Tesis sobre el tema "Supervision"

The expanding Colombian education system has seen the emergence of new state managerial styles. The system was designed originally for a country with one-half of the present population, one-third of the human resources and less than one-fifth of the required financial resources.
For this reason, it was necessary to extend and diversify services to include preschool, postgraduate education, nonformal education and services. Cultural activities, recreational activities of all types, and the development of scientific and technological research have also been included. At present this process is coming to an end and there is a tendency toward decentralization at the Ministry of National Education.
The general recommendation is to define the role of the state at each administrative level. The ministry should be director, planner, coordinator and evaluator of all education. The regions should be administrators and executors in their specific level in relation to the personnel and the relocation of the personnel. (Abstract shortened by UMI.)

Counselor supervision has been examined in many ways; from the angle of the supervisor, the supervisee, and the supervisory dyad. An area that has not been researched as solidly is that of the effect of supervisor race and gender on White trainees' perceptions of supervision. The present study was designed to examine those variables. The independent variables included supervisor race (Black female or White female), trainee gender, and trainees' levels of White racial identity. Dependent variables included perceptions of supervisor expertness, attractiveness, and trustworthiness, and supportive supervisory behavior and evaluative supervisory behavior scores on the Expectations for Supervisor Behaviors Questionnaire. The expectation was that supervisor race, trainee gender, and trainee's level of White racial identity would serve as predictors of perceptions of supervisors and their behaviors.Participants were 50 Caucasian masters level counseling and counselor education students at two Midwestern universities who volunteered for the study. Caucasian female research assistants were utilized to collect the data. Trainees were provided with one of two biographical sketches describing a hypothetical female supervisor; the information in each sketch was identical except for race (Black female or White female). Trainees then listened to a short audiotape of a simulatedsupervision session. Finally, they completed the following surveys: the Supervisor Rating Form (short version), Expectations of Supervisor Behaviors questionnaire, the White Racial Identity Scale, and an author-generated demographic sheet.A canonical correlation was performed to answer the major hypotheses of this study. The results indicated that supervisor race and two subscales of White racial identity, Disintegration and Autonomy, were significant predictors of perceptions of supervisor attractiveness and evaluative supervisory behaviors. Of five canonical roots calculated, this was the only one that was significant.A oneway MANOVA was also computed to test the significance of the supervisor race. The results indicated that the Black supervisor received higher scores on both the supportive and evaluative supervisory behavior subscales than did the White supervisor. Finally, only two other trends were noted. First, female trainees scored both supervisors significantly higher than did male trainees on perceived expertness, attractiveness, and trustworthiness. Second, male trainees scored the Black supervisor significantly lower than the White supervisor on perceived expertness, attractiveness, and trustworthiness.The significance of these findings for research and practice, and the limitations of the present study are discussed in the last chapter of this dissertation.60
Department of Counseling Psychology and Guidance Services

Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.

This study was designed to measure and compare individual supervision to triadic supervision in promoting counselor effectiveness and counselor development. During individual supervision, one counselor met with one supervisor for an hour. Two models of triadic supervision were created for this study: Split Focus and Single Focus. Triadic consists of two supervisees and one supervisor meeting for one hour. During the Split Focus, 30 minutes was allocated to each counselor for supervision. During the Single Focus, the whole hour was spent supervising only one of the counselors. The next week, the whole hour was spent supervising the other counselor. Three comparison groups were employed to determine the effectiveness of the three supervision models. An instrument was used to evaluate counselor effectiveness and another instrument was used to evaluate counselor development. 47 masters-level counseling students enrolled in practicum participated in this study. The practicum met for 16 weeks. Each counselor filled out a Supervisee Levels Questionnaire-Revised at the beginning (pre-test) and at the end (post-test) of the semester. This instrument determined the counselor's developmental growth. Each counselor submitted a tape of a counseling session at the beginning (pre-tape) and at the end (post-tape) of the semester. The tape was rated on-site by the doctoral supervisor utilizing the Counselor Rating Form-Short. An objective rater also rated the submitted tapes utilizing the same instrument. The instrument determines counselor effectiveness. At the end of the study, an Analysis of Covariance determined that the three supervision models did differ in developmental growth. The Split Focus grew significantly compared to Single Focus and compared to Individual supervision. However, the Single Focus grew significantly on the factor self and other awareness compared to Individual. In terms of effectiveness, an Analysis of Covariance determined that the three supervision models did not differ significantly.

Discovering the relationship between the occupational stress of community supervision officers (CSO), their supervision orientation and community supervision outcomes will improve the field of community corrections with respect to CSO job satisfaction, work performance, turn-over rates, workload distribution and training officers in evidence based practices. It also expands already rich research on offender recidivism. An ex post facto non-experimental quantitative design was used to describe the relationship between the independent variables (IV) under observation: the occupational stress level and supervision orientation of CSOs, and the dependent variables (DV): the number of client arrests on the caseloads of CSOs, the offenders’ successful completion of community supervision, the offenders’ unsuccessful completion of community supervision, and the number of violation reports a CSO sends to the releasing authorities for offenders on their caseloads. Two survey instruments called the Job Stress Survey (JSS) and the Revised Community Corrections Officer Orientation Scale (RCC) were used to collect data from CSOs. Multiple regression analyses of the IVs and DVs concluded that there was no statistically predictive relationship between the occupational stress and supervision orientation of CSOs. Additionally, there was no statistically predictive relationship between the occupational stress of CSOs, their supervision orientation, or community supervision outcomes. This research began a valuable discussion about the influence of stress on CSO interactions with their offenders, which may influence offender noncompliance with community supervision. Further research should include a larger representation of CSOs, so that more variables can be incorporated into a study for a more robust analysis.

In the counseling profession, clinical supervision is utilized to facilitate the personal and professional development of counselors in training (Bernard and Goodyear, 2014). Within this supervisory relationship, supervisors must adhere to the 2015 ACA Code of Ethics, which describes the need for infusing cultural competence into both counseling and supervision practices. This emphasis is warranted; as the population of the United States is growing more diverse and cultural sensitivity in counseling will be needed in order to best serve clients. Both qualitative and quantitative research in various allied fields and settings suggest that supervisor cultural competence positively impacts the supervision working alliance (i.e., Ladany, Brittan-Powell and Pannu, 1997; Ancis and Marshall, 2010; Wong, Wong and Ishiyama, 2013). However, research conducted from the perspective of supervisors working in community settings is limited. This study sampled 78 community supervisors to address the dearth in the counselor education literature concerning the relationships between supervisor cultural competence and the working alliance. Results indicated an overall positively correlated relationship between supervisor multicultural competence and the working alliance. Additionally, the results suggested that supervisor cultural knowledge and supervisor cultural skills are the greatest predictors of a strong working alliance, while supervisor multicultural relationship and supervisor multicultural awareness accounted for some additional variance. The results support the trend away from a competency-based model of cultural sensitivity and attention in counseling and toward a model of cultural humility.
Ph. D.

