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1
Fishman, Peter. "Learning for Adaptation: Building Teacher Career Pathways at DSST Public Schools." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645016.
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The past five years have witnessed unprecedented changes in teacher evaluation systems, as states and districts have responded to federal incentives under the 2009 Race to the Top grant competition. Across the country, teacher evaluation has become more frequent, higher stakes, and more explicitly tied to student achievement outcomes. This capstone examines the initial implementation of one such system at DSST Public Schools, a network of nine consistently high-performing charter schools in Denver, Colorado. I describe my role in leading a cross-functional team charged with implementing, learning from, and improving the system in its first full year. I explore the everyday challenges of positioning evaluation as a resource to drive teacher development, arguing that evaluation will achieve lofty developmental goals only if teams of system designers and system users decouple the measurement and development purposes of teacher evaluation and commit to the creation of complementary systems. Leaders can accelerate this process by modeling a developmental mindset and creating conditions for purposeful team learning that leads to system adaptation. This capstone offers important lessons for practitioners and policymakers seeking to position teacher evaluation as a resource for teacher growth and development; for DSST Public Schools in its effort to develop teachers and leaders across its expanding network of schools; and for myself as an educational leader.
2
Carden, Lila Lenoria. "Pathways to success for moderately defined careers: a study of relationships among prestige/autonomy, job satisfaction, career commitment, career path, training and learning, and performance as perceived by project managers." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5817.
Full textAbstract:
New emerging career paths for professionals are often non-linear, dynamic, and
boundary-less (Baruch, 2004) and have resulted in undefined professional advancement
opportunities for managers and employees in a variety of contexts. Career paths help
individuals make meaning in their job contexts and provide avenues to meet intrinsic and
extrinsic rewards, including economic and social status (Adamson, 1997; Callanan,
2003). As a result, individual perceptions of career paths may impact job satisfaction,
career commitment, and performance.
The purpose of this study was to test a career development model examining the
path of relationships amongst autonomy/prestige, career path, training and learning, job
satisfaction, career commitment, and performance for moderately defined career
professionals. Based on a systematic categorization of careers, from well defined to less
well defined, project managers were determined to have moderately defined careers. The
researcher employed a survey resulting in 644 project manager respondents. Path analysis was effectuated as a modeling technique to determine whether there was a
pattern of intercorrelations among variables.
A career development model framing the relationship between project managersâÂÂ
perceptions of their career paths on their respective performance was explored. The
direct path relationships included: (a) frequency of participation in training and learning
activities was negatively related to performance, (b) career path was positively related to
performance, (c) autonomy/prestige was positively related to performance, and (d)
career commitment was negatively related to performance. The indirect path
relationships included (a) autonomy/prestige was mediated by career commitment and
performance; (b) the connection between career path and performance was mediated by
frequency of participation in training and learning (c) career path to performance, was
mediated by job satisfaction and career commitment, and (d) career path to performance
was mediated by job satisfaction, career commitment, and autonomy/prestige.
Study findings supported the tested model and contributed to increased
understanding regarding the importance of career paths to individual job satisfaction,
career commitment, and performance. Opportunities for new research and implications
for individuals and organizations are outlined.
3
MacKenzie, Scott Alan. "Strategy, choice and the pathways to power sequence analysis of political careers /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356447.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 298-316).
4
Boone, Robert. "EXPLORING THE IMPACT OF WORK-BASED LEARNING OPPORTUNITIES FROM THE STUDENT PERSPECTIVE: THE DEVELOPMENT OF CAREER PATHWAYS, WORKFORCE EXPECTATIONS, AND THE TRANSMISSION OF CULTURAL CAPITAL." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/64.
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Understanding the practical implications of work-based learning opportunities (WBLOs) is complex. Although WBLOs are not new learning environments, understanding and clearly defining them is increasingly necessary. In Kentucky, WBLOs are part of the political discourse in post-secondary education. The Council on Postsecondary Education (CPE) and local/regional economic and workforce development agencies have incorporated strengthening and growing WBLOs into their strategic plans.
By interviewing students that have completed WBLOs at three colleges in the Kentucky Community and Technical College System (KCTCS), this study intended to explore student perspectives of WBLOs by asking the following research questions: 1) What role do WBLOs play in transmitting dominant workplace cultural capital and how has that transmission impacted student career pathway decisions? 2) What impact do WBLOs have in developing workplace expectations post-graduation?
The dissertation is produced in three manuscripts, including a companion piece written in collaboration with Lauren McCrary, examining faculty perspectives of WBLOs in Kentucky. The second manuscript is an essay addressing the concept of workforce mis-alignment between the skills possessed by post-secondary graduates and the need of industry. The third manuscript is a review of the research, which was conducted to explore student perspectives of WBLOs in relation to the research questions.
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Schmitz, Gregory R. "Leadership preparation and career pathways of community college presidents." [Ames, Iowa : Iowa State University], 2008.
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6
Johnson, Marilyn Merriweather. "An authentic assessment for students in accounting career pathways." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1219.
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SILVA, SÉRGIO FERREIRA. "ANALYTIC GEOMETRY: PATHWAYS TO LEARNING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25720@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A presente pesquisa tem como tema o processo de ensino e aprendizagem de geometria analítica, assunto no qual os alunos do ensino médio têm apresentado dificuldades. Por isto se faz necessário que o professor utilize um maior número de ferramentas pedagógicas, explorando os caminhos algébrico e geométrico para resolução de problemas. O objetivo deste estudo é propor caminhos para o ensino da geometria analítica tendo como base três eixos norteadores: A história das geometrias, a proposição de problemas matemáticos que podem ser resolvidos tanto pela geometria plana como pela geometria analítica e o uso da ferramenta tecnológica através do software Geogebra. Utilizamos neste trabalho materiais didáticos disponibilizados em escolas públicas estaduais do Estado do Rio de Janeiro, material voltado para a formação do professor de matemática e livros sobre a história da matemática.
The topic of this research is the process of teaching and learning analytical geometry, aThe topic of this research is the process of teaching and learning analytical geometry, a theme in which the students from high school have great difficulties. It is necessary that the teacher use a greater number of educational tools, exploring the algebraic and geometric aspects for problem solving. The aim of this study is to propose new methods for teaching analytical geometry based on three guiding principles: The history of geometry, the proposition of mathematical problems that can be solved either by analytical geometry or by plane geometry and the use of a technological tool, the software Geogebra. In this work, we use teaching materials available in public schools of the state of Rio de Janeiro, material focused in the training of mathematical teachers and books of history of mathematics.
