Relevant bibliographies by topics / Self processus in development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self processus in development'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Self processus in development"

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Tosati, Sirikorn, Nuttaporn Lawthong, and Siripaarn Suwanmonkha. "Development of an Appreciative Inquiry and Assessment Processes for Students’ Self-knowing and Self-Development." Procedia - Social and Behavioral Sciences 191 (June 2015): 753–58. http://dx.doi.org/10.1016/j.sbspro.2015.04.422.

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Andrey, Andrunik. "3D-Model of Personnel Innovative Competencies of Self-Developing, Self-Organizing Systems." International Journal of Management Science and Business Administration 1, no. 11 (2015): 15–20. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.111.1002.

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The personnel behavior modelling performs an objective function of strategic competent planning on key groups of innovative reserve of enterprise personnel. However, the analysis of a new paradigm «Management 2.0» permits to make the following conclusion – the question on the model development of innovative competencies, which are interconnected by coherent management system and able to propel HRM to a completely new level, remains open. Therefore, the main research objective of this work is to form an innovative competencies model focused on the realization of new management paradigm with dominating self-development and self-organization processes.
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Baker, Melissa. "Self Development And Integral Theory." Integral Transpersonal Journal 9, no. 9 (September 2017): 53. http://dx.doi.org/10.32031/itibte_itj_9-mb3.

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Development is a focal point of human existence from the moment of birth. A magnitude of options is offered in which to choose a path of growth and expansion as we progress. The following is a review of one such choice, the integral theory; included are both an explanation of theory and ideology of human development. This understanding is applied to my personal experience as I participated in P.L. Lattuada’s experiential process of organismic constellation. Through a gradual evolution of meditative processes Lattuada’s organismic constellation method offers a chance to explore one’s egoic translations. The second portion of this paper explores my personal process, revealing some of my personal egoic translations of traumas, fixations, complexes, and shadows. KEYWORDS Integral Theory, Organismic Constellations, Consciousness as Such Building, Human Development, First Attention Epistemology, Second Attention Epistemology
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Scott, Earl P. "Development Through Self-Reliance in Zambia." Journal of Geography 84, no. 6 (November 1985): 282–90. http://dx.doi.org/10.1080/00221348508979402.

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De Ruiter, Naomi M. P., Paul L. C. Van Geert, and E. Saskia Kunnen. "Explaining the “How” of Self-Esteem Development: The Self-Organizing Self-Esteem Model." Review of General Psychology 21, no. 1 (March 2017): 49–68. http://dx.doi.org/10.1037/gpr0000099.

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The current article proposes a theoretical model of self-esteem called the Self-Organizing Self-Esteem (SOSE) model. The model provides an integrative framework for conceptualizing and understanding the intrinsic dynamics of self-esteem and the role of the context across 3 levels of development: The macro level, which is the level of trait self-esteem, the meso level, on which we find state self-esteem, and the micro level, which is the level of discrete self experiences. The model applies principles from the complex dynamics systems perspective to self-esteem, and can thus uniquely describe the underlying mechanism of self-esteem development based on self-organizational processes and interacting time scales. We compare the proposed SOSE model with a formalized account of the traditional approach to self-esteem, showing that the SOSE model is especially conducive to the understanding of self-esteem development in a way that the traditional approach is not—namely, in its ability to explain and predict the underlying dynamics of trait and state self-esteem, the meaning of variability, and the role of the context.
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Grolnick, Wendy, and Carolyn Kurowski. "Family processes and the development of children's self-regulation." Educational Psychologist 34, no. 1 (January 1, 1999): 3–14. http://dx.doi.org/10.1207/s15326985ep3401_1.

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Lewis, Michael. "Empathy requires the development of the self." Behavioral and Brain Sciences 25, no. 1 (February 2002): 42. http://dx.doi.org/10.1017/s0140525x02450017.