With advancement in modern technology, it is now possible for student teaching supervisors to virtually observe lessons remotely through the use of live video remote supervision. This innovation requires less overall funding (i.e., travel costs) and allows for highly qualified university professionals to provide direct feedback to student teachers. A phenomenological case-study approach was used to explore university supervisors’ perceptions and experiences with live remote supervision. Data from post-observation survey logs and a culminating focus group were collected from current physical education teacher education (PETE) program university supervisors (n = 3) from two separate higher education institutions. An interpretive phenomenological analysis (IPA) was conducted to best find meaning in the participants’ personal experiences. Qualitative results showed: (a) the iPad’s field of vision restricted the university supervisor from viewing all student teacher actions, though this was offset by increased ability to hear teacher through the Bluetooth, (b) initial and continual connectivity was problematic at times, (c) university supervisors rated the ability to hear every word the student teacher says to be very helpful (even more so than in live observations), (d) supervisors rated the quality of pre/post conferences and quality of observation to be high, though (e) this format did lose some of the personal touch of on-site visits. The findings suggest that remote supervision may prove to be a practical and cost-efficient way to facilitate supervision of field experiences in physical education and can potentially help shift towards a new paradigm of supervision in teacher education.

Thesis (MPhil)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Crime in South Africa is a common occurrence and crimes committed by young people are rapidly becoming a serious problem. During the 19th and zo" centuries, young offenders were institutionalised in reform schools for example. However, social workers and probation officers realized that the confinement in these schools caused frustration amongst the young offenders and also encouraged further deviant behaviour. In South Africa, the Department of Correctional Services implemented community corrections, on 1 June 1993, as an alternative sentence option to imprisonment. Community corrections have two distinctive forms, namely correctional supervision and parole supervision. Correctional supervision is a community-based sentence, which is prescribed by the courts and is served within the community under strict supervision and control of correctional officials and probation officers. The Department of Correctional Services mainly implemented correctional supervision in order to divert young offenders away from being exposed to the harsh and severe life of incarceration. The goal of the study was to explore correctional supervision as an alternative sentence option and present a description of this sentence for the juvenile delinquents. The objectives were to explore the juvenile offender's perception of correctional supervision, the impact of this sentence on the offender's family members and the availability and the role that the probation officers play during the juvenile's sentence to correctional supervision. The contents of the report focused on describing the phenomenon of juvenile delinquency and other related topics, such as theories and contributing factors, and correctional supervision as an alternative sentence option. Exploratory-descriptive research was done and questionnaires were utilized as instruments for data collection from the juvenile offenders, their family members and the probation officers. The juvenile offenders were part of the Department of Correctional Services' (Worcester) justice system and the probation officers are employed at the Department. Conclusions and recommendations are made regarding the respondents' perceptions, opinions and experiences of the sentence of correctional supervision. The proposed recommendations should be a guide for the Department of Correctional Services in order to change certain factors that contribute to the poor co-operation of juvenile offenders sentenced to correctional supervision.
AFRIKAANSE OPSOMMING: Misdaad in Suid-Afrika is 'n bekende verskynsel en misdaad gepleeg deur jong mense is vinnig besig om 'n ernstige probleem te word. Gedurende die neëntiende en twintigste eeu, is jeugoortreders na inrigtings, soos byvoorbeeld verbeteringskole, gestuur. Maatskaplike werkers en proefbeamptes het egter besef dat die afsondering in hierdie skole, frustrasies veroorsaak en self verdere afwykende gedrag aanmoedig. In Suid-Afrika, het die Departement van Korrektiewe Dienste Gemeenskapskorreksies op 1 Junie 1993, as 'n alternatiewe vonnisopsie tot gevangenisstraf, geïmplementeer. Gemeenskapskorreksies het twee onderskeidende vorme, naamlik korrektiewe toesig en parooltoesig. Korrektiewe toesig is 'n gemeenskapsgebaseerde vonnis, voorgeskryf deur die howe, en word uitgedien in die gemeenskap onder streng supervisie en beheer deur korrektiewe amptenare en proefbeamptes. Die Departement van Korrektiewe Dienste het korrektiewe toesig hoofsaaklik geïmplementeer om jong mense weg te wys van die onaangename blootsteling aan die gevangenislewe. Die doel van die studie was om korrektiewe toesig, as 'n alternatiewe vonissopsie te verken en 'n beskrywing van hierdie vonnisopsie vir die jeugoortreder te gee. Die doelwitte was om die jeugoortreder se persepsie van korrektiewe toesig, die impak van dié vonnis op die oortreder se gesinslede en die beskikbaarheid en rol van die proefbeampte tydens 'n jeugdige se straf tot korrektiewe toesig, te verken. Die inhoud van die verslag fokus op die beskrywing van die verskynsel van jeugdelikwensie asook verbandhoudende onderwerpe, soos teorieë en bydraende faktore, en korrektiewe toesig as 'n alternatiewe vonnisopsie. 'n Verkennende-beskrywende studie is gedoen met behulp van vraelyste, as 'n instrument van data insameling by die jeugoortreders, hul gesinslede en die proefbeamptes. Die jeugoortreders was deel van die Departement van Korrektiewe Dienste (Worcester) se regstelsel en die proefbeamptes is werksaam by die Departement.

Preface: Since 1996 the number of students enrolled for Master’s study in South Africa has more than doubled, while doctoral enrolments have almost tripled (Cloete, Mouton and Sheppard 2015). Such enormous growth has had major implications for supervision, especially in a context where only 39% of academics have doctorates themselves. If South Africa is to come close to the National Development Plan target of 5 000 doctoral graduates per year by 2030, the pressure on supervisors is likely to continue apace. But supervision is of course not simply a matter of applying technical skills to churn out highly competent postgraduate scholars. It is a teaching craft coupled with research acumen and deep personal commitment. This book reflects on how a range of supervisors are making sense of this complex endeavour. The Strengthening Postgraduate Supervision book brings together 15 chapters written by 18 academics from 16 disciplines in 11 institutions. The authors work across all three institutional types found in higher education in South Africa: traditional universities, comprehensive universities and universities of technology. Through this rich array of contributions, supervision is presented never as a ‘best practice’ to be generically implemented but rather as a nuanced pedagogy to be nurtured through critical reflection. The chapters mix theoretical considerations of the postgraduate process and personal narratives of supervision practice. Most of the authors can be described as emerging supervisors, with a few contributions from more experienced supervisors, but all have in common a deep desire to forge inclusive environments that foster meaningful postgraduate research and nurture a new generation of scholars. It is through the sharing of these academics’ concerns and constraints, competencies and celebrations that this book adds to our understanding of postgraduate supervision in South Africa.