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Newhouse-Maiden, Lesley Patricia. "Hearing their voices : building a career development model for women in engineering." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2474.
Full textAbstract:
This study is an interpretive investigation of the life-career histories of 53 women in engineering; and a case study of one woman's account of present-lived career and her quest for identity in engineering over an eight year period (1992-1999). This study had two broad aims. First, it aimed to give voice to women's stories derived from their own reflective accounts, and to compare and contrast their perspectives with feminist writers' reviews of non-traditional girls' and women's career experiences, and with the organisational career story of itself. Second, it aimed to evaluate the adequacy of my convergence of a socialist feminist "unified systems" theory of social relations (Jaggar, 1983, 1989; Jaggar & Rothenberg, 1984, 1993) with Super's segmental life-span, lifespace theory (Super, 1980, 1990, 1994) to explain women's career and personality development. Further to this theoretical convergence, I elaborated on Super's original models and evaluated their usefulness for my gender analysis of career from four perspectives. I conceptualised "career" as both "subjective" and "organisational" (Dale, 1972; Hughes, 1937) and, using Benhabib's (1986b) terminology, created four perspectives by further differentiating career into either "generalised other" or "concrete other" (see Figure 1.1). Drawing on the findings of my exploration of the women's careers, I extended the range of Jaggar's/Super's explanatory theories of career and personality development (Figure 2.2) in an elaboration of Supers archway model (Figure 8.1). I found that my combined Jaggar/Super career archway and spider web model (Figure 2.3) represented the life-space tensions in each individual woman's career decision-making in engineering.The life-career rainbow was a valuable subsidiary model (Figure 2.4) in highlighting the complexities of gender as an overarching socio-cultural factor for theoretical and conceptual analyses of career and its effect on salient role relationships and personality development at each life-stage. My convergence career ladder represented the organisational career statuses and the successive development of the subjective career and identity through the completion of developmental tasks (Figure 2.6). My case study Cecilia, in common with other participants, I found to be an accomplished "feminine ambivalent" (Douvan & Adelson, 1966) and "paver of the way" (Josselson, 1987), yet she (like several others) floundered in the milieux of engineering. Her story indicates the continued need for engineering educators: to acknowledge the significance of women's subjective constructs of career to effect transformative change by promoting equity and excellence; to recognise ways in which the subjective and the organisational constructs of career can complement one another; and to implement changes which facilitate such complementarity. This study fills a space in the research literature on non-traditional girls' and women's career development. It also has potential to assist those who wish to gain a better understanding of the career pathways of women in engineering.
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Nkuna, Mzamani Eliah. "Experiences of principals in Limpopo province regarding their career pathways." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45881.
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The purpose of this qualitative descriptive study was to explore the pathways followed by school principals in the Limpopo Province of South Africa. The aim was to explore the pathways principals followed in order to determine knowledge, procedures and processes that lead to the appointment of quality principals in schools. Formal and informal pathways that teachers aspiring to be principals take were identified in addition to exploring what motivated the principals to apply for their posts. Little research has been done on the topic of career paths of school principals in the South African context and therefore,this study makes acontribution to the knowledge-base of career pathways of South African school principals. A qualitative study approach, using semi-structured interviews, was employed. A total of ten participants were selected using purposeful and convenience sampling. The researcher obtained consent from the participants and assured them of anonymity, confidentiality and their right to withdraw from the study at any time they felt uncomfortable in continuing to participate in the study. The main questions participants were asked wereconcerned with their experiences as principals in terms of their career pathways; the routes that they followed to principalship; and what motivated them to apply for the post. The collected data wastranscribed categorized and presented as themes with direct quotations from the participants to support the themes. The findings of this study were compared with the available literature on similar studies to determine similarities and differences. Conclusions were reached, recommendations were made and suggestions for future research on the topic were made from the findings of the study.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
Unrestricted
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Pfingst, Catherine J. "Girls' career aspirations : the impact of parents' economic and educational status on educational and career pathways." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/81785/4/Catherine_Pfingst_Thesis.pdf.
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This research investigates relationships between parental socio economic status and daughters' career aspirations; linking family background and the career choices made by teenage girls. Drawing on Bourdieu's theory of cultural capital, and figures produced by the Bradley Report's investigation, two Queensland State High Schools are the investigative platform to address the research questions. A quantitative data analysis investigated if a correlation between the indicators existed. The significance of the findings will contribute to future decision making regarding educational practices and socio economic backgrounds and to support the Bradley Report target of 20% of low SES students accessing higher education. The outcomes found that female students' aspirations are influenced by parental background in a variety of significant ways. An understanding of these assists schools in understanding how to influence girls' future aspirations.
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Rubin, Margaret A. "Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/58.
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An Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development. Margaret A. Rubin, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Career and Technical Education, Career Exploration, Career Guidance, Evaluation, Web Sites. This research study was designed to provide for the ongoing development and improvement of the Wisconsin Career Pathways Web site. The Web site aids secondary educators in the development of secondary-to-postsecondary programs of study, assists middle and high school students in career exploration and academic planning, and helps middle and high school counselors and advisers guide students for success in college and careers by providing them with access to school-wide and individual student Web-site activity. The Web site was developed in phases following a year of planning during the 2008-09 fiscal year. The concept of programs of study is a relatively new and emerging school-reform initiative, and the Wisconsin Career Pathways Web site project was initiated as a Web-based dynamic data-driven resource to help Wisconsin stakeholders. The Web site has been in a constant state of development, expansion, upgrade, and improvement since the launch of its 1st phase in 2010. A developmental evaluation approach was utilized to address the evolving nature of the Web site. The writer developed online surveys to gather input from 3 stakeholder groups: technical college career-prep administrators, middle and high school counselors and advisers, and secondary program-of-study builders. Following quantitative and qualitative data analysis of the surveys, the writer developed a preliminary plan for the Web site's ongoing development and followed up with a focus-group session of interested survey participants representing each of the stakeholder groups. Based on the analysis of qualitative data collected at the focus-group session, the researcher finalized the preliminary plan. The final plan includes a discussion of the data collected and analyzed as well as recommendations for ongoing development and improvement of the Web site. The sequential mixed-methods approach was instrumental in exposing the satisfactory components of the Web site. In general, the data reflected satisfaction with the Web site, namely its user-friendliness, which was one of the project team's earliest goals for the Web site. The Web site is seen as an essential resource for Wisconsin stakeholders. To keep moving forward with Wisconsin's program-of-study and college and career planning initiatives, addressing the unmet needs of stakeholders will not only increase Web-site usage but will lead to a clearer understanding of those initiatives. Based on the results of this study, the researcher developed a comprehensive plan. The plan suggests that improving the online program-of-study builder tool, providing more training, building reporting capacity, developing a marketing plan, and increasing Web-site interactivity based on push-notification technology are necessary actions for the ongoing development and improvement of the Web site. The findings of the study will be submitted to the Wisconsin Technical College System.
