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Silinsky, Mark D. "National confidence and development in Afghanistan| Insurgency vs. counterinsurgency." Thesis, Tulane University, Payson Center for International Development, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715672.
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The initial hypothesis of this dissertation was that Afghan insurgents' attacks on Afghan civilians have lowered popular confidence in the Afghan government and its institutions. The goal of the insurgents has been to convince Afghans that their local, provincial, and national governments and security forces cannot protect them. Insurgents harm and kill civilians as part of their strategy of intimidation. Conversely, counterinsurgents try to convince the Afghan people that their government is responsive, that the economy is promising, that the rule of law is strong, and that Armed Forces of Afghanistan are viable. For the counterinsurgency to have been successful, the level of national confidence would need to have been high.
National confidence is intangible, often fleeting, and sometimes difficult to gauge. There are standard measurements of human development, such as economic growth; longevity; access to medicine and health clinics, levels of literacy, potable water, security, and others. However, measuring confidence presents unique challenges for the researcher.
The Taliban were, by far, the most powerful and largest of the insurgent groups, but there were others. The strategy of the insurgents to break confidence in the Afghan local, provincial and national governments was based on three basic principles: crippling the economy, terrorizing their domestic enemies; and destroying the will of foreign states to continue their support for Kabul. All these tactics were predicated on violence. In this dissertation, quantitative methods associated the impact of violent incidents, which were the independent variables, to various indicators of national morale, which are the dependent variables.
The results confirmed some elements of the hypothesis and disproved others. Several components of national confidence declined from 2008 and 2010, but only marginally. For the scales that were measured, there was a decline of national confidence in four scales, but an increase in one scale. There were decreases in the confidence of economic prosperity in villages and neighborhoods where citizens live, and a decline in the confidence of citizens in national and provincial governments. In security, there was a very slight decline. However, there was an increase in the confidence of citizens in institutions, organizations, and officials.
The findings suggest that the overarching counterinsurgency strategy of building national confidence through sustained human development was successful in the years analyzed in this dissertation. Despite a spike in insurgent attacks during 2009, national confidence in 2010 was not significantly eroded. This dissertation represents the views of the author and not, necessarily, the views of any agency of the Department of Defense.
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Gray, Nathaniel Asoka Hickey Jason. "High-confidence, modular compiler development in a formal environment /." Diss., Pasadena, Calif. : California Institute of Technology, 2005. http://resolver.caltech.edu/CaltechETD:etd-05272005-182952.
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Kish, Julia Ann. "The development of maternal confidence for labor among nulliparous pregnant women." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/275.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Yeniaras, Volkan. "The development of a scale measuring consumer confidence in buying decisions." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.644357.
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The plethora of diverse conceptualisations and operationalizations of confidence apparent in the literature suggests a gap in empirical endeavour in developing an established research methodology to create valid and reliable measures of confidence. This research seeks to create a 'consumer confidence in buying-decisions' scale regarding high-involvement products and/or services where consumer confidence is re-defined as anticipated certainty of past patterns recurring in future events, episodes and/or behaviours. This research also incorporates this new definition of confidence into the item generation methodology via a triangulation of qualitative and quantitative methods. This research is comprised of two distinct components. The first is a theoretical component, which examines the nature of consumer confidence in buying-decisions. Specifically, using established procedures from the measure development literature, a total of five instruments were derived employing extensive qualitative and quantitative research capturing consumers' confidence levels in their buying-decisions. The psychometric properties of dimensionality, reliability, and validity were confirmed through rigorous statistical analyses. The qualitative analyses were conducted on the data obtained from two focus groups, an experimental procedure followed by individual semi-structured interviews, and two review procedures. The second component is the quantitative approach that was used with self-administered surveys distributed to 421 Swansea university students (development sample), 33 Swansea university students (test-retest analysis) as part of the development stage of the consumer confidence in buying-decisions scale. The quantitative approach also involved the collection of self-administered surveys from a stratified sample of 311 non-student adults in Swansea area and from 36 couples (convergent validation). Exploratory and confirmatory analyses were conducted during both the development and the validation stages of the research to ensure the scale's reliability, convergent, discriminant and relative predictive validity and nomological validity. Those analyses were conducted to extend the current bank of knowledge in the confidence field while also ensuring the reliability and the validity of the consumer confidence in buying-decisions that was developed in this dissertation. The dissertation concludes with a discussion of the theoretical and managerial implications underpinning consumer confidence and related issues, as well as suggestions for further research.
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Allen, Mark S. "Understanding attribution processes in the development of emotions and confidence in sport." Thesis, Staffordshire University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522118.
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Bin, Wan Mohd Yunus Wan Mohd Azam. "Development and evaluation of self-confidence webinar for depression in the workplace." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/development-and-evaluation-of-selfconfidence-webinar-for-depression-in-the-workplace(3db86479-9fba-4eee-a9f7-2a76f859f3a7).html.
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Depression has been shown to be costly to employed individuals and their employers. Despite this, employees are reluctant to seek help. This thesis aimed to develop a more interactive form of computerised intervention using a webinar. In line with the Medical Research Council’s (MRC) framework for developing and evaluating complex interventions, this thesis comprises of four studies. Firstly, a systematic literature review was conducted to identify the current evidence base of available RCTs on interventions for depression in the workplace. The review suggested that some effective interventions are available and interventions that combine more than one therapeutic approach were the most effective. There was also the emergence of promising interventions delivered through other means beyond the traditional face-to-face realms, such as the use of technology. Secondly, the feasibility and acceptability of the webinar intervention were explored qualitatively in three focus groups (N = 10), conducted in a small organisation. The results indicate that selfconfidence webinars could be feasible and acceptable if attention was paid to aspects within three levels; personal (e.g. content, time and duration, webinar features), interpersonal (e.g. stigma, levels of engagement) and organisational (e.g. endorsement from management, work demand). Thirdly, findings from the systematic literature review and focus groups were integrated with a self-confidence workshop programme by Brown and colleagues (Horrell et al., 2014) to inform the development of the intervention. The intervention was theoretically based on cognitivebehaviour therapy (CBT) and coping flexibility concepts. This was then adapted to a webinar platform, Adobe Connect, which integrates PowerPoint presentations, chat technology, comics and animation videos. Following the recruitment of two organisations, the intervention was evaluated in a small prepost feasibility study with 33 employees. The findings indicate evidence of feasibility for the intervention, and positive improvements in depression, presenteeism and other outcome measures were recorded. Additionally, the study also reported encouraging evidence regarding the acceptability of the webinar intervention among the employees.
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Pyclik, Alice. "Confidence in Organizational Science Procedures: Development and Measurement of a Novel Construct." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1626102291015394.
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Ross, Frances M. "Managerial career development for women in health contexts : metamorphosis from quandary to confidence." Curtin University of Technology, School of Nursing, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10880.
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The aim of this study was to construct a theory for women's managerial career development that explained how women in health care services and health science faculties achieved senior management positions and developed their careers. It sought to discover the main barriers to career progress and achievement of senior level positions by women in health related organisations and to identify how women managers dealt with obstacles. In-depth interviews with 35 women managers in senior positions in 19 different organisations from three different cultural regions formed the major data source; observations, field notes, personal and operational journals, documents, and literature supplemented this data.This research was conducted in two phases. In phase one a descriptive approach was used to develop propositions about women managers and their careers. These propositions formed the guidelines for phase two. The second phase used grounded theory methods, incorporating feminist and interpretative perspectives to identify the previously inarticulated core problem shared by participants. The barriers that women encountered were the contradictory, inconsistent and incompatible assumptions about their potential to have long term careers and ability to move into senior level management positions.These assumptions had been received during their life and educational experiences, as well as from their organisations. The gendered context of health care organisations and university educational institutions contributed to the limited career aspirations and career progress of women with health professional qualifications. By applying grounded theory strategies for analysis of the data, it was discovered that the women managers dealt with this problem through a core process, labelled metamorphosis, a four stage process for overcoming assumptions. This core variable was the way these women ++managers moved from managing without confidence to managing with confidence and assurance.This process occurred over time having four stages, each involving different activities and strategies. The progressive spiral stages were: being in a quandary (struggling with incompatible and contradictory assumptions); observing, examining and reflecting (on the impact of internal and external assumptions on their behaviour in organisational contexts, then realising that opportunities existed); learning and reframing (the managerial skills in order to re-frame their assumptions about the traditional characteristics of a manager); and finally change and transformation into being confident managers, so developing women's presence in management.The findings generated a theory which proposed a managerial career development model for enabling women to manage with confidence and assurance. The outcome was a theoretical model which recognised the dynamic interaction between contexts (professional, organisational, political, economic, cultural, and research); a picture of women managers (personal beliefs, skills, characteristics, attributes of life long learning, relationship between life and career roles, and ways of changing contexts); and the inner energy force creating women's presence in health related organisations (core process and power of their metamorphosis).Contributing to the development of this theory of metamorphosis was the recognition that being and doing research with women involved valuing the personal learning process. This thread has been integrated into the research fabric to strengthen the reflective and personal experiences of research. Using and valuing women's stories enabled their voices and visibility to be taken out of the shadows and demonstrated that they can be pioneers in their own lives. The sense of collaboration in research, education, and community ++
healing will gain from encouraging women to aspire to leadership and management positions.