Good police officers are often promoted into supervisory positions with little or no training for what makes a good manager. Effective Police Supervision is a core text used in college-level classes on supervisory practices in criminal justice. This popular book combines behavioral theory with case studies that allow the reader to identify and resolve personal and organizational problems. It provides readers with an understanding of the group behaviors and organizational dynamics, with a focus on effectiveness as well as proficiency, and on how a supervisor can help to create an effective organization. This book is also a vital tool in the preparation of police officers for promotional exams. This revised and updated edition includes new material throughout on police accountability, police involvement with news media, dealing with social media, and avoiding scandals. Each chapter includes important key terms and opens with a case study to illustrate important concepts.
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A prática do coaching tornou-se uma profissão emergente e a supervisão em coaching tornou-se uma prática reflexiva desta profissão. Este trabalho de investigação tem como objetivo descrever e caracterizar a supervisão enquanto processo de desenvolvimento de especialistas de coaching nas perspetivas do supervisando e do supervisor. Numa primeira parte apresentamos o enquadramento teórico, (conceitos, processos de desenvolvimento profissional, diferentes perspetivas de supervisão em coaching). Na segunda parte descrevemos o estudo empírico, no qual utilizámos um modelo de análise qualitativa de conteúdo de entrevistas semiestruturadas. Realizámos 13 entrevistas (5 supervisores e 8 supervisandos) as quais foram gravadas em áudio e posteriormente transcritas e analisadas (NVIVO8). Os resultados demonstram que a supervisão como uma prática reflexiva, conduz ao desenvolvimento, considera as necessidades do supervisando e reverte-se em ganhos significativos também para os supervisores. A supervisão em coaching evidenciou ter uma identidade própria embora partilhe com outras práticas de supervisão elementos comuns; ABSTRACT: SUPERVISION IN COACHING: PROFESSIONAL DEVELOPMENT OF SPECIALISTS IN COACHING The practice of coaching has become an emerging profession and the supervision in coaching has become a reflexive practice of this profession. This research has the aim of describing and characterizing supervision whilst process of development of specialists in coaching in the perspective of the supervisor and supervisee. In a first approach we present the theoretical structure, (concepts, processes of professional development, different perspectives of supervision in coaching). In the second we describe the empirical study, in which we used a model of qualitative analysis of context of semistructured interviews. We performed 13 interviews (5 of which to supervisors and 8 to supervise) which were recorded in audio and later transcribed and analyzed (NVIVO8). The results demonstrate supervision as a reflexive practice which leads to development, considers the needs of the supervised and reverts into significant gain for the supervisors as well. The supervision in coaching has proved to have a proper identity although shared with other practices of common element supervision.

The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers. However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision. The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.

This study is an investigation of the relationship between the cultural competency of counselor supervisors and the satisfaction with supervision of their supervisees. This study is a quantitative analysis of the correlations between the variables of cultural competency, satisfaction with supervision, and supervisee ethnicity and supervisee gender. The chapters of this dissertation present an introduction to the study, a review of the relevant and related literature, and the research methodology that was utilized to conduct the study, together with results and discussions.

Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Background: Research supervision is an increasingly important professional role of faculty members. There is now a growing body of research that explores factors which underpin good supervisory practice. Despite the progress in this area, there is scarcity of existing literature about the readiness of academic faculty who are involved in both undergraduate and postgraduate research supervision. One of the main obstacles in not being able to understand these issues is the lack of appropriate tools to measure research supervision skills. The aim of this thesis is to develop a valid and reliable scale to explore research supervision practices among health science faculty members, identify factors affecting the supervisory process and assess research supervisor’s readiness/preparedness towards guiding students’ research projects. Methods: A stepwise mixed methods study was carried out to develop and validate an instrument, the Research Supervision and Academic Readiness Scale (RSARS) that explored research supervision and academic readiness among health sciences faculty. The first stage (stage I) involved expert’s opinions, a focus group and a Delphi technique which generated appropriate items that were deemed necessary to be included in the instrument. The scale was piloted to identify the main dimensions/domains which included administrative and personal skills and interpersonal factors while looking for the internal consistency and the strengths of individual items. In stage II, a follow up in-depth qualitative study of the research supervisors’ experiences and practices was conducted with 18 participants from two universities to explore factors that influence academic supervision and to further refine the RSARS. Finally (stage III) was carried out to test the instrument in two different academic institutions representing two different contexts: King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS) and the University of Sydney (Sydney). To identify the underlying relationships between the items under each domain, Cronbach’s alpha were calculated and Exploratory Factor Analysis (EFA) performed to evaluate items step by step and 15 items were finally retained for the main study. Results: In stage I, the experts’ opinions highlighted the different questionnaire sections and domains. Findings from analysis of the focus group confirmed these domains and helped in refinement and additional items. The Delphi rounds helped in further items refinement and modification. Two rounds were considered adequate and all developed items were approved by 75% of the expert panel in agreement. The developed scale at this stage consisted of a total of thirty-eight items and Cronbach alpha of 0.98 showed item redundancy indicating the need for further review. In stage II (semi-structured interviews), the results were summarized into five main emergent themes, including institutional factors, supervisor/student interaction, professional development opportunities, motivational factors and challenges faced by supervisors. These issues are related to supervisors, students and their contexts. There was consensus among all participants regarding their motivation, challenges, and personal concerns when supervising research students. Rewards, recognition and time management were important factors expressed by the majority of the participants. Students’ personal characteristics such as enthusiasm, professional level and progress were of importance to the research supervision process. Contextual factors included clear institutional rules and regulations of supervision, valuing and recognition of supervisors, which were essential to majority of the supervisors. However, some structural differences were observed between the KSAU-HS and Sydney research supervisors. The majority of Sydney University participants had reservations about being co-supervisors rather than primary supervisors compared to KSAU-HS. In stage III, the RSARS was further developed and completed by a total of 235 participants as part of a survey including participant characteristics. There were 112/235 (47.7%) from KSAU-HS and 123/235 (52.3%) from the University of Sydney in the sample. The majority of KSAU-HS participants were males (p-value of 0.002); of younger age group (p-value of < 0.001), and had less teaching and supervision experience with a p-value of < 0.05 than their counterparts at Sydney. There was a highly significant difference between the two groups in the areas of initiating new studies or number of published papers with p-values of < 0.001. However, there were no significant differences between the two study areas with regard to the number of research students supervised (p-value < 0.36) or the number of times they were the primary supervisor (p-value of < 0.18). Also, there was variability in the supervisors’ personal skills and professionalism scores between the two study sites. Despite those differences, all study participants were in agreement with the need for more institutional support while also encouraging faculty enhancement activities for better supervision outcome. Conclusions: This study developed and validated a tool to assess the needs and readiness of research supervisors for individual assessments and faculty development interventions. The finding reports a range of validity evidence to support the use of the Research Supervision and Academic Readiness Scale (RSARA). This study highlighted that research supervision is influenced by multiple factors that need to be recognized and implemented for improving research supervisory skills. It is envisaged that this will have important implications for research supervisors' professional development. Future research is needed to further explore these factors from the perspective of supervisees as well as other relevant stakeholders.

Concern with bank failures and crises due to the increased volume and complexity of banking risks has emphasised banking regulatory policy that is aimed towards helping to ensure bank safety. In response to the changing banking environment, prudential supervision has increased in importance. This study is an empirical evaluation of the impact of the present and evolving supervisory system in Zimbabwe. The ultimate aim is to identify the most appropriate system that can best meet supervisory objectives. It is found that capital adequacy supervision is a central requirement for effective supervision. Three research methods were applied to the problem: field survey, theory and related statistical analysis, and simulation. The field survey established the pressures leading to supervision, and the objectives, instruments and likely effects of supervision in Zimbabwe. Theory and practical policy considerations were then used to draw out the potential empirical effects of supervision. For statistical testing purposes, supervision was proxied as the imposition of capital adequacy constraints. The general methodological approach used was to analyse trends in performance and condition of banks before and after the implementation of supervision. Since the Zimbabwean supervisory system is new, a comparative study of other developing countries' supervision was undertaken. Non-statistical, financial simulation experiments were then carried out to illustrate more clearly the important policy implications of the results. xviii The results confirmed the importance of capital adequacy analysis. It was concluded that capital ratios should be strengthened as volume of operations increased and the operating environment became risky. Whilst gearing ratios were useful in relating the volume of operations to capital strength, the results indicated the comparative suitability of adopting the risk assets ratios which facilitates more detailed risk appraisal. However, it was concluded that capital ratios, used alone, are not adequate indicators of overall prudential soundness. Close and adequate monitoring of all bank operations are also essential.

