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1
Alkheshnam, Abeer. "Intercultural competence : components and measurement." Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553751.
Full textAbstract:
This thesis reports three studies which examined the components of intercultural competence, developed methods for measuring these components, examined how these components are related to each other, and examined differences in intercultural competence as a function of gender, age, minority vs. majority status and multilingual status. Study 1 developed a set of quantitative scales for measuring the different components of intercultural competence using students from the University of Surrey, while Study 2 tested these scales further using students from the University of Kuwait. These two studies showed that 12 different components of intercultural competence could be measured using these scales. Study 3 used the same scales to collect data from secondary school students in Kuwait at the beginning and at the end of a school year. Study 3 showed that the intercultural competence of these school students did not develop over the year, and was not enhanced by an educational intervention. Study 3 also showed that the intercultural competence of these school students was sometimes but not always related to their attitudes to people from other cultural groups. Taken together, the three studies revealed that the components of intercultural competence can be measured using quantitative scales, that these components tend to be positively correlated with each other, and that females, older individuals, minority individuals and individuals who speak multiple languages tend to have higher levels of intercultural competence. However, intercultural competence does not always develop across the course of a single school year in the absence of intercultural training or intercultural experiences.
2
Ślęzak-Świat, Agnieszka. "Components of strategic competence in advanced foreign language users." Doctoral thesis, Katowice : Uniwersytet Śląski, 2008. http://hdl.handle.net/20.500.12128/5209.
Full textAbstract:
Niniejsza rozprawa doktorska podejmuje temat kompetencji strategicznej u
zaawansowanych użytkowników języka obcego. W szczególności poświęcono ją zbadaniu
funkcjonowania modelu kompetencji strategicznej Bachman’a i Palmer’a (1996), który
zakłada, że jest ona zbiorem strategii metakonitywnych regulowanych przez czynniki
afektywne, a nie tylko opanowaniem umiejętnego posługiwania się strategiami
komunikacyjnymi.
Główne cele niniejszej pracy obejmują:
• określenie, czy model Bachman’a i Palmer’a oddaje dynamiczną naturę
spontanicznej wypowiedzi, w naszym przypadku – zaawansowanych
użytkowników języka;
• obserwację dotyczącą założeń w/w modelu, według których użytkownicy:
określają cel komunikacji przed rozpoczęciem wypowiedzi, oceniają swoją
wypowiedź w czasie realnym oraz ją planują;
• zbadanie, czy prawidłowe określenie lub nieokreślenie celu komunikacji wpływa
na pozostałe składowe kompetencji strategicznej, jak i stosowane przez nich
strategie komunikacyjne;
• określenie, jakie to są strategie i jaką ich część stanowią strategie parajęzykowe
(zdecydowaliśmy się zastosować nazwę parajęzykowe (Corder, 1983), ponieważ
w trakcie badania zaobserwowaliśmy, że większości z nich nie da się odizolować
od strategii stricte językowych);
• określenie, jak często zaawansowani użytkownicy języka stosują strategie
prajęzykowe i w jaki sposób współgrają one ze strategiami językowymi;
• określić, czy zastosowanie strategii metakonitywnych wymienionych przez
Bachman’a i Palmer’a (1996) jest faktycznie związanie ze świadomością
językową;
• sprawdzenie, czy zaawansowani użytkownicy języka w naszym przypadku
studenci piątego roku anglistyki, stosują w praktyce wiedzę zdobytą na
przedmiotach teoretycznych;
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• zbadanie wypowiedzi zaawansowanych użytkowników pod kątem nowych
składowych kompetencji strategicznej, które nie zostały wyróżnione przez
Bachman’a i Palmer’a (1996) i opisaniu ich charakterystyki.
Rozprawa składa się z dwóch części. W części pierwszej obejmującej rozdziały I –
VI, przedstawiono badania bezpośrednio lub pośrednio związane z zagadnieniem
kompetencji strategicznej. Rozdział I, jest poświęcony historii badań dotyczących
zagadnienia kompetencji językowej i wyróżnienia w niej jako elementu składowego
kompetencji strategicznej. Rozdział II zawiera prezentację modelu Bachman’a (1990) i
jego zmodyfikowanej i rozwiniętej wersji zaprezentowanej przez Bachman’a i Palmer’a
(1996). Następny rozdział prezentuje kognitywne podstawy teoretyczne związane z
określeniem celu komunikacji oraz planowaniem. Rozdział IV prezentuje afektywne
aspekty oceny w realnym czasie spontanicznej wypowiedzi z perspektywy badań
neurolingwistycznych. Rozdział V prezentuje strategie komunikacyjne, związane z
produkcją. Szczególna uwagę poświęcono na to, jak w taksonomiach strategii
komunikacyjnych ujmowane są strategie para językowe. Ostatni rozdział określa relację
pomiędzy zagadnieniem kompetencji strategicznej a zaawansowanym użytkownikiem
języka.
Część druga niniejszej rozprawy, obejmująca rozdziały VII-IX stanowi opis badań
ilościowych i jakościowych przeprowadzonych przez autorkę rozprawy. Rozdział VII,
stanowiący wstęp do badania głównego, zawiera opis pytań badawczych, schemat badań
oraz szczegółowe sprawozdanie z badania pilotażowego, a także opis metod badawczych,
w tym opis próby, instrumentów oraz procedur badawczych. W rozdziale VIII
zaprezentowano wyniki oraz analizę danych, a w rozdziale IX, następujące wnioski.
Model kompetencji strategicznej zaproponowanej przez Bachman’a i Palmer’a
(1996) pozwala na zdiagnozowanie jej poziomu u zaawansowanych użytkowników języka;
określenie celu komunikacji jest najbardziej strategicznym składnikiem kompetencji
strategicznej rozumianej jako zbiór strategii metakognitywnych. Tylko 37% badanych
użytkowników było w stanie określić ten cel prawidłowo. Prawidłowe, bądź nie, określenie
celu komunikacji pozwoliło na wyodrębnienie dwóch grup użytkowników, u których
zaobserwowaliśmy następujące różnice:
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• użytkownicy, którzy poprawnie określili cel komunikacji byli bardziej refleksyjni
i świadomi tego, jak przebiegała ich wypowiedź udzielając więcej ilości komentarzy
podczas kierowanej retrospekcji;
• poprawne określenie celu komunikacji miało także wpływ na to, jak przebiegała
ocena wypowiedzi przez badanych, wzorzec afektywny różnił się w obydwu grupach,
co można było zaobserwować na podstawie aktywacji mięśni twarzy, które są
nieodłącznie związane z oceną sytuacji (nad którą można sprawować kontrolę lub nie);
to z kolei dowodzi, że kompetencja strategiczna rozumiana jako zbiór strategii
metakognitywnych łączy w sobie teorię z podstawami neuroanatomicznymi
regulującymi naszym zachowaniem, także językowym;
• w przypadku planowania, obydwie grupy badanych w większości deklarowały,
że nie planowały swojej wypowiedzi ani globalnie, ani lokalnie, natomiast dane
zebrane w trakcie obserwacji wykazały, że globalny plan wypowiedzi jest ściśle
związany z określeniem celu komunikacji; plan lokalny był realizowany w formie
parafraz; użytkownicy, którzy poprawnie określili cel komunikacji parafrazowali
znacznie częściej (nie byli sztywni syntaktycznie) niż ci, którzy cel komunikacji
określili źle; parafrazowanie dowodzi, że użytkownik posiada pewien plan lub
wzorzec, który chce zrealizować i parafraza jest narzędziem, które ma do tego
doprowadzić;
• produkcja, która jest ostatnim elementem kompetencji strategicznej w naszym
badaniu dotyczy przede wszystkim strategii komunikacyjnych, które zdecydowanie
różniły się pod względem jakościowym i ilościowym w obydwu grupach; wbrew
przekonaniu, że to niekompetencja lub luki wiedzy przyczyniają się do stosowania
strategii okazało się, że to użytkownicy, którzy poprawnie określili cel komunikacji
częściej stosowali strategie komunikacyjne.
Na postawie przeprowadzonego badania nie wyodrębniono nowego składnika
kompetencji strategicznej, jako że uważamy, iż model zaproponowany przez Bachman’a i
Palmer’a (1996) określa precyzyjnie dynamiczną naturę kompetencji strategicznej.
Wszystkie materiały badawcze zamieszczono w aneksie oraz na płycie DVD- ROM
(okładka). Pracę kończy Bibliografia, zawierająca wykaz cytowanych prac.
3
Awaida-Nachabe, Nadia. "Examining Cross-cultural Affective Components of Global Competence From a Value Perspective." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6798.
Full textAbstract:
The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA region. It also examined the correlations between cultural values and affective components and whether significant differences existed based on gender, age, and country of citizenship.
This research involved the combination of Wallenberg-Lerner’s Affective Component Questionnaire (ACQ) and Schwartz’s Portrait Value Questionnaire (PVQ). In conjunction with a demographic information form, the Affective Component Value Questionnaire (ACVQ) was developed. A panel of experts assisted in establishing the validity of the instrument.
All nine affective components were perceived to be important in this global era. Self-assurance, Tolerance for Ambiguity, and Connectedness were perceived to be the most important affective components of global competence, while the cultural value of Self-transcendence was recognized as the most important. Several positive correlations existed between three cultural values and eight affective components. The cultural value of Self-transcendence had the highest number of positive correlations with the seven affective components. Self-enhancement did not reveal any correlations.
Analysis of variance was conducted to determine the differences in perceptions based on age, gender, and country of citizenship. No significant differences were present in the perceptions of the affective components and the cultural values based on gender. Perceptions by age were similar for the affective components, but differed for the cultural values. MENA citizens between the ages of 18-25 years more highly regarded the cultural value of Openness to Change and the 46 years and older age group more highly regarded Conservation than the other groups. Perceptions by country of citizenship differed for the affective components, but were similar for the cultural values. Lebanon more highly regarded the affective components, of Adaptability and Empathy. Morocco more highly regarded Connectedness while Tunisia more highly regarded Curiosity.
The findings of this research could have a global benefit of raising the awareness and the integration of the MENA’s perceptions of global competencies into the areas of education, research, policy initiatives, and the private sector.
4
Jennings, Maureen. "An investigation of the current competence assessment of offshore installation managers : the lost components of underpinning knowledge and understanding." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=237097.
