To see the other types of publications on this topic, follow the link: Internship program evaluation.
Dissertations / Theses on the topic 'Internship program evaluation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 24 dissertations / theses for your research on the topic 'Internship program evaluation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Steeby, Laura Kathleen. "An Evaluation of Brigham Young University's Local TESOL Internship Program." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1019.
Full textAbstract:
An evaluation of BYU's Local TESOL Minor Internship program shows the strengths and weaknesses of this academic internship program. Students are required to complete 150 hours of TESOL-related work outside of their courses. The interns volunteer in different English-teaching programs in the area. Internship hours include the time in the classroom, preparation, materials development, as well as the time in the Linguistics 496R course. The interns are required to have most of their minor classes finished before they complete their internship so that their internship can be a capstone to and an application of what they have learned thus far. This MA evaluation project reports findings of a formal program evaluation of BYU's Local TESOL Internship program, which has been in place for four years. It specifically looks at how effective the internships are by addressing the program's criteria which are: The internship enhances the student's education, reflects what the students have been taught in their TESOL minor classes, helps the interns become more confident teachers, helps the interns feel more prepared to teach ESL, and creates ties with the community. The paper presents quantitative data collected from surveys of past and present interns as well as program administrators. It also presents qualitative data from the same surveys as well as from summary papers in which the interns have discussed their internship experience. The evaluation also offers suggestions and recommendations for the program, as well as future research recommendations.
2
Steeby, Robins Laura Kathleen. "An evaluation of Brigham Young University's local TESOL internship program /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1989.pdf.
Full text
3
Geier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.
Full textAbstract:
This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.
4
Scott, Carolyn Wheeler. "Report of graduate internship and evaluation of psychology services at the Work Skills Evaluation Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ34225.pdf.
Full text
5
Ripplinger, Lydia. "Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3113.
Full textAbstract:
This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young University (BYU). The majority of changes implemented and evaluated in this study were suggested by Marisa Ontiveros in her 2010 MA thesis, An Evaluation of the Learning Outcomes and Curricular Organization of the Brigham Young University Undergraduate TESOL Internships Course. The present report summarizes relevant literature that led to the current project, including a discussion of the importance of internships in general, information regarding the significance of TESOL internships, and a summary of the BYU TESOL internship program, with descriptions of past studies that have focused on it. Specific curricular changes central to this study are then outlined, which consist of the implementation of new learning outcomes, the alteration of internship prerequisites, the addition and alteration of several course components, and the requirement that international interns participate in internship class sessions. Methods employed to implement and evaluate these changes are also discussed. Evaluation results are summarized, and implications and suggestions for future work are detailed.
6
Browne, Jennifer M. "An internship report including an evaluation of the Student Work and Service Program at Memorial University." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ42354.pdf.
Full text
7
Adams, Viva. "Report of an internship conducted at Menihek High School, Labrador City, Newfoundland, including a research component on the implementation and evaluation of a solution-focused brief counselling program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ42344.pdf.
Full text
8
McCue, Joan. "Report of a counselling internship at St. Matthew's School, St. John's, Newfoundland including a research project, implementation and evaluation of a divorce program entitled, When Mom and Dad separate /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42413.pdf.
Full text
9
Drover, Deana M. "Report of a counselling internship at St. John Bosco All Grade School, St. John's, Newfoundland, including a research project : implementation and evaluation of a grade eight drug awareness program entitled, Alcohol in our society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23128.pdf.
Full text
10
Brenton, Kelly Lynn. "Report of a counseling internship at Eugene Vaters Academy and Junior High, St. John's, Newfoundland, including a research project, implementation and evaluation of the effectiveness of a peer helping training program at the junior high." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ54863.pdf.
Full text
11
Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.
Full textAbstract:
The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation?
Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge.
This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.
12
Santos, Renato Antunes dos. "Acreditação e avaliação de programas de residência médica: Concepção internacional e proposta de um modelo nacional." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/5/5169/tde-24102016-155545/.
