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Dissertations / Theses on the topic 'Thematic development'
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Chan, Yin-Ping Rita. "Thematic progression in educational text." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252733.
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Anderson, Matthew William. "A cross case thematic analysis of systemic leadership development." Thesis, Robert Gordon University, 2016. http://hdl.handle.net/10059/2137.
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This research examined which factors of influence contributed towards efficacious systemic leadership development, within case studies in the energy and military sectors, and identified and explained common underlying themes and factors which could help formulate future interventions, as well as enhance extant theoretical knowledge. The literature showed that key challenges exist in identifying what contribution leadership development makes to enhancing organisational leadership, and as such, social capital and systemic development. To focus the research, specific definitions were constructed, as to what sort of effective leadership positively impacts upon organisational leadership; which cardinal themes of leadership development traverse interventions, namely Delivery, Contextualisation, Performance, Impact and Values integration; and what constitutes systemic leadership development. A Social Constructivist position was adopted which explains the nature of the phenomena underlying systemic leadership development.
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Becker, J. "Formal and thematic aspects of the development of Peter Hacks 1953 - 1980." Thesis, University of Huddersfield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372822.
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Boyle, C. M. "Thematic development in Chilean theatre since 1973 : In search of the dramatic conflict." Thesis, University of Liverpool, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377999.
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Wilson, Susan. "Gender differences in adolescent ego development and ego functioning level." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=180.
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Barr, Donald J. "Splinter : a website constructed for the creation, development, and dissemination of thematic creative writing." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1327288.
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This project has presented a web site (splinteronline.net) as a digital forum to explore stories in all its forms.Stories are at the core of human communication. We use stories to educate, enlighten, and entertain and we actively seek out stories from others. This dynamic narrative exchange takes many forms — conversation, journalism, film, television, radio, literature, Internet — and will continue to expand and endure as new ways of presenting stories emerge.My creative project actively participates in this exchange by offering a forum for users to engage and share their stories with others. Like a barrel catching rainwater, the site serves as a kind of digital downspout that funnels stories into various themes like Grace, Anger, Home, Mother, Solitude, Regret, Jazz, Courage, Justice, Work, and Greed. Each theme is then identified by genre — humor, fact, memoir, fiction, editorial, poetry — to allow users to search for their favorites.Department of Telecommunications
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Tanwar, Rajendra Singh. "Design and development of thematic maps for census atlas for the Brisbane City Council." Thesis, Queensland University of Technology, 1995.
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Barchow, Winberg Martin. "Fiction and revolutions Thematic work – an including and engaging pedagogy situation." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33121.
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Syftet med det här utvecklingsarbetet är att ge ett förslag på hur man som lärare kan engagera och motivera fler elever till att sträva efter att nå målen i ämnena svenska och historia på högstadiet. Utifrån tidigare forskning, olika teoretiker, läroplanen för grundskola 2011 och de nya kursplanerna för svenska och historia utformas ett utvecklingsarbete som utgår från ett tematiskt arbetssätt där skönlitteratur har en central roll i temat och där läromedel ersätts med olika varierade moment som film, museum besök, gästföreläsare etc. Temat kallas revolutionernas tidevarv och behandlar 1700-1800 talet med fokus på Franska revolutionen, ideologier och de samhällströmningar som följer av detta. Eleverna jobbar både i grupp och med tre stycken individuella uppgifter. Temaarbetet sträcker sig över sex veckor och totalt 30 timmar. De frågeställningar som legat till grund för uppsatsen är: Hur kan man jobba didaktiskt för att få fler elever intresserade, engagerade och få dem att känna sig inkluderade för att sträva efter att nå målen? Hur kan man som lärare jobba pedagogiskt för att få mer tid tillsammans med sina elever? Hur kan man utifrån olika lärandeteorier skapa ett större sammanhang och ge en ökad motivation för eleverna i sin undervisning?The purpose of this work of development is to provide a proposal on how teachers can engage and motivate more students to strive to achieve the goals in Swedish and history in high school. Based on previous research, various theorists, the curriculum of primary education in 2011 and the new curriculum for Swedish history and form a development that is based on a thematic approach in which literature is central to the theme and where teaching materials are replaced with various diverse elements that movie, museum visits, guest speakers, etc. The theme is called revolutions of the era and deals with 1700 - 1800 with a focus on French Revolution, ideologies and the social currents that result from it. Students work in groups and with three individual tasks. Theme work spans six weeks and a total of 30 hours. The issues were the subject of the essay is: How can you work educationally to get more students interested, engaged and make them feel included in order to seek to achieve the goals? How can we as teachers work pedagogically to have more time with their students? How can one based on different learning theories to create a larger context and give a greater motivation for students in their teaching?
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Rudnicka-Kassem, Dorota. "Egyptian drama and social change : a study of thematic and artistic development in Yūsuf Idrīs's plays." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39369.
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This study examines the drama of Yusuf Idris (1927-1991), a well-known Egyptian playwright who has made very important contributions to the search for Arab roots, Arab identity, and a new face for Egyptian (Arab) drama.The analysis of Idris's eight plays (written over a quarter of a century) in the light of Egyptian (Arab) post-1952 social, political, and cultural realities has enabled us to clarify the playwright's ideas and understand why his literary works have occasioned so much discussion and so many polemics.
This study shows that Idris's plays mirror and document the post-Revolutionary Egyptian (Arab) era. They also appeal to the reader's conscience, calling for change and reform. Furthermore, Idris's plays reflect the artistic search for an original Egyptian (Arab) dramatic form, a search the playwright himself provoked. Finally, Idris's plays reveal the author's faith in the true human qualities of the Egyptian (Arab) man and his tremendous potential, which is yet to be awakened and explored.
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Overstreet, Kirk E. Jr. "Organization Development and U.S. Institutions of Higher Education| A Thematic Meta-Synthesis of Approaches and Practice." Thesis, Benedictine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10587690.
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Organization Development (OD) has been used in a variety of ways to improve organizations both large and small. Interestingly, the institutions that teach and conduct research on organizations have been slow to adopt or utilize OD approaches and practices in their own institutions. This dissertation will use a thematic meta-synthesis approach to examine the case studies that have been conducted in which OD initiatives have been used in Higher Education Institutions (HEIs) between 2000 and 2015. It will look to synthesize the main themes of these case studies in an effort to create a new grounded theory of OD practice for HEIs. The study looked at 34 case studies (12 articles and 22 dissertations) that took place at a mixture of public and private universities and colleges in the United States from 2000 to 2015. Using a qualitative thematic meta-synthesis approach allowed the research to uncover the prevailing themes and discuss in a macro sense how OD has been applied to HEIs.
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Keene, Kyra Margaret. "A Thematic Analysis of Gender Stereotypes in Children's Top Mobile Applications of 2018." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99105.
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People around the globe rely on their mobile devices for instant access to entertainment and social media. Children comprise a large majority of individuals who use smartphone applications, particularly for gaming and learning opportunities. Understandably, these apps become part of the identity development process, including the formation of one's gender identity. App developers include gendered content to capture and maintain children's attention, but much of the existing research examines children in late childhood and early adolescence, leaving the ages of six to eight relatively undiscussed. The researcher utilized a thematic analysis to review 20 children's mobile applications for instances of gender stereotypes. Social cognitive theory offers a guiding principle for understanding the process of developing one's gender identity, as well as the role that external stimuli, such as digital media examples and parent models, play. This study aimed to determine whether mobile applications targeting the identified age group use gender stereotypes, as well as how they employ these stereotypes within the application. The researcher randomly selected 20 top children's applications on the Apple App Store and examined them for gendered instances, such as occupations and interests as well as character depictions. The results reflect that instances of gender stereotypes do occur in the children's mobile applications. Many of the applications portrayed feminine stereotypes surrounding nurturing and caregiving tasks ("Mommy in Training"), making it one of the most frequently exploited feminine stereotypes in the sample. The "Boys will be Boys" stereotype comprised the most frequently displayed masculine stereotypes across the studied applications. These findings represent the idea that society places higher value on these stereotypes than others, such as social relationships ("The Power of Motivational Friendship") or recklessness ("The Risk Taker"). Implications include modeling of traditionally masculine and feminine stereotypes for young users by utilizing popular characters recognizable by most children in the target age range.Master of Arts
Handheld electronic devices, such as smartphones and tablets, encompass some of the most widely used electronic devices in today's society. Most families in America have at least one mobile device with internet capability. Apple, the manufacturer of perhaps the most popular brand of electronic devices, pre-install their App Store on all devices they sell, giving users instant access to hundreds of thousands of different mobile applications that offer functions to make every aspect of life simpler. Young children spend a significant amount of their time playing games on these devices, although the American Academy of Pediatrics (2017) recommends that parents limit their children's daily screen time to no more than 2 hours, depending on the age of the child. The games that children download and play impose a number of different messages and stereotypes on their users, including gender stereotypes. Due to the substantial time children dedicate to these apps, the messages communicated regarding gender play crucial roles in the development of their gender identity. Social cognitive theory offers valuable insight and guidance into the gender identity development process. Therefore, the present study examines the gender stereotypes conveyed within 20 of the top children's mobile applications available on the Apple App Store in April 2018. The researcher randomly selected 20 children's applications, 10 each from the Top Free and Top Paid categories and examined them for gendered instances, such as occupations and interests as well as character depictions. The results reflect that instances of gender stereotypes do occur in the children's mobile applications. These represent the idea that society places higher value on certain stereotypes, like being caring and nurturing ("Mommy in Training") or engaging in messy, adventurous play ("Boys will be Boys"), than others, such as social relationships ("The Power of Motivational Friendship") or recklessness ("The Risk Taker"). Implications include modeling of traditionally masculine and feminine stereotypes for young users by utilizing popular characters recognizable by most children in the target age range.