Full textAbstract:
The Offshore Installation Manager (OIM) performs one of the most complex and critical roles within the UK offshore oil and gas industry. The OIM is responsible for the safety and well-being of all persons onboard and within 500m of the installation whilst operating within an isolated and hostile physical environment within the UK Continental Shelf . The persistence of major incidents in the industry highlights the importance of OIM competence in controlling emergencies, consequently the research aims to contribute to new knowledge by identifying the potential barriers that can prevent the effective competence assessment of an OIM in this situation. The research utilised Engeström's Expanded Activity Theory to establish the holistic socio-cultural environment within which the OIM operates during emergency response to establish the key documents relevant to the role and associated competence assessment. The documents were then analysed using a critical hermeneutic approach based on the work of Phillips and Brown (1993) to determine the potential barriers to effective competence assessment of the OIM in controlling emergencies. The research is interdisciplinary and aims to develop new knowledge within the domains of safety engineering and law. The output from the research will assist industry Duty Holders improve the competence assessment of their appointed OIMs and allow safety engineers to consider the probable competence of an OIM at a given point in time. The research has identified 8 potential barriers to the effective competence assessment of OIMs in controlling emergencies. These are associated with the multiple definitions of competence that exist; the predominance of competence assessment by observation; the lack of definitive competence requirements for trainers and assessors; the complexity in UK legislation and the interaction between UK Government departments; concerns associated with goal setting legislation when applied to competence assessment and the lack of statutory competence requirements for OIMs in controlling emergencies; the lack of ownership of OIM competence and competence assessment; and the lack of regulation and independent audit of the competence assessment process of OIMs in controlling emergencies.
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Беда, Д. В. "Формування громадянської компетентності студентів засобами волонтерства". Thesis, Чернігів, 2020. http://ir.stu.cn.ua/123456789/20862.
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Беда, Д. В. Формування громадянської компетентності студентів засобами волонтерства : магістерська робота: 231 Соціальна робота / Д. В. Беда ; керівник роботи Шаку Н. В. ; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2020. – 105 с.<br>Магістерська робота присвячена дослідженню актуальної проблеми формування громадянської компетентності молоді, зокрема засобами волонтерсьва. Формування громадянської компетентності молоді знаходиться у фокусі досліджень науковців різних галузей знань та є пріоритетним завданням держави. Оскільки саме молодь відповідальна за майбутнє України, пріоритети культурного розвитку та ціннісні орієнтації суспільства.
Вивчення особливостей, чинників формування громадянської компетентності, визначення ролі волонтерської діяльності студентів з урахуванням їх ціннісних орієнтацій дасть можливість в повній мірі розкрити основні аспекти формування громадянської компетентності та розробити практичні рекомендації для її ефективності.
У першому розділі магістерської роботи проаналізовано теоретичні аспекти поняття громадянська компетентність, визначено чинники та роль волонтерської діяльності і участі в студентських об’єднаннях у формуванні громадянської компетентності.
У другому розділі магістерської роботи представлено емпіричне дослідження та аналіз рівня громадянської компетентності студентів спеціальності «Соціальна робота».
У третьому розділі на основі емпіричного дослідження, розроблені практичні рекомендації щодо підвищення рівня громадянської компетентності студентів, а саме: тренінг для студентів з метою формування діяльнісного компоненту громадянської компетентності (умінь та навичок) та методичні рекомендації щодо формування у здобувачів вищої освіти ціннісного компоненту громадянської компетентності в процесі волонтерської діяльності.<br>The master's thesis is devoted to the study of the current problem of formation of civic competence of young people, in particular by means of volunteering. The formation of civic competence of young people is in the focus of research of scientists in various fields of knowledge and is a priority of the state. Because it is the youth who are responsible for the future of Ukraine, the priorities of cultural development and the value orientations of society.
The study of features, factors of formation of civic competence, determining the role of student volunteering, taking into account their value orientations will allow to fully disclose the main aspects of the formation of civic competence and develop practical recommendations for its effectiveness.
The first section of the master's thesis analyzes the theoretical aspects of the concept of civic competence, identifies the factors and role of volunteering and participation in student associations in the formation of civic competence.
The second section of the master's thesis presents an empirical study and analysis of the level of civic competence of students majoring in "Social Work".
In the third section, based on empirical research, practical recommendations for improving the level of civic competence of students, namely: training for students to form the activity component of civic competence (skills) and guidelines for the formation of higher education components of civic competence in the process of volunteering.
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Wilson, Antony R. "Modelling and simulation of paradigms for printed circuit board assembly to support the UK's competency in high reliability electronics." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10236.
Full textAbstract:
The fundamental requirement of the research reported within this thesis is the provision of physical models to enable model based simulation of mainstream printed circuit assembly (PCA) process discrete events for use within to-be-developed (or under development) software tools which codify cause & effects knowledge for use in product and process design optimisation. To support a national competitive advantage in high reliability electronics UK based producers of aircraft electronic subsystems require advanced simulation tools which offer model based guidance. In turn, maximization of manufacturability and minimization of uncontrolled rework must therefore enhance inservice sustainability for 'power-by-the-hour' commercial aircraft operation business models.
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Queiroz, Adriane Angélica Farias Santos Lopes de. "Projeto de rede de suprimentos: um modelo colaborativo para estruturação da rede de navipeças na Indústria de Construção Naval do Brasil." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-24032009-105153/.
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O objetivo deste estudo foi propor uma arquitetura de fornecimento de suprimentos capaz de garantir uma ICN Indústria de Construção Naval eficaz como um todo e eficiente no Brasil. O estudo parte da identificação e exame dos fatores condicionantes para a estruturação de uma rede de suprimentos, considerando que os recursos disponíveis na indústria podem favorecer a competitividade do todo e a natureza dessa indústria: em fase de reorganização de suas atividades e mobilizada pela entrega de projetos sob encomenda as embarcações. A proposição do framework teórico-conceitual para a estruturação da rede de suprimentos na ICN, com base em princípios colaborativos, parte de um diagnóstico geral da ICN no Brasil, caracterizando a rede de navipeças, realizado por meio de uma pesquisa do tipo survey. Com o resultado das análises, formam-se estratégias para a implantação deste modelo na rede analisada. Para tanto, consideram-se os fatores limitantes e incentivadores do seu processo de estruturação, gerando parâmetros de referência, que podem servir de base à consolidação de uma teoria sucinta sobre a gestão de relacionamentos na cadeia de suprimentos da ICN, ou até sobre o conceito de Supply Chain Management aplicado a indústrias dessa natureza. Espera-se, também, que se proporcione opção de estratégia para as empresas deste setor.<br>The objective of this study was the consideration of a supply network capable of guaranteeing efficiency within the Brazilian Shipbuilding Industry (ICN Indústria de Construção Naval). The study was conducted under the identification and examination of the conditional factors of the structuring of a supply network, constantly considering that the available resources of the industry can promote the competitiveness of the whole, and the nature of this industry: in phases of reorganizing its activities and mobilized by (the) its made-to-order nature. The proposal of the theoretical-conceptual framework of the supply network structure of the Shipbuilding Industry was conceived on the basis of collaborative principles, initially beginning with a general diagnosis of the industry in Brazil, and then moving into the characterization of the component suppliers by methods of conducted surveys. The analyses pointed to the formulation of strategies for the implementation of this model within the analyzed network. Finally, the strengths and weaknesses of its structuring process were pointed in order to generate references for the consolidation of a plain theory for the relationship management among a network in the Shipbuilding Industry or on the concept of applied Supply Chain Management to this nature of industries, serving as strategical options for the companies of this sector.
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Головань, М. С. "Модель формування дослідницької компетентності". Thesis, Сумський державний педагогічний університет імені А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/62979.
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Побудовано модель процесу формування дослідницької компетентності майбутніх фахівців у навчальному процесі вищого навчального закладу. В моделі виділено етапи (підготовчий, базовий, інтеграційний), стадії (самовизначення, самовираження, самореалізації) і відповідні їм три рівні (низький, середній, високий) розвитку дослідницької компетентності студентів.<br>A model of the formation of the research competence of future professionals in the educational process of higher education was built. The model selected stages (preparatory, basic, integration), stage (self-determination, self-expression, self-realization) and the corresponding three levels (low, medium, high) of the research competence of students.
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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.
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Patria, Bhina [Verfasser]. "Identification of Problem-based learning components and their effects on graduates' competencies / Bhina Patria." Kassel : Universitätsbibliothek Kassel, 2014. http://d-nb.info/1053541031/34.
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Branschädel, Marcus. "Analysis of molecular components essential for the formation of signaling competent TNF-TNFR complexes." [S.l. : s.n.], 2007. http://nbn-resolving.de/urn:nbn:de:bsz:93-opus-32358.
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Sánchez, Abascal Pablo. "La aplicación del componente pragmático funcional en un manual sueco de español publicado tras el currículo Lgy 2011." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131495.
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El objetivo de esta monografía es el de analizar el modo en el que un manual didáctico para la enseñanza del español en el contexto educativo sueco de bachillerato aplica y desarrolla la competencia pragmática funcional en sus propuestas didácticas. Para la realización de dicho análisis usaremos como instrumento de medida, por una parte, las actividades de simulación, escenario y role-play que propone Sánchez Sarmiento (2005), y que se dirigen a la activación de la competencia pragmática de los estudiantes de lenguas extranjeras y, por otra, los criterios de transacciones e interacciones de colaboración para el desarrollo de la competencia pragmática funcional que se recogen en el §.5 del Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER, 2002). La hipótesis de la que parte este estudio postula que el manual que analizamos (Caminando 5, Natur & Kultur, 2013), a pesar de estar compuesto de propuestas didácticas en las que se presentan el componente pragmático funcional, no enuncia de forma explícita el trabajo con ella, no conduce ni a su activación ni a su desarrollo, su frecuencia de aparición en el manual es irregular, y las actividades que forman parte de sus propuestas didácticas no proponen reflexiones metapragmáticas sobre los propios contenidos pragmáticos de la lengua. La investigación que hemos desarrollado confirma que, aunque en algunas propuestas didácticas del manual se proponen actividades que activan y desarrollan algunos de los criterios de transacción e interacción colaborativa del MCER (2002), su tratamiento resulta poco exhaustivo y su explicitación es escasa. Sin embargo, se puede constatar que el manual representa un acercamiento a los principios metodológicos de los enfoques comunicativos y que su explotación didáctica, aunque no de forma explícita, conduce, en parte, al trabajo con algunos de los criterios pragmáticos funcionales que se proponen en el MCER (2002).<br>The aim of this paper is to analyse the way in which a textbook for teaching Spanish in high school Swedish educational context applies and develops functional pragmatic competence in their educational proposals. To carry out this analysis we will use as two measuring instruments: on one hand, simulation activities, stage activities, and role-play proposed by Sánchez Sarmiento (2005), which are connected to the activation of pragmatic competence of foreign language learners and, on the other hand, the criteria for transactions and interactions of collaboration for the development of functional pragmatic competence set out in the §.5 of the Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR, 2001). The hypothesis in this study postulates that the textbook (Caminando 5, Natur & Kultur, 2013), despite being composed of educational proposals in the functional pragmatic component, does not formulate explicitly work with it, does not lead to its activation or development, their frequency in the manual is irregular, and activities that are part of their educational proposals do not propose metapragmatic reflections on the content of the language themselves. Research we developed confirms that, although some educational proposals that activate manual activities propose and develop some of the criteria transaction and collaborative interaction CEFR (2001), treatment is not very thorough and explicitness is almost scarce. However, we can see that the manual represents an approach to the methodological principles of communicative approaches and its didactic exploitation, although not explicitly, leads, in part, to work with some of the functional pragmatic criteria proposed in the CEFR (2001).