Les réseaux de transport multimodaux modernes sont essentiels pour la durabilité écologique et l’aisance économique des agglomérations urbaines, par conséquent aussi pour la qualité de vie de leurs habitants. D’ailleurs, le bon fonctionnement sur le plan de la compatibilité entre les différents services et lignes est essentiel pour leur acceptation, étant donné que (i) la plupart des trajets nécessitent des changements entre les lignes et que (ii) des investissements coûteux, dans le but de créer des liens plus directs avec la construction de nouvelles lignes ou l’extension de lignes existantes, ne sont pas à débattre. Une meilleure compréhension des interactions entre les modes et les lignes dans le contexte des transferts de passagers est ainsi d’une importance cruciale. Toutefois, comprendre ces transferts est singulièrement difficile dans le cas de situations inhabituelles comme des incidents de passagers et/ou si la demande dévie des plans statistiques à long terme. Ici le développement et l’intégration de modèles mathématiques sophistiqués peuvent remédier à ces inconvénients. À ce propos, la supervision via des modèles prévoyants représente un champ d’application très prometteur, analysée ici. La supervision selon des modèles prévoyants peut prendre différentes formes. Dans le présent travail, nous nous intéressons à l’analyse de l’impact basé sur des modèles de différentes actions, comme des départs en retard de certains véhicules après un arrêt, appliqué sur le fonctionnement du réseau de transport et sa gestion de situations de stress qui ne font pas partie des données statistiques. C’est pourquoi nous introduisons un nouveau modèle, un automate hybride avec une dynamique probabiliste, et nous montrons comment ce modèle profondément mathématique peut prédire le nombre de passagers dans et l’état de fonctionnement du véhicule en question du réseau de transport, d’abord par de simples estimations du nombre de tous les passagers et la connaissance exacte de l’état du véhicule au moment de l’incident. Ce nouvel automate réunit sous un même regard les passagers demandeurs de services de transport à parcours fixes ainsi que les véhicules capables de les assurer. Il prend en compte la capacité maximale et le fait que les passagers n’empruntent pas nécessairement des chemins efficaces, dont la représentation sous la forme d’une fonction de coût facilement compréhensible devient nécessaire. Chaque passager possède son propre profil de voyage qui définit un chemin fixe dans l’infrastructure du réseau de transport, et une préférence pour les différents services de transport sur son chemin. Les mouvements de véhicules sont inclus dans la dynamique du modèle, ce qui est essentiel pour l’analyse de l’impact de chaque action liée aux mouvements de véhicule. De surcroît, notre modèle prend en compte l’incertitude qui résulte du nombre inconnu de passagers au début et de passagers arrivant au fur et à mesure. Comparé aux modèles classiques d’automates hybrides, notre approche inspirée du style des réseaux de Pétri ne requiert pas le calcul de ces équations différentielles à la main. Ces systèmes peuvent être dérivés de la représentation essentiellement graphique d’une manière automatique pour le calcul en temps discret d’une prévision. Cette propriété de notre modèle réduit le risque de précisions faites par des humains et les erreurs qui en résulteraient. Après avoir introduit notre nouveau modèle, nous développons dans ce rapport également quelques éléments constitutifs sous la forme d'algorithmes qui visent les deux types d'impasses qui sont probables d'occurir pendant la simulation faisant un pronostic, c-à-d l'intégration numérique des systèmes de haute dimension d'équations différentielles et l'explosion combinatoire de son état discret. En plus, nous prouvons la faisabilité des calculs et nous montrons les bénéfices prospectifs de notre approche dans la forme de quelques tests simplistes et quelques cas plus réalistes
Without any doubt, modern multimodal transportation systems are vital to the ecological sustainability and the economic prosperity of urban agglomerations, and in doing so to the quality of life of their many inhabitants. Moreover it is known that a well-functioning interoperability of the different modes and lines in such networked systems is key to their acceptance given the fact that (i) many if not most trips between different origin/destination pairs require transfers, and (ii) costly infrastructure investments targeting the creation of more direct links through the construction of new or the extension of existing lines are not open to debate. Thus, a better understanding of how the different modes and lines in these systems interact through passenger transfers is of utmost importance. However, acquiring this understanding is particularly tricky in degraded situations where some or all transportation services cannot be provided as planned due to e.g. some passenger incident, and/or where the demand for these scheduled services deviates from any statistical long term-plannings. Here, the development for and integration of sophisticated mathematical models into the operation of such systems may provide remedy, where model-predictive supervision seems to be one very promising area of application which we consider here. Model-predictive supervision can take several forms. In this work, we focus on the model-based impact analysis of different actions, such as the delayed departure of some vehicle from a stop, applied to the operation of the considered transportation system upon some downgrading situation occurs which lacks statistical data. For this purpose, we introduce a new stochastic hybrid automaton model, and show how this mathematically profound model can be used to forecast the passenger numbers in and the vehicle operational state of this transportation system starting from estimations of all passenger numbers and an exact knowledge of the vehicle operational state at the time of the incident occurrence. Our new automaton model brings under the same roof, all passengers who demand fixed-route transportation services, and all vehicles which provide them. It explicitly accounts for all capacity-limits and the fact that passengers do not necessarily follow efficient paths which must be mapped to some simple to understand cost function. Instead, every passenger has a trip profile which defines a fixed route in the infrastructure of the transportation system, and a preference for the different transportation services along this route. Moreover, our model does not abstract away from all vehicle movements but explicitly includes them in its dynamics, which latter property is crucial to the impact analysis of any vehicle movement-related action. In addition our model accounts for uncertainty; resulting from unknown initial passenger numbers and unknown passenger arrival flows. Compared to classical modelling approaches for hybrid automata, our Petri net-styled approach does not require the end user to specify our model's many differential equations systems by hand. Instead, all these systems can be derived from the model's predominantly graphical specification in a fully automated manner for the discrete time computation of any forecast. This latter property of our model in turn reduces the risk of man-made specification and thus forecasting errors. Besides introducing our new model, we also develop in this report some algorithmic bricks which target two major bottlenecks which are likely to occur during its forecast-producing simulation, namely the numerical integration of the many high-dimensional systems of stochastic differential equations and the combinatorial explosion of its discrete state. Moreover, we proof the computational feasibility and show the prospective benefits of our approach in form of some simplistic test- and some more realistic use case