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Lamb, William. "Identifying and learning from sustainable development pathways." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/identifying-and-learning-from-sustainable-development-pathways(9d7f1022-7302-47a8-bbe0-667652b5d6c9).html.
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With the Paris Agreement calling for climate change to be held "well below" 2oC, and the release of the 2030 Sustainable Development Goals, the international community has reaffirmed its commitment to enabling human progress within the constraints of the biosphere. In major assessments, a common approach is to examine climate and development trade-offs under a framework of economic costs, rather than human well-being, despite the latter being a potentially more accurate way to portray real development outcomes. This thesis elaborates on these links between well-being, carbon emissions and climate change mitigation; it identifies the implications of this new framework, and examines whether it is possible to achieve both low-emissions and high well-being within the limitations of society, economy and the climate. A fundamental issue is whether minimum thresholds of energy consumption necessary for satisfying human needs can be extended to all without exceeding the 2oC goal and further endangering well-being. This is found to be a key trade-off that requires either a deep commitment to emissions reductions in Northern countries, or the avoidance of carbon-intensive infrastructures in the South. Nonetheless, there are already examples of countries that have attained high levels of well-being in multiple dimensions of human need at little cumulative emissions cost, and according to current growth trends will continue to do so with a minimal impact on the shared carbon space. These nations are also diverse in terms of their underlying drivers of carbon emissions (and thus challenges in mitigation), and may provide a rich source of climate-development policy for emerging countries in the global South. However, it is understood that systematic political-economic constraints are preventing a convergence of well-being outcomes and emissions impact across the development hierarchy, highlighting the social and political (rather than technical) issues that must be addressed in order to safely transition society towards a low-carbon future.
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Moulds-Greene, Etheldria Amayah Bonnie. "Career Pathways of African-American Women Senior Executives at Predominantly White Institutions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7827.
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Research studies have revealed that African-American women are disproportionately underrepresented in senior and executive leadership positions compared to European-American female and male counterparts at public and private predominantly White institutions, despite their increased representation in university senior leadership positions. The purpose of this basic qualitative study was to discover the meaning and understanding of African-American women's career pathway experiences ascending to executive positions at these institutions. Critical race theory and Black feminist thought lenses were used as frameworks to understand participants' career pathways, barriers, and facilitating factors advancing toward leadership. LinkedIn recruitment and snowball sampling led to 9 participants who self-identified as African American/Black multi-ethnic women currently or previously worked in senior and executive-level roles. Each participant's interview was analyzed for codes and themes. Seven themes that emerged suggested that although participants experienced barriers and challenges as impediments, facilitating factors of a strong support system of mentors, role models, and faith enabled them to persevere. The participants reported having inherited a legacy of self-determination, self-reliance, resilience, family, community, and church preparing them for their career pathways. This empowered them to navigate barriers and challenges while taking advantage of facilitating factors into leadership. The positive social change implications of this study provide recommendations to both prospective African-American women aspiring career pathways in senior and executive leaders and the institutions themselves that may increase such leadership at higher education institutions.
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Redmond, Georgine Richardson. "Deans of nursing: pathways to the deanship." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49874.
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The purpose of this study was to describe dean's perspectives on the life/career relationships and experiences which were significant in their pathways to their first nursing deanship. A developmental model guided this inquiry and was used to explain the development of these women's personal and professional identity.
The study design was naturalistic. Data were collected by survey, life history interviews, and through document search of curriculum vitae. Field notes were recorded throughout the data collection period. Data were analyzed using Spradley's (1979) ethnographic analysis techniques consisting of domains, taxonomies, components, and themes.
The study yielded the following themes: (1) a strong valuing by the participants of (a) education and (b) achievement; (2) a pattern of female-female relationships which provided the deans with role modeling of important leadership behaviors, support, encouragement, and information for making educational and career choices; (3) a pattern of early leadership behavior which included an enjoyment of/or a desire to be in charge.
Conclusions of the study were: (1) the Erikson-Levinson model was generally descriptive of the women studied; (2) people and relationships were extremely important in the lives and the careers of the women studied; (3) the early socialization experiences and relationships of these women contributed to the development of leadership behaviors and positive ego development; (4) through the supportive relationships of their husbands and their own organizational abilities, the married deans were able to accomplish their career goals; (5) through early family and educational experiences and relationships, in this study developed strong values related to the importance of achievement and education.Ed. D.
incomplete_metadata
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Newhouse-Maiden, Lesley Patricia. "Hearing their voices : building a career development model for women in engineering." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14280.
Full textAbstract:
This study is an interpretive investigation of the life-career histories of 53 women in engineering; and a case study of one woman's account of present-lived career and her quest for identity in engineering over an eight year period (1992-1999). This study had two broad aims. First, it aimed to give voice to women's stories derived from their own reflective accounts, and to compare and contrast their perspectives with feminist writers' reviews of non-traditional girls' and women's career experiences, and with the organisational career story of itself. Second, it aimed to evaluate the adequacy of my convergence of a socialist feminist "unified systems" theory of social relations (Jaggar, 1983, 1989; Jaggar & Rothenberg, 1984, 1993) with Super's segmental life-span, lifespace theory (Super, 1980, 1990, 1994) to explain women's career and personality development. Further to this theoretical convergence, I elaborated on Super's original models and evaluated their usefulness for my gender analysis of career from four perspectives. I conceptualised "career" as both "subjective" and "organisational" (Dale, 1972; Hughes, 1937) and, using Benhabib's (1986b) terminology, created four perspectives by further differentiating career into either "generalised other" or "concrete other" (see Figure 1.1). Drawing on the findings of my exploration of the women's careers, I extended the range of Jaggar's/Super's explanatory theories of career and personality development (Figure 2.2) in an elaboration of Supers archway model (Figure 8.1). I found that my combined Jaggar/Super career archway and spider web model (Figure 2.3) represented the life-space tensions in each individual woman's career decision-making in engineering.The life-career rainbow was a valuable subsidiary model (Figure 2.4) in highlighting the complexities of gender as an overarching socio-cultural factor for theoretical and conceptual analyses of career and its effect on salient role relationships and personality development at each life-stage. My convergence career ladder represented the organisational career statuses and the successive development of the subjective career and identity through the completion of developmental tasks (Figure 2.6). My case study Cecilia, in common with other participants, I found to be an accomplished "feminine ambivalent" (Douvan & Adelson, 1966) and "paver of the way" (Josselson, 1987), yet she (like several others) floundered in the milieux of engineering. Her story indicates the continued need for engineering educators: to acknowledge the significance of women's subjective constructs of career to effect transformative change by promoting equity and excellence; to recognise ways in which the subjective and the organisational constructs of career can complement one another; and to implement changes which facilitate such complementarity. This study fills a space in the research literature on non-traditional girls' and women's career development. It also has potential to assist those who wish to gain a better understanding of the career pathways of women in engineering.