13
Sanchez, Dyana. "Etude structurale et fonctionnelle de la régulation de la compétence et du processus de transformation chez Streptococcus pneumoniae." Thesis, Université Paris-Saclay (ComUE), 2015. http://www.theses.fr/2015SACLS050.
Full textAbstract:
La transformation génétique naturelle contribue au maintien et à l'évolution des génomes bactériens, elle constitue pour les bactéries un mécanisme clé pour s'adapter à l'environnement. Elle permet l'intégration d'ADN exogène au sein du chromosome bactérien par recombinaison homologue lors d'un état physiologique particulier de la bactérie appelé compétence. Mon travail de thèse a porté sur la régulation de la compétence chez S. pneumoniae (ComD, ComE) et sur les interactions entre les protéines impliquées dans la prise en charge, le traitement et la recombinaison de l'ADN transformant (DprA, RecA). Chez cette bactérie, l'entrée en compétence est sous le contrôle du système à deux composantes ComD-ComE qui induit la transcription des gènes cibles. DprA est l'une des protéines surexprimée lors de la compétence, elle est très conservée dans le monde bactérien, et participe à la fermeture de la compétence via une interaction directe avec ComE. DprA est également une protéine centrale de la transformation impliquée dans la protection de l'ADN entrant contre les nucléases, et dans le recrutement de la recombinase RecA. L'analyse par SAXS du complexe ComD-ComE, la résolution de la structure cristallographique des domaines REC de ComE, et l'étude des interaction entre ComE et ses régions promotrices ont permis de mieux comprendre la chorégraphie de l'entrée en compétence de S. pneumoniae. En parallèle, nous avons étudié les interactions de SpDprA avec l'ADN et avec RecA. Ces données nous ont permis de proposer un modèle d'interaction entre DprA et RecA chez S. pneumoniae et de proposer un mécanisme de chargement de RecA sur l'ADNsb par DprA. Je me suis également intéressée à DprA de H. pylori en participant à la résolution de la structure 3D de son domaine C-terminal par RMN et en étudiant son interaction avec l'ADNdb<br>The natural genetic transformation contributes to the maintenance and the evolution of the genomes in bacteria; it is a key mechanism to adapt to their environment. It allows the integration of exogenous DNA into the bacterial chromosome by homologous recombination during a particular state called competence.My thesis focused on the regulation of the competence state in S. pneumoniae (ComD, ComE), and on the interactions between the proteins involved in the uptake, the processing and recombination of exogenous DNA (DprA, RecA). In this bacterium, the opening of the competence is under the control of the two-component system ComD-ComE, who induces the transcription of target genes. DprA is one of the protein induced during the competence state, it is very conserved into the bacterial kingdom, and is involved in the closure of competence via direct interaction with ComE. DprA is also a key transformation protein involved in processing the incoming DNA, protection against nucleases, and recruitment of the RecA recombinase. SAXS analysis of the ComD-ComE, resolution of the crystallographic structure of ComE REC domain study of the interactions between ComE and its promoter regions allowed us to understand the choreography of competence opening in S. pneumoniae. Meanwhile, we studied spDprA interactions with DNA and with RecA. These data allowed us to propose an interaction model between DprA and RecA in S. pneumoniae and to propose a mechanism for RecA's loading on the ssDNA by DprA. I focused too on H. pylori DprA participating on the resolution of the 3D structure of the C-terminal domain by NMR and studying its interaction with the dsDNA
14
Vermeulen, Carianne. "Undergraduate speech-language therapy students’ perceived competence to treat persons who stutter following an additional training component using a simulated patient." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5391.
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Thesis (MPhil (Centre for Health Sciences Education)--University of Stellenbosch, 2010.<br>AFRIKAANSE OPSOMMING: Doel: Te min spraak-taalterapeute (STT’e) wêreldwyd spreek vlotheidsversteurings aan. Dit mag
aan hul gevoelens van onbevoegdheid in die hantering van persone wat hakkel toegeskryf word.
Nuut-gegradueerde STT’e, in die Suid-Afrikaanse konteks, het dikwels nie toegang tot
ondersteuning en leiding van ervare klinici om hul vaardighede en bevoegdheid in die hantering
van persone wat hakkel, te ontwikkel nie. Die doel van hierdie studie was om voorgraadse STTstudente
se persepsies van hul eie bevoegdheid om persone wat hakkel te hanteer, te ondersoek
en beskryf 1) direk na die voltooiing van hul teoretiese module en voor kliniese plasing, en 2) na
blootstelling aan ‘n bykomende opleidingskomponent waar hulle waargeneem het hoe intervensieprosedures
op ‘n gesimuleerde pasiënt toegepas word. Metodes: ‘n Beskrywende opnameontwerp,
met pre- en post-intervensie-vraelyste is gebruik om die andragogiese benadering se
impak op studente, voor en nadat hulle die bykomende opleidingsgeleentheid ontvang het, te
evalueer. Resultate: Voor die intervensie het die meeste studente hulself nie as bevoegd geag om
persone wat hakkel te evalueer of behandel nie. Na die intervensie is statisties beduidende
veranderinge in die studente se self-ervare bevoegdheid vir die meeste aspekte verwant aan die
evaluering en behandeling van mense wat hakkel, gerapporteer. Opsomming: Daar is tot die
gevolgtrekking gekom dat die studente hierdie tipe innoverende opleidingsmetodologie hoog op
prys stel en dat dit ‘n nodige aanvulling tot studente se bestaande kliniese plasings is.
15
Noe, Ewell Adriel. "A Discussion of Intercultural Relations as a Critical Component of Corporate Social Responsibility." Thesis, University of the Pacific, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276597.
Full textAbstract:
<p>Given the current state of unprecedented global interdependence, and the growing impact that business has on the world?s inhabitants, Corporate Social Responsibility has become something that is not only desirable, but also expected of corporations. The topic of this qualitative study is the conceptual and pragmatic links of Intercultural Relations and Corporate Social Responsibility. This research focused on an identified informational gap in social responsibility literature and investigated the possible impact of culture and intercultural competence on Corporate Social Responsibility work. The scope of this investigation was purposeful and selective; a well-rounded group of professional Corporate Social Responsibility practitioners contributed to the research. At the end of this research it was determined that in order for social responsibility efforts to be reciprocal, inclusive, and effective, it would be beneficial to consider Intercultural Relations and develop intercultural competence.
16
Wallenberg-Lerner, Helena H. "Affective Components Perceived to be Important in Today's Global Society from a Cross-Cultural Perspective." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4604.
Full textAbstract:
Global competencies, with differences in terminology by various researchers, had been frequently investigated, primarily from an American-biased perspective. Little or no defining research existed that identified requisite, universally agreed upon global competencies, or identified what affective components were perceived to be important cross culturally.
This research study answered the following questions:
1. What affective components are perceived to be important from a cross-cultural perspective?
2. Are there differences in these perceptions of affective components from a cross-cultural perspective?
The purpose of the study was to explore the extent to which individuals in different GeoCultural regions view and identify affective components perceived to be important in today's global society. Affective components relate to emotions, values, and beliefs.
The research entailed the development of two instruments for placing individuals within a primary region (the background information form) and for identifying and rating affective components perceived to be important in today's global society from a cross-cultural perspective (the affective component questionnaire).
The study used four expert panels to perform content validation. Both instruments were developed by global experts from eight GeoCultural regions.
As a result of the panel process, nine affective components were identified.
Two instruments were administered, through intermediaries, to individuals in all the GeoCultural regions and subcategories. Of the responses, 423 were usable.
Affective competence appears to be a complex construct that involves more than one component. Based on this study, there are at least nine different affective components perceived to be important in order to be a culturally competent individual in today's global society. All of the nine affective components were perceived to be important in all GeoCultural regions and subcategories.
Repeated measures ANOVA and Dunn's pairwise comparisons tests were used to assess differences between the affective components and the GeoCultural regions/subcategories. There were differences found in three of the affective components indicating that there may be some differences between GeoCultural regions and subcategories. The Caribbean respondents did not value three affective components as highly as some of the other GeoCultural regions.
Repeated measures ANOVAs were also used to determine if there were any significant differences between the subcategories of Asia and the subcategories of Oceania. Since no significant differences existed in either GeoCultural region, it lends support to the notion that the subcategories are not needed for research dealing with affective components.
17
Monte, JoÃo Bosco. "A formaÃÃo do professor de lÃngua estrangeira â anÃlise do componente cultural no currÃculo de letras - espanhol da Universidade Federal do CearÃ." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4096.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Esta pesquisa de cunho analÃtico descritivo tem como finalidade analisar como se apresenta o componente cultural no currÃculo do Curso de Letras Espanhol da Universidade Federal do CearÃ. Escolheu-se como base para fundamentaÃÃo de nossa pesquisa uma revisÃo bibliogrÃfica sobre a cultura na formaÃÃo do professor de lÃngua estrangeira, a anÃlise documental abrangendo os diversos agentes envolvidos na formaÃÃo docente em lÃngua estrangeira, alÃm de entrevistas e questionÃrios aplicados a alunos e professores do referido curso. Nossa ideia à acima de tudo identificar a importÃncia atribuÃda aos aspectos socioculturais na formaÃÃo do professor de E/LE. Por fim, vislumbra-se que o currÃculo de formaÃÃo de professores de espanhol deve possibilitar aos alunos uma compreensÃo ampla sobre a lÃngua e tambÃm acerca da cultura-meta dos paÃses de lÃngua espanhola como condiÃÃo imperativa para propiciar-lhes a competÃncia comunicativa.<br>Esta investigaciÃn de cuÃo analÃtico descriptivo tiene como finalidad analizar como se presenta el componente cultural en el currÃculo del Curso de Letras EspaÃol de la Universidad Federal de CearÃ. Elegimos como base para fundamentar nuestra investigaciÃn una revisiÃn bibliogrÃfica sobre la cultura en la formaciÃn del profesor de lengua extranjera, el anÃlisis documental comprendiendo los diversos actores involucrados en la formaciÃn docente en lengua extranjera, ademÃs de entrevistas y cuestionarios aplicados a alumnos y profesores del referido curso. Nuestra idea es mayormente identificar la importancia atribuida a los aspectos socio-culturales en la formaciÃn del profesor de E/LE. Por fin, vislumbramos que el currÃculum de formaciÃn de profesores de espaÃol debe posibilitar a los alumnos una comprensiÃn amplia sobre la lengua y tambiÃn sobre la cultura meta de los paÃses de lengua espaÃola como condiciÃn imperativa para propiciarles la competencia comunicativa.
