Dissertations / Theses on the topic 'Disadvantages of cooperation'

Sverige har gått från att ha varit ett homogent land till ett multikulturellt land på ett par decennier. Arbetsmarknaden har haft stor efterfrågan på arbetskraft där företagare har anställt arbetskraft från andra länder och fått en hög mångfald på sina arbetsplatser. Ekonomisk nedgång i samhället har påverkat arbetsmarknaden med hög arbetslöshet speciellt för invandrare.Syftet med vår studie är att undersöka hur mångfald diskursivt konstrueras av chefer och HR-ansvariga på arbetsplatsen. Frågeställningar i vår studie har varit att undersöka hur chefer och HR-specialister samarbetar kring mångfaldsplanen och om de ser för- och nackdelar med mångfald på sina arbetsplatser. Offentliga myndigheter har enligt lag skyldighet att upprätta en mångfaldsplan vart tredje år och aktivt arbeta för att främja mångfald medan den privata sektorn inte har sådana krav. En tredje frågeställning i vår studie är att jämföra om det finns skillnader mellan dessa två företag och hur de eventuellt ser ut. För att få svar på våra forskningsfrågor har vi använt oss av en kvalitativ studie med semistrukturerade frågor. Vi har intervjuat tre respondenter inom vardera offentlig och privat sektor, två chefer, två HR-specialister och två fackliga ombud. Resultat som framkommer är att de anställda ska ha rätt yrkeskompetens och att chefer inte fokuserar på den arbetssökandes etnicitet eller kulturella bakgrund. Viktigt är att de personer som söker arbete passar in i arbetslaget och har värderingar som stämmer överens med verksamheten. Samarbete mellan chefer och HR-specialister ser lite olika ut mellan företagen i vår studie, eventuellt beroende på skillnaden i storlek. Vår studie visar att mångfald som begrepp kan vara svårdefinierbart då det inte bara handlar om etnicitet och annan kulturell bakgrund. Alla respondenterna ser positivt på mångfald på arbetsplatsen och tycker att de positiva effekterna väger tyngre än de negativa.
Sweden has gone from being a homogenous country to being a multi-cultural country in a couple of decades. The labor market has had great demand for labor and entrepreneurs have hired labor from other countries. Today there is a higher level of diversity in workplaces. Economic decline in society has affected labor market with an impact of high unemployment, especially for immigrants.The purpose of our study is to examine how diversity is discursively constructed by managers and HR managers in the workplace using a norm-critical perspective.Question formulation in our study were to examine how managers and HR specialists collaborate on the diversity plan and if they see advantages and disadvantages of diversity in their workplaces. Public authorities have a statutory duty to establish a diversity plan every three years and work actively to promote diversity while the private sector does not have such requirements. A third question formulation in our study is to compare whether there are differences between these two companies and what they might look like. To get answers to our research questions, we used a qualitative study using semi-structured questions. We interviewed three respondents from public and three from private sectors, two managers, two HR specialists and two union representatives. A result that emerges is that employees should have the right professional skills and that managers do not focus on the job applicant's ethnicity or cultural background. Important is that the people who are looking for work blend in with the team and have values that match the business. Cooperation between managers and HR specialists are slightly different between the companies in our study, possibly due to the difference in size. Our study shows that diversity as a concept can be difficult to define because it is not just about ethnicity and cultural background. All respondents welcome diversity in the workplace and think that the positive effects outweigh the negative.

