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Dissertations / Theses on the topic 'Professional class'
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1
Pfafman, Tessa M. "Selling class constructing the professional middle class in America /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4756.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>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 March 19, 2009) Vita. Includes bibliographical references.
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Zimmerman, Varda. "Professional development of home class teachersa case study." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536987.
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Alvi, Shahid Carleton University Dissertation Sociology and Anthropology. "Professional power and proletarianization? A class analysis of Canadian physicians." Ottawa, 1994.
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4
Jones, Lisa Michelle. "Social class and the emerging professional identities of novice teachers." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html.
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The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study argues that schooling in the UK is classed in terms of its history, outcomes and processes, and as a result, situates teaching as a form of ‘class work’. Given the strong arguments for situating teaching in this way, this thesis seeks to increase our understanding about the way class actually works in relation to teachers’ identities and the impact this has on their work as teachers. This study was qualitative and longitudinal in nature and used semi-structured interviews as the main method of data collection. A group of eleven novice teachers were followed over a two year period as they both learnt to become teachers on a postgraduate initial teacher education programme and then one year later after most had started teaching in secondary schools. The thesis begins by examining the complexities of the heightened, emotive and fiercely debated issue of class and draws strongly on understandings that locate class in contemporary Britain as being about culture as well as social structures. It recognises that whilst the emerging professional identities of teachers are heavily shaped by life experiences prior to becoming a teacher, new and varied teaching experiences have the capacity to impact on the way teachers see themselves and their understandings of their work in schools. Using data rich stories of six of the novice teachers to exemplify the wider sample, this thesis illustrates the ways in which classed identity shapes novice teachers’ early understandings of schooling and becoming a teacher. It demonstrates that class really does matter for novice teachers but that it plays out in complex and sometimes contradictory ways. In particular, the thesis draws on the notion of social class boundaries and the way in which teaching often involves the crossing of these. The crossing of class boundaries is identified as being a central feature of the novice teacher experience. It is argued that class boundary crossing creates tensions for novice teachers not least because their own class identities are called into question and troubled by this process. One feature of this process is that many novice teachers recognise teaching as ‘class work’ and additionally understand that the cultural capital they bring to this context may not be equally valued in all educational settings. This can result in a class identity acting in restrictive and constraining ways. Whilst some novice teachers are bound by their class identities, others are able to play strategically with their class minimising the disadvantages of a perceived lack of appropriate cultural capital. This study suggests that the ability to know how and when to strategise is itself classed, a coping mechanism employed by middle rather than working class novice teachers. The study concludes by examining the implications of these findings for novice teachers and their preparation for work in schools. It argues that the classed identities of teachers need to be explicitly examined in a supportive and reflexive manner within initial teacher education.
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Kalaiarasan, Ravi, and Giliyana San Aziz. "Underhållsstrategi enligt Professional Maintenance metodiken som en del av World Class Manufacturing." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27360.
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As a result of global competition, companies within the automotive industry are required to improve their production systems to achieve sustainable and competitive production. To attain operational excellence, companies have adopted concepts like lean and World Class Manufacturing (WCM). In order to deliver, companies need to increase the availability and reliability of production equipment. This demands focus on both operational and strategic maintenance, and efficient equipment acquisition and management. The main objective of this thesis is to identify processes and success factors that are necessary for improved maintenance performance. By conducting a case study and by performing a literature review, the following has been studied: 1) how companies within the automotive industry work with maintenance and maintenance strategies, 2) implementation of maintenance strategies, and 3) new acquisition and spare parts management for maintenance. The results show that basic maintenance concepts and related terms are well defined in the literature. However, maintenance strategy is not unanimously defined. Results from the case study reveal that Professional Maintenance (PM) within WCM has been considered as a maintenance strategy. Furthermore, driving forces and obstacles for implementing maintenance strategies have been identified. The study also reveals that there is a strong link between maintenance performance, new acquisition and spare parts management.<br>Den globala konkurrensen inom fordonsindustrin, har medfört krav på företag att effektivisera sina produktionssystem för att åstadkomma en hållbar och konkurrenskraftig produktion. Detta har resulterat i arbete enligt koncept som lean och World Class Manufacturing (WCM). För att kunna leverera behöver företag öka den tekniska tillgängligheten på utrustning. Detta i sin tur ställer ett ökat krav på både operativt och strategiskt arbete med underhåll, anskaffning och reservdelsstyrning. Målet med examensarbetet är att identifiera processer och faktorer som bidrar till ett förbättrat underhåll. Med hjälp av litteraturstudie och en fallstudie har följande studerats: 1) hur företag inom fordonsindustrin arbetar med underhåll och underhållsstrategier, 2) implementering av underhållsstrategier, och 3) nyanskaffning och reservdelsstyrning för underhåll. Resultat från litteraturstudier visar att det finns en enighet om att underhåll delas in i förebyggande och avhjälpande underhåll. Däremot, visar resultatet att det inte finns en enig definition av underhållsstrategi. Fallstudien visar att Professional Maintenance (PM) inom WCM betraktas som en underhållsstrategi. Som ett resultat har även ett antal drivkrafter och svårigheter som påverkar implementering av underhållsstrategier identifierats. Vidare visar resultatet att det finns ett starkt samband mellan underhåll, nyanskaffning och reservdelsstyrning.
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Nesbitt-Larking, Paul W. (Paul Wingfield) Carleton University Dissertation Political Science. "A structurationist analysis of the class character of state professional employees in Canada." Ottawa, 1991.
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Nicolae, Ana-Maria. "Humanizing my business English class and myself." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/3/.
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Asser, Elaine. "The rise of a service class culture in India : the software industry in Bangalore." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343341.
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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
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Mnisi, Donald Moffat. "The impact of class visits on professional teacher development in White Hazy Circuit in Mpumalanga Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1575.
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Thesis (M. Dev.) -- University of Limpopo, 2016<br>This study aims to give insights into the nature and extent of professional teacher development by the department of education through class visits, and subsequently its impact on professional teacher development in the white hazy circuit in Mpumalanga province. This study further examines measures and recommendations to be put in place which can help to improve the programme (class visits), also the effectiveness of this programme in professional teacher development. The study further highlights key issues regarding class visits with regard to professional teacher development. The study further highlights strategies that can be put in place to enhancing class visits as a programme for professional teacher development. The study further highlights key recommendations to be put in place to enhance class visits as professional teacher development programme.
KEY WORDS
Professional Teacher Development; Development Appraisal System; Integrated Quality Management Systems; development support group; Continuing Professional Teacher Development.
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Wilson, Amy A. "Case Study of a Middle School Reader Attending a Separate Reading Class." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1499.pdf.
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Pope, Beverley, and n/a. "Public schooling and private interests : an exploration of the links between state provided secondary schooling and the class interests of professional and professionalizing groups." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061106.094056.
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This thesis takes as its basic premise the need for
more democratic educational structures and practices. By
examining the restructuring of public secondary schooling
provisions in New South Wales in the period after 1950 it
argues that public schools in Australia are not democratic
institutions.
Rather than being democratic institutions public
schools, it is maintained, reflect the private interests of
members of so-called "professional and professionalizing
groups", or, more precisely, of those with assets in
credentials or assets in organization employed within
monopoly capitalist enterprises and state enterprises. The
employment domain of these groups is characterized by
bureaucratic forms of control.
The private interests of these groups are class
interests in that they pertain to the maintenance of the
material interests of those with assets in credentials and
assets in organization through the monopoly of special
knowledge and skills and reflect the class structure of a
society in which monopoly capitalism has become the
dominant economic, and, therefore, political and
ideological, force.
As the above outline suggests, in attempting to address
the question of inequality in secondary schooling, marxist
theories and categories, most notably those pertaining to
class formation and class struggle, are drawn upon.
In addition, the thesis maintains that the private
interests of those with assets in credentials or assets in
organization are "naturalized" in and through the ideology
of individualism and of meritocracy. By examining the
actual way in which the labour force was being restructured
in the post-war period the thesis provides one avenue of
critique of these constructions and attempts to demonstrate
the limits of equality of opportunity in a class-based
society.
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Miller, Jonson William. "Citizen Soldiers and Professional Engineers: The Antebellum Engineering Culture of the Virginia Military Institute." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29135.
