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1
O'Leary, Moira Patricia. „The influence of values on development practice : a study of Cambodian development practitioners in non-government organisations in Cambodia /“. Access full text, 2006. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20061025.123141/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2006.Research. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Social Work and Social Policy, Faculty of Health Sciences, La Trobe University, Bundoora, Victoria". Includes bibliographical references (leaves 328-351). Also available via the World Wide Web.
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Richards, Sue, of Western Sydney Hawkesbury University und of Health Humanities and Social Ecology Faculty. „Stories from a community worker on the shifting sands of modernity“. THESIS_FHHSE_XXX_Richards_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/404.
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This thesis presents post modern, feminist narratives written from the author’s experiences as a community development worker over a period of twenty years. The contexts are largely based in Sydney and the housing developments in western Sydney. The author writes from within the post modern tensions between subjectivity and objectivity, consciously choosing to represent her own experiences, thoughts, beliefs and actions as case studies. She names and explores her changing ideologies as a community worker through cameos of critical incidents throughout her career. Different styles of narratives are presented of a community development engagement in Fairfield, NSW in 1990-1991. It is argued that community development has a role in the sustainability of civil society, to foster a peaceful oppositional force so necessary as part of a vigorous democracy which values and respects difference.Master of Science (Hons) Social Ecology
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Haffey, James L. „Level of involvement among Mississippi community college workforce personnel in community and economic development activities“. Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11092007-111629.
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Richards, Sue Lane Mary. „Stories from a community worker on the shifting sands of modernity /“. View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031210.130552/index.html.
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Thesis (M.Sc. (Hons.)) -- University of Western Sydney, Hawkesbury, 1996."A thesis submitted to the University of Western Sydney - Hawkesbury in fulfilment for the requirements of Master of Science (Hons) (Social Ecology)" Video filmed and edited by Mary Lane and Sue Richards. Bibliography : leaves 192-197.
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Huiskamp, Juliana Gammon. „Connections, confidence, and competence the meaning of professional development for community college support staff personnel /“. [Ames, Iowa : Iowa State University], 2008.
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Foster, Derek. „Prescriptive processes to frameworks : the evolution of a learning system and operational framework for professionals engaged in community development /“. [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17282.pdf.
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Dusabemariya, Eugénie. „La contribution de la ressource humaine au développement communal : cas du Rwanda /“. Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1990. http://theses.uqac.ca.
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Willis, Lynyetta Gittens. „African American Baptist Church Community: Influence of SocioCultural Factors on Faith Development“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/11.
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When describing faith development, established models often fail to incorporate the effects of an individual’s sociocultural context and control for additional dimensions of their identity such as ethnicity, gender and religious denomination (Mattis, 2001; Myers, 1991; Willis, 2005). This study involved 18 African American women and men between the ages of twenty and seventy-seven who identified as Baptist Church goers within the Southeastern region of the United States. A mixed methods design informed by interpretive and emerging social network paradigms was used (Hanson, 2005; LeCompte & Schensul, 1999). There were two phases of this study. Within phase one, twelve participants completed one semi-structured interview and the Optimal Theory and Identity Development-Revised (OTAID-R) instrument (Haggins, 1996) which was designed to evaluate identity development along multiple dimensions, including spirituality. Within phase two, six participants took part in a follow-up focus group to validate the emergent themes. Grounded theory was used to analyze the data (Strauss & Corbin, 1998). A circular socioculturally informed model of faith development was devised. The current model was most congruent with African centered models of faith development and revealed non-linear process of faith development. The OTAID-R survey was not significantly correlated with the age of the participants. Implications for research and practice include the importance of considering sociocultual context and experience when conceptualizing developmental processes within a culturally informed framework.
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Rikhotso, Rhandzavanhu Harris. „The challenges of community development workers in the implementation of the Community Development Workers’ Programme in Makhado Local Municipality, Limpopo Province“. Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85656.
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Thesis (MPA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The community development workers’ programme (CDWP) is a strategic policy intervention by government to address challenges of service delivery to communities. The purpose of the CDWP is to facilitate the removal of obstacles in the course of providing services to communities. The CDWP is located in local government. Its purpose is often misunderstood by the stakeholders, because of the perception that the programme is meant to deliver services like provision of water, electricity and other social services. In essence, the CDWP is meant to facilitate communication between government and communities in order to ensure that services are delivered effectively and efficiently. Some of the challenges faced in the Makhado Local Municipality relate to the lack of infrastructure maintenance initiatives, including expansion plans that are well funded. Massive backlogs of infrastructure and services remain in the areas of water and sanitation, energy provision, housing, social security and others. If these problems relating to infrastructure and access to services are not adequately addressed, it will be impossible for the implementation of the CDWP to be successful. It is, therefore, critical that the government as a whole, and working with the private sector, should develop a comprehensive programme that mobilises society through both public and private initiatives. The purpose of this study was to investigate the challenges faced by community development workers (CDWs) in the implementation of the CDWP in Makhado Local Municipality. A qualitative research paradigm was adopted for the study. A literature review, focus groups and interviews were employed within the context of structured questions formulated in line with the framework of the study. The above were meant to facilitate a response to the research question of the study, which sought to find out what the challenges was faced by CDWs in the implementation of the CDWP in Makhado Local Municipality. One of the recommendations of the study is that the CDWP should be integrated with the Makhado Local Municipality plans and budget in order to ensure that it is sustainable and meets its stated objectives. Once this is achieved, it will be possible to confidently say that: The introduction of CDWs is succeeding in addressing challenges of service delivery in the implementation of the CDWP Challenges of CDWs in municipalities are being resolved through the effective implementation of the CDWP If the CDWP can be implemented fully in the Makhado Local Municipality, challenges of service delivery can be resolved over a reasonable period. It is, therefore, critical that the CDWP should remain an intergovernmental programme that fosters planning and partnership between the public, as beneficiary, and the government as service provider.