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Arsenault, Chelsea. "HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/80.
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Historically, research on racial microaggressions has focused on adult populations within clinical as well as work environments. The literature is just beginning to examine microaggressions within the K-12 education system and with younger populations. It is important to assess how racial microaggressions are impacting high school students given that research has indicated that this population is experiencing racial injustices. The perpetration of racial microaggressions is the basis for students’ discriminatory experiences within these institutions. This work has recently become even more necessary given that the high school student population is becoming increasingly racially diverse while our teaching population has remained mostly White.
The purpose of this study is to investigate how White educators’ White identity development translates to the racial microaggression commission in the classroom setting. This study took place across three public schools within the South United States. This study included five White educators and 25 of their non-White students. The educators were interviewed and a selection of their non-White students were surveyed. This data was then analyzed using Thematic Analysis (TA). TA was utilized to uncover where White educators were in their White identity development and to assess students’ experiences with racial microaggressions. This study explored White identity development using Helms’ (1990, 1995) White Identity Development model. Findings indicated that White educators were at various levels of their White identity development. The educators ranged from those who endorsed colorblind ideologies to those engaged in racial activism. The findings were structured into six overcharging themes: Adherence to Colorblind Attitudes, Initial Response to Emerging Awareness of Racism, Denigration of POC, Intellectual Understanding of Racism, Desire to Achieve a Nonracist Definition of Whiteness, Positive White Racial Identity. The student participants reported diverse experiences within the school setting. The results were organized into two overarching themes: Positive School Experiences and Negative School Experiences. Recommendations were offered for educator preparation programs, ongoing training for educations, as well as larger systemic alterations.
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Федотова, Наталія Анатоліївна, Наталия Анатольевна Федотова, Nataliia Anatoliivna Fedotova, and R. Plaks. "Development of a Method and Architecture of the Information System for Automated Collection of Thematic Information on the Internet." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/47073.
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The aim of my research is to develop the information system architecture collection of information on the Internet, which will allow to automate the process of information search. It must satisfy with setting the entire region searching and finding documents in accordance with it. Develop information system architecture model, which consists of indexing, searching service and virtual data warehouse that allows the researcher quickly obtain data on the topic of your search from various sources.
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Chappuis, Scott Owen. "Using Online Community Interactions to Explore Parasocial Relationship and Friendship Formation and Development." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1407062496.
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Lewis, Clifford Pierre. "A race and gender group analysis of participant experiences in a leadership development programme in a South African retail environment." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/29279.
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In recent years, much has been written about leadership development as a tool to ensure organisations an adequate supply of leaders. It is generally accepted that said leadership is a set of skills which can be developed by means of a sequence of planned interventions. To date, however, leadership development theory has failed to recognise the possibility of the differential experiences of individuals from diverse backgrounds. This study examines the possibility of differential experiences in a Retail Group‟s leadership development programme by examining the perceptions of four race and gender groups who participated in the same development programme. Data was collected means of series of sequential intersectional focus groups. Responses were gathered with a semi-structured discussion guide, which were recorded by using digital voice recorder and written notes. All recordings and notes were transcribed and imported into Atlas.ti for analysis. Thematic coding was used to identify themes within group responses, as well as across the different groups. The results indicate support for existing literature. In particular, that of black females possibly being at a “double disadvantage” when included in leadership development programmes, that gender and race shapes how experiences are perceived, and that intersectionality is an appropriate approach when investigating possible differential experiences across groups within a development programme. Group differences, however, were not of such a significant degree that it explained large group differences in success rates on the programme. Nor do the findings justify single identity development programmes. The research did, however, lay the foundation for further inquiry.Dissertation (MCom)--University of Pretoria, 2011.
Human Resource Management
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Fitzgerald, Martin. "Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html.
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The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit existence of all three elements in the curriculum. There are many who suggest that, given the changing profile of those now engaging in higher education, these features need to be made more explicit. This study attempts to illustrate how these elements can be made more explicit within a unique teaching and learning context and with a specific non traditional group of adult learners. Barnett (1997) goes further and suggests that these features, which he refers to collectively as the practice of critical being, are an essential requirement for those engaging in higher education. He does not give specifics on how this practice can be taught or how it might find expression in the lives or educational understanding and knowledge of participating students, which is one of the issues this research will attempt to address.
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Van, Wyk Jacoba Johanna. "A qualitative analysis of the thematic patterns and lines of development of the most significant organisational leadership models / Kotie van Wyk." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2857.
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Based on a gap identified in existing literature, the aim of the study was to qualitatively examine the thematic patterns and lines of development of leadership models. The research was conducted from within a postmodern, social constructivist epistemological point of view; and was more specifically guided by the narrative theoretical framework. The sample of leadership models were therefore considered as leadership narratives. These leadership narratives were subjected to a qualitative analysis aimed at identifying relevant themes and patterns of development, which were subsequently mapped into a story network analysis and visually represented in the form of a sociogram network display.
The major findings of the present research included that; themes that were identified by means of a qualitative analysis, contributed to a possible description of the characteristics of leadership. Core leadership narratives could also be identified and was subjected to further research, which uncovered that the developmental patterns and lines of these core narratives resembled the movement of a pendulum. Such a pendulum seems to have predictive value for organisations, as it might contribute to the understanding of the influences of internal and external factors within these organisations. The research also contributed by exploring the possible impacts that social changes had on the developmental lines and patterns of leadership narratives. This imbedded the study firmly into its proposed sociological context.Thesis (M.A. (Sociology))--North-West University, Vaal Triangle Campus, 2009.
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McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
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Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented.
This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices.
This case study and its findings has important implications for the implementation of effective PD in schools.
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Tinnin, Richard K. "The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Aldrich, Sarah Jane. "Ready to learn? : a qualitative investigation into what key stage 2 children say contributes to their subjective well-being and facilitates their learning in school, and the development of an instrument to capture change in this domain." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/11003.