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Anderson, Dulcy 1970. "Career ladders and work pathways : organizational shifts toward job-placement programs in Boston." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/62949.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, June 2000.Includes bibliographical references (p. 76-79).
Federal welfare-to-work legislation (the Personal Responsibility and Work Opportunity Act of 1996 and related federal grants) and the anticipation of the consolidation of job training programs through the Workforce Investment Act of 1998 have created new relationships amongst local government, for-profit and non-profit sectors. Related shifts toward work-oriented programs in public housing (through the Quality Housing and Work Responsibility Act of 1998) and facilitation of work for those with disabilities (through the Ticket to Work and Work Incentives Improvement Act of 1999) are also involved in this transition. Together, the new public/private mix is expanding "job readiness" services, childcare, private-sector involvement in training of the low-wage labor force, and coordination of welfare, unemployment and reemployment initiatives. The reconfiguration also seems to be fundamentally bluffing the boundaries between traditionally male-based job training and unemployment insurance and traditionally female-based aid for families and related services. In addition to a blurring of the boundaries between male and female systems of aid, there seems at times to be an implicit recognition of the blurred boundaries between the working-poor and welfare recipients. This paper explores the work of several organizations in Boston that have received Department of Labor (F/S) Welfare-to-Work grants. While the Welfare-to- Work grants are a time-limited source of funding (established in 1998 and scheduled to end in FY2001), they have served as a catalyst for organizational changes in ways that seem likely to be lasting and they seem to be paradigmatic of the sort of incentives and programs that are coming out of combined Health and Human Services and Department of Labor programming that seek to employ "hard-to-place" populations. By considering organizations that have received this funding and their relationships to city and state agencies, the for-profit sector, and other organizations in the not-for-profit sector, this paper creates a "map" of some of the important public and private institutions involved in the welfare-to-work transition in Boston. It also suggests the impacts of legislative changes on the evolving trajectories of individual organizations.
by Dulcy Anderson.
M.C.P.
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Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.
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Gundrum, Kyle. "INTERalliance of Greater Cincinnati: Connecting High School Students with Information Technology Career Pathways." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504871611177919.
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Sánchez, Lourdes. "Career pathways and demographic profiles of university presidents in the U.S. 2000-2008 /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Munson, Cheyenne Michele. "Perceptual learning in speech reveals pathways of processing." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2747.
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Listeners use perceptual learning to rapidly adapt to manipulated speech input. Examination of this learning process can reveal the pathways used during speech perception. By assessing generalization of perceptually learned categorization boundaries, others have used perceptual learning to help determine whether abstract units are necessary for listeners and models of speech perception. Here we extend this approach to address the inverse issue of specificity. In these experiments we have sought to discover the levels of specificity for which listeners can learn variation in phonetic contrasts. We find that (1) listeners are able to learn multiple voicing boundaries for different pairs of phonemic contrasts relying on the same feature contrast. (2) Listeners generalize voicing boundaries to untrained continua with the same onset as the trained continua, but generalization to continua with different onsets depends on previous experience with other continua sharing this different onset. (3) Listeners can learn different voicing boundaries for continua with the same CV onset, which suggests that boundaries are lexically-specific. (4) Listeners can learn different voicing boundaries for multiple talkers even when they are not given instructions about talkers and their task does not require talker identification. (5) Listeners retain talker-specific boundaries after training on a new boundary for a second talker, but generalize boundaries across talkers when they have no previous experience with a talker. These results were obtained using a new paradigm for unsupervised perceptual learning in speech. They suggest that models of speech perception must be highly flexible in order to accommodate both specificity and generalization of perceptually learned categorization boundaries.
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LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Pirjan, Sevetlana S. "Making history and overcoming challenges| The career pathways and career advancement experiences of female provosts in the California State University system." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141722.
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The California State University (CSU) system is the largest public university system in United Sates. In 2014, female student population was 56% and 42% were male. Overall, there are higher percentage of female students than male students in the CSU system, yet there are only 10 female Provosts in the CSU system. The purpose of this qualitative study was to explore and describe the career journeys of women Provosts in the CSU system in order to learn more about: (a) what factors have motivated these women to executive leadership roles in the CSU system, (b) their career pathways, (c) any obstacles they may have encountered and addressed on their career pathways, and, (d) any mentoring support they may have received on their career pathways. This study described the career journeys of seven female CSU Provosts.
This study was a qualitative portraiture design. Interviews consisting of 16 questions were conducted in person or over the phone. Nine themes emerged from the analysis of the interview. The themes were prior leadership experience, the mission of the CSU system, traditional and non-traditional career pathways, being female, balancing family and career, gender-based obstacles, formal and informal mentoring, and lastly female mentoring.
This study had four conclusions. First, CSU women Provosts concluded that the CSU mission and vision motivated women to their current role and the connection to the system. Second, the CSU system supports both traditional and non-traditional pathways to the Provost position. Third, like other women leaders, CSU Provost continue to face challenges in their executive career pathways. The main conclusion for the challenges was balancing family and career, in addition to gender-based obstacles. Finally, the study concluded that women CSU Provosts had role models and different styles of mentorship throughout their education and career pathway towards leadership roles.
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Taylor, Teresa Brooks, Lance Alexis, Cynthia Chambers, and Jacqueline E. Jacobs. "Pathways and Perspectives for Inclusion." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3642.
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Lander, Nicholas. "Pathways to a unique career : the undergraduate experiences of student affairs administration graduate students." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1260623.
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The purpose of this study was to investigate the experiences graduate students in student affairs administration programs had that inspired them to begin a Masters degree program in student affairs administration as well as what they did as undergraduates to prepare themselves for graduate work. A portion of the study focused on the role mentors played for student affairs administration graduate students as they explored the field.One hundred and one student affairs administration graduate students from four midwestern institutions completed a sixty item on-line survey. It was found the students had experiences as undergraduates which directly related to their graduate assistantship and mentors played an important role in multiple ways as the students' explored of the field of student affairs administration. Recommendations for assisting undergraduates interested in pursuing a student affairs administration were presented.Department of Educational Leadership
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Close, Susan. "Pathways to powerful learning, effective ways of supporting educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59432.pdf.