Aquesta tesi pretén analitzar la supervisió del doctorat mitjançant l'abordatge d'alguns temes rellevants sobre la seva conceptualització, experiències i pràctiques relacionades amb el desenvolupament de l'investigador. Comprèn una revisió i tres estudis empírics realitzats des d'un enfocament sociocultural. El disseny va ser transversal i combina dades quantitatives i qualitatives. Els principals instruments van ser un qüestionari dirigit a avaluar a les experiències significatives dels estudiants de doctorat, desenvolupat en un projecte més ampli sobre la identitat dels investigadors novells [I+D+i La formació de l'investigador en Ciències Socials impulsat pel Ministeri d'Economia i Competitivitat de l'Estat Espanyol (ref .: CSO2013-41108-R)] (Castelló, Pardo, Sala-Bubaré i Suñe-Soler, 2017, Castelló, McAlpine i Phyältö, Phyältö i McAlpine, en premsa), i un qüestionari obert per examinar les percepcions dels supervisors. Les anàlisis es van realitzar utilitzant un disseny de mètode mixt. L'estudi 1 comprèn una revisió integrativa de les característiques, propòsits i aportacions de la investigació sobre supervisió realitzada entre 2005 i 2016. Els resultats refereixen les característiques de la investigació sobre la supervisió del doctorat que els autors han desenvolupat durant l'última dècada i indiquen que la majoria dels estudis revisats es centren en l'anàlisi de les percepcions. L'estudi 2 aborda les experiències significatives dels estudiants de doctorat relacionades amb la supervisió i les estratègies que tenen per fer front a aquestes experiències quan són percebudes com desafiants o negatives. Es van identificar cinc categories d'experiències: 1) supervisió del procés d'investigació; 2) coaching; 3) prerequisits centrals per a la supervisió; 4) gestió i supervisió del projecte; i 5) elecció del supervisor. Els resultats també van indicar una variació entre els estudiants, en termes de les estratègies per manejar els problemes relacionats amb la supervisió i la prevalença dels estudiants orientats al problema sobre els orientats a l'estratègia. A més, els resultats van suggerir una relació entre les experiències de supervisió i la satisfacció dels estudiants amb la seva trajectòria doctoral. L'estudi 3 se centra en les concepcions i pràctiques dels supervisors pel que fa a l'escriptura de la investigació. Els resultats van mostrar que els supervisors atribueixen diferents funcions a l'escriptura -des del procés fins al producte- que es relacionen amb pràctiques centrades en: 1) produir textos acadèmics apropiats, 2) generar activitat epistèmica i 3) promoure la comunicació i la socialització. Es van identificar tres categories de suport per a l'escriptura, això basat en el tipus d'activitats reportades pels supervisors: 1) dir als estudiants què fer, 2) revisar i editar els textos dels estudiants, i 3) discutir de manera col·laborativa dels textos dels estudiants. Els resultats també suggereixen relacions complexes entre les funcions que els supervisors atribueixen a l'escriptura i el tipus de suport d'escriptura que ofereixen als estudiants. Aquestes relacions semblen estar intervingudes pel coneixement i els recursos que els supervisors tenen pel que fa a l'escriptura de la investigació. L'estudi 4 examina les relacions entre les percepcions dels supervisors sobre les seves experiències doctorals des de dues posicions com a estudiants i supervisors. Les experiències significatives dels participants reportades en ambdues posicions es van relacionar amb cinc categories: 1) habilitats de recerca, 2) suport de supervisió, 3) agència, 4) interacció i 5) recursos. Aquestes categories integren els aspectes més significatius que els supervisors consideren ajuden o dificulten el procés doctoral. Els resultats van revelar que els participants tenen percepcions més positives pel que fa a les seves experiències actuals com a supervisors. També es van confirmar relacions interessants entre l'experiència prèvia dels participants com a estudiants i la seva experiència actual com a supervisors. Aquesta tesi contribueix a ampliar i aprofundir el nostre coneixement sobre la conceptualització i pràctiques de la supervisió de doctorat, mitjançant l'anàlisi de les percepcions i experiències dels que considerem són els principals protagonistes de la supervisió: supervisors i estudiants. D'altra banda els resultats revelen la importància de promoure el coneixement i reflexió crítica dels supervisors sobre les seves concepcions i pràctiques de supervisió. En general, posen de manifest l'important paper de la supervisió en el desenvolupament de l'investigador. Esperem que aquesta tesi ampliï el nostre coneixement sobre la supervisió i contribueixi a conceptualitzar com un procés dialògic, relacional i multidimensional sostingut per la interacció entre els estudiants, els supervisors i els seus contextos acadèmics i de desenvolupament.
La presente tesis pretende analizar la supervisión del doctorado mediante el abordaje de algunos temas relevantes sobre su conceptualización, experiencias y prácticas relacionadas con el desarrollo del investigador. Comprende una revisión y tres estudios empíricos realizados desde un enfoque sociocultural. El diseño fue transversal y combina datos cuantitativos y cualitativos. Los principales instrumentos fueron un cuestionario dirigido a evaluar a las experiencias significativas de los estudiantes de doctorado, desarrollado en un proyecto más amplio sobre la identidad de los investigadores noveles [I+D+i La formación del investigador en Ciencias Sociales impulsado por el Ministerio de Economía y Competitividad del Estado Español (ref.: CSO2013-41108-R)] (Castelló, Pardo, Sala-Bubaré y Suñe-Soler, 2017, Castelló, McAlpine y Phyältö, Phyältö y McAlpine, en prensa), y un cuestionario abierto para examinar las percepciones de los supervisores. Los análisis se realizaron utilizando un diseño de método mixto. El estudio 1 comprende una revisión sistemática de las características, propósitos y aportes de la investigación sobre supervisión realizada entre 2005 y 2016. Los resultados refieren las características de la investigación sobre la supervisión del doctorado que los autores han desarrollado durante la última década e indican que la mayoría de los estudios revisados se centran en el análisis de las percepciones. El estudio 2 aborda las experiencias significativas de los estudiantes de doctorado relacionadas con la supervisión y las estrategias que tienen para hacer frente a estas experiencias cuando son percibidas como desafiantes o negativas. Se identificaron cinco categorías de experiencias: 1) supervisión del proceso de investigación; 2) coaching; 3) prerrequisitos centrales para la supervisión; 4) gestión y supervisión del proyecto; y 5) elección del supervisor. Los resultados indicaron una variación entre los estudiantes, en términos de las estrategias para manejar los problemas relacionados con la supervisión y la prevalencia de los estudiantes orientados al problema sobre los orientados a la estrategia. Además, los resultados sugirieron una relación entre las experiencias de supervisión y la satisfacción de los estudiantes con su trayectoria doctoral. El estudio 3 se centra en las concepciones y prácticas de los supervisores con respecto a la escritura de la investigación. Los resultados mostraron que los supervisores atribuyen diferentes funciones a la escritura -desde el proceso hasta el producto- que se relacionan con prácticas centradas en: 1) producir textos académicos apropiados, 2) generar actividad epistémica y 3) promover la comunicación y la socialización. Se identificaron tres categorías de apoyo para la escritura, esto basado en el tipo de actividades reportadas por los supervisores: 1) decir a los estudiantes qué hacer, 2) revisar y editar los textos de los estudiantes, y 3) discutir de manera colaborativa los textos de los estudiantes. Los resultados también sugieren relaciones complejas entre las funciones que los supervisores atribuyen a la escritura y el tipo de apoyo de escritura que ofrecen a los estudiantes. Estas relaciones parecen estar mediadas por el conocimiento y los recursos que los supervisores tienen con respecto a la escritura de la investigación. El estudio 4 examina las relaciones entre las percepciones de los supervisores sobre sus experiencias doctorales desde dos posiciones como estudiantes y supervisores. Las experiencias significativas de los participantes reportadas en ambas posiciones se relacionaron con cinco categorías: 1) habilidades de investigación, 2) apoyo de supervisión, 3) agencia, 4) interacción y 5) recursos. Estas categorías integran los aspectos más significativos que los supervisores consideran ayudan o dificultan el proceso de doctorado. Los resultados revelaron que los participantes tienen percepciones más positivas con respecto a sus experiencias actuales como supervisores. También se confirmaron relaciones interesantes entre la experiencia previa de los participantes como estudiantes y su experiencia actual como supervisores. Esta tesis contribuye a ampliar y profundizar nuestro conocimiento sobre la conceptualización y prácticas de la supervisión del doctorado, mediante el análisis de las percepciones y experiencias de quienes consideramos son sus principales protagonistas: supervisores y estudiantes. Además, los resultados revelan la importancia de promover el conocimiento y reflexión crítica de los supervisores sobre sus concepciones y prácticas de supervisión. En general, ponen de manifiesto el importante rol de la supervisión en el desarrollo del investigador. Esperamos que esta tesis amplíe nuestro conocimiento sobre la supervisión y contribuya a conceptualizarla como un proceso dialógico, relacional y multidimensional sostenido por la interacción entre los estudiantes, los supervisores y sus contextos académicos y de desarrollo.
This thesis aims to analyze doctoral supervision by means of addressing some relevant issues of its conceptualization, experiences and practices related to the researcher development. It integrates a review and three empirical studies, carried out from a sociocultural approach. Design was cross-sectional and combines quantitative and qualitative data. Main instruments were a questionnaire addressed to assess PhD students’ significant experiences, developed in a related and larger project on early career researcher identity [I+D+i Researcher’s Identity Education in Social Sciences funded by the Spanish Ministry of Economy and Competitiveness (ref.: CSO2013-41108-R)] (Castelló, Pardo, Sala-Bubaré and Suñe-Soler, 2017; Castelló, McAlpine and Phyältö, 2017; Castelló, Phyältö and McAlpine, in press), and an open-ended survey designed to prompt supervisors’ perceptions. Mixed-method analyses were conducted. Study 1 consists of an integrative literature review of the characteristics, purposes and contributions of the research on supervision conducted between 2005 to 2016. Results allowed us to describe the path that authors have taken to study supervision during the last decade and indicated that the reviewed studies focused on the analysis of perceptions that surround doctoral supervision. Study 2 addresses doctoral students’ significant experiences related to supervision and the strategies they have to cope with these experiences when they are perceived as challenging or negative. Five categories of experiences were identified: 1) supervision of the research process, 2) coaching, 3) central prerequisites for supervision, 4) project management and supervisor, and 5) supervisor choice. Results also indicated a variation among students, in terms of the strategies to handle problems related to supervision and the prevalence of problem-oriented than strategy-oriented students. Furthermore, results suggested a relation between specific supervision experiences and students’ satisfaction with their doctoral trajectory. Study 3 focuses on supervisors’ conceptions and practices regarding research writing. Results showed that supervisors attributed different roles to doctoral writing, ranging from process to product-oriented, which relate to practices focusing on 1) producing appropriate academic texts, 2) generating epistemic activity, and 3) promoting communication and socialization. Three categories of supervisory writing support were identified based on the type of activities reported by the supervisors: 1) telling the students what to do, 2) reviewing and editing students’ texts, and 3) collaboratively discussing students’ texts. Results also suggest that there were complex relationships between the role that supervisors’ attributed to writing and the type of writing support supervisors were able to offer. These relations appear to be mediated by supervisors’ awareness and resources regarding doctoral writing. Study 4 examines how supervisors perceive their doctoral experiences both as students and supervisors and the relationships between these perceptions. Participants’ significant experiences from both positions –as students and supervisors- were related to five categories: 1) research skills, 2) supervisory support, 3) agency, 4) interaction and 5) resources and affordances. These categories integrate the most significant aspects they considered help or hinder the doctoral process. Results revealed that participants hold more positive perceptions regarding their current experiences as supervisors. Interesting relationships between participants’ students’ experience and their current experience as supervisors were also confirmed. This thesis contributes to enlarging and deepening our knowledge of the conceptualization and practices embedded in doctoral supervision, by analyzing perceptions and experiences from who we consider the main protagonists of supervision: supervisors and students. Moreover, the results highlight the importance of enabling supervisors’ awareness and critical reflection regarding their supervision conceptions and practices. Overall they bring to visibility the significant role supervision plays in the researcher development. We hope this thesis enlarges our knowledge on supervision and contribute to conceptualize it as a dialogical, relational and multidimensional process sustained by the interplay between the students, supervisors and their academic and developmental contexts.

Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 73-80). Also available online.

Mestrado em Economia Monetária e Financeira
Esta dissertação analisa a supervisão bancária na União Europeia e o possível conflito de interesses entre política monetária e supervisão, que pode acontecer como consequência da integração das funções de supervisão e regulação bancária no Banco Central Europeu. A secção empírica considera o tema pelo lado da supervisão, tendo como referência o cumprimento dos princípios fundamentais de Basileia para uma supervisão bancária eficaz e procurando avaliar se a estrutura de supervisão tem impacto no cumprimento dos mesmos. Foi considerada uma amostra de 22 países e realizada uma cross-sectional anlysis. Os resultados sugerem que a estrutura de supervisão não tem significância no cumprimento dos princípios em questão. Pelo contrário, a liberdade financeira é uma variável com significância.
This dissertation analyses the banking supervision in the European Union and the possible conflict of interests between monetary policy and supervision due to the integration of banking supervision and regulation duties within the European Central Bank (ECB). The empirical section considers the topic on the supervision side, looking at the compliance with the Basel Core Principles (BCP) for effective supervision as a benchmark, trying to assess whether the banking supervision framework has significant impact on the best supervision practises. A sample of 22 countries and a cross-sectional analysis was considered. The results suggest that the supervisory structure has no significance on the compliance with the BCP. On the contrary, financial freedom is a significant variable.
info:eu-repo/semantics/publishedVersion

Multicultural competency is essential in the field of psychology and a major component of training involves multicultural supervision. Neglecting cultural issues may led to negative consequences in the development of the supervisor and supervisee relationship and in turn affect the work done with clients. Using a stratified random sample of 50 graduate students in APA accredited programs and internship sites, the researchers explored the specific supervisor behaviors and interventions that represent effective and poor multicultural supervision. This qualitative replication study incorporates Chu and Chwalisz’s (1999) critical incident questionnaire (CIQ) and a demographic questionnaire. The qualitative data was analyzed using Grounded Theory Method to create positive and negative categories of multicultural supervision experiences and associated processes and outcomes. Recommendations will be given for training and research purposes.