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An overview of the research In November 2009, considerable interest was generated by a study day of the National Association of Principal Educational Psychologists (NAPEP) on evaluation of outcomes of the work of Educational Psychology Services (EPSs). Following this, my service requested that I investigate this area during my training placement, as a topic for my doctoral research. A review of the literature and professional networking sites (for example, EPNET) revealed that although many services at the time were considering or actively seeking valid and reliable ‘tools’ to evaluate services, using both qualitative and quantitative approaches, in practice, few were undertaking evaluation systematically, and those that were did not feel confident that they were doing it well. While a number of services were regularly collecting data on how much service (quantity) they were delivering, to whom and in what ways, and on the subjective experience for a range of service users, few were focussing on outcomes, and even fewer were measuring these in any systematic way (Norgate, 2010). My service was one of those that already collected data on delivery in terms of quantity and subjective quality, and they had just introduced Target Monitoring and Evaluation (TME) (Dunsmuir, Brown, Iyadurai and Monsen, 2009), as a goals-based approach to informing service delivery, and a way of recording consultation and engagement with children, families and schools. While this was a positive step towards more systematic evaluation, it was noted that a missing dimension was what the children themselves felt about the outcome of engagement with an EP, and whether they felt that things had been improved in domains that were significant to them. While there was considerable interest in hearing children’s voices driven by international agreements, legislation, policy initiatives and research, a review of the literature suggested that engaging with children in meaningful ways, and eliciting valid views, was a challenging endeavour. This was particularly true for certain groups of children and young people; those with additional needs, particularly those with profound and multiple difficulties or severe language difficulties, and also for the youngest children in the pre-school and primary years. The two research studies presented here aimed to begin to redress that balance. I chose to focus on the collective voice of local children aged 7 – 11 years in Key Stage 2 (KS2), in mainstream primary schools, and of all abilities, including children with additional needs at all three stages of the Special Educational Needs Code of Practice. My reason for this was to ascertain the views of ‘typical’ children in mainstream education, so that they might be better understood by adults (presented in Paper 1), and in order to produce a general measure (presented in Paper 2), which could later be modified and refined, as appropriate, for other groups, for example, younger age groups, or children with more significant difficulties. Paper 1 briefly reviews the literature on hearing children’s voices, some of the difficulties encountered in this enterprise, and approaches that have been proposed to overcome these, including attempts to actively involve them in decision making and research about issues that affect their lives. The findings of a selection of studies, which have explored what children and young people have identified as being important factors in their school lives, are presented. The qualitative research study that follows is informed by this review of the selected literature. The approach is informed by ‘positive psychology’, with an explicit focus on ‘what works’, while not denying or ignoring what children say does not work for them. Forty primary school children in Key stage 2 were interviewed using a range of approaches. The children were recruited from local schools with differing demographics in the South West of the United Kingdom. The research approach was pragmatic, and adopted a critical realist perspective and mixed methodology. A thematic analysis was carried out to explore children’s understandings of what helped them to learn at school (Paper 1), and these understandings were subsequently used within a realist approach to develop a tool co-designed with the children (Paper 2). The approach was also inductive, being driven by the data rather than theory. The aim was to put the children at the centre of the research, not just as participants, but as collaborators and co-constructors of the interpretations made of their ‘talk’, and of the subsequent design of a ‘tool’ to facilitate helpful conversations about what they might like to change, and to subsequently measure any impact of interventions. The interview data were analysed using a thematic approach, and the findings were discussed, modified and validated through focus groups with the original interviewees. A thematic network or ‘map of the child’s-eye view’ is presented. A descriptive reading of three emerging topics; academic competence, social competence and social recognition, is offered and discussed, and exemplified by original quotes from the children. (Due to the word limit, additional descriptive analysis is presented in the appendices). Finally, at a deeper level of analysis, two overarching themes, ‘competence’ and ‘connectedness’ are suggested as having emerged from the data. The results of the thematic analysis are linked to previous research, and it is proposed that, while this is only one possible reading of the data presented, there are significant resonances with data collected for children and young people across cultures and age ranges. Therefore findings may tentatively be generalised beyond the local culture. The implications of the findings for EP practice are discussed. In Paper 2, the previous study is used to inform the design of a measure to assess children’s satisfaction with their school life, in terms of issues that are important to them. Current literature on evaluating outcomes in EP services is briefly reviewed. This is followed by discussion of a selection of the measures currently available which target aspects of children’s life in schools, and the advantages and drawbacks of using these in evaluation. Finally, I discuss why it might be advantageous to view school life from the perspective of children’s subjective well-being or ‘happiness’, and review evidence from experimental research, within a positive psychology framework, and particularly the ‘Broaden-and-Build’ Theory of Positive Emotions (Frederickson, 2005). Subsequently, the thematic network, created in Paper 1, was used with four focus groups of the original interviewees, to design items for an instrument to assess subjective satisfaction with school life; what makes them ‘happy’ and ‘ready-to-learn’ in school. The children were included in every step of the design, including; choosing and wording the items (guided by frequency data and the range of topics and themes identified in Study 1), choice of the rating system, instructions for completion and layout, and naming of the instrument (the ‘Ready-to-Learn’ Scale). Following piloting and minor modification, the ‘Ready-to-Learn’ Scale was administered to an opportunity sample of 344 children from the four participating schools over the summer term of 2011. Principal components analysis on the data generated a six factor solution, interpreted as six sub-scales: school competence (α = .81), social competence (α = .80), academic competence (α = .78), distress and discomfort in school (α = .68), environmental support for learning (α = .70), and acceptance and recognition by adults (α = .80), with an overall scale reliability, α = .92, and a 95% confidence interval of 17 (16.72). The scale now requires further validity checks and standardisation, but is offered as a useful instrument for initial engagement with children in this age group.
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Massey, Alan G. "Constructing the space for professional action : a case study of professionalism in education." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3264.
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This research seeks to understand the perceptions of professionalism in education. In particular it focuses on the constructions of the space for professional action. A case study focuses on people, including teachers and non-teachers, who work in a special school for young people with SEBD. The perceptions of professionalism in education held by those in this case have been carefully listened to and analysed. Using an interpretive approach I have analysed data from interviews of members of the case. This reveals that a common language is used to describe professionalism but this is not commonly defined. There is an assumption that all share a common definition. In addition, other factors affect professional action. The experiences and life trajectories of the respondents are seen to colour and shape professional action. The construction of the space for professional action is problematic. There is a wide range of definition. The findings reveal that professionalism is complex and common language hides a wide spectrum of definition and meaning. Professionalism, as a concept, is often confused and misused. Foregrounding these confusions have contributed to the understanding of professionalism. There is tension between the constructions of professionalism. The person trying to enact professionalism in education has to interpret, sometimes incongruent, discourses and locate themselves within persuasive discourses. Awareness of these differences and tensions can help understand and allow them to make their own choices. The development of typologies as an analysis tool has been effective in understanding the space for professional action in this case. It is suggested that this might be used as a basis for professional discussion for others who are engaging in development in their own context. Professionalism in education is important as this impacts on the performance of each person and this performance effects the young people. It is argued that people trying to enact it should engage in professional discussion and agreement making to establish what is good and worthwhile in professionalism.
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Alqahtani, Fahad Naser. "Identifying the critical factors that impact on the development of electronic government using TOE framework in Saudi e-government context : a thematic analysis." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/14961.
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Background: Electronic government (e-government) systems are important across several dimensions, such as the public sector, business sector and the government itself, via the various organs of government. Hence, e-government systems consist of numerous factors, which play various roles in the success of e-government development and adoption. The most important factors from derived from dimensions that impact on the development, implementation and adoption of e-government which are technological, organisational, environmental, and social, also it is intended for and the government decision-makers involved. Therefore, the government of Saudi Arabia is seeking to improve its electronic services (e-services) and so this topic was attractive for the researcher, who in turn, has attempted to make a research contribution to the integration of an e-government system in the context of Saudi Arabia (SA). Aims and Objectives: The aim of this research was to identify insights into the critical factors revealed in a review of the relevant literature. The Literature Review shows that there have been few studies that have considered the critical factors in the development of e-government systems. This thesis is taking into account the experiences of senior government IT staff and the citizens such a system is intended to serve. To present a theoretical understanding of e-government development that based on Technology-Organisation-Environment TOE framework. Consequently, a conceptual framework for the successful development and adoption of e-government was subsequently proposed to improve government services in general and make savings in terms of time, cost and promote the e-services. Methods: Qualitative research data were gathered via 26, in-depth semi-structured interviews from two perspectives: first, from the point of senior IT managers view at four Saudi Ministries and second, from the standpoint of 10 Saudi citizens (five men and five women). Thematic analysis was carried out to identify the critical factors that derived technological, organisational, environmental and social dimensions which influencing e-government development in the Saudi context. Moreover, to highlight the issues to be taken into account when endeavouring to support e-government development in Saudi Arabia’s Ministries. Results: This research makes a significant contribution to understanding e-government development, as it essentially identifies the critical factors that should be targeted by the Saudi government in its efforts to develop e-government. This study therefore brings together these various factors into a single comprehensive conceptual framework, comprising the main elements to be considered when attempting to identify, improve and motivate e-government system development. This is based on the perspectives of senior government IT managers in Saudi Ministries and the intended system users, namely the Saudi public. As a theoretical basis (TOE) Framework was applied and extended to the topic of e-government system development. Conclusion: This research explains how the critical factors identified through the application of the TOE Framework plus the examined social dimension can be worked into the Saudi government’s decision-making, as it provides valuable information for decision-makers in Saudi Arabia’s Ministries about what needs to be consider, thus enhancing the development of e-government nationwide.
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Chiang, Chen-Ju. "An Examination of the German Influence on Thematic Development, Chromaticism and Instrumentation of Ernest Chausson's Concert for Piano, Violin and String Quartet, Op.21." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195479.
