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1
Low, William R. "College Athletes' Approaches to Individual Practice". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1373299277.
Testo completo
2
Brecht-Haddad, Daniel Nagib. "Discovery, video self-confrontation, and intervention as a means to improve quality of individual instrumental practice". Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35409.
Testo completoAbstract (sommario):
Doctor of PhilosophyDepartment of Curriculum and Instruction
Frederick Burrack
The purpose of this research is to discover influences that guide practice habits of collegiate instrumental music students, explore student self-discovery of practice needs, and create strategies that can be used to improve the quality of students’ individual music practice. To best address these intentions, three unique yet sequential studies were implemented. The Discovery study focused on the uncovering prior experiences that shaped students’ practice habits before entering college to get an idea of how current practice habits were formed. The Video Self-Confrontation study had participants watch a video recording of a practice sessions to address possible gaps between their perception and the reality of their practice habits. The video self-confrontation prompted discussion about possibilities for enhanced practice skills. The Intervention study expanded upon information from previous studies to develop and administer personalized interventions designed to address weaknesses and identify effect on participants’ practice habits. Independent practice, the time after instruction when a student works toward mastery of skills or concepts, is widely recognized as a critical component of improvement in the performance music. These studies aim to help bridge the gap between practice theories and optimal experiences. These studies explored elements related to practice behavior. Because each person had unique experiences and diverse ways to describe their experiences, a methodology for each study was required that allowed for structured data collection and organization. As such, the constructivist paradigm supported these studies.
3
Eriksson, Jesper. "My Improvisation Practice : the act of improvising in individual instrumental practice, collaboration projects and performance". Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1654.
Testo completoAbstract (sommario):
In this study I research and reflect on the way I have been practicing with my saxophone, how I have been collaborating with others and how I’ve worked with performance during my two master years, with a focus on improvisation. The study is a presentation of my Professional Integration Project on NAIP-European Master of Music-program. I have had many different projects that will be presented. By playing, listening, and analyzing free improvisation I wanted to learn more about myself as a musician and about improvisation in general. I am also going to present individual exercises for improvisation I’ve been using, as well as exercises for group improvisation. I am going to present time-lines of events to see how one thing leads to another. I will present the product of a piece with improvised aspects, that led me and my collaborators to find our own ways of rehearsing. By summarizing the many aspects, I present my findings by describing what I want to learn, and how I want to learn it, and how I’ve been working with free improvisation groups and music collaboration, and what is important for me while performing improvisations. The findings of my studies suggest that I have developed my improvisational skills by playing free improvisation and doing exercises. My projects has also shown that you can combine written music with improvisational aspects in a classical setting by using different ways of rehearsing. Lastly, I found that it is important that, while improvising, musicians have a total mental presence to avoid energy loss in the music.Självständiga arbete, Master, 40 hp.
Program examenskonsert:
ImprovisationKvintett
Jesper Eriksson saxofon, Linnea Andreassen röst, Maiju Kopra röst, Viktor Rydén röst, Amanda Larsson röst.
Jesper ErikssonKvartett (2014), uruppförande
Alexander Rydberg violin, Jesper Eriksson saxofon, Emma Augustsson cello, Anton Svanberg tuba.
ImprovisationTrio
Jesper Eriksson saxofon, Jaan Krivel röst och klarinett, Kristoffer Linder slagverk
Extranummer: Friimprovisationsorkester
Jesper Eriksson saxofon, Alexander Rydberg violin, Emma Augustsson cello, Anton Svanberg tuba, Linnea Andreassen röst, Maiju Kopra röst, Viktor Rydén röst, Amanda Larsson röst, Jaan Krivel röst och klarinett, Kristoffer Linder slagverk, Bernhard Greter piano.
4
Cakuls, Tom. "The individual, property and discursive practice in Burton and Locke /". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56959.
Testo completoAbstract (sommario):
This thesis attempts a critical analysis of modern individualism through an examination of its origins in the seventeenth century. In this thesis I discuss the notion of autonomous and self-responsible individuality as a culturally constructed and culturally specific idea. Furthermore, I describe autonomy as only one of a complex of related features of the modern individual, including a withdrawn and objectifying stance toward the natural world, values and other human beings.In this thesis, I examine two seventeenth-century authors--Robert Burton and John Locke--each of whom represents a different conception of individuality. Burton emulates communal conceptions of identity characteristic of the Middle Ages and Renaissance, while Locke describes an essentially modern, analytical individuality based on the control and possession of an objectified "other".
The theoretical framework for this analysis is derived from Michel Foucault and Timothy Reiss' description of the transition from the Renaissance to the seventeenth century as a transition between different epistemes or discourses. Throughout this thesis, I supplement this essentially structuralist approach with perspectives from Medieval, Renaissance and seventeenth-century cosmology, literary theory, political theory and epistemology.
5
Gul, Amar. "Practice, stimulus-specific effects and individual differences in task switching". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3658/.
Testo completoAbstract (sommario):
This thesis points to the important roles of learning, individual differences in emotional intelligence (EI) and general intelligence (IQ), and culture (British vs. South Asian), on task switching. Participants switched between word identities and colour and between different face dimensions (emotion, gender and occupation). In general switch costs were reduced as participants practiced. Most interestingly, Stroop interference across blocks of trials was stronger for stimuli that form integrated representations, providing evidence that learned bindings between word forms and colours influence Stroop effects. In a separate study, people with high IQ were generally better able to task-switch while EI had a selective effect depending on the task. Individuals with high EI had low switch costs when emotion classification was involved, but not when switches were made between gender and occupation decisions. In a third set of studies, culture was found to affect the speed of face categorization, which may reflect cultural biases to emotion (in the White British population) and unfamiliarity in using facial cues to gender in South Asian participants. Finally, there was also evidence of implicit coding of facial emotion and gender - but not occupation. The implications for understanding task switching were reviewed in a final chapter.
6
Zhao, Yinan. "Individual Differences in Adolescents’ Driving Practice during the Learner Stage". ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2209.
Testo completoAbstract (sommario):
The implementation of Graduated Driver Licensing (GDL) policies has reduced the rate of car crashes among adolescents. However, limited research has focused on adolescents’ supervised driving during the learner permit stage of GDL. The study aimed to describe supervised driving practice during the learner permit stage and to test predictors of individual differences in the amount and the quality of supervised driving. 183 adolescents (M age = 16.4 years, 54.1% female) and their parents (84.1% mothers) participated. Adolescents reported driving an average of 25 minutes per day. Adolescents living in single-parent households, with less family income, and with a stronger motivation to drive reported more daily driving. Adolescents with a stronger motivation to drive reported driving in more settings. Discussion focuses on implications for developing effective driving-specific parenting strategies and helping to enrich adolescents’ supervised driving experiences.
7
Serio, Alessandro. "Theory and practice of «special support» between system and individual". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30009.
Testo completoAbstract (sommario):
The main purpose of this work is to analyse how teachers perceive and deal withdiversity, where they put the limit between «normality» and «otherness», how theyrelate to the documentation proceeding from public institutions.Using an ethnographic methodology based on participant observation and semistructuredinterviews, I shall apply Pierre Bourdieu's theories about social reproductionand distinction to a high school in Skåne, with the purpose of better understanding thedifference between change and reconversion in dealing with «otherness» in the form of«learning disabilities».This study aims at better understanding how «otherness», «diversity», and «plurality»are categorized, hierarchically organized, considered as «distortions», «defects»,«syndromes» to be cured, when instead they could actually constitute means toovercome the ancestral «fear of the other», the rejection of «complexity» and to fill theperceived gap between theory and practice, between the «school of diversity andplurality» and the school of «kunskapsmål», «performance», «driven-ness», bothpresent in the current Läroplan (LPF-94) and likely to be found in the new one.Finally, this analysis tries to point at the necessity to question the unquestionable. Thatis, to question the values that are considered to be established for good and foreverybody, understanding them as historical products, not as philosophical a priori. Farfrom being historical invariables, those values and principles are the result of actualpolitical fights, even of revolutions, and of debates occurred for centuries or evenmillennia. School has been focusing on having them internalised and naturalised,instead of developing adequate instruments to let them be critically understood,reflected upon, talked about, and of course experienced in their many contexts.The study's main result lies in individuating the structural and individual factors thatallow the teachers to deal with «otherness» and «diversity» as a problem instead as aresource, underlining the symbolic violence implicit in the process of naturalisation ofvalues and principles.