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The founders and officers of the Virginia Military Institute, one of the few American engineering schools in the antebellum period, embedded a particular engineering culture into the curriculum and discipline of the school. This occurred, in some cases, as a consequence of struggles by the elite of western Virginia to gain a greater share of political power in the commonwealth and by the officers of VMI for authority within the field of higher education. In other cases, the engineering culture was crafted as a deliberate strategy within the above struggles. Among the features embedded was the key feature of requiring the subordination of one’s own local and individual interests and identities (class, regional, denominational, etc.) to the service of the commonwealth and nation. This particular articulation of service meant the performance of “practical” and “useful” work of internal improvements for the development and defense of the commonwealth and the nation. The students learned and were to employ an engineering knowledge derived from fundamental physical and mathematical principles, as opposed to a craft knowledge learned on the job. To carry out such work and to even develop the capacity to subordinate their own interests, the cadets were disciplined into certain necessary traits, including moral character, industriousness, selfrestraint, self-discipline, and subordination to authority. To be an engineer was to be a particular kind of man. The above traits were predicated upon the engineers being white men, who, in a new “imagined fraternity” of equal white men, were innately independent, in contrast to white women and blacks, who were innately dependent. Having acquired a mathematically-intensive engineering education and the character necessary to perform engineering work, the graduates of VMI who became engineers were to enter their field as middle-class professionals who could claim an objective knowledge and a disinterested service to the commonwealth and nation, rather than to just their own career aspirations.<br>Ph. D.
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Nave, Amy Lynn Hermundstad. "All in a Day's Work: Women Engineering Students' Professional Development in a Living-Learning Community." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/84934.
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The engineering profession requires engineers who have not only deep technical
knowledge but also broad professional competencies necessary to address complex
challenges that impact individuals and communities. While engineering students often
develop necessary technical competencies during their undergraduate education,
professional competencies are often lacking in graduates. This lack of professional
development can lead to graduates who are not prepared for the engineering profession
and lead to fewer people, particularly individuals from groups historically
underrepresented in engineering such as women, entering and continuing in these fields.
Due to the rigidity of the engineering curriculum, out-of-class experiences, such as
living-learning communities (LLCs), have become important sites for this professional
development and can help women explore engineering and learn professional
competencies. However, little is known about how these programs support students,
particularly in regard to professional development. To further our understanding of these
programs, a phenomenographic study was conducted to explore the experiences of 20
students who participated in an LLC for women in engineering. This study examined
women's views of professional development in engineering and the experiences within
the LLC that could support this development. Following an iterative analysis of
interviews, two models were developed: the PD2 Model captures women's views of the
professional competencies relevant in engineering; and the LEEPD Model captures
features of beneficial professional development experiences within the LLC.
Combined, these models serve as useful resources for creating beneficial experiences to
support women's professional development in engineering education contexts. The PD2
Model can help educators intentionally identify outcomes of professional experiences,
and the LEEPD Model can help in the design of a variety of experiences that are
beneficial for students.<br>Ph. D.
15
Jenkins, Celia Margaret. "The professional middle class and the social origins of progressivism : a case study of the New Education Fellowship." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10006559/.
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Kumler, Donna J. ""They Have Gone From Sherman": The Courthouse Riot of 1930 and Its Impact on the Black Professional Class." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277801/.
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This study describes the development of the black business and professional community with emphasis on the period from 1920 to 1930, the riot itself, and the impact of the episode on the local black community. It utilizes traditional historical research methods, county records, contemporary newspapers, and oral history.
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Webb, Curtis L. III. "I Got Joy The World Cannot Take Away: Black Young Professional Placemaking for Leisure in Urban White Spaces." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613742208508555.
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Masson, Maressa Tosetti Crespo. "O PERFIL IDEOLÓGICO DO DOCENTE DA REDE PÚBLICA ESTADUAL: UM ESTUDO DE CASO." Universidade Metodista de São Paulo, 2007. http://tede.metodista.br/jspui/handle/tede/1081.
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Previous issue date: 2007-09-06<br>Taking as reference the sociologist Luis Pereira, and considering the relevant critics to the weberian vision about bureaucracy made mainly by Maurício Tragtenberg, this essay aimed through an empirical research to show
that the building of a professional identity by the teacher suffers direct influence of his ideological vision. Begining by a critical analysis about weberian vision of bureaucracy, the present work seeks to set the ideological profile from the
public network teacher. Towards that, this work is based on a research composed of interviews, document analysis, and observations of the day to day of a State Public School chosen as research source. We intended to approach
the question of the ideological filiation of the teachers from the public network, analysing two levels: the ideological filiation of a social class (the middle class) and of the ideological filiation of a social group related to the State (the state bureaucracy). Therefore has been considered the hypothesis of an ideological filiation by the teachers to both groups since that apart from high bureaucracy
(ideologically filiated to the domaining classes), the majority of the bureaucratic body (medium and lower bureaucracy) tends to adopt the ideological perspective from the middle class.(AU)<br>Tendo como referencial o sociólogo Luiz Pereira, e levando em
consideração as relevantes críticas à visão weberiana sobre a burocracia feitas principalmente por Maurício Tragtenberg, esta dissertação almejou, através de uma pesquisa empírica, mostrar que a construção da identidade profissional do
professor sofre influência direta de sua visão ideológica. Partindo de uma análise crítica da visão weberiana de burocracia, o presente trabalho busca traçar o perfil ideológico do professor da rede pública. Para tanto, este trabalho baseia-se em uma pesquisa abrangendo entrevistas, análise de documentos e observações do cotidiano de uma escola pública estadual escolhida como fonte
de pesquisa. Pretendeu-se abordar a questão da filiação ideológica dos professores da rede pública, analisando em dois níveis: o da filiação ideológica a uma classe social (a classe média) e o da filiação ideológica a uma categoria
social ligada ao Estado (a burocracia estatal). Levou-se, portanto, em consideração a hipótese de uma filiação ideológica dos professores a ambos os grupos, já que, à parte a alta burocracia (filiada ideologicamente às classes
dominantes), a maioria do corpo burocrático (média e baixa burocracia) tende a adotar a perspectiva ideológica da classe média.(AU)
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McCollum, Amanda J. "Adolescent Literate Identity Online: Individuals and the Discourse of a Class Wiki." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2592.
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The purpose of this study was to examine students' representations of their literate identities in what Gee (2008) calls Discourse that developed among 105 high school students— 103 10th-grade and two 11th-grade students—using a wiki for class work, collaboration, and social interaction. The theoretical frame for the present study was drawn from of four bodies of literature. Through a reciprocal process of positioning self and others (van Langenhove & Harré, 1999), individuals come to form and display their literate identity (Heath, 1991) within a community of practice (Wenger, 1998). Their interactions reflect norms, values, and accepted ways of being within the Discourses to which they belong (Gee, 2008). Data analysis procedures employed in this study were similar to those commonly associated with qualitative data analysis. I used a recursive process of coding and searching for patterns and themes to analyze students' writing on the class wiki. Analysis of the wiki posts revealed that students employed 18 written devices within the Discourse of the wiki. In addition, within the online Discourse that emerged on the wiki, students occupied nine positions in relation to the others in the community. Findings of this study suggest that students developed a community of practice where norms for participation in the Discourse of the wiki were constructed by its members. Students represented their academic and social literate identities online through the combination of devices they used and the positions they enacted in the Discourse of the wiki.
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Roberts, Andrew. "The professional officer class in post-war cinema, or, How British films learned to stop worrying and love the affluent society." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/14389.
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My central argument is that mainstream British cinema of the 1951 – 1965 period marked the end of the paternalism, as exemplified by a professional ‘officer class’, as consumerism gradually came to be perceived as the norm as opposed to a post-war enemy. The starting point is 1951, the year of the Conservative victory in the General Election and a time which most films were still locally funded. The closing point is 1965, by which point the vast majority of British films were funded by the USA and often featured a youthful and proudly affluent hero. Thus, this fourteen year describes how British cinema moved away from the People as Hero guided by middle class professionals in the face of consumerism. Over the course of this work, I will analyse the creation of the archetypes of post-war films and detail how the impact of consumerism and increased Hollywood involvement in the UK film industry affected their personae. However, parallel with this apparently linear process were those films that questioned or attacked the wartime consensus model. As memories of the war receded, and the Rank/ABPC studio model collapsed, there was an increasing sense of deracination across a variety of popular British cinematic genres. From the beginning of our period there is a number films that infer that the “Myth of the Blitz”, as developed in a cinematic sense, was just that and our period ends with films that convey a sense of a fragmenting society.
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Kaya, Ozlem. "Mothering Experiences Of Professional Women In Turkey: Child Bearing, Child Caring And Child Caring." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610251/index.pdf.