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This paper presents a history and analysis of how the two masters, Richard Wagner and Cesar Franck, influenced Ernest Chausson during his lifetime and how their musical elements are represented in Chausson's Concert. The influential elements include harmonic employment, instrumentation and thematic development. Musical quotations from Wagner's operas as well as Franck's sequential writing and cyclic technique are discussed. An analysis of formal structure is provided in this context. Musical circumstances surrounding the composition of Concert are presented as well as a brief biography and description of Chausson's musical style. The impact on French Music of Cesar Franck and Richard Wagner is also discussed.
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Velasco, Moreno Ferran. "Effective Goal Setting in Leadership Development Programs." Doctoral thesis, Universitat Ramon Llull, 2019. http://hdl.handle.net/10803/667295.
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Cada vegada més professionals s’inscriuen a programes de formació executiva, especialment a aquells orientats al desenvolupament directiu, amb l’objectiu d’embarcar en una transició personal o professional. En conseqüència, quan es demana als participants d’aquests programes establir objectius de desenvolupament i definir els corresponents plans d’acció, els participants inclouen no només el desenvolupament de competències de lideratge sinó que freqüentment també inclouen aspiracions personals i objectius de carrera a més llarg termini. El propòsit d’aquesta recerca és descobrir com el procés de fixació d’objectius en programes de desenvolupament directiu pot ser més eficaç i ajudar als participants a avançar cap als objectius establerts. Per contestar aquesta pregunta de recerca, primer hem desenvolupat una escala que mesura el progrés cap als objectius. Aquesta mesura ha estat després utilitzada en un estudi exploratori com a variable de criteri per tal de desenvolupar un codi que avalua la qualitat dels objectius i plans d’acció. Els resultats d’aquest estudi mostren que la fixació d’objectius és més eficaç quan (1) parteix d’una visió específica, (2) articula una narrativa d’objectius en forma de full de ruta, (3) inclou intencions de buscar informació i (4) intencions d’actuar. Finalment, aquests resultats han estat validats mitjançant una intervenció en el programa MBA executiu de ESADE. Més enllà de la contribució teòrica a la literatura sobre la fixació d’objectius, aquesta recerca té implicacions pràctiques immediates ja que els programes de desenvolupament directiu la poden utilitzar com a guia per augmentar l’eficàcia del procés de fixació d’objectius, i conseqüentment per ajudar els seus participants a avançar en l’assoliment de les seves aspiracions professionals i personals.Cada vez más profesionales se inscriben en programas de formación ejecutiva, especialmente en aquellos orientados al desarrollo directivo, con el objetivo de embarcar en una transición personal o profesional. En consecuencia, cuando se pide a los participantes de estos programas establecer objetivos de desarrollo y definir los correspondientes planes de acción, los participantes incluyen no solo el desarrollo de competencias de liderazgo, sino que frecuentemente también incluyen aspiraciones personales y objetivos de carrera a más largo plazo. El propósito de esta investigación es descubrir cómo el proceso de fijación de objetivos en programas de desarrollo directivo puede ser más eficaz y ayudar a los participantes a avanzar hacia los objetivos establecidos. Para contestar a esta pregunta de investigación, primero desarrollamos una escala que mide el progreso hacia los objetivos. Esta medida fue después utilizada en un estudio exploratorio como variable de criterio para desarrollar un código que evalúa la calidad de los objetivos y planes de acción. Los resultados muestran que la fijación de objetivos es más eficaz cuando (1) parte de una visión específica, (2) articula una narrativa de objetivos en forma de hoja de ruta, (3) incluye intenciones de buscar información y (4) intenciones de actuar. Finalmente, estos resultados son validados mediante una intervención en el programa MBA ejecutivo de ESADE. Más allá de la contribución teórica a la literatura sobre la fijación de objetivos, esta investigación tiene implicaciones prácticas inmediatas ya que los programas de desarrollo directivo la pueden utilizar como guía para aumentar la eficacia del proceso de fijación de objetivos, y consecuentemente para ayudar a sus participantes a avanzar en la consecución de sus aspiraciones profesionales y personales.
Many professionals increasingly join executive education programs, especially those that focus on leadership development, to embark on a personal or professional transition. Consequently, when participants are asked to set development goals and an action plan, these often comprise not only the improvement of leadership competencies but also longer-term personal aspirations and career goals. Not all participants, however, attain the goals to the same degree. The purpose of this research was to discover how the goal-setting process in leadership development programs can be more effective in helping participants engage in goal pursuit. To answer this research question, we first developed a scale that measures goal progress. This scale was then used in an exploratory study as the criterion variable for developing a code that assesses goal-setting quality. Results showed that goal-setting is most effective when (1) it is leveraged on a specific vision, (2) it articulates a meaningful goal narrative, (3) it includes intentions to seek information and (4) intentions to act. Finally, these results were validated by means of an intervention in the executive MBA program of ESADE. Besides the theoretical contribution to the literature of goal setting and intentional change, this research has immediate implications for practice as it guides leadership development programs in making their goal-setting process more effective, and in ultimately helping their participants to engage in the pursuit of their career and life aspirations.
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Wemyss, Robert Duncan. "A major wind farm development in a valued natural environment : a thematic discourse analysis of public responses to a proposed wind farm on the Island of Lewis, Scotland." Thesis, Open University, 2011. http://oro.open.ac.uk/54688/.
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Where it has been determined that government renewables targets can·be met through the construction of onshore wind farms the number of rural land use conflicts has increased. This research used the proposed major wind farm on the Island of Lewis (the LWF) in Scotland as a case study to explore such contested perspectives of rural land use. This wind farm would have been located in a locally, nationally and internationally valued natural environment underpinned by national and international statutory protection. A structured thematic discourse analysis (IDA) was devised to analyse the intrinsic and utility values of the natural environment contained within stakeholders' planning submissions. Although relatively underutilised planning submissions proved to be a rich source of research data. The principal findings revealed the extent to which stakeholders' discourses of objection were shaped through interactions at different social and geographical levels and how narratives of rurality, biodiversity and landscape were socially constructed in stakeholders' discourses. The findings also demonstrated that a strong sense of place attachment and place association had been woven into stakeholders' discourses and provided a better explanation for motivating objections than either NIMBYism or inverse NIMBYism. The location of the LWF within statutory protected areas (PAs) influenced the composition of stakeholders' discourses in ways which challenged the more prevalent academic perception that the public regarded PAs as being top-down impositions which constituted 'scientific colonialism'. The impact of the LWF on environmental and sociocultural values was considered by stakeholders to be crucial in assessments of sustainability and quality of life. Perceptions of fairness and weaknesses in local governance and the communicative planning process were also important influences on stakeholders' discourses and their perception as to whether a decision reached on the LWF would be environmentally just.
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Samuelsson, Emma. "Using activity theory to describe patient safety : How Region Östergötland supports patient safety development in a low and middle-income country’s healthcare system." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-170095.
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Region Östergötland engages in many international collaborations as a way to exchange knowledge and insights with other organizations. The organization has had a collaboration focused on patient safety with Moi Teaching and Referral Hospital in Eldoret, Kenya, since 2015. Kenya is considered a low and middle-income country, while Sweden is considered a high-income country. The aim of this study was to describe patient safety development using activity theory, with a special focus on how Region Östergötland supports patient safety development in a low and middle-income country’s healthcare system. Data was collected by conducting interviews with six participants involved in the patient safety collaboration, by visiting Eldoret to conduct a participant observation and by analyzing relevant policy documents. The results showed that many factors are involved in patient safety development, both within an organization and in supporting the development in a low and middle-income country’s healthcare system. Healthcare organizations should strive for commitment to patient safety development from all levels of the organization, and for a safety culture where staff members are comfortable reporting errors. The management must pursue patient safety questions and put aside resources for patient safety development. As Sweden and low and middle-income countries are different in many aspects, it’s important for the supporting part, in this case Region Östergötland, to be attentive to and understanding of prevailing differences caused by available resources, cultural norms, rules and organizational structures. Many of the requirements for an organization’s patient safety development, and for a successful collaboration between Region Östergötland and Moi Teaching and Referral Hospital, were shown to be achieved or at least functioning. Even though all requirements are not fulfilled, they are all matters that can be improved by the continuation of the collaboration. Region Östergötland can learn from the collaboration by seeing how results can be achieved in an organization with few resources, how efficiently changes can be made within an organization, as well as by gaining knowledge about another culture and country. These factors create opportunities for project participants to be inspired and question current methods and norms in their own organization, which can result in improvements of Region Östergötland as on organization in the future.