18
Keller, Dorothy Birge. "Competency components in the education of social work practitioners in the field of aging : knowledge, skills and values/attitudes as identified by social service providers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399024754.
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19
Canbolat, Nilay. "Integrating Elt Instructors'." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.
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This study aims at finding out instructors&rsquo<br>perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants.
The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integrated with ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program.
For further research, all ELT teachers&rsquo<br>perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
20
Schröder, Marc [Verfasser], and Hans [Akademischer Betreuer] Uszkoreit. "The SEMAINE API : a component integration framework for a naturally interacting and emotionally competent embodied conversational agent / Marc Schröder. Betreuer: Hans Uszkoreit." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2012. http://d-nb.info/1051586518/34.
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21
Gildenhuys, Annelie. "Leadership style as a component of diversity management experience / Annelie Gildenhuys." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2006.
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Dal-Soto, Fábio. "O Desenvolvimento de Competências Organizacionais para a Inserção Internacional: um estudo no setor de componentes para couro, calçados e artefatos do Vale do Sinos." Universidade do Vale do Rio do Sinos, 2004. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2786.
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Previous issue date: 3<br>Nenhuma<br>Mudanças globais têm levado as empresas à internacionalização crescente de suas estratégias. Ao mesmo tempo, estudos de administração
estratégica têm analisado o desenvolvimento de competência das empresas.
Este estudo baseia-se em casos múltiplos a fim de analisar o desenvolvimento de competências organizacionais relacionadas ao processo de internacionalização em pequenas e médias empresas do setor de componentes para calçados localizadas na região sul do Brasil.
Os resultados mostram que as principais competências organizacionais desenvolvidas são: domínio da tecnologia de processo, capacidade
de entender os mercados e habilidade de agregar parceiros (distribuidores/representantes). Os aspectos que sustentam essas competências foram identificados e, através da análise dos movimentos
realizados pelas empresas estudadas, specialmente em relação ao desenvolvimento de competências organizacionais, constatou-se que o modelo da Escola de Uppsala oferece parcialmente uma base explicativa para tal desenvolvime
23
Gutiérrez-Fresneda, Raúl. "Interacción de los componentes del lenguaje oral en el proceso de aprendizaje de la lengua escrita." Doctoral thesis, Universidad de Alicante, 2014. http://hdl.handle.net/10045/39868.
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Canbolat, Nilay. "Investigating Elt Instructors." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.
Full textAbstract:
This study aims at finding out instructors&rsquo<br>perceived competencies in Teachers
of English to Speakers of Other Languages (TESOL) and Ministry of Education
(MONE) competencies, and accordingly exploring strengths and weaknesses of
the ELT undergraduate program as well as providing suggestions for a more
effective and fruitful program. At the first phase of the research, a questionnaire
is given to seventy-five participants, working in the department of Foreign
Languages at various universities. For the second phase of the study, an
interview prepared in the light of the questionnaire results is conducted with
thirty-four of aforementioned participants.
The results of this study illustrate that the participants find themselves more
competent in learning, language proficiency, planning, instructing, and content
than assessing, identity and context, and commitment and professionalism since
the participants believe in the need of improving themselves in latter standards.
Similarly, they consider the methodology, general education and language
components of the ELT undergraduate program effective because they find
those components practical and focused during the program while the literature
and linguistics components are thought to be ineffective in preparing them for
the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are
made for improving the program.
For further research, all ELT teachers&rsquo<br>perceptions in Turkey can be
investigated and suggestions for a better undergraduate program can be asked.
25
Boudes, Marion. "Etude structurale et fonctionnelle d’acteurs de la transformation génétique naturelle de Streptococcus pneumoniae." Thesis, Paris 11, 2011. http://www.theses.fr/2011PA114845.
Full textAbstract:
Streptococcus pneumoniae est la cause principale de pneumonies, otites, méningites et septicémies. La transformation génétique naturelle constitue l’élément clé de son adaptation aux changements environnementaux. Elle s’effectue par intégration d’ADN d’origine externe dans le chromosome de la bactérie, et a lieu pendant un état physiologique particulier appelé compétence.Mon travail de thèse a consisté à étudier les acteurs principaux de la régulation de la compétence (ComD, ComE) et les protéines impliquées dans la prise en charge, le traitement de l’ADN transformant et la recombinaison (DprA, RecA). J’ai notamment résolu la structure du facteur de transcription ComE par cristallographie aux rayons X, et réalisé une étude fonctionnelle de sa fixation sur un de ses promoteurs. Les résultats obtenus ont permis de proposer un mécanisme selon lequel la dimérisation induite par la phosphorylation de ComE, couplée à sa fixation sur la séquence promotrice d’ADN, provoquerait une courbure de l’ADN. Cette courbure permettrait la fixation de l’ARN polymérase, activant ainsi la transcription des gènes nécessaires à la mise en place de la compétence<br>Streptococcus pneumoniae is the leading cause of community-acquired infections worldwide. The natural genetic transformation is the key to its adaptation to environmental changes. It takes place with the integration in its chromosome of exogenous DNA, during a physiological state called competence.During my thesis I have focused on the main actors of competence regulation (ComD, ComE) and on proteins involved in exogenous DNA processing and recombination (DprA, RecA). In particular, I have solved the structure of the transcriptional activator ComE by X-ray crystallography, and carried out a functional study of its binding to its promoter. The results obtained allowed us to propose a mechanism regarding the transcriptional activation by ComE of the genes necessary for the set up of the competence : the phosphorylation-induced dimerization, coupled to the binding of ComE to its DNA promoter, would curve the DNA and allow the binding of the RNA polymerase
26
Salli-copur, Deniz. "Teacher Effectiveness In Initial Years Of Service: A Case Study On The Graduates Of Metu Foreign Language Education Program." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609430/index.pdf.
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Since English has risen as the dominant language in the world, the demand for English language teachers has grown rapidly especially in the last three decades. Hence, English language teacher education has become an important concern in the Turkish national education system, which has forced the governments to implement a series of reforms. One of these was the Foreign Language Education (FLE) curriculum designed by the Higher Education Council (HEC), forwarded to all FLE departments in Turkish universities to be carried out starting from 1998-99.
This curriculum was also used for pre-service English language teacher education in the Department of Foreign Language Education at Middle East Technical University (METU). However, a large scale evaluation study was not conducted on the effectiveness of the program or the competence of its
graduates. This study primarily aimed at reaching the FLE graduates from 2002 to 2006 to investigate to what extent they perceive themselves competent as EFL teachers and to what extent they find the FLE program components successful in helping them gain these competencies. Besides, it also intended to reach the employers of FLE graduates to explore how competent these graduates are viewed and how successful METU FLE program is considered in serving its graduates gain teacher competencies. For this aim quantitative and qualitative data were collected through two graduate questionnaires, and graduate and elite employer interviews.
The findings of the first graduate questionnaire revealed that the FLE graduates perceived themselves competent in most of HEC&rsquo<br>s competence areas, while the open-ended questionnaire items and interview data demonstrated a need for improvement for competencies of language knowledge, spoken use of English, classroom management, assessment and instruction. It was also seen in these two types of data that graduates&rsquo<br>perception of their strengths and weaknesses in HEC&rsquo<br>s foreign language teacher competencies and their need for developing other competencies depend on the level they teach, the type of school they work at and the length of
experience they have. Similarly, some of the employers, according to the institution where they have elite positions, indicated a high level of satisfaction with the FLE graduates&rsquo<br>competence in language and subject knowledge, inclass
and out-of class competencies, while some of them emphasized a need for improvement in competencies of language knowledge and use, and putting theory into practice. In addition, although the program was reported to have a strong and positive role on the development of professional competencies in the teacher candidates, it was also stated that the five components and some courses of the program need revisions in terms of their content, methodology of instruction and assessment. Moreover, the need for communication among the components of the program was also expressed, as the graduates mention
unnecessary overlaps among some courses. In the light of these findings, some suggestions are made towards program improvement.
27
Axelsson, Maria. "Ifrågasatta företagare : Konkursförvaltares syn på kvinnor och män som företagsgäldenärer under 1900-talet." Doctoral thesis, Uppsala University, Department of Economic History, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6786.
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<p>The principle purpose of this thesis has been to study and analyse the conception of men and women in business bankruptcy during the 20th century. The analysis is built on a theoretical gender perspective and, combining this view and business and bankruptcy research, the thesis has focused on five themes: business networks, bank contacts, business competence, business characteristics and finally bankruptcy causes. These themes have been in focus when analysing bankruptcies in Uppsala 1920-1939, 1988, 1992 and 1996. A questionnair- and interview study with receivers active in Sweden 2001 has also been carried out. From the bankruptcy cases that have been studied, no specific gender differences have really been discovered. There were some variations between men and women, but it is very hard to claim that these are related to the sex of the debtor more than to the branch or to the individuals. Changes from the inter-war period to the latter part of the 20th century are in these respects also small. The image that the receivers gave through the questionnaire and interview study indicates on the other hand that there existed a conception that men and women seemed different as business owners. It is obvious that there were many receivers who thought that women were different from men in a situation of business bankruptcy, even though several of them stated that they did not beleive in any gender differences.</p>
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MONTE, João Bosco. "A formação do professor de língua estrangeira – análise do componente cultural no currículo de letras - espanhol da Universidade Federal do Ceará." http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/3199.
