Dissertationen: „Construction of skills“

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Shelton, Susan Allsop. „Sentence-Level Construction Methods: Skills Taught Are Skills Used“. BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.

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The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the sentence level should be part of the first year writing course curriculum, and possibly in the writing curriculum of secondary education as well.

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Riffell, Zachary D. „Time on Task across Skill Sets in Construction Trades Classrooms: Preparation of Skilled Craft Workers“. Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7909.

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The construction industry is an essential component of the U.S. economy, yet even amid good wages, construction companies are having trouble finding enough individuals who are ready for work in the industry, and they fear they will not be able to do so in the future because training options for potential workers are inadequate. Better training options are needed. Much research has pointed to soft and academic skills as necessary skills for successful workers that are missing from worker preparation programs, but little has been done to establish an actual correlation between these skills and workforce readiness. In this study, the underlying premise was that students who spend more time on learning tasks are more engaged and will be more likely to be successful in school. As such, time on task (TOT) was defined as the time construction students spent in school preparing for competition at SkillsUSA National Leadership and Skills Conference (NLSC). TOT was measured for three skill sets: academic, soft, and hard skills. The results were correlated with student success at NLSC to determine if related preparation led to increased success in the competition (the proxy for workforce readiness in this study). The results across skills sets showed that competitors at this high level of competition spent a high percentage of their TOT integrating the skill sets. In addition, multiple hierarchical regression analyses were performed with the TOT in the three subscales and competition placement. Overall, related results suggested some limited correlation between skill set integration and final placement at NLSC. In this regard, it is possible that the homogeneity of the population likely limits the generalizability of results.

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Vanqa, Inga Bongo. „The effects of the labour skills shortage in the construction industry“. Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021125.

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Purpose of this treatise: The aim of this research is to determine, if the skilled labour shortage has had any impact on how construction projects are executed. If there is an impact the study aims to determine the nature and extent of the problem. Design/methodology/approach: A review of related literature was conducted, mainly to ensure that existing research is not replicated, in order to generate new ideas. The quantitative research approach was applied for this research. The questionnaire was designed so that scores can be easily summed in order to obtain an overall measure of the attitudes and opinions of the respondents. Findings: The results revealed that the skilled labour shortage has a negative effect on how construction projects are executed. The results further revealed that the biggest concern amongst employers and management of construction companies was the negative impact the shortage of skilled labour has on the levels of workmanship. Research limitations: The sample (construction companies) is mostly situated in the Gauteng province of South Africa. Practical implications: The research is of importance to managers and supervisors of construction companies of all sizes. The findings of this study will assist in ensuring that projects are efficiently managed irrespective of the current skills crisis in the construction industry.

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4

Downing, Stephen John. „The social construction of strategy : networking interaction skills amongst business owners“. Thesis, Brunel University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332076.

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5

Serhan, Ahmad, und Asen Draganov. „Project managers’ communication skills and stakeholder engagement in sustainable construction projects“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22559.

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6

Davies, Lyle Scott. „Project Management: Skills, Tools, and Knowledge Construction Professionals Consider Important for Keeping Projects on Schedule“. BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6608.

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Project managers have a major role in the construction and completion of projects. Much of their work consists of reviewing, clarifying, and coordinating information required by the field management and subcontractors performing the work on the job site. The assistance they give with the transfer of information helps with successfully completing projects. For many people, the largest indicator that a project was successful is that construction activities were completed on schedule. While finishing on schedule may be the primary focus of those involved with construction activities, projects still struggle to finish on time. The purpose of this study is to find out what construction industry professionals consider important skills, tools, and knowledge for helping project managers finish the projects they manage on schedule. Research results found the general topics of management and scheduling are the most important for project managers to understand. Within the topic of scheduling, the importance of material procurement ranked highest of the specified subcategories. Construction professionals also ranked working with subcontractors, understanding project documents, weekly project meetings, working with owners, and having interpersonal and communication skills as important topics that will help project managers keep their projects on schedule.

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Roszler, Sarah Katherine 1977. „Building skills : a construction trades training facility for the eastern Canadian Arctic“. Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/30285.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2005.
Leaf 204 blank. Some leaves folded.
Includes bibliographical references (leaves 195-202).
On April 1, 1999, the Inuit of the Eastern Canadian Arctic achieved sovereignty over a new territory, Nunavut, envisioning economic self-reliance, political self-determination, and renewal of confidence in Inuit community. Life in Nunavut, however, remains circumscribed by adversities: poverty, crowded houses, and long winters. Both government and industry are constrained by inexperienced administration and insufficient budgets. Perhaps no sector is as challenged as the construction industry, caught between the vast demand of a housing crisis and the extreme cost of importing labor. The territory must invest in building skills to reduce the cost of housing. Trades training in the Eastern Arctic will have political, cultural, and economic significance for a community long dependent on remote governments and migrant workers. Moreover, local tradesmen will be indispensable to an affordable construction strategy for community buildings serving a population expanding at twice the national rate. Over the course of fifty years of permanent settlement in Nunavut, no construction system has yet been devised for civic spaces that respond to its social, physical, and logistical conditions.
by Sarah Katherine Roszler.
S.M.
M.C.P.