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Lotter, Norman Owen. "A quality control model for the development of high-confidence flotation test data." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/18298.
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This thesis addresses the problem of obtaining reliable laboratory scale flotation test data for the Merensky ore type found in the Bushveld complex of South Africa. The complex nature of the platinum-group element (PGE) deportment in this ore renders the normally-practiced procedures inappropriate for this particular testwork. A more robust and thorough procedure is necessary because of the diverse mineralogical forms in which the PGE are found. The evaluation of the mass and value balances has accordingly to take these factors into account. The major features of the evaluation of input and output errors across the laboratory scale flotation test are analysed. It is found that unless size-by-size variance of PGE in a conventionally crushed mill feed is taken into account the mill feed sample size is underestimated by some 176%. Further the preparation of a reference distribution of assayed head material is necessary to provide the 95% confidence limits of grade estimate. The need for repeating flotation tests and compositing the adjudicated products is discussed, concluding that quintuplicates are suitable to achieve a desirable level of confidence in the built-up head grade. The sample preparation of the flotation products has a critical role in minimising evaluation errors, as is the case with fire assaying of samples where minimum numbers of replicate determinations have been calculated. An outlier rejection model for adjudication of the replicate built-up head grades is proposed, and a complete flowsheet of the quality control model is developed from first principles. The effect of this model on the PGE total balance is analysed. It is concluded that workable controls are defined, since a metal balance with < 1% error has been achieved.
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Pasco-Pacheco, Crestina. "My Personal Paso Doble: An Autoethnographic Performance “Starring” the Hidden Curriculum of Confidence Within International Latin DanceSport." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32274.
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Using an autoethnographic methodology in tandem with a social constructivist lens, the purpose of this study is to critically inquire into the implicit lessons learned by competitive Latin dancers from their participation in the hidden curriculum of DanceSport culture. Additionally, this research looks to outline the intrapersonal and interpersonal development experienced by DanceSport dancers. Doing so, I focus on the voice of the dancers in the exploration of International DanceSport studios and competition floors as sites of informal and non-formal education, particularly in relation to the hidden curriculum of DanceSport.
My role as an autoethnographic researcher and participant in this study was to collect data through multimodal expression, as well as ongoing dialogue with participants. As researcher and participant, I completed the same hands-on task and interview questions as participants, and journaled to explore thoughts concerning my DanceSport experience. Information obtained from interview transcripts and journal entries has been organized, coded, and analyzed creating themes. A description and interpretation of the findings uncovers the unifying theme(s) of six narratives. Narrative inquiry reveals that the hidden curriculum of DanceSport is the awakening and development of dormant confidence as dancers acquire implicit lessons pertaining to the development of intra and interpersonal knowledge. A discussion exploring the unique ways this dissertation contributes to the DanceSport community and body of literature concludes this study. This is alongside an assessment as to the culture’s ability to meet current goals of formal education, and the potential Latin DanceSport has to be used as an educational tool in the development of student well-being.
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Oliver-Scott, Dorothy Jean. "Organization leads to self-confidence and a wonderful retirement." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2569.
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The significance of the project was to answer the call of California schools in their plight to stop attrition and retain teachers. This project alone or in conjunction with other programs offered by schools/school districts gives them another tool to reach their goal of 100% teacher retention. It is the belief of this project that the problems with retention could be diminished if not eliminated, by giving beginning teachers a handbook.
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Huiskamp, Juliana Gammon. "Connections, confidence, and competence the meaning of professional development for community college support staff personnel /." [Ames, Iowa : Iowa State University], 2008.
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Horne, Courtney Ayana. "Developing Confidence in Late Adolescents: A New Theatre Curriculum." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612.
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Charles, Anna Elise. "Artistic Development Among Young Children: Evaluating Identity, Confidence, and Ability in the Saturday Morning Art Workshops." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/4828.
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Purpose: The purpose of this study was to evaluate artistic development of young children enrolled in the comic class as part of the Saturday Morning art workshops. I wanted to understand whether the children's artistic identity, confidence and ability in the comic workshop increased over time.
Methods: I used a case study method to evaluate development among five participants, 9-10 year olds, in the comic workshop over seven weeks. I observed the children and interviewed them during the workshops, and I also evaluated the drawings they created in the workshop from the first and last weeks using a rubric.
Results: It is possible that the Saturday morning art workshops influenced four of the participant's artist development. In terms of artistic identity John and Gabe may have been influenced by the workshop; they appeared to have experienced increased motivation and confidence. Ethan, John, and Dalton seemed to have developed skills that made them better artists. One participant, Liz, appeared to be confident and identify as an artist prior to attending the workshop.
Conclusions: While the methodology I used could not demonstrate an increase in children's artistic development definitively, the results show that some children developed as artists over the seven weeks. In the Discussion, I describe how instruction could be improved in the Saturday Morning Art workshop to better assess and promote children's development. A future study investigating artistic identity, confidence, and ability in children utilizing semi-structured interviews in a private location and with a pre and posttest measures might prove to be useful determining whether the Saturday Morning art workshops influences artistic development.
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Ryan, Kelli A. "An Investigation of Pre-Service Teacher Assessment Literary and Assessment Confidence: Measure Development and EdTPA Performance." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522746692960315.
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Negrete, Nicholas Efren. "Examining Undergraduate Faculty's Competence and Confidence in Addressing Distressed and Disruptive College Students." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/577.
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Mental health issues serve as a leading barrier to academic success for college students. As mental health issues among college students continue to escalate, there is an increased likelihood in the manifestation of demonstrable distress and disruption among college students within the classroom. However, there is dearth of research surrounding faculty's confidence and competence related to college students' mental health experiences, namely experiences with students in distress or those whom are disruptive. This qualitative research study will focus on examining faculty's confidence and competence in responding to distressed and disruptive college students through an interpretevist lens. Using Noddings's (1999) Ethic of Care theory and Johnson's and Bany's (1970) Classroom Management theory, this research study seeks to address and assess faculty's confidence and competence within these theoretical frameworks. The ability to better understand undergraduate faculty experiences with disruptive and distressed college students has the potential to inform institutional training opportunities for faculty, as well as provide insight into how student affairs administrators can build collaborative bridges in supporting students through key partnerships with faculty. Furthermore, improving upon faculty competence and confidence through comprehensive training programs can contribute to early intervention strategies with potential to positively impact student retention and completion rates.
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Coll, Jose E. "A study of academic advising satisfaction and its relationship to student self-confidence and worldviews." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002073.
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Hawkins, Keturah Elizabeth. "Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3611.
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Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers' knowledge, ability, and confidence level caring for students with food allergies. Bandura's social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.
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Barnard, Joni K. "The Effects of a near versus far transfer of training approach on trainees’ confidence to coach related and unrelated tasks." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133208874.
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Jain, Rhea. "The Development of Entrepreneurial Decision Making: The Effect of Feedback and Gender on Risk Taking, Confidence and Decision Making." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1146.
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The study examined the effect of feedback and gender on confidence, risk taking and decision making. Surveys were administered to 88 male and 110 female college students (N=198). Males were shown to be higher in risk taking than females. Individuals who received positive feedback were highest in both risk taking and confidence. Among individuals who received positive feedback, men were especially higher in risk taking and confidence than women. Regarding decision making, the study showed that there was no significant difference between males and females. Although, males had an advantage in the positive feedback condition and a disadvantage in the negative feedback condition, the results were not significant. Decision making was shown to be positively correlated with confidence but not with risk taking. The applications of the findings to entrepreneurship are discussed.
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Turner, Dwaine Tito. "The relationship between race-related stress and the career planning and confidence for African-American college students." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1920.
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The literature on multiculturalism and career counseling (Harro, 2010) has extensively documented the role and influence of environments such as school in the perpetuation of behavioral attitudes like discrimination and racism. Indeed, researchers suggested that early racial discrimination experiences in school may lead African Americans to believe that their education will not benefit them because of the many perceived racial barriers associated with professional careers and employment success (O’Hara et. al., 2011).
Due to effects of such experiences, African American students are likely take the path of academic underachievement and low participation in higher education. It is, therefore, of great importance that rehabilitation, school, and college counselors understand the effects of racism on the lives of African Americans. More important, the effects of stress related to the potential experiences of racism on the attainment of a vocational or career goal should be understood. Hence, the purpose of this study was to explore whether there is a relationship between race- related stress and the occupational planning and confidence of African American college students in a predominantly White institution.