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MONTE, João Bosco. A formação do professor de língua estrangeira: análise do componente cultural no currículo de letras - espanhol da Universidade Federal do Ceará. 2009. 145f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2009.<br>Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-09T12:38:23Z
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Previous issue date: 2009<br>Esta pesquisa de cunho analítico descritivo tem como finalidade analisar como se apresenta o componente cultural no currículo do Curso de Letras Espanhol da Universidade Federal do Ceará. Escolheu-se como base para fundamentação de nossa pesquisa uma revisão bibliográfica sobre a cultura na formação do professor de língua estrangeira, a análise documental abrangendo os diversos agentes envolvidos na formação docente em língua estrangeira, além de entrevistas e questionários aplicados a alunos e professores do referido curso. Nossa ideia é acima de tudo identificar a importância atribuída aos aspectos socioculturais na formação do professor de E/LE. Por fim, vislumbra-se que o currículo de formação de professores de espanhol deve possibilitar aos alunos uma compreensão ampla sobre a língua e também acerca da cultura-meta dos países de língua espanhola como condição imperativa para propiciar-lhes a competência comunicativa.<br>Esta investigación de cuño analítico descriptivo tiene como finalidad analizar como se presenta el componente cultural en el currículo del Curso de Letras Español de la Universidad Federal de Ceará. Elegimos como base para fundamentar nuestra investigación una revisión bibliográfica sobre la cultura en la formación del profesor de lengua extranjera, el análisis documental comprendiendo los diversos actores involucrados en la formación docente en lengua extranjera, además de entrevistas y cuestionarios aplicados a alumnos y profesores del referido curso. Nuestra idea es mayormente identificar la importancia atribuida a los aspectos socio-culturales en la formación del profesor de E/LE. Por fin, vislumbramos que el currículum de formación de profesores de español debe posibilitar a los alumnos una comprensión amplia sobre la lengua y también sobre la cultura meta de los países de lengua española como condición imperativa para propiciarles la competencia comunicativa.
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Moormann, Alexandra. "Entwicklung von Schülereinstellungen zu den Fächern Sachunterricht, Naturwissenschaften und Biologie beim Übergang von der Grundschule in die Sekundarstufe I." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17403.
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Volitionale Komponenten von Scientific Literacy wie Einstellungen, Interessen und Motivation von Schülerinnen und Schülern wurden bisher wenig untersucht, obwohl Forschungsergebnisse zeigen, dass sie eine wichtige Rolle in der Kompetenzentwicklung spielen. In der vorliegenden Arbeit wird die Entwicklung von Schülereinstellungen zu den Fächern Sachunterricht, Naturwissenschaften und Biologie im Laufe der Grundschulzeit und beim Übergang in die Sekundarstufe I untersucht. Die theoretische Grundlage bildet das sozialpsychologische Einstellungskonstrukt. Basierend auf vier verschiedenen Einstellungsausprägungen in Bezug auf „Lernfreude“, „Ziel- und Leistungsorientierung“, „Langeweile“ und „Frustration“ wurde ein längsschnittliches Untersuchungsdesign mit zwei Teilstudien entwickelt. Im Rahmen dieser Längsschnittstudie wurden zwei empirisch geprüfte Instrumente in Form von likertskalierten Fragebögen eingesetzt. Anhand der Befunde kann gezeigt werden, dass sowohl der Übergang zwischen den naturwissenschaftlichen Fächern als auch der Übergang in die Sekundarstufe I die Entwicklung der Schülereinstellungen beeinflusst. Über die Grundschulzeit und darüber hinaus zeigt sich eine stetige Abnahme an Schülerinnen und Schülern mit der Einstellungsausprägung „Lernfreude“ bzw. „Lernfreude und Ziel- und Leistungsorientierung“. Gleichzeitig steigt die Zahl der Schülerinnen und Schülern mit den Einstellungsausprägungen „Langeweile“ und „Frustration“. Nach dem Übergang in die Sekundarstufe I sinkt die Zahl der Schülerinnen und Schüler mit der Einstellungsausprägung „Frustration“ wieder. Mithilfe der vorliegenden Arbeit ist es möglich, in Zukunft Tendenzen vorherzusagen, wie sich Schülereinstellungen in der Grundschule und beim Übergang in die Sekundarstufe I entwickeln. Zudem können die Ergebnisse Lehrpersonen bei der Vorbereitung von Unterricht in den Fächern Sachunterricht, Naturwissenschaften und Biologie von Nutzen sein.<br>Up to now there are few studies investigating volitional components of scientific literacy such as students’ attitudes, interests and motivation. Some research findings show that the volitional components play an important role in competence development. The present study focuses on the development of students’ attitudes towards natural scientific subjects in primary school and during the transition to secondary school. The theoretical framework used is the attitude construct developed in social psychology. The longitudinal research design comprises two sub-studies based upon four different attitude expressions relating to “enjoyment of learning”, “orientation towards aim and achievement”, “boredom” and “frustration”. Two empirically tested questionnaires were put in place in order to investigate the development of students’ attitudes towards the subjects general sciences, natural sciences and biology. In accordance with the findings of other studies the results of this longitudinal study show that the initial “enjoyment of learning” (sub-study 1) as well as “enjoyment of learning and orientation towards aim and achievement” (sub-study 2) declines over the school years. At the same time the attitude expressions “boredom” and “frustration” can be found in an increasing number of students. After the transition to secondary school the number of students with the attitude expression “frustration” declines. There seems to be an impact of the transition on the development of students’ attitudes. Knowing how attitudes develop during the transition to secondary school could be a basis for the design and development of teaching science education and help to form transition programs and strategies which trigger the development of positive attitudes. The outcome of this would be a development of scientific literacy.
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Sandakova, Elena. "La réception de la culture russe par les Français et les Espagnols: analyse sémiotique, linguistique et socioculturelle." Doctoral thesis, Universidad de Alicante, 2016. http://hdl.handle.net/10045/54767.
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El trabajo trata diferentes caminos que pueden llevar a lo esencial de la cultura rusa: lengua y léxico; semiótica visual, fotos y códigos arquitecturales; factores externos a la lengua; comportamiento comunicativo de los individuos. Se pretende demostrar que esta aprensión de la cultura meta es más eficaz y verosímil que su recepción en base a un inventario de heteroestereotipos.
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Юрченко, Артем Олександрович, та Artem Oleksandrovych Yurchenko. "Аналіз підходів до визначення критеріїв формування ІК-компетентності майбутніх вчителів фізики". 2017. http://repository.sspu.sumy.ua/handle/123456789/2900.
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У статті розглянуто особливості формування інформаційно-комунікаційних компетентностей майбутніх вчителів фізики. Приділено увагу визначенням критеріїв формування ІК-компетентностей як одним із важливих структурних компонентів. Зроблено аналіз визначення критеріїв сформованості ІК-компетентності різними науковцями. Показано, що компетентнісний підхід в системі вищої освіти є актуальним та має велике значення в сьогоднішній час.<br>The article considers peculiarities of formation of IC competences of future teachers of physics. Attention is paid to the definition of criteria for the formation of the IC competences as one of the important structural components. The analysis of identifying criteria of formation of the IC competence of various scientists. It is shown that the competence approach in the higher education system is relevant and is of great importance in today's time.
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Bravo, Moreno Diana. "Análisis del componente cultural en los manuales de ELE : niveles A1-B1." Thèse, 2019. http://hdl.handle.net/1866/23413.
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Cette thèse porte sur l’étude de la notion de culture dans les manuels d’espagnol langue étrangère (ELE) actuels et sur la manière dont le contenu culturel va s’aborder, dans une époque où le Cadre Européen Commun de Référence pour les Langues (CECRL) et le Plan curricular del Instituto Cervantes (PCIC) ont tracé la structure des unités et ont établi les contenus nécessaires pour que l’étudiant puisse communiquer et se défendre dans cette langue. À partir d’une recherche sur la bibliographie existante sur la didactique de langues étrangères (LE) on développe une grille pour évaluer la présence du contenu culturel dans une période de temps marquée par l’influence d’un enseignement-apprentissage interculturel principalement axé sur la culture à fin de développer la compétence interculturelle des étudiants. C’est avec cette grille que nous avons pu quantifier le contenu culturel dans les manuels étudiés et que nous avons distingué les différentes habiletés mises en œuvre avec ce contenu-ci et que nous avons déterminé si celui-ci est abordé depuis une perspective interculturelle. Ensuite, nous avons mené une deuxième analyse avec l’objectif de vérifier la manière dont le contenu culturel est abordé dans chaque niveau étudié. Finalement, cette recherche présente une courte analyse des échantillons analysés pour vérifier l’évolution du stéréotype dans les manuels examinés et définir la notion de culture stéréotypée sur la société hispanique.
Les résultats de notre analyse montrent qu’il existe un intérêt de la part des auteurs de manuels de ELE pour intégrer le contenu culturel. Cependant, l’analyse montre aussi que la présence de ce contenu culturel n’est pas encore très exhaustive dans les niveaux A1-B1 puisqu’elle n’est pas proposée dans une perspective interculturelle de façon continue. De plus, nous avons constaté que l’on développe quelques habilitées du langage qui priorisent l’interaction dans la salle de classe lorsque le contenu culturel est abordé, laissant de côté d’autres situations communicatives nécessaires pour renforcer l’apprentissage d’ELE. En même temps, cette recherche constate que l’utilisation du stéréotype a évolué et il ne sert plus à fortifier les croyances sur la société hispanique. Nous le trouvons dans un degré plus restreint dans les manuels et avec l’objectif de le rompre et de permettre ainsi que l’étudiant puisse redéfinir ses propres idées et préjugés par rapport à la culture hispanique. Cependant, ce travail de rupture du stéréotype nécessite de l’objectivité du professeur et d’une médiation constante entre tous les acteurs dans le processus d’apprentissage pour contraster les réalités et empêcher la fossilisation des topiques.
Bref, nous constatons qu’il existe un déséquilibre au moment de comprendre et développer le contenu culturel dans les manuels d’ELE, ce qui indique le besoin de créer une grille structurée dans laquelle on puisse introduire la culture comme un fil conducteur dans l’apprentissage d’une langue. Cette recherche souligne le besoin de promouvoir un processus d’enseignement-apprentissage interculturel dans les manuels d’ELE.<br>This research paper focusses on the study of the notion of culture in current Spanish as it is presented in foreign language textbooks (ELE: Español Lengua Extranjera). It also examines how the cultural component is addressed at a time when the Common European Framework of Reference for Languages (CEFR) and the Plan curricular del Instituto Cervantes (PCIC) have outlined the unit structure and have refreshed the content requisites for a student to be able to communicate and operate in the foreign language. Based on a literature review of teaching methods for foreign languages a template has been developed to evaluate the presence of the cultural component over a period marked by an intercultural teaching and learning influence, where culture is the central area for the development of intercultural competence for students. Using the template, it has been possible to quantify the cultural component in the analysed textbooks, differentiating what skills are used and determining if it is analysed from an intercultural perspective. Then, a second analysis is undertaken to check how the cultural component is treated in each level of study. Finally, the paper presents a brief analysis of the samples run to check the evolution of the stereotype in the analysed textbooks and define the notion of stereotyped culture about the Hispanic world.