8
Cleeton, Lorraine. "Individual differences in learning strategies and external representations". Thesis, University of Birmingham, 2000. http://etheses.bham.ac.uk//id/eprint/439/.
Testo completoAbstract (sommario):
This thesis is about learning strategies that are specifically taught, presented in instruction booklets and then learned, in order to perform verbal recall tasks. It is also about how learning strategies that are not specifically taught and in this thesis called 'representations' are used by individuals to work out problems. There are two parts to the thesis. The first part used wordlists and learning strategies to assist subjects in learning lists of words. The second part of the thesis used problems and no taught or instructed learning strategies, but asked the subjects to show their 'workings out' in answering the various problems. Four experiments are reported in the first part of the thesis. Subjects were aged 13 - 14 years in the first two experiments and 10 - 11years in the latter two experiments. The Cognitive Styles Analysis was only used in the fourth experiment. The words chosen in all the four experiments were familiar nouns and adjectives and selected from common categories including: food, mode of transport, and animals. The results of these experiments show that either being taught or learning the strategies from written instructions does not greatly influence subjects' list learning performance. Also, it is unclear from the literature if the learning of learning strategies in learning lists of words, has a long lasting effect on the learner. The second part of the thesis examined the 'workings out' of subjects after completing a variety of problems including: analytic reasoning, verbal reasoning, spatial, and mathematical word. This part of the thesis included two studies and in both the Cognitive Styles Analysis (Riding, 1991) was given. The subjects were postgraduates and undergraduates in experiments five and six, respectively. The data was analyzed in terms of not how many problems were correctly answered but how much representation and how many different types of representations were used in arriving at a solution to each problem The representations were categorised according to the number of 'characters',' lines', 'pictures' 'ideas' and 'letters' (number of characters used in total - the number of characters used in the answer) used in each problem The results showed that most subjects used representations in solving problems. They also showed that such factors as age and cognitive style had an influence on the type of representation used.
9
Sarac, Cakil. "The Association Between Organizational Culture And Individual Factors On Medical Practice". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608501/index.pdf.
Testo completoAbstract (sommario):
The aim of the present research was to investigate the relationships between patient safety culture within hospitals and individual factors on medical practice among physicians. A total of 240 physicians from ten different hospitals completed the Medical Practice Questionnaire, Hospital Survey on Patient Safety Culture, Maslach Burnout Inventory and Eysenck Personality Questionnaire Revised- Abbreviated Form. In order to assess frequency and types of medical errors, Medical Practice Questionnaire was developed by the author. Factor analysis of this Questionnaire demonstrated the existence of four subscales named as Patient Management/Information Delivery Errors, Execution Errors, Procedure Related errors and One Source Errors. ANOVA results revealed that males conduct more Procedure Related Errors than females. In support of the hypothesis, a number of differences observed on patient safety culture between types of institutions that public hospitals received lower scores on most of the safety dimensions. Regression analysis results revealed that personality dimensions and burnout levels were significantly related to types and frequency of errors. Considering significant predictors, while the extravert participants were found to report more Patient Management/Information Delivery, Execution and Procedure Related errors,
Neurotics were found to report lower levels of errors on these three dimensions.
Regression analysis of burnout levels showed that depersonalization were also associated with these three error dimensions.The level of depersonalization were found to increase the frequency of Patient Management/Information Delivery, Execution and Procedure Related Errors. The research findings however, did not support the assertion in a manner that safety culture dimensions were not found to have main effects on types of errors. The limitations of the current research and implications for further research were discussed.
10
Winkens, Ronald Andreas Gerard. "Improving test ordering in general practice the effects of individual feedback /". Amsterdam : Maastricht : Thesis Publishers ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6960.
Testo completo
11
Lundqvist, Joakim. "Individual Differences in Working Memory and the Effect of Retrieval Practice". Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160382.
Testo completoAbstract (sommario):
There is a plethora of techniques for trying to maximize information retention, some more efficient than others. Retrieval practice, or repeated testing, has garnered much support in the scientific community for some time, due to its robust effect and ease of use. This has to do with a phenomenon denoted as the testing effect. The testing effect is produced when information is actively retrieved and reconstructed from long term memory, strengthening information retention. While there is a large interest within the scientific community in utilizing the testing effect in the classroom, few studies have been done to implement it ecologically. In the following study a retrieval practice paradigm was introduced to a class of upper-secondary students following a course in mathematics. Over the course of the semester students participated in digital quizzes where they got practice their knowledge on mathematical constructs as a means of retrieval practice training. Increased use of retrieval practice translated to better results on end-of-chapter quizzes. Individual differences in cognitive ability were taken into consideration, though it could not explain any of the variance in results. These results are in line with previous research and suggest that the testing effect is beneficial regardless of cognition and has the potential to even the playing field for learning.
12
Fingerhut, Henry Alan. "Individual and organizational Uses of Evidence-Based Practice in healthcare settings". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128641.
Testo completoAbstract (sommario):
Thesis: Ph. D. in Engineering Systems: Technology, Management, and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, February, 2020Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 135-145).
In the three decades since its introduction, Evidence-Based Practice (EBP) has become standard clinical practice and the subject of targeted interventions at all levels of the health system. Despite its prevalence, EBP is frequently challenged on philosophical, practical, empirical, and normative grounds. And EBP is often underused in practice relative to the considerable investment in training and sophisticated organizational interventions to implement EBP. In this dissertation, I identify what the concept of EBP means to health system stakeholders as a partial explanation for this persistent gap in EBP use and implementation outcomes. Through interviews with clinicians and healthcare administrators, I identify how providers and organizations use EBP in practice to clinical ends and in inter-professional relationships. First, I find that in contrast to the theoretical model, stakeholders vary in how they operationalize EBP for individual-level clinical use.
Stakeholders endorse a range of what I call implicit mental models of EBP that imply different approaches to clinical decision-making. Respondents' implicit mental models of EBP each emphasize an incomplete aspect of the full EBP model: Resource-Based EBP emphasizes specific evidence artifacts, Decision-Making EBP emphasizes the decision-making process, and EBT-Based EBP emphasizes specific Evidence-Based Treatments. These implicit models represent the decision inputs, process, and outputs, respectively. Second, I describe how and why healthcare organizations conduct EBP interventions, despite its initial design as an individual-level clinical decision-making model. I document a range of different organizational EBP activities and interventions, including disseminating resources, training providers, and implementing local standards. These organizational EBP activities both support individual EBP use and address broader organizational ends, which may conflict.
Finally, EBP takes on social and inter-professional meanings beyond its intended scope as a clinical decision-making model, which emerge in context and affect how providers understand and use EBP. Specifically, providers may renounce their standing to evaluate evidence, demonstratively use EBP, and administrators claim standing to evaluate evidence. This dissertation therefore demonstrates the varied uses of EBP that emerge in practice, contributing to our understanding of the challenges and contradictions that arise in applying general knowledge to individual cases and systematizing strategies for the same at the organization level.
by Henry Alan Fingerhut.
Ph. D. in Engineering Systems: Technology, Management, and Policy
Ph.D.inEngineeringSystems:Technology,Management,andPolicy Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society
13
Hernandez, Dina. "Relatório de prática de ensino supervisionada - A problemática das práticas sistemáticas de estudo individual e sua influência no processo de aprendizagem do instrumento: o caso dos alunos do ensino oficial de música da Escola de Música Nossa Senhora do Cabo". Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23358.