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Awe, Ezekiel Mofoluwaso. „A framework for training and development of construction craft skills in Nigeria“. Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.

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The Nigerian construction sector presently accounts for about 1.4% of the nation's GDP, even though its contribution to total GDP seems to have remained, extremely low; the sector is yet to realise its full potential. The sector is expanding strongly with a growth of 10% per year and is supported by multiple real estate projects and by the modernisation and development of infrastructures which offer new opportunities for the construction sector. The nation's approach to the training and development of construction related craftspeople, however, has been general rather than specific; and the various reforms on technical, vocational education and training (TVET) have not succeeded in tackling the perennial craft skills shortage crisis in the sector. This research project focused on formulating and validating a framework for achieving effectiveness and sustainability in the training and development of construction craft in the Nigerian construction sector, with emphasis on addressing the factors militating against securing and sustaining the interest of the youth population in acquiring construction related crafts skills. In order to collect a robust data to adequately address the goal of the study, secondary data were collected through an in-depth review of related literature. Quantitative data were elicited through a questionnaire survey while the gathering of qualitative data adopted the semistructured interview and document analysis approaches. This mixed-method approach generated data that formed the basis for the development of a unique and novel best practice framework for the training and development of construction related crafts people in the Nigerian construction industry. The framework, which was validated by experienced industry-based professionals and academics; was adjudged capable of ensuring effectiveness and enhancing sustainability in craft skills training and development in the nation's construction sector. The study concluded that in order to achieve sustainability and effectiveness, crafts skills training and development in the nation's construction sector must be accorded a specific attention. The establishment of a regulatory organ vested with the responsibilities for implementing and regulating skills training and development in the construction sector is imperative. Apart from facilitating career progression of crafts people and adequately addressing the factors inhibiting the interest of prospective trainees; effective guidance and counselling systems must be provided for the purpose of sensitizing the youths and other potential trainees on the importance and economic prospects inherent in pursuing construction related craft careers. The Construction Craft Skills Training and Development (CCSTD) Framework is a major contribution to knowledge in this area. It is recommended for adoption by the government, construction sector, professional bodies, training providers and other related stakeholders; as a guide on skills training and development matters in the Nigerian construction sector.

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Abdel-Wahab, Mohamed Samir. „An examination of the relationship between skills development and productivity in the construction industry“. Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/4658.

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In recent years, the UK government skills policy has emphasised the role of workforce skills development as a key driver of economic success and improving productivity across all sectors of the economy. The importance of skills (as a vehicle for enhancing productivity performance) is highlighted within numerous government reports, such as Skills White Papers (2003 and 2005), in addition to the Leitch Review of Skills (2006) which coincided with the outset of this research. Thus, the aim of this research was to examine the relationship between skills development and productivity in the construction industry in order to assess the assumptions of government skills policy in the context of the sector. A multi-method approach was adopted in this research. This involved the analysis of: official construction statistics, levy/grant and financial accounts data of construction companies, in addition to a telephone survey. The main findings of the research are published in five peer reviewed academic papers, demonstrating the tenuous nature of the relationship between skills development and productivity performance, particularly when considering the heterogeneous nature of the construction industry. Government claims about the mono-causal relationship between skills and productivity should be treated with caution. A simple boost in qualification levels or participation rates of training is unlikely to lead to productivity improvements in the construction sector. However, skills development and training activities needs to be targeted and focused if the desired outcome of enhancing productivity performance is to be achieved. Construction companies needs to be proactive in addressing the skills and training needs of their business through drawing on the various support available through CITBConstructionSkills training grants or participating in appropriate skills/training initiatives, such as apprenticeship schemes. The provision of 'productivity-based' training grants should be considered by CITB-CS in order to prompt construction companies to consider training as a plausible means for enhancing their productivity performance. Finally, the recommendations presented in this thesis and areas for further research sets out the potential way forward in terms of advancing knowledge in this area.

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Lazarus, Spencer. „An integrated skills development model for emerging construction contractors in the Eastern Cape“. Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/170.

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One of the challenges faced by many government decision-makers today relates to the need for a construction development programme that comprehensively addresses the challenges faced in delivery of building and infrastructure projects. Investment into such programmes should be justified and measured by increased contractor capacity to execute projects and grow their businesses. The Eastern Cape Development Corporation (ECDC) intends to develop and pilot an emerging contractor development programme with the assistance of the Council for Scientific and Industrial Research (CSIR). In implementing the project, the CSIR and the ECDC will assume the role of the project managers, responsible for planning, executing and coordinating the entire training and mentorship programme. Suitably qualified training providers and mentors have been sourced from private enterprises and individuals. Sixty contractors throughout the province will be selected to form part of the program. Training providers and mentors will provide high quality inputs to enable a group of selected contractors to be assessed and accredited by the Construction Education and Training Authority (CETA) in terms of the National Qualifications Framework (NQF). This dissertation addresses the requirements that an integrated development model needs to be effective in terms of emerging contractors’ further development and sustainable growth.