The results of our analysis show that there is an interest from ELE textbook authors to integrate the cultural component into their language content. However, the analysis also shows that the presence of the cultural component is still not fully integrated in levels A1-B1, as it is not approached in a constant intercultural way. In addition, we found that there is a tendency to address the cultural component by using skills that foster interaction in class and undermine the importance of other communicative situations necessary to strengthen the learning of ELE. At the same time, the research finds that the use of stereotypes has evolved, as it does not reinforce stereotypical beliefs about the Hispanic world like in the past. Rather, stereotypes appear less often with students encouraged to challenge them, enabling the student to reconsider their own ideas and prejudices about Hispanic culture. However, this work of breaking stereotypes requires the teacher´s objectivity and constant mediation among several actors in the process of learning to compare the reality and avoid the fossilisation of these stereotypical topics.
Nevertheless, we note that there is still a mismatch when the cultural component needs to be understood and developed for ELE textbooks. As a result, there is a need to create a structured template in which culture is presented as the main area to learn the language. This research paper emphasises the need to promote a process of intercultural teaching-learning in ELE textbooks.
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Liao, Chien-Yu, and 廖建裕. "The Study of Profits Relationship between Competences and Endowments for Semiconductor Components Distributors." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/88869088782849519014.
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碩士<br>國立雲林科技大學<br>企業管理系碩士班<br>91<br>But it is very important that how distributors build the core competences and the endowments and search for the competitive strategies and acquire the sustainable competitive advantages when the competitive environment of the semiconductors components distributors industry is drastic day by day . For protecting the profits, the firms will make different strategies by the advantages and the disadvantages of the competences and the endowment. And they will create, maintain and develop the profits by making the competitive strategies and filling up the gaps in the competences and the endowment, and it is the reason of the thesis.
Generally speaking ,the net profits of distributors are tended to be low. But distributors can stabilize their profits by raising sales activities and stock turnovers, increasing the ratio of niche products in the product portfolio , and decreasing the cost of management. Therefore, the profit of the semiconductor distribution industry is quite.
So the study use the profit chain to find the profits relationship between competences and endowments for semiconductor components distributors.
The objects of study is professional semiconductor components distributors of Taiwan. And the study lists some conclusions:
（1） Building the competences of distributors is the base of profits.
（2） In order to build competitive advantages , distributors must develop
the endowments activity.
（3） Distributors enhance the competences and endowments by using MIS/IT.
（4） The distributors must be an area-orientation or be a global-
orientation distributors.
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Tao-chi, Her. "Incorporating a Listening Component into the Basic Competence English Test: A Questionnaire Survey." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200718475393.
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Tao-chi, Her, and 賀道啟. "Incorporating a Listening Component into the Basic Competence English Test: A Questionnaire Survey." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92774405948508667657.
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碩士<br>國立臺灣師範大學<br>英語學系<br>94<br>The present Basic Competence English Test is a test of reading competence. It cannot assess examinees’ communicative competence in English listening, speaking and writing. Since listening competence is a fundamental skill in English learning, its importance should not be neglected. Therefore, the present study is conducted to investigate high school teachers’ and students’ attitudes toward the necessity and feasibility of incorporating a listening test into the Basic Competence English Test.
After a careful literature review, three questionnaires respectively for high school teachers, senior and junior high school students are introduced. The participants were 300 high school teachers, 420 junior high school students and 480 senior high school students from Northern, Central, Southern and Eastern Taiwan. The major findings are as follows: (1) Most teachers are aware of the importance of developing students’ listening competence in English, although not all of them put enough emphasis on it. With regard to the argument that reading competence does not equal overall competence or listening competence, it is not distinctively rejected or supported. Finally, most teachers agree the incorporation is beneficial and feasible after a few problems are solved. (2) The factors that affect teachers’ attitudes toward the feasibility of incorporating a listening test into the Basic Competence English Test include the teachers’ experience with students, their recognition of the importance to develop communicative competence and their agreement on the advantages of the incorporation. (3) Students consider their performances on reading tests to be similar to those on listening tests. Most of them agree the incorporation is necessary and feasible after a few problems are solved. (4) As for the factors that affect students’ attitudes toward the feasibility of the incorporation, their attitudes toward the incorporation play a significant role. For senior high school students, their self-evaluated listening competence also affects their attitudes toward the feasibility. For junior high school students, their gender and test-taking experience both affect their attitudes. (5) The physical condition of testing (i.e., facilities and equipment) is the major problem that hinders the feasibility. Junior high school students are also concerned about speech clarity.
The findings offer the following implications: First, before implementing the incorporation scheme, testing facilities and equipment need to be first improved. In addition, the task type, text type and content of the test should be well-designed to assess the core abilities that are common to all examinees. Second, the amount and quality of English listening instruction in some areas requires improvement.
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Chen, Jui Hung, and 陳瑞宏. "Core Competency Analysis-A Case Study of Hong Kong Electronic Component Company." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92293314747282562525.
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碩士<br>長庚大學<br>企業管理研究所亞太營運管理組<br>99<br>With the technical and capital intensive required and under the high cost competitive pressure, the electronics industry global branding owners are adjusting their production strategy to the outsourcing and subcontracting. The OEM business model of Taiwan electronic industry becomes one of the beneficiaries of this hot wave. The service oriented electronics components distributor plays the important role during this scenario; with the labor, land resource restrictions, Taiwan is getting loss the manufacture competition and is replaced by Mainland of China, the new global manufacture factory. Nevertheless, China has a wide territory and executes the planned economy system. How those brand manufacturers overcome those of external environment factors to enhance their competition via enriching the new product development ability and increasing mass production efficiency becomes a critical issue. The distributor becomes the important key role than ever in this industrial supply chain. For those distributors, who do not have the a broad line card, good profit, a well logistic network, health labor, capital resource and maturity information technology, were not able to meet customers’ one shop buing and lead-time reduction needs and already either have been merged or went out of market. The distributor service industry is predominant over those of big players. Rest of the middle and small players are struggling for survival.
With threat and potential business opportunity from the external environment, the distributor industry needs to optimize the internal resource to enlarge its core competence. This research takes the example of one Hong Kong based electronic components distributor, through the value chain analysis and interview to discuss its internal core competence resource and discover its core capability.
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Годлевськая, Дана. "Effective listening as the component of students’ communicative competence in profile higher educational institutions." Thesis, 2012. http://er.nau.edu.ua/handle/NAU/20285.
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Нечитайло, Світлана Ігорівна. "Формування комунікативної компетентності в учнів початкових класів на уроках літературного читання". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4585.
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Нечитайло С. І. Формування комунікативної компетентності в учнів початкових класів на уроках літературного читання : кваліфікаційна робота магістра спеціальності 013 «Початкова освіта» / наук. керівник М. О. Желтова. Запоріжжя : ЗНУ, 2020. 86 с.<br>UA : Робота викладена на 86 сторінках друкованого тексту. Перелік посилань включає 85 джерел. Об’єкт дослідження: процес формування комунікативної компетентності учнів. Предмет дослідження: засоби формування комунікативної компетентності учнів на уроках літературного читання. Мета дослідження: теоретичне обґрунтування й експериментальна перевірка можливості розвитку сформованого рівня комунікативної компетентності в учнів на уроках літературного читання. В роботі відбувся комплексний аналіз сутності та характерних ознак формування комунікативної компетентності учнів на уроках літературного читання, що впливає на подальший розвиток у дитини образності та виразності мовлення; розроблено програму розвитку рівня сформованості комунікативної компетентності на уроках літературного читання.<br>EN : The work is presented on 86 pages of printed text. The list of links includes 85 sources. Object of research: the process of forming students' communicative competence. Subject of research: means of formation of communicative competence of students in reading lessons. The purpose of the research: theoretical substantiation and experimental verification of the possibility of developing the formed level of communicative competence in students in reading lessons. The work included a comprehensive analysis of the essence and characteristics of the formation of communicative competence of students in reading lessons, which affects the further development of the child's imagery and expressiveness of speech; the program of development of a level of formation of communicative competence at lessons of literary reading is developed.
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Hao, Su Deng, and 蘇登豪. "The Study of the Core Competence and Growth Strategy：A Case Study of Component Distributors Industry." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/21854258325156609856.
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碩士<br>東海大學<br>管理碩士在職專班<br>99<br>Electronic industry flourish in Taiwan, and it plays a vital role in the global electronic industrial chain. In this growing niche, the electronic component distributors in the industry are becoming increasingly important role, growth is very obvious, but the competition is fierce. This study analyzed the status of passive components industry, the electronic component distributors are so much, the competition is fierce, therefore, how to enhance their ability to be customers’ value-added supplier is the main way to maintain the Everlasting. How to use their own resources and ability to integrate into a core competency, and compete with competitors, so that the enterprise itself can continue to grow, is a realm for the retailers to seek, and is also a key issue of all the distributors.
Core competence is the organization’s existing and potential competitive advantage of the fundamental (Prahalad and Hamel, 1990). The resource-based school is with special emphasis on core competencies to maintain their competitive advantage and enhance corporate performance. In this case study, we use resource-based theory and choose a certain retailer of domestic companies with a depth interview to study the core competence of the distributor and the relationship between the core competence and the distributor’s growth strategy. The study conclusions are that: the case company’s resources are the brand they owned and affiliates. The company can carry out and achieve a different growth strategy is founded on the core resources and all the resources are integrated with their other resources and ability and be transformed into their own core competence – product line of integrated sales ability, a continual progress of competitive advantage. At the same time, the company continued to make good use of another core competence – the well-done relationship with the supplier and sustainable development of the resources to optimize their ability to enhance other core competences, for the next growth strategy. Finally, the study make recommendations on the case study, hope the findings and recommendations related to academics and practitioners for research reference.
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Huang, Feng-Chu, and 黃鳳珠. "Core competencies and strategy management of semiconductor component Intel distributor in Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/27571627101205466296.