The first paper is a systematic review of 12 qualitative studies to determine what factors are important in facilitating multicultural clinical supervision. Key themes included self-disclosure, knowledge and learning, acknowledging cultural issues and making them explicit, non-endorsement of stereotypic and/or prejudiced assumptions and behaviours, creating a safe space, developing personal awareness of identity and views, and listening to and respecting different perspectives. The qualitative literature exploring supervisors' and supervisees' experiences improves our understanding of how to promote effective multicultural supervision. A supervisory relationship in which supervisees feel safe to be open and honest about issues of culture, diversity and difference is a key factor in facilitating multicultural clinical supervision. The second paper focussed on the area of openness and honesty, and aimed specifically to gain an understanding of UK trainee clinical psychologists' experiences of (non)disclosure within the supervisory relationship. Twelve participants were recruited from five clinical psychology training courses in England. Semi-structured interviews were audiotaped and transcribed by the researcher. Data were analysed systematically using modified grounded theory, and a model of(non)disclosure developed. The supervisory relationship played a crucial role in either facilitating or hindering trainees' sense that it was safe to disclose. Developing a trusting relationship was particularly important when disclosure was perceived as difficult. Trainees who felt that disclosure could not be utilised safely, experienced a negative impact on learning and often sought support from other sources. Trainees' experiences of supervisors' response to disclosure had a significant impact on disclosure values and therefore their willingness to disclose in future supervisory relationships.

The purpose of this study was to investigate supervisors’ perceptions of the relationship between supervision and therapeutic outcomes in the psychological therapies. Research investigating the contribution of supervision to therapeutic outcomes is limited and often methodologically weak (e.g. Freitas, 2002; Inman & Ladany, 2008; Watkins, 2011b; Wheeler & Richards, 2007a, 2007b). Watkins (2011b) identified only three methodologically robust research studies in this area in a period spanning thirty years, from 1981 to 2011 and only one of the three was situated within the psychological therapies (Bambling, King, Raue, Schweitzer, & Lambert, 2006). This qualitative study used a constructivist version of Grounded Theory to analyse the data collected from individual semi-structured interviews with ten participants, and a focus group with three participants. All participants were experienced supervisors and qualified psychological therapists based in the South West of the UK. Findings suggest that supervisors perceive the relationship between supervision and therapeutic outcomes to be indirect and that enabling the supervisee to become a better therapist is how supervision is perceived to indirectly contribute to improved outcomes for the supervisee’s clients. A number of issues emerged from the findings including difficulties in finding a common language for the term ‘therapeutic outcome’ and difficulty in ascertaining supervisory responsibility for therapeutic outcome, particularly where the supervisor did not have the ‘full picture’ of the supervisee’s caseload. These findings are captured in the core connecting category, which is conceptualised as ‘making sense of paradox and inconsistency in an indirect relationship between supervision and therapeutic outcomes’. An explanatory theory of the relationship between supervision and therapeutic outcomes, together with a diagrammatic theoretical model, is presented and recommendations for supervision practice and supervisor training in the psychological therapies are proposed. The study concludes that future research investigating the efficacy of supervision and its influence on client outcomes should first take account of supervisors’ frame of reference in relation to client outcomes and its application in supervision practice.

The purpose of this article is to introduce the competencies of OEFA, the way this organization has been implementing mechanisms for its exercise and the liabilities of the administered regarding supervision and control.
La finalidad de este artículo es dar a conocer las competencias del Organismo de Evaluación y Fiscalización Ambiental (OEFA), la forma como este organismo viene implementado losmecanismos para su ejercicio y las obligaciones del administrado respecto de la supervisión y fiscalización.

L'utilisation croissante des drones et leur intégration dans le trafic aérien nécessite de fournir un certain nombrede garanties de sûreté et de preuves de fonctionnement. La sécurité du vol est directement tributaire de laprécision et de la fiabilité de la localisation qui est généralement obtenue par une fusion multi-capteurs, réaliséeà l'aide d'un filtre estimateur. Ce travail de thèse s'intéresse au problème de la navigation tolérante aux défautset aux pannes capteurs dans le cas de capteurs non redondés. L'objectif principal est de proposer des méthodeset des architectures d'estimations de l'attitude et de la position qui permettent de préserver la justesse del'estimation, mais aussi d'améliorer sa consistance et son intégrité, même en cas de perturbations prolongéesdes capteurs. Un premier axe de travail concerne l'estimation et le rejet de biais multiples et fréquents sur uncapteur de position, comme peut y être soumis un récepteur GNSS (multi-trajets), ou un capteur visuel (erreurde poursuite). Une architecture de détection et de correction de l'estimation de position a été développée pourcela et vient compléter les méthodes existantes basées sur le GLR. Un second axe de travail a été de proposerune architecture d'estimation de l'attitude qui soit robuste aux perturbations magnétiques et aux accélérationsspécifiques. Elle comporte principalement trois briques: (1) Des modèles de performance permettent d'estimer lessorties capteurs nettoyées au mieux des perturbations; (2) Une étape de consolidation de mesures utilise des testsstatistiques pour sélectionner les signaux à fusionner entre les mesures brutes ou nettoyées, ou simplement rejeterles signaux dans les cas où la consolidation échoue; (3) Un estimateur d'attitude basé sur un filtre de Kalmanfusionne les mesures consolidées, avec des propriétés de découplage vis-à-vis des perturbations résiduelles, ainsiqu'un modèle de biais saturé. Les algorithmes d'estimation de position et attitude ont été validés en simulationet séparément lors de diverses campagnes d'essais expérimentales
The ever-increasing use of drones and their integration within the existing air trafic demand a certain number ofguarantees of safety and functional proofs. The flight safety is directly impacted by the precision and reliability ofthe localisation which is achieved most of the time by a multi-sensor fusion, itself provided by a state estimatingfilter. The work of this thesis focuses on the problem of fault tolerant navigation and sensor fault in the nonredundantsensor case. The main objective is to propose methods and architectures for attitude and positionestimation providing a correct estimation, but also improving its consistency and integrity, even in the case oflong lasting sensor perturbations. A first line of work concerns the estimation and rejection of multiple andfrequent biases on a position sensor, which is often the case for a GNSS receiver (multi-path errors), or a visualsensor (tracking errors). An architecture for bias detection and correction of the estimated position has beendeveloped to this end, to complement standard methods based on the GLR. A second line of work has beento propose an attitude estimation architecture robust to magnetic disturbances and specific accelerations. It isdivided into three principal blocks: (1) Sensor performance models allowing the estimation of sensor outputscleaned as well as possible from perturbations; (2) A measurement consolidation stage utilises statistical teststo select the signals to fuse between the raw measurements and the cleaned ones, or simply reject the signalsin case the consolidation fails; (3) An attitude estimator based on a Kalman filter merges the consolidatedmeasurements, with decoupling properties to mitigate the effect of residual perturbations, and a saturated biasmodel. The algorithms for position and attitude estimation have been validated in simulation and separatelyduring various experimental test campaigns

Thèse (M.Eng.) -- Université du Québec à Chicoutimi, programme en extension à l'Université du Québec à Rimouski, 2006.
La p. de t. porte en outre: Mémoire de recherche présenté à l'Université du Québec à Rimouski comme exigence partielle du programme de maîtrise en ingénierie pour l'obtention du grade ès sciences appliquées (M.Sc.A.). CaQCU Bibliogr.: f. [125]. Document électronique également accessible en format PDF. CaQCU

Thesis (M.A.)--Southern Illinois University Carbondale, 2008.
"Department of Administration of Justice." Keywords: Community, Correction, Failure, Probation, Recidivism, Treatment. Includes bibliographical references (p. 59-64). Also available online.