Results of the present study suggest that participants of the present study are on their way of demonstrating elements of self-efficacy (Lent, Brown, &Hackett, 2000), by the fact that the majority of them have already selected a major area of study. This may suggest that the process of career selection is well on its way from career selection to career confidence or implementation. It is noteworthy the number of majors selected and how many of them are in careers of high demand like engineering. Results from the present study also suggest that participants perceive race related stress variables in the domains of cultural and institutional racism, as having a moderate association with their career importance.
This may be interpreted as African American students who participated on this study perceive that stress experienced due to issues related to cultural and organizational racism are an important factor that should be considered when choosing a career. Data also suggests that race-related stress does not affect the career confidence of African American students who participated on this study. As a group, participants of this study do not seem prepared to or have made a plan for achieving a career path as indicated by the lower scores and negative correlations in the Career Planning area.
This is an important finding and although out of the scope of this study, lack of access to resources like career counseling or guidance may be an indicator or potential explanation for this finding. Although sample size was one of the limitations of this study, future research should try to replicate this study and further explore the potential relationship between experiencing race-related stress and the selection and implementation of a career plan.
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Occhiuzzo, Denise. "Professional Development and Self-Efficacy of Nurses Who Care for Patients Requiring Biocontainment." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4163.
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Increasing global occurrences of highly infectious, easily transmissible diseases unfamiliar to nurses affect the learning environment and the required skill set for professional nurses. The global threat of Ebola Virus Disease and other high-risk diseases requiring biocontainment necessitates competency in the management of complex patient needs, while ensuring safety measures that prevent spread of the potentially fatal disease. Guided by Bandura's social cognitive theory, this quantitative correlational study addressed the relationships between nurses' professional characteristics and their perceived self-efficacy when providing care to highly infectious patients requiring biocontainment. A full census of 92 nurses was used to recruit participants from eligible nurses for this study. Participants anonymously completed a cross-sectional electronic survey consisting of the Nursing Care Self-Efficacy Scale (NCSES) and questions related to the nurses' professional practice characteristics. Data analysis included descriptive statistics, correlations, and multiple linear regression. Results showed that the number of biocontainment drills and a higher level of formal education were significantly correlated with a higher total NCSES score. Years of nursing significantly predicted a higher total NCSES score. Results support the establishment of prerequisites criteria for learner participation in biocontainment training and the inclusion of multiple drill within the education design. Findings from this study may inform positive social change through educational enhancements that support the development of professional self-efficacy and competency in skill performance for nurses who care for patients with highly contagious diseases requiring biocontainment.
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Allen, Julia Elizabeth. "Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011768/.
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This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.
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Donovan, Samantha Jane. "Professional development supporting the integration of dance in the primary classroom." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16389/.
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In 2002, the Queensland Schools Curriculum Council launched the Years 1-10 Arts Syllabus as one of the eight Key Learning Areas. This syllabus requires primary teachers to provide arts learning programs in the areas of Dance, Drama, Media, Music and Visual Arts. This syllabus was a landmark for arts education in Queensland as it became a mandate for primary teachers to teach each strand of the arts. This move is one of many recent changes in arts education evident across the globe reflecting a common move towards a broad arts education in schools. In alignment with the mandatory requirement of the Years 1-10 Arts Syllabus, primary teachers are now required to teach Dance, a subject which most have had little to no training or professional development in. This thesis will explore the research question, 'Which strategies used in professional development build competence and confidence in primary teachers to integrate dance in the primary classroom?' Through a series of school-based professional development workshops conducted at two Gold Coast primary schools, the research project utilized an action research approach (Kemmis, 1988) to investigate the effectiveness of this professional development approach. After collating and analyzing the data gathered from these two research sites, a number of key themes emerged around the initial resistance factors to dance professional development and the integration of dance learning in the classroom as well as the impact and influence of this professional development on teachers' competence and confidence. The research identified a range of professional development strategies including learning experiences, structures, resources and conditions that have impacted on the effectiveness of this professional development. Some of these strategies are dance specific while others are more generic and have broader implications for the development and facilitation of professional development of Queensland primary teachers.
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Dale, Charlotte Ann. "Raising professional confidence : the influence of the Anglo-Boer War (1899-1902) on the development and recognition of nursing as a profession." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/raising-professional-confidence-the-influence-of-the-angloboer-war-1899--1902-on-the-development-and-recognition-of-nursing-as-a-profession(4ba2c5fb-bffa-4437-bb3e-d78d409c51dc).html.
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The thesis examines the position of nurses during the Second Anglo-Boer War (1899 – 1902) and considers how their work helped to raise the profile of nursing. The experience of the war demonstrated the superiority of the work undertaken by trained nurses as compared with that of ‘amateurs’. At the commencement of war a small cohort of army nurses worked alongside large numbers of trained male orderlies, however these numbers proved insufficient during the period of the war and additional, entirely untrained orderlies (often convalescent soldiers) were relied upon to deliver nursing care. Against a backdrop of long term antipathy toward nurses at the seat of war, the work of both army and civilian nurses in military hospitals suggested that the clinical proficiency of trained nurses had a significant impact on military effectiveness. The thesis will develop arguments based on the personal testimonies of nurses who served during the Anglo-Boer War, relating to clinical nursing and nurses perceptions of professionalism during the period. Personal testimony will be used primarily to examine the working lives and experiences of serving nurses, as many historians simply state that the excellent work of the nurses forced changes, yet make no allusion to what this specifically entailed. Faced with the exigencies of war, including limited medical supplies and military bureaucracy (termed by nurses and doctors alike as ‘red tape’) that hindered nurses’ abilities to provide high levels of care, nurses demonstrated their developing clinical confidence. Despite accusations that nurses were ‘frivolling’ in South Africa, raising concerns over the control and organisation of nurses in future military campaigns, the social exploits of nurses on active service was not entirely detrimental to contemporary views of their professional status. Nurses were able to demonstrate their abilities to survive the hardships of war, including nursing close to the ‘front lines’ of war and the arduous conditions inherent in living under canvas on the South African veldt. Not only were nurses proving their abilities to endure hardship normally associated with masculine work, but they were also establishing their clinical capabilities. This was especially so during the serious typhoid epidemics when nurses were able to draw upon their expert knowledge to provide careful nursing care based on extensive experience. Nurses, who had undergone recognised training in Britain, demonstrated their professional competence and proved that nursing was a learned skill, not merely an innate womanly trait. The war also represented an opportunity to evidence their fitness for citizenship by using their skilled training for the benefit of the Empire. The subsequent reform of the Army Nursing Service, resulting in the establishment of the Queen Alexandra’s Imperial Military Nursing Service in 1902, suggests permanent recognition of the essential role of nurses in times of both war and peace.
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Oosthuizen, Lizette Clarise. "Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012145.
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To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
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Wright, Adam. "THE DEVELOPMENT, IMPLEMENTATION, AND EVALUATION OF AN EXERCISE PSYCHOLOGY WORKSHOP FOR PERSONAL FITNESS TRAINERS: A MIXED-METHODS APPROACH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329086.
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KinesiologyPh.D.
The field of personal fitness training is one of the fastest growing occupations in the United States. Historically, scholars, undergraduate institutions, and national certifying organizations that focused on the education of personal fitness trainers have given instructional priority to biological and exercise science content. However, more recent research has underscored the value of psychological and interpersonal skills in driving clients' health and fitness goal attainment. Consequently, the goal of the present study was to determine the impact of a five-hour exercise psychology experiential workshop on levels of perceived importance, confidence in knowledge, and content knowledge of key exercise psychology concepts and skills in a non-randomized sample of personal fitness trainers and students (n = 41). Through a sequential explanatory mixed methods research design, participants were assessed quantitatively pre-intervention and post-intervention. A qualitative follow-up assessment was conducted one-month post-intervention with a sub-set of participants (n = 17). The workshop produced significant improvements in self-reported measures of confidence in knowledge and perceptions of importance of key exercise psychology concepts and skills as well as content knowledge of the exercise psychology concepts covered in the workshop. Further quantitative analyses revealed that certain demographics, namely gender, age, and academic coursework had distinct associations with each of the outcome variables. Follow-up qualitative analyses suggested that participants rated the workshop highly and described their experience in predominately positive terms. Suggestions were provided on how to improve the workshop, particularly focusing on elements of its content and overall structure. Results from the current study highlight the need for increased exposure of personal fitness trainers to instruction in exercise psychology. Given the benefits of developing exercise psychology knowledge, skills, and abilities, the results of this research indicate that preparation for the personal fitness training profession can be enhanced through increased attention to exercise psychology. Limitations of the current study and future directions for outcome research and practice are discussed.
Temple University--Theses
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Lecca, Helga. "The changing higher education environment in England : a study of student perceptions." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/12173.