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Jordan, Sharon Teresa. „Correlates of cognitive skills used by boys and girls on sequencing and construction tasks“. CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/214.

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12

Saunders, Elizabeth. „The construction of delegation in the utilisation of physiotherapy assistants“. Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/13858.

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This research studies delegation in outpatient physiotherapy and attempts to solve its deficiency by designing a theoretical model of constructive delegation (CD model). The CD model is functional and uses a systematic and rational approach to plan the level of delegation by using task and cost-benefit analysis and it supports delegation dynamically by organising training, working partnerships, communications and the working environment. An initial survey of tasks carried out by physiotherapists and assistants at ten sites found inconsistent approaches to delegation, with 80% of physiotherapists expressing concerns. This mirrored similar experiences in the literature where there was evidence of some delegation of technical clinical tasks, but also resistance within the profession. Generally in the literature delegation was defined and eluded to, but was not constructed in order to provide a planned system. The CD model was offered as a tool to, by construction, implement delegation safely and without loss of quality to ensure appropriate skills for appropriate tasks and to analyse current practice and implicitly suggest improvements.

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Pawlik, S. „Methodology for assessment of cognitive skills in virtual environments“. Thesis, University of Salford, 2001. http://usir.salford.ac.uk/2151/.

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The client briefing of the proposed building design is usually in the form of drawings and artistic impressions being presented to the client. However, very few clients are able to read a technical drawing and the artist impressions are limited and do not aid the client to visualise all aspects of the proposed building. During the client briefing process the client needs to have the experiential quality described, to be able to fully understand the design of the proposed building. Generally, humans perceive and directly experience architectural space by building qualities like texture, form, colour, light, scale, movement. A full-scale model of the proposed building would fully afford the experimental qualities. In reality it would be impractical and not cost effective. However, VR technology allows the creation of an inclusion of space in user's mind, through a minimum of means, but achieves a maximum impact, and affords all the experiential qualities offered by a physical model. A virtual model with a high degree of detail which can be explored by the designer and his clients will therefore be of significant help. However, to give clients the best possible impression of the proposed design it is important to understand how dimensions of those designed spaces are perceived. Therefore, a study was carried out focusing on fundamental investigations into the perception of basic architectural dimensions in order to assess the potential usefulness of VR technology in architecture and the client briefing process. In two experiments, subjects were required to estimate egocentric and exocentric dimensions in Virtual Environments and Real World Setting (RWS). The influence of stimuli orientation was also investigated. In estimating all dimensions a magnitude estimation procedure was employed using a modified free-modulus technique. All participants were pre-tested. Psychometric and visual tests were used for choosing an experimental group with a fair degree of homogenity. Two independent subject groups were used. In addition to dimension estimations recall of simple layout and feeling of space were investigated when evaluating the virtual interface. The general null hypothesis assumed that people perceive space in VE as well as in the real world. It has been shown that the results are statistically significant and therefore one was able to reject the general hypothesis. Overall participants underestimated the dimensions in both experiments by approximately 20%. Results and limitations of the study are discussed. The results of the experiments would indicate that VR technology can be used for simulations of architectural spaces because despite underestimations of dimensions it still performed relatively well if one compares it with results of experiments in the Real World Settings.

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Ejohwomu, Obuks Augustine. „Modelling the supply and demand for construction and building services skills in the Black Country“. Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/15395.

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Evidence seems to suggest that with 14 years of unbroken economic growth, the UK’s construction and building services sector is experiencing severe skills crisis of between 40 – 50 per cent retention rate and declining numbers of entrant trainees. More importantly, the level of this severity varies with sub regional and regional peculiarities. To date, most studies on this area have focused on increasing the population of the existing pools of labour rather than harnessing existing ones. Adopting the concept of multiskilling, current techniques of evaluating skills crisis were critically reviewed. While there has been some empirically beneficial application of this concept in the US, it is a rarity in the literature to find previous works on multiskilling in UK’s construction and building services sector. Adopting an action research approach, a Project Steering Group of industry stakeholders served as a research ‘think tank’ for validating empirical results, and in line with the theory of construct validity, instruments of survey were designed and operationalized in a pilot and major surveys of supply and demand sides’ target groups. Employing the relative index ranking technique, the forecast implications of UK’s economic stability are ‘real’ and a demand led system is prescribed as a tentative ‘cushion’ for sustainable but immediate redress. A time series data for the period 1961 – 2004 is explored and systematised quantitative demand led models for evaluating construction output based on aggregated and disaggregated manpower attributes are developed using principal component regression (PCR). Aggregating these models, it is deduced that multiskilling could help redress skills shortage in the long term. A new trade equilibrium framework and a multiskilled focused partnership in training programme are prescribed with response strategies and recommendations.

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Mahasneh, Jaser Khalaf. „A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma“. Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81455.