AFRIKAANSE OPSOMMING: Die Gemeenskapsontwikkelingswerkers Program (GOWP) is ‘n strategiese beleidsintervensie deur die regering om uitdagings met betrekking tot dienslewering aan gemeenskappe aan te spreek. Die doel van die GOWP is om hindernisse tot dienslewering aan gemeenskappe uit die weg te ruim, en die program is binne die plaaslike regering gesetel. Misverstand oor die doel daarvan kom dikwels onder belanghebbendes voor vanweë die veronderstelling dat die program bedoel is om dienste soos die voorsiening van water, elektrisiteit en ander maatskaplike dienste te lewer. In wese is die GOWP bedoel om kommunikasie tussen die regering en gemeenskappe te bewerkstellig om te verseker dat dienste doeltreffend en effektief gelewer word. Uitdagings vir die Plaaslike Munisipaliteit van Makhado staan in verband met die gebrek aan inisiatiewe om infrastruktuur in stand te hou, insluitend goed befondste uitbreidingsplanne. ’n Massiewe agterstand van infrastruktuur en dienste bestaan steeds op die gebied van water en sanitasie, kragvoorsiening, behuising en sosiale sekerheid. Indien hierdie probleem met betrekking tot infrastruktuur en toegang tot dienste nie voldoende aangespreek word nie, sal die implementering van die GOWP geen sukses behaal nie. Dit is dus van uiterste belang dat die regering, in geheel, en met die samewerking van die private sektor, ‘n omvattende program ontwikkel wat die gemeenskap deur middel van openbare en private inisiatiewe mobiliseer. Die doel van die huidige studie was om die uitdagings waarvoor gemeenskapswerkers met die implementering van die gemeenskaps- ontwikkelingswerkers program in die Plaaslike Munisipaliteit van Makhado te staan kom, te ondersoek. ’n Kwalitatiewe navorsingsplan is vir die studie gebruik. ‘n Oorsig van die literatuur, fokusgroep en onderhoude is gebruik, met gestruktureerde vrae wat binne die raamwerk van die studie geformuleer is. Die vrae was bedoel om ‘n respons tot die navorsingsvraag oor die uitdagings wat deur die gemeenskapsontwikkelingswerkers met die implementering van die GOWP in Makhado ondervind word, te fasiliteer. Een van die aanbevelings van die studie is dat die GOWP by die planne en begroting van die Plaaslike Munisipaliteit van Makhado geïntegreer moet word om die onderhoubaarheid van die program te verseker en dat die gestelde doelwitte bereik word. Wanneer dit geskied, sal dit moontlik wees om te sê dat: Die instelling van die gemeenskapsontwikkerlingswerkers behaal sukses ten opsigte van die uitdagings van dienslewering binne die Gemeenskapsontwikkelingswerkers program. Die uitdagings aan gemeenskapsontwikkelingswerkers in die munisipaliteite word deur die effektiewe implementering van die GOWP oorkom. Indien die GOWP ten volle in die Makhado Munisipaliteit geïmplementeer kan word, kan die probleem rondom dienslewering binne ‘n redelike tydperk opgelos word. Dit is dus belangrik dat ‘n onderneming soos die program vir die gemeenskapsontwikkelingswerkers behoue bly as ‘n inter-regeringsprojek wat die vennootskap tussen mense en die regering ondersteun.
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Porras, Estella. „Moving from cantaleta to encanto or challenging the modernization posture in communication for development and social change : a Colombian case study of the everyday work of development communicators /“. Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8591.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 223-232). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Leung, Yui-kee. „Perceived organizational climate and job satisfaction : a comparison between social work personnel in voluntary agencies in community development and family welfare services /“. [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341629.
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Leung, Yui-kee, und 梁銳基. „Perceived organizational climate and job satisfaction: a comparison between social work personnel in voluntaryagencies in community development and family welfare services“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247908.
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Crist, Angela R. „South African Ubuntu Theory in Cross Cultural Community Development Practice: An Autoethnographic Exploration“. Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244121998.
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Hardy, Jennifer Lynette. „Healthcare providers communication mechanisms using a case management model of care implications for information systems development, implementation & evaluation /“. Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060731.120940/index.html.
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Harvey, Edward S. „Development of an associate of sciences degree option program: Administration of justice with occupational concentrations“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/723.
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Ramirez, Francisco. „Breaking the Cycle for a Better Life: Understanding the Decision-Making Process That First-Generation, Community College Students Experienced When Making College Major and Career Choices“. CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/824.
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Choosing a college major and career are the most critical decisions that college students make and students are expected to make these impactful decisions early in their academic careers. First-generation, community college students are a group that are especially affected by this early decision process as they require the knowledge and experience to make informed decisions. Their parents often lack the experience to guide them through this process since they are unfamiliar with being a college student and providing the necessary support in this area. These barriers cause stress among these students and inefficiencies in the decisions that they make. Nevertheless, first-generation, community college students are a group that possess a tremendous amount of motivation and determination for reaching their goals regardless of the barriers they encounter.
Community colleges and high schools are in a position to create intervention programs that help promote career development at a time when it’s most critical. The aim of this hermeneutic phenomenological study was to understand the decision-making process that first-generation, community college students experienced as they made college major and career choices. The study focused on understanding the factors that influenced students’ college major and career choices.
This study found that the factors that influenced students’ college major and career choices were: a desire to break the cycle of poverty for a better life; the desire to set a good example; the desire to become something real; the exposure to knowledge, engaging instructors, and to authentic careers during their educational experience; knowing there is a future; and the support and guidance students received while pursuing their education.
Furthermore, students reported that their exposure to knowledge, engaging instructors, and to their authentic careers during their educational experience, as well as the support and guidance they received, helped bolster their level of confidence about reaching their career goals, thus, providing students with a heightened sense of career self-efficacy. Results of this study indicated that having the proper support and guidance, both moral and financial, influenced the choices that they made related to their college majors and careers. Being confident about reaching a career goal gave students the determination and resiliency to keep moving forward in their academic path.
Participants described their major and career choice process as confronting unclear futures with determination and resilience; encountering and overcoming financial barriers; being stressful; and as a process of searching.
This new knowledge that emerged as a result of this study will assist counselors in utilizing effective counseling approaches in order to maximize the assistance provided to first-generation, community college students based on their actual career development needs. The study results will also help in directing the development of intervention programs focused on career development at community colleges and pre-collegiate institutions.
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Chadwick, Kristine Leigh. „A narrative exploration of personal factors and organizational contexts in the development of local leadership /“. View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135895.
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Sundberg-Douse, Gail A. „The personal development process of employees in a community hospital“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/GSundberg-Douse2005.pdf.
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Sprenger, Kurt William. „Perceived Effectiveness of Faculty Development Programs for Full-Time Occupational-Technical Faculty in Virginia Community Colleges“. Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29904.
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The purpose of this study was to identify faculty perceptions of the personal and student benefits deriving from participation in faculty development activities. Faced with the challenge of keeping up-to-date with technology in order to keep their students up-to-date, faculty participate in many different activities. The perceived effectiveness of faculty development activities varies depending on the knowledge and interest of each faculty member.