Borrowing from theory ranging from routine activities (Cohen and Felson, 1979) to Eck's (2003) controller concept this thesis focuses on two under-researched but growing aspects of criminology, making an original contribution to both. The focus is on rural crime in the night-time economy and the door supervisors who guard the venues within it. The multi-method approach which combines observation, interview, and questionnaire analysis enables recommendations for reducing conflict and effectively tackling violence and aggression in night-time venues. The thesis first explores the relationship between location and drinking environment at ‘Brassville’, a rural research site and ‘Horsefield’, an urban research site. The thesis finds a striking similarity in the drinking structure and habits of rural customers when compared to urban customers. Severe incidents of violence were documented in Brassville, and although rural and urban violent crime rates remain significantly different, one rural area of the district in which both research sites sit had a higher rate of violence than urban areas over a thirty–four month period. Second, it explores capability among door supervisors (more commonly known as 'Bouncers' (Hobbs, Hadfield, Lister, & Winlow, 2003)) or 'place managers', following the introduction of the regulatory Security Industry Authority (SIA) in England and Wales. Capability, the ability to competently and efficiently carry out a duty, of guardians is identified as crucial to safeguarding the public, whatever the location. Interviews with door supervisors inform the discussion on capability and highlight the importance of providing door supervisors with effective and practical training, creating capable guardians. Finally the thesis identifies and compares collaboration between door supervisors and the police. By examining the benefits and limitations of such collaboration, the thesis concludes that the nature of these relationships is often temperamental, and structure is needed to improve them.

In 2010, the European system of financial supervision (ESFS) has been introduced to assure at macro level the financial supervision necessary for the Member States. The thesis explains the Institutional role of (ESFS) starting with a general overview on microprudential and macroprudential supervision in European markets under the three main themes of financial regulations, informative systems and systematic risks concerned. It will follow a general overview on the functioning of the ESFS bodies, the European Systemic Risk Board (ESRB) and the three European supervisory authorities (ESAs): the European Banking Authority (EBA); the European Securities and Markets Authority (ESMA); the European Insurance and Occupational Pensions Authority (EIOPA). Firstly, analysing the composition of each body, what roles they have in the European context and which are the main directives involved. Then, the focus will move on a practical approach, showing and explaining how ESFS work in concrete and for which power they are entitled among the member states.

L'intérêt principal des canaux d'irrigation est d'assurer une bonne distribution de l'eau aux usagers tout en préservant la ressource en eau. L'automatisation des ouvrages de régulation des canaux a largement contribué à l'amélioration de la gestion de l'eau. La commande automatique d'un canal consiste à agir sur l'ouverture et la fermeture des vannes suivant les données issues des différents instruments de mesures placés sur le canal. Le bon déroulement du processus de commande exige que ces mesures soient fiables. En pratique, ces mesures sont souvent entachées de bruits ou encore d'erreurs. Ces erreurs sont généralement l'effet de défauts dans les capteurs ou actionneurs. Il est par conséquent impératif de munir le canal d'un système de supervision permettant de détecter et de localiser ces défauts. Nous développons dès lors une méthodologie de détection et de localisation des défauts dans les canaux d'irrigation. Cette méthodologie s'appuie sur les techniques de réconciliation de données et de diagnostic à base d'observateurs. La première partie est consacrée à l'application de la réconciliation de données sur un site réel du Canal de Gignac. Les canaux d'irrigation étant des systèmes à retards, la deuxième partie de ce travail porte sur l'extension des méthodes de diagnostic à base d'observateurs pour systèmes à retards
The main objective of irrigation canals is to satisfy the users' demands on water while preserving water resource. Manual for a long time, canals' control is now automatic which improves water management. Canal automatic control consists on manipulating structures according to measurements of sensors. The good unfolding of control process imposes correct measurements. However in practice, measurements are never correct and are usually subject to random noise and errors. These errors are generally instruments faulty effect. Consequently, it seems important to supply a monitoring system which allows fault detection and isolation. The work consists in developing a fault detection and isolation method for irrigation canals. This method is based on data reconciliation and diagnosis based observer. The first section concerns the application of data reconciliation on real data of the canal de Gignac. Irrigation canals are time-delay systems. The second section is about the extension of the diagnosis based observer to time-delay systems

L'intérêt principal des canaux d'irrigation est d'assurer une bonne distribution de l'eau aux usagers tout en préservant la ressource en eau. L'automatisation des ouvrages de régulation des canaux a largement contribué à l'amélioration de la gestion de l'eau. La commande automatique d'un canal consiste à agir sur l'ouverture et la fermeture des vannes suivant les données issues des différents instruments de mesures placés sur le canal. Le bon déroulement du processus de commande exige que ces mesures soient fiables. En pratique, ces mesures sont souvent entachées de bruits ou encore d'erreurs. Ces erreurs sont généralement l'effet de défauts dans les capteurs ou actionneurs. Il est par conséquent impératif de munir le canal d'un système de supervision permettant de détecter et de localiser ces défauts.

Nous développons dès lors une méthodologie de détection et de localisation des défauts dans les canaux d'irrigation. Cette méthodologie s'appuie sur les techniques de réconciliation de données et de diagnostic à base d'observateurs. La première partie est consacrée à l'application de la réconciliation de données sur un site réel du Canal de Gignac. Les canaux d'irrigation étant des systèmes à retards, la deuxième partie de ce travail porte sur l'extension des méthodes de diagnostic à base d'observateurs pour systèmes à retards.

Magister Artium (Psychology) - MA(Psych)
Literature suggests that novice supervisors are not adequately trained or equipped with the skills required in research supervision or to become productive researchers, and recommend that intervention strategies aimed specifically at enhancing supervision capacity, be prioritized. Primary texts report positive effects on student output and timely completion in a range of intervention strategies aimed at enhancing supervision capacity including supervisor training. However, it is difficult to compare these individual reports without a systematic attempt at filtration in which studies are evaluated for methodological rigour. The aim of this study was to consolidate the body of literature reporting on strategies aimed at enhancing supervision capacity which satisfies a threshold of methodological quality. The present study was a systematic review evaluating published literature from 2003 to 2013 that report on strategies aimed at enhancing supervision capacity. Only full-text, English articles within the UWC library databases were considered for inclusion provided that they report on the specified target group and focus of the study. Identified articles were evaluated on three levels: titles, abstract, and full text. Four instruments were used to facilitate data extraction and quality assessment including a Title summary sheet, abstract summary sheet, critical appraisal tool, and data extraction sheet. Meta-synthesis of included texts was conducted. Ethics: Permission to conduct the study was obtained from the appropriate committees at the University of the Western Cape (Registration number: 14/5/18). The information sources used in this study were all previously published and are in the public domain; therefore no additional permission for access was required. The study formed part of a larger NRF funded parent study. Thus the distinction between collaboration and plagiarism was carefully monitored given the collaboration between the present study and the larger parent study.