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Recently, in the United States and worldwide, the excellence of soft skills competencies among entry-level employees has become a priority task of education. Construction employers are encountering a significant gap between the soft skills possessed by the entry level construction graduates and those needed by construction employers, thereby becoming a major challenge for both industry and academia. This research proposed a soft skills instructional curriculum that aims to increase cultivation of soft skills among construction students by exploring the soft skills needed in the construction industry and improving the soft skills educational tools in construction schools. Moreover, the research will answer broad questions such as: Which soft skills matter the most? What is the magnitude of the soft skills gap? And, how do students get help to cultivate soft skills? A stakeholders-driven exploratory embedded mixed-design research approach was adopted utilizing Design for Six Sigma (DFSS) framework. The DFSS framework is comprised of five phases: Define, Measure, Analyze, Design, and Verify. Therefore, the research defined and organized the construction related soft skills into 12 clusters. The 12 clusters were used to benchmark the soft skills clusters performance among construction graduates using a survey instrument. Simultaneously, the research identified 40 instructional strategies and then defined the relationships between each soft skills cluster and the 40 instructional strategies using structured interviews with experts from academia. The survey data was used to measure the gap in each skill cluster using Gap Score Method and prioritize them into four sets: Critical Clusters, Ideal Clusters, Lowest Priority Clusters, and Least Clusters. Then, the research implemented four Quality Function Deployment matrices using the data acquired from the survey, structured interviews, and the analysis. The four matrices were used to develop a soft skills instructional curriculum comprised of four instructional models in which each soft skills clusters set was matched with the effective instructional strategies. Finally, the research added the values of Gap Score and the value of Sigma Level for each cluster to the proposed curriculum to be used as indicators to measure the future changes in the industry's soft skills need. The proposed curriculum was shared with four experts from academia and they verified the results. It is expected that the research results will pave the road for launching any future soft skills initiatives in construction education. They revealed significant evidence of the existence of soft skills gaps among construction graduates and proposed an effective soft skills instructional curriculum. It is expected that through utilizing this curriculum, the teaching activities of construction will improve and broaden the soft skills taught in the classrooms to correlate with those needed in the marketplace. Consequently, this will help bridge the gaps between construction graduates and their employers and ultimately facilitate the recruitment of construction graduates.
Ph. D.

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16

Mackenzie, Caleigh Simone. „A skills profile of female managers in the construction and engineering industry of Nelson Mandela Bay“. Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/2824.

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The male-dominated nature of the construction and engineering industries is a well-known phenomenon. This research provides insight into the skills required by female managers in order to manage successfully in these industries dominated by males. The primary purpose of this research is to identify the skills profile of female managers in the construction and engineering industry of Nelson Mandela Bay (NMB). Even though the number of female managers in senior management positions is increasing, South Africa still has a long way to go before men and women are considered equal with regard to the roles that they play and the positions that they occupy in the work-place (Mail & Guardian Online, 2012: 1). Therefore, the aim of this study is to identify the skills needed by female managers in the construction and engineering industry of NMB. This study attempts to provide answers to the following research questions: What are the management skills a manager should have? What is the skills profile of female managers in the construction and engineering sector of NMB? Is there a skills gap in the current literature? The literature overview was conducted on roles, functions and skills of managers as well as female managers in male-dominated industries from journals and books published between 2000 and 2014. Topics researched included the roles and functions of managers, generic management skills and industry-specific management skills, females as managers and leaders, barriers to managerial success for females, and the nature of the construction and engineering industries. Chapter four discusses the research design and methodology used in this study. The quantitative research approach was used in order to solve the main problem of this study. A non-probability sampling method was used for this study. Purposive sampling and snowball sampling methods were used. These methods seemed most appropriate given the small sample size, the fact that self-completion questionnaires were used to gather data from female managers, and the fact that the researcher investigated only the skills exhibited data. The Master Builders’ Association was contacted in order to identify respondents in construction. Respondents in engineering were identified using snowball sampling, which forms part of non-probability sampling. A questionnaire was developed based on the management skills identified in the literature study conducted. Primary data was collected through e-mail distribution of a cover letter requesting the respondent to complete the attached questionnaire. The data was then loaded on an Excel data base for further use and analysis. Once primary data had been collected, it was analysed using appropriate statistical methods. Descriptive statistics were used to analyse the data to determine the skills’ profile of female managers in the construction and engineering industry of NMB, as reflected in the collected data. These results were then used to identify areas for further research. The analysis revealed that the majority of the sample was between the ages of 29 and 38 years old and employed in the construction industry. The sample mainly consisted of top level managers with a Masters as their highest educational qualification (41 per cent). The majority of the respondents agreed that conceptual, technical, political, analytic, administrative, and diagnostic skills are required to effectively manage an organisation. Based on the findings, the majority of the respondents strongly agreed that leadership, planning, organising, conflict management, and project management skills are industry-specific management skills required to manage effectively in the construction and engineering industry. The majority of respondents indicated that they had learned these skills through workplace training and experience. The majority of the respondents agree that female managers excel in certain managerial skills and even believe that female managers possess different skills to those of male managers. The results of this study are expected to create awareness of the current state of the construction and engineering industry in NMB. The information will enable employers as well as FET institutions to create interventions and equip females with the necessary skills to become engineering and construction professionals.

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Mustapha, Falah Hassan. „Who are the effective construction site managers and what skills do they bring to their work?“ Thesis, University of Bath, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280657.