Testo completoAbstract (sommario):
A temática do estudo individual e sua relevância para o processo de
aprendizagem instrumental tem sido tema de interesse em variados estudos
científicos. Têm emergido questões concretas sobre a importância da quantidade,
regularidade e qualidade da prática individual para a melhoria da performance,
bem como o papel central de uma crescente autonomia, potenciada pelo
desenvolvimento de competências metacognitivas, onde assumem particular
importância as práticas sistemáticas de registo e de avaliação do progresso da
aprendizagem. Apesar dos inúmeros resultados apontarem para uma enorme
importância desta componente da aprendizagem, no contexto real das escolas de
ensino especializado da música, tais conhecimentos parecem não estar ainda
patentes nos comportamentos quer de alunos quer de professores, havendo
ainda a necessidade de desenvolver materiais didáticos que possam levar os
alunos a potenciar o tempo dedicado a esta componente. A investigação realizada
neste projeto revelou efetivamente que as práticas de estudo dos alunos são muto
diversas, bem com as suas perceções e opiniões acerca da sua efetividade e
adequabilidade às necessidades de aprendizagem. Foi feita uma caracterização
das práticas de estudo dos alunos, recolha de opiniões e perceções acerca dessas
mesmas práticas, e ainda um levantamento de fatores positiva e negativamente
influentes na prática individual, foram desenvolvidos conteúdos a incluir num
protótipo de caderno de apoio ao estudo individual, direcionado às necessidades
concretas da comunidade escolar da Escola de Música Nossa Senhora do Cabo; The question of deliberate practice and its influence on the instrumental
learning process – case study with the students attending the official musical
course of Escola de Música Nossa Senhora do Cabo (EMNSC)
Abstract: The subject matter of individual practice and its relevance to the
instrumental learning process has been the core subject in many research
projects. Important issues such as quantity, regularity and quality of individual
practice have arisen, together with the central role of an increasing autonomy,
powered by the development of metacognitive skills. Between these skills, an
organized behavior, such as a detailed registration and evaluation of the learning
process acquire a huge relevance.
Despite the scientific data showing the enormous relevance of this component of
learning, in the real life at the music schools, it seems that this knowledge is still
not patent in the students’s and teachers’s beliefs and behaviors towards practice.
There is still a need for developing useful materials that could enhance the profit
of the time students dedicate to practice. The research made with students and
teachers from EMNSC showed a huge diversity between practice related
behaviors, as well as different perceptions and beliefs regarding its effectiveness
and suitability to the real learning needs.
The data collection intended initially to characterize the students’s practice
behavior. Afterwards, it allowed a collection of opinions, perceptions and beliefs
about those behaviors and its importance and influence on the instrumental
learning processes. Some potentially influent factors and its positive or negative
influence on students practice behavior were also identified. Regarding the
obtained data, some contents were developep to further be included on a practice
notebook, specially targeted to the EMNSC school needs.
14
Webber, Teresa Elisabeth. "An investigation of management learning during mid career masters degree courses which use action strategies". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341076.
Testo completo
15
Board, D. "Senior selection interviewing : from individual skill and intuition to habitus and practice". Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4823.
Testo completoAbstract (sommario):
Research into choosing individuals to fill positions at or near board level in organisations is scarce; however we know that interviewing is the dominant selection practice. The research into selection interviewing at junior and middle levels is extensive. Overwhelmingly it takes the form of scientific (typically psychological) studies of independent, interacting individuals understood in either rational agent or stimulus-response modes. This research narrates the author’s involvement as an expert adviser to the board of a UK non-profit in the selection of their chief executive. The narrative material is interrogated using the concepts of habitus and practice as developed by the sociologist Pierre Bourdieu. This work builds on explorations of power, skill and intuition which use further narratives of the author’s experience as an interviewer and a leader, and also a participant in the management doctorate programme at the University of Hertfordshire. Previously the author worked for eighteen years in executive search. The author argues that both the practice of senior selection interviewing and its theorisation are damaged by too narrowly scientific a discourse which neglects substantial strands of relevant scholarship (for example within broader management studies, sociology, critical theory and philosophy). Behavioural competencies and transferable skills – bedrock concepts in contemporary human resource ‘best practice’, including selection – are called into question. The author experiences the practice of senior selection interviewing as stuck, caught between cynical and scientific interpretations of itself (that is, self-interested power play and disinterested measurement). Neither perspective yields a productive dialectic. The ideas of habitus and practice open a different understanding which does not simply reject the preceding perspectives but attempts to advance beyond them.
16
Cromwell, Jennifer. "Individual scribal practice at Jeme : the papyri of Aristophanes son of Johannes". Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494076.
Testo completoAbstract (sommario):
The town Jeme was built in the remains of Medinet Habu, the mortuary temple of Rameses III on the west bank of Thiebes. The Coptic phase of the town is dated to the 7th-9th Centuries AD. The papyri from die site documents the activities of die towns' inhabitants. This thesis concerns the construction of these documents and the nature of scribal practice at die site. In doing so, two approaches are adopted. The first is a study of the archival history and provenance of the documents; second, an analysis of the texts produced by one scribe from die site, Aristophanes son of Johannes, who is responsible for the largest number of documents attributable to one individual (27 of the published 135 texts).
17
Hirsh, Åsa. "The individual development plan as tool and practice in Swedish compulsory school". Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22540.
Testo completoAbstract (sommario):
Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis.Svensk sammanfattning: s. 111-126.
18
Ditchfield, D. "Individual experiences of bullying behaviours : a portfolio of research and therapeutic practice". Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/20251/.
Testo completoAbstract (sommario):
Tackling bullying within the healthcare profession is a major priority considering the costs and risks associated with it, and a full understanding of what behaviours constitute bullying is crucial (Allen, 2015). This mixed-methods study’s QUAL/Quant aims were, firstly, to establish what ALT staff considered to be their experiences of bullying (QUAL) and, secondly, to consider the prevalence of negative acts and their potential relationships to levels of reported depression (Hypothesis 1), stress (Hypothesis 2) and anxiety (Hypothesis 3) (Quant). A pragmatic epistemological framework was utilised for this study with a qualitative focus. Employees from five divisions of ALT were invited to participate in this study, and 303 (response rate 27.5%) took part in the quantitative questionnaire-based study. Eight participants who had described experiences of being bullied were interviewed qualitatively. Prevalent negative behaviours, as reported were: being exposed to an unmanageable workload, having your opinions and views ignored, excessive monitoring of work, being ordered to do work below your level of competence, and being ignored or facing a hostile reaction when you approach. All three hypotheses were strongly supported, in that there was a significant positive relationship between reported experiences of negative acts and levels of depression, anxiety and stress. A constructivist grounded theory approach was adopted for the analysis of the qualitative data. The findings suggested that the experience of bullying was far more complex than the reporting of negative acts and included a stealth-like nature prior to individuals recognising a bullying event. The integration of both methods during the analysis enabled a more thorough exploration of the experience of bullying behaviours than either a qualitative or quantitative approach would have achieved in isolation.
19
Siudzinski, Robert Andrew. "Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27864.
Testo completoAbstract (sommario):
This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of practice. Unlike place-based or cyber-bound communities, the ever-changing membership and location dynamics of AT hikers offered a unique and researchable community for study. The complex and understudied sensemaking trajectories of individuals moving through this mobile community were investigated over three years through in-depth interviews and participant observations. Inductive analysis of expert and novice stories illuminated experiential patterns and collective traditions that comprise the AT learning culture. In contrast to traditional approaches to knowledge and skill acquisition, this study found socio-reflective exchanges, nested in hiking pods, to be critical sites for cognitive modeling and informal scaffolding between experts and novices. The situated encounters and developmental support of these nomadic pods were found to facilitate individualsâ construction of community-based knowledge.Ph. D.
20
Rautenbach, Halvar. "Individual ambidexterity in practice : the experience of product designers in the earthmoving machinery industry". Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/81681.