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Two major problems exist in studying development: Similar behaviors do not need to reflect the same underlying process, different behaviors can reflect the same process; earlier behaviors do not necessarily lead to later behaviors. Empathy, rather than social contagion, is supported by different processes; contagion supported by prewired species behavior, empathy by cognitions, in particular, the cognitions about the self – a meta-representation.
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Damerow, U., M. Borzykh, D. Tabakajew, W. Schaermann, M. Hesse, W. Homberg, A. Trächtler, T. Jungeblut, and J. S. Michels. "Intelligente Biegeverfahren/Intelligent bending processes - Development of self-correcting production processes in forming technology." wt Werkstattstechnik online 105, no. 06 (2015): 427–32. http://dx.doi.org/10.37544/1436-4980-2015-06-79.

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Ein Schlüssel, die Wirtschaftlichkeit von Biegeverfahren zu steigern, liegt in der Nutzung von Self-X-Technologien. Dabei werden in die heute rein mechanisch gesteuerten Werkzeuge und Maschinen entsprechende Komponenten integriert, welche die kontinuierliche Einhaltung der Soll-Größen sicherstellen. Das Projekt „Self-X-Pro“ des Spitzenclusters „it’s OWL“ zielt auf die Weiterentwicklung von Biegeverfahren zu intelligenten technischen Systemen, die eine Selbstkorrektur realisieren.   The key to increasing the efficiency of bending processes lies in the use of Self-X-technologies. This is achieved by integration of Self-X-components in purely mechanically driven tools and machinery to ensure continuous compliance of the required nominal values. The project “Self-X-Pro“ within the leading-edge cluster “it’s OWL“ aims at the advancement of bending processes into intelligent engineering systems where self-correction is realized.
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Nesbit, Paul L. "The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development." Human Resource Development Review 11, no. 2 (April 4, 2012): 203–26. http://dx.doi.org/10.1177/1534484312439196.

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Любицкая, В., and V. Liubitskaia. "ECONOMIC AGGLOMERATION AS A CONDITION OF TERRITORIAL SELF-DEVELOPMENT." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2018, no. 1 (February 25, 2018): 123–27. http://dx.doi.org/10.21603/2500-3372-2018-1-123-127.

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<p>One of the current directions of territorial development is the concentration of efforts on competitive regional processes and the shaping of the trajectory of their development. However, not all directions of regional development can be implemented by themselves. The aim of the research is to study the theoretical aspects of agglomeration and the formation of macroregions in a complicated foreign policy situation accompanied by aggravated socioeconomic processes, introduction and expansion of anti-Russian sanctions and other processes destructive for the country’s economy. The main idea of economic agglomeration and macroregions is the development of effective integration processes and synergetic effects, and as a consequence, territorial self-development. The scientific contribution made by the author is that the current study helps to systematize the existing approaches to the concept of agglomeration; the author also shapes an authentic approach to the concept of agglomeration and its construction as well as introduces some methodical aspects of the macroregion formation on the basis of economic agglomeration. The author has developed a conceptual scheme for the creation of a macroregion on the bases of an economic agglomeration that can be applied in the process of regional economic changes. The main conclusions: 1) the main idea of the formation of agglomerations and macroregions is in the development of effective integration processes and synergistic effects; 2) the concept of macroregion does not imply a change in the federal structure, it affects only economic processes; 3) for the construction of a macroregion, it is necessary to study the agglomerate core and the main economic processes that will proved the necessary synergetic effect and launch the process of territorial self-development.</p>
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Dissertations / Theses on the topic "Self processus in development"

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Marriss, Dorothy E. L. "Self and identity processes in higher education staff development." Thesis, University of Salford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490216.

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This thesis describes four inter-related studies that, together, explore aspects of self and identity in relation to staff development in higher education (HE). Staff development in higher education is reviewed with particular reference to one of the newest and fastest growing subjects, nursing. Approaches to the exploration, understanding and measurement of self and identity are reviewed, culminating in an exposition of a comprehensive synthesising approach known as Identity Structure Analysis and Its associated measuring tool Identity Exploration.
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Shumack, Kaye, and n/a. "Design and the Conversational Self." University of Canberra. Design, 2009. http://erl.canberra.edu.au./public/adt-AUC20091214.120656.