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Short, Kathleen M. „The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/63890.

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The state of the economy has brought changes in the construction industry creating a more competitive employment environment in the construction industry as well as an increase in project requirements due to complexity, duration of work, fewer employees to do the work, and the type of projects being undertaken. These changes have created an increased need for managers to possess both technical skills and also emotional competencies. Employers are now seeking to hire individuals who exhibit emotional competencies and other soft skills, such as empathy, verbal communication and relationship building. Soft skills improve the development and maintenance of relationships among the diverse group of professionals necessary to complete projects. With the construction industry being nomadic in nature, the ability to develop and maintain relationships can be especially important. Employers are placing more emphasis on these soft skills when evaluating potential hires and starting salaries. With these changes comes the realization that students seeking to gain employment in the industry need to have a competitive edge. While soft skills are critical for students graduating from construction focused programs, opportunities to learn and enhance these skills are not always available within the curriculum. The majority of students graduating from college programs today are part of a generation referred to as Millennials"a generation differing greatly from those that have come before them. For Millennials to gain a competitive edge and maximize employment opportunities, they must first have an understanding of what the industry perceives students need to be successful in the industry. Program curriculums must also find a way to produce students that offer more than just technical knowledge to employers. This is not always possible within existing programs trying to meet the demands of accreditation requirements within the credit hours required. One option construction focused programs could consider to incorporate opportunities for students to gain a competitive edge would be through the mandatory participation of a structured internship experience. This research sought to address these issues and offer insight into what characteristics industry felt were necessary for student success. The work also sought to establish whether students had an understanding of these characteristics and whether they felt they were strong or deficient in these areas. The research also identified the role internships played in current accredited construction focused programs and whether student participation in internships had an impact on their understanding of the characteristics required to be successful in the construction industry.
Ph. D.

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Nesbitt-Hawes, Philip John. „Higher order thinking skills in a science classroom computer simulation“. Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16201/1/Philip_Nesbitt-Hawes_Thesis.pdf.

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Education is rapidly moving away from the instructional models of the 19th century and educationalists are now asserting that not only do students need to be able to learn by rote but also to be able to think in a more profound and complex manner. Students are required to develop new processes to handle the rapidly changing world that they are expected to take part in as they complete their formal learning. This change is evident in all the developed nations and Australian students are finding that they are being asked to demonstrate a range of higher order thinking skills in all their school subjects. Science courses in Queensland require students to be assessed on both complex reasoning and scientific process skills. Studies have shown that students can develop these skills in a number of ways that include the exposure to appropriate open-ended hands-on tasks. As higher order thinking skills underlie the development of both complex reasoning and scientific process, it is important that science educators take appropriate steps to facilitate the development of this level of thinking. This study examined the use of some higher order thinking skills by students using Information Technology in their science classroom. It investigated the degree to which students used their higher order thinking skills when engaged in a computer simulation of a complex science task. The study involved two pairs of Year 9 students, one pair each from the upper and lower quartiles of the year level, in a private Years 4 to 12 boys' school in an inner Brisbane suburb. All students had been immersed in Information Technology in Years 4 to 8 as part of a technology-across-the-curriculum project for all year levels in the school and at the time of the study were at the end of their second semester in Year 9. Students had worked with a large number of computer applications in all their subjects, averaging about one lesson in the computer room per day across all their subjects for the past year of schooling. The school also had a policy for learning and teaching that revolved around the development in students of critical thinking and, specifically in Science, complex reasoning, and scientific process skills. During this study, students engaged in a computer simulation requiring the application of skills and knowledge already learnt in their science course. The modules of this simulation developed an understanding of the essentials for life and the quantities of a range of items from water to seeds to land areas that would be required for a number of people that would be needed to staff the Lunar Base. Prompts were given on the way, which assisted students in their decision making. Students progressed through the various areas and stages of the development of the Lunar Base until they were satisfied that each area supported the others and that there was no imbalance that needed to be corrected. Once all stages had been completed, students were free to change variables and experiment further as they saw fit in order that they might produce the most self-sufficient Lunar Base possible. There was some evidence that the simulation did encourage the students in the pairs observed to think in greater depth about the materials and to argue their convictions in an improved manner. As well as the students appearing to increase in competency in argument over the period of time, the four students in their final interviews, spoke of feeling satisfied with the results of the lessons. The students also appeared more engrossed in their task and the pedagogy provided in the task was appreciated as it gave meaning to why they were required to learn scientific materials as well also presenting them with ways to find the knowledge for themselves.

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Nesbitt-Hawes, Philip John. „Higher order thinking skills in a science classroom computer simulation“. Queensland University of Technology, 2005. http://eprints.qut.edu.au/16201/.