Full textAbstract:
A avaliação de programas de residência medica é parte integrante de um sistema maior de acreditação em diversos países. A acreditação é um produto simbólico. Não \"vende\" um bem concreto, mas um símbolo de confiança na existência de critérios elevados de qualidade em determinado programa que é objeto de sua análise. A acreditação na residência médica é bastante complexa, posto que, além dos conhecimentos em educação médica, são necessários conhecimentos em estrutura, processo e resultados esperados para programas de pós-graduação no ensino superior e também na saúde e no trabalho médico. O resultado final esperado de todo esse sistema deve ser o médico competente. Lições aprendidas com as experiências internacionais podem contribuir com a construção de modelos locais e evitar que erros históricos sejam cometidos. Muitos países direcionam investimentos no campo da educação médica em busca da qualidade de seus profissionais, visando impactar positivamente o sistema de saúde. Ao investigarmos mais profundamente o sistema canadense de acreditação do Royal College of Physicians and Surgeons of Canada, por meio de métodos etnográficos, descrição qualitativa e estudo de caso, observamos que seus processos internos não diferem muito do praticado no Brasil. No entanto, a formação dos médicos especialistas segue de maneira desagregada neste país; Comissão Nacional de Residência Médica, CNRM; avaliações das Sociedades de Especialidades Médicas continuam desintegradas, em um ambiente político desfavorável, de afastamento dos principais interessados e especialistas nesse processo (governo, universidades, entidades médicas etc.). Um projeto piloto realizado neste estudo, conjuntamente, entre a Sociedade Brasileira de Neurocirurgia e a CNRM unificou critérios, realizou avaliações conjuntas e somou saberes com resultados exemplares para o país. O sistema brasileiro, por não ser unificado e não possuir independência institucional,funciona de maneira errática, impossibilitando estabilidade e garantia de qualidade em conformidade com elevados padrões internacionais. O foco na quantidade de médicos, que toma conta da pauta da saúde de boa parte do planeta, não pode impedir o avanço e as garantias de busca pela qualidade. Propiciar desequilíbrio entre qualidade e quantidade na educação médica pode ser catastrófico para o futuro dos profissionais e colocar em risco a população geral. Os resultados desta tese vêm da concepção internacional para a proposta do modelo nacional de acreditação e avaliação de programas de residência. Visa à construção democrática e unida dos principais partícipes do sistema, em que qualidade e quantidade se encontram de maneira harmônica e equilibrada<br>Residency program evaluation is part of the accreditation system in several countries. Accreditation is a symbolic good. It does not sell a product to take over, but a symbol of trustiness on the high level standards at a specific program. Residency accreditation is away complex. Beyond the knowledge on medical education we have to have skills and knowledge of structure, process and outcomes on post-graduation, health sector and medical work. The final outcome of this system must be a competent physician. Lessons learned from the international experiences might contribute to local models and avoid historical mistakes. Searching for quality of the physicians in order to have positive impact on the health system, several countries have been amplifying the investments on medical education. Further researches about the Royal College of Physicians and Surgeons of Canada residency accreditation system through ethnography, qualitative description and case study methodologies reveal similarities with what would be a Brazilian system. The evaluations of the physician\'s post-graduation performed by the National Medical Residency Committee, CNRM, and the medical specialty societies have been kept apart. The political environmental and relationship among the stakeholders (government, physicians\' institutions, university, etc.) does not help consensus. A pilot project unified standards, made joint evaluations and add knowledge between the Brazilian Neurosurgery Society and CNRM providing exemplary results. The Brazilian system is not unified or independent. It jeopardizes the stability of the system\'s performance and turns the comparison within the international high level standards impossible. There have been a lot of efforts on the health sector to plan the quantity of physicians. However, it can\'t build a barrier to meet and improve the quality of the physicians. The lack of balance between quantity and quality in medical education might be destructive to the professional and put on risk the general population. From international experiences and studies, the results of this thesis propose a national model for residency program evaluation and accreditation. Bringing balance and harmony between quantity and quality through democratic and unify bounding of the stakeholders
13
Armendariz-Batiste, Mary Josette. "New Graduate Nurses: Evaluating an Innovative Mixed Method Orientation Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2199.