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Chase, Linda Gayle. "What makes learning meaningful for mid-career nurses?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/MQ41793.pdf.
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Ransom, Janice. "Influences of personal orientation variables on the selection of science and non-science career pathways." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ46500.pdf.
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Kinnavane, Lisa. "Visualising pathways for learning about novelty in the rodent brain." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/90089/.
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Recognition memory is the ability to distinguish novel from familiar stimuli. This thesis explores opposing models of recognition memory that alternatively assume that the perirhinal cortex and hippocampus (regions of the medial temporal lobe) must functionally interact to support recognition memory or that the perirhinal cortex can support this process independently. Additionally, the way in which these areas differentially interact to support learning about novel compared to familiar stimuli was examined. To achieve this, rats with lesions to the hippocampus or perirhinal cortex were given tests of object recognition memory or allowed to explore novel stimuli, after which, regional neuronal activity and network interactions were explored. This was achieved by immediate-early gene imaging; the expression of c-fos was used as a marker of neuronal activity, allowing for the assessment of regional activity at an extremely high anatomical resolution. Network interactions were explored using structural equation modelling; a statistical technique that made it possible to test if the observed activity could be mapped on to known anatomical pathways. In this way, network dynamics supporting these behavioural tasks were explored. Thus, the functional interdependence of the hippocampus and perirhinal cortex was tested both when the brain was intact and following lesions. This was done at multiple levels; behaviourally, at the level of regional activation and at the level of systems interactions.
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Williams, Christine M. "Gender in the Development of Career Related Learning Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1278702627.
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Patterson, Jessica, and Camille Reliford. "Students’ Perspectives about the American Pharmacists Association Career Pathway Evaluation Program for Pharmacy Professionals." The University of Arizona, 2008. http://hdl.handle.net/10150/624270.
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Class of 2008 AbstractObjectives: The APhA Pathway Program provides Pharm.D. candidates with direction in refining their career choices. The purpose of this study was to collect data about pharmacy student perspectives regarding which year of pharmacy school is the optimal time for students to complete the APhA Career Pathways Briefing Document. Methods: The subjects of the study were Pharm.D. candidates currently enrolled in their 1st, 2nd, or 3rd year of didactic courses at the University of Arizona College of Pharmacy. Students were provided a copy of the Pathway Program Briefing Document and asked to complete a 19-item questionnaire regarding their opinions about this information. The independent variable in the study was the class year. The dependent variable was the usefulness of the Pathway Program. Results: The overall response rate was 121 of 219 (55%) distributed questionnaires. Baseline characteristics of the three classes were similar. Statistically significant differences in responses existed between the 1st and 3rd year classes. The first year pharmacy students found the Pathway Program the most useful. Students with less work experience found the Pathway Program more useful than students with more work experience. Conclusions: First year pharmacy students had the strongest level of agreement that the Pathway Program was a useful tool. Students with less pharmacy work experience found the Pathway Program more useful than students with more extensive work experience. Based on these results, it appears that the first year of pharmacy school is the most appropriate time to utilize the program.
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Barry, Theresa. "Womens' Career Pathways to the College Presidency: A Study of Women in Two-Year Technical Colleges." [Milwaukee, Wis.] : e-Publications@Marquette, 2009. http://epublications.marquette.edu/dissertations_mu/17.
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Shires, Katherine L. "Using IEG's to uncover pathways for spatial learning in the rat." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54312/.
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This thesis concentrates on the induction of the immediate early genes zif268 and c-fos in a functional and dysfunctional brain network. Initial studies focused on the creation of a task to allow the study of immediate early gene activation after working memory. Previous studies using such a paradigm have compared the animals performing the experimental task with poorly matched control groups. Experiments in this thesis attempted to rectify this. A group of experiments using the water maze found decreases in Zif268 activation in the experimental group as compared to control groups, mainly in the hippocampus and some parahippocampal areas. This was believed to have arisen because of a streamlining of the brain network in the Working Memory group. An increase in c-Fos immunoreactivity was seen in the Working Memory group as compared to controls in prefrontal regions. Structural equation modelling analysis was performed, which allows immediate early gene counts to be used to analyse networks of brain regions. In the Working Memory group connections were seen between the parahippocampal regions and the subiculum that progressed via the hippocampus, indicating that the hippocampus was still engaged by the task. In the control group analysed no such hippocampal pathway was found. This water maze task was then used to study zif268-EGFP activation in a novel transgenic rodent model, where the Zif268 promoter drives the expression of a fluorescent protein EGFP. Activation of both EGFP and Zif268 immunoreactivity was seen in the CA1 region of the animals performing the control task. No EGFP activation was seen in this region in the Working Memory group even though EGFP expression was seen in other regions. The GFP protein was also able to be seen under direct visualisation in the CA1 and dentate gyrus region of control animals. Concerning the dysfunctional brain, gene expression was analysed in the retrosplenial cortex after NMDA lesions of the anterior thalamic nuclei. Previous research has shown that lesions produce a dramatic hypoactivity in the protein products of the immediate early genes c-fos and zif268. Microarray analysis of retrosplenial tissue revealed that as well as decreases in expression of genes related to repair and cell adhesion/neurogenesis, an increase in c-fos mRNA was seen in the lesion hemisphere of the brain. This pattern of expression is opposite to that of the protein. Possible reasons for this are discussed.
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Berthet, Pierre. "Computational Modeling of the Basal Ganglia : Functional Pathways and Reinforcement Learning." Doctoral thesis, Stockholms universitet, Numerisk analys och datalogi (NADA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123747.
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We perceive the environment via sensor arrays and interact with it through motor outputs. The work of this thesis concerns how the brain selects actions given the information about the perceived state of the world and how it learns and adapts these selections to changes in this environment. Reinforcement learning theories suggest that an action will be more or less likely to be selected if the outcome has been better or worse than expected. A group of subcortical structures, the basal ganglia (BG), is critically involved in both the selection and the reward prediction. We developed and investigated a computational model of the BG. We implemented a Bayesian-Hebbian learning rule, which computes the weights between two units based on the probability of their activations. We were able test how various configurations of the represented pathways impacted the performance in several reinforcement learning and conditioning tasks. Then, following the development of a more biologically plausible version with spiking neurons, we simulated lesions in the different pathways and assessed how they affected learning and selection. We observed that the evolution of the weights and the performance of the models resembled qualitatively experimental data. The absence of an unique best way to configure the model over all the learning paradigms tested indicates that an agent could dynamically configure its action selection mode, mainly by including or not the reward prediction values in the selection process. We present hypotheses on possible biological substrates for the reward prediction pathway. We base these on the functional requirements for successful learning and on an analysis of the experimental data. We further simulate a loss of dopaminergic neurons similar to that reported in Parkinson’s disease. We suggest that the associated motor symptoms are mostly causedby an impairment of the pathway promoting actions, while the pathway suppressing them seems to remain functional.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.