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This study scrutinizes the mothering experiences of professional women living in istanbul. It is about class based mothering experiences of professional women, who are being influenced from both mothering and professionalisation ideology. It analyses many different aspects of mothering experience starting from the pregnancy period to the decision making about the socialization of children through their relation with the changing understanding of control on mothering experience. It is argued that professional understanding of mothering necessitates being successful and this necessity is supported by the mothering ideology assigning women as the primary responsible parent from child caring. Professional women, who have been considered as advantageous because of both their class positioning and professional role in the labor market, continue to experience the burden of the gendered structure of parenting. On the other hand, they have an active role in the reproduction of gender and class based structure.
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Drummond, Susan Margaret. "The experiences of middle-class professional working mothers from Central and Southern Cape Town with regard to work-family conflict." University of the Western cape, 2011. http://hdl.handle.net/11394/5392.
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Magister Psychologiae - MPsych<br>Women's roles in the workplace have increased but expectations within their family roles have not diminished. Work-family conflict (WFC) occurs when work and family roles are mutually incompatible in some respect. Mothers' representations of their own particular personal contexts seem largely absent from the cultural iconography and so motivations for the study included bringing to light the phenomenological experiences of contemporary full-time working mothers by developing a rich description of their lived experience. These ideas have not been widely explored in South Africa. The study aimed to explore how full-time working mothers experience work-family conflict, including how they conceptualise their dual roles, how salient each role is to them, the factors in the work and family domains which are particularly pertinent for them and any coping strategies they might employ. The study used as a theoretical framework the model of work-family conflict developed by Greenhaus and Beutell in 1985, together with an extension from the work of Amstad, Meier, Fasel, Elfering and Semmer in 2011. The study used a phenomenological methodology. Eight middle-class, professional, full-time working mothers from the Southern Suburbs and City Bowl of Cape Town were interviewed individually, using a semi-structured interview schedule. A qualitative paradigm was used to analyse the interviews. Emotional and cognitive repercussions of WFC were many, including feelings of unsustainability. Some participants acknowledged a need to compromise in order to cope, but the current normative messages are not conducive to this. Participants aspire, not to stop working, because the role of worker is regarded as important for self-definition, but to reduce their overall load. The generalisability of this study was reduced because of its localised ambit, its small size and some similarities in socio-economic profile among the participants. Future studies could further explore the choices or strategies which are successful in reducing WFC.
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Oliveira, Amber K. "The Effects of an Intervention That Includes In-Class Coaching on Preschool Teachers and Children." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/439.
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The impact of high quality early learning experiences on a child's development is profound. Teacher quality has been deemed an important predictor of classroom quality, but currently teachers in Voluntary Prekindergarten (VPK) in the state of Florida are required to meet minimal training requirements. The purpose of this study was to examine an intervention including in-class coaching as a means of professional development to better prepare preschool teachers. The present study included and examination of the changes in environmental quality, child outcomes, and teacher perceptions after the intervention. Scores obtained were compared before and after the intervention. A two-tailed t-test revealed that the post-test was significantly higher than the pre-test. In particular, two sub-scales were statistically significant, including Space and Furnishings and Activities. The other sub-scales, including a measure of teacher-child interactions and language-reasoning were not significantly changed. An ANOVA indicated no significant differences in kindergarten school readiness scores between centers that received coaching for varying amounts of time. Teachers were interviewed to discover their perception of in-class coaching. After examining in-class coaching from the varying angles, conclusions were drawn: In-class coaching may significantly affect the quality of classrooms, as related to environmental aspects of quality but may not be improving child outcomes. In-class coaching may increase teachers’ validation, inspiration and may contribute to the teachers’ understanding of developmental appropriateness. Conclusions suggest that teachers with a native language other than English may receive additional benefits from an in-class coaching and that effective coaches must have many skills in order to create change in the classrooms in which they work. The final conclusion was that despite its merits, coaching may not be a long-term solution to classroom and teacher quality in the context of low educational requirements, minimal pay, high turnover, and low job satisfaction. Recommendations for future practice and research are suggested.
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Wala, Tomasz P. (Tomasz Piotr) 1971. "Integrating the value chain : a step-by-step approach for creating a world-class supply chain for Kodak professional digital cameras." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9446.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1999.<br>Includes bibliographical references (p. 73-75).<br>Manufacturers of electronic equipment today face a new competitive battle. This battle does not just focus on the most efficient methods of production, but also the effectiveness of the entire supply chain. The next competitive advantage in manufacturing will shift from competition between leaner production systems to fully integrated and optimized supply chains. To assimilate the effectiveness of their supply chains, manufacturers must answer the following questions: What is the appropriate supply chain model for the type of product and volume? How should inventory levels be calculated and optimized for the entire supply chain? Is the distribution network designed toward the needs of the final customer? How can communication in the supply chain be managed most effectively? This thesis focuses on each question as they relate to the development of a more integrated supply chain. It is important to note that there is no one optimal solution because much depends on product characteristics. The thesis is based on research done at Eastman Kodak Company on the supply chain for the professional digital cameras. The goal is to provide a framework and model that can be used in improving any supply chain based on optimizing inventory levels and modifying the structure of the supply chain. The tools utilized include the MIT Strategic Inventory Placement (SIP) Model and improved communication via the Internet. By applying the framework described in this thesis, the digital camera manufacturing and supply chain team identified opportunities to double inventory turns and reduce its worldwide finished goods inventory by approximately $1.8 million. Furthermore, a newly designed communication management system will improve supply chain delivery performance and customer service.<br>by Tomasz P. Wala.<br>S.M.<br>M.B.A.
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Pfeiler-Wunder, Amy Lynn. ""It's raining money": identity, class, and the unfolding curriculum at three schools through the lens of socioeconomic status." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/723.
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Using a multilayered qualitative approach I draw from hermeneutical phenomenology informed by autoethnography through a case study to illuminate the culture and community of three elementary art rooms through the lens of socioeconomic status. Through my own story of having limited art education as a child from a rural working class background I simultaneously tell the story of students from three economically diverse schools in the same district. Focusing on their experiences within the space of the art room, I explore the ways children negotiate identity, notions of class, and interpret the shared district art curriculum.
A rich description of each school along with interviews and conversations with children elicit important dialogue in terms of how the curriculum, in both hidden and overt ways, promotes a particular art aesthetic. Through a digestion of image, story and interviews with administrators, teachers and students this project focuses on the importance of action research and revealing one's own identity as a teacher and researcher as one attempts to unfold the multifaceted space of the art room.
Front and center, this project calls for relevant and meaningful curriculum tied to the interests and lives of the children. My attempt is to tell the stories of the children I was privileged to work with for a semester. My research is intermingled with my experiences as a public school teacher for thirteen years, partnered with my own multifaceted identity as artist/child/working class/mother/student/teacher/middle class/learner.
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Babu, Theodore Duncan. "Marketing to the emerging black middle class in South Africa : an in-depth exploration of the lives of young black professional women." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97301.
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Thesis (MBA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: The emerging black middle class in South Africa provides immense opportunity for marketers who
wish to capture this segment of the market. However, in order to be relevant, a deep understanding
of this ever-evolving segment is absolutely necessary. Characterised by complexity, the black
middle class is heterogeneous and evolves at rapid speed. Studies by the Unilever Institute of
Strategic Marketing highlighted the immense value of black middle class women, coined Black
Diamond™ women.
The primary objective of this research was to gain insights into the life of young black professional
women and, secondly, to understand the driving forces behind their decision-making. This was
achieved through an in-depth exploratory study. The first step in this study was to conduct a
literature review on the black middle class in various African countries and the black middle class
in South Africa. A review of literature on marketing communication provided the basis for reasoning
on the appropriateness of different marketing communication tools. Literature also revealed the
emergence of a possible new consumer type, the hybrid consumer. The literature review provided
the framework for designing the interview schedules used in the expert interviews and interviews
with the Black Diamond™ women.
The findings of this research assignment were that the modern black middle class women face
many complexities in their daily lives. Brands can, therefore, be significant to them by supporting
them in their lives. Brands should customise their offerings, meet the black middle class women in
innovative ways at different touch points, and bring meaning in their lives. Brands should also know
that culture is prominent in all areas of their lives, which presents unique challenges.
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Grajaú, Carla Aparecida Galvão. "Reconhecimento profissional e social do agente comunitário de saúde: uma reflexão sobre as classes trabalhadoras urbanas no setor saúde." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5104.