Full textAbstract:
Institutions are recruiting new graduate nurses to fill their vacancies. The aim of this project was to create a new graduate nurse orientation program that consists of the Essentials of Critical Care Orientation (ECCO) program created by the American Association of Critical Care Nurses (2014), scenarios, and simulation that will result in an increase in nurses' sense of their ability to provide safe patient care, communicate effectively, perform skills, and increase their sense of institutional support. The theoretical framework for this mixed methods project was Benner's "From Novice to Expert." The convenience sample participants consisted of 17 baccalaureate-prepared new graduate nurses. The Casey-Fink Graduate Nurse Experience Survey was administered prior to the orientation program and again at the completion. Content analysis was used for Section I of the survey, which pertains to the top 3 skills nurses are uncomfortable performing. In the presurvey, chest tube care, ECK/EKG/telemetry, and tracheostomy were listed. However, they were not listed on the post survey. The findings resulted in a correlation between skills that were taught during simulation and scenarios. Fisher's exact test was used for Sections II, III, and IV of the survey. There was no statistically significant difference in the pre and post survey as it pertained to questions regarding safe patient care, communication, and sense of institutional support. Results of this study are inconclusive and do not fully support the orientation program. Nurse leaders have a social mandate to ensure new graduate nurses are supported and have the resources needed to provide safe patient care. The program that was created and implemented was an attempt to assist new graduate nurses with their transition into practice.
14
Swiss, Maria Diane. "Evaluation of Breastfeeding Curricula in Didactic Programs in Dietetics and Dietetic Internships Across the United States." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6250.
Full textAbstract:
Background: Breastfeeding is known to have many benefits for both mothers and infants. With the Surgeon General's Call to Action to Support Breastfeeding, health professionals have increased their attention on breastfeeding competency. Objectives: This study aimed to evaluate breastfeeding curricula that are currently being covered in didactic programs in dietetics (DPDs) and dietetic internships (DIs) across the United States. Methods: Two-part surveys were sent to all directors of DPDs and DIs (n=475) with instructions to forward the second portion of the survey to instructors of classes that taught about breastfeeding. Qualtrics software was used for data collection. Descriptive statistics were used to illustrate what was currently being done to educate students about breastfeeding. Two independent researchers used qualitative analysis to categorize course names that were provided as a free response. Results: Over 80% of DPDs taught the topics of other components of human milk and breastfeeding and health for infants most thoroughly. The topic of breastfeeding and health for infants was taught most completely in DIs (65%). Course instructors had an International Board Certified Lactation Consultant teach part of the breastfeeding material about a fourth of the time (DPDs=26.8%; DIs=21.9%). Interns participated in breastfeeding counseling the most during WIC rotations (DIs=90%). Course instructors usually taught about breastfeeding themselves (DPDs=91%; DIs=44%) and used lectures in their instruction (DPDs=93%; DIs=75%). Conclusion: This research provides background in the current status of breastfeeding curricula in DPDs and DIs across the United States. This knowledge could be used to determine standards for breastfeeding curricula, implement improvements to breastfeeding curricula, and set precedence for further evaluations in DPDs and DIs.
15
Leite, Damaris Beraldi Godoy. "Avaliação das habilidades e competências gerais das diretrizes curriculares em nutrição no estágio supervisionado." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2486.