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Counsel, Shelly, Lawerence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenburg, Meeteren Beth Dykstra Van, Sonia Yoshizawa, and Betty Zan. "STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways." Digital Commons @ East Tennessee State University, 2015. https://www.amzn.com/0807757497.
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This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy.https://dc.etsu.edu/etsu_books/1136/thumbnail.jpg
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Sharp, Mary Anne Rainey. "Career development in academic family medicine: An experiential learning approach." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1055438296.
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Hoeksema, Ludwig H. "Learning strategy as a guide to career success in organizations /." Leiden : DSWO Press, Leiden University, 1995. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=007020976&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Jordan, Terri K. "A comparison of the profiles and career pathways of public school superintendents and corporate chief executive officers." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Attyé, Arnaud. "Central auditory pathways study using Magnetic Resonance Imaging." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAS044/document.
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1er objectif : Mieux caractériser les surdités neuro-sensoriellesNous avons démontré dans ce travail de thèse que nous étions capablesd’individualiser le saccule et l’utricule pour faire le diagnostic d’hydropscompartiment par compartiment. L’intérêt repose sur les propriétés biomecaniquesdifferentes de ces deux structures notamment en terme decompliance. En isolant l’hydrops sacculaire, nous avons démontré qu’ilétait lié à la présence de surdité neurosensorielle pour les patients avecune Maladie de Ménière mais également qu’il pouvait être détecté pourdes patients présentant des surdités isolées sur les basses fréquences, quine sont habituellement pas classées comme porteurs cliniquement de laMaladie de Ménière. Nous avons mis au point une séquence 3D-FLAIRutilisable en pratique clinique pour la détection d’hydrops sacculaire,utilisable quelque soit le champ magnétique et le constructeur.Pour les patients porteurs de schwannomes cochléo-vestibulaires, nousavons démontré que le degré de perte auditive était cette fois liée à laprésence d’un hydrops utriculaire. Ce diagnostic peut être porté sansinjection de produit de contraste puisque la présence d’un schwannomeobstructif entraine mécaniquement une augmentation du taux protidiquedans la périlymphe et donc une discrimination périlymphe/endolymphesur les séquences T2 en echo de gradient.En revisitant l’anatomie histologique avec la remnographie, nous avonsproposé une théorie bi-compartimentale pour les échanges endolymphe/liquidecéphalorachidien ; supposant que l’utricule et le saccule joue un rôle detampon entre le cerveau et la cochlée. En cas d’obstruction mécanique,au niveau de l’aqueduc du vestibule pour la maladie de Ménière et dunerf cochléo-vestibulaire pour les tumeurs du conduit auditif interne ; letampon ne joue plus son rôle. Surviennent alors des lésions cellulaires desstéréocils de la cochlée et la surdité attenante.2ème objectif : Mieux caractériser les altérations structurelles neuronalesrétro-cochléaires des surdités neurosensoriellesDu point de vue biophysique de l’IRM, l’étude du nerf cochléaire possèdel’avantage de posséder une structure simple essentiellement composéed’une seule population de fibre à modéliser par voxel, au prix d’une régiond’étude compliquée intricant de l’os, du liquide et de l’air dans l’ostemporal. Nous avons donc commencer par développer un algorithmede pré-traitement des données de diffusion qui utilise toutes les toolboxrécentes pour corriger les artéfacts de susceptibilité magnétique, de mouvements, de champ B0 et B1, les courants de Foucaults, les arrtéfactsde Gibbs. Nous avons utilisée une séquence de Diffusion optimisée pourêtre utilisable en pratique clinique en cas de mouvements des patients,construite par bloc de 15 directions.Nous avons ensuite appris à utiliser des biomarqueurs quantitatifs, notammentle coefficient de diffusion apparent des fibres, directement issusdu signal de Diffusion dont nous avons préalablement testé la fiabilitésur des données de diffusion multi-compartimentale de haute qualité auniveau de l’encéphale. Nous avons ensuite proposée une méthode originaled’extraction de l’information des voxels du nerf cochléaire appelée spectralclustering pour obtenir ce coefficient de densité des fibres de façon robusteau niveau de notre population témoin. Enfin, nous avons implémenté unalgorithme de Manifold Learning pour l’analyse de ce signal de diffusion,qui surpasse les biomarqueurs scalaires en confrontation à des modèlespathologiques auditifs en tenant compte de l’hétérogénité du signal dediffusion dans un cluster. Nous avons ainsi démontré que les patientsporteurs de la maladie de Ménière présentaient une augmentation de ladensité de fibre, en faisant de particulier bosn candidats à l’implantationcochléaire, en accord avec les premières études cliniques fonctionnellessur le sujetSensorineural hearing loss (SNHL) is a common functional disorder in humans. Besides clinical investigations, magnetic resonance imaging (MRI) is the modality of choice to explore the central auditory pathways. Indeed, new MRI sequences and postprocessing methods have revolutionized our understanding of inner ear and brain disorders.The inner ear is the organ of sound detection and balance. Within the inner ear, there are two distinct compartments filled with endolymph and perilymph.The accumulation of endolymph fluid is called “endolymphatic hydrops”. Endolymphatic hydrops may occur as a consequence of a variety of disorders, including Meniere’s Disease, immune-mediated diseases or internal auditory canal tumors.Previous classification for grading the amount of endolymph liquid using MRI has proposed a global semi-quantitative evaluation, without distinguishing the utricle from the saccule, whose biomechanical properties are different in terms of compliance.This work had two main objectives: 1°) to better characterize the role of endolymphatic hydrops in SNHL occurrence; 2°) to study secondary auditory pathways alterations.Part 1: Understanding the role and pathophysiology of endolymphatic hydrops in SNHL occurrence.Endolymphatic hydrops can be identified using MRI, acquired 4-6-hours after injection of contrast media. This work has demonstrated the feasibility and improved this technique in a clinical setting.Using optimized morphological sequences, we