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Education is rapidly moving away from the instructional models of the 19th century and educationalists are now asserting that not only do students need to be able to learn by rote but also to be able to think in a more profound and complex manner. Students are required to develop new processes to handle the rapidly changing world that they are expected to take part in as they complete their formal learning. This change is evident in all the developed nations and Australian students are finding that they are being asked to demonstrate a range of higher order thinking skills in all their school subjects. Science courses in Queensland require students to be assessed on both complex reasoning and scientific process skills. Studies have shown that students can develop these skills in a number of ways that include the exposure to appropriate open-ended hands-on tasks. As higher order thinking skills underlie the development of both complex reasoning and scientific process, it is important that science educators take appropriate steps to facilitate the development of this level of thinking. This study examined the use of some higher order thinking skills by students using Information Technology in their science classroom. It investigated the degree to which students used their higher order thinking skills when engaged in a computer simulation of a complex science task. The study involved two pairs of Year 9 students, one pair each from the upper and lower quartiles of the year level, in a private Years 4 to 12 boys' school in an inner Brisbane suburb. All students had been immersed in Information Technology in Years 4 to 8 as part of a technology-across-the-curriculum project for all year levels in the school and at the time of the study were at the end of their second semester in Year 9. Students had worked with a large number of computer applications in all their subjects, averaging about one lesson in the computer room per day across all their subjects for the past year of schooling. The school also had a policy for learning and teaching that revolved around the development in students of critical thinking and, specifically in Science, complex reasoning, and scientific process skills. During this study, students engaged in a computer simulation requiring the application of skills and knowledge already learnt in their science course. The modules of this simulation developed an understanding of the essentials for life and the quantities of a range of items from water to seeds to land areas that would be required for a number of people that would be needed to staff the Lunar Base. Prompts were given on the way, which assisted students in their decision making. Students progressed through the various areas and stages of the development of the Lunar Base until they were satisfied that each area supported the others and that there was no imbalance that needed to be corrected. Once all stages had been completed, students were free to change variables and experiment further as they saw fit in order that they might produce the most self-sufficient Lunar Base possible. There was some evidence that the simulation did encourage the students in the pairs observed to think in greater depth about the materials and to argue their convictions in an improved manner. As well as the students appearing to increase in competency in argument over the period of time, the four students in their final interviews, spoke of feeling satisfied with the results of the lessons. The students also appeared more engrossed in their task and the pedagogy provided in the task was appreciated as it gave meaning to why they were required to learn scientific materials as well also presenting them with ways to find the knowledge for themselves.

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Magub, Andrew Timothy. „Experiences of the phenomenon of Internet use for information sharing on construction projects and skills set identification for effective project participation“. Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16341/1/Andrew_Magub_Thesis.pdf.

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The use of Information Technology in construction is below best practice when compared to other industries. The construction industry is now, however, on the verge of widespread acceptance of internet technology and the communications benefits this can bring. Construction collaboration technology, where project teams use the internet as an interface for project communications, have emerged as a potentially valuable tool. Little research has been focused in this area, particularly on how this phenomenon is being experienced. The aim of this research is to develop a better understanding of the way people experience the use of the internet for information sharing on construction projects and the preliminary identification of the skills set (Knowledge, Skills and Abilities - KSAs) required for industry members to effectively participate. Phenomenography was selected as an appropriate research methodology to provide an empirical, representative and descriptive research approach and to provide a qualitative based study in a field dominated by quantitative studies. This is a 'second-order approach' which focuses on the experiences of the participants as described by them. A pilot and three major case studies were selected to identify research participants for interviews. A total of nineteen interviews were conducted and transcribed during 2003 in Australia, the United States of America and the United Kingdom, which formed the research data. A phenomenographic analysis was performed on the research data revealing seven 'categories of description' which describe the limited number of qualitatively different ways that the phenomenon is being experienced. A relationship exists between the different categories which can be structured in a logical framework called the outcome space. The preliminary identification of the skills set is then proposed from the research data and the phenomenographic outcomes to provide construction project participants and the industry a first pass on what Knowledge, Skills and Abilities (KSAs) may be required for effective participation.

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Magub, Andrew Timothy. „Experiences of the phenomenon of Internet use for information sharing on construction projects and skills set identification for effective project participation“. Queensland University of Technology, 2006. http://eprints.qut.edu.au/16341/.

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The use of Information Technology in construction is below best practice when compared to other industries. The construction industry is now, however, on the verge of widespread acceptance of internet technology and the communications benefits this can bring. Construction collaboration technology, where project teams use the internet as an interface for project communications, have emerged as a potentially valuable tool. Little research has been focused in this area, particularly on how this phenomenon is being experienced. The aim of this research is to develop a better understanding of the way people experience the use of the internet for information sharing on construction projects and the preliminary identification of the skills set (Knowledge, Skills and Abilities - KSAs) required for industry members to effectively participate. Phenomenography was selected as an appropriate research methodology to provide an empirical, representative and descriptive research approach and to provide a qualitative based study in a field dominated by quantitative studies. This is a 'second-order approach' which focuses on the experiences of the participants as described by them. A pilot and three major case studies were selected to identify research participants for interviews. A total of nineteen interviews were conducted and transcribed during 2003 in Australia, the United States of America and the United Kingdom, which formed the research data. A phenomenographic analysis was performed on the research data revealing seven 'categories of description' which describe the limited number of qualitatively different ways that the phenomenon is being experienced. A relationship exists between the different categories which can be structured in a logical framework called the outcome space. The preliminary identification of the skills set is then proposed from the research data and the phenomenographic outcomes to provide construction project participants and the industry a first pass on what Knowledge, Skills and Abilities (KSAs) may be required for effective participation.