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Este estudo tem por objeto a compreensão do reconhecimento profissional e social do Agente Comunitário de Saúde (ACS) destacando-se as influências das relações sociais impostas, mas que ao mesmo tempo trazem para o cenário o fruto destas relações, a desigualdade social, que remete ao conceito de classes sociais nas relações entre Estratégia de Saúde da Família (ESF) e favela. O objetivo geral é estudar e analisar a percepção dos ACS na Estratégia de Saúde da Família das áreas programáticas (AP) 2.1, 3.1 e 5.2 do município do Rio de Janeiro acerca do seu reconhecimento social e profissional a partir das categorias de reconhecimento e classe social. O estudo é desenvolvido por meio de uma abordagem qualitativa, com base nas narrativas do trabalho, reconhecimento, classe social e gênero, com organização e análise segundo a metodologia do Discurso do Sujeito Coletivo. Os campos de pesquisas utilizados foram às áreas programáticas (A.P.) 2.2, 3.1 e 5.2. Os resultados geraram dois eixos temáticos: Percepção do que levou este trabalhador a ser ACS; Falta de reconhecimento e valorização. O fato de estar desempregado ou inserido em formas de subemprego surgiu como a maior motivação para ser tornar ACS; A divulgação do processo seletivo público leva o ACS a acreditar que será contratado por um estatuto, gerando a expectativa em ser funcionário público e ter garantias trabalhistas sólidas, afastando a possibilidade de voltar a estar desempregado. Na segunda categoria, as questões destacadas incluem: A ACS é morador de uma favela e pertence à classe trabalhadora. A grande maioria destes trabalhadores são mulheres, que precisam estar perto de casa para exercer seu papel também como educadora dos filhos, mas também para aumentar sua renda ou até mesmo exercer seu papel como provedora de uma família inteira, o que também possui determinação de classe social. O ACS se percebe desvalorizado como mediador no trabalho educativo. Esta desvalorização denota a compreensão do trabalho do ACS como de baixa complexidade. A questão salarial também é um fato ao qual o ACS atribui sua desvalorização como trabalhador, e retrata um pertencimento econômico a uma determinada classe social, a classe explorada pelo capital. Conclui-se que o que a inserção de trabalhadores comunitários, via seleção e contratação de ACS na atenção básica aproveita as redes sociais de integração pré-formadas nas comunidades para inserir e dar eficácia às ações de saúde. O atual contexto de trabalho do ACS representa um modo de produção da saúde que aliena este trabalhador, destituindo-o do seu processo de trabalho e reforçando a estrutura de classes presente na sociedade, interferindo no reconhecimento social e profissional do ACS.<br>This study aims the understanding of social and professional recognition of Community Health Agent (CHA) highlighting the influences of social relations imposed, wich, at the same time, bring to the stage the outputs of these relations: social inequality, refered to the concepts of social classes and relationship between health services and the slums (favelas). The overall goal is to study and analyze the perception of CHA in the Family Health Strategy in three program areas (PA) of Rio de Janeiro city on their social and professional recognition based on the categories of recognition and social class. The study is developed through a qualitative approach, based on the narratives of labour, recognition, social class and gender, organization and analysis according to the Methodology of the Collective Subject Discourse. The results generated two main themes: Perception of what led this subject to become a CHA; Lack of recognition and appreciation. The fact of being unemployed or inserted in forms of underemployment emerged as the biggest motivation for becoming CHA; disclosure of public selection process leads these workers to believe that the CHA will be hired by statute, creating the expectation of being a public servant and have labor rights solid, eliminating the possibility of returning to being unemployed. In the second category, the issues highlighted include: CHA is a slum dweller and belongs to working class. The vast majority of these workers are women, who need to be close to home to play its role as educator of children, but also to increase their income or even execer its role as a provider of an entire family, which also have determination of social class. The CHA is perceived as undervalued mediator in educational work. This devaluation denotes the understanding of the CHA work as one of low complexity. The salary issue is also a fact to which ACS assigns its devaluation as a worker, and portrays an economic belonging to a certain social class, the class exploited by capital. It follows that the insertion of community workers, via selection and hiring of CHA in primary care units uses social networks preformed in communities to give effect to the health actions. The current work context of the ACS represents a mode of production that alienates this health worker, depriving him of his working process and reinforcing the class structure in this society, interfering with their social and professional recognition.
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Wright, David. "The study of idiocy : the professional middle class and the evolution of social policy on the mentally retarded in England, 1848 to 1914." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22403.
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The professional study of idiocy began within the discipline of medico-psychology and was taken up, later, by professionals in the fields of education, social work, and philanthropy. When medical research seemed to confirm the hereditary origin of mental ability, and as studies began to assert that a great deal of social problems were due to 'weakness of mind', men and women from these professions concerned themselves with the prevention of idiocy, primarily by segregation. As social commentators in late-Victorian England became increasingly concerned about the nation's apparent decline in economic and military competitiveness, these professionals and commentators began to stridently campaign for the detention of idiots in permanent colonies. This process continued during the Edwardian period when many professionals slowly gravitated to the eugenic-led campaign for control of the feeble-minded, a campaign which culminated in the Mental Deficiency Act of 1913.
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Winder, Clare Louise. "Telling tales out of class : exploring how the relationship between practice and praxis shapes the professional identity of in-service, undergraduate, trainee teachers." Thesis, University of Central Lancashire, 2018. http://clok.uclan.ac.uk/24004/.
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Professional identity is a socially constructed concept, one we cannot physically measure, point to, see, touch or hear; yet we sense it in ourselves, even if it is not always clear what the identity is. Interwoven with professional identity, notions of ‘professionalism’, ‘re-professionalising’, ‘professionalisation’ and ‘raising professional standards’ have been common topics of debate surrounding teachers in the Further Education and Skills sector for many years. Whilst ninety percent of teachers in the Further Education (FE) sector undertake Initial Teacher Education (ITE) on a part-time basis whilst in-service, little is written about their experiences and the role these experiences play in shaping their professional identity. Primarily concerned with exploring the relationship between praxis and the professional identity of in-service, undergraduate trainee teachers, my research was designed to give voice to their experiences as they navigated their way through a part-time teacher education programme while working as full-time contracted teachers. Often these experiences are not articulated, and to a degree remain hidden. However, as a teacher educator I have been in the privileged position where trainee teachers have shared their stories with me. In keeping with the interpretive methodology and the bricolage method of the research, to give voice to the participants’ experiences I have used the structure of vignettes to create layered stories that are rich in detail and characterisation, and allow for the juxtaposing of their individual and shared experiences to reveal the implicit significance of their stories. The layered stories and discussion of findings in the thesis provide unique insight into the lived experiences of teachers in the hitherto largely neglected phase of in-service, undergraduate teachers in post-compulsory ITE.
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Newman, John. "Failure and the middle class : a biographical study of the management of failure at 11+ and the relationship of this to further coping strategies and the personal and professional growth in a sample of middle class adults." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390795.
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Eriksson, Sjödin Jasmine. "Skriftspråksutveckling i förskoleklassen." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33761.
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The aim of this essay was to investigate how teachers in the preschool class work with literacy. How do they justify the methods used to develop children's literacy abilities? I also wanted to know to what extent teachers enable multimodal approaches within written language practices. My study considers the impact teachers' professional identity has on working methods in the preschool class. I hope this essay will help teachers reflect on their learning approach.I gathered information by interviewing three preschool teachers and one compulsory school teacher for the early years working in three different preschool classes in three different schools. The four interviews were transcribed and put together in an overview. I applied a socio-cultural perspective to the material and approached the problem by looking into differences within preschool-/school traditions from the 1800's to present day education. All teachers practised the phonics based method the Bornholm model to some extent. Rhymes were often used as well as computer writing. The motivation to rhyming was that the children seemed to enjoy it, while typing on the computer was justified by all children's equal right to learn despite fine motor skills development.The analyses showed that preschool teachers are more likely to enable play and include joyful learning situations in their teaching. Compulsory school teachers come from another tradition, and often see the year in the preschool class as a preparation for school. All interviewed teachers have a theoretical knowledge about multimodal discourses, but struggle to apply these theories in practice.
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Cosmah, Michelle L. "Ohio’s Urban Eight: An Analysis of Administrative Staffing Options and their Implications on Reading Achievement." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378109617.
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Beati, Nada Y. "Smaller class size, tutoring, physical education, and professional development: Perception of Saudi Arabia female teachers for improving the academic achievement of Saudi Arabia high school girls." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/214.
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The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.
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Ni, Liangtao. "Experiences of Chinese Higher Education Faculty members at American Universities and Their consistency with China's World-Class University Reform Policy." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554909804058764.