Full textAbstract:
Acompanha: Avaliação das habilidades e competências gerais das diretrizes curriculares em nutrição no estágio supervisionado<br>Promulgada em 2001 pelo Conselho Nacional de Educação, as Diretrizes Curriculares de Nutrição (DCN), visam alinhar a organização curricular, bem como elencar os princípios, fundamentos, condições e procedimentos da formação do nutricionista. O problema em que a pesquisa se estruturou foi: As habilidades e competências gerais determinadas pelas Diretrizes Curriculares Nacionais são desenvolvidas durante a prática do estágio supervisionado de alunos de Nutrição? Com o intuito de responder a esse questionamento traçou-se o objetivo geral (i) avaliar a inserção das habilidades e competências gerais estabelecidos pelas Diretrizes Curriculares Nacionais na prática do Estágio Supervisionado em Nutrição. Pretende-se, nesse estudo, avaliar se as competências estabelecidas em relação à prática profissional do aluno em formação final de Nutrição, com avaliação das competências e habilidades gerais das DCN: (a) atenção à saúde; (b) tomada de decisão; (c) comunicação; (d) liderança; (e) administração e gerenciamento; (f) educação permanente. Para tanto propõe-se o desenvolvimento de uma ferramenta avaliativa denominada de Análise Metodológica das Competências dos Formando do Curso de Nutrição (AMCFCN) que pretende avaliar as habilidades e competências das DCN, através de um questionário estruturado, utilizando o conceito de escala de valores para a apreciação dos conceitos, variando de 1 a 6, sendo 1 o de menor apreciação e 6 o de maior apreciação. O respondente deverá apontar a ordem prioritária de 1 a 6, dependendo de sua percepção, em cada assertiva, correlacionando com cada uma das habilidade e competências das Diretrizes Curriculares de Nutrição. Para elaboração das questões utilizou-se a Resolução CNE/CES Nº5 (2001) que aborda as Diretrizes Curriculares Nacionais do Curso de Graduação em Nutrição, sendo utilizado o Art. 4º, as habilidades e competências gerais. Para o teste do instrumento teste participaram do estudo, 20 pesquisados, todos matriculados na disciplina de Estágio Supervisionado do sétimo e oitavo períodos de Nutrição. A metodologia criada se mostrou eficiente e efetiva, capaz de avaliar as habilidades e competências de cada participante. Os 20 participantes foram avaliados individualmente, traçando um perfil de habilidades e competências único, porém de forma coletiva, o grupo possui um perfil de habilidade e competência voltado predominantemente para Liderança e Administração e Gerenciamento. A metodologia, baseado na análise dos dados, e no uso do gabarito, foi capaz de traçar o perfil de habilidades e competências individuais de todos os pesquisados.<br>It was enacted in 2001 by the National Council of Education, the Curricular Guidelines for Nutrition (CGN) which aim to align the curricular organization as well as list the principles, fundamentals, conditions and procedures of formation of the nutritionist. The problem which the research has been structured on was: Are general skills and competencies determined by the National Curricular Guidelines developed during the practice of supervised internship Nutrition students? With the intent of answer this question it was drawn up the overall goal (i) evaluate the inclusion of the six general skills and competencies established by the National Curricular Guidelines in the practice of supervised internship in Nutrition. The aim in this study is to assess whether the skills established in relation to the professional practice of the student in the final formation of Nutrition, with assessment of skills and general skills CGN: (a) health care; (b) decision making; (c) communication; (d) leadership; (e) administration and management; (f) ongoing education. To this end it is proposed the development of an evaluation tool that aims to assess skills and competencies of Methodology Analysis of Competence Forming of Nutrition Course, through a structured questionnaire, using the concept of scale of values for the assessment of the concepts, ranging from 1 to 6, with 1 being the less appreciation and 6 the highest appreciation. The respondent must point the priority order 1to 6, depending on his or her perception, in each statement, correlating with each of the skill and competencies of the Curricular Guidelines for Nutrition. For the preparation of the questions it was used the Resolution CNE/CES #5 (2001), which addresses the National Curricular Guidelines for Undergraduate in Nutrition course, being used in Art. 4, the skills and general competencies. The methodology created was efficient and effective, able to assess the skills and competencies of each participant. The 20 participants were evaluated individually, drawing a profile unique skills and competencies, but collectively, the group has a skill profile and competence geared predominantly to the Leadership and Administration and Management. The methodology, based on analysis of data, and the use of template, was able to profile individual skills and competencies of all respondents.