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Engström, Jonatan, and Usva Salvi. "Global goals in a local context: Implementation of the Sustainable Development Goals - A case study." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21184.
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The purpose of this thesis is to explore a local organization’s adoption of global sustainability policy, in terms of the Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development. The Agenda is a response to global sustainability challenges which require action by international cooperation and actors on all levels. For such a policy to fulfill its purpose, means of implementation must be ensured. This study aims to answer both why and how a small organization located in Malmö, Sweden, has adopted the Sustainable Development Goals, and what it implies for its operations. More specifically, the focus is on the perceptions of people involved in the selected case organization. These perceptions have been captured by interviews. In addition to the interviews, the case data also consists of a document that directs parts of the organization’s operations. Furthermore, to connect the global and local levels, the case data is supplemented with the 2030 Agenda. By conducting a thematic analysis, our main findings indicate that the SDGs are adoptable to a local organization, but that their main function seems to be to frame and legitimize already existing activities in a context of sustainable development.
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Monteiro, Raero. "Post-Truth Worlds and ICT3D : Comparing two approaches to the thematic content analysis of meta-deliberation between legislators and digital platforms in the US, the UK and Brazil." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45281.
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As a consequence of the burgeoning awareness about the degree to which communication and information technologies transformed democratic deliberation, political struggles over disinformation ensued in a number of countries. This master’s Degree Project focuses on the politics of falsehood to answer the following question: to which degree does the theory on post-truth worlds (PTW) explain the main themes articulated by legislators and platform representatives at parliamentary hearings about disinformation in comparison to a MCD-inspired perspective defined as ICT3D? The theoretical framework explains the main concepts in PTW (Farkas & Shou, 2020) and ICT3D, which is defined by this DP as the contentious field concerning the mediation of collective affairs by the intersection of deliberation systems, data politics and development dimensions within and across societies worldwide. The empirical section presents a thematic content analysis of three study cases that are used to compare both approaches, consisting of 15 parliamentary inquiries of digital platforms in the United States, the United Kingdom and Brazil within the context of right-wing ruling between 2017 and 2020. The results confirm the relevance of PTW as an interpretative key to the meta-deliberation between legislators and platform representatives, but also identify many contents that either go beyond the scope of PTW or present nuances and tensions within PTW-related codes. The findings also provide a number of conclusions on the potential of ICT3D as a theoretical approach: the contentious intertwining of data politics, deliberative systems and development dimensions was demonstrated to be present in meta-deliberation; the wide array of development dimensions raised in all cases shows the pertinence of ICT3D to Comdev; and ICT3D has also proven to be of value in demonstrating the absence of certain themes and contents that should be expected in meta-deliberation from a critical perspective. The discussion elaborates on the explanatory potential and limits of PTW and ICT3D, concluding that they operate at different levels: PTW are specific discursive formations - among others - that articulate themes and contents about ICT3D.
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Pelenur, Marcos. "Retrofitting the domestic built environment : investigating household perspectives towards energy efficiency technologies and behaviour." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/245221.
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Retrofitting the UK domestic built environment presents an excellent opportunity to improve its energy performance. However, retrofitting homes is a complex challenge conflated by multiple factors. Due to this complexity, a shortfall exists between the full potential and realised adoption of energy efficiency measures in the UK, a phenomenon termed the ‘Energy Efficiency Gap’. While a number of technical or economic factors may help explain this gap, difficult to quantify factors, such as social motivations, barriers, and viewpoints towards energy are also significant and often under-emphasised in public policy. As such, in order to improve the understanding of the Energy Efficiency Gap and the uptake of future retrofit initiatives, this research adopted a socio-technical approach that considered social and technical retrofit factors together. Specifically, this research collected data from interviews, questionnaires, and a Q Study in the cities of Manchester and Cardiff, alongside a questionnaire that measured energy efficiency technology and behaviour preferences. An original contribution to knowledge was using the data to empirically identify motivations and barriers to adopting energy efficient technologies, as well as identifying household viewpoints towards energy use and linking them to retrofit technology and energy efficiency behaviour preferences. As a result of this research, specific policy recommendations are presented to help promote energy efficiency retrofits in the UK. This research was carried out as part of the Engineering & Physical Science Research Council and Sustainable Urban Environment research programme, “Re-Engineering the City 2020-2050 Urban Foresight and Transition Management (RETROFIT 2050)”.
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Santos, Ana Maria Ferreira dos. "Geoenvironmental zoning for a planned and participative management: coastal plain of the city of Icapuà /CE." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5085.
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Ao longo da planÃcie costeira de Icapuà foi definido um complexo conjunto de unidades geoambientais originado pela interdependÃncia evolutiva dos variados componentes morfolÃgicos e regida pelos fluxos de matÃria e energia orientados pelas flutuaÃÃes do nÃvel relativo do mar e mudanÃas climÃticas durante o QuaternÃrio. Para definir a integraÃÃo destes componentes elaborou-se uma proposta de zoneamento geoambiental dessa planÃcie localizada no extremo leste do Estado do CearÃ, nordeste do Brasil. O principal objetivo foi o de, atravÃs dos mapas temÃticos em escala de detalhe (geolÃgico, geomorfolÃgico, unidades de paisagens), definir as bases geoambientais para gestÃo planejada dos sistemas naturais. Esses resultados foram alcanÃados atravÃs da realizaÃÃo de um amplo levantamento bibliogrÃfico, atividades em campo para o mapeamento e a utilizaÃÃo de imagens de satÃlite de alta resoluÃÃo. Aliado à elaboraÃÃo dos mapas temÃticos e zoneamento ambiental foi possÃvel realizar estudos quanto à dinÃmica dos elementos socioeconÃmicos e ambientais, os quais possibilitaram a elaboraÃÃo de um diagnÃstico socioambiental com Ãnfase em Ãreas que foram consideradas de risco potencial. Com a definiÃÃo das vulnerabilidades e potencialidades dos componentes morfolÃgicos da planÃcie costeira, foram agrupadas Ãreas relativamente homogÃneas e sugeridas medidas de gestÃo para melhoria da qualidade ambiental e vida das comunidades litorÃneas. Esses resultados alcanÃados fazem parte do projeto âDe Olho na Ãguaâ desenvolvido pela FundaÃÃo Brasil CidadÃo em parceria com o Programa de PÃs-graduaÃÃo em Geografia da UFC com o apoio do Programa Petrobras Ambiental e da FundaÃÃo Cearense de Apoio ao desenvolvimento cientÃfico e TecnolÃgico (Funcap).This dissertation analyzes the sustainability of the carcinoculture in the city of Fortim-CearÃ, taking into consideration environmental, social and technological aspects. The research aimed at identifying the main handlin g practices and the technology that has been adopted in the shrimp culture farms, and its contribution to a sustainable development of the activity. The study presents some forms of technology and handling practices that can be adopted by the farms, which are considered less environmentally impacting, and it also identifies the main impacts generated by the activity. Primary and secondary data were used. The primary data were obtained by means of an empirical research carried out in the city of Fortim, during the months of April and August, 2005. During these visits, questionnaires were applied, with semi-structu red and open questions. It was also possible to carry out interviews with representatives of governmental agencies and the business community. Secondary data were obtained by means of bibliographical research comprising theses, books and articles on the issue, as well as documents such as reports, Codes of Conduct, Federal and State govern ment directives, and assessments made by governmental agencies in charge of regulating and supervising the activity. In this study, tabular and descriptive analysis techniques and a modified version of the âForest Service of United States Agricultural Department (1986) methodology were applied. These methods made it possible to transform the qualitative variables into quantitative ones, through numerical values and weights so as to obtain a Significance Index of the technological, environmental and social variables. Upon the results obtained by these Indexes, it was possible to assess that the carcinoculture in the region is not developing on a sustainable basis, rejecting, therefore, the proposed hypothesis, according to which the handling practices and the technology that has been used in these farms are contributing for the development of the activity in a way that is in harmony with the environment. In spite of the existence of some initiatives that suggest that the sector is starting to take into consideration environmental matters, it is possible to affirm that the actions carried out by the sectorâs main entities have not been able to effectively promote the necessary changes in the behavior and conduct of the business, neither has it been able to call the attention to the importance of preserving the environment.
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Arman, Saleh. "Recommerce to ensure circularity through social media." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444892.
