, compiten para este fin.Palabras clave: Enseñanza Secundaria Integrada. Currículum Integrado. Prácticas Pedagógicas. 

scholarly journals ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DO RIO GRANDE DO NORTE: a perspectiva dos professores

2017 ◽  
Vol 23 ◽  
pp. 139
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
High School ◽  
Computer Science ◽  
Professional Education ◽  
Integrated Curriculum ◽  
Information Sources ◽  
Rio Grande ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Curricular Integration ◽  
Federal Institute

O artigo discute a temática educação profissional. O objetivo é analisar como o IFRN vem materializando, segundo a visão dos próprios docentes, a proposta curricular dos cursos de ensino médio integrado em Eletrotécnica, Edificações, Agroecologia, Alimentos e Informática. Metodologicamente, o estudo se insere na categoria qualitativa, de caráter exploratório, tendo a dialética como fio condutor das análises. As fontes de informações são o projeto político pedagógico de 2004, os planos dos cursos, as questões que tratam apenas da integração curricular, retiradas do questionário impresso aplicado a 186 professores e as entrevistas semiestruturas, realizadas individualmente com 10 deles, sendo dois de cada curso. A não apropriação da concepção e fundamentos do currículo integrado pelos professores e as práticas pedagógicas relatadas, permite inferir que não ocorre a materialização concreta do ensino médio integrado no IFRN e, sim, que apenas algumas ações didáticas, não sistematizadas nem planejadas coletivamente, concorrem para esse fim.Palavras-chave: Ensino médio integrado. Currículo Integrado. Práticas Pedagógicas.TEACHING IN TECH HIGH SCHOOLS IN THE FEDERAL INSTITUTE OF RIO GRANDE DO NORTE: teacher perspectivesAbstract: The article discusses professional education. The aim is to analyze how IFRN is materializing according to the vision of teachers, the curriculum proposal of high school courses integrated in Electrotechnology, Agroecology, Food and Computer Science. Methodologically, the study falls into the qualitative category, of exploratory character, having the dialectic as conductor of the analyses. The information sources are the 2004 political pedagogical project, course plans, questions that deal only with curricular integration, taken from the printed questionnaire applied to 186 teachers and the semi-structured interviews, carried out individually with 10 of them, two from each course. Non-appropriation of the design and foundations of the integrated curriculum by teachers and related pedagogical practices allowed us to infer that concrete materialization of the integrated high school doesn’t occur in IFRN and, yes, that only a few didactic actions, not systematic or planned collectively, contribute to this purpose. Keywords: Integrated High School. Integrated Curriculum. Pedagogical Practices.LA ENSEÑANZA SECUNDARIA INTEGRADA EN EL INSTITUTO FEDERAL DE RIO GRANDE DO NORTE: la perspectiva de los profesoresResumen: El artículo aborda el problema de la educación profesional. El objetivo es analizar cómo el IFRN está materializando, según la perspectiva de los docentes, la propuesta curricular de los cursos de la enseñanza secundaria integrados en Eléctrica, Arquitectura, Agroecología, Alimentos y Tecnología de la Información. Metodológicamente, el estudio se incluye en la categoría cualitativa, de carácter exploratorio, teniendo la dialéctica como hilo conductor de los análisis. Las fuentes de informaciones son el proyecto político pedagógico de 2004, los planes de los cursos, los asuntos que tratan solamente de integración curricular, tomadas del cuestionario impreso, sometido a 186 maestros, y entrevistas semiestructuradas, realizadas de forma individual con 10 de ellos, dos de cada curso. La falta de apropiación de la concepción y fundamentos del currículo integrado por los profesores y las prácticas pedagógicas relatadas permiten inferir que no ocurre la materialización concreta de la enseñanza secundaria integrada en el IFRN, solamente algunas acciones didácticas, no sistematizadas ni planeadas colectivamente, compiten para este fin.Palabras clave: Tech High School. Integrated Curriculum. Pedagogical Practices.

scholarly journals Optimalisasi Pelaksanaan Program Kolektif Untuk Meningkatkan Kompetensi Guru Sebagai Evaluator Dalam Menyusun Soal UAS di SDN Bakalan Kecamatan Sumobito Tahun Pelajaran 2018/2019

2020 ◽  
Vol 4 (2) ◽  
pp. 93
Author(s):  
Umi Latifah
Keyword(s):  
Professional Education ◽  
Test Score ◽  
School Teacher ◽  
Good Test ◽  
Average Value ◽  
Teacher Competency ◽  
School Year ◽  
School Based ◽  
School Programs ◽  
Professional Leadership