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Buda, Sharon Liddell. „Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.

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Lindeire, Christopher. „IMVELO (a place for skills development) : Construction Centre, Mamelodi : professionals in construction industry in partnership with local community in job creation, upliftment and sustainable environment“. Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-08072008-130504.

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Knight, Annette. „The construction of valued skills and expertise within the IT profession : continuing tensions between techies and managers“. Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/35002.

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The research investigates the expertise, skills and attributes of computer specialists. In particular, it focuses on managers' construction of certain attributes of computer professionals as valuable. In other words it asks "what makes a computer professional valuable?" Although this is of interest in itself, it is also a vehicle for investigating the computing occupation more widely. As the research deals with meaning and sense-making, context is all important. Consequently, the context within which the computing occupation and the skills within it are situated are a major theme throughout. This study consists of semi-structured interviews with IT managers and some user and personnel managers. The analysis of the interview data revealed two different organisational types: IT companies and IT departments. The managers within computer departments and companies constructed value differently and as career and employment environments these organisations appeared to offer different opportunities.

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Herak, Patrick James. „Construction and Validation of an Instrument to Measure Problem-Solving Skills of Suburban High School Physical Science Students“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291233672.

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Mbanjwa, Siyabonga. „The use and effectiveness of construction management as a building procurement system in the South African construction industry“. Thesis, University of Pretoria, 2003. http://hdl.handle.net/2263/27570.

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Project objectives are no longer being determined in terms of time, cost and quality only. Other factors such as employment creation, transfer of skills, use of small medium and micro enterprises (SMMEs) and community empowerment now play a role in determining project objectives and success. Is project management, applied with the traditional building procurement system the best method to achieve these unique project objectives ? Some have argued that construction management, as a building procurement system, could be the most suitable method to use in the South African situation considering the unique project objectives described above. This research proposed to determine whether the use of construction management, as a building procurement system, can improve the attainment of client objectives in the South African construction industry. Based on the problem statement, the following hypothesis was formulated: "The use of construction management as a building procurement system on construction projects with a strong focus on the empowerment of previously disadvantaged individuals (PDIs) and affirmable business enterprises (ABEs) leads to an improved attainment of project / client objectives." It was further broken down as follows: * The choice of building procurement system does influence project success or failure. * Construction management can improve the attainment of client objectives on certain projects. * Construction management in South Africa has not been widely used and understood hence may have failed in its use thus far. * Construction management can be applied successfully on certain projects by following international best practices. The problem was resolved firstly through a literature survey, followed by an empirical survey. Respondents targeted for the empirical survey were clients or developers and project managers based in the following provinces: Gauteng, KwaZulu Natal and the Western Cape. Literature reviewed indicates that this procurement system leads to cost savings and shorter project duration, thereby resulting in improved client satisfaction levels. Furthermore, it can also be of benefit as it allows affirmative construction to take place. This may be of particular interest to public sector clients. Construction management has been widely used in the United States of America and the United Kingdom. In certain instances, it achieved good results, whereas in other instances the results were disastrous. Authors such as Kweku et al (1987) argue that this is due to poor implementation. In the light of this, it is important to note that this method has its shortcomings and can be poorly implemented resulting in unsuccessful projects. Ensuring that "recipes of success" identified herein are applied, can go a long way to ensuring that the system is properly applied and that favourable results are achieved. In theory, therefore, construction management can lead to more satisfied clients as it can achieve better results in terms of their objectives, when properly implemented. Based on literature reviewed and the empirical survey findings, it is concluded that the hypothesis is proven. Based on the literature review, empirical survey and conclusions reached, It is recommended that: q Private sector and public sector clients (such as the National Department of Public Works), consider the use of construction management as a building procurement system on some of their future projects, especially projects with a strong empowerment component. q Clients select suitably qualified and experienced individuals (such as construction project managers) and/or organisations (such as established building contractors) to perform construction management services on their projects. q Existing best construction management practices are applied on construction management projects. q Further research be undertaken on, inter alia, the role of the construction manager and the project manager on construction management projects, the development of emerging contractors on construction management projects and the development of guidelines for the implementation of construction management projects in South Africa.
Thesis (MSc (Project management))--University of Pretoria, 2004.
Construction Economics
unrestricted

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Kim, Jeff. „Assessing the effects of augmented reality on the spatial skills of postsecondary construction management students in the U.S“. Thesis, Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/55030.