were able to illustrate inner ear microanatomy based on temporal bone dissection, and to distinguish the saccule and the utricle.In accordance with a multi-compartmental model, we observed that the saccular hydrops was a specific biomarker of low-tone SNHL in the context of typical or atypical forms of Meniere’s Disease. In addition, utricular hydrops was linked to the degree of hearing loss in patients with schwannomas. We raise the hypothesis that both saccule and utricle compartment play the role of a buffer in endolymph reabsorption. When their compliance is overstretched, inner ear endolymph regulation fails, subsequently leading to cochlear lesions such as loss of the shorter stereocilia of the hair cells, as suggested by experimental animal modelsThus, we were able to prove the high prevalence of endolymphatic hydrops in patients with SNHL.Part 2: Development of new imaging biomarkers to study the central auditory pathways.Diffusion-Weighted Imaging play a crucial role because it can help to assess the intracellular compartment by displaying the Brownian movements of water molecules. In the context of cochlear lesions, anterograde axonal degeneration has only been demonstrated in animal models. In the context of retrocochlear lesions, no MRI sequences have previously showed efficiency in distinguishing the cochlear from the facial nerve. This is crucial for safe surgery procedure.We have designed optimized postprocessing tools to explore SNHL patients with High-Angular Resolution DWI acquisition. We have included in the clinical setting software tools for B0 and B1 bias field artifacts’ correction, Denoising process, Gibbs artifacts’ correction, Susceptibility and Eddy Current artifacts management.The ultimate goal was to properly study the Fiber Orientation Distribution (FOD) along the auditory pathways in case-controlled studies, using top-of-the-art methods of fixels analysis and a newly developed toolbox with Machine Learning analysis of the Diffusion signal.We have studied reproducibility of these two methods on Multi-Shell Diffusion gradient scheme by test-retest procedure. We have then used the fixel method to seek for auditory pathways alterations in Meniere’s Disease and Machine Learning automatic analyses to extract Inner Auditory Canal cranial nerves.Thus, we have developed a new method for cranial nerves’ tractography using FOD spectral clustering, efficient in terms of computer requirement and in tumor condition
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Dondelinger, Frank. "Machine learning approach to reconstructing signalling pathways and interaction networks in biology." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7850.
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In this doctoral thesis, I present my research into applying machine learning techniques for reconstructing species interaction networks in ecology, reconstructing molecular signalling pathways and gene regulatory networks in systems biology, and inferring parameters in ordinary differential equation (ODE) models of signalling pathways. Together, the methods I have developed for these applications demonstrate the usefulness of machine learning for reconstructing networks and inferring network parameters from data. The thesis consists of three parts. The first part is a detailed comparison of applying static Bayesian networks, relevance vector machines, and linear regression with L1 regularisation (LASSO) to the problem of reconstructing species interaction networks from species absence/presence data in ecology (Faisal et al., 2010). I describe how I generated data from a stochastic population model to test the different methods and how the simulation study led us to introduce spatial autocorrelation as an important covariate. I also show how we used the results of the simulation study to apply the methods to presence/absence data of bird species from the European Bird Atlas. The second part of the thesis describes a time-varying, non-homogeneous dynamic Bayesian network model for reconstructing signalling pathways and gene regulatory networks, based on L`ebre et al. (2010). I show how my work has extended this model to incorporate different types of hierarchical Bayesian information sharing priors and different coupling strategies among nodes in the network. The introduction of these priors reduces the inference uncertainty by putting a penalty on the number of structure changes among network segments separated by inferred changepoints (Dondelinger et al., 2010; Husmeier et al., 2010; Dondelinger et al., 2012b). Using both synthetic and real data, I demonstrate that using information sharing priors leads to a better reconstruction accuracy of the underlying gene regulatory networks, and I compare the different priors and coupling strategies. I show the results of applying the model to gene expression datasets from Drosophila melanogaster and Arabidopsis thaliana, as well as to a synthetic biology gene expression dataset from Saccharomyces cerevisiae. In each case, the underlying network is time-varying; for Drosophila melanogaster, as a consequence of measuring gene expression during different developmental stages; for Arabidopsis thaliana, as a consequence of measuring gene expression for circadian clock genes under different conditions; and for the synthetic biology dataset, as a consequence of changing the growth environment. I show that in addition to inferring sensible network structures, the model also successfully predicts the locations of changepoints. The third and final part of this thesis is concerned with parameter inference in ODE models of biological systems. This problem is of interest to systems biology researchers, as kinetic reaction parameters can often not be measured, or can only be estimated imprecisely from experimental data. Due to the cost of numerically solving the ODE system after each parameter adaptation, this is a computationally challenging problem. Gradient matching techniques circumvent this problem by directly fitting the derivatives of the ODE to the slope of an interpolant. I present an inference procedure for a model using nonparametric Bayesian statistics with Gaussian processes, based on Calderhead et al. (2008). I show that the new inference procedure improves on the original formulation in Calderhead et al. (2008) and I present the result of applying it to ODE models of predator-prey interactions, a circadian clock gene, a signal transduction pathway, and the JAK/STAT pathway.
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Mohanoe, Elma Nthabiseng. "Learning pathways of key occupations relevant to sustainable development in Makana Municipality." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013322.