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Shumba, Nephat. "Essays on socio-economic integration of migrants in the UK labour market : access (or lack of access) to the professional class, gendering of occupations and earning trajectories." Thesis, University of Essex, 2015. http://repository.essex.ac.uk/16473/.
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This thesis investigates socio-economic integration of men and women immigrants (‘Old’ and ‘New’) relative to United Kingdom (UK) born White in the UK labour market. In order to assess my research hypotheses I use both cross-sectional and panel data based on the world’s largest panel survey: UK Household Longitudinal Study (UKHLS), (data collected between 2009 and 2014). The first two essays are cross-sectional studies examining access (or lack of access) to the professional class and pay asymmetry of these groups, while, the third paper, uses the full potential attributes of a ‘strict balanced’ panel to investigate occupational status transitions and earning trajectories using a more refined parsimonious random effects model approach. The main findings show that the labour market performance of immigrants differs from that of UK born White in several important ways. The education and experience of immigrants are subject to different ‘rewards’ to those of natives, and immigrants will usually end up in jobs that are a poor match for their education. These findings are in line with the results of the literature in this field. The main contributions of this thesis are twofold: substantively, the thesis addresses and explores the heterogeneity in the groups studied in terms of observable and unobservable characteristics. Also, this study is among the pioneering research being conducted with the re-scaling of complex survey weights associated with the UKHLS.
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Håberget, Fredrik, and Fredrik Hansson. "Clash of Professions : Civila chefer i den militära professionen." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42298.
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Försvarsmakten är en av Sveriges största myndigheter och ungefär en tredjedel av alla medarbetare är civila. Myndigheten har som strategisk inriktning att tillväxa och andelen civila chefer ökar. Denna studie utforskar dynamiken, förutsättningar och friktioner för samverkan, mellan militära och civila chefer inom den militära professionen, för att skapa en djupare förståelse för deras påverkan på den operativa effekten. Många civila chefer jobbar med att stödja och effektivisera arbetet i myndigheten och har samma befogenheter som militära chefer när det kommer till verksamhetsledning. I en friktionsfri miljö fungerar samverkan mellan civila och militära chefer, och synergieffekterna gynnar organisationen. Trots ett kollegialt förhållningssätt har civila och militära chefer olika utgångspunkter för sina normer och värderingar. Vid en beredskapshöjning ökar kraven på personalen i Försvarsmakten, och den civila personalen övergår till militär personal. De civila cheferna har då lagligt stöd att fatta beslut om våldsanvändning, även om det kan vara direkt olämpligt. Förutsättningarna mellan civila och militära chefer blir då mer och mer diffusa och är därav inte längre lika tydliga. Försvarsmaktens befattningsstruktur och mandatförhållanden behöver ses över. Det måste finnas förutsättningar för uppdragstaktik, och fördelningen mellan kärnverksamhet och stödjande verksamhet behöver utredas. De civila cheferna måste ges möjlighet att förstå den militära kontexten och spänningarna mellan professionerna inom den militära professionen måste omhändertas. Kärnan av studien är en empirisk kartläggning som inhämtats genom intervjuer och är en kvalitativ studie med en induktiv ansats där analysen är inspirerad av Grounded Theory.<br>The Swedish Armed Forces is one of Sweden's largest government agencies. Approximately one third of all employees are civilians and its strategic focus is currently to grow and the proportion of civilian managers is increasing. This study explores the dynamics, conditions and frictions for collaboration, between military and civilian leadership within the military profession, in order to create a deeper understanding of their impact on operational outcome. One of the main duties for civilian managers is to support and increase the efficiency of the work for the Swedish Armed Forces. When it comes to operational management civilians have the same authority as the officers in a frictionless environment. The organization benefits of the collaboration between civilian and military leadership, when the operational is running smoothly. Despite a collegial approach, civilian and military managers have different point of views regarding their norms and values. At a contingency escalation, the demands on the personnel in the Swedish Armed Forces elevate. The civilian personnel will switch to military personnel and the civil managers then have legal support to make decisions about the use of force, although this may be directly inappropriate. The basic presumptions between civilian and military leadership are becoming more diffuse and less clear. The staff structure and mandate conditions need to be reviewed. There must be prerequisites for mission-type tactics, and the distribution between core and support activities needs to be investigated. The civilian managers must be given the opportunity to understand the military context and the tensions between the professions in the military profession must be dealt with. The core of this thesis is an empirical mapping of data, which were obtained through interviews. The study is based on a qualitative research method with an inductive approach where the final analysis is inspired by Grounded Theory.
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Lundmark, Jessica. "Professionella bloggar - girl power eller genusfälla?" Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25926.
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Denna uppsats är en kvalitativ studie av de två största professionella bloggarna i Sverige, blondinbella.se och kissies.se. Studiens syfte är att ta reda på vilka markörer för klass och genus som kan hittas på bloggarna och utifrån dessa vilken bild av att vara ung tjej det är som förmedlas till bloggarnas läsare. Debatten om de två aktuella bloggarna pågår i media och speciellt är det författarna bakom bloggarna som uppmärksammas, Isabella Löwengrip och Alexandra Nilsson. Med hjälp av teorier kring kön och klass analyserar jag bloggarnas innehåll och försöker utkristallisera vilka teman som är dominerande på dessa bloggar. Resultatdelen är uppdelad utifrån dessa teman som handlar om shopping, kroppsuppfattning och valmöjligheter. Ett utmärkande drag i bloggarna är betoningen på jaget, den individuella upplevelsen av allt som händer och hur alla omnämnda händelser relaterar till bloggerskorna själva. Det som till en början framstod som två ungefär lika modebloggar, har visat sig rymma fler olikheter och fler dolda sociala mekanismer än vad man först kunnat ana. Hur bloggerskorna förhåller sig till sin vardag, sin omgivning och till kritik och ideal, formas till stor del av deras klasstillhörighet. En annan slutsats är att den kommersiella sidan av bloggarna i stora delar utformar vad det skrivs om, vilket påverkar helhetsupplevelsen som förmedlas.<br>This is a qualitative study of the two biggest blogs in Sweden, blondinbella.se and kissies.se. The purpose of this study is to find out which characteristics can be found that represent social class and gender, and from that perspective, what image of being a young girl is forwarded to the readers of these blogs. The media debate on the two blogs is ongoing and of special interest are the two writers of these blogs, Isabella Löwengrip and Alexandra Nilsson. With the help of social class and gender theories I analyze the content of the two blogs and try to distinguish which themes are dominant. The result part is divided from those themes that consider shopping, bodily self-esteem and choices. A predominating characteristic on the blogs is the emphasis on the self, the individual experience, and how all that is happening is related to the bloggers themselves. What in the beginning appeared to be two similar fashionblogs, has turned out to be embedding more diversity and hidden social mechanisms than was first apparent. How the bloggers relate to their everyday life, their settings and to critique and ideals, is in big parts shaped by their social class. Another conclusion is that the commercial side of the blogs in large aspects shapes what is written and this affects the subjective total experience of the blogs
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Racine, Florent. "Le groupe professionnel des managers de rayon en France : travail, emploi et ethos dans les grandes surfaces alimentaires." Thesis, Paris, CNAM, 2018. http://www.theses.fr/2018CNAM1206.