Testo completoAbstract (sommario):
South Africa’s manufacturing performance relative to its’ peers and other local sectors has been in decline in the wake of globalisation and global value chains and reduced competitive advantage. Firms are central actors in the competitive advantage of competing value chains. In order to achieve and sustain competitive advantage firms, and especially manufacturing firms, have to continuously explore new market possibilities while at the same time leveraging existing competencies in an exploitative fashion. When firms pursue explore and exploit in combination the firms can be described as being ambidextrous organisations. When it is left up to individual employees of these firms to contribute to ambidexterity by deciding when to explore and when to exploit, and they are able to do this in combination, the individuals achieve what is termed individual ambidexterity. Although it is known that individual ambidexterity contributes to organisational ambidexterity, very little is known about the manner in which individuals achieve individual ambidexterity and what the outcomes of individual ambidexterity are. The current research project sought to gain a deep understanding of individual product designers’ lived experience of achieving ambidextrous outcomes in the normal course of their work in the earthmoving machinery manufacturing sector. A qualitative, exploratory research design was adopted and thirteen semi-structured interviews conducted with individual product designers. The interviews were analysed through thematic analysis to yield rich findings as reported here-in. Key findings reported relate to the key role managers and the individual’s own knowledge play in achieving individual ambidexterity, while the reported negative outcomes of individual ambidexterity are a key contribution to individual ambidexterity literature. As part of the analysis process a model was devised that allows for the identification of potential virtuous and vicious cycles of individual ambidexterity. Implications for stakeholders and the contribution to literature are also addressed.Mini Dissertation (MBA)--University of Pretoria, 2021.
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
21
Dickinson, Hilary. "Learning disabilities in Britain 1780-1880 : perceptions and practice". Thesis, University of Greenwich, 2000. http://gala.gre.ac.uk/6439/.
Testo completoAbstract (sommario):
This thesis aims to elucidate perceptions and practices in relation to learning disabilities in different contexts over a period of a hundred years, between 1780 and 1880. Previous studies have concentrated on institutional and professional contexts, on informed medical opinion for example, or on focused studies of local practices. Here a wider range of opinion and practice is sought. The Introduction includes a discussion of nomenclature, and explains why 'intellectual impairment' is used rather than the familiar term 'learning disability'. Part I of the thesis explores perceptions of, and responses to, intellectual impairment held by different people in various contexts, while Part II employs biographical methods to examine the life histories of a number of intellectually impaired people in their familial setting. Part I starts with the views of professionals - educationists,doctors (who were at the forefront of the well documented emergence of idiot education in the 1840s) and also charity workers. Concentrating on previously neglected issues, the thesis shows that educational theory and practice offered nothing to families with an intellectually impaired child, and medical dominance had negligible competition. In a chapter on the efforts of charity workers as well as doctors to promote and raise money for the new idiot asylums, the focus is on the notion of idiocy that they put forward. Here ideas from the past mingled with new ideas. The question of the nature and origin of the image, or images, of the idiot is continued in two chapters that explore the varied and changing portrayals of intellectual impairment in imaginative literature. Part II uses family papers in a novel way to investigate the lives of individuals who had an intellectual impairment, and the responses of their families. These families, well known because of at least one eminent member, and well documented, are at the least, comfortably off. But within these parameters there is variation. Augustus, son of William and Caroline Lamb, is from the aristocracy, while Laura, daughter of Leslie Stephen of DNB fame, is from the middle class intelligentsia. This makes the similarity of responses to an intellectually impaired child the more interesting. For the most part, a child's difficulty was conceptualised as an educational, health or social problem, and not in terms of idiocy or a related all inclusive notion. The final chapter of Part II, that explores experiences of the modestly off or the poor, uses, in the absence of family papers, other sources of information. The inclusion of both the familial and private, and the public, contexts enables this thesis to reveal a wider range of perceptions and practices in relation to intellectual impairment during the period than have previous studies.
22
Womack, Bethany G. "Qualitative Service Review as a Learning Strategy for Child Welfare Practice Improvement". Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288296.
Testo completoAbstract (sommario):
The mission of public child welfare agencies is to help children grow up in families that can provide safety, permanency and well-being. Child welfare systems are notoriously complex and workloads heavy, but all participate in evaluation with the goal of continuous practice improvement. The Qualitative Service Review (QSR) is a tool designed to provide feedback about case practice and to identify trends influencing practice. Feasibly, QSR cannot be performed on every case, so an important element of its utility is the degree to which workers can apply learning from one case to others. Little is known about frontline workers’ experiences with QSR and how these reviews influence application of QSR generated knowledge and practice. Fourteen frontline workers in three state child welfare agencies participated in individual interviews about their experience with QSR and its influence on their practice. This study uses a qualitative descriptive method to describe perceptions of QSR and practice learning. Findings suggest that workers perceive QSR as a practice improvement strategy as well as an evaluation, that it requires a significant time investment, and that it highlights areas of opportunity where best practice expectations can be articulated more fully. Additional themes about the practice environment emerged. Workers described their emotional investment in practice and their perceptions that multiple systems influence practice. The neoliberal influence on public agencies could be heard in participants’ observations that the child welfare work environment is changing from one that measured performance through interaction with families to one that promotes accountability by data collection. These findings have implications for child welfare practitioners and administrators, researchers, staff responsible for conducting QSR reviews, and social work educators.
23
Hirano, Yuka. "EFL in-service teacher education in Japan : policy and practice". Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/73334/.
Testo completoAbstract (sommario):
This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, collecting data from case studies using interviews, course observations, documentary analysis and background information questionnaires. The findings indicate that trainees’ needs and problems are often neglected in top-down and trainer-centred EFL INSET programmes, despite trainers’ awareness, and suggests that the situation will deteriorate when the new TLRS commences in 2009-10. The study proposes an alternative model for TLRS to address potential problems and identify major areas for improvement.
24
Mao, Ni Ni. "Exploration of SPE practice situation and SPE information requirements of individual investors : case in China". Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1641482.
Testo completo
25
Kilgore, Jenny. "Relationship between teacher pedagogy and practice serving the individual learner in a diverse school community /". Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155749574.
Testo completo
26
Mohd, Kassim Ahmad Fikri. "Athletes' perceptions of coaching effectiveness in team and individual sport". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8373/.
Testo completoAbstract (sommario):
The aim of the current thesis was to investigate athletes’ perceptions of coaching effectiveness in team and individual sport. The introduction reviews the literature on coaching effectiveness of direct relevance to this thesis. This chapter also identifies a number of theoretical frameworks to the investigation of coaching effectiveness in sport, and subsequently uses these to inform the empirical studies that follow. The first of these Chapter 2, investigated a number of antecedents of athletes’ perceptions of their coach’s effectiveness, finding athlete sex, sport type (i.e., individual vs. team) coaching behavior were all predictive of athletes’ perceptions of their coach’s effectiveness. Next, Chapter 3 focused on outcomes of athlete perceptions of their coach, showing such perceptions of coaching effectiveness were predictive of athlete-level outcomes representing all four of the key outcomes. This was shown in two separate samples of athletes representing a range of team and individual sports, one from the UK and one from Malaysia. Then, Chapter 4 investigated whether athletes’ perceptions of coaching effectiveness mediated longitudinal predictive effects of perceptions of coach’s transformational leadership behavior on three different athlete outcomes. This study demonstrated the longitudinal predictive effects of appropriate role model behaviour on antisocial teammate behavior and individual consideration behavior on trust were mediated by athletes’ perceptions of their coach’s effectiveness in character building and motivation, respectively. Finally the present thesis extend the coaching effectiveness literature by furthering our understanding on antecedents and outcomes of coaching effectiveness in team and individual sport, as well as the possible processes involved.
27
Chang, Lilian Ya-Hui. "Group influences on individual learners' motivation : a study of group dynamics in EFL classrooms". Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4507/.