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Responsible consumption (SDG 12) practice is crucial to turn waste into zero and extending the usability ofproducts through reusing from the consumer end helps to less dependent on virgin materials. People exchangesecond hand products which are fully functioned but not used anymore which is called re-commerce. Financialgain is not the issue but to utilize the usability of the product is significant in this aspect. This aspect is vital toestablish the cradle-to-cradle system of ensuring circular economy philosophy. Re-commerce conducts in bothphysical and online marketplaces. Due to the ongoing Covid 19 pandemic, where physical marketplaces havelimited capacity to accommodate clients, the online Customer to Customer (C2C) marketplaces have no suchboundary to limit users. Facebook is considered the most popular re-commerce platform in today’s world dueto their large number of users. The study selected Facebook as the unit of analysis to assess the re-commercepractice of Facebook users of Bangladesh to ensure circular economy. For doing the review of existingliteratures, the study conducted bibliometric analysis of published research documents in social media andcircular economy which were indexed at Scopus database. After conducting literature review, the studyconsidered Social Practice Theory as the required conceptual framework. The study conveniently selected 26Bangladeshi individuals who were familiar with re-commerce practice on Facebook and formed four focusgroups based on product categories (electronics, furniture, jewelry and women’s attire) they dealt with. Thestudy conducted focus group interview through Facebook Messenger and Zoom. The study conducted thematicanalysis using NVIVO12 and developed a re-commerce practice on Facebook using the theoretical frameworkof Social Practice Theory. The study concluded that, re-commerce practice is vital to ensure the circulareconomy from the consumer end to encourage responsible consumption of making the future world sustainable.
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Maestri, Eric. "Thematic reductions : material, developments and categories." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/28320/.
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In my music I try to control the chaos inside and outside me. I try to write in the freest way and to realize it in the most consequential manner. Hence, I try to fnd a balance between the material and its implicit existential possibilities, focusing on the clarity of its elements and the variety of its possible complex temporal evolutions. In this sense, my pieces could be reduced, in most cases, to a set of contrasting original elements that are embedded in the thematic character of the structure of the material. However the theme is at the same time the starting and the fnal point of the composition, a journey in the discovery of the poetical and formal proprieties of the musical idea. Te theme is the frst and the last element. I reduce the musical material to a limited number of elements that are developed following a limited number of more abstract categories that allow a control of musical complexity. Tis double bond through an opposition with the material reveals my abstract compositional categories. Tis makes the process of composition a process of dialectic personal awareness of my subjective limits refected through the manipulation of the musical material. In this sense, my music results from an intimate and subjective confrontation with the realization of the musical idea. For this reason the notion of the thematic idea is central. It resumes the pure temporal character of the musical idea and refers to the semantic element of linear profles that I craft in my compositions. Te following analysis highlights the dialectics between the material and the abstract categories that derive from it. In the conclusion I explain my compositional position from the perspective offered by this analysis.
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Mulaudzi, Tshifhiwa. "Buying patterns of clothing during early adolescence : an exploratory study." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-083401.
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Mosimege, Keolebogile Betty. "Multiplicity of roles experiences of mature women students in a higher education setting /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182007-115401.
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Kornher, Oscar. "Screening of ligand binding behavior using a high-throughput method and development of guidelines for a learning material." Thesis, KTH, Lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-277797.
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This study is comprised of two distinct parts, a chromatographic study and a didactic study.Chromatographic studyThe need for higher selectivity in chromatography purification has increased in recent years. Multimodal resins, offering novel selectivity, are a possible solution to this demand. The purpose of this study is to develop new multimodal resins with novel selectivity, using an iterative workflow. Therefore, eleven novel multimodal ligands were screened according to binding behavior using a high-throughput (HT) method. The mapping of binding behaviors was comprised of six proteins and 32 different binding buffers, with various salt concentrations and pH-levels, to allow for a wide, but efficient mapping. The data generated from the screenings were presented using binding capacity and partition coefficient and were evaluated against each other using principal component analysis (PCA). The PCA created a ligand diversity map, which separated ligands in respect to binding behavior. The information supplied by the diversity map can be used for selecting ligands for further research. The results from presenting the data in the form of partition coefficient and binding capacity were comparable, which indicated that the effects of initial protein concentrations were low. However, this study found that there are advantages and disadvantages to using both quantities. It is possible that some of the ligands screened in this study will be used in further research and it is likely that the diversity map will facilitate the development of ligands with novel selectivityDidactic studyWith a rising demand for HT screening as a method to evaluate the binding behaviors of novel ligands, in combination with the UN’s goal for quality education for all, the incentives for developing quality educational materials for HT screenings have increased. A first step towards educational materials is to outline common difficulties, thereby creating guidelines for developing educational materials. In this study, guidelines for the development of learning materials for HT screenings have been produced. The guidelines were based on identification of critical steps for the experimental procedure and utilizing employer experience of learning materials in general. Two methods for data collection was used in the didactic study: observations and interviews. The observations were performed during the training of the screening method. For the interviews, three individual and one focus group interview were held. Thereafter, a thematic analysis was performed on the data to generate themes. The results from the observations and interviews indicated that the critical steps of the learning process were the practical parts. The result of the thematic analysis showed the identification of three themes: Cohesion, Facilitation and Interaction. These themes generated four aspirational guidelines: 1. Identify crucial steps of the practical procedure. 2. Adapt to people with different backgrounds. 3. Maintain coherence throughout the learning process. 4. Utilize strategies for interaction, both human interaction and material interaction.
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Uys, Martha-Marie. "Towards the development of a coping model for the well-being of patients with transverse myelitis." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/32047.
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Transverse myelitis (TM) is a rare auto-immune inflammatory disease in which the patient’s immune system attacks their spinal cord resulting in an unpredictable degree of neurologic disability, ranging from complete recovery to quadriplegia. TM patients often experience insufficient assistance towards understanding causes of the illness and have little to depend on in trying to deal with it. This study explores psychological strengths and coping strategies used by TM patients in coping with the illness.
A theoretical framework of positive psychology with a strong focus on seven constructs, namely positive coping, searching for meaning, benefit finding, hope, sense of humour, resilience, as well as religion and spirituality is presented. The main data collection strategy for this study was the gathering of stories as a form of conversation. These were subjected to thematic analysis by interpretative phenomenological analysis (IPA) focused on identifiable themes and patterns of living and behaviour.
The emerging patterns and identified fortigenic qualities were then considered, analysed and argued in relation to corresponding coping strategies. A model for the psychological coping and well-being of TM patients, based on emphasising the positive and constructive and considering existing models and strategies for the well-being of patients, was developed. The strategic and therapeutic model is presented in easily understandable language for the benefit of any care-giver (e.g. family member, friend or nurse) or the patient him/herself.Thesis (PhD)--University of Pretoria, 2013.
lk2013
Psychology
unrestricted
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Accad, Martin. "The Gospels in the Muslim and Christian exegetical discourse from the eighth to the fourteenth century : a thematic and chronological study of Muslim and Christian (Syriac and Arabic) sources of the crucial period in the history of the development of Arab." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395198.
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Петрова, А. И., and A. I. Petrova. "Разработка автоматизированной системы комплексного структурно - семантического и тематического анализа естественно языковых текстов : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/93459.
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Актуальность темы обусловлена потребностью предприятий во внедрении, в качестве основы всех предоставляемых продуктов и услуг, автоматизированной системы комплексного структурно - семантического и тематического анализа естественно языковых текстов (русскоязычного лингвистического анализатора). Целью работы является разработка автоматизированной системы комплексного структурно - семантического и тематического анализа естественно языковых текстов, а именно эффективного русскоязычного лингвистического анализатора, способного безошибочно определять части речи слов и их морфологические характеристики, так как на момент создания компании Privacy Safeguard Co таковые отсутствовали на рынке. Результаты работы – практическим результатом работы стала разработанная автоматизированная система комплексного структурно - семантического и тематического анализа естественно языковых текстов (русскоязычный лингвистического анализатора).The relevance of the topic is due to the need for enterprises to implement, as the basis for all provided products and services, an automated system for complex structural - semantic and thematic analysis of natural language texts (Russian-language linguistic analyzer). The aim of the work is to develop an automated system for complex structural, semantic and thematic analysis of natural language texts, namely, an effective Russian-language linguistic analyzer capable of accurately determining the parts of speech of words and their morphological characteristics, since at the time of the creation of Privacy Safeguard Co there were none on the market. Results of the work - the practical result of the work was the developed automated system for complex structural - semantic and thematic analysis of natural language texts (Russian-language linguistic analyzer).