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The English Higher Education system continues to face many political and organisational changes with respect to funding, fees, student numbers and quality controls. Within this changing landscape, the introduction of up to £9,000 annual tuition fees for Home/EU undergraduates probably has the highest impact on students’ perceptions, their decision-making and, most of all, expectations in relation to their university experience. To investigate the implications of recent changes, an exploratory research approach is applied, using mixed methods across three distinct research phases. An initial study aims to measure the expectations of commencing students in light of the fee changes and to explore how demographic and other personal characteristics influence student expectations in relation to their overall university experience and specifically to the ancillary services offered by Higher Education Institutions. Through this, services related to student employability are identified as an area of increasing concern for students. The second study aims to further investigate this area from a student perspective through the exploration of students’ motivations to participate in an extra-curricular employability programme. The expectations regarding such a programme are also investigated prior to the programme and the satisfaction levels of students after the completion of the programme are evaluated. The analysis of the second study suggests that confidence is a key factor within the context of student employability. Consequently, the final study aims to explore the role and importance of confidence within employability from a student point-of-view and to evaluate how confidence and employability may be developed throughout the university experience. From this study, it is argued that Higher Education Institutions should focus on the development of confidence within students in order to improve their employability. As an outcome, recommendations are formed on how to support such development through general and course-specific activities within and outside the curriculum. Overall, the research addresses various gaps within the fields of interest, particularly through the focus on a student perspective, and provides methodological, theoretical and practical contributions. The different stages of the research suggest that it is important to the competitiveness and strength of universities to understand student expectations and to design and develop high-quality university experiences which meet the needs and demands of students. Based on the data collected, recommendations are given on how Higher Education Institutions can manage and meet student expectations and develop activities to enhance student employability and increase confidence.
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Ekdal, Johan. "Matematiskt självförtroende ur ett elevperspektiv." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52496.
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Självförtroende är ett viktigt begrepp som till stor del påverkar eleverna i matematik. Detta ligger till grund för bland annat motivation, arbetsglädje och resultat. Den här uppsatsen syftar till att ta reda på och fördjupa hur elever ser på det matematiska självförtroendet. För att ta reda på detta har jag utfört både en enkätundersökning som två fokusgruppsintervjuer i en femteklass. Studien har visat att eleverna är medvetna om att självförtroende har stor betydelse för deras inlärning och utveckling. Bland olika faktorer som påverkar det matematiska självförtroendet visade det sig svårt att fastställa vilken/vilka som är viktigast eftersom alla individer är olika och har olika förutsättningar. Vad studien ändå kan fastslå är att en positiv miljö med en kreativ och varierad undervisning som är stimulerande och utmanande är viktiga förutsättningar för att elevernas självförtroende ska stärkas.Self-confidence is an important concept that largely affects the students in mathematics. This is the basis for among others motivation, job satisfaction and result. This paper aims to find out and immerse how students think about the mathematical confidence. To find out, I conducted both a survey as two focus group interviews in a fifth grade. This study has shown that students are aware that self-confidence in very important for their learning and development. Among different factors that affect the mathematical confidence it proved hard to determine which/what is most important because every individual is different and has different conditions. This study concludes that a positive environment in a creative and varied teaching that is stimulating and challenging are important conditions for students' self-confidence to improve.
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Darmody, Julie. "Theory and practice : an examination of the factors influencing the development of confidence in mathematical pedagogical content knowledge (PCK) within primary trainee teachers." Thesis, Open University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701363.
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Pedagogical content knowledge was first introduced by Shulman (1986). This concept is in relation to the ability of teachers to transform the content knowledge they possess into a pedagogical form, adapted to suit the needs and abilities of the children. This study examined the ways in which primary trainees following two different routes into qualified teacher status developed confidence in mathematical pedagogical content knowledge. A case study approach was adopted focusing on trainees from a Primary SCITT (School-centred initial teacher training) and EBITT (Employment based initial teacher training) Partnership. This process explored key aspects of the training year and the perceived overall impact on the development of trainees' confidence levels in the pedagogical content knowledge aspect of mathematics. Lines of enquiry were identified related to research on the ways in which trainees learn. This included an examination of the impact of the practical experience of teaching; feedback from observations; observations of good practice; discussions with mentors and other professionals; centre-based training; discussions with peers, and previous experiences of mathematics. The trainees' perceptions of the impact of these aspects were gained through a mixed method approach and included: hard copy questionnaires, group interviews, observations of training sessions, and scrutiny of written lesson observation reports. Additional perspectives were also gained through the surveying of mentors working with the trainees and also an interview with the mathematics core tutor. Findings highlighted the importance of: reflective practice; the development of an understanding of progression in children's learning; centre-based training; the support structure within the school environment, and the teaching' experience within a second school setting. The relationship between theoretical and practical learning has been examined in detail and this highlighted the symbiotic relationship which exists between the two - concluding that both play an important role in advancing trainee teachers' confidence in mathematical pedagogical understanding.
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Schackow, Joy Bronston. "Examining the attitudes toward mathematics of preservice elementary school teachers enrolled in an introductory mathematics methods course and the experiences that have influenced the development of these attitudes." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001293.
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Room, Sören. "Utvecklingsarbete med inriktning på gruppsamverkan." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28773.
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The idea to create authentic learning situations where students are highly integrated made me want to try to develop a new method in the course Restaurant and Catering B MAKU 1208 (another field practicing cuisine). In my quest to do just the practical part as rewarding, stimulating and efficient as possible for the student, I planned for a training model with focus on group interaction. The implementation of the model for learning was to strengthen students confidence both in themselves and in each other, stimulated to greater cooperation and it has also provided an incentive to the student's own development but not least, a growing self-confidence for many students. Several have also had an increased sense of knowing something, to have something to contribute and that their labour input actually was needed. While highlighting that further education to seek knowledge strengthens the individual's skills and consolidates and increases deeper knowledge in the professional field. In conclusion, training should be done in both individual and group basis for optimal learning process.Tanken att skapa autentiska undervisningssituationer där eleverna är starkt integrerade, gjorde att jag ville prova utveckla en ny metod i kursen Restaurang- och storkök B MAKU 1208 (ett annat sätta praktisera matlagningskonsten). I min strävan att göra just den praktiska delen så givande, utvecklande och effektiv som möjligt för eleven planerade jag för en utbildningsmodell med fokus på gruppsamverkan. Syfte med genomförandet av utvecklingsarbetet var att stärka elevernas tillit både till sig själva och till varandra, stimulerat till att samarbeta mer. Resultatet visar att detta har gett en drivkraft till elevens egen utveckling men inte minst bidragit till ett ökat självförtroendet hos många. Flera har också fått en ökad känsla av att kunna något, att ha något att bidra med och att deras arbetsinsats faktiskt också behövs. Det belyser att vidareutbildning, genom att söka kunskap på egen hand, stärker individens kompetens och fördjupar kunskaper inom yrkesområdet. Slutsatsen är att utbildning bör ske på både individuell och gruppbasis för bästa inlärningsprocess.
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Ünsal, Nathalie. "Eleverna kan för att de tror att de kan : En studie om sambandet mellan 50 barns självförtroende och prestation i läsning." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28956.
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Studenternas kan eftersom de tror att de kan. - En studie om sambandet mellan 50 barns självförtroende och resultat i läsning. Syftet med denna studie är att undersöka sambandet mellan 50 barns självförtroende och prestationer i läsning med fokus på följande frågor: • Finns det något samband mellan de 50 elevernas självförtroende och deras prestationer i LUS? • Vilka slutsatser kan dras av jämförelsen mellan flickors och pojkars resultat i LUS och deras självförtroende? Undersökningen är baserad på 50 barns svar på enkäter om självförtroende och deras läs- och utvecklingsscheman. Den teoretiska ram bygger på de centrala föreställningar om självförtroende, prestationer och läsning, särskilt Taube (2007), McClelland, Abrahamsson & Andersen (2005), Liberg (2006) och Bråten (2008). Undersökningen visar bland annat att det finns ett samband mellan elevens självkänsla och deras prestanda i LUS. Korrelationen är högre för pojkar än för flickor i denna undersökning.The aim of this study is to investigate the correlation between 50 children’s self-confidence and achievements in reading with a focus on following questions: Is there any connection between the 50 students' self-esteem and their performance in LUS? What conclusions can be drawn from the comparison between girls' and boys' results in LUS and their confidence? The investigation is based on the answers on surveys of 50 children and their reading and development schedules (in Swedish they are called läsutvecklingsscheman). The theoretical frame is founded on the central notions about self-confidence, achievements and reading, particularly Taube (2007), McClelland (Abrahamsson & Andersen 2005), Liberg (2006) and Bråten (2008). The investigation shows, among other things, that there is a correlation between the student’s self-esteem and their performance in the LUS. The correlation is higher for boys than for girls in this investigation.
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Schwab, Julia. "Undermining the Local: Power, Acceptance, and Confidence surrounding a Chilean Mining Operation : Social Impacts of the Mining Operation Los Pelambres on the Cuncumén Community." Thesis, Uppsala universitet, Naturresurser och hållbar utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413487.