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Depuis une trentaine d’années, les travaux français qui portent sur les grandes surfaces alimentaires en sociologie du travail ont privilégié l’étude des caissières sans se soucier outre mesure des salariés des rayons. Cette thèse vise à rétablir ce déséquilibre en se focalisant sur les managers de rayon, premier niveau d’encadrement des magasins.Afin d’étudier ce groupe, nous commençons par mobiliser la sociologie du travail pour conduire une analyse microsociologique de leur travail quotidien. Les managers ont pour principales missions de faire progresser le chiffre d’affaires et la marge des rayons sous leur responsabilité ainsi que de motiver leurs équipes d’employés. Ils sont donc en interaction constante avec les employés chargés de la mise en rayon des produits, d’une partie des commandes et de la gestion des stocks, mais aussi avec d’autres interlocuteurs comme les fournisseurs ou encore les clients. Ce sont les membres de la direction du magasin (manager secteur, directeur) qui leur donnent des directives, contrôlent leurs résultats et évaluent leur comportement.Afin de prendre de la hauteur vis-à-vis des interactions quotidiennes, nous mobilisons également la sociologie des professions pour conduire une analyse davantage mésosociologique et macrosociologique. Nous étudions de cette façon les transformations de l’organisation du travail dans les magasins et celles du groupe des managers de rayon, toutes deux étroitement corrélées aux mutations structurelles de la branche de la distribution qui s’adapte en permanence aux aléas de la conjoncture économique et au goût versatile des consommateurs. Nous nous focalisons par conséquent sur les changements du travail, de l’emploi et de l’organisation des supermarchés et des hypermarchés qui touchent les managers depuis les années 2000 et s’accélèrent au cours des années 2010.Contrairement aux monographies réalisées sur les caissières, cette approche permet au moins deux choses. Premièrement, nous pouvons replacer dans leur contexte les nombreuses transformations du travail, de l’organisation et de l’emploi qu’ont vécues les salariés des rayons depuis le tournant des années 2010. Quand cela s’avère nécessaire, nous détaillons l’impact différencié de ces mutations sur les managers en fonction de leur appartenance à un ou plusieurs segments professionnels : enseigne intégrée vs indépendante, rayons alimentaires vs non alimentaires, zone urbaine vs rurale, supermarchés vs hypermarchés, faible présence syndicale vs délégués syndicaux revendicatifs.Notre approche nous permet par ailleurs de développer une réflexion dans le champ de la sociologie des professions : entre une approche fonctionnaliste qui se focalise sur l’unité d’une profession et une approche interactionniste qui insiste sur la diversité des pratiques au sein d’un même groupe professionnel, nous mobilisons le concept d’ethos professionnel pour penser à la fois l’unité et la diversité du groupe des managers de rayon. Nous proposons pour ce faire une définition personnelle de l’ethos en trois dimensions : une dimension pratique (activité, tâches, travail concret), une dimension symbolique (discours, normes, valeurs, représentations) et une dimension sociale (sexe, classe, race, diplôme, âge). Cet ethos ainsi défini articule les caractéristiques objectives d’un groupe professionnel avec ses valeurs et représentations et avec son travail concret.La thèse se divise en deux grandes parties. La première décrit la dimension pratique de l’ethos professionnel des managers de rayon. La seconde ajoute les dimensions symbolique et sociale de cet ethos bousculé par les récentes réorganisations des magasins. La thèse se conclut par une définition précise du concept d’ethos professionnel qui ouvre des perspectives de recherche concernant d’autres groupes professionnels<br>For the past 30 years, research in France concerning workplace sociology within supermarkets and hypermarkets have highly favored the study of cashiers, thus disregarding the department employees. The aim of this dissertation is to restore this discrepancy by focusing on department managers who represent the first level of management in retail stores.In order to study this specific workforce, a focus on workplace sociology was initially necessary to advance a microsociological analysis of their daily work. The main tasks of department managers are to increase the turnover and the profits of the departments they are responsible for as well as keeping up the motivation of their teams. Therefore, they are interacting on a daily basis with the employees responsible for shelving, ordering, and stock managing products as well as dealing with suppliers and customers. Instructions are given by the store management i.e. store manager or sector manager, who also check the employees’ results and assess their behavior. To get some insight into the daily interactions in a supermarket, the sociology of professions was considered to produce a mesosociological and macrosociological analysis of the workplace and employment. This serves as a way to study the evolution in retail stores’ work structure as well as the changes in the particular group of department managers. Both are closely linked to the structural changes of the retail industry which is constantly adjusting to the contingencies of the economic context and the changeable desire of customers. Therefore, the mutations at work will be highlighted, for the employment and management in supermarkets and hypermarkets, which have impacted managers since the early 2000s ; a process that began accelerating around 2010.Unlike the numerous monographs that can be found on the topic of cashiers, this approach will focus on two elements. First, we will contextualize the structural and employment evolutions at work that retail employees have faced since the turn of the 2010s. We will elaborate, when needed, on the differentiated impact of these mutations on managers depending on their relation to one or several professional segments: food store chains vs. independent stores, food department vs. non-food departments, urban areas vs. rural areas, supermarkets vs. hypermarkets, weak union presence vs. strong union representation. In addition, this method leads to a deeper consideration on the sociology of professions: 1) a functionalist theoretical approach which focuses on the individuality of a profession and 2) an interactionist theoretical approach underlining the variety of practices within the same professional group. The concept of professional ethos is all the while used to encompass both the uniqueness and variety of department managers. A personal interpretation of this ethos will be developed revolving around 3 points: a practical dimension (practice, activities, tasks, rules, daily missions), a symbolic dimension (discourse, norms, values, representations) and a social dimension (gender, education, age, social category). This new definition of ethos, remaining consistent with the objective features of a professional group and its values, representation, and daily work, will open up new perspectives of research regarding other professional groups.This dissertation is divided into two parts. The first is dedicated to the practical dimension of the professional ethos of department managers. The second is devoted to the symbolic and social aspects of this work ethos which has been disturbed by the recent restructuring of retail stores. This thesis will conclude with an accurate definition of the concept of professional ethos which will contribute to understand other professional groups
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Anderson, Roger W. "A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.
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Correa, Adriano Borba. "Aula de trabalho pedagógico coletivo: uma reflexão sobre a importância das demandas do contexto e da criticidade em sua potencialidade formativa." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/18796.
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Previous issue date: 2016-03-14<br>This research aims at understanding the professional education process
configuration in a school through the interactions in the professional education space
called “Pedagogical Group Work Class”. Therefore, it has as specific objectives to
analyze the type of professional education presented in the official documents and
the work conducted by two “Pedagogical Group Work Classes” in a public State
School. The research was done using the Socio-Historical-Cultural Activity Theory
developed by Vygotsky (1934/2001) and Engeström (1999) and the educators
critical professional education perspective. The concept of the Activity proposed in
this research is that the human activity is not seen as isolated activity systems, but as
a cultural relations web that through its dialogue and collaboration has a changing
function. The theoretical discussion has the intention to treat the constitutive process
of professional education centered in the school, according to the critical professional
education proposed by Almeida and Placco (2013), Liberali (2012), and Imbernón
(2009). The study has the following procedures to organize data analysis: the
“Pedagogical Group Work Classes” activity analysis in the official documents and in
the recorded meetings, considering the contents of the documents and of the
“Pedagogical Group Work Classes” meetings, as well as the organization proposal
and the way the pedagogical meetings are conducted. The results show that the
official documents offer a professional education proposal that gets close to a critical
perspective. But the practice that takes place in the schools has a prescriptive and
technical approach due to the demands for learning results that are imposed to the
schools by those who prescribe a critical professional education. This research offers
a contribution to stimulate the reflection about the “Pedagogical Group Work Class”
in order to break the reproductive process system and provide the construction of
proposals which main objective is to make the space more critical, reflexive and
collaborative, focusing on the profession education based on the contexts and
demands of the school and its collabo<br>Este trabalho tem como objetivo geral compreender a configuração do processo de
formação em uma escola por intermédio das interações do espaço formativo
denominado “Aula de Trabalho Pedagógico Coletivo” (ATPC). Assim, tem como
objetivos específicos analisar o tipo de formação apresentada nos documentos
oficiais e o modo de condução de duas ATPCs de uma escola da rede pública de
ensino estadual. A pesquisa foi realizada no quadro da Teoria da Atividade Sócio-
Histórico-Cultural de Vygotsky (1934/2001) e Engeström (1999) e pela visão de
Formação Crítica de Educadores. O conceito de Atividade proposto nesta pesquisa
é o de que a atividade humana não é percebida como um sistema de atividades
isoladas, mas, sim, como uma rede de relações culturais que, por meio do diálogo e
da colaboração, possui uma função transformadora. A discussão teórica tem como
intencionalidade tratar o processo constitutivo da formação centrada na escola na
perspectiva de formação crítica proposta por Almeida e Placco (2013), Liberali
(2012), e por Imbernón (2009). O estudo tem os seguintes procedimentos centrais
para promover a análise dos dados: análise dos componentes da atividade ATPC
nos documentos oficiais e nas reuniões gravadas, considerando o conteúdo dos
documentos e das reuniões de ATPC, assim como a proposta de organização e a
forma de condução das reuniões pedagógicas. Os resultados apontam que os
documentos oficiais oferecem uma proposta de formação que se aproxima de uma
perspectiva crítica. No entanto, a prática vivida nas escolas assume uma postura
mais prescritiva e técnica em resposta às demandas por resultados de
aprendizagem advindos das exigências impostas às escolas pelos mesmos que
prescrevem uma formação crítica. Esta pesquisa oferece uma contribuição para
fomentar uma reflexão sobre o espaço-tempo ATPC com vistas a romper com o
processo reprodutivo do sistema e possibilitar a construção de propostas com o
intuito de tornar esse espaço mais crítico, reflexivo e colaborativo, centralizando a
formação no contexto e nas demandas da própria escola e de seus partícipes
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Gustafson, Allen. "Faith at work the power of positive questioning and communal listening in the role of discernment for the business professional /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Isom, Margaret Smith. "Radical career changes of middle-aged professional, technical, and managerial workers in the New River Valley area of Virginia." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54202.