Testo completoAbstract (sommario):
Attention to how groups of students at university influence an individual learner's motivation within the group is the focus of this research. The uniqueness of this research lies in shifting the focus from an analysis of the individual's experience seen as being apart from the group to considering the individual's experience in relation to the social interactions within the group. This thesis begins with the examinations of the theoretical framework, including major issues in learning motivation and group dynamics, an area that has been gaining more and more attention in second language research. Then, it discusses the selection of a mixed methods approach, the employment of three research instruments (the classroom observation, the questionnaire, and the interview), and the research procedure. After presenting the findings from each research instrument, this study will integrate all the data and present key findings from the integration. Questionnaires were administered to 127 Taiwan university students from the Applied English Department of National Kaohsiung First University of Science and Technology (NKFUST). The results from the questionnaires show that there is a slight to moderate correlation between group processes (group cohesiveness and group norms) and students' level of motivation (self-efficacy and level of autonomy). A dozen students who participated in this study were asked to give further information during semi-structured in-depth interviews. During those interviews, several students commented that their classmates are indeed important to their learning, as being around more motivated classmates positively influences their own motivation and autonomy. Other relevant findings, such as what is a 'good' and 'bad' group, the importance of a mixed methods approach, and the role of culture aspects, will also be discussed.
28
Montague, Lucy Margaret. "Designing the urban : reflections on the role of theory in the individual design process". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/22002.
Testo completoAbstract (sommario):
Acting within the context of multiple constraints (site, budget, brief, clients, users, public policy and regulation), the urban designer is required to respond to various and sometimes conflicting interests in “ ... the symbolic attempt to express urban meaning in certain urban forms.” (Castells, 1983). In this complex situation some design decisions are determined by the inherited context. However, when a decision cannot be determined this way the designer must make a judgement. These may be made arbitrarily, but it is more likely that the individual uses, for example, experience, education, episodic knowledge, currently accepted paradigms of the field, or theories in urban design to form the bases of judgements, and subscription to them may be explicit or implicit. The research question this thesis addresses is: ‘In which ways might theory be used in the individual design process of urban design?’ Its aim is to explore ways in which theories in urban design influence the process of urban design and the extent to which they may inform design decisions in addition to the other constraints which a designer must consider. The objectives are: to review literature about the relationship between theory and design; to examine the role of theory in the individual creative process of urban design; and to reflect on the process of design in order to conclude how it was informed by theory. A review of literature about the design process and urban design theory considers the current state of knowledge. This provides the context for the investigation. An appraisal of research by design methodologies identifies an approach based upon Donald Schön’s ‘The Reflective Practitioner’ (1983) as a suitable means to address the aims of this research: This is executed through the generation of an urban design and accompanying commentary which records the design activity, followed by an analysis of and reflection on the design and commentary offering insights into the use of theory within the process. Since the research did not require a specific location for the design, a number of alternatives were considered. Croydon (in Greater London) was selected as a place with sufficient scope for an urban design intervention due to the current proposals being pursued by the local authority and the opportunities for redevelopment. The design process is in three sequential parts: a socio-economic, cultural and physical site evaluation; a development framework which is primarily two-dimensional and textual; and a masterplan which is a predominantly three-dimensional, short to medium term spatial possibility for part of the framework area. The commentary that accompanies the design process details each step in the process to build an evidence base of design activity. This describes the actions undertaken and the reasons for those actions. Each entry is then analysed retrospectively according to four categories determined by the interests of the research aim: the type of design activity; the type of influence acting upon it; whether this influence is explicit or implicit; and, where theory appears to have been an influence, what type of theory. Reflection on the urban design, commentary and analysis appears to indicate that theory’s influence in the creative process of urban design is distinctive, although it is subservient to a variety of other influences. Apparently, the more conceptual and strategic the stage of design, the more extensive and explicit theory’s influence is. It appears that in a conscious manner, a theory’s principles can be employed directly or interpreted in a new scenario. Conversely, the more spatial and detailed the stage of design, the more tacit and fragmented theory’s involvement appears to be. It is often implicit, embedded within the guiding principles that the individual designer exercises when generating and evaluating ideas, evidenced in the thought processes and decisions that are made. While these findings are specific to an individual and the way that individual designs and evaluates the design process, they do confirm the use of theory in the urban design process and may act as indicators of trends in the relationship between theory and practice in urban design.
29
Naylor, Amy Rose. "Exploring the utility and phenomenological experience of group and individual clinical supervision". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6981/.
Testo completoAbstract (sommario):
Volume One. Volume one comprises of three chapters. The first chapter is a systematic review of research into the utility of group format clinical supervision in the clinical practice of therapists. The second chapter is an empirical paper which explores the phenomenological experience of clinical supervision from the perspective of clinical psychologists. The final chapter is a public dissemination document which provides an accessible summary of the above documents. Volume Two: Volume two consists of five clinical reports. The first report presents the case of a woman with a moderate learning disability and low mood, formulated using behavioural and psychodynamic theory. The second report is a service evaluation exploring the utility of a set of easy read, adapted maternity notes for expectant mothers with learning disabilities. The third report presents an analogue assessment completed to aid a staff team in the support of a service user with agitation in the context of dementia. The fourth report presents a behavioural approach in the support of a female who experiences compulsive hair pulling. The final report is the abstract of an oral presentation describing how acceptance and commitment therapy was used to support a male with cystic fibrosis and low mood.
30
Stewart, Carie. "Examining the effects of individual versus group education on BSE learning and practice in young women". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62289.pdf.
Testo completo
31
Wango, Geoffrey Mbugua. "Policy and practice in guidance and counselling in secondary schools in Kenya". Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/604/.
Testo completoAbstract (sommario):
This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Riggs, 1964; Harber and Davies, 1997), and Fullan’s (2001) model of educational change, using the person centred counselling approach as the background to counselling. Findings suggest that despite the emphasis on guidance and counselling in schools, the provision of guidance and counselling services is highly variable and somewhat fragmented in scope largely depending on individual schools. The main implication of the study is the need for a more comprehensive guidance and counselling policy in this increasingly important area of education. These relate to the appointment of counsellors, professional issues including a code of conduct for counsellors and the need for a more comprehensive programme that is learner friendly.
32
Heo, Gyeong Mi 1971. "Learning in an informal web-based community of practice : a study of community, interpersonal, and individual planes". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115653.
Testo completoAbstract (sommario):
This thesis focuses on investigating learning occurring in a web-based community of foodservice professionals, which is informally structured and based on voluntary participation, using concepts from the "communities of practice" (CoP) (Wenger, 1998) paradigm. As an informal learning environment, the web-based community was investigated based on three planes (Rogoff, 1998): Community (i.e., how does learning occur in the web-based community?), Interpersonal (i.e., how does learning occur between participants of the web-based community?), and Individual (i.e., how does individual learning occur through participating in the web-based community?).Under the umbrella of the online ethnographic approach, I applied mixed-method research combining multiple data sources (i.e., discussion transcripts, online survey, online interviews, ethnographic observation, and other documents) and analytical methods (i.e., descriptive framework for CoP, content analysis, transcript analysis, and descriptive statistics).
In terms of the community plane, the web-based community was explored by applying the descriptive framework for communities of practice consisting of observable and measurable indicators in terms of organization, participation, and outcome. With regard to the interpersonal plane, I explored how learning occurs between participants of the WBC: How do participants interact with each other and what do they share through their interactions? To do that, the processes of interaction and learning were examined according to the size of threads (i.e., small, medium, and large sizes). For the individual plane, I examined (a) individuals' epistemological beliefs and (b) individuals' change of roles in relation to the degree of participation. Based on the results investigated in each plane, I discussed general characteristics of this web-based community as informal learning environment, effective features fostering interaction and learning in this web based community, and possible trajectories of the web-based community evolving for a community of practice.
The importance of this study lies in its contributions to the conceptual framework (i.e., descriptive framework for communities of practice) and the methodological approach (i.e., multi-layered analytical approach) developed and applied in this thesis. The descriptive framework enables us to identify some defining features that distinguish communities of practice from other structures and hence to establish guidelines for monitoring how communities of practice evolve and what makes them evolve in successful ways. In addition, this study offers useful implications for designing and supporting web-based communities even in formal and non-formal learning environments. Because this study employed an exploratory, interpretive approach and concentrated on the breadth of learning in a web-based community through different planes, the results offer broader aspects of learning rather than specific, intensive issues of learning in this web-based community. Therefore, further studies are suggested along with the issues derived from this thesis.