This study was descriptive, using a two-part survey to collect both quantitative and qualitative data. First, a mail survey was used to collect data on the perceptions of faculty members regarding 12 professional development activities. The survey was sent out to 407 faculty in Business Technology and Engineering and Industrial Technology at the 23 colleges in the Virginia Community College System. Second, selected participants were contacted for a follow-up phone interview which elucidated some of the information from the mail survey. The surveys were designed based upon a review of the literature and through interviews with professionals. The survey was pilot tested on community college faculty.
Major findings from the study included the following:
1. The three most participated in activities were training in computer skills, professional conferences, and college-sponsored presentations and workshops.
2. Professional conferences and college-sponsored presentations and workshops were the highest rated in terms of participation, but rated the lowest in terms of personal and student benefit.
3. Females, on average, participate in more activities and have higher ratings for personal and student benefit.
4. Many faculty reported that funding for professional development activities is limited and that they have a limited amount of time to participate in activities. It is not uncommon for a faculty member to pay out of their own pocket for a worthwhile activity.
5. Activities that deal the most with learning new technologies, such as training in computer skills, retraining for fields in technology, and internships in business or industry, were given the highest ratings of personal and student benefit.
Based on the findings several recommendations and suggestions for future research were made:
1. Additional research is needed on the actual measures of student benefit, not just perceptions
2. Community college faculty need to carefully select professional development activities that will benefit not only themselves and their student as well.
3. Community college administrators should encourage faculty members to participate in internships in business and industry. Administrators need to do all they can to provide funding for these activities.
4. Additional research is needed on the differences in how males and females rate their perceptions.Ph. D.
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Dunajevas, Eugenijus. „The development of personal social services in post-communist Lithuania“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110414_105213-57549.
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The objective of the dissertation is to identify the main features of Western personal social services in institutional and organizational structure of post-communist Lithuania. The first part of the dissertation is devoted to get analytical frame of personal social services. Part two presents the research strategy used to analyze the institutional and organizations structure of personal social services in post-communist Lithuania: object of research, data sources and data gathering techniques, data analysis process and techniques. The analysis of institutional and organizational structure of personal social services in post-communist Lithuania is conducted in the third part of dissertation. Findings: the institutional and organizational structure of personal social services in post-communist Lithuania corresponds to Western structures, but the development was influenced by the legacy of communist period.Disertacijoje tyrinėjama asmeninių socialinių paslaugų institucinė ir organizacinė struktūra Lietuvoje. Pagrindinis darbo tikslas – ištirti Vakarų šalių asmeninių socialinių paslaugų institucinės ir organizacinės struktūros pagrindinių bruožų raišką Lietuvoje. Disertacijos struktūrą lėmė išsikeltas tyrimo tikslas. Pirmoje darbo dalyje siekiama pateikti asmeninių socialinių paslaugų sampratą, išskiriant ją sudarančius elementus, kurių transformacijos analizuojamos kitose darbo dalyse. Antroje darbo dalyje pristatomi tyrimo objektai, duomenų šaltiniai ir duomenų rinkimo metodai, duomenų analizės metodai ir procesas. Trečiojoje darbo dalyje analizuojama Lietuvos asmeninių socialinių paslaugų institucinė ir organizacinė struktūra, siekiant identifikuoti Vakarų šalių asmeninių socialinių paslaugų institucinės ir organizacinės struktūros bruožus, bei atskleisti atitinkamo bruožo raišką sąlygojančius mechanizmus. Disertacijoje konstatuojama, kad Lietuvos asmeninių socialinių paslaugų institucinėje ir organizacinėje struktūroje galima identifikuoti tam tikrus Vakarų šalių bruožus, tačiau jų raiška yra veikiama iki nepriklausomybės atkūrimo buvusios institucinės ir organizacinės struktūros.
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Gandy, Robert Lawrence. „Community service-learning the effects on adolescents' civic engagement, academic achievement, and personal development /“. Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gandy_RMITthesis2009.pdf.
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Stapleton, Ross Alan. „Personal computing in the CEMA community: A study of international technology development and management“. Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184767.
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The dissertation covers a spectrum of issues relating to the creation, acquisition and application of personal computers in the CEMA economies. Personal computing is examined through five stages, each a step in the process of integration of personal computing into the economies. They consider personal computing as: (1) Paradigm, how the Soviets and East Europeans view personal computing and how that relates to Western developments; (2) Technology, with discussion of indigenous capabilities of the CEMA members. Major topics are the Soviet microprocessor inventory, and the mechanisms whereby indigenous capabilities are increased, in particular via technology transfer; (3) Commodity, relating the technologies to actual products and production levels achieved. This stage also considers the availability of external sources (trade) for technology embodied as products; (4) Tool, discussing the products in application. The major application areas, including computer literacy education, are described. (5) Change, summarizing the current and expected social and economic effects of personal computing. The greatest emphasis is placed on the first three stages, which have progressed to the point where strong conclusions may be drawn. Achievements in personal computing application vary greatly across the CEMA community, and the coverage is directed to two case studies of Hungary and the USSR. Analysis of the last stage is necessarily largely speculative. Problems encountered in the promotion of personal computing, almost all arising out of economic and technological deficiencies, have rendered moot many questions related to the social effects of personal computing. The research shows that personal computing, in particular as it acts as a commodity, is largely alien to current CEMA economic management, and that the CEMA economies are having a difficult time in the creation or acquisition and support of PCs. This prevents their appearance in sufficient quantity to be useful as tools, or to effect change. The dissertation concludes with predictions of the nature of personal computing in the CEMA community over the next decade, and an analysis of the current and future relationship of the CEMA community to the rest of the world, especially for technology and commodity transfer from the developed West and newly-industrializing countries.
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Stuart, Jenny. „Clinical psychologists and critical community psychology : a grounded theory of personal professional development and practice“. Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13869/.
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Clinical psychologists who have aligned themselves with critical community psychology (CCP) and/or who have implemented it in practice are in a minority (Boyle, 2011). The literature suggests significant difficulties and contradictions with such an orientation, but there is limited information available about the personal professional development and practice, of clinical psychologists who are interested in CCP. The aim of the current study was to develop an understanding of the social processes involved in clinical psychologists’ development of interest in CCP and how, if at all, this interest related to practice. Twenty clinical psychologists completed an online qualitative survey, of whom twelve were also interviewed. Social constructionist grounded theory methodology (Charmaz, 2014) informed the data collection and analysis. The findings formed five categories: ‘being drawn to CCP’ ‘navigating level of confidence’, ‘balancing clinical psychology and CCP’, ‘connecting with allies’ and ‘interacting with professional structures’. Findings are discussed in the context of existing empirical and theoretical literature.
