841 research outputs found
Veronica Pletsch receiving service award
No full textSecretary of State Glenn Kenton presents Veronica M. Pletsch with a certificate and medal for 10 years of service to the State of Delaware
La France vue d'Allemagne : Pletsch A., Frankreich
No full textBoyer Jean-Claude. La France vue d'Allemagne : Pletsch A., Frankreich. In: Annales de Géographie, t. 107, n°599, 1998. pp. 105-106
Veronica Pletsch receiving service award
No full textSecretary of State Glenn Kenton presents Veronica M. Pletsch with a certificate and medal for 10 years of service to the State of Delaware
Kenton presenting Pletsch with award
No full textSecretary of State Glenn Kenton presents Veronica M. Pletsch with a certificate and medal for 10 years of service to the State of Delaware. The Secretary is looking at the certificate in this negative
Kenton presenting Pletsch with award
No full textSecretary of State Glenn Kenton presents Veronica M. Pletsch with a certificate and medal for 10 years of service to the State of Delaware. The Secretary is looking at the certificate in this negative
Earl Pletsch in the Dominion Ski Championships at Banff
No full textPletsch, who won second place after making the longest jump of the afternoon, when he reached 210 feet. Unfortunately, he over-reached himself, fell, wrenched a knee and broke a valuable pair of skis
Engel-Geschichten der heiligen Schrift : 40 Bilder / gez. von Oskar Pletsch, in Holzgeschnitten von A. Gaber
No full textUne oasis du Sahara du Nord : A. Pletsch, Structurwandlung in der Oase Dra. Untersuchungen zur Wirtschafts - und Bevölkerungsentwicklung im Oasen gebiet Südmarokkos
No full textMainguet Monique. Une oasis du Sahara du Nord : A. Pletsch, Structurwandlung in der Oase Dra. Untersuchungen zur Wirtschafts - und Bevölkerungsentwicklung im Oasen gebiet Südmarokkos. In: Annales de Géographie, t. 82, n°451, 1973. pp. 367-368
Aproximación a la Evaluación de la Calidad de Aplicaciones Web
No full textAchieving a high level of quality of a product or service is the goal of most
software development organizations. In order to define the concept of quality,
some authors argue that a quality attribute can contribute to achieve improvements
in the software functioning and operation. In previous works, (Cuenca Pletsch ,
Acuña , Pinto , Ibanez and Estayno, 2012) and (Cuenca Pletsch , Acuña , Pinto ,
Ibanez and Estayno , 2013), a framework approach was developed, i.e. a working
environment consisting of a quality model and a software tool for assessing quality
in web applications. Expanding these research contributions, this paper describes the
WQM key features, a quality model for web application assessment, and QUCO2
is introduces. The latter is a software that manages the elements of the proposed
quality model and enables collecting the information needed to asses different web
products and contrasting features.Lograr un alto nivel de calidad de un producto o servicio es el objetivo de la
mayoría de las organizaciones que desarrollan software. En un esfuerzo por definir
el concepto de calidad, algunos autores argumentan que un atributo de calidad
puede contribuir a la obtención de mejoras en el funcionamiento y operación del
software. En trabajos anteriores, (Cuenca Pletsch, Acuña, Pinto, Ibañez y Estayno,
2012) y (Cuenca Pletsch, Acuña, Pinto, Ibañez y Estayno, 2013), se desarrolló una
aproximación a un framework, es decir un entorno de trabajo compuesto por un
modelo de calidad y una herramienta de software para la evaluación de calidad
en aplicaciones web. Ampliando esos aportes de investigación, en este artículo se
describe detalladamente las características fundamentales de WQM, un modelo de
calidad para evaluación de aplicaciones web y se presenta QUCO2, un software
que gestiona los elementos del modelo de calidad propuesto y permite recolectar
la información necesaria para evaluar productos web diversos y con características
contrastantes
The perception of teachers about the use of the Individual Development Plan (PDI) in Minas Gerais
No full textIn Minas Gerais (MG), the State Department of Education (SEE) defines the mandatory use of
the instrument called the Individual Development Plan (PDI) as a resource to be used in the
school inclusion process of special education students. Thus, this work aimed to identify, from
the conceptions of teachers from the state education network in MG, what are the challenges in
using this instrument. Based on the surveys and questions pointed out, theoretical support was
sought in Glat e Oliveira (2003), Glat, Pletsch e Fontes (2007), Glat e Pletsch (2012), Pletsch
(2014), Roldão (2010), Lunardi-Mendes (2008), Tannús-Valadão (2010; 2014), among others.