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The present ethnographic research explores the socio-economic repercussions of a copper mining operation in Chile on its host community. By examining the development of the relationship between this local community and the mining company since the latter’s arrival, this thesis sheds light on the possible (secondary) impacts of corporate social responsibility (CSR) measures and participatory spaces on intracommunal dynamics. Previous work has emphasized that enduring relationships involving participatory decision-making are crucial to build up trust and acceptance towards mining operations. However, these studies have not sufficiently focused on how such participatory mechanisms and ‘friendly’ relationships play out within the communities, on an intracommunal level. This research has addressed this gap by conducting an ethnographic fieldwork in a local community and capturing the community member’s view on the role of the mining company and their CSR measures for them and their community as a whole. This thesis found that the troublesome past with the mining operation has damaged the host community’s trust and acceptance in the involved mining companies. While disappointment and distrust were carried into more recent negotiations, community members also build up confidence and hope for a more harmonious relationship bearing new opportunities for their community. However, tracing back the history between the local community and the mining company, the thesis found that relations between the mining company and locals oscillated between protest against and dialogue. This shows that while (in-) direct economic benefits are recognized and appreciated, detrimental environmental impacts are not overlooked and still denounced. Furthermore, the rather corporate- than community-centered approach of the mining company’s CSR is criticized because it (1) neglects the common good, and (2) treats some groups/individuals in the community as more entitled to receive benefit than others. A general lack of reflection on the part of the mining company is attested: the mining company’s CSR leads to unwanted intracommunal discontent. The majority of the community leaders have full-time jobs and other obligations in addition to the time-consuming roles and related engagement on behalf of the community. On top of that, they lack sufficient support and participation of other community members to advance the work in the participatory spaces more efficiently and address the shortcomings of the commitments of the mining company accurately. However, there are historical reasons, rumors about corruption related to the mining company, and a violent discussion culture which step by step lead to a withdrawal of many community members from participating. In general, distrust, disunity, and disinformation dominate the atmosphere when it comes to the participatory spaces – but also more and more when it comes to community life itself. This in turn was observed to be both a product of and precondition for a prevailing victim mentality among the community which is characterized by demotivation, passivity, and pessimism. Valuable energy is trapped in a vicious circle rather than channeled towards action: there is no unified effort to address the problems on a community-mine level, the community stays overwhelmed, and in turn, has a hard time focusing and targeting the different issues they are facing systematically.Mining of copper and molybdenum are crucial for our modern lifestyle: they are used for example in electronics, construction, alloys, and transport. Often, the use and consumption of such minerals are alienated from their extraction and production. There is an extensive body of literature on the environmental impacts of mining operations on the ground, however, there is also a need for a more sophisticated analysis which goes beyond the notion of the mere ‘ecological environment’. In this sense, anthropology can make an important contribution in the (re-)presentation of local realities. Therefore, this thesis critically examines, over time, the social and economic repercussions of a mining operation on its host community. Also, it discusses the so called ‘corporate social responsibility’ (CSR) measures implemented by the mining company to gain more acceptance within the local community. By conducting an ethnographic fieldwork in a local community in Chile, I captured the community member’s opinions of the mining operation next door and the CSR program. The thesis found that relations between the mining company and locals oscillated between protest against and dialogue. While economic benefits, for example through jobs or donations for the community, are recognized and appreciated, detrimental environmental impacts are denounced. The rather troublesome past with the mining company has damaged the host community’s trust in and acceptance of the mining operation. However, some community members are still confident and hope for new opportunities through the CSR measures conducted by the mining company. Yet, the CSR approach is also criticized because it (1) neglects the common good, and (2) treats some groups/individuals in the community as more entitled to receive benefit than others. A general lack of reflection on the part of the mining company is attested: the mining company’s CSR leads to unwanted intracommunal discontent. In general, the thesis found that the scope and severity of the environmental and socio-economic problems the host community is facing is overwhelming its capacity to engage and respond effectively. The majority of the community leaders have full-time jobs and other obligations in addition to the time-consuming roles and related engagement on behalf of the community. On top of that, many community members have withdrawn from participatory decision-making spaces. Rumors about corruption have spread distrust among the community and a violent discussion culture has fostered demotivation and disunity. This atmosphere is affecting not just these participatory spaces, but more and more community life itself. This in turn was observed to be both a product of and precondition for a prevailing victim mentality among the community. Such a victim mentality is characterized by passivity and pessimism. Valuable energy is trapped in a vicious circle rather than channeled towards action: there is no unified effort to address the problems with the mining company, the community stays overwhelmed, and in turn, has a hard time focusing and targeting the different issues they are facing systematically.
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Westin, Kornblad Birgitta, and Marita Larm. "Pedagogers utsagor och resonemang om mötet med barn som är identifierade med språkstörning." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3328.
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En av skolans viktigaste uppgifter är att lära alla barn att läsa. Syftet med denna studieär att belysa och analysera pedagogers utsagor och resonemang om mötet med barn somhar identifierad språkstörning. Vi vill fånga vad som uppfattas vara av betydelse för attstimulera dessa elevers läsutveckling i årskurs 1-3. För att få svar på frågeställningarnahar vi använt oss av en kvalitativ metod med ostrukturerad intervju. I studien intervjuasfem pedagoger med erfarenhet av att arbeta med elever som har språkstörning.Resultatet visar att respondenternas uppfattning om vad som är av betydelse för attkunna stimulera dessa elevers läsutveckling är relationen till eleven, möta eleven pådess nivå, flexibilitet i organisationen, mängden erfarenhet, extern hjälp och samarbetemed föräldrar. Kartläggning hjälper dessutom pedagogerna att följa elevens individuellaläsutveckling och att organisera verksamheten därefter. Språkstörning påverkar elevensläsutveckling, på så sätt att varje nytt moment upplevs som svårt och svårigheternaföljer eleven under skoltiden. Elevens starka sidor och sinnen måste därför tas tillvara iundervisningen för att elever med språkstörning ska kunna tillgodogöra sig läsningbättre. Anpassad, strukturerad, lustfylld språkstimulans i varierande former och elevensegen motivation är av betydelse vid stimuleringen av språkstörda elevers läsutveckling.Grundläggande förutsättningar som pedagogerna framhåller i utsagorna är pedagogensbehov av information inför mötet med dessa elever, betydelsen av språklig medvetenhetoch föräldrars delaktighet.
One of the most important tasks of school is to teach all children to read. The aim of thisstudy is to elucidate and to analyze the statements and arguments, of the pedagogues,concerning meeting with children with identified language disorder. We want to spotwhat is said to be of significance in order to stimulate these students' readingdevelopment in the first to the third grade. In order to find answers, to the questions ofthe issues, we have used a qualitative method with unstructured interviews. In the studyfive pedagogues were interviewed, all of them with experience of working with studentswith language disorder. The result shows that the opinion of the respondents, aboutwhat is of significance in order to stimulate the reading development of these students isthe relationship to the student, to meet on the level of the student, organizationflexibility, amount experience, external help and parent collaboration. With support ofschedules the student’s individual reading development can be followed and the workaccordingly organized by the pedagogues. The difficulties influence their learningthrough the years and primary their reading development. Therefore, the strength of thestudent and the using of the five senses must be taken to heart in the education, in orderto better incorporate reading. Of great importance for reading development, of studentswith language disorder, is tailored, structured and joyful stimulus of the language, inways of variation and also the student’s motivation. Fundamental, as the pedagoguesstress in the statements, is the need of information before meeting with these students,the importance of linguistic awareness and the part taking of the parents.
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Silva, Adriana Pisoni da. "TURISMO E DESENVOLVIMENTO TERRITORIAL NA QUARTA COLÔNIA - RS BRASIL: UMA ABORDAGEM NA PERSPECTIVA DO CAPITAL SOCIAL." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/3817.