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碩士<br>銘傳大學<br>國際企業學系碩士在職專班<br>94<br>Core competencies and strategy management of semiconductor component
Intel distributor in Taiwan
EMBA of international Business in Ming Chuan University
Student :Huang-Feng Chu Adviser :W.R.Lee-
In recent years, due to the continuous revolution and growth in the electronic technology industry, noticeable increase can be found in electronic components providers, and their production capability. For the same reason, electronic component’s channel providers have continues to launch most advanced technology and product, offering add-on value such as multi-selection’s professional development and technical support. In recent years, due to the continuous revolution and growth in the electronic technology industry, noticeable increase can be found in electronic components providers, and their production capability. For the same reason, electronic component’s channel providers have continues to launch most advanced technology and product, offering add-on value such as multi-selection’s professional development and technical support.
This study will take an in-depth interview approach, to analyze domestic semiconductor channel industry’s status. Also will focus on business development, core resources and capability, management strategy, future planning and strategic development.
The result of analysis indicates that the strategic future development direction for a certain company is being determined its target customer, new product development, and both horizontal/vertical market development. Which can leads to increase in company’s sales revenue and profit. In terms of strategic execution, one must followed company’s goal and target, come up with competitive and effective strategic in order to be successful.
This is a qualitative in-depth study focused on discussing about domestic semiconductor’s core capability and operation strategy. This topic cannot be conducted through quantitative study. One must need the experience and knowledge of this industry environment in order to effectively collect and analyze the results. Use specific corporation’s strategy as target for analysis, in order to under the industry’s current status, future development and strategic planning.
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Hlongwa, Esther Nelisiwe. "Diplomates' perceptions of their psychiatric nursing component of the four-year comprehensive programme." Diss., 2003. http://hdl.handle.net/10500/2502.
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The study attempted to identify R425 diplomates' perceptions of their psychiatric competencies. An exploratory descriptive survey investigated specific strengths and weaknesses of the R425 diplomates in the psychiatric clinical units in the KwaZulu-Natal Province, as perceived by the diplomates themselves.
The diplomates were reportedly competent in performing numerous, but not all cognitive, psychomotor and affective skills addressed by this survey. The R425 diplomates perceived themselves to be incompetent in designing and implementating rehabilitation programmes/workshops, managing community projects, conducting research and managing crises in psychiatric nursing units.<br>Health Sciences<br>M.A. (Health Studies)
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Branschädel, Marcus [Verfasser]. "Analysis of molecular components essential for the formation of signaling-competent TNF-TNFR complexes / vorgelegt von Marcus Branschädel." 2007. http://d-nb.info/985839880/34.
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Fernandes, Sílvia Cristina. "A componente sociocultural nas aulas de ELE : um estudo de caso, em Barcelos, com alunos do 11º ano." Master's thesis, 2015. http://hdl.handle.net/10400.14/18737.
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No processo de ensino aprendizagem de línguas estrangeiras sabe-se hoje da importância de
lecionar a competência linguística em paralelo com a competência sociocultural. Está comprovado
que para comunicar de forma adequada e eficaz é extremamente importante conhecer a cultura dos
países da L2. Chegou o momento de colocar de lado as ideias mais estruturalistas que orientam o
ensino de línguas para a gramática e para a aquisição de vocabulário.
Com este trabalho pretende-se realizar um estudo de caso, numa escola de Barcelos, alunos do
secundário, nível A2, sobre a importância do ensino de aspetos socioculturais (atitudes e valores) nas
aulas de ELE. As atitudes e os valores como orientadores do comportamento dos jovens, no contexto
de sala de aula, que um dia se pretende que sejam adultos conscientes da multiculturalidade dos
povos e da sua singularidade. O processo de ensino aprendizagem de segundas línguas deve ter por
base uma abordagem intercultural entre os povos, tendo sempre como ponto de partida a identidade
cultural dos alunos e de cada ser humano, para posteriormente identificar caraterísticas multiculturais
de diferentes povos hispano-falantes.
Relativamente à estrutura deste trabalho a primeira parte do relatório apresenta a evolução do
termo cultura até aos nossos dias, as diferentes competências no ensino de línguas, os documentos
orientadores para o ensino de línguas estrangeiras. A segunda parte refere-se ao processo
metodológico, apresentação do estudo de caso, análise de resultados e respetivas conclusões.<br>In the process of teaching and learning foreign languages is known today about the importance
of teaching the language proficiency in parallel with the socio-cultural competence. It is proven that
to communicate appropriately and effectively is extremely important to know the culture of the L2
countries. It is time to put aside the most structuralize ideas that guide the teaching of languages for
grammar and vocabulary acquisition.
With this work we intend to conduct a case study in a school of Barcelos for high school
students, in A2 Level about the importance of teaching socio-cultural aspects (attitudes and values)
in ELE classes. Attitudes and values as guiding the behaviour in the classroom context will help
because one day they will be consenting adults aware of people multiculturalism and their
individuality. The teaching and learning process of second languages should be based on an
intercultural approach among people, having as starting point the cultural identity of students and of
every human being, to further identify multicultural characteristics of different Spanish-speaking
people.
Regarding the structure of this work the first part of the report shows the evolution of the culture
term to the present day, the different skills in language teaching and guidance documents for
teaching foreign languages. The second part refers to the methodology, presentation of the case
study, analysis of results and respective conclusions.
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Chia-Ching, Lee, and 李家慶. "The impact of Personality Traits, Professional Competencies and Self-directed learning on Job Performance – Product Manager of Computer Component as an Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/22324053644382988143.
Full textAbstract:
碩士<br>南台科技大學<br>高階主管企管碩士班<br>96<br>Abstract
Since I have been a products management officer in computer related industries for a long time, I am observing computer and its accessories related businesses growing up rapidly, and the status makes our country has played an important role in global supply chain. But, how to have product managers to handle product development process effectively, control resources and product life cycle along with channel management to allocate resources most efficiency is what computer industry focuses now. This main purpose of this study is to search the relationship between Personality Traits, Professional Competencies, as well as Self-directed learning of product managers and their job performance.
The samples of this study are the domestic manufacturers of computer and its accessories related industries, by delivering questionnaires for collecting and analyzing data. The questionnaires delivered are 450 pieces totally, 204 pieces collected, and 177 pieces of effective samples, the effective rate is 39.3%. Based on the result generating from statics, reliability, variance and regression analysis of questionnaire, we got the major conclusion as below:
1. There is a significant relationship between Personality Traits and Job Performance.
2. There is a significant relationship between different Professional Competencies and Job Performance.
3. There is a significant relationship between Self-directed learning and Job Performance.
4. There is no significant relationship between program managers’ personal characteristics, including sex, age, education degree, major, working years, also products focus on, and their job performance.
Above all, this study comes out some related suggestion to enterprises and future researchers, further providing the evaluation guidelines to CEO of computer and its accessories related industries on recruiting, training, and employing of Program Managers.
Key words：Personality Traits，Professional Competencies，Self-directed learning，Job Performance，Product Manager，Computer Component
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Nako, Zovuyo Chulekazi. "Construct validity of a managerial assessment centre." Diss., 2011. http://hdl.handle.net/10500/5698.
Full textAbstract:
This was a correlation study exploring the relationships between scores on
various dimensions within and across different exercises in the leadership
assessment and development centre (LADC) of an auditing firm in
Johannesburg. The study specifically aimed at investigating the discriminant
and convergent validity of the LADC. LADC ratings collected from a sample of
138 were analysed using a Pearson Product Moment Correlation (r) and
principal component analysis (PCA) was conducted to discover the main
dimensions or constructs.
Twenty one dimensions were measured using six different exercises in the
LADC. The large correlations found in the study showed lack of discriminant
validity amongst the majority of different dimensions measured in same
exercises whilst, the PCA showed some convergent validity among various
dimensions measured across exercises for the LADC. Lastly, the findings of
the principal component analysis (PCA) supported a two-factor structure,
indicating that assessors are able to differentiate between interpersonal and
performance-related dimensions.<br>Industrial and Organisational Psychology<br>M.A. (Industrial and Organisational Psychology)
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CONGIA, MARIA CARLA. "La rappresentazione dei mutamenti del lavoro attraverso il nuovo sistema statistico di classificazione delle professioni." Doctoral thesis, 2014. http://hdl.handle.net/11573/942041.
Full textAbstract:
Le innovazioni introdotte nell’ultimo decennio nella produzione statistica ufficiale sulle professioni hanno migliorato notevolmente la rappresentazione statistica dei contenuti qualitativi e dei mutamenti dell’occupazione in Italia. Un vero e proprio “sistema” di rappresentazione statistica delle professioni è stato costituito, in cui la Classificazione delle professioni assume pienamente il ruolo di framework per la categorizzazione delle informazioni statistiche rilevabili empiricamente sul mondo delle professioni. Con l’indagine campionaria sulle professioni Istat-Isfol sono stati rilevati per la prima volta in Italia i contenuti delle professioni in termini quantitativi attraverso descrittori su conoscenze, competenze, attitudini, valori della professione, stili di lavoro, attività di lavoro generalizzate e condizioni di lavoro, alla luce del modello concettuale del sistema statunitense dell’Occupational Information Network (O*Net).
Attraverso diverse analisi statistiche multidimensionali applicate ai descrittori delle professioni italiane rilevati empiricamente dall’indagine sulle professioni, la presente ricerca ha dimostrato la capacità delle variabili di offrire una struttura descrittiva trasversale (cross-job) esaustiva, in grado di descrivere la generalità delle professioni presenti nel mercato del lavoro italiano, ma anche di differenziare tra i lavori cogliendone gli aspetti più specifici.
Le analisi fattoriali hanno consentito di far emergere un quadro di sintesi dei contenuti del lavoro svolto nelle professioni italiane, riuscendo a cogliere, grazie all’approccio multiway, anche alcune importanti trasformazioni che si sono verificate tra il 2007 e il 2012 negli aspetti qualitativi del lavoro. Infine, l’analisi dei gruppi ha evidenziato la presenza di dieci profili professionali principali, solo in parte sovrapponibili con la Classificazione ufficiale delle professioni. E’ stato, pertanto, possibile mostrare come una classificazione su basi empiriche che considera aspetti che vanno oltre i soli requisiti del lavoratore, come l’istruzione, le competenze e le conoscenze, su cui invece si basano in modo quasi esclusivo gli assunti teorici della classificazione ufficiale delle professioni, conduce a raggruppamenti di professioni diversi, sia nel numero sia nella composizione interna.
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Xaba, Nompumelelo Pearl. "The assessment of the facilitation of the clinical training component of an undergraduate nursing programme at a University of Technology." Thesis, 2015. http://hdl.handle.net/10321/1319.