This evaluation of research investigates the advantageous and disadvantageous aspects of utilizing cooperative learning into the ESL (English as a second language) classroom for pupils at an elementary education level. Teachers need to be contemporary with their pedagogy and lesson design and implement methods that can enable that the national criteria regarding knowledge requirements in the syllabus for English are met. The methods within cooperative learning corresponds with sociocultural theories of Vygotsky as it is based on the zone of proximal development where high achievers can develop accordingly to their own qualifications, as well as low achievers. In the current study, we examine a selection of empirical studies on cooperative learning. The results of this analysis reveal that Cooperative learning is an advantageous way of reaching every individual to make sure that their English language acquisition is nurtured, but that the aspects of group grading make it difficult when grading each individual pupil. The findings also revealed that the implementation of cooperative learning into the ESL classroom had advantageous outcomes when it comes to vocabulary learning, writing skills, speaking skills and a lot of the pupils gained a better confidence and had a high achievement level in comparison to more traditional teacher focused pedagogy. Pupils also showed that their motivation and attitudes changed over time, when exposed of the cooperative learning methods in the ESL classroom. It is advised that teachers utilize cooperative learning in the ESL classroom hence it is beneficial for both pupils and teachers. Keywords: Cooperative learning, English as a second language, English as a foreign language, elementary school, group grading, ESL classroom and EFL classroom.

Eleven years into the South African democracy there are still huge challenges facing South African public schools, especially with regard to the notions of equity and redress. Increasingly historically advantaged and disadvantaged South African schools are entering into partnerships in an attempts to address the challenges facing them. This study focused on one such a partnership between two primary schools in an attempt to ascertain whether partnerships can in fact improve the situation.

Kooperativt lärande i matematik är en framgångsrik metod och lärare över hela världenförespråkar och arbetar utifrån detta arbetssätt (Kagan och Stenlev, 2017). Syftet meddenna kunskapsöversikt blev således att undersöka vad som krävs för att göra kooperativtlärande kunskapsutvecklande och vilken roll läraren har. Undersökningen gjordes genomsammanställning och analys av befintlig forskning. Sökningar genomfördes i olikadatabaser för att identifiera vetenskapliga artiklar som sedan analyserades ochsammanfattades. Resultatet visade att läraren har en betydande roll i det kooperativalärandet för att det ska fungera. Utifrån resultatet fick vi fram att gruppsammansättningar,undervisning om kooperativt lärande samt att ge elever med neuropsykiskafunktionsnedsättningar (NPF) stöttning är framgångsfaktorer i det kooperativa lärandet.Avslutningsvis diskuteras resultatet utifrån personliga erfarenheter samt vad som skullekunna vara relevant för framtida forskning.

This study focused on "comprehensive" partnerships between K-12 schools and postsecondary institutions created to improve the pre-college academic preparation, college enrollment and postsecondary success of minority and disadvantaged students. The study identified such partnerships in existence in the United States for more than five years, surveyed the partnerships to describe their characteristics, and selected two of the most successful to analyze their success characteristics. Sixteen such partnerships were identified and surveyed with a 12-item questionnaire designed to inquire about their: (a) structural characteristics, (b) funding, (c) success in achieving their goals and objectives, and (d) collection of data to measure success. Three key informants from each partnership were surveyed. Forty of 48 surveys were returned, for a return rate of 82%. Responses were tabulated to ascertain the degree to which these partnerships had been successful in achieving their goals and identify the areas in which they experienced success. Two of the most successful partnerships were selected for case studies and visited to collect information about the factors that affected their success and to interview five key participants who represented schools and postsecondary institutions in each of the partnerships. An interview protocol was used to probe the degree to which the characteristics of partnerships success identified in the literature (Van de Water, 1989) were present and effected the case study partnerships. Analysis of the surveys, partnership materials, and the interviews provided a comprehensive portrait of each of the study partnerships. Results of the surveys indicate that a majority of these partnerships; consider themselves at least somewhat successful in achieving their goals, and have improved high school preparation and college enrollments. They are, however, less informed about their success in increasing college retention and graduation. The case studies and interviews revealed that the partnerships valued the success characteristics identified in the literature. The most salient characteristics required for success were the existence of leadership capable of negotiating change within several institutions with different organizational cultures, and the need to recognize that partnerships are unique organizations with some of the same peculiarities, structures and needs as other organizations.