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This thesis has as its central theme tourism and territorial development in the perspective of social capital, in order to analyze the extent to which obstacles to realizing the potential and the consolidation of tourism in the territory covering the Quarta Colônia, RS, Brazil, are related to the notion of social capital. The specific objectives are: to present a brief profile of some of the enterprises and entrepreneurs that cater to tourist services in order to gather information about the origin of the enterprises, the main products offered on the public that frequents such establishments and their strategies disclosure; investigate what is the vision of the actors who are involved with tourism in Cologne on Wednesday this activity in order to identify whether and how to establish forms of joint and collective action; identify recurrence or not the bonds of trust, cooperation and collective action between the actors involved in tourism in the Quarta Colônia; investigate whether and how information, communication actions and training are established and shared among the stakeholders involved with tourism in the Quarta Colônia. The theoretical framework used to aid in this understanding is based mainly on the notions: a) territorial development, b) local clusters, c) social capital and d) tourism and tourism system. As theoretical operational categories for understanding the productive organization of tourism at micro Fourth of Cologne and the formation of social capital brings up the relations of trust, cooperation and collective action, market strategies, actions, information, communication, innovation and training. The methodological approach taken to this research is the case study, with the analysis locus shaft Santa Maria Quarta Colônia/ RS/Brasil, with the time frame the last decades from 1995 (founding of the Consortium for Sustainable Development Region's Quarta Colônia). The field research, contemplating the steps of observations and a questionnaire with visitors and semi-structured interviews with local stakeholders, was held from 2010 to 2014 As a result, we verified the interactions between local actors representative of the business sector, governments municipal and third sector representatives analyzing the actions of the same with respect to operational categories previously and already put its business in the tourism system microregion. It is inferred that are fragile relations between the actors, almost non-existent collective action, we identified reports individualistic and competition between them, thus making it weak social capital in the micro being one of the obstacles to the development of tourism in the territory.A presente tese tem como temática central o turismo e o desenvolvimento territorial na perspectiva do capital social, tendo por objetivo analisar em que medida os obstáculos que dificultam a realização do potencial e a consolidação do turismo no território que abrange a Quarta Colônia, RS, Brasil, estão relacionados à noção de capital social. Os objetivos específicos são: apresentar um breve perfil de alguns dos empreendimentos e dos empresários que atendem a oferta de serviços turísticos, a fim de levantar informações sobre a origem dos empreendimentos, os principais produtos ofertados, sobre o público que frequenta tais estabelecimentos e suas estratégias de divulgação; investigar qual é a visão dos atores que estão envolvidos com o turismo na Quarta Colônia sobre esta atividade, buscando identificar se e como estabelecem formas de articulação e ações coletivas; identificar a recorrência ou não de laços de confiança, relações de cooperação e ações coletivas estabelecidas entre os atores envolvidos com o turismo na Quarta Colônia; investigar se e como informações, ações de comunicação e de capacitação são estabelecidas e compartilhadas entre os atores envolvidos com o turismo na Quarta Colônia. O embasamento teórico utilizado para auxiliar nessa compreensão está baseado principalmente nas noções de: a) desenvolvimento territorial, b) arranjos produtivos locais, c) capital social, d) turismo e sistema turístico. Como categorias teóricas operacionais para a compreensão da organização produtiva do turismo na microrregião da Quarta Colônia e a constituição do capital social, traz-se as relações de confiança, cooperação e ação coletiva, estratégias de mercado, ações de informação, comunicação, inovação e capacitação. A opção metodológica feita para esta investigação é o Estudo de Caso, tendo como lócus de análise o eixo Santa Maria Quarta Colônia/RS/BR, tendo como recorte temporal as últimas décadas a partir do ano de 1995 (fundação do Consórcio de Desenvolvimento Sustentável da Região da Quarta Colônia). A pesquisa de campo, contemplando as etapas de observações e aplicação de questionário com os visitantes e entrevistas semiestruturadas com os atores locais, foi realizada no período de 2010 a 2014. Como resultado, verificamos as interações entre os atores locais representativos do setor empresarial, governos municipais e representantes do terceiro setor, analisando as ações dos mesmos com relação às categorias operacionais já postas anteriormente e a sua atuação no sistema turístico da microrregião. Infere-se que são frágeis as relações entre os atores, quase inexistentes suas ações coletivas, apresentando relatos individualistas e de competição entre eles, tornando assim débil o capital social na microrregião, sendo este um dos obstáculos para o desenvolvimento do turismo no território.
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Orsak, Rachelle Myler. "Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1781.
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Effective professional development is vital for improving mathematics teaching (National Council of Teachers of Mathematics [NCTM], 2007), so studying effective professional development programs is important to the field of mathematics education. This case study presents findings on one teacher, Rebecca, and her experiences in a five-semester mathematics professional development for elementary teachers. The participants in this professional development engaged in collaborative problem solving of challenging mathematical tasks over extended periods of time. I used qualitative research methods based on grounded theory methodology (Charmaz, 2006) to analyze Rebecca's entrance and exit surveys, video data of Rebecca's individual interviews, and video data of Rebecca and her collaborative group problem solving in the professional development. Analysis shows that through the professional development program, Rebecca had transformative experiences which led to significant changes in her perspectives and practices. This case study contributes to the field of mathematics education a better understanding of the transformations teachers can experience through professional development as well as some particular conditions for professional development programs to be successful in offering teachers opportunities for transformative experiences.
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Lima, Filho Sebastião Correia de. "Capital social e desenvolvimento local : a experiência de Campo do Brito (SE)." Universidade Federal de Sergipe, 2010. https://ri.ufs.br/handle/riufs/4523.
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Finding a new model of socioeconomic development based on sustainable production processes, with better distribution, justice and duration is one of Brazil s biggest challenges in the beginning of this century. Therefore, it is necessary to continually perform further studies and research that contribute theoretically and empirically to a better understanding and application of the concept social capital and sustainable development. Development as a synonym for economic growth, qualitative improvement of life for the
whole community, being the social capital as an instrument that allows and promotes collective welfare. The present work aims to study the correlation between social capital and
sustainable development through the experience of the Cooperative of Producers of Cassava Flour of the city of Campo do Brito (SE), known as Coofama that through the
presence of social capital and the aid of Banco do Brasil s strategy for Regional Sustainable Development (DRS- Desenvolvimento Regional Sustentável / BB) is initiating
a process of social change in the community. Scholarly contributions on social capital and sustainable development are analyzed, seeking to support the conclusions derived from empirical data collected. Notably, however, that research by Robert Putnam on the process of institutional development of
regional governments in Italy, held during the 1970s and 1980s, is the main basis of this work. The social capital, guided by the cooperative action, works as a facilitator and
catalyst for sustainable development in a community. Thus, we conclude that there is a link between social capital and sustainable development, at least in this particular case.Encontrar um novo modelo de desenvolvimento socioeconômico com base em processos produtivos sustentáveis mais distributivos, justos e duradouros é um dos grandes desafios do Brasil neste início de século. Para tanto, faz-se necessário realizar continuamente novos estudos e pesquisas que contribuam teórica e empiricamente para uma melhor compreensão e aplicação do binômio conceitual capital social e desenvolvimento sustentável. Desenvolvimento como sinônimo de crescimento econômico com qualitativa melhoria das condições de vida de toda a sociedade, sendo o capital social o instrumento que viabiliza e impulsiona a concretização deste bem-estar coletivo. Assim, o presente trabalho objetiva estudar a correlação entre capital social e o desenvolvimento sustentável, através da experiência da Cooperativa dos Produtores de Farinha de Mandioca do município de Campo do Brito (SE), conhecida como Coofama, que através da presença de capital social e com o auxílio do Programa de Desenvolvimento Regional Sustentável do Banco do Brasil (DRS/BB) vem iniciando um processo de mudança social na comunidade. Contribuições acadêmicas sobre capital social e desenvolvimento sustentável são analisadas, buscando dar suporte às conclusões decorrentes dos dados empíricos levantados. Vale destacar que a pesquisa de Robert Putnam, sobre o processo de desenvolvimento institucional dos governos regionais na Itália, realizada no decorrer das décadas de 1970 e 1980, é o principal alicerce da fundamentação teórica deste trabalho. O capital social, pautado na ação cooperativa e coletiva, atua como facilitador e catalisador do desenvolvimento sustentável numa comunidade. Dessa forma, é possível concluir que há um elo entre capital social e desenvolvimento sustentável, pelo menos neste caso específico.
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Bardh, Julia, and Emma Carlsson. "”…economically and socially. And confidence and decision-making. Everything that we could not do before.” : A Minor Field Study on Fair Trade in India and Sri Lanka." Thesis, Linköpings universitet, Tema Miljöförändring, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118014.
Full textAbstract:
Fair Trade is an international movement which aims to strengthen the livelihoods of producers in the South, and to give the opportunity for conscious customers in the North to buy socially and environmentally friendly products. The conventional trade system is criticised, as well as the efficiency of aid to support developing countries. The core idea of Fair Trade is therefore “Trade not Aid”, where marginalised producers are given the chance to improve their living conditions by fair wages, market access and improved working conditions. The aim of the thesis is to investigate the potential of Fair Trade to contribute to sustainable development and empowerment, which therefore also act as the theoretical frameworks for this thesis. Sustainable development is investigated by its division into economic, social and environmental sustainable development. Fair Trade is furthermore investigated through specific key elements connected to these theories, by performing interviews with managers and producers within five separate Fair Trade organisations in India and Sri Lanka. The main findings within this study reveal how Fair Trade does have the potential to contribute to sustainable development and empowerment to a certain degree. It is specifically prominent regarding social development and empowerment, while economic development occurs mainly on an individual level. The contribution to environmental development is also possible to detect, even though it remains clear how the initiative to do so might not always be fully related to environmental causes.Fair Trade är en internationell rörelse som fokuserar på att förbättra livssituationen för producenter i Syd, och att ge medvetna konsumenter i Nord möjligheten att köpa produkter med miljöhänsyn och socialt ansvar. Det konventionella handelssystemet kritiseras, såväl som effektiviteten för bistånd att stödja utvecklingsländer. Grundtanken med Fair Trade är därmed “Trade not Aid”, då marginaliserade producenter får möjligheten att förbättra sina livssituationer genom rättvisa löner, tillgång till en marknad och förbättrade arbetsförhållanden. Syftet med den här studien är att undersöka Fair Trades potential att bidra till hållbar utveckling och empowerment, vilket därmed är det teoretiska ramverket för den här studien. Hållbar utveckling undersöks även genom att dela upp det i ekonomisk, social och miljömässig hållbar utveckling. Fair Trade utreds även utifrån specifika indikatorer kopplade till dessa teorier, genom intervjuer med managers och producenter inom fem separata Fair Trade-organisationer i Indien och Sri Lanka. De huvudsakliga upptäckterna inom denna studie visar hur Fair Trade har potentialen att bidra till hållbar utveckling och empowerment i viss utsträckning. Det är speciellt framträdande vad gäller social utveckling och empowerment, medan ekonomisk utveckling främst sker på individnivå. Det är även möjligt att observera hur rörelsen kan bidra till miljömässig utveckling, även om det är tydligt att initiativet till att göra så inte alltid är av en miljörelaterad anledning.