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The specific problem of this study was to determine common characteristics of midlife professional, technical, and managerial workers who have made voluntary radical career changes, to identify positive and negative experiences faced by these individuals, and to identify coping strategies used by the career changer and families of the career changers.
Data were gathered by the participant observation method of qualitative research. Twenty purposively selected career changers were interviewed using semi- structured interview questions. Questions were categorized as follows: personal background, schooling, career history, the career change, and after the career change. The interview sessions were tape recorded. Responses to the interview questions were assembled, codified, and examined for similarities. A profile of a middle-aged professional who has made a radical career change was developed. Excerpts from the profile follow. This individual: (a) is about 43 years old, (b) has worked in the same career for about 13 years prior to the change, (c) experienced no major traumatic event before the change, (d) received no assistance from a "help" agency during the time of change, (e) had few barriers to overcome in making the transition, (f) adjusted to the change with a minimum of effort, and (g) remained financially stable after the change. A major finding of the study was that 17 of the 20 subjects said they were better off psychologically after making the career change.<br>Ed. D.
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Kurumada, Katharine S. "".....And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/68.
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Preparing all teachers to work with culturally and linguistically diverse (CLD) populations is essential in teacher education (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, Darling-Hammond, Duffy, & MacDonald, 2005). Simultaneously, current literacy policy serves to dictate how teachers teach literacy; requiring specific curricula and assessments, particularly in urban and low performing school districts (Woodside-Jiron & Gehsmann, 2009). As new teachers enter classrooms, they are forced to negotiate the realities of teaching in urban, diverse schools with what they learned in their preparation programs (Achinstein & Ogawa, 2006). The purpose of this study was to understand the literacy teaching experiences of three beginning teachers, graduates of an alternative teacher preparation program, who teach at the same CLD, Professional Development School. This naturalistic inquiry explored the intersection of these constructs through the questions; (1)What instructional decisions, resources, and strategies do alternatively certified beginning teachers enact when teaching CLD students? and (2) What are the contextual factors that influence beginning teachers’ literacy pedagogy? Luke and Freebody’s (1999) Four Resources Model, critical theory (McLaren, 1995), sociocultural views of literacy (Street, 1995), and constructivism (Savery & Duffy, 2001) served as theoretical lenses. Data collection took place over nine months and included interviews, observations, questionnaires, and teacher debriefs. The data was analyzed using a constant comparative approach (Merriam, 1998) and elements of Grounded Theory methodology (Strauss & Corbin, 1998). These beginning teachers struggled to negotiate the prescriptive literacy mandates from the county and school. The context of the school challenged many of the theories and strategies teachers learned in their preparation program and caused tension between what they espoused about literacy and their enacted practices. Teachers felt that they were not adequately prepared to work with English Language Learners in particular, thus, they chose to adhere closely to the prescriptive curriculum. Decontextualized literacy activities dominated instruction and constrained CLD students’ opportunities for critical literacy learning. These findings suggest that teachers should be better prepared to work with ELLs and educated about the research behind current literacy policies. A Professional Development School model offers opportunities for continued learning in these areas.
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Kelley, Rhonda Denise. "Ability Grouping and Student Achievement in Four Rural Elementary Schools in the Southern United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5016.
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School personnel are concerned that reading gaps of grade 3 and grade 4 students have persisted in 4 rural elementary schools in the southern United States despite the use of ability grouping to improve student reading proficiency scores. Between the 2014-2016 school years, less than 50% of students in grades 3 and grade 4 scored at the proficient level in reading at the 4 target rural schools. The purpose of this qualitative case study was to examine the teachers' and administrators' perceptions regarding the influence of grouping on the reading performance of students in grades 3 and 4. Using Vygotsky's framework, the research investigated teachers' and administrators' perceptions of grouping and nongrouping in relation to students' reading progress, socioeconomic status, and achievement gaps between minority and non-minority students. Using purposeful sampling, interview data were collected from 4 administrators who met the criteria of working in a target site that used ability and nonability grouping. Teacher data came from focus groups, and surveys from 15 teacher participants who met the criteria of being certified in English Language Arts, and assigned to Grades 3 and/or 4 in ability or nonability grouping environments. Using emergent coding, themes supported the findings that assessment strategies are positively and negatively perceived, nonability grouping is preferred, reading achievement is perceived as higher in nonability grouping, and gaps in learning are influenced by socioeconomic status. Based on this research the use of nonability grouping may promote greater positive social change that will enhance student success in reading.
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Axelsson, Thom. "Rätt elev i rätt klass : Skola, begåvning och styrning 1910–1950." Doctoral thesis, Linköpings universitet, Tema Barn, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7994.
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I centrum för den här avhandlingen står det tidiga 1900-talets diskussion om skola, begåvning och social organisering. Tidsperioden som omfattas är 1910– 1950. Det är skolan i de större städerna Stockholm, Göteborg och Malmö som har stått i fokus. Det övergripande syftet har varit att analysera den betydelse som begåvning och intelligens fick i relation till skolväsendets förändring. Med utgångspunkt i detta syfte diskuteras hur uppfattningar om samhällets begåvningsresurser och individers förmågor har format 1900-talets samhällsliv. Betoningen på begåvning förde med sig primärt två saker: Att tillvarata god begåvning och att motverka låg begåvning. Avhandlingen har främst syftat till att granska de sociala och institutionella sammanhang i vilka intelligensmätningarna kom att uppfattas som användbara. Det innebär att intresset har riktats mot det inflytande som olika professionella via förhandlingar, professionalisering och vetenskapliggörande fick över skolans utformning. Teoretisk har undersökningen hämtat inspiration hos Michel Foucault, vilket ger en utgångspunkt som betonar sambandet mellan kunskapsbildning och makt. Genom olika gränsdragningar och uteslutningar – ”åtskiljande praktiker” – i utbildningssystemet blir individerna synliga i förhållande till olika institutionella arrangemang och konstrueras därmed både som individer och som grupper. Avhandlingen använder ett historiskt perspektiv för att studera hur makt och vetande i en given tid formulerar vad som är att betrakta som ett problem i samhället.<br>At the centre of this thesis is the early 20th century’s discussion on school, talent and social organisation. The period that is covered is 1910 – 1950. It is schools in the cities Stockholm, Gothenburg and Malmö that have been focused on. The overall purpose has been to analyse the importance that talent and intelligence had in relationship with the changes in the educational system. Using this as a starting point, it was discussed how views on society’s talent resources and the abilities of individuals have formed 20th century social life. Emphasis on talent led to primarily two things: to utilise good talent and counteract poor talent. The thesis has mainly aimed at examining the social and institutional contexts in which intelligence testing came to be seen as usable. This means that interest has been directed at the influence that different professionals had via deliberations, professionalizing and scientificating had on the forming of schools. Theoretically the study has been inspired by Michel Foucault, which provided an excellent starting point that emphasises the connection between education and power. Through different boundaries and conclusions – “separating practices” – in the education system the individuals become visible in relation to different institutional arrangements and can therefore be construed both as individuals and groups. The thesis uses an historic perspective to study how power and knowledge in a given time formulate what is considered as a problem in society.
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Seiller, Pauline. "La recomposition d’une aristocratie ouvrière : Enquête ethnographique aux chantiers navals de Saint-Nazaire." Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H033.