16
Kouh, Bama Nelly. "An evaluation of the environmental internship programme (2005- 2013) and it’s prospects for improved graduate employability: the case of interns in the city of Cape town." 2013. http://hdl.handle.net/11394/3737.
Full textAbstract:
Magister Artium - MA<br>This study evaluates the extent to which the Environmental Internship Programme has impacted upon graduate employability in the City of Cape Town. Graduate unemployment crisis has been categorized as one of the socio-economic issues affecting the nation of South Africa with graduates struggling to find jobs in the areas which they graduated from. On the other hand, organisations are suffering from a lack of skills in different spheres. In order for this gap to be bridged, human resource development strategies have been put in place for graduates such as;
internships, training and learnership programmes. In 2005, the Environmental Resource Management Department (ERMD) launched a programme called the Environmental Internship Programme (EIP) to address the needs of graduates in the environmental management field. The programme is a yearlong internship aimed at bridging the gap between academic learning and the first steps of a professional career. The aim of the ERMD is to create a pool of skilled professionals to be absorbed into the city as well as provincial, national government and the private sector by making the interns better employable by the time they leave the EIP. It is against this background that this study evaluates the impact of the programme on graduate employability. Within the investigation, the researcher looked at the appropriate legislations, and policies that govern a programme of this nature. The study utilizes primary and secondary research information based on interviews and open-ended questionnaires.
17
SHIH, PIN-JU, and 施品如. "The Study of Performance Evaluation on the Public Sector Project – the case study of “Internship Program for University/College Graduate Students” by the Ministry of Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/5y2zaa.
Full textAbstract:
碩士<br>國立臺北大學<br>公共行政暨政策學系<br>101<br>Along with the shift of Taiwan’s political and economic climates, the government of Taiwan begins to offer more and more employment serve type of projects. In practices, these projects’ performances are evaluated on qualitative basis. Yet in the academic field, few researches were conducted to assess the public sector methodology on performance evaluation. Consequently, this study finds public sector project performance evaluation was largely ignored in the academic field, and it is necessary to conduct a comprehensive analysis on governments’ methodology in project performance evaluation. The study utilizes a case study on the first stage of “Internship Program for University/College Graduate Students” offered by the Ministry of Education, Taiwan. The case study not only aligns with the focus of this project on public sector analysis, but also focuses on the controversial issue, known as the ‘22K’, from all perspectives of the public, private, and academic fields. Its negative effects is still damaging Taiwan’s employment market, and is indeed a major concern on the economic outlook for Taiwan.
Consistent with the arguments above, the purpose and scope of the study will focus on:
1. Develop a framework for project performance evaluation by utilizing project management and performance evaluation theories as fundamentals. Both the qualitative and quantitative analysis will be conducted through utilizing purposive sampling and snowball sampling to identify project stakeholders (including policy makers from the Ministry of Education, policy implementers from Universities or Colleges, policy beneficiaries from Universities or Colleges students, enterprises, who join the project, and the representatives of policy victims) for in-depth interview. At the same time, a questionnaire will be distributed among both public and private sectors to assess the progress and performance of the project as well as the needs of the stakeholders.
2. To suggest policy recommendations for developing a public sector project that can most benefit its stakeholders. Innovation indicators will be developed by combining performance evaluation with balanced score card. Through utilizing the indicators to assess project stakeholders, the reason for poor project performance can be identified, and can be assessed in creating a recommending policy for future project development.