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Salem, Pedro. "A gramática da quietude: um estudo sobre hábito e confiança na formação da identidade." Universidade do Estado do Rio de Janeiro, 2006. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6873.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEsse trabalho tem por objetivo investigar o papel do hábito e da confiança na formação da identidade. Ainda que inspirada em estudos que revelam a centralidade da confiança para a constituição das sociedades e examinam sua condição no contexto sócio-cultural contemporâneo, a discussão focaliza essencialmente o domínio do desenvolvimento infantil. Constatando o destaque conferido à confiança pela escola psicanalítica das relações de objeto, a análise do conceito incide prioritariamente na obra de D. W. Winnicott. Partindo do pressuposto que a confiança ocupa um lugar central na metapsicologia do autor, que contrasta com a limitada conceituação teórica que cerca seus diferentes significados e funções, propõe-se estudá-la em dois tempos: os da gênese e da reprodução da confiança. O estudo do conceito de hábito constitui uma etapa prévia e associada ao exame da confiança. Permitindo relevar os aportes corporais e a importância das interações regulares e previsíveis com o ambiente para a gênese da confiança, o hábito é investigado a partir de autores da filosofia e da sociologia. Ressaltam-se os pressupostos comuns e os elementos de convergência entre diferentes teorias do hábito cujas descrições enfatizam sua base corpórea e contornam discussões tradicionais que reduzem sua definição às idéias de repetição e automatismo. Associando-se ao estabelecimento de um contexto seguro pela antecipação das conseqüências da ação, o hábito contribui para a adaptação flexível ao meio e se apresenta como o fundamento inicial da construção da confiança. Em seguida, a investigação se orienta para os mecanismos de reprodução e do exercício da confiança. Submetida às novas configurações funcionais do ambiente que acompanham o desenvolvimento da criança . a redução da segurança, o aumento da autonomia e a liberdade para correr riscos ., a reprodução da confiança reflete a incidência das ações agressivo-criativas no espaço transicional. Além da referência a psicanalistas que partilham os pressupostos centrais da teoria de Winnicott, a análise da confiança é enriquecida a partir das contribuições da psicologia do desenvolvimento atual. O trabalho explora ainda três conquistas no desenvolvimento descritas por Winnicott como relacionadas à confiança: estar só, não-integrar-se e a capacidade de doar.
This work aims to investigate the functions of habit and trust in the constitution of identity. Even tough it is inspired by studies that stress the importance of trust to the constitution of society and its condition in the contemporary socio-cultural context, the discussion focuses basically on the domain of the child development. Noticing the importance of trust for the psychoanalytical school of object relations, the analysis of this concept is mainly examined in the work of D. W. Winnicott. Based on the fact that trust plays a central role in the metapsychological assumptions of this author, which contrasts with a limited theoretical exploration of its multiple meanings, the study proposes to discriminate two moments in its construction: the genesis and the reproduction of trust. The study of habit constitutes a preliminary step for the examination of trust. The analysis of the concept of habit is accomplished through the work of sociologists and philosophers, and intends to reveal the corporeal features and the importance of the regular and reliable interactions with the environment for the genesis of trust. The common presuppositions and the converging elements of different theories of habit are pointed, showing how they tend to emphasize its embodied bases and avoid its description as repetition and automatism. By the provision of security through the anticipation of the consequences of action, habit contributes to the process of flexible adaptation and plays a central role in the construction of trust. Next, the study focuses on the mechanisms of the reproduction of trust. Under the new functional configurations of the environment that follow the development of the child . the reduction of security, the increase of autonomy and freedom of risk taking, the reproduction of trust reflects the incidence of the aggressive-creative actions in the transitional space. In addition to the analysis of the work of psychoanalysts that share with Winnicott some central elements of his theory, the investigation of trust is improved by the contributions provided by recent findings in the domain of developmental psychology. This work also examines three features of infant development described by Winnicott as related to trust: the capacity to be alone, to non-integration and the propensity for gift giving.
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Larsson, Anna. "Personal Growth through Literature : A Case Study of Using Letters From the Inside in Teaching for Swedish Lower Secondary School." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61673.
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This thesis investigates ways in which literature, in this case the novel Letters From the Inside, can be used in teaching English and how it can support personal growth. The teaching is undertaken in the context of reader response, which basically means that readers use their previous knowledge to interact with texts. Langer’s envisionments and Chambers’ Tell me-approach serve as the theoretical framework; both are related to each other and to personal growth. The selection of books is discussed and the importance of choosing a book that is relevant for the pupils is pointed out, as well as the obvious statement that motivation rises when the chosen novel is appreciated by the reader who has affinity with the characters. Conclusions drawn are that personal growth is a wide concept, for which interaction is important, since it may increase the understanding of others. A tolerant and safe classroom environment is necessary, especially if you want pupils to discuss personal and perhaps, subjects that are sensitive to them.
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Miller, Jennifer R. "Effect of Makerspace Professional Development Activities on Elementary and Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics)." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955091/.
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This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.
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Vöcks, Hanna, and Albina Latifaj. "Ett samarbete sinsemellan : Ungdomsorganisationer." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3740.
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Det är ofta man får höra och läsa om att barn och ungdomar ses som ett problem i samhället utifrån deras handlingar och beteende. Under de senaste åren har ungdomsorganisationer ökat i antal vilket har gjort att ungdomarna har fler ställen att gå till och tillbringa sin lediga tid på.
Syftet med detta arbete är att undersöka några ungdomsorganisationer genom att intervjua anställda inom organisationerna och på så sätt få en uppfattning om deras syn på arbetet, filosofin och utvecklingen i organisationen.
De teorier vi har valt att använda oss av i vårt arbete är human resource management (organisations uppbyggnad), grupp processer samt samspel inom relationella perspektiv. För att på bästa sätt kunna undersöka det har vi valt att utgå från kvalitativa intervjuer på grund av vår undersökning präglas av de anställdas känslor och tankar som är svåra att beräkna i kvantitativa undersökningar.
Det vi fått fram under vår tid med uppsatsen är att samarbete mellan organisationer är något som uppskattas och visar en framgång i arbetet med barn och ungdomar. Där det brister i de organisationer vi varit ute på är i den ekonomiska delen som till exempel visar sig i för få anställda. Det positiva är att man ständigt ser en positiv utveckling inom ungdomsorganisationerna som i sin tur påverkar samhället
It is often we hear and read about the children and young people are seen as a problem in society based on their actions and behavior. In recent years youth organizations have increased in number which has led to that the young people have more places to go and spend their leisure time on.
The aim of this work is to investigate some youth organizations by interviewing employees in organizations and thus get an idea of their approach to work, philosophy and development of the organization.
The theories we have chosen to avail ourselves of our work is human resource management (organizational structure), group processes and interactions within the relational perspective. To best way to explore it, we have chosen to rely on qualitative interviews as a result of our investigation is marked by the employees' feelings and thoughts that are difficult to calculate in quantitative studies.
What we come up during our time with the essay is that collaboration between organizations is appreciated and shows a success in work with children and adolescents. There are weaknesses in the organizations we have been looking at, and it is the economic aspect such as is found in too few employees. The good thing is that you always see a positive development in youth organizations, which in turn affects society.
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Rostedt, Agnes. "Vad är vi utan vårt språk? : En kvalitativ studie om hur lärare beskriver vikten att elever har tilltro till sin språkliga förmåga." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54728.