33
Smith, Terence Ivor. "An Investigation into the Impact of Information Technology Bank Examiners' Community Knowledge Sharing Sessions on their Individual Performance". NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/308.
Testo completoAbstract (sommario):
Information Technology (IT) bank examiners have difficulty in making practical use of explicit IT knowledge documents stored in the IT examiners' document repository. This repository contains insufficient context to make it immediately and totally relevant to examiners, especially new IT examiners. At times, the document repository is not available for examiners' use due to limited remote access while examiners are in the field or during systems upgrades. In addition, there are no formal mechanisms for validating and updating the content. The purpose of this study was to ascertain whether the IT examiners information technology knowledge sharing sessions/community of practice (CoP) provide a mechanism for reusing tangible knowledge assets, transferring knowledge, improving job performance, and providing the kinds of support that benefit IT bank examiners. The participants in this study, eight IT bank examiners, work in the bank information technology regulatory environment. Their skills are in their IT domain areas such as information security, business continuity planning, and systems disaster recovery testing, IT project management, and audit rather than computer programming. Using case study methodologies, the data collected was based on questionnaires, interviews, participant observations - meeting and field notes, and storytelling notes. The field data was analyzed using selected principles from Grounded Theory - constant comparative analysis, narrative pattern analysis, and the ATLAS.ti quantitative analysis software. The study found that the examiners reported, perceived, and believed that IT knowledge sharing sessions facilitated the capturing, validating, and transferring of knowledge among IT bank examiners while improving their individual job performance. Specifically, emerging from the research were eight knowledge transfer themes that supported five benefits/critical functions of the IT knowledge sharing sessions - examiner development, knowledge transfer, social interaction, problem solving, and learning opportunities. However, a community facilitator, mutual trust, and respect among examiners and active participation in the knowledge sharing sessions are essential to the process to enable improved examiner performance and, by extension, organizational performance.
34
Picardo, Edward Nicholas. "The war and siege : language policy and practice in Gibraltar, 1940-1985". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/1500/.
Testo completoAbstract (sommario):
My thesis explores language policy and practice in the history of the people of Gibraltar between 1940 and 1985. This period covers the wartime Evacuation and the Spanish border restrictions and closure, and it is also fundamental in the emergence of Gibraltarian identity and democratic rights. My contention is that these developments were facilitated by growing accessibility to the English language. From being largely the preserve of the colonial establishment and the elite, it emerged as pre-eminent in official use, the media and culture, and higher oral registers. This change was hastened by the Evacuation, which increased awareness of the need for English. The Clifford Report of 1944 reformed the whole education system and gave a central role to English. Clifford, Gibraltar’s Colonial Secretary, and indeed educationalists at the Colonial Office, proved themselves far more enlightened than their governing counterparts in Gibraltar. Their reform greatly contributed to political development in the following decades. With the Spanish border closure, the English language and the sense of attachment to Britain gained further consolidation, co-existing with the move away from overt colonialism. In my examination of language behaviour in Gibraltar, including bilingualism and the use of Spanish, interview material supplements written sources.
35
Rybas, Natalia. "Technoculture in Practice: Performing Identity and Difference in Social Network Systems". Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1212358710.
Testo completo
36
Ivanov, Danail Ivanov. "ENSURING LONG-TERM ADOPTION OF TECHNOLOGY: MANDATED USE AND INDIVIDUAL HABIT AS FACTORS THAT ESTABLISH TECHNOLOGY INTO HEALTHCARE PRACTICE". online version, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1202717332.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Case Western Reserve University, 2008.Weatherhead School of Management, Department of Information Systems. Includes bibliographical references. Available online via OhioLINK's ETD Center.
37
Pyper, Robert. "The doctrine of individual ministerial responsibility in British Government : theory and practice in a new regime of parliamentary accountability". Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9567.
Testo completoAbstract (sommario):
By 1966 it had become clear that the doctrine of individual ministerial responsibility, which lay at the heart of the British constitution, had failed to evolve in order to meet the requirements of modern government. This thesis puts forward a review of the doctrine's operation and theoretical basis over a seventeen year period, starting with the advent of new organs of parliamentary scrutiny under the second Wilson Government. It is argued that individual ministerial responsibility can best be understood with reference to four distinct, yet interlocking elements. One of these, accountability, was the focus of significant change between 1966 and 1983. During these years, it was possible to discern the emergence of a new regime of parliamentary accountability. Within this, the traditional methods of scrutiny continued to operate, but they were joined by new Select Committees and the Parliamentary Commissioner for Administration. These new organs had the effect of increasing the quantity and enhancing the quality of scrutiny which could be brought to bear on ministers and civil servants. In a real sense, ministers became more accountable to Parliament for their role responsibilities, while the civil servants' accountability to their superiors in the administrative hierarchy, to their ministerial masters, and most importantly, to Parliament, was enhanced. In particular, the operation of the new Select Committees created a situation where the de lure statement of civil service non-accountability to Parliament came into obvious conflict with the emerging de facto accountability to this source. Individual ministerial responsibility remains a useful description of how British government is organised and operates. The doctrine should not be viewed as a constitutional myth, although one of its elements, sanctions, is nearer to myth than reality. The period 1966-83 witnessed no "revival" of this element, only a few false starts.
38
Braig, Katharina. "The individual right to reparation for victims of sexual violence during armed conflict in international law - theory and practice". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/4683.
Testo completo
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Cigolla, Flavia. "A portfolio of academic, therapeutic practice and research work including a qualitative investigation of the experiences of therapists who practice mindfulness and integrate it into their individual therapeutic work". Thesis, University of Surrey, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540976.
Testo completoAbstract (sommario):
This portfolio contains a selection of papers that illustrate the academic, research, and therapeutic practice components of the Doctorate in Psychotherapeutic and Counselling Psychology, each of them represented by one of the three dossiers that make up the portfolio. The academic dossier is composed by two essays and one review. The first piece reviews a book chapter dealing with the core condition of 'congruence' and how it can be used in therapeutic practice when working from a person-centred framework. The first of the two essays discusses the use of interpretations in psychoanalysis arguing that a narrative of the client's experience is coconstructed within the therapeutic room. The second essay looks at the therapeutic relationship in Dialectical Behaviour Therapy (DBT), reflecting on the extent to which the principles of DBT are compatible with the values of counselling psychology. Aspects of my clinical work are outlined in the therapeutic practice dossier, where the placements I completed as part of my training are briefly described. A reflective account of my personal and professional development as a Counselling Psychologist whilst on the doctoral course is also included and contains some case examples taken from my practice. The research dossier comprises of three papers, a literature review and two empirical pieces, one qualitative and one quantitative. The literature review focuses on mindfulness and its conceptualisation as well as its role in a therapeutic context. My first research project is of a qualitative nature and explores the experiences of therapists who practice mindfulness and integrate it in their therapeutic work. A revised version of this paper has been accepted for publication and is available at the end of the portfolio. Finally, the second empirical piece uses quantitative methods to examine the role of mindfulness and experiential avoidance in the regulation of intense emotions in people diagnosed with borderline personality disorder
40
Finch, Johanna Louise. "Can't fail, won't fail : why practice assessors find it difficult to fail social work students : a qualitative study of practice assessors' experiences of assessing marginal or failing social work students". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2370/.