The purpose of this study is to investigate the role played by agricultural cooperatives in developing the rural areas of the Eastern Cape Province. It also looks at the contributions by Government in promoting the establishment and the success of these cooperatives. The focus area was Cannon Farm in the Chris Hani District Municipality, where most of the people live below the poverty line, but have started agricultural cooperatives with the aim of eradicating poverty and developing their communities. The data for this research was gathered through group discussions and face-to-face interviews which were guided by a questionnaire. A document analysis was also conducted to fulfill all the research objectives. It has been found that agricultural cooperatives, as compared to any other type of cooperatives, are a major tool to eradicate poverty and bring economic development to rural communities. This is made possible not only by the full commitment and determination of cooperative members, but also by government which has also committed itself to providing a supportive legal environment for cooperatives (Cooperative Act No. 14 of 2005). The findings also show that, due to the challenges they are currently facing, agricultural cooperatives in the Eastern Cape Province have not yet reached their full potential. Therefore, it has been recommended that, such challenges need to be urgently addressed. As the United Nations (2001) highlights, agricultural cooperatives present themselves as an important element that can contribute to the realization of the Millennium Development Goals by 2015.

Bibliography: pages 101-111.
This minor dissertation examines the nature of cooperation between schools and business/industry in an opportunity-deprived, less wealthy, disadvantaged sector of a specific community in the Western Cape. It will attempt to show that a community created by Apartheid and stripped of both political and economic power, can demonstrate the willingness and determination to work together and with business/industry towards forming, amongst others, sound, sustainable and effective school business/industry partnerships.

In my work, I want to focus on the perceived advantages and disadvantages of membership in the umbrella organization. This topic, I will discuss from the perspectives of the member organizations. This is a specific segment associations - the patient organizations focused to patients with rare diseases. It is clear that cooperation in the umbrella organization brings advantages, but it is probable that it can also bring some disadvantages. For my work I choose the Czech Association for rare diseases. In the Czech Republic is the only organization in the civil sector, focusing exclusively on rare diseases. The goal of the master thesis is to find out the perceived advantages and disadvantages, and how it is related to the level of activity of members of the umbrella organization. Further, I want to compare the data with the theoretical literature in order that differs. Theme of umbrella in the Czech Republic is almost unexplored. There are only a few expert papers in this area. That's why I decided to focus on cooperation in civil sector (organization focus on rare diseases), which is relatively unknown. Keys words: advantages of cooperation, disadvantages of cooperation, rare disease, advocacy function, information function, umbrella organizations, patient organizations, Czech Association for Rare...

碩士
國立高雄師範大學
教育學系
106
ABSTRACT The aim of the study is to discuss learning efficiency of applying cooperative learning into biology class on disadvantaged students. Families tend to lose their functions in rural areas. Parents need to work for a long time, so they cannot put too much emphasis on their children’s schoolwork. As a result, students commonly lack learning motivation. It is hoped that these disadvantaged students’ learning efficiency can be promoted through cooperative learning. In the study, first, the students’ backgrounds and achievements on biology were analyzed. Furthermore, the students’ learning motivation, completeness of homework and five elements of cooperative learning were discussed. The subjects of the study were 20 students of the seventh grade from one class in a junior high school in an industrial area in Kaohsiung City. Among the 20 students, six subjects were chosen as key informants,according to the definition of disadvantaged students of the Ministry of Education. The study was an action research which included three-month program from April to June 2017. The teacher- reflection diaries, class observation fieldnotes, teaching videos, worksheets, interview transcripts were analyzed qualitatively. On the basis of the triangulation analysis, the major findings of the study are summarized as follows. 1. The learning motivation of the disadvantaged students is improved after the cooperative learning program. They anticipate their grades on biology more. 2. The disadvanteged students’ homework complete better after the cooperative learning program. 3. The disadvantaged students practice five elements of cooperative learning. Based on the study findings, the researcher can also make self-reflection. What’s more, teachers and schools can view them as references and further studies can take them as suggestions.