Full textAbstract:
Submitted in fulfillment for the requirements of M Technology : Nursing, Department of Nursing, Durban University of Technology, Durban, South Africa, 2015.<br>Background
All nursing students need to undergo clinical training for them to be competent practitioners when they qualify. According to the South African Nursing Council (SANC) training facilities are accredited only if the clinical training component is effective. Therefore, it is important that students are accompanied in order for them to grow professionally and have values as future health care professionals. In nursing education, a student throughout the nursing training course receives instruction both theoretically and clinically in the subjects prescribed in the curriculum by the SANC. Clinical instruction is effected through clinical teaching and learning, which is a requirement by the nursing regulatory body, the SANC. For an undergraduate programme a student has to spend a minimum of 1000 hours per year in clinical placement to meet programme outcomes. It is the responsibility of all nursing schools, colleges and universities to ensure that each student meets these requirements. For this to be effective it has to be facilitated by lecturers and clinical instructors, through teaching and learning strategies to enable students to perform the clinical skill with knowledge and eventual competence. Therefore, clinical instructors are there to ensure that the students are competent in all skills, such as cognitive, affective as well as psychomotor skills. This will be beneficial to the programme in reduction of rates of failure and dropout and again by producing competent practitioners. A positive relationship and collaboration between the clinical training institutions and clinical placement facilities is vital for student achievement, especially because the clinical instructors assist students in correlating theory and practice. This study sought to assess the clinical training component of an undergraduate programme at this UoT in KwaZulu Natal. Findings may inform an improved clinical instruction programme as no such study had been undertaken.
Methods
A qualitative and quantitative design was used to explore feelings, perceptions as well as experiences of staff and student nurses with regard to clinical training component. Stratified random sampling was used to select student nurses according to levels of training and questionnaires were used to collect data. All permanently employed staff who had been working over six months were selected since they were directly or indirectly involved in the clinical facilitation. A focus group interview was conducted for the clinical instructors and questionnaires were used for the lecturers to collect data. Themes and sub-themes emerged and on analysis they were compared to the findings from the quantitative survey.
Results and discussion
The results revealed that collaboration of clinical placement facilities and training institutions is important for student’s support since all parties are able to communicate freely and students benefit. Students stated that they did not get enough support since the clinical facilitators were short staffed and they were also allocated to facilities that were far from the campus. The respondents cited problems during clinical accompaniments as there were very high expectations by staff members in the placement areas regarding student support. Lecturers were also expected to involve themselves in clinical accompaniment to bridge theory-practice gap. The employment of mentors will assist in student support as the mentors will be at placement areas and the staff and students easily contact them.
Conclusion
From the interviews the researcher managed to come up with important aspects that should be included in an accompaniment tool when developed, which should be user friendly to both lecturers and clinical facilitators. It will thus assist students with critical skills including critical thinking when performing any patient related nursing skill. It was recommended that the UoT management support staff by attending to their concerns including finding more clinical placement facilities close to the campus.
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FORMICONI, Cristina. "LÈD: Il Lavoro È un Diritto. Nuove soluzioni all’auto-orientamento al lavoro e per il recruiting online delle persone con disabilità." Doctoral thesis, 2018. http://hdl.handle.net/11393/251119.
Full textAbstract:
INTRODUZIONE: Il presente progetto di ricerca nasce all’interno di un Dottorato Eureka, sviluppato grazie al contributo della Regione Marche, dell’Università di Macerata e dell’azienda Jobmetoo by Jobdisabili srl, agenzia per il lavoro esclusivamente focalizzata sui lavoratori con disabilità o appartenenti alle categorie protette. Se trovare lavoro è già difficile per molti, per chi ha una disabilità diventa un percorso pieno di ostacoli. Nonostante, infatti, la legge 68/99 abbia una visione tra le più avanzate in Europa, l’Italia è stata ripresa dalla Corte Europea per non rispettare i propri doveri relativamente al collocamento mirato delle persone con disabilità. Tra chi ha una disabilità, la disoccupazione è fra il 50% e il 70% in Europa, con punte dell’80% in Italia. L’attuale strategia europea sulla disabilità 2010-2020 pone come obiettivi fondamentali la lotta alla discriminazione, le pari opportunità e l’inclusione attiva. Per la realizzazione di tali obiettivi assume un’importanza centrale l’orientamento permanente: esso si esercita in forme e modalità diverse a seconda dei bisogni, dei contesti e delle situazioni. La centralità di tutti gli interventi orientativi è il riconoscimento della capacità di autodeterminazione dell’essere umano, che va supportato nel trovare la massima possibilità di manifestarsi e realizzarsi. Ciò vale ancora di più per le persone con disabilità, in quanto risultano fondamentali tutte quelle azioni che consentono loro di raggiungere una consapevolezza delle proprie capacità/abilità accanto al riconoscimento delle caratteristiche della propria disabilità. L’orientamento assume così un valore permanente nella vita di ogni persona, garantendone lo sviluppo e il sostegno nei processi di scelta e di decisione con l’obiettivo di promuovere l’occupazione attiva, la crescita economica e l’inclusione sociale. Oggi giorno il frame work di riferimento concettuale nel campo della disabilità è l’International Classification of Functioning, Disability and Health (ICF), il quale ha portato a un vero e proprio rovesciamento del termine disabilità dal negativo al positivo: non si parla più di impedimenti, disabilità, handicap, ma di funzioni, strutture e attività. In quest’ottica, la disabilità non appare più come mera conseguenza delle condizioni fisiche dell’individuo, ma scaturisce dalla relazione fra l’individuo e le condizioni del mondo esterno. In termini di progetto di vita la sfida della persona con disabilità è quella di poter essere messa nelle condizioni di sperimentarsi come attore della propria esistenza, con il diritto di poter decidere e, quindi, di agire di conseguenza in funzione del proprio benessere e della qualità della propria vita, un una logica di autodeterminazione.
OBIETTIVO: Sulla base del background e delle teorie di riferimento analizzate e delle necessità aziendali è stata elaborata la seguente domanda di ricerca: è possibile aumentare la consapevolezza negli/nelle studenti/esse e laureati/e con disabilità che si approcciano al mondo del lavoro, rispetto alle proprie abilità, competenze, risorse, oltre che alle limitazioni imposte dalla propria disabilità? L’obiettivo è quello di sostenere i processi di auto-riflessione sulla propria identità e di valorizzare il ruolo attivo della persona stessa nella sua autodeterminazione, con la finalità ultima di aumentare e migliorare il match tra le persone con disabilità e le imprese. L’auto-riflessione permetterà di facilitare il successivo contatto dialogico con esperti di orientamento e costituirà una competenza che il soggetto porterà comunque come valore aggiunto nel mondo del lavoro.
METODI E ATTIVITÀ: Il paradigma teorico-metodologico adottato è un approccio costruttivista: peculiarità di questo metodo è che ciascuna componente della ricerca può essere riconsiderata o modificata nel corso della sua conduzione o come conseguenza di cambiamenti introdotti in qualche altra componente e pertanto il processo è caratterizzato da circolarità; la metodologia e gli strumenti non sono dunque assoggettati alla ricerca ma sono al servizio degli obiettivi di questa.
Il primo passo del progetto di ricerca è stato quello di ricostruzione dello stato dell’arte, raccogliendo dati, attraverso la ricerca bibliografica e sitografica su: l’orientamento, la normativa vigente in tema di disabilità, i dati di occupazione/disoccupazione delle persone con disabilità e gli strumenti di accompagnamento al lavoro. A fronte di dati mancanti sul territorio italiano relativi alla carriera e ai fabbisogni lavorativi degli/delle studenti/esse e laureati/e con disabilità, nella prima fase del progetto di ricerca è stata avviata una raccolta dati su scala nazionale, relativa al monitoraggio di carriera degli studenti/laureati con disabilità e all’individuazione dei bisogni connessi al mondo del lavoro. Per la raccolta dati è stato sviluppato un questionario ed è stata richiesta la collaborazione a tutte le Università italiane.
Sulla base dei dati ricavati dal questionario, della letteratura e delle indagini esistenti sulle professioni, nella fase successiva della ricerca si è proceduto alla strutturazione di un percorso di auto-orientamento, volto ad aumentare la consapevolezza nelle persone con disabilità delle proprie abilità e risorse, accanto a quella dei propri limiti. In particolare, il punto di partenza per la costruzione del percorso è stata l’Indagine Istat- Isfol sulle professioni (2012) e la teoria delle Intelligenze Multiple di H. Gardner (1983). Si è arrivati così alla strutturazione del percorso di auto-orientamento, composto da una serie di questionari attraverso i quali il candidato è chiamato ad auto-valutare le proprie conoscenze, le competenze, le condizioni di lavoro che gli richiedono più o meno sforzo e le intelligenze che lo caratterizzano, aggiungendo a questi anche una parte più narrativa dove il soggetto è invitato a raccontare i propri punti di forza, debolezza e le proprie aspirazioni in ambito professionale.
Per sperimentare il percorso di auto-orientamento creato, nell’ultima fase della ricerca è stato predisposto uno studio pilota per la raccolta di alcuni primi dati qualitativi con target differenti, studenti/esse universitari/e e insegnanti di scuola superiore impegnati nel tema del sostegno e dell’orientamento, e utilizzando diversi strumenti (autopresentazioni, test multidimensionale autostima, focus group).
CONCLUSIONI: I dati ottenuti dallo studio pilota, seppur non generalizzabili, in quanto provenienti da un campione esiguo, hanno evidenziato come il percorso di auto-orientamento attivi una riflessione sulla visione di sé nei diversi contesti e un cambiamento, in positivo o in negativo, nell’autostima e nella valutazione di sé in diverse aree, ad esempio nell’area delle relazioni interpersonali, del vissuto corporeo, dell’emotività ecc. Tali dati ci hanno permesso soprattutto di evidenziare punti di forza e debolezza del percorso creato e di apportare modifiche per una maggiore comprensione e adattabilità del prodotto stesso. Il valore del percorso orientativo è connesso al ruolo attivo di auto-valutatore giocato dal candidato con disabilità, affiancando a questa prima fase di autovalutazione un successivo confronto dialogico con un esperto, tale da permettere un ancoraggio alla realtà esterna, al contesto in cui il soggetto si trova a vivere. In questo senso, l’orientamento assume il valore di un processo continuo e articolato, che ha come scopo principale quello di sostenere la consapevolezza di sé e delle proprie potenzialità, agendo all’interno dell’area dello sviluppo prossimale della persona verso la realizzazione della propria identità personale, sociale e professionale.