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This study presents results to be contributed to the field of Environmental Education. It is a new arena for qualifications development and implementation in the South African Education and Training system. The study is located in the context of a joint research programme focusing on understanding issues of articulation and learning pathways development for sustainable development, established between the South African Qualifications Authority (SAQA) in partnership with Rhodes University, Environmental Learning Research Centre (ELRC). Phase 1 of the SAQA/ELRC research showed that researching workplace learning requires an understanding of learning pathways, if it is to be meaningful. It is for this reason that this research in phase 2 focuses specifically on learning pathways in the context of a local municipality in Makana. Using a case study research approach and qualitative data, this study investigated learning pathways for three occupational categories at different levels in the Makana Municipality: 1) key managerial occupations; 2) key supervisory occupations; and 3) key workers occupations relevant to sustainable development and how they are shaped and experienced. It also identified system and structural factors influencing articulation and access issues relevant to progress in learning pathways relevant to these key occupations. The study was designed using a case study research. Primarily, qualitative research techniques were employed to generate data, including observations, interviews and document analysis. The study used inductive, abductive and retroductive modes of inference to interpret and analyse data, using critical realist and systems perspectives. The findings on worker learning pathways show that there is a discrepancy between the Training Policy and the Environmental Training and Education Strategy of Makana Municipality. The issue of complexity in learning pathways and social structural factors such as inequality emerged as factors that strongly influenced learning pathways for workers. Learning pathways for workers involved in sustainable development practices hardly existed or simply did not exist. Interesting transitions associated with learning pathways such as from home, to work or no schooling in the case of the workers, showed a pattern of emergence. These showed that learning pathways are not accessible and equally available to everyone as can often erroneously be assumed. The findings on supervisor learning pathways show diverse complexities as well as related issues, when compared to the worker’s learning pathways. Issues such as overlapping of study and work emerge as influential to supervisor learning pathways. Lack of support is, however, an influencing factor, but in a different context compared to the workers, and mainly focuses on lack of bursaries, highlighting training policy issues. This aspect was found to also relate to lack of proper resources in order to enable them to learn and do their job better; an issue raised by the workers too. This challenge of lack of support in various forms posed a barrier to learning pathways. Findings related to the manager’s learning pathways show a noticeable gap between the workers, supervisors and managers. The manager’s generally have higher education qualifications related to sustainable development, and in certain cases managers have had exposure to international training related to sustainable development. Factors such as ample opportunities for learning, mentoring, association on professional bodies, and decision making powers influenced the manager’s learning pathways. It was also notable that while managers receive occupationally directed training, it is not necessarily sustainable development related. In theory, the results highlighted a need to understand systems as a whole and how their integration is important in influencing learning pathways. There were also underlying mechanisms and structures identified which needed to be unravelled and understood as these were found to influence learning pathways in this study. The study highlighted critical insights in understanding how learning pathways in a local municipality context (the case of Makana Municipality) are constructed by both systems and structural factors in the workplace, while also identifying ways in which agency of those engaged in learning for sustainable development in workplaces is enabled and /or constrained by such factors. It also showed the persistence of deep-seated inequalities of opportunity, especially for workers, to access and participate in sustainable development learning pathways.
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Harris, Alesha Nicole. "Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107264.
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Thesis advisor: Janet E. HelmsResearch regarding the career exploration process for adults with reading disabilities and ADHD who participate in Adult Basic Education (ABE) programs is limited. Due to a lack of career development resources in ABE programs, adults with reading disabilities and ADHD do not always have the opportunity to engage in career exploration activities that might help them make satisfying career decisions. In career development theory, self-determination is the capacity to identify personal goals and is considered crucial to overcoming barriers and making meaningful career choices. In the present study, a model was proposed and tested that examined self-determination as a mediator of the hypothesized relationships between perceived career and educational barriers and career development outcomes. Adults with reading disabilities and ADHD from ABE programs (N = 83) completed a demographic questionnaire and screening measures intended to classify them according to type of disability (i.e., reading, ADHD, and combined reading and ADHD). They also completed measures of perceived educational and career barriers, components of self-determination, and career self-efficacy. Multivariate multiple regression analyses were used to investigate hypotheses derived from the proposed model. The results revealed that experiences of perceived educational barriers, but not career barriers, were related to low levels of career decision-making self-efficacy and self-determination; the competence component of self-determination was associated with higher levels of career decision-making self-efficacy. Overall, the results suggested that self-determination partially mediated the relationship between perceived educational barriers and career decision-making self-efficacy. The findings indicate that, for ABE adults with reading disabilities and ADHD, having a sense of one’s own expertise is important for overcoming barriers and feeling confident in making career decisions. Discussions included methodological limitations and implications for practice and research
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Pelletier, Christina L. "The Learning Communities of Exemplary Mid-Career Elementary General Music Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365004386.
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Panagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.
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Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.
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Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.
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Carter, Oscar E. "Transformational leadership and its correlation to the effective placement of completers of area career centers in the State of Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5512.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.
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Domholt, Kimberly. "Internship Participation: Impacts on Career Outcomes and Starting Salaries." Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/29006.
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Internships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a network and gain professional confidence. Employers want to see prior, relevant work experience when deciding who to hire and an internship can provide that. This quantitative research study examined the impacts on career outcomes and starting salaries for college graduates who participated in a paid internship, unpaid internship or no internship and in a structured internship program for which they receive college credit, a non-credit internship and no internship. The results clearly showed that students who completed any type of internship were employed at a higher rate than those who did not complete an internship. There was also a substantial impact on higher starting salaries for those who completed a paid internship.
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Valdes, James J. "Estrogen and Lithium: Facilitating Factors Involved in Brain Cell Signaling Pathways." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/105.
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Learning and memory in adult females decline during menopause and estrogen replacement therapy is commonly prescribed during menopause. Post-menopausal women tend to suffer from depression and are prescribed antidepressants – in addition to hormone therapy. Estrogen replacement therapy is a topic that engenders debate since several studies contradict its efficacy as a palliative therapy for cognitive decline and neurodegenerative diseases. Signaling transduction pathways can alter brain cell activity, survival, and morphology by facilitating transcription factor DNA binding and protein production. The steroidal hormone estrogen and the anti-depressant drug lithium interact through these signaling transduction pathways facilitating transcription factor activation. The paucity of data on how combined hormones and antidepressants interact in regulating gene expression led me to hypothesize that in primary mixed brain cell cultures, combined 17beta-estradiol (E2) and lithium chloride (LiCl) (E2/LiCl) will alter genetic expression of markers involved in synaptic plasticity and neuroprotection. Results from these studies indicated that a 48 h treatment of E2/LiCl reduced glutamate receptor subunit genetic expression, but increased neurotrophic factor and estrogen receptor genetic expression. Combined treatment also failed to protect brain cell cultures from glutamate excitotoxicity. If lithium facilitates protein signaling pathways mediated by estrogen, can lithium alone serve as a palliative treatment for post-menopause? This question led me to hypothesize that in estrogen-deficient mice, lithium alone will increase episodic memory (tested via object recognition), and enhance expression in the brain of factors involved in anti-apoptosis, learning and memory. I used bilaterally ovariectomized (bOVX) C57BL/6J mice treated with LiCl for one month. Results indicated that LiCl-treated bOVX mice increased performance in object recognition compared with non-treated bOVX. Increased performance in LiCl-treated bOVX mice coincided with augmented genetic and protein expression in the brain. Understanding the molecular pathways of estrogen will assist in identifying a palliative therapy for menopause-related dementia, and lithium may serve this purpose by acting as a selective estrogen-mediated signaling modulator.
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Meloni, Julie C. "Curate, create, and play pathways into hypermediated literary scholarship /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/j_meloni_042210.pdf.
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Werner, Beverly K. "The impact of a career intervention in a learning community on the career thoughts and career decision self-efficacy of undeclared or undecided first-year university students /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
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