碩士
東海大學
社會工作學系
100
The main goal of this study was to explore the cooperating experiences of social workers and the school educators in the “Children's After School Program” proposed by “Community Care System for Disadvantaged Children” of the Children's Welfare Bureau, Ministry of the Interior. The research focuses are to explore, 1) how the social workers and the school activate the children's after-school care program; 2) how they consolidates and exploits the resources in the after-school care programs; and 3) the cooperative model of social welfare organizations and schools in the development of after-school care program. This study adopts a qualitative research method, through purposefully sampling out 7 respondents for semi-structured in-depth interviews, all of whom are either social workers or administrative staffs serving at least 2 years from 6 institutions that have been working and is working with schools, all of which are from 17 social welfare institutions which take charges of the “Community care counseling support system for children and teenagers” of Children welfare Bureau in central Taiwan. The study, which is divided into four parts, is mainly from the viewpoints of social worker, exploring the cooperating experiences with schools in after-school care program. The first section introduces the basic backgrounds of the undertaking social welfare institutions and the motivations of executions of after-school care program with schools; Section II is to explore the interactions with school personnel in the program; Section III is to explore the resources integration and utilization in the after-school care program; Section IV is to explore the cooperative model of social welfare organizations and schools in the development of after-school care program. The study shows that in process of cooperation of social welfare institutions and schools for children's after-school care program, the original workloads of social welfare institutions can be consolidated with the projects of the Children's Welfare Bureau. Additionally, with the cooperation of neighborhood magistrate, key figures, the head of the institution and schools, three forms of the social institutions cooperating with schools for after-school care classes have been developed, with counseling director being the main contact window for social workers. As for the resource consolidation and utilization parts, firstly, the resources are the institutions resources, school resources and community resources, of which differences exists in large organizations and small organizations in the resource linking. Secondly, the schools are responsible for the information of disadvantaged families and provide classroom resources. Thirdly, community resources are put into promoting community care for disadvantaged family children. Additionally, the social workers creating a platform for communicating with instructors and parents of disadvantaged family identification for the services are driving force for the cooperation of both sides. On the other hands, the resistances of schools for the community-based organizations, the frequent changes in guidance officers, the disagreements between heads of social welfare institutions on the program and the lack of after-school consulting volunteers are the obstacles of cooperation between the two sides; Social welfare institutions and schools have developed three cooperation models: resource-dependence, power-dependence and partnership. The cooperation model is dynamic and will be affected by different contact window, the resources put into and excreta. The study concludes with the limitations of the research and advices for three stakeholders including policy makers, practitioners and future researchers based on research results and experience of the respondents.

In South Africa, many young children from poor social and economic backgrounds are cared for at home by parents or guardians who are themselves illiterate. This leads to poor educational outcomes later in life. Yet there are many privileged teenagers with access to mobile technologies who spend a greater portion of their spare time interacting on ubiquitous social media platforms. This presents an opportunity whereby the poor educational outcomes referred to previously could be addressed by applying a technology solution providing social media-based homework support by privileged teenagers to underprivileged younger children. However, most applications designed for use by children are designed by adults, with little understanding of the user requirements of the target end users. This research explores the following question: How can a cross-age tutoring system be designed for implementation on a social networking platform to support numeracy and literacy skill acquisition? The main contribution of this research was the definition of the Cooperative design by Children for Children (CD2C) Design Framework, a blueprint of how a cross-age tutoring system could be co-designed by children of different age groups and life circumstances. The CD2C Design Framework was derived as an abstraction of the second contribution of this research, the TitanTutor, an artifact designed using co-operative inquiry method and the Design Science Research approach. The third novelty of this research was contribution to Design Science Research theory, with the addition of new theory that states that cooperative design by children from different age groups and life circumstances is tempered by socio-environmental context and power relations between the co-design partners. This work provided important contributions to researchers in the areas of Cooperative Inquiry (CI), Human Computer Interaction (HCI), and Design Science Research (DSR). Future researchers could extend the CD2C Design Framework to make it even more abstract, thereby making it universally applicable to any co-design scenario.
Computing
Ph. D. (Information Systems)