Testo completoAbstract (sommario):
The thesis focuses on the issue of the assessment of social work students in practice learning settings and draws on multi-disciplinary and international literature. The dissertation considers why practice assessors find it so difficult to fail social work students and what might get in the way of failing a student. The rationale for such an exploration concerns the relatively limited literature from both social work and other disciplines where there is a practice-learning element and what limited literature there is often appears under-theorised. A further rationale to explore this area of professional practice concerns the author‟s own experiences as a social work practitioner, practice assessor and social work educator. Located within a qualitative framework, the methodological influences on the research include: ethnography, life story and narrative approaches as well as practitioner-research paradigms; although it is clear that as the research progressed, practitioner-research paradigms became more influential. Based on twenty in-depth interviews with both new and experienced practice assessors, the research utilises the voice centred relational method to analyse the data. From this narrative process a number of stories emerge, including; “The Angry Story”, “The Dramatic Event Story”, “The Guilty Story”, “The Idealised Learner Story”, “The Internalising Failure So I Couldn‟t Always Failure Them Story”, “The Lack of Reflection Story” and the “What is my Role/Assessment Story”. Psychodynamic frameworks have been employed to theorise and make sense of these various stories as well as transactional analytical perspectives. Differences in approach to practice assessing are also considered, most notably around how practice assessors‟ conceptualise, make use of and understand the assessment process. It is also clear that disability, gender, ethnicity, class and sexuality also impact on the assessment process. For some practice assessors, ultimately the evidence of students' competence appears to rest on hope. It appears that some practice assessors are still giving students “the benefit of the doubt” a phrase coined thirty years ago by Brandon and Davies (1979) in a wide ranging but still very relevant study of the assessment of social work students in practice settings. Practice assessors thus find it difficult to fail students because of: Their lack of reflection about the intense emotions raised; The internalisation of these intense feelings; Lack of support from colleagues, the Higher Education Institute (HEI) and tutors; Lack of understanding about the process of assessment; Difficulties in managing the multifaceted role of the practice educator including the lack of acknowledgment of the gate keeping function.The dissertation concludes that although practice assessors have a very clear understanding of what behaviours might hypothetically cause a student to fail the practice learning opportunity, the reality is that not all practice assessors go on to fail the student. The high emotionality often associated with the process of managing a potentially failing student on placement often obscures the process. The thesis argues the need for practitioners to consider the intense feelings that arise in difficult practice learning opportunity situations in a more reflective, contained and considered manner. A number of ways forward have been suggested in light of these findings, including the need to pilot a reflective toolkit for practice assessors and students alike.
41
Shaw, Charlotte. "Buying a balance : the 'individual-collective' and the commercial new age practices of yoga and Sufi dance". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a1fc05ce-7df5-4229-862a-132bbed153de.
Testo completoAbstract (sommario):
The individual's experience of inner authority takes centre stage in the majority of scholarship on New Ageism, with many writers highlighting this theme as a defnitive characteristic of the spiritual culture. The aim of this thesis is to explore this topic and to ascertain the place of the individual and the collective within two commercial New Age feld sites in London. The qualitative data which lead this investigation were collected from a yoga centre called Shanti and a Suf dance organisation called the Suf Order. From this data, the thesis identifes an individual-collective dialectic, one which manifests in particular forms and with divergent orientations; the result is a multiplicity of types of individualisms which include collective forces. The study makes the case for this argument by focusing on four modes in which, at both sites, the individual and the collective co-produce each other. One, the (collective) class culture of the practitioners informs and is informed by the (individual) ideologies of self that the informants assert. Two, the (collective) capitalist context of the organisations infuence and are perpetuated by the ways the (individual) representatives of those organisations express themselves. Three, (collective) shared principles regarding 'positivity' and 'energy' enforce and are sustained by the (individual) feelings of the student. Four, the (collective) communities of practitioners depend on and contribute to the (individual) set apart status of the teacher. These four manifestations of the individual-collective dynamic appear with different orientations in each feld context; in all versions and in both settings, individual and collective are both present and mutually- constituting forces, but at Shanti the dialectics lean more towards the personal and at the Suf Order, the 'same' dialectics lean more towards the social. Each organisation refects and adds to the intersections, both in their forms and their orientations. In so doing, the two New Age centres present divergent balances of the individual-collective dynamic that correlate with the personal and social dispositions of their respective student bodies.
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Travis, Sterling Price. "A Delphi Study Regarding How, Can, and Should Individual Psychology Demonstrate Efficacy and Effectiveness Given Evidence Based Practice Evaluation Standards". W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499450001.
Testo completoAbstract (sommario):
The purpose of this research was to identify and reach consensus regarding how, can, and should individual psychology demonstrate efficacy and effectiveness given the current evidence based practice (EBP) evaluation standards. A review of the current literature on individual psychology and the pressure for the mental health field to adhere to EBP evaluation standards was presented. A Delphi study was conducted within three iterative rounds in order to reach consensus for how, can, and should individual psychology demonstrate efficacy and effectiveness. A panel of Adlerian Experts initially constructed a list of suggestions for efficacy (81) and a list of suggestions for effectiveness (54), and were asked to rank order and rate all suggestions based on the how, can, and should components for each round. Frequencies (percentages) and measures of central tendency (median and interquartile range) were computed for each suggestions rankings and ratings between rounds in order to identify suggestions that trended towards or reached consensus. After three rounds and testing for stability (Wilcoxon matched-pairs signed-rank test, Spearman correlation coefficient) the Adlerian Experts indicated several suggestions that had reached or trended towards stable consensus. From each of the suggestions that reached stable consensus, four common themes emerged (research design; operationalizing, standardizing, and manualizing; dissemination; and internal and external support) and are elaborated on in this study. Limitations, future research, and implications are identified.
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Knupp, Amy. "Associations among Aspects of the Neonatal Intensive Care Unit Nursing Practice Environment, Individual Nurse Characteristics, and Self-Perceived Nurse Fatigue". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1490373101574216.
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Matheson, David J. "Post-compulsory education in Suisse romande". Thesis, University of Glasgow, 1992. http://theses.gla.ac.uk/3591/.
Testo completoAbstract (sommario):
This thesis sets out to describe and discuss, to analyse and criticise post-compulsory education in the francophone part of Switzerland, or Suisse romande. A further object is to see whether this part of the oldest confederation in the world might have lessons on the educational front to offer the European Community or indeed whether there might be practices in the EC whose adaptation to Suisse romande's situation and circumstances might be beneficial. The remaining object is to propose a series of models for educational structures - autonomous, synthetic and pluralist - and to determine which model fits which part of Suisse romande's post-compulsory education. After describing the rationale behind the work, the thesis moves on to set out the historical, geographical, economic and cultural background to the area in question in order to provide a context for the main body of the discussion. This reduces the need for tangential digressions to explain particular aspects of education in Suisse romande. The main text covers post-compulsory school (with a description of the end of compulsory school), vocational training, adult education and higher education with a concluding chapter devoted to drawing together some of the threads spun in the course of the thesis. The writer found that Suisse romande in particular and Switzerland in general have much experience which the EC might do well to examine. There is, for example, the creation of national certificates in vocational training which, although of equal value throughout the country, bear the clear stamp of their Canton of origin. Autonomous structures have been brought together, in the case of schools, by negotiation between Cantonal authorities (with the encouragement of Federal government).
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Alhashem, Mohammed Adnan. "Prosumption as a discursive practice of consumer empowerment : integration of individual resources and co-prosumption of value in an online community". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7520/.
Testo completoAbstract (sommario):
The purpose of this research is to explore the nature of an emerging practice known as ‘prosumption’, and interrogate its potential as a discursive practice which empowers consumers in an online community named Instructables. Prosumers combine the roles of consumers and producers to make their own products. A review of prosumption and closely-related practices (consumer co-creation) alongside discourses of consumer empowerment provides a guide to the research. A netnography-informed approach is used to collect data through a degree of participant observation and online depth interviews. Findings suggest that prosumption in Instructables is multidimensional in nature and benefits to prosumers. It suggests a typology of prosumers (assemblers, modifies, artists and inventors) to make a distinction between prosumer and co-creator roles. Findings also offer evidence of prosumption as a discursive practice of consumer empowerment through self-discipline and collective education in contrast to other exploitive practices such as consumer co-creation. This research finally contributes to the on-going evolution of consumer productivity and how consumers and producers participate as producers of value in market and society.
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Aljasir, Noaf. "Individual differences among Saudi learners of English as a foreign language : an exploratory correlational study of learning styles, affective factors and English proficiency and performance". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6959/.