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Hjertell, Anna, and Marie Krabbsjö. "Upplevelser och förändringar i rollen som ledare och hos individen under samt efter genomgången kurs i UGL : Utveckling av Grupp och Ledare." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-15342.
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En sökning på ledarskapsutveckling via Google och databasen APA PsycInfo renderar sammanlagt drygt 200 000 träffar. Detta tyder på ett stort intresse för ledarskapsutveckling. Syftet med uppsatsen är att studera hur deltagare tar sig an uppgiften att bearbeta samt eventuellt vidareutveckla upplevelser samt förändringar som tar plats under och efter en UGL kurs. Frågeställningarna berör ämnen runt hur de i sin ledarroll arbetat med inhämtade kunskaper och hur de som individer upplever att de har påverkats. Vi intervjuade sex ledare från mellersta och södra Sverige som deltagit på en UGL kurs under 2019. Vi använde oss av en semistrukturerad intervju där valet föll på att bearbeta insamlad empiri med hjälp av en tematisk analys. Det som framkom när det gällde ledarrollen var utveckling av tydlighet, trygghet samt effekter av det egna ledarskapet och behovet av användbara verktyg. Det mest utmärkande på det individuella planet var att deltagarna upplevde att de fick kunskaper om sig själv. Grupputvecklingens betydelse var ett ämne som de flesta frekvent återkom till under intervjuerna. Trots det ringa, men ändå väl geografiskt spridda respondentdeltagandet, har vi fått ett relativt fylligt resultat. Detta gav insyn i deras upplevelser av hur kursen har påverkat dem, kunskaper de förvärvat som ledare och inverkan det haft på dem som individer.When searching for leadership development at Google and the database APA PsycInfo you get a about 200,000 hits. This indicates interest for the subject. The purpose of this essay is to study how the participants handle the processing and possible further develop experiences and changes that takes place during and after a course in UGL. The issues concern topics about how they, in their role as a leader, have worked with obtained knowledge. The issues concern topics about how they, in their role as a leader, have worked with acquired knowledge and the effect on them as an individual. We interviewed six leaders from central and south part of Sweden who, during 2019, has participated in a UGL course. We used semistructured interviews and choose to process the collected data using a thematic analysis. The most important thing that emerged about the role of the leader were the development of clarity, security and the effects of the individual leadership and the need for useful tools. The most characteristic on an individual level was gaining good knowledge about yourself. Group development was the topic that most frequently were mentioned during the interviews. Despite the small but well geographically dispersed participation of respondents, we provide insight into their experiences of how they got affected by the course, knowledge they acquired as leaders and the influence it had on them as individuals.
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Diehl, Florence Anne. "Eutopiagraphies narratives of preferred future selves with implications for developmental coaching /." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277922552.
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Thesis (Ph.D.)--Antioch University, 2010.Title from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).
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Barkhuizen, Jaco. "An exploration of the intrapsychic development and personality structure of serial killers through the use of psychometric testing." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-140352.
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Duarte, Ligia Schiavon. "Desenvolvimento desigual e a regionalização do SUS: uma análise territorial dos recursos financeiros para as redes de atenção à saúde no Estado de São Paulo (2009-2014)." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-19092016-142929/.
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O estudo proposto nesta tese aborda o processo de regionalização do SUS a partir de duas vertentes dinamizadoras. Uma orientada pela diretriz da descentralização político-administrativa e outra pela diretriz de regionalização e hierarquização da rede de saúde com foco na integração de atividades e serviços em regiões. Tal processo pode ter como resultado a mitigação ou o aprofundamento das desigualdades regionais. O processo de regionalização assim considerado foi analisado segundo duas dimensões do desenvolvimento capitalista, a territorial e a da saúde pública. Em relação à dimensão territorial, a divisão inter-regional do trabalho foi considerada elementar para a diferenciação das regiões segundo suas funções na organização da produção. É nessa perspectiva que recorremos à rede urbana como síntese da divisão inter-regional do trabalho. Em relação à dimensão da saúde pública, o norteamento para a compreensão da sua inserção no desenvolvimento capitalista foi dado por dois conceitos dicotômicos de saúde, saúde como ausência de doença e saúde como bem-estar social. É por meio deles que se torna possível identificar as diferentes funções sociais da saúde pública e, a partir daí, desvelar seu papel no aprofundamento do movimento desigual da acumulação do capital ou, ao contrário, como elemento de transformação social. Devido à importância do financiamento na elucidação do processo de regionalização, a tese evidenciou as transferências de recursos da esfera federal para os governos municípios no âmbito do bloco de financiamento da Média e Alta Complexidade Ambulatorial e Hospitalar (Bloco MAC) com foco nas estratégias vinculadas às redes temáticas. Foram observadas as transformações na concentração/desconcentração territorial dos recursos do Fundo Nacional de Saúde (FNS) para os Fundos Municipais de Saúde (FMS) paulistas no período 2009-2014, considerando as condições de urbanização das 63 Regiões de Saúde do estado de São Paulo (Metropolitana, Alta urbanização, Média urbanização e Baixa urbanização) propostas pela tese. A análise assim fundamentada tornou possível verificar que o processo recente de regionalização do SUS no estado de São Paulo, dinamizado pelo financiamento das ações e estratégias vinculadas às redes temáticas, aprofunda as características de distribuição espacial desigual no território paulista.The study proposed in this thesis discusses the SUS regionalization process from two aspects dynamizing. A guided by the policy of political and administrative decentralization and the other by the regionalization policy and hierarchical health network focused on integration activities in the regions. This process may result in the mitigation or the deepening of regional inequalities. The regionalization process thus considered was analyzed according to two dimensions of capitalist development, territorial and public health. In relation to the territorial dimension, the inter-regional division of labor was considered elementary for the differentiation of the regions according to their roles in the organization of production. It is in this perspective that we used the urban network as a synthesis of the inter-regional division of labor. In relation to the public health, the guideline for understanding of its insertion in capitalist development was given by two dichotomous concepts of health, health as absence of disease and health as welfare. It is through them that it is possible to identify the different social functions of public health and reveal its role in deepening unequal accumulation of capital or as social transformation element.
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Brown, Ruby Macksine. "Professional Hurt: The Untold Stories." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1398686266.
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Panadés, Guerrero Marta. "Estrategias persuasivas en los anuncios de prensa escrita alemana: desarrollo temático, ilocución e implicación emocional." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/110574.
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El objetivo general de esta investigación se ha centrado en comprobar cómo se manifiestan los aspectos emocionales en la parte verbal de los anuncios publicitarios en prensa escrita en lengua alemana, sin la pretensión de confirmar la existencia de una publicidad emocional o racional, sino más bien describir la complementariedad de éstos, tanto a nivel funcional como formal.
Para ello, el desarrollo temático se ha utilizado como indicador de la organización textual, puesto que permite analizar los recursos semántico-sintácticos poniéndolos en relación con las funciones comunicativas, de las cuales a su vez se han considerado las relaciones entre el tipo y el modo oracional. Además, esta elección ha permitido poner de manifiesto las formas de realización indirecta, indicativas de una estrategia persuasiva. Como último paso, para analizar las estrategias persuasivas de implicación emocional se ha elaborado un catálogo de categorías que indican tanto del vínculo existente entre los interlocutores (proximidad o distancia) como del uso de la empatía.
El corpus se constituye de 178 textos-anuncio de diferentes semanarios de difusión masiva en Alemania, y se han seleccionado solamente aquéllos que han sido válidos tras superar un requisito estadístico con el fin de asegurar una representatividad suficiente. Cada texto-anuncio se ha clasificado inicialmente dentro de un desarrollo temático, para a continuación comprobar su pertinencia tanto por su disposición textual como por sus recursos discursivos, léxicos y gramaticales. Seguidamente se ha descrito la presencia de los tipos ilocutivos, los recursos expresivos de la información objetiva y de las estrategias persuasivas de implicación emocional dentro de esta misma clasificación.
Los resultados del análisis no se han alejado de la propuesta de la tipología textual tradicional, concretándose en una preeminencia de las estrategias descriptivas en la formulación del discurso publicitario. Además, se ha corroborado la presencia de la emocionalidad mediante la función expresiva y las estrategias persuasivas de implicación emocional, describiéndose así su papel como complementario al de la transferencia de información, la cual también ha estado muy presente.
Estas conclusiones se suman así a las aportaciones de la llamada inteligencia emocional, donde se promueve la importancia de las emociones en la toma de decisiones humanas. Igualmente, la presencia de la emocionalidad ha reflejado atributos indiscutibles de la sociedad contemporánea, enfocada hacia el divertimento y la búsqueda de emociones.