In line with the four dimensions of performance evaluation process, the study was able to conclude the following findings and policy recommendations:
1. “Project Implementation Ability”: Though the project marketing channel is quite diverse, the understandings on project contents are quite low. For students, the process of application is quite smooth, but enterprises face obstacles while applying the project at early stage. The project has regular and irregular evaluation mechanisms, but over institutional. Consequently, we suggest to develop a channel for propaganda as a mean to enhance society’s understanding on public project and the project should establish pre, during, and post-performance evaluation mechanisms.
2. “Project Customers”: As expected, stakeholders are satisfied with projects’ overall performance. The implementation of the project did increase the employment for the enterprise to employ recent or college graduate. Consequently, we suggest developing a selection mechanism among the participants, and providing partial subsidy in accordance with the standard of livings in certain areas.
3. “Project Influence on the Economy and the Society”: The overall budget and resource utilization are in line with the planned output in a good manner, and the project is brining positive influences and effects to both the society and the economy. Nevertheless, the process could be improved by introducing a sound mechanism that is capable of integrating the resources from all departments, and creating a collaborative relationship between the departments to increase the efficiency of the project implementation.
4. “Project Objectives”: Project promoter and project implementers have different understanding on performance objectives. In addition, government could promote the way how subsidy is provided in the second stage of the project in the future. Consequently, it is suggested that government will need to clarify the differences between short-term salary subsidies and internship project, and assess the root cause of high employment rate, and work from the fundamentals.
In sum, the study was able to assess case specific performance evaluation mechanisms by conducting empirical analysis in the differentiation between social criticisms and project outputs. The study was able to utilize sample selection and the concept of “social interaction”, introduced by Lindblom and Wildavsky, into critical analysis on why the gap exists.
18
Brenton, Kelly Lynn. "Report of a counselling internship at Eugene Vaters Academy and Junior High, St. John's, Newfoundland, including a research project : implementation and evaluation of the effectiveness of a peer helping training program at the Junior High /." 1999.
Find full text
19
Huang, Yu-Chen, and 黃宥蓁. "The evaluation of the critical quality factors of hospitality internship programs." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/15613020921617853804.
Full text
20
Chella, Laura. "A retrospective survey of perceptions and opinions of M.Tech: Homoeopathy graduates around the role and scope of homeopathic internship, in terms of the current legislation." Thesis, 2007. http://hdl.handle.net/10321/31.
Full textAbstract:
Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2007
iv, 126 leaves<br>The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates.
Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail.
The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes.
21
Chen, Ming Jen, and 陳明鎮. "An Evaluative Study of the Effects of Traditional and Emergent Internship-Programs of Jounior High School Intern Teachers." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/16817211810076916179.
Full text
22
Small, Cecilia Sanet. "Differentiation as a double-edged sword." Thesis, 2003. http://hdl.handle.net/10500/1206.
Full text
23
Clarke, Sheree Lyn. "Changing the assumptions of a training therapist : an auto-ethnographic study." Diss., 2002. http://hdl.handle.net/10500/566.
Full textAbstract:
This auto-ethnographic study (i.e. an autobiographical genre of writing and research,
written in the first-person voice, where the workings of self are expressed both
cognitively and emotionally) qualitatively explores the changing assumptions of a
training therapist. It shows how various therapies were negotiated during the training
period, and explores how meaning was constructed according to basic, underlying
epistemological assumptions. Significant experiences and therapies are presented,
showing how the therapist's most basic, linear assumptions, were directly challenged by
eco-systemic training. The study produces an in-depth, thick description of both the
emotional and the cognitive journey of a training therapist, and traces the therapist's
movement away from the stability and certainty of a linear epistemological 'way of
knowing' to the instability and uncertainty characteristic of an eco-systemic 'way of
knowing'. Conclusions are idiosyncratic and are not intended for generalization.<br>Psychology<br>M.A. (Clinical Psychology)
24
Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)<br>Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.