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This thesis sets out a theoretical premise for design research into the space of the designer, working inside the design system or context. The designer is understood as actor, as active agency looking inwards in a comprehensive way to examine where ideas are located and then, how these new insights or perspective might be meaningfully introduced. In order to develop this research, personal journal writing is employed as to develop an understanding about how the designer/actor can actively engage with being at once participant, and observer, of their own design practice. A series of design case studies are carried out, where the role of the designer as actor is critically examined through forms of personal journal writing. What this entails is the establishment of a form of autopoetic system for writing in several voices of the self, and self-as-other working in, and through as design project case studies. I critically evaluate these journal case studies to inform my understanding about the design of dialogic visual communication, where multiple perspectives of self, and self-as-other may be interwoven into the visual design artifact. As a result of conducting this research, I propose the existence of what I term the 'conversational self' as a means for developing new knowledge and knowing through conversational story-telling as design research. My research introduces the 'conversational self' as a generalisable theory for design research which addresses the ways in which the designer might effectively engage with the workings of personal tools and patterns of practice, thus building greater objectivity through recognition of local contexts, and the role of the designer as actor and as a situated self within the design process. My research findings describe a space for the 'conversational self' as the coming together of three linked knowledge systems for creation and learning. I describe this theory as 'agency-centred' design for research about design and experiential knowledge contexts through research into the development of project case studies where individual styles and approaches to learning and thinking which are recognised and valued as implicit tools of and for design practice. Firstly, the conversational journal writing format which I develop situates the designer/ researcher as both participant and observer within their design decision-making. As a result of the uses of the journal format as a practice-based research methodology through case studies, I observe the effect of producing what I term an 'autopoetic' (Maturana and Varela) self-producing system, which enables me to introduce both rational and intuitive content that works in my journal through a range of thinking styles and journal forms. My research strategy involves the writing of several concurrent and interacting levels of internal conversation across 'I', 'You', 'Me' and 'We' as parallel and interactive experiential voices of self through uses of a journal format where a range of experiences are documented as design project narratives. The conversational contexts which this approach offers provide a means for introducing multiple perspectives from self, and selfas- other (as designer, author, subject, agent, person) to explore topics and social knowledge themes through a range of creative conversational learning contexts (Pask, Glanville). In the course of developing this approach I draw on theories about personal constructs (Kelly, Thomas and Harri-Augustein); the self as forms as agency (Archer); about experiential learning and knowledge creation through learning conversations (Baker, Jensen and Kolb) ; and social knowledge as networks, flows and exchange processes (Boisot). Secondly, as a finding from my usage of this journal format, I propose the workings of what I describe as my 'unity of self' system construct as an enabling and generative system for working with social knowledge and the 'self' as forms of agency through internal conversations. Margaret Archer's theory describes the social self as forms of causal agency active in everyday social and experiential contexts. In my case studies I trace the internal dynamics and interactions of 'voices' of self in the journal text, which I evaluate as the workings of conversational levels and layers which engage with a range of details and perspectives for each project using written and non-verbal forms. The design case study projects each describes a particular context for design practice; including institutional, corporate, experimental, and personal design projects. In using this methodology for journal writing, I show how I am able to explore the social interplays of personal/public and individual/collective frameworks for design practice contexts. Thirdly, through my evaluations of the design project case study journals, I observe the emergence of topics and themes in each project around my understanding of the role of context for defining the social and experiential 'materials' (Schon) of the situation. The topics noted from conversations in design case inform what I term my 'contextual field' as the third learning system in my findings from this research. This 'contextual field' is a kind of topical map which provides signposts for working with social and experiential contexts, to design 'ecological narratives' (Krippendorff) as forms of language which are crafted as intentional and strategic design approaches, as responses to the research process of internal reflection about the materials of the situation (Schon) Through usage with my journal format, and unity of self construct, my contextual field topical map provides a framework for developing topics and themes for internal conversations to inform my design production in both 'service' and 'hand' craft project contexts. What results are rich use case studies documented as forms of conversational story-telling where new knowledge emerges as questions and possibilities around the design of visual artifacts and service contexts.
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Pellizzaro, Maria Louise. "Development of building blocks exhibiting self-sorting molecular recognition properties : towards coded self-assembly processes." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/2281/.

