A Educação a distância, no Brasil, vem crescendo no século XXI com velocidade muito grande, o que preocupa pesquisadores, especialistas, educadores e, em particular, os administradores das Instituições de Ensino Superior que oferecem cursos de graduação nessa modalidade. Há uma preocupação com a qualidade da educação que é praticada, de tal forma que haja, por parte dos alunos e da sociedade, uma aprovação do curso como um todo, uma boa aceitação pela metodologia utilizada, uma satisfação dos alunos com as tutorias local e a distância, uma aprovação do material didático utilizado e distribuído aos alunos, bem como uma aprovação da infra-estrutura dos pólos e das telessalas. O objetivo geral da pesquisa refere-se ao desenvolvimento de um modelo para a avaliação da educação a distância, sob a ótica da qualidade, que permita aos Gestores das Instituições de Ensino Superior, que possuam graduação nessa modalidade, ter um processo gerencial voltado para o pleno atendimento da qualidade esperada deste tipo de atividade. Foram, então, criados indicadores que permitiram avaliar a situação atual dessas variáveis e aplicada uma proposta para a avaliação e a melhoria de um processo de gestão da educação a distância em ambientes com aulas por televisão, via satélite. A partir dos dados coletados nas entrevistas com os funcionários envolvidos no processo e com a primeira aplicação de um questionário aos alunos de nove cursos superiores tecnológicos, medidas foram tomadas nos âmbitos estratégico, tático e operacional, visando eliminar os pontos fracos diagnosticados. Após oito meses, aplicou-se o questionário pela segunda vez e se observou, nos resultados, melhora em todos os quesitos avaliados, tendo-se contado com a colaboração irrestrita da administração da instituição onde se realizou a pesquisa. As ações gerenciais foram realizadas nos âmbitos de diretrizes gerais da Instituição de Ensino Superior, da metodologia utilizada na educação a distância, na tutoria, aqui abordando aspectos de seleção e treinamento, na elaboração e produção do material didático, bem como junto aos gestores dos pólos, com o objetivo de se adequar a infra-estrutura dos locais de acesso dos alunos para assistir as aulas. The long distance learning in Brazil is growing in the century XXI in a high speed, what worries researchers, specialists, educators and mainly to under graduation schools administrators which offer that kind of courses. There is a concern with the quality of the education that is practiced, in such a way that there is, on the part of the students and of the society, an approval of the course as a whole, a good acceptance for the used methodology, a satisfaction of the students with local and central supports, an approval of the used didactic material and distributed the students, as well as an approval of the infrastructure of the poles and of the it donates places long distance classes. The research's general objective is the development of a model to evaluate distance leaning education, from the quality viewpoint, allowing Higher Education managers in Institutions that have undergraduate programs in this method, to have a management process toward the full care of the expected quality in this type of activity. They were, then, established indicators that allowed to evaluate the current situation of those varied and applied a proposal for the evaluation and the improvement of a process of administration of the long distance education in environments with classes for television, through satellite. Starting from the collected data in the interviews with the involved employees in the process and with the first application of a questionnaire to the students of nine technological universities, actions were taken in the range of strategic, tactical and operational planning's, seeking to eliminate the diagnosed weak points. After six months, the questionnaire was applied by the second time and it was observed, in the answers, a better result in all of the appraised requirements, with the unrestricted collaboration of the administration of the institution where the research took place. The managerial actions were accomplished in the extents of general guidelines of the under graduation institution, of the used methodology in the long distance education, in the support, focusing selection and training aspects, in the elaboration and production of the didactic material, as well as being close to poles managers, with the objective of adapting the infrastructure of the places of the students' access to attend to classes.

Reflecting the very latest research, this book provides an in-depth review of the role of resilience in the management of social-ecological systems and the ecosystem services they provide. Leaders in the field outline seven principles for building resilience in social-ecological systems, examining how these can be applied to advance sustainability.

The starting point for this collection is a chapter by Dick Allwright on the language learning and teaching classroom experience entitled Six Promising Directions in Applied Linguistics. The other distinguished contributors respond to this discussion with their own interpretations and from their own experience. The collection problematizes prescription, efficiency, and technical solutions as orientations to classroom language learning. Complexity and idiosyncrasy, on the other hand, are recognized as central concepts in a move towards centralizing teachers' and learners' own understanding of 'classroom life', in the contexts of language learning, adult literacy education and language teacher education.

Presents powerful arguments against "Environmental Racism", "Incrementalism" and the "Impotence of Planning." Explores case studies of urban planning, county policies, residential development and more. Submits the authors recommendations for preserving the delicate balance of Floridas ecosystem.

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.