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Mawson, Hannah. „Sports leadership : an exploration of the personal development of sports leaders and their contribution to community sport“. Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/1051/.
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Sports leadership has received increased promotion during the past two decades, as a tool for providing individuals with leadership skills and in contributing towards community sport development objectives. Sports Leaders UK (SLUK) play a key role in providing sports leadership training programmes in the UK, training over 200,000 leaders each year. This aims of this research was to evaluate the work of SLUK, in contributing towards the development of sport the personal and career development of the leaders undertaking the awards. A mixed methods approach was adopted to achieve ‘enhancement’ of findings. The first quantitative phase involved binary logistic regression analysis of SLUK’s candidate database (n=76,179) and set out to identify the predictor variables associated with award completion. The second quantitative phase provided analysis of surveys (n=76), and set out to explore relationships between the leaders’ career and personal development and involvement in the SLUK awards. The final qualitative study sought to gain the views and perspectives of the sports leaders who had engaged with the SLUK awards through the use of semi-structured interviews (n=16). This study aimed to further investigate the impact of SLUK awards on career development and in contributing towards sport and other community outcomes. Results showed that the SLUK awards were perceived to contribute to developing sport, particularly within the school environment. Furthermore, with the training and development of more sports leaders who are actively leading sport, more opportunities were found to be provided across the UK. Engagement in the awards was found to increase feelings of self-worth, which in turn helped build self-esteem and confidence in the leaders. Important factors which appeared to be associated with award completion and continued leadership behaviour included location of the award (i.e. centre type) and choice of participation in the awards. The research provides original contribution to knowledge by exploring the impact of SLUK awards on the leaders’ personal development and community sport. Future delivery of sports leadership needs to be focused in communities if sports leaders are to make the transition from schools to community clubs and continue volunteering. Support from mentors was found to be crucial in ensuring that sports leaders sustain their voluntary leadership.
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Husung, Alina. „Impacts through ‘WWOOFing’ on the volunteer’s personal development : Increasing awareness of sustainable societal values“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-38971.
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This study focuses on volunteers within the non-profit organization ‘WWOOF’ World Wide Opportunities on Organic Farming, which provides individuals the opportunity to experience a sustainable organic farming through volunteering. As sustainability needs to be more valued within society and as individuals are seen to develop similar values from their social surrounding, the study examines how being a volunteer on a WWOOF farm influences the volunteer’s personal development. The material findings of 20 semi-structured interviews from previous WWOOF volunteers were collected and indicated four main outcomes: increased environmental awareness, community awareness, a sustainable lifestyle and personal growth among the volunteers. The outcomes are discussed in relation to the following main theories and concepts: sustainable worldview theory, symbolic interactionism, social identity theory, the Third Space and narrative identity theory. The sustainable societal values achieved among the volunteers indicated that being a volunteer on a WWOOF farm, can contribute to improve the global community
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Smith, Brandi Evans. „The role of Web 2.0 and social media community in education as a form of teacher personal professional development“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5050.
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Based on the findings of the study, several implications can be made regarding the use of social networks for personal professional development. First, the use of social networks for personal professional development is best when there is content specificity and cohesion with teachers' personal and professional goals. Secondly the users of a social network for personal professional development must purposeful in their reasons for using the social network, users must perceive themselves as capable of learning and they must have the willingness to commit to learning. Another implication is that increased levels of ownership for the material in social media communities in education would result in greater frequency of collaboration. Finally, teachers' perceptions of their integration abilities will determine if teachers will use social networks to communicate professionally with colleagues.; Teachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how teachers' reported using social media community in education for personal professional development and the criteria for effective professional development, teachers' integration practices, teachers' frequency of collaboration, and teachers' ability to communicate with colleagues. The results revealed a relationship between the criteria that a professional development be content specific and coherent and integrated with teachers' daily lives and whether or not teachers report using social media community in education as a form of professional development. There was also a statistically significant relationship between the frequency of technology integration, the reported level of technology integration, and the feeling of growth based on whether or not teachers used social media community in education to enhance professional practices. A statistically significant relationship was found between the frequency at which teachers report collaborating on technology integration projects with colleagues in social media communities in education and whether or not respondents use Social media community in education connect with other educational professionals. Finally, a statistically significant relationship was found between how comfortable participants are giving technology integration advice to colleagues in social media communities in education based on whether or not respondents use social media community in education to share materials and ideas.ID: 030423265; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-174).
Ed.D.
Doctorate
Education Studies
Education
Curriculum and Instruction
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Harrison, Lisa M. „What makes a micro-influencer? Converting the personal branding strategies of successful social media users into a professional development program“. Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233168/1/Lisa_Harrison_Thesis.pdf.
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This DCI thesis investigated the professional practices of micro-influencers in the Creative Industries: influential social media users emerging in engaged smaller online communities. Presented in two projects, the first project develops a theoretical model to define five dimensions of micro-influence identifying the skills, knowledge, and capabilities that shape communication practices in contemporary culture. Project two is a micro-course ‘The Introduction to Micro-Influence for Creative Professionals’ which translates the model into a teachable creative artefact that enables individuals to become effective micro-influencers in their chosen profession.
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Lawson, Robert-Gérard Mawuégniga Boèvi. „La personne selon Emmanuel Mounier et le développement de l'Afrique“. Thesis, Poitiers, 2013. http://www.theses.fr/2013POIT5003.
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A travers la philosophie de la «personne», Emmanuel Mounier (1905-1950) vise le renouvellement de la civilisation, l'accomplissement et l'épanouissement de l'homme. La question est de rechercher ce qui dans «la personne» constitue le fondement principiel et métaphysique du développement, puis mettre en place une heuristique qui rende compte de l'impact de cette philosophie de la personne sur le «développement en Afrique». L'objectif est triple: apprécier sous mode systématique la puissance de rayonnement historique de la pensée de Mounier chez les penseurs d'Afrique; en mesurer les effets d'appropriation; relever, de là, les enjeux anthropologiques liés au sein du continent africain, à la notion du «développement». Le propos mobilise les corpus des théoriciens africains soucieux de l'enracinement et de l'interculturalité, mais aussi de penseurs occidentaux refondateurs de la question de l'homme et du monde. Le fondement métaphysique, anthropologique et éthique, n'exclut pas le mécanisme juridique supranational légitimeAccording to the philosophy of the «person», Emmanuel Mounier (1905-1950) aims at the rebirth of civilization, the accomplishment and fulfillment of man. The question is to find out what within «the person», constitutes the principal and metaphysical foundation of development, then to put in place heuristics that emphasize the impact of this philosophy of person on «development in Africa». There are three sides to this objective: to appreciate in a systematical fashion the power of the historical influence of the opinion of Mounier on the philosophers from Africa; to measure its appropriation effects; and then to identify the anthropological issues connected to the notion of «development» within the African continent. The statement mobilizes not only the corpuses of the African theorists concerned about deep-rootedness and interculturality, but also those of western thinkers, reformer of the question of mankind and the world. The metaphysical, anthropological and ethical foundation, does not ex-clude the legitimate supranational legal mechanism
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Gabillard, Coline, und der Heijden Thomas van. „Self-empowerment within the collaborative movement : A study of the actors’ motivations for taking part in the collaborative movement and its effect on a personal level“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43965.