Por último, cabe apuntar la utilidad del material para ser explotado didácticamente en el aula, tanto por su contenido como su marco comunicativo, así como la posible aplicación del modelo de análisis a otros ámbitos.This study focuses on the way emotional aspects appear in the verbal part of press advertisements in German, with no intention to confirm the existence of emotional or rational advertising, but rather to describe the complementarity of these concepts, on both a functional and a formal level. To that end, its thematic development has been used as an indicator of the textual organization, since it allows analysis of the semantic-syntactic resources relating them to the communicative functions, from which the connections between sentence type and sentence mode have been established. Furthermore, this choice has allowed reveal the indirect realization forms, signs of a persuasive strategy. Finally, in order to analyze the persuasive strategies of emotional involvement, a catalogue has been elaborated with categories revealing the existing attachment between the interlocutors (proximity or distance) and the use of empathy. The study data were extracted from a verbal language corpus. It consists of 178 advertisements, each of these classified into a thematic development. All advertisements were transcribed and lemmatized to ensure sufficient representativeness. The analysis results do not deviate from the traditional proposal of textual typology; they show a preeminence of descriptive strategies in advertising discourse formulation. Furthermore, it has been substantiated the existence of emotional aspects, both by means of the expressive function and by means of the persuasive strategies of emotional involvement, thereby stressing its role as a complement to the information transfer, which has also been very prominent. These conclusions are added to the contributions of the so called emotional intelligence, which draws the attention to the importance of emotions at decisiontaking. Likewise, the presence of emotionality reflects indisputable attributes of contemporary society, focused on entertainment and its quest for emotions. Finally, it is relevant to mention the usefulness of the material as teaching material in the classroom, both for its content and its communicative frame, as well as the potential application of its analysis method in other fields.
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Wilson, Nicki M. "Thematic and developmental analyses of narrative, a comparison of aggressive and non-aggressive youth." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55255.pdf.
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Müller, Annika Sophie. "“Equality, Development and Peace for All Women Everywhere”? : An Analysis of Sexual Violence Against Women and Concurring International Conventions Concerned with Protecting the Rights of Women." Thesis, Linköpings universitet, Statsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-168329.
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Violence against women continues to be an issue that severely impacts women worldwide. Since the global spread of the #MeToo movement in 2017, debates regarding this issue significantly increased. Yet the precise ways in which women are impacted by violence, heavily influenced by their unique and diverse aspects of identity, are often disregarded. By focusing on two of these aspects of identity, namely gender and nationality, and comparing the circumstances of sexual violence against women in Germany, Nigeria, and South Korea, this thesis aims to showcase the diverse experiences of ‘being a woman’ and what this implies regarding the issue of sexual violence against women. With an additional analysis of four important international conventions aimed at ameliorating women’s lives (UDHR, CEDAW, DEVAW, and BPfA) regarding their acknowledgement of this diversity and guided by three theories, namely Multi-Ethnic Feminism, Feminist Postcolonialism, and Intersectionality, this thesis highlights the necessity of including everyone and their unique experiences with all kinds of discrimination to adequately tackle an issue such as sexual violence against women.
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Faroa, Brendon Duran. "Exploring experiences and self-explanations of antisocial offending behaviours of a group of South African emerging adults." University of the Western Cape, 2018. http://hdl.handle.net/11394/6215.
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Magister Artium - MA (Psychology)Antisocial offending behaviour relate to instances of criminal and societal norm violating behaviour. In South Africa, statistics on antisocial offending behaviour reflect high incidence rates among South African young people who engage in societal norm violations that are largely aggressive and criminal in nature. In the country's prisons, the average inmate is a young substance abuser who is unemployed, has dropped out of school before high school, is functionally illiterate and, more often than not, homeless. This is particularly true for emerging adults (those between the ages of 18 and 25 years) who constitute the poorest economic age group, the average house burglar as well as make up more than a quarter of the prison population in South Africa. In South Africa as well as internationally, the antisocial offending behaviour of emerging adults remain grossly understudied especially through qualitative self-explanations. The present study utilised a qualitative research approach to explore experiences and self-explanations regarding antisocial offending behaviours of a group of 10 South African emerging adults. The study used an exploratory research design. Participants were drawn from a number of non- government organisations, and two townships in Cape Town which is located in the Western Cape Province of the Republic of South Africa.
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Bellander, Erika, and Dimitrios Manolopoulos. "Hållbar utveckling i teknikämnet : Analys av läroböcker i teknik förgrundskolans åk 7–9och teknik 1 för gymnasiet." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-253019.
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Uppsatsen handlar om att undersöka hur aktuella läroböcker i teknik på grundskolanshögstadium och teknik 1 på gymnasiet adresserar hållbar utveckling (HU). Läroböckerna harjämförts med aktuella läroplaner för både Lgr11 och Gy2011 samt några externa källor, FN:s17 Globala Mål och tidningen Ny Teknik. Som metod har valts en tematisk analys enligt Brown och Clark (2008), ur detkontextualistiska perspektivet. De olika temana har analyserats fram och räknats medavseende på förekomster i de olika källorna, vilket har resulterat i både en kvantitativ och kvalitativ analys. Analyserna har kopplats till litteratur angående forskning inom tre huvudområden;teknikämnet och HU, lärare – elev samt kunskaps- och läroboksperspektiv. Det kan konstateras att läroböckerna inte alls innehåller så stor procentandel (%) HU-textmassa, stycken, som kurs- och ämnesplanerna innehåller. Läroböckerna följer inte läroplanernas inriktningar särskilt väl, utan HU verkar ha adderats till det befintliga innehållet i tidigare utgåvor, i stället för att ha arbetats in från grunden i nya utgåvor. Detta gör att HU ibland betraktas som en valbar kompletteringsaktivitet i undervisningen. Läroplanerna följer i sin tur inte de 17 nya globala målen för HU. Detta eftersom de är på olikanivåer och synkronisering med de globala målen görs med en stor fördröjning. Först görs synkronisering till nationell nivå, därefter till institutionell nivå och sist till kurs- och ämnesnivå. Som det nu är verkar teknikämnet i läroplanerna lyfta fram viktigheten i att tänka på HU, hellre än att lyfta fram tekniker kring hållbar utveckling och hållbara produkter. Slutsatsen är att läroböcker och läroplaner behöver uppdateras och teknikämnena integreraHU på ett mer konkret och genuint sätt, inte som idag, på en allmänt fostrande nivå. Detta föratt betona betydelsen av HU i samhället och för att uppnå en aktuell och likvärdig undervisning samt kunskaps- och färdighetsinhämtning.The thesis is about examining how certain current textbooks in technology at the lower secondary school and technology 1 in the upper secondary school address sustainable development (SD). The textbooks have been compared with current curricula for both Lgr11and Gy2011 as well as some external sources, the UN's 17 Global Goals and the magazine Nyteknik. As a method, a thematic analysis has been chosen according to Brown and Clark (2008), fromthe contextual perspective. The different themes have been analyzed and counted with regard to occurrences in the various sources, which has resulted in both a quantitative and qualitative analysis. The analyses have been linked to literature on research in three main areas; technical subject and HU, teacher - student and knowledge and textbook perspective. It can be stated that the textbooks do not contain as much percentage (%) of SD text mass, paragraphs, which the course and subject plans contain. The textbooks do not adhere specifically to the direction of the curricula, but SD seems to have been added to the existing content of previous editions, rather than having been worked in from scratch in new editions.This means that SD is sometimes regarded as an optional complementary activity in the teaching. The curricula do not follow the 17 new global goals for SD. This is because they are at different levels and synchronization with the global goals is done with a great delay. First, synchronization is made to the national level, then to the institutional level and last to the course and subject level (curricula). As it is now, the technical subject in the curricula seems to emphasize the importance of thinking about SD, rather than highlighting technologies relating to sustainable development and sustainable products. The conclusion is that textbooks and curricula need to be updated and the technology topics would integrate SD in a more concrete and genuine way, not as today, at a generally educational level. This is to emphasize the importance of SD in society and to achieve a current and equivalent teaching and acquiring knowledge and skill.
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Jones, Kelley Simmons. "Childhood Sexual Behavior: An Integrated Developmental Ecological Assessment Approach." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1463340188.
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Hart, Francine. "An Elementary Teacher’s Feelings of Self-Efficacy, Needs, and Pedagogical Strategies When Learning to Use the Interactive Whiteboard to Teach Science." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31218.
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Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.