The principal has an important role in leading the school to realize better education. In school-based management, the implementation of school programs is supported by democratic and professional leadership. The principal is a professional education manager. Therefore it is necessary to improve the ability of the board of teachers who become partners in the education unit they lead in terms of assessing the learning process both in the process of making, implementing and analyzing it. Basically, this assessment aims to make the Bakalan Elementary School teacher have the ability to compile the Final Examination Test questions (UAS) properly in accordance with the rules of writing correct questions. This research is based on the formulation of the problem: Whether by optimizing the implementation of the Collective program that has been compiled can improve teacher competency as an Evaluator in compiling the test questions End of Semester (UAS) in SDN Bakalan Sub-district Sumobito Jombang district in the school year of 2018/2019. The method needed in this study was obtained through observing the processing of activities compiling the End of Semester questions through Collective program activities. Based on data analysis, from this study it can be concluded that the application of the Collective program in compiling the End of Semester Test (UAS) is very effective. Through the Collective program can also improve the ability of teachers in compiling a good test this is seen in the first cycle and cycle activities second, with a very significant increase, from an average value of 66.7 with a percentage of completeness of 45.5% to an average test score of 85.7 with a percentage of completeness of 100%. Tests are considered feasible if at least 75% of the criteria can be met. 

scholarly journals A RELIGIOSIDADE/ESPIRITUALIDADE (R/E) EM PROFISSIONAIS/TRABALHADORES DA SAÚDE

2015 ◽  
Vol 10 (18) ◽  
pp. 195 ◽  
Author(s):  
Luciana Fernandes Marques ◽  
Mary Rute Esperandio ◽  
Priscilla Zorzi ◽  
Marlei Zarpelon ◽  
Tiago D'Oliveira Silva
Keyword(s):  
Professional Education ◽  
Health Professionals ◽  
Professional Training ◽  
Religious Affiliation ◽  
Demographic Data ◽  
Rio Grande ◽  
Title Page ◽  
Rio Grande Do Sul ◽  
Health Occupations ◽  
Institutional Structures

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p>A despeito da integralidade do cuidado em saúde, a dimensão da religiosidade/espiritualidade (R/E) pouco aparece na arena do debate, permanecendo à margem da reflexão acadêmica e da prática do serviço. O objetivo desse estudo quantitativo foi verificar o modo como a dimensão da R/E é vista e encaminhada na prática dos profissionais da área da saúde. A pesquisa foi realizada com 174profissionais/trabalhadores da saúde de variadas instituições públicas do Rio Grande do Sul. Os participantes responderam a um questionário com 35 questões em que constavam dados sociodemográficos e questões fechadas sobre a prática da R/E desses profissionais. O público foi de 143 mulheres e 31 homens, com idades entre 19 e 63 anos (média de 41,02 e DP de 10,79), de diferentes profissões da saúde. Sobre a afiliação religiosa, as respostas mais frequentes foram: espírita (21%), católico não praticante (18,2%), sem religião mas acredita em Deus (14,2%), afro-brasileiras (11,9%) e católico praticante (10,8%). Os dados apontam para a necessidade de estes profissionais estarem mais bem capacitados para lidar com a demanda religiosa/espiritual dos pacientes, para ausência desse tema na sua formação técnico-profissional e para a falta de espaços e estruturas institucionais que acolham essas demandas do usuário do sistema de saúde.</p></div></div><div class="layoutArea"><div class="column"><p><span>P</span><span>ALAVRAS</span><span>-</span><span>CHAVE</span><span>: </span><span>Religiosidade/Espiritualidade. Profissionais/Trabalhadores da saúde. Formação profissional. </span></p><p><span>A</span><span>BSTRACT </span></p><p><span>Despite the integrality of health care, the dimension of religiosity /spirituality (R/ E) remains on the margins of academic reflection and service practice. The aim of this quantitative study was to investigate how the dimension of R/E is perceived and sent in the practice of health professionals. The survey was conducted with 174 health professionals from various public institutions of Rio Grande do Sul. The participants answered a survey with 35 questions that included socio-demographic data and closed questions about the practice of R/E of these  </span>professionals. The sampling was 143 women and 31 men, between the ages of 19 and 63 years (mean 41.02, SD10.79), of different health occupations. Regarding religious affiliation, the most frequent responses were: Spiritualist (21%), Lapsed Catholic (18.2%), no religion but believes in God (14.2%), Afro-Brazilian (11.9%) and Practicing Catholic (10.8%). The data point to the need for these professionals to be better able to deal with the R/E needs of patients, because of the lack of the presentation of this issue in technical and professional training and the lack of space and institutional structures which accommodate user demands for this aspect of the health system.</p><div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>K</span><span>EYWORDS</span><span>: </span><span>Religiosity/Spirituality. Health professionals. Professional education. </span></p></div></div></div></div></div></div>

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