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Biology can achieve phenomenal information storage/processing capabilities from just four hydrogen bonding molecules. The orthogonal self-sorting of these four hydrogen bonding motifs is achieved alongside the hydrophobic collapse of the DNA backbone. Orthogonal self-sorting without the aid of a polymer backbone is dicult to achieve, as shown by the minimal examples of self-sorting hydrogen bonding motifs available in the literature. This thesis describes the design, synthesis and binding studies of molecules that are capable of orthogonal self-sorting, without a preorganising backbone and begins to use them in a signalling cascade. In Chapter 2 ureidoimidazole, a conformer independent triple hydrogen-bond array, is introduced. Studies were carried out to investigate what effect, if any, preorganisation using intramolecular hydrogen bonding had on the binding affnity of triply hydrogen bonded complexes. Chapter 3 investigates another factor that can effect the binding affnity of complexes,the remote substituent effect. Two series of complementary molecules were synthesised so that they contained a variety of electron donating/withdrawing groups and the effect that these had on the binding affnity of the complex was measured. Chapter 4 describes a novel quadruple hydrogen-bond array, which was designed to interact strongly with its complementary partner. It was found that a combination of effects (differences in geometry and undesired conformers being favoured) lead to a low binding affnity being observed. Chapter 5 begins to investigate non-linear arrays, however none of those proposed were able to form heterodimers. Therefore a self-sorting system was assembled using a triple and quadruple hydrogen-bonded array. High fidelity interactions were achieved, even though it was possible to form undesired complexes. These undesired molecular interactions were exploited in Chapter 5, where a signalling cascade is described. Careful planning of the order in which to add the molecules can give different routes in which to achieve the self-sorting system, each with it's own fidelity trace. A photolabile tag was introduced to one of the molecules so that a photosensitive system could be achieved.
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Grainger, Richard. "Development of manufacturing processes for solid state self-healing composites." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4889/.

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Huang, Li. "Family processes, low self-control, and deviance a longitudinal test of self-control theory /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/HUANG_LI_23.pdf.

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Shakeela, Afeefa. "The purposes and processes of self-review in schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2443.

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In 1993, the New Zealand Government mandated the requirement that all schools must have in place an ongoing programme of school self-review (Education Review Office, 2000). This thesis identifies the purposes and processes of self-review used in six primary schools in New Zealand. The study also identifies the roles that leaders play in the self-review process and also highlights the impact of teacher research on the process. The research questions are: 1. What are the processes and purposes of self-review in schools and what roles do leaders play in the process? 2. What aspects of teachers' practice have an impact on the self-review process? This research study adopted a qualitative research methodology with semi-structured interviews as the research tool. The qualitative information gathered from the six schools was analysed and written up as a case study. For the purpose of this thesis, self-review is identified as the process of review of all school practices with the intention of improving student achievement. The findings indicated that the main purposes of conducting school self-review were to enhance student achievement, to review school policies and programmes and also to ensure accountability. This study also indicated that through a well-planned process of self-review schools can achieve their goals and fulfill the aims stated in their school charter. Another aspect which participants revealed was that self-reviews result in change and therefore leaders and school staff should have the necessary skills and competencies to deal with and manage such change. This was also identified as an issue of self-review. Participants believed that effective leadership is essential to conduct self-reviews which result in positive outcomes. This study found that the failure to achieve school improvement through self-review, is in part due to the structure of many current self-review programmes. At present, schools perceive self-review as the need to review everything that takes place. This perception may mean that valuable time and money is spent on something that the school does not deem significant. Rather, the findings of this study suggest that concentrating on particular areas for a certain period of time results in a better performance of the whole school. In conclusion, this thesis found that school development and improvement cannot happen without enhancing and focusing on student achievement. For self-review to be successful, it should be carried out in a collaborative school climate of open and honest communication, mutual support and mutual responsibility. For it to be successful, self-review should also be planned, systematic, and ongoing. Data collection for self-review should be done through illuminative, participatory and responsive inquiry methods. Finally, I recommend that further research is needed in the area of self-review and perhaps an exploration of the possible links between a school's decile level and its self-review process.
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Street, Karin Elisabeth Sørlie. "Students' mathematics self-efficacy : relationship with test achievement and development in the classroom." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:3fb3778c-eb8f-4e27-8082-96cc0d53828a.