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This thesis focuses primary on the actors of the collaborative movement and their motivations and reasons for participating in it. The notion of the collaborative movement was developed during our process as well as the notion of self-empowerment. Two series of interviews have been led with founders of organizations acting within the collaborative movement and users of one of these platforms. From the analysis of the collected data we tried to answer our two research questions: what does lead the actors of the collaborative movement to be part of it? To what extent do they empower themselves? The results indicate that the actors of this movement do empower themselves through their participation. However the level of self-empowerment would depend on the degree of involvement. Moreover, it appeared that self-empowerment is not only an effect of their participation but also the motivation for it.
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Taylor, Simon Michael. „The development of a personal philosophy and practice of servant leadership : a grounded theory study“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012986.
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The purpose of this study is to develop a substantive grounded theory explaining the development of a philosophy and the practice of leadership amongst young adults who had attended Hilton College and whom were exposed to their servant leadership development programme. The grounded theory method in this study was developed using conventions identified by Strauss and Corbin (1990) and relying upon a collection of incidents noted during interviews with former students, teachers, housemasters, headmaster and Hiltonian Society board members. In total thirty-six interviews were conducted over a period of four years in South Africa, the United Kingdom and Kenya. Using the grounded theory methodology, an understanding of the theoretical model emerged through the development of a personal philosophy and the practice of servant leadership. Related to the central phenomenon of individual leadership philosophy and practice, the causal condition of opportunity to lead, influenced how the individual philosophy and practice emerged. Strategies used by the participants to nurture their philosophy and practice of leadership were the leadership development programme, community service, feedback and reflection. The data identified the intervening conditions and conditions relating to the context of the leadership philosophy and practice. The consequences of developing a leadership philosophy and practice were related to leadership behaviour; self-esteem; growth; follower relations; empowering of others; and relationship to institutions. The theoretical model illustrated the holistic nature of an individual’s leadership philosophy and practice. In this instance, the nature of the data revealed that the individual's leadership philosophy and practice that developed amongst the participants was predominately servant leadership. The different approaches to leadership development were scrutinised with the intention of locating the grounded theory that developed in this study, within the available literature. The literature did provide some useful insights, in particular the social field theory of Bourdieu (1998), which offered a more encompassing explanation and showed much promise in providing an understanding of leadership development. Wheatley's (1999) interpretation of field theory further explained the influence of servant leadership in leadership development. Finally, the researcher developed a set of propositions and recommendations for practice and future research and discussed the value of this research.
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Lazenby, Daniel Jakobus. „A tax-compliance framework for short-term assignments in the Southern African development community - a South African perspective“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41322.
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Short term assignments to other countries are increasing and it is important to take note of the associated potential tax compliance requirements. South Africa is part of the Southern African Development Community (SADC) whose main objective is to advance the development and economic growth of the member countries through regional integration. It is difficult for persons with limited or no international tax background to identify potential taxes when going on short term assignments to other SADC countries as very little has been published with regard to the procedure to follow. The procedure to follow and the main tax concepts (corporate tax, personal tax, VAT and withholding tax) have not been published in a user friendly, holistic format to enable such persons to identify potential tax implications. In this research a conceptual tax-compliance framework was created and tested to enable persons to follow the procedure to identify potential taxes that could be triggered when going on short term assignments. It also enables them to have an understanding of the concepts of the main tax principles applicable in SADC countries that have double tax agreements in place with South Africa.Dissertation (MCom)--University of Pretoria, 2013.
lmchunu2014
Taxation
unrestricted
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Fanning, Agnes. „A qualitative study of UK community health practitioners' perceptions of their personal and professional development after training for and practicing as health & social care innovators“. Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q54zy/a-qualitative-study-of-uk-community-health-practitioners-perceptions-of-their-personal-and-professional-development-after-training-for-and-practicing-as-health-social-care-innovators.
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This qualitative study explores the personal and professional journey of a group of healthcare professionals who undertook higher education (HE) or training in social innovation and put that learning into practice. Social Innovation is a relatively new concept in the field of health, and research is, in the main, confined to the structural and organisational aspects of innovation. Studies looking at the personal development of the innovators are rare, and no study has researched first-hand the experiences of new healthcare innovators as they learn how to set up and manage their own projects. Twenty-six community health professionals were interviewed. The participants were selected because they had either attended a HE programme or independent training on social innovation and were interested in setting up their own innovation in their clinical practice setting. Individual interviews were achieved using Skype which proved to be an effective data collection method and allowed for a geographically dispersed sample. Thematic Analysis allowed several key themes to emerge from the data: the importance of personal resilience; increase in confidence; how levels of self- efficacy played a key role in their success; learning to shift from working in glorious isolation to seeking help from influential others. Improved technical skills and becoming better organised were also powerful factors. However, one finding proved pivotal to their success - finding themselves. The majority talked of discovering the ‘real me’ as a result of their learning, mixing with likeminded others and the first-hand experience of the struggle of developing a project, often in the face of opposition. For many, the positive changes transferred to their personal lives. The findings suggest that many community health professionals have an inner drive to improve their clinical practice, but do not always know the best way to do this without formalised help. The educational input enhanced their learning and also impacted on their personal development enabling them to proceed with their innovations. These findings are supported by research in the broader field of industry indicating that, whatever the context, there is a commonality of spirit, an ability to persevere and overcome adversity among innovators. These findings are therefore generalisable to others contemplating innovative projects in health and social care settings. In addition, the health and social professional curricula will benefit from including the subject of innovation within their educational programmes and subsequently staff and managers who work with innovative practitioners will also benefit from working with innovative professionals.
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Becker, Karen A. „The development of learning for non-traditional adult students : an investigaton of personal meaning-making in a community college reading and study skills course /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309052667.