The target audience for this research was the conducting teachers, support teachers, teachers
from the Specialized Educational Service (AEE), principals and specialists who work in the
context of special education in ordinary school in MG. These were submitted voluntarily to a
quantitative and qualitative research, structured in the quantitative stage in the survey
methodology and in the qualitative stage in the focus group. In the first, characterized by largescale
surveys, an online questionnaire was launched for the target audience, obtaining the return
of 1.349 responses. A statistical analysis was performed using the SPSS software to describe
the data collected. Subsequently, after the participants expressed interest, a focus group was
held with four professionals. The group aimed to complement and clarify some points explored
in the questionnaire. Was carried the analysis of the Collective Subject Discourse (CSD). Out
as a theoretical basis for the research, the Theory of Social Representations. The results pointed
to the need for teacher training for the use of the PDI, the best preparation of the specialist to
encourage completion and provide assistance in the school context with the tool. Besides that,
indicated the improvement of the document in points considered confusing, complex or
misinterpreted by teachers and the encouragement for collaborative work in the execution of
the task. The curricular proposal according to the Pedagogical Political Project, the initial
diagnostic evaluation of the student, the pedagogical planning and the assessment and
correction of directions, were the items identified as most problematic during the completion
of the PDI.Em Minas Gerais (MG), a Secretaria Estadual de Educação (SEE) define a obrigatoriedade na
utilização do instrumento denominado Plano de Desenvolvimento Individual (PDI) como
recurso a ser utilizado no processo de inclusão escolar dos alunos da Educação Especial. Dessa
forma, este trabalho teve como objetivo identificar, a partir das concepções dos profissionais
da rede estadual de educação de MG, quais os desafios na utilização desse instrumento. Com
base nos levantamentos e questionamentos apontados, buscou-se subsídios teóricos em Glat e
Oliveira (2003), Glat, Pletsch e Fontes (2007), Glat e Pletsch (2012), Pletsch (2014), Roldão
(2010), Lunardi-Mendes (2008), Tannús-Valadão (2010; 2014), dentre outros. O público-alvo
desta pesquisa foram os professores regentes, professores de apoio, professores do Atendimento
Educacional Especializado (AEE), diretores e especialistas que atuam no contexto da Educação
Especial da escola comum de MG. Estes foram submetidos de forma voluntária a uma pesquisa
quanti-qualitativa, estruturada na etapa quantitativa na metodologia do tipo survey e na etapa
qualitativa no grupo focal. Na primeira, caracterizada por pesquisas de grande escala, um
questionário online foi disparado para o público-alvo, obtendo-se o retorno de 1.349 respostas.
Foi realizada uma análise estatística a partir do software SPSS e do Microsoft Excel sobre os
dados coletados. Posteriormente, após os participantes manifestarem interesse, foi realizado um
grupo focal com quatro profissionais. O grupo teve como finalidade complementar e esclarecer
alguns pontos explorados no questionário. Para análise utilizou-se o Discurso do Sujeito
Coletivo (DSC) sob luz da Teoria das Representações Sociais (TRS). Os resultados indicaram
para a necessidade de capacitação dos docentes para a utilização do PDI e do melhor preparo
do especialista para conduzir o preenchimento e prestar assistência no contexto escolar diante
da ferramenta. Além disso, foram apontados no documento os pontos considerados confusos,
complexos ou mal interpretados pelos profissionais e a necessidade de um estímulo para um
trabalho colaborativo na execução da tarefa. A proposta curricular conforme o Projeto Político
Pedagógico, a avaliação diagnóstica inicial do aluno, o planejamento pedagógico e a avaliação
e correção de rumos, foram os itens identificados como mais problemáticos
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