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Self-efficacy is individuals' judgments regarding their capabilities to carry out future tasks or challenges. These judgments of capability are related to important learning behaviours such as effort and persistence, performance, and choice of career path. In order to support students' continued engagement with and learning of mathematics, it is important to consider how students make sense of their mathematical experiences as well as the relationship between students' mastery experiences and mathematics self-efficacy. In this thesis I address important gaps in the literature in regard to the conceptualisation of the self-efficacy construct, the relationship between self-efficacy and mathematics performance, the stability and change of self-efficacy when learning new topics in mathematics, and self-efficacy development over a series of lessons in mathematics across cycles of self-efficacy and mastery experiences. The thesis included two phases of data collection and analysis. The first phase involved students in grades 5, 8, and 9 (N = 756) and included measures of students' self-efficacy and national test performance. The second phase involved students in grades 6 and 10 (N = 181) and included repeated measures of students' self-efficacy and mastery experiences from a series of lessons in mathematics, when students were introduced to new topics. I analysed the data using different methods, including confirmatory factor analyses to investigate the structural validity of my measures, and structural equation models to investigate stability and change over time, and relationships between constructs. Major findings from the analysis include the following: students considered levels of difficulty when appraising their experiences in mathematics and when forming their self-efficacy; students' test performance predicted their self-efficacy one year later, but not the other way around; the mean-level of students' self-efficacy grew significantly across lessons when students were introduced to new topics, even as the rank-order of their self-efficacy remained highly stable; and there was a reciprocal relationship between students' self-efficacy and their mastery experiences, where substantial effects from both constructs on gains in the other construct remained stable across a sequence of lessons in mathematics. The findings have important implications for how we conceptualise self-efficacy, mastery experiences, and their relationship over time. Furthermore, the findings from my thesis have implications for teacher practice. In order to support adaptive self-efficacy, teachers need to consider the experiences students have with mathematics, not just the skills they learn. If teachers themselves gain knowledge about how individual students make sense of their mathematical experiences, they can support students' appraisals of these experiences, and prevent maladaptive cycles from occurring. In short, students need support not just to develop their mathematical skills, but also to develop adaptive appraisals of their mathematical experiences, in order to form self-efficacy beliefs that are reflective of each student's potential to learn mathematics.
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Akrivou, Kleio. "Differentiation and Integration in Adult Development: The Influence of Self Complexity and Integrative Learning on Self Integration." online version, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=case1214318290.

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Cavanaugh, Caitlin M. "Beyond Cheerleaders and Checklists: The Effects of the Feedback Environment on Employee Self-Development." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1468076228.

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Nadeau, Marie-France. "Les déterminants de la procrastination académique : un modèle médiationnel du contexte familial et des processus du soi." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65384.pdf.

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Books on the topic "Self processus in development"

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Adejunmobi, A. Processes and problems of community organization for self-reliance. Ibadan: Nigerian Institute of Social and Economic Research, 1991.

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1936-, Ebeling Werner, ed. Evolution of complex systems: Self-organization, entropy, and development. Dordrecht, Holland: Kluwer Academic Publishers, 1989.

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McInerney, D. M., Herbert W. Marsh, and Rhonda Craven. Theory driving research: New wave perspectives on self-processes and human development. Charlotte, NC: Information Age Publishing, Inc., 2013.

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Oosterwegel, Annerieke, and Robert A. Wicklund, eds. The Self in European and North American Culture: Development and Processes. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0331-2.

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Handbook of self-regulatory processes in development: New directions and international perspectives. New York: Psychology Press, 2013.

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Mackall, Dandi Daley. Self-development. Chicago, Ill: Ferguson Pub., 1998.