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Weathersby, Melissa J. „An Assessment of the Financial Literacy of Undergraduates at One Community College in Texas“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5435.
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At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students who had not. The purpose of this study was to obtain formative data regarding students' needs for financial literacy education and to examine whether the knowledge of financial literacy for college students who participated in a prior financial literacy class in high school differed from students who had not. Guided by Knowles' andragogy theory, this descriptive comparative quantitative study explored students' overall financial literacy, including financial literacy subcomponents, and the relationship between students who had participated in a prior financial literacy class compared to students who had not. SurveyMonkey was used to administer the Jump$tart Coalition-® College Questionnaire to a convenience sample of 170 undergraduate students. Through descriptive data analysis (mean scores and composite scores) of the questionnaire responses, it was established that less than 70% of students were proficient in overall financial literacy. Independent samples t tests established no significant differences in financial literacy for students who participated in a prior financial literacy class compared to students who had not. The resulting project provides professional development for faculty to implement the Jump$tart Coalition-® curriculum promoting social change by developing financially competent adults, thereby contributing to fiscally sound economies.
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Nordström, Lina, Lars Runesson und Helena Warnecke. „Light a Spark! Addressing Barriers and Enablers to Increase Demand of Electric Vehicles in Southeast Sweden“. Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-928.
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The Personal Transportation System safeguards peoples’ cultural understanding of freedom: to move individually without being dependent on others. However, the increasing number of private vehicles driven on fossil fuels contributes to unsustainability and one of the most urgent issues, climate change. The authors explored electric vehicles as an alternative to fossil fuel driven vehicles as a way of moving strategically towards sustainability in the Personal Transportation System. In order to increase demand of electric vehicles, barriers need to be overcome. The authors identified perceived barriers and enablers through literature review, interviews with automobile dealers and other stakeholders of the EV sector in Southeast Sweden, as well as through an electronic survey of individuals living in this region. The outcome of the thesis is a pilot strategy using behavior change tools from Community-Based Social Marketing in order to address the perceived barriers and enablers on the demand side of the electric vehicle market. With highly positive attitudes towards electric vehicles in Southeast Sweden, the strategy may be successful in the region; however, it needs to be combined with further measures on the supply side of the market which cannot be addressed with behavior change tools.
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Bogdan, Cristian. „IT Design for Amateur Communities“. Doctoral thesis, KTH, Numerisk analys och datalogi, NADA, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3470.
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The concept of community is receiving increasing attentionacross organizations and throughout the entire society.Voluntary association, creation of value, and solidarity incommunity contexts get more and more appreciated and nurturedwithin companies and other organizations. At the same time,lack of community is raised lately by Western sociologists as amajor source of alarm while the large participationpossibilities provided by the Internet are seen as a hope forremedy. This thesis aims to contribute in the area of technologydesign for communities by seeking to gain understanding ofvoluntary community work and to design artefacts in support forsuch work. Community work is studied through anethnographically-inspired approach for empirical observation ofcommunity activity and the artefacts that support it. Fieldstudy ofvoluntary working orderwas conducted inseveral voluntary communities: amateur radio and three studentorganisations. In studying such working order, one mustrenounce a set of assumptions that are commonly made aboutwork, starting with the very idea of remuneration as a basicmotivation. Instead, challenge as a major motivation isproposed for work in voluntary communities. To draw inspirationfor future design, an examination is made of the way thismotivation is reflected in the features of technology createdby the communities for their own use, in the working contextsof the field settings. Lessons learned about amateur work are then used and refinedwhile reflecting on amateur-work-oriented design of ITartefacts conducted within a student organisation, with aparticular interest in self-sustainability of participatorydesign practices in such settings. Practices of participatorydesign are re-considered in the context of voluntary work, theabsence of the employer-employee conflict, the challenges andlearning trajectories of the members. As development is done bymembers of the student community, design interventions forself-sustainability of amateur software development aredescribed and reflected upon. A generic approach is proposedfor action aimed at self-sustainability in amateur settings.The socio-technical features that resemble across thecommunities studied and practices experienced are then groupedunder the generic name of the perspective developed in thisthesis:Amateur Community. The perspective isproposed as a point of departure for further study and designintervention in similar communities. Comparisons are madebetween Amateur Community and other approaches such asCommunity of Practice. Keywords:amateur, volunteer, community, work, amateurwork, participatory design, software development, challenge,contingency, pioneering, public, personal development,learning, hands-on learning, selfsustainabilityQC 20100420
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Giraldez, Dianna Isabel. „Using Interpersonal Process Recall (IPR) to Examine the Effects of Equine Assisted Activities on the Personal and Professional Development of Student Therapists“. NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/15.
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The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs and videos that had been taken of the students conducting the equine activities. The researcher utilized IPR as a qualitative methodology to create an improved perspective where students reflected on their experience and made connections with their professional and personal developments.
The findings of this grounded theory study document how students reflected on their personal and clinical development. More specifically, the transcripts of the conversations that took place during class discussions and interviews from students who took the course a year earlier showed that students reflected on their personal awareness, created changes in their relationships, developed their self of the therapist, honed in on their clinical skills and started viewing therapy differently. This study confirmed the transformative nature that the Introduction to Equine Assisted Therapy course has on the students.
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Rakoff, Simon. „Expanding Leader Capability: An Exploratory Study of the Effect of Daily Practices for Leader Development“. [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1267652992.
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Thesis (Ph.D.)--Antioch University, 2010.Title from PDF t.p. (viewed March 26, 2010). Advisor: Al Guskin, Ph.D.. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2010."--from the title page. Includes bibliographical references (p. 258-265).
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Amorim, Henri Karam. „Viv?ncia comunit?ria cat?lica e crescimento pessoal“. Pontif?cia Universidade Cat?lica de Campinas, 2010. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/247.