Testo completoAbstract (sommario):
This thesis critically examines two distinct differences among learners of English as a foreign language (EFL) in Saudi Arabia: their learning styles (specifically, perceptual learning styles, peer collaboration and tolerance of ambiguity (TA)) and the affective factors (namely, anxiety, motivation and self-efficacy) that influence their learning. This mixed-methods study builds systematically and methodically on the little that is known about these variables among Arab learners of EFL. Its originality lies in it being the first study to explore the interrelationships between six major learning styles and affective factors in an EFL learning context. To achieve this, three self-developed questionnaires were distributed to 334 freshman students at a public university in Saudi Arabia. Semi-structured interviews were also conducted with 20 learners. Findings revealed that the participants were multimodal, exhibited a moderate preference for peer collaboration and were moderately tolerant of ambiguity. They also showed moderate levels of anxiety, motivation and self-efficacy. Importantly, all six variables were significantly related to English proficiency and/or performance. Furthermore, all correlations between learning styles and affective factors were significant, except those between peer collaboration and self-efficacy and between TA and motivation. The thesis concludes with a discussion of theoretical, practical and research implications of the findings.
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Najjar, Dora. "Effectiveness of management in private schools in Lebanon". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/324/.
Testo completoAbstract (sommario):
The study concerns the effectiveness of management in private and public schools in Lebanon. An interest was why parents choose to pay for education when free public schools are available. In order to explain this, a case study model was chosen in order to compare private and public schools in Lebanon. Using a qualitative approach, the study comprised four schools, two private and two public, in the same region of Lebanon. Structured interviews were conducted, together with documentary analysis and some observation work. The investigation tackled the following aspects: the structure of the schools, decision-making, financial resources, relations at schools (administration-teachers, teachers-students), the culture, parents and their relation to the school, and private-public ideology. It was found that there were some major differences between the private and public schools which did not just relate to their student intake or resources. This related to the external control of the school and the internal authority patterns and relationships. Teacher security was linked to their job performance and sense of belonging to the school. In the private schools, greater freedom in decision-making by both the principal and staff meant a more efficient operation; greater accountability to parents meant a more conducive and less punitive culture for learning. A model of the ‘school order’ was proposed to provide a conceptual framework to understand these features. This comprised the elements of: authority, autonomy accountability, democracy and discipline. These aspects were the direct or indirect reasons for the parents’ choice of the schools for their children. The study makes recommendations for greater autonomy for public schools, but not for privatization as such. It also recommends greater democracy for all schools.
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Zhou, Xiang. "Economics of education in rural China : two experimental studies". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7513/.
Testo completoAbstract (sommario):
This thesis uses experimental methods to study two topics on the effectiveness of school inputs on educational outcomes in rural China. For the first topic, I use unique administrative data from Wugang County Education Bureau (a rural county in Hunan), and a regression discontinuity methodology. I find that selective/elite schools, despite their resource advantages, only have limited effects on raising student educational outcomes. However, magnet classes are effective for the top student group. These findings imply that magnet classes provide benefits at the expense of other students, and in general that concentrating resources in a few elite schools is not an effective way to raise educational outcomes. For the second topic, this time using unique data from Shaoyang County Education Bureau (also a rural county in Hunan), I designed two RCTs to examine the effectiveness of a low cost communication intervention. The intervention used a 12-point assessment form measuring a pupil’s academic work and class behaviour. One RCT communicated these assessment results only to the students (Teacher-Student-Communication, TSC), and the other additionally to the pupil's parents (Teacher-Student-Parent-Communication, TSPC). Test score improvements before and after the 8-month intervention period (with 13 assessments) were the measure of educational effectiveness. I find that the TSPC intervention for maths for left-behind children is particularly important. In addition, TSC helped younger pupils (3d grade) more than old (5"' grade), whether left behind or not, showing the importance of early intervention.
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Rahuma, F. A. A. "A study into teaching English grammar with reference to Tripoli University". Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4795/.
Testo completoAbstract (sommario):
This study examined teachers and learners’ beliefs about teaching English grammar at Tripoli University. It explored the role of grammar in this context and the optimal method or approach of teaching grammar in such a context. The present investigation aimed at identifying the causes behind the learners’ difficulties in using their knowledge of grammar to communicate effectively and the challenges, which confront the lecturers when dealing with grammar instruction. Grammar teaching has been and continues to be a source of controversy, and heated debate, which has led many second language researchers to rethink the status of grammar in language learning and teaching. Grammar has often generated conflicting views. Thornbury (2009) argues that no other issue has preoccupied theorists and practitioners as much as the grammar debate which has brought about a split of views, specifically into those who claim that grammar should not be taught at all, and others who believe that grammar should be given a central role in English language teaching . In order to achieve reliable and valid results, this research employed a mixed methods approach, since relying on one single research approach and strategy could reduce the effectiveness of this study. The underpinning philosophy identifying this study is positivism because of the large amount of quantitative data. The justification for combining a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Accordingly, quantitative data were collected through a questionnaire involving students at the English language department at Tripoli University. This was supported by qualitative data collected by using semi- structured interviews for lecturers teaching grammar at the English department. The findings of this study showed that students and lecturers at Tripoli University valued the role of grammar instruction and that it should be recognised in all the different skills. The findings also revealed that the participants were unhappy with the way grammar is taught in lectures. They also suggested that further research be conducted in all the different teaching skills. This study is pertinent because it has academic value. It has added to the literature on the importance of English grammar and contribute to the ongoing debate of whether grammar should be taught or acquired. In addition, it will benefit the students and lecturers in developing communicative competence by enhancing grammar teaching. It will raise awareness about the challenges of teaching English grammar in Libya and benefit future researchers interested in the teaching of grammar.
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Paulino, Sandra Eloiza. "De caso a sujeito: desafios da prática do assistente social no atendimento sócio-individual - contribuições metodológicas". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/17552.
Testo completoAbstract (sommario):
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Previous issue date: 2011-11-09This thesis seeks to critically analyze the meaning of professional practice on social work services with individuals and groups, to locate it historically and to reframe it from a theoretical and methodological standpoint, in view of its importance in the daily practices of social workers. The work also intends to identify those skills required for the professional application of social work. Therefore, my hypothesis is that individual and social care practice occurs in accordance with the personal skills and knowledge of each professional. Meanwhile little or nothing has been written or discussed about the knowledge related to this activity. Aiming to that goal, I have carried out a qualitative research based on empirical and theoretical investigative methods. Our sample has been divided into three groups: a) important Social Work scholars: professors with theoretical productions relevant to their profession; b) postgraduate students who are currently pursuing a Master or PhD degree and working as social workers in their daily life; and c) social work practitioners who are daily providing individual and social care services. The result of this research allowed me to "re-look" at Social Work individual practices,and pointed to the urgent need for academic spaces so as to produce technical knowledge that serves as reference for this important professional action
Esta tese tem como objetivo analisar criticamente o significado da prática profissional do atendimento sócio-individual em Serviço Social, situá-la historicamente, bem como ressignificá-la, do ponto de vista teórico-metodológico, tendo em vista sua importância no cotidiano das ações dos assistentes sociais. Pretendemos, com este trabalho, identificar quais são os conhecimentos necessários para o exercício profissional qualificado. Partimos, assim, da hipótese de que a prática de atendimento sócio-individual ocorre em acordo com as habilidades e conhecimentos pessoais de cada profissional, uma vez que pouco ou quase nada se discute e produz acerca dos conhecimentos relativos a esta atividade. Para tanto, realizamos uma pesquisa qualitativa, de caráter teórico empírico. Nossa amostra foi constituída por 3 grupos: a) sujeitos expoentes do Serviço Social (docentes com produções teóricas de relevância para a profissão); b) sujeitos cursando o mestrado ou o doutorado e atuam como assistentes sociais; e, c) sujeitos da prática, assistentes sociais que no dia-a-dia realizam o atendimento sócio-individual. O resultado desta pesquisa permitiu um re-olhar sobre as práticas individuais em Serviço Social e reafirmou a necessidade de a academia encontrar, urgentemente, reflexões e pesquisas que venham reforçar e reformular os conhecimentos desta prática profissional