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Dee, Hicks Mary, ed. Development first: Strategies for self-development. Minneapolis, Minn: Personnel Decisions International, 1995.

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Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.

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Directorate, Canada Human Resources Partnerships. Occupational standards development process =: Processus d'élaboration de normes professionnelles. Ottawa, Ont: Human Resources Development Canada = Développement des ressources humaines Canada, 2000.

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Hall, Valerie. Management self-development: Secondary. Bristol: National Development Centre for Educational Management and Policy, 1990.

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Book chapters on the topic "Self processus in development"

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Jakimow, Tanya. "Centring the ‘Self-in-Process’." In Decentring Development, 17–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137466433_2.

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Paivio, Sandra C., and Lynne E. Angus. "Promoting self-development: Middle-phase EFTT." In Narrative processes in emotion-focused therapy for trauma., 167–94. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000041-010.

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Leipold, Bernhard. "Cognitive-motivational processes of intentional self-development." In Intentional Self-Development and Positive Ageing, 79–104. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351261807-4.

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Marcia, James E. "Common Processes Underlying Ego Identity, Cognitive/Moral Development, and Individuation." In Self, Ego, and Identity, 211–25. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4615-7834-5_10.

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Leipold, Bernhard. "The role of non-intentional processes, affect, and evaluation." In Intentional Self-Development and Positive Ageing, 55–78. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351261807-3.

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Spears, Russell. "Isolating the Collective Self." In The Self in European and North American Culture: Development and Processes, 309–22. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0331-2_22.

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Smith, Gudmund J. W. "Development of Instruments: Measurement of Self/Nonself Integration." In The Process Approach to Personality, 39–43. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3430-0_5.

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Breen, Andrea V., and Kate C. McLean. "Constructing Resilience: Adolescent Motherhood and the Process of Self-Transformation." In Narrative Development in Adolescence, 151–68. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-89825-4_8.

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Fenigstein, Allan. "Paranoia and Self-Focused Attention." In The Self in European and North American Culture: Development and Processes, 183–92. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0331-2_14.

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Trzebinski, Jerzy. "Narrative Self, Understanding, and Action." In The Self in European and North American Culture: Development and Processes, 73–88. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0331-2_7.

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Conference papers on the topic "Self processus in development"

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STARKUS, Aurelijus, Dalia GELVONAUSKIENĖ, Birutė FRERCKS, Vidmantas BENDOKAS, Audrius SASNAUSKAS, and Vidmantas STANYS. "RELATION BETWEEN APPLE-TREE YIELD SELF-REGULATION AND METEOROLOGICAL CONDITIONS DURING FRUIT SET." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.066.

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Apple has a tendency to bear huge amount of flowers or inflorescences. Plants have ability to eliminate excess number of fruitlets. Frequently fruit trees eliminate insufficient number of fruitlets to grow good quality fruits. Most processes related to yield self-regulation varies significantly between different apples varieties. Also meteorological conditions influenced flower buds differentiation and fruit growth during blooming and other development stages. The investigations were carried out in 2015 – 2016 at the Institute of Horticulture. The main aim was to evaluate yield self-regulation peculiarity in various apple varieties in different meteorological conditions. In our experiment we made fruit self – thinning evaluation of 15 different varieties. Meteorological conditions were varying. In 2015 there was lack of rainfall, while 2016 year was rainy. After each fruit-drop period the number of developed and undeveloped seeds were counted of self-sheded and normally growing fruits. Amount of developed seeds as auxins source is one of the most important factor for yield self-regulation. Varieties of apple which are blooming abundantly and eliminate high amount of fruitlets, grows fruits until maturity with stabile amount of developed seeds and produces permanent harvest annually, independently from meteorological conditions during vegetation. Such apple varieties need higher amount of developed seeds to inhibit abscission. Apple varieties tended to bloom abundantly and eliminate small amount of fruitlets depending on meteorological conditions. Demand of auxins to carry fruits depends on meteorological conditions therefore these apple-trees develop different amount of seeds, when weather conditions changes. We may presume, that different apple varieties need different amount of phytohormones or their ratio to hold fruitlets on the apple. Therefore apple trees with smaller amount of seeds in fruits grow more fruits to its normal size.
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Reyna, Jorge, and Peter Meier. "SELF-REGULATION PROCESSES IN LEARNER-GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0016.