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Made available in DSpace on 2016-04-04T18:27:50Z (GMT). No. of bitstreams: 1
Henri Karam Amorim.pdf: 1200951 bytes, checksum: 365f1b1e3b1e6e2242eb83e9143f137a (MD5)
Previous issue date: 2010-02-12For the humanist Viktor Frankl, the quest of meaning is something inherent to all human being, and the condition for such is the self transcendence; faith, while religious act, is one of the possibilities of self transcendence and it constitutes itself as one overmeaning or last meaning. Based on this theoretical reference, the Catholic communitarian living is understood here as one experience of Christian faith experienced in one Catholic Parish. In this perspective, the present research had as objective to understand the senses of the experience of faith lived in one Catholic community as personal growth of those who participate in it. In view of it, it has been proposed in one parish of the Metropolitan Area of Campinas the achievement of a group, seen as one more space within the community itself, in order to help people to enlarge their perspectives of personal growth departing from the consideration of their experiences of life. There were five meetings, with the average length of two hours each, in a fortnightly periodicity. All the nine participants, chosen among adult people commited with voluntary work, were designated for community leaderships and invited to participate in the group by the researcher. After each group meeting, accounts were redacted to register the more meaningful moments of the group as well as its movement as a whole; there were also versions of the meaning, that is, brief writings that register the meaning lived in each meeting for each one of the participants. From this whole of registers it has been elaborated a qualitativephenomenological analysis, gathering by axes of meanings everything that was lived and said by the participants. The gathering that was organized and its analysis allowed an enlightenment about the relations between things the community of faith lives and the mobilization regarding the personal growth of its participants; they also made possible to realize that the living of the Christian religious faith in a communitarian Catholic context is promoter of personal growth, in spite of such growth not always being guaranteed by the simple fact of participating in the community, since it is also felt and perceived as a space of contradictions.
Para o humanista Victor Frankl, a busca de sentido ? algo inerente a todo ser humano e a condi??o para tal ? a autotranscend?ncia; a f?, enquanto ato religioso, ? uma das possibilidades da autotranscend?ncia e se constitui como um suprassentido ou sentido ?ltimo. Com base neste referencial te?rico, a viv?ncia comunit?ria cat?lica ? entendida aqui como uma experi?ncia de f? crist? experienciada numa par?quia cat?lica. Nesta perspectiva, a presente pesquisa teve como objetivo compreender os sentidos da experi?ncia de f? vivida em uma comunidade cat?lica como crescimento pessoal daqueles que dela participam. Em vista disso, foi proposto em uma par?quia da regi?o metropolitana de Campinas a realiza??o de um grupo, visto como um espa?o a mais dentro da pr?pria comunidade, a fim de ajudar as pessoas a ampliar suas perspectivas de crescimento pessoal a partir da considera??o de suas experi?ncias de vida. Foram cinco encontros, com dura??o m?dia de duas horas cada, numa periodicidade quinzenal. Os nove participantes, escolhidos dentre pessoas adultas comprometidas com o trabalho volunt?rio, foram indicados por lideran?as comunit?rias e convidados a participar do grupo pelo pesquisador. Ap?s cada encontro grupal, foram redigidas narrativas registrando os momentos mais significativos do grupo bem como seu movimento como um todo; foram feitas tamb?m vers?es de sentido , isto ?, escritos breves que registram o sentido vivido em cada reuni?o por cada um dos participantes. Deste conjunto de registros foi elaborada uma an?lise qualitativo-fenomenol?gica, reunindo por eixos de significados tudo o que foi vivido e falado pelos participantes. O grupo realizado e sua an?lise permitiram um esclarecimento acerca das rela??es entre viv?ncias de comunidade de f? e mobiliza??o em vista de crescimento pessoal de seus participantes; possibilitaram tamb?m perceber que a viv?ncia da f? religiosa crist? num contexto comunit?rio cat?lico ? promotora de crescimento pessoal, embora tal crescimento nem sempre esteja garantido pelo simples fato de participar da comunidade, uma vez que ela ? tamb?m sentida e percebida como um espa?o de contradi??es.
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Miller, Michelle Ann. „Basic Writers Using Clickers: A Case Study“. University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258340976.
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Castillo, Claudia. „Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution“. FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
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For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce.
The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.
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Zeini, Sam, Nils Malzahn, H. Ulrich Hoppe, Joachim Hafkesbrink, Ulrich Mill, Georg Groh, Thomas Schauf, Roland Westermaier, Oliver Pfeiffer und Hartmut Scholl. „Ansätze zur softwareunterstützten Kompetenzentwicklung in innovationsgetriebenen Berufen der Digitalen Wirtschaft“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141189.
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Jesus, Maria Manuela de. „A supervisão nos contextos da educação de infância itinerante, na região do Algarve“. Master's thesis, Universidade de Évora, 2006. http://hdl.handle.net/10174/16248.
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O presente estudo de natureza qualitativa aborda a problemática da supervisão nos contextos da educação de infância itinerante, na região do Algarve. Os principais objetivos são conhecer as diferentes realidades onde se desenvolve esta modalidade de educação pré-escolar e compreender os processos de supervisão aí desenvolvidos. Tendo em consideração a natureza e os objetivos, o estudo procurou conhecer, através de entrevistas de grupo, a riqueza de cada contexto, a partir dos pontos de vista e da interpretação das educadoras de infância, que no ano letivo de 2003-04 desempenhavam funções na educação de infância itinerante, na região do Algarve. Em síntese, podemos dizer que a educação de infância itinerante, na região do Algarve, está integrada em agrupamentos de escolas de tipologia diferenciada, é desenvolvida por educadoras de infância com maturidade profissional e, apresenta dinâmicas distintas, em cada contexto onde interage. Também os processos de supervisão se apresentam diferenciados, apontando para a necessidade de maior formação na área da supervisão escolar. /ABSTRACT - The present research study, of quality nature, addresses to the problem of the supervision in the itinerant nursery education contexts, in the region of Algarve. The mains goals are to know the different realities of this modality of pre-school education and to understand how the processes of supervision are developed. According to the nature and goals, the research seeks, trough group's interview, the richness of each context, fi'om the nursery teacher's points of view and interpretation that carry out the itinerant nursery education, during the academic year 2003-04, in the region of Algarve. To sum up, we could say that itinerant nursery education, in the region of Algarve is integrated in schools' groups with several types, developed by nursery teachers with large professional maturity and presents specific answers to each context. Also the process of supervision is differentiated, to points out the need for an in service-training in the supervision area.
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Zeini, Sam, Nils Malzahn, H. Ulrich Hoppe, Joachim Hafkesbrink, Ulrich Mill, Georg Groh, Thomas Schauf, Roland Westermaier, Oliver Pfeiffer und Hartmut Scholl. „Ansätze zur softwareunterstützten Kompetenzentwicklung in innovationsgetriebenen Berufen der Digitalen Wirtschaft“. Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A27940.
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Morata, García María Jesús. „De la animación sociocultural al desarrollo comunitario: Su incidencia en el ocio“. Doctoral thesis, Universitat de Barcelona, 2009. http://hdl.handle.net/10803/97239.