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A partir d’une enquête ethnographique menée durant cinq ans aux chantiers navals deSaint-Nazaire, cette recherche met en évidence l’hétérogénéité du monde ouvriercontemporain et analyse plus spécifiquement la condition des ouvriers qui constituent laminorité stable sur ce site industriel : les ouvriers Chantiers, recrutés directement parl’entreprise donneuse d’ordres.La thèse présente en premier lieu les qualités qui font de ces ouvriers une aristocratieouvrière au sein d’un monde ouvrier caractérisé par son éclatement. Insérés dansl’emploi stable, dans une entreprise qui leur confère des gratifications matérielles etsymboliques, aux côtés de figures ouvrières plus précaires (intérimaires, ouvriers soustraitants,ouvriers immigrés), les ouvriers Chantiers constituent une fraction ouvrière« stable et honorable ». Ils conservent également certains traits traditionnels du mondeouvrier qui montrent qu’ils ne sont que partiellement affectés par les mutations encours. La thèse étudie ensuite les effets des transformations industrielles sur ces ouvriersstables. Les évolutions du travail ouvrier, les segmentations internes au groupeprofessionnel et les processus de mise en concurrence des salariés participent à larecomposition de cette aristocratie ouvrière. De plus, les modes de gestion de la maind’oeuvre,basés sur le recours massif à la sous-traitance (nationale et étrangère),contribuent à nourrir le sentiment de déstabilisation des ouvriers Chantiers. La présencedes ouvriers sous-traitants est effectivement perçue comme une « menace » et rendtangible le risque de précarisation du « noyau stable »<br>This research shows the heterogenity of the contemporary blue collars group. Based ona five years ethnographic research in the Saint-Nazaire shipbuilding industry, it analysesthe working condition of the most integrated and “steady” workers, directly hired by theshipbuilding. The thesis explains why these workers can be seen as an “aristocratic” partof the working class. They benefit from an industry that gives them higher material andsymbolical gratifications than the other workers (subcontracter workers, immigrantworkers, etc.). They are not totally impacted by the current transformations observed inthe industry. Indeed, they show some traditional features of the working class culture.But the thesis explores the consequences of the transformations in the management. Themassive presence of local and foreign subcontractors’ workers intensifies theuncertainty for the future felt by the most steady workers
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Santos, do Nascimento Paiva Michelle. "De l’invisibilité des cancers d’origine professionnelle à l’invisibilisation des risques cancérogènes dans le travail des femmes." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080064/document.
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Cette thèse étudie les conditions de travail des femmes en France afin de rendre compte de la difficulté à envisager puis établir des liens entre ces conditions et le développement de certains cancers. Ceci implique de s’intéresser à la façon dont les différences biologiques et culturelles servent d’argument pour expliquer les particularités féminines face au cancer. Ainsi, à partir d’une approche analytique de la division sexuelle du travail cette recherche vise à comprendre pourquoi l’hypothèse de l’existence des atteintes cancérogènes à la santé au travail ne serait plausible que pour expliquer l’origine des cancers dont souffrent des hommes. A partir de quels éléments invalide-t-on l’hypothèse d’une étiologie professionnelle dans l’explication des cancers dont souffrent des femmes ? S’appuie-t-on sur des différences concrètes, empiriques et contextualisées ou assiste-t-on plutôt à un processus de différenciation construit par un jeu de mise en visibilisation/invisibilisation du travail des hommes et des femmes ?Cette thèse soutient que les femmes sont concernées par un phénomène d’invisibilisation des atteintes cancérogènes à leur santé au travail. Les processus de différenciation des hommes et des femmes se (re)produisent aux niveaux macro, méso et microsocial ; ils se situent au niveau de la construction de la connaissance, de la production des conditions pour la reconnaissance de la maladie professionnelle, au niveau des mobilisations sociales, ainsi qu’au niveau du rapport subjectif des travailleur-se-s au travail et aux risques<br>This thesis investigates women’s working conditions in France to give an account of the difficulties of establishing links between those conditions and the development of certain cancers. This investigation implies getting familiar with the ways biological and cultural differences are being held as arguments to explain feminine particularities of cancers. Using a sexual division of labour approach, this research aims to understand why the hypothesis of carcinogenic harms to health in the workplace would only be plausible to explain men’s cancers. Which elements are used to undermine the professional etiology in the explication of women’s cancers? Are we taking into account concrete, empirical and contextualized differences or is it a differentiation process, constructed in a visibilization/invisibilization interplay of men’s and women’s work?This thesis claims that women are affected by an invisibilization phenomenon of the carcinogenic harms to their health in the workplace. The processes of differentiation between men and women are (re)producing themselves at macro, meso and microsocial levels; they are present in the construction of knowledge, in the production of conditions for recognition of the occupational disease, in social mobilisations and in the subjective relation between the individuals and their work and risks
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Živěla, Roman. "Optimalizace činností techniků specialistů při zavádění pilíře PM WCM." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2011. http://www.nusl.cz/ntk/nusl-264866.
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This master’s thesis deals with the determination of conditions and the proposal of appropriate instruments within the World Class Manufacturing system (WCM), mainly its pillars Professional Maintenance (PM), in order to remove, with the assistance of subsequent analysis, all the waste which occurs in the enterprise and consequently to appropriately optimise the activities of staff, especially the specialized engineers.
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Goedde, Allison Marie. "FACTORS PREDICTING PRESERVICE TEACHER TECHNOLOGY COMPETENCY." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151090686.
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Silva, André Luis. "A ilusão de uma 'nova classe média' brasileira: conhecendo as trajetórias de jovens trabalhadores." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/13692.
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Previous issue date: 2015-04-10<br>This thesis aims to discuss the phenomenon of the ‘new Brazilian middle class’, through an empirical qualitative study within the area of the organizational studies. The starting point of the study is the following problematic question: how the Brazilian economic growth, occurred over the past decade, impacted the trajectories and living conditions of low-income workers? The main research objective is to investigate what changes occurred in the trajectories of lowincome youth workers who migrated, over the past decade, to the so-called ‘new Brazilian middle class’. The methodological approach is empirical-qualitative and constitutes a primary search strategy: reconstruction of narrative biographies through interviews. We have the participation of 42 young workers within the intended cut. The data were interpreted with the help of the content analysis technique. The theoretical lens used to interpret the data was interdisciplinary constituted by the contributions of critical, economic and labor sociology, as well as the organizational studies contributions. The results indicated that the trajectories of young workers enshrine changes and continuities. As much as their lives are better now than in the past, the young workers have not reached a proper lifestyle of conventional middle class, considering that they: still reside in outlying areas; depend on public transportation and health services; and perform cultural/leisure activities like those waged in the past. This requires understanding the trajectories of young workers are given within an objective experience of collective life whose identification of those who follow insert in it, comes from of the daily experiences and common aspirations that they have for them. Therefore, we conclude that the idea of a NCM symbolizes the desire of its founders to point out the achievement of a desired social reality in Brazil, and not exactly the consolidation of this reality in the lives of the poorest workers. In this sense, the NCM is, much more, the realizing of the illusion of its creators than the empirical finding that the improvements in terms of income and purchasing power, were able, by itself, of transform the Brazil in a middle class country.<br>Esta tese se propõe a discutir o fenômeno da “nova classe média” brasileira, por meio de um estudo empírico-qualitativo, dentro da área de estudos organizacionais. O ponto de partida do estudo se constitui na seguinte problematização: como o crescimento econômico brasileiro, ocorrido ao longo da última década, impactou as trajetórias e condições de vida de trabalhadores de baixa renda? O objetivo central é investigar quais mudanças ocorreram nas trajetórias de jovens de baixa renda que migraram, ao longo da última década, para a dita “nova classe média” brasileira. A abordagem metodológica é empírico-qualitativa e se constitui de uma estratégia de pesquisa principal: reconstrução de biografias narrativas por meio de entrevistas. Contamos com a participação de 42 jovens trabalhadores dentro do recorte pretendido. Os dados empíricos foram interpretados com o auxílio da técnica de análise de conteúdo. A lente teórica da pesquisa é interdisciplinar e privilegiou as contribuições das áreas da Sociologia crítica, econômica e do trabalho, bem como as dos Estudos organizacionais. Os resultados indicaram que as trajetórias dos jovens trabalhadores resguardam mudanças e permanências. Por mais que suas vidas estejam melhores que no passado, os jovens trabalhadores não ascenderam a um estilo de vida típico da classe média convencional, seja pelo fato deles: ainda residirem em zonas periféricas; dependerem dos serviços públicos de transporte e saúde; e realizarem atividades culturais/de lazer similares as que empreendiam no passado. Isto requer entender que as trajetórias dos jovens trabalhadores se passam dentro de uma experiência objetiva de vida coletiva cuja identificação, entre os que nela estão inseridos, emerge das vivências cotidianas e anseios comuns que esses indivíduos possuem para si. Por essa razão, concluímos que a ideia de uma NCM simboliza apenas o desejo de seus idealizadores em apontar a conquista de uma realidade social almejada para o Brasil, e não propriamente a consolidação dessa realidade na vida dos trabalhadores mais pobres. É nesse sentido, que a NCM representa, muito mais, o realizar da ilusão de seus idealizadores, do que a constatação empírica de que as melhoras, em termos de renda e poder de consumo, foram capazes, por si só, de transformar o Brasil em um país de classe média.