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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Delahoy, A. E., F. Faras, A. Sizemore, F. Ziobro, and Z. Kiss. "A new self-stabilizing selenization process for the formation of CuInSe2 solar cells." In Photovoltaic advanced research and development project. AIP, 1992. http://dx.doi.org/10.1063/1.42910.

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Ghalid, Darrien Thomas, Omar Khalid El-Amary, Riady Siswoyo Jo, and Hermawan Nugroho. "Design and Development of Low-Cost Self-Navigating Unmanned Surface Vehicle." In 2020 IEEE 8th Conference on Systems, Process and Control (ICSPC). IEEE, 2020. http://dx.doi.org/10.1109/icspc50992.2020.9305774.

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Ghalid, Darrien Thomas, Omar Khalid El-Amary, Riady Siswoyo Jo, and Hermawan Nugroho. "Design and Development of Low-Cost Self-Navigating Unmanned Surface Vehicle." In 2020 IEEE 8th Conference on Systems, Process and Control (ICSPC). IEEE, 2020. http://dx.doi.org/10.1109/icspc50992.2020.9305774.

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Badie, Farshad. "A SEMANTIC REPRESENTATION OF ADULT LEARNERS' DEVELOPING CONCEPTIONS OF SELF REALISATION THROUGH LEARNING PROCESS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0270.

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"ENHANCING ORGANIZATIONAL SELF AWARENESS - The As-is Enterprise Model Dynamic Updating Process." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0002330503150320.

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Heinzemann, Christian, Oliver Sudmann, Wilhelm Schäfer, and Matthias Tichy. "A discipline-spanning development process for self-adaptive mechatronic systems." In the 2013 International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2486046.2486055.

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Barabanova, Irina, and Ausra Kazlauskiene. "MANIFESTATION OF FEEDBACK IN THE (SELF-) EDUCATION PROCESS: ANALYSIS OF DOCUMENTS OF LITHUANIAN GYMNASIUMS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1588.

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Reports on the topic "Self processus in development"

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Revil, Andre. Advanced Self-Potential Inversion. Development and Use for Investigating Natural Recharge Processes at the ORNL IFC. Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1059892.

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Sayyar-Rodsari, Bijan, Carl Schweiger, and Eric Hartman. Development of PUNDA (Parametric Universal Nonlinear Dynamics Approximator) Models for Self-Validating Knowledge-Guided Modelling of Nonlinear Processes in Particle Accelerators \& Industry. Office of Scientific and Technical Information (OSTI), October 2007. http://dx.doi.org/10.2172/917186.

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Varanasi, S., and S. E. LeBlanc. Design and development of a self-regenerative contained-liquid membrane process for combined SO{sub x} and NO{sub x} removal. Final report. Office of Scientific and Technical Information (OSTI), November 1992. http://dx.doi.org/10.2172/10126931.

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Hausmann, Ricardo, and Dani Rodrik. Economic Development as Self-Discovery. Cambridge, MA: National Bureau of Economic Research, May 2002. http://dx.doi.org/10.3386/w8952.

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Snow, Jeffrey J. Self-Development: An Important Aspect of Leader Development. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada414546.

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Stewart, Jr., W. Development of ice self-release mechanisms. Office of Scientific and Technical Information (OSTI), September 1989. http://dx.doi.org/10.2172/5792712.

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Webb, Donna. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2334.

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Byerly, Joseph M. The Self-Development Domain: The Forgotten Domain of Leader Development. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada609318.

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Beagel, Milford H., and Jr. U.S. Army Self-Development: Enhancer or Barrier to Leader Development? Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada415680.

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Boyce, Lisa A., Michelle M. Wisecarver, and Stephen J. Zaccaro. Understanding Predicting and Supporting Leader Self-Development. Fort Belvoir, VA: Defense Technical Information Center, November 2005. http://dx.doi.org/10.21236/ada442647.

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