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La tesis es un estudio sobre la Animación Sociocultural y el Desarrollo Comunitario aplicado al ocio de las personas mayores. Con el fin de comprobar la validez de los procesos de Animación Sociocultural para la promoción de un modelo de desarrollo comunitario, se evalúa un programa de ocio dirigido a las personas mayores de 65 años de la ciudad de Granollers, diseñado por la misma autora.
El objetivo que orienta este estudio es verificar cómo la aplicación de la metodología de la Animación Sociocultural puede desarrollar procesos de participación ciudadana, incrementar la iniciativa social y promover la democracia cultural en los barrios, territorios y espacios comunitarios.
Este trabajo consta de dos partes: la primera, de carácter teórico, donde se abordan las siguientes temáticas:
1. Concepto, origen, evolución, definiciones y características de la Animación Sociocultural y del Desarrollo Comunitario, así como las relaciones que se establecen entre ambos conceptos.
2. Ocio y animación sociocultural para las personas mayores. Los contenidos que se abordan hacen referencia a un tipo de ocio solidario, intergeneracional, que construye ciudadanía activa y, que en última instancia, intenta favorecer la construcción de un modelo de desarrollo comunitario.
La segunda parte de la tesis, de carácter empírico, presenta el diseño, la implementación y la evaluación del programa “Implica-Acción”, un programa de ocio dirigido a las personas mayores de la ciudad de Granollers, basado en los fundamentos ideológicos y técnicos de la animación sociocultural y del desarrollo comunitario.
El programa se complementa con una extensa revisión bibliográfica y entrevistas a diferentes expertos del ámbito académico y profesional.
A partir de las conclusiones de este trabajo se aportan nuevas líneas de investigación que puedan contribuir a la mejora de la intervención social y de la acción comunitaria.From socio-cultural animation to community development: its impact on leisure This thesis is a study about the socio-cultural animation and community development applied to leisure of the elderly. The thesis has the aim of checking the validity of the process to socio-cultural animation for the promotion of the community development model, this is reviewed in a leisure programme for people older than 65 years in Granollers, designed by author. The objective that guides this study is to verify how the application of the socio-cultural animation methodology can develop process of citizen participation, increase the social initiative and promote the cultural democracy in the neighbourhoods, territories and communitarians spaces. This Project consists of two parts: the first, theoretical, which address the following topics: 1. Concept, origin, evolution, definitions and characteristics of the socio-cultural animation and community development, as well as the relation between both concepts. 2. Leisure and socio-cultural animation for elderly. The contents have been reference to a type of solidarity leisure, between generations, which build active citizenship and, ultimately, attempt to promote the construction of a community development model. The second part of the thesis, has an empirical carecter, which present the disign, the implementation and evaluation of the program “Implica-Acción”, One of leisure for elderly from Granollers town, based on ideological and thecnical foundations of the socio-cultural animation and communitary development. The program is complemented by an extensive literature review and interviews with various experts from academicals and professional areas. From the findings of this study provides new lines of inquiry that can contribute to the improvement of social intervention and community action.
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Morata, García Mª Jesús. „De la animación sociocultural al desarrollo comunitario: Su incidencia en el ocio“. Doctoral thesis, Universitat de Barcelona, 2009. http://hdl.handle.net/10803/97239.
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La tesis es un estudio sobre la Animación Sociocultural y el Desarrollo Comunitario aplicado al ocio de las personas mayores. Con el fin de comprobar la validez de los procesos de Animación Sociocultural para la promoción de un modelo de desarrollo comunitario, se evalúa un programa de ocio dirigido a las personas mayores de 65 años de la ciudad de Granollers, diseñado por la misma autora.
El objetivo que orienta este estudio es verificar cómo la aplicación de la metodología de la Animación Sociocultural puede desarrollar procesos de participación ciudadana, incrementar la iniciativa social y promover la democracia cultural en los barrios, territorios y espacios comunitarios.
Este trabajo consta de dos partes: la primera, de carácter teórico, donde se abordan las siguientes temáticas:
1. Concepto, origen, evolución, definiciones y características de la Animación Sociocultural y del Desarrollo Comunitario, así como las relaciones que se establecen entre ambos conceptos.
2. Ocio y animación sociocultural para las personas mayores. Los contenidos que se abordan hacen referencia a un tipo de ocio solidario, intergeneracional, que construye ciudadanía activa y, que en última instancia, intenta favorecer la construcción de un modelo de desarrollo comunitario.
La segunda parte de la tesis, de carácter empírico, presenta el diseño, la implementación y la evaluación del programa “Implica-Acción”, un programa de ocio dirigido a las personas mayores de la ciudad de Granollers, basado en los fundamentos ideológicos y técnicos de la animación sociocultural y del desarrollo comunitario.
El programa se complementa con una extensa revisión bibliográfica y entrevistas a diferentes expertos del ámbito académico y profesional.
A partir de las conclusiones de este trabajo se aportan nuevas líneas de investigación que puedan contribuir a la mejora de la intervención social y de la acción comunitaria.From socio-cultural animation to community development: its impact on leisure This thesis is a study about the socio-cultural animation and community development applied to leisure of the elderly. The thesis has the aim of checking the validity of the process to socio-cultural animation for the promotion of the community development model, this is reviewed in a leisure programme for people older than 65 years in Granollers, designed by author. The objective that guides this study is to verify how the application of the socio-cultural animation methodology can develop process of citizen participation, increase the social initiative and promote the cultural democracy in the neighbourhoods, territories and communitarians spaces. This Project consists of two parts: the first, theoretical, which address the following topics: 1. Concept, origin, evolution, definitions and characteristics of the socio-cultural animation and community development, as well as the relation between both concepts. 2. Leisure and socio-cultural animation for elderly. The contents have been reference to a type of solidarity leisure, between generations, which build active citizenship and, ultimately, attempt to promote the construction of a community development model. The second part of the thesis, has an empirical carecter, which present the disign, the implementation and evaluation of the program “Implica-Acción”, One of leisure for elderly from Granollers town, based on ideological and thecnical foundations of the socio-cultural animation and communitary development. The program is complemented by an extensive literature review and interviews with various experts from academicals and professional areas. From the findings of this study provides new lines of inquiry that can contribute to the improvement of social intervention and community action.
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Wentzel, Zurina. „The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC“. University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
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Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Tanaka, Aki. „Questions of Identity for a Nigerian-Born Japanese Man in Kabukichyo, Tokyo“. Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1276116460.
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Waisner, Cynthia L. „Through the Eyes of the Family: A Collective Case Study of Family Business Consulting“. Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1344002058.
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Meierhoefer, Axel. „The Shift in Coaching Dynamics during Long-Term Business Coaching Relationships“. Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1309895512.
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