ANOTATION This work deals with factors which contribute to social inclusion in education. Research is aimed at one of the basic schools, which has been selected according to the previously set criteria. In the theoretical part the most important concepts linked to social education have been discussed with respect to research question. The vital factors I focus on are school culture, which may consists of the right environment, norms and values or forms of communication and cooperation with the partners of the school, who I consider to be mainly the parents. Further on, I focus on the practices which the school sets to establish relations with the NGOs which provide assistance in order to support social inclusion at schools. With respect to the objectives of this thesis qualitative strategy has been selected. The research pattern was formed from three types of actors who have been somehow connected to school. The data collection was carried out via in-depth interviews with the actors chosen based on the snowball method. Each group has been then analysed separately with the aim to create the most important categories. In the final part the most vital discoveries from analysis are compared in order to draw inferences with connection to the research questions. Key words: social inclusion in education,...

Diploma thesis The profession of assistant teacher at the first level of elementary school with his own perspective, deals with the teacher's assistants in terms of motivation, which the actors led to the profession, in terms of demands for this profession, cooperation with teachers, pupils and their parents. The thesis also examines the position / role of teacher assistant at school and looks at the self-perceptions of the actors themselves. The thesis is divided into two parts, ie the theoretical part and the practical part. In the practical part are presented the results of analysis of interviews with teachers' assistants. In the theoretical part, the reader is first acquainted with the trend of inclusive education, the division of pupils with special educational needs and the provision of support measures, including the profession of teacher assistant. Furthermore, the reader is acquainted with the theoretical anchoring of the profession of teacher assistant, the creation and development of this profession. Furthermore, the text discusses the identity and professional identity of the actors and about the professional qualifications and personal prerequisites necessary for the profession. In the text, for a better theoretical grasp of the profession, it is necessary to summarize several Czech...

The thesis is devoted to inclusion in preschool education with a focus on the child's family. The theoretical part deals with inclusive education, defines the basic concepts, related legislation, describes the benefits and risks of inclusion in the light of current knowledge. Attention is paid not only to the characteristics of pre-school education, but also to the inclusion of children with special educational needs in kindergarten. A separate chapter deals with the issue of the family of a disabled child and also describes some aspects of the cooperation of the family with the nursery school. The family plays a vital role in the development of the child, so the family context in which the child grows up is also essential for understanding the child's individuality and developmental needs. The theoretical knowledge is followed by a research investigation. The practical part introduces qualitative research, which aims to bring experience with inclusive education in kindergarten from the perspective of parents. The research focuses on families of children with disabilities and disadvantages, which are currently included in the category of persons with special educational needs under the legislation. The aim of the qualitative research is a detailed examination of the issue of inclusion in...

The diploma thesis deals with the comprehensive support of disadvantaged pupils in the department of child and adolescent psychiatry and primary school at the hospital. The aim of the research was to analyze the level of current pedagogical, health and therapeutic support for disadvantaged hospitalized pupils and to recommend measures to increase the effectiveness of provided care. In the theoretical part, support measures and the counseling system of pupils with special educational needs were generally described. In the practical part, partial goals of the research survey were set, which were to determine the degree of effectiveness of cooperation between medical and school staff providing the educational process of hospitalized pupils. The method of social research was used in this work. For the purpose of obtaining necessary information, a form of questioning a small research sample was used, which consisted of nurses and special pedagogues of this facility. The output of this work is a modification of the cooperation of all participants and their interpersonal and intrapersonal attitude to the care provided to hospitalized students.

This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting.
Psychology
D. Litt. et Phil. (Psychology)