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Att elever har tilltro till sin språkliga förmåga är betydelsefullt både i och utanför skolan. Genom en god språklig förmåga kan eleven ta till sig viktig information och eleven tillgodogöra sig undervisning. Tilltro till språklig förmåga är av betydelse för att bli en aktiv demokratisk medborgare i samhället. Enligt grundskolans styrdokument utvecklar elever tilltro till språklig förmåga genom kommunikation och språkliga aktiviteter såsom att samtala, läsa och skriva. Kommunikativ undervisning kan bidra till att stärka elevens språkkunskaper, lärande och identitetsutveckling. Denna studie granskar tilltro till språklig förmåga och har som syfte att bidra med kunskap om hur fem lärare beskriver vilka kritiska moment som finns i arbetet med att främja elevers tilltro till den språkliga förmågan i skolämnet svenska. För att besvara studiens syfte användes följande frågeställningar: Hur beskriver lärarna elevernas tilltro till den språklig förmåga? Hur beskriver lärare att de arbetar för att främja elevernas tilltro till den språkliga förmågan? Studiens teoretiska inramning utgörs av sociokulturellt perspektiv. Begrepp som stöttning och den proximala utvecklingszonen är centrala och återkommande. Data har samlats in med hjälp av semistrukturerade intervjuer av fem lärare. Intervjusvaren har analyserats med inspiration av kvalitativ innehållsanalys. Sammanfattningsvis visar resultatet att lärarna kopplar ihop tilltro med att eleven har självförtroende, vågar lita på sin egen förmåga och känner sig trygg i det sammanhang eleven befinner sig i. Att eleverna har en god språklig förmåga beskriver lärarna som viktigt. Några av lärarna beskriver språklig förmåga kopplat till klassrumsundervisningen, andra beskriver dess betydelse ur ett samhällsperspektiv. De deltagande lärarna beskriver att de använder sig av olika metoder i sitt arbete för att främja elevernas tilltro och utveckling. Dessa är cirkelmodellen, kooperativt lärande och språkutvecklande arbetssätt. Metoder likt dessa, som möjliggör språkliga aktiviteter tillsammans med andra under stöttning av lärare, förstås i studien som kritiska för att främja elevers tilltro till språklig förmåga.The fact that students have confidence in their language ability has many advantages both inside and outside school. Through good language ability, the person can absorb important information and the student assimilates teaching. Belief in linguistic ability is important for becoming an active democratic citizen in society. According to the compulsory school's governing document, students develop confidence in language ability through communication and language activities such as talking, reading and writing. Such teaching can help strengthen the student's language skills, learning and identity development. This study problematizes confidence in language ability and aims to contribute with knowledge of how five teachers describe the critical elements that exist in the work of promoting students' confidence in the language ability in the school subject Swedish. To answer the purpose of the study, the following questions were used: How do the teachers describe the students’ confidence in their language ability? How do teachers describe that they work to promote students' confidence in language skills? The theoretical framework of the study consists of a socio-cultural perspective. Concepts such as support and the proximal developmental zone are central and recurring. Data were collected using semi-structured interviews where five teachers were interviewed. The interview results have been analysed with inspiration from qualitative content analysis. In summary, the results show that the teachers link confidence with the student having self-confidence, daring to trust their own abilities and feeling secure in the context in which they find themselves. That the students have a good language ability, the teachers describe as important. Some of the teachers describe linguistic ability linked to classroom teaching, others describe its significance from a societal perspective. The participating teachers describe that they use different methods in their work to promote students' confidence and development. This is the circle model, cooperative learning and language development methods. Methods like these that enable language activities together with others under the support of teachers are understood in the study as critical to promote students' confidence in language ability.
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Martínez, Flor Alicia. "The effect of instruction on the development of pragmatic competence in the English as a foreign language context: A study based on suggestions." Doctoral thesis, Universitat Jaume I, 2004. http://hdl.handle.net/10803/10438.
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This dissertation investigates the effects of instruction on the acquisition of pragmatic competence in the classroom setting, and specifically in the English as a Foreign Language (EFL) classroom. In particular, we examine the effects of instruction on learners' pragmatic development of a specific speech act, that of suggestions, with the goal of expanding the range of learning targets addressed in pragmatic interventional studies (Kasper and Rose, 2002). Apart from dealing with instructional effects, we also take into account the need to investigate various types of instruction in order to ascertain their effectiveness (Kasper and Rose, 2002). In this way, we analyse two different treatments (i.e. explicit and implicit) that have been operationalised on the basis of the principles underlying the paradigms of Focus on FormS and Focus on Form (Long, 1991, 1996, 1998; Doughty and Williams, 1998; Long and Robinson, 1998; Doughty, 2001). The aim of comparing both teaching approaches is to determine whether the two treatments are equally effective in developing learners' pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Additionally, we are also concerned with issues related to research methodology and, bearing in mind findings from studies that observed task effects between oral and written production tasks (Houck and Gass, 1996; Sasaki, 1998; Safont, 2001), we have compared our learners' performance when making suggestions in two different tasks: an oral production task (i.e. phone messages) and a written production task (i.e. email).The results of the investigation indicate that, in comparison to the control group, both the explicit and implicit groups improved their pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Moreover, comparing the explicit and implicit groups' performance in the post-test no statistical differences were observed between the two instructional treatments, which illustrates the effects of both explicit and implicit instruction to develop learners' pragmatic competence in the EFL classroom. The findings also show that the production task in which learners are engaged influences their use of suggestions, since there were task effects between the two production tasks employed in our study (i.e. phone messages and emails). In conclusion, the results obtained in this dissertation expand the scope of enquiry in the field of interlanguage pragmatics as well as outline practical pedagogical implications and open several lines of investigation to be examined in future research.
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Splendori, Roberta. "Development of control algorithm for adjusting the needle insertion path during robot assisted breast biopsy procedure." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
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The MURAB project, created and developed by the RAM group at the university of Twente in the Netherlands, aims to improve the precision and the efficiency of the breast biopsy procedure, reducing as much as possible the intervention time and the discomfort for the patient. In this framework, a lot of studies have been conducted concerning efficient control methods capable of positioning the end effector of a KUKA LBR Med robotic arm at the location where the hypothetical lesion has been individualized. Starting from these methods, the main goal of this Thesis is to develop a control algorithm able to modify the robot trajectory such that it can find and reach the lesion position, even in presence of variations of this target location; caused for example by small patient’s motions. After a brief literature review about the already existing robot assisted breast biopsy procedures, an elaborated study relative to the control strategies adopted in the collaboration and interaction between humans and robotic systems has been presented. This leads to the characterization and implementation of the final controller, defined as an impedance controller with energy and power limitations to increase the safety of the patient and energy tanks to ensure passivity. The validity and the stability of this control approach have been analyzed and tested firstly with a 20 sim simulation and then with experiments in laboratory. The results will show how it is possible to compensate rotational and / or translational errors in the robot end effector’s positioning through a suitable tuning of some parameters, while keeping a good image quality of the determined target and without loosing contact between the probe and the breast phantom / skin. Meanwhile, a proper characterization of the controller’s parameters allows to guarantee the compliance of the manipulator, fundamental to ensure the safety of the patient and of the interaction of the robot with the surrounding environment.
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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.
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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers' technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence.
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Goldstein, Victor. "Low African-American Student Enrollment in the Post Secondary Vocational Education Step II Program: A Study of Motivational Factors." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1176513570.
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Irving, Carmen Marie. "PARENT-CHILD CONNECTEDNESS AND ITS CONTRIBUTORS AS PREDICTORS OF POSITIVE YOUTH DEVELOPMENT DURING EARLY ADOLESCENCE: A LONGITUDINAL ANALYSIS." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373587741.
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Rafanomezantsoa, Zo Mbolatiana. "Les mécanismes d'apprentissage exploitant la créativité dans une région apprenante : une approche par les conventions." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAB002.
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Les régions construisent leur avantage économique en s'appuyant sur leur capacité à mobiliser et à canaliser les connaissances. L'enjeu de cette recherche est de comprendre la dynamique à l’œuvre dans les relations inter-acteurs qui explique la sous-performance des uns ou les capacités créatives des autres par le biais de la diffusion de connaissances ou de l'apprentissage. L'enjeu est de cerner la manière dont les individus, les firmes et les institutions interagissent ainsi que les effets de leur interaction sur la performance régionale en matière d'innovation. Nous proposons d'approcher ce sujet d'étude sous l'angle de la théorie des conventions, en explorant d'autres dimensions importantes de la créativité et de l'apprentissage, particulièrement en articulant les notions de confiance et de croyance. Les individus agissent et interagissent dans un contexte social régi par des conventions. Une action ne peut s'effectuer sans l'existence d'un certain nombre de conventions. Un des problèmes majeurs des conventions est qu'elles limitent souvent l'ensemble d'actions possibles. Elles structurent et contraignent l'action. Elles ne sont pas sans lien avec les notions de confiance et de croyance en questionRegions build their economic advantage in relying on their ability to mobilize and channel knowledge. The aim of this research is to understand the dynamics at work in the inter-actor relationship which explains the underperformance of some actors or the creative abilities of others through dissemination of knowledge or learning. The challenge is to identify how individuals, firm sand institutions interact and the effects of their interaction on regional performance in terms of innovation. We propose to approach this subject of study under angle of conventions theory, exploring other important dimensions of creativity and learning, particularly by articulating the notions of trust and belief. lndividuals act and interact in a social context governed by conventions. An action can not take place without the existence of some number of conventions. One major problem of conventions is that they often limit the set of possible actions. They structure and constrain action. They are not unrelated to the notions of trust and belief in question