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There is a continual challenge within the construction industry to meet schedule, budget, and quality expectations. At the same time, there is an underlying problem where the older and more experienced workforce is retiring from industry at a faster rate than the newer workforce can replace them. As the more experienced workforce departs from the industry, they are taking with them much-needed skills and experience that fail to get transitioned to the newer and less experienced workforce. Among these skills are spatial skills. The construction industry has already caught on that this is a serious problem that they must contend with, and so, they have looked to the postsecondary institutions to help resolve it. However, the postsecondary institutions have a problem of their own, whereby they commonly default to passive teaching techniques that are not well suited to teaching spatial skills. So, therefore, there is a need to graduate construction management students with better spatial skills in order to meet the necessities of industry. Along with this, is the need for academia to reconsider teaching styles to better train spatial skills. Spatial skills, it has been found, are better retained when active and collaborative teaching engagements are arranged. Therefore, identifying and testing a practical and non-interfering classroom tool that students can easily use, would be the most favorable way to overcome academia’s tendency towards passive teaching. Spatial skills are needed in every part of the construction industry. In fact, everyday simple tasks require spatial skills and while these skills are honed over time, more refined skills, capable of interpreting abstract space, are required to assemble a complex construction project. Construction projects are getting more complex and often the design involves some measure of abstract thinking. Teaching these abstract-based spatial skills in postsecondary institutions has typically been done through drafting and plan reading courses, with some success. However, the need from industry is not being fully met with these skills and so an alternative solution is recommended. While Building Information Modeling (BIM) has become an adequate solution to aid in the understanding and planning of highly abstract designs, successfully using it requires excellent spatial skills. Consequently, it would be advantageous if those spatial skills were developed before students were introduced to BIM. Augmented reality is a collection of technologies that allows a user to view the “real” world with additional information that is intended to provide a better understanding of what is being observed. Augmented reality already has applications in many industries and is fast becoming a proven technology. With the availability of smaller and more powerful consumer mobile devices, augmented reality has the potential of becoming a more ubiquitous and practical tool. Recognizing that this technology can be practical, non-interfering, and known by the masses makes it an excellent solution for the classroom. Therefore, this research will study the use of an augmented reality tool to determine if there is an improvement of spatial skills in terms of accuracy, time to execute, and the retention of concepts over time. Furthermore, a separate analysis will be conducted to determine if the teaching tool is a benefit or disruption to the overall learning experience.

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Stewart, Robyn, und n/a. „The effect of three-dimensional art works made by adults on children's construction of three-dimensional form“. University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061109.090237.

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Many studies of children's learning in Art education have focused on the young child working in two-dimensional processes. This study examined ways in which emerging-adolescents worked three dimensionally with clay. The purpose of the study was to discover whether the introduction of adult models of three-dimensional form would affect the way the child perceived and constructed threedimensional form. These models were presented as perceptual frames of reference related to the problem confronting the child. The development of perceptual differentiation skills and perceptual, manipulative and conceptual modes of learning underpin this investigation. Four intact classrooms of 12 year olds were studied and the results were examined by a panel of judges. A rating scale devised by the author was applied to each model. The scale was designed to measure five aspects of three-dimensional form. Results indicated that three-dimensional art works made by adults do affect aspects of the way children approach visual problem solving. Implications for the use of such frames of reference in the art classroom and indications of associated motivational and attitudinal changes are presented in the study.

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Mokgolodi, Hildah Lorato. „Harnessing experiential knowledge and skills of retired educators to inform career development programmes in Botswana“. Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44142.

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The purpose of this study was to understand what knowledge and skills retired educators have and how these skills can be harnessed and utilised to benefit career development programmes in Botswana. The Tri-KCC conceptual model of career development was deductively and inductively developed from an interplay of the economics of knowledge management, the epistemology of constructivism, career psychology and gerontology. A mixed methods-sequential explanatory was used in this study, following assumptions of pragmatism. The participants of the study were retired educators in Botswana, with a convenience sample located in Gaborone. The participants had retired between 2000 and 2012. One hundred and eight participants (108), out of a sample of 200 responded to a survey questionnaire. Sixteen (16) participants from the survey formed focus group discussions of 5, 5 and 6 participants each. The participants were purposively selected through respondent directed and snowball techniques. The quantitative aspect of the study was conducted first, followed by the qualitative aspect. The quantitative phase helped to explore the concept of harnessing experiential knowledge of the retired educators. The survey questionnaire highlighted the following soft skills of retired educators: self-awareness and others-awareness, leadership, mentoring and counselling. The quantitative stage informed the qualitative stage during which the focus groups took place. Thus the qualitative phase had more weighting in the study. Quantitative data was analysed descriptively and inferentially, while thematic analysis was used for qualitative data. Results confirmed that retired educators have acquired a great wealth of knowledge and skills and that the success of being an educator is linked to both professional and personal identities. In addition, experiences that were meaningful to the retired educators were those where self-discovery boosted their self-esteem. Botswana is losing skilled resources to the early retirement age. In view of the findings, the Tri-KCC conceptual model was constructed to incorporate knowledge capture and management to guide practice. Career construction theory, through narratives of retired educators, was proposed to guide the practice of career development. Based on the results, it appears that an improved career development theory and practice that utilises retired professionals may not only benefit Botswana but other countries as well.
Thesis (PhD)--University of Pretoria, 2014.
tm2015
Educational Psychology
PhD
Unrestricted

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Yankah, Andrina. „Leadership Skills for Success of Home Health Care Agencies“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3078.

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Small business managers often lack the leadership skills necessary to sustain their businesses beyond 5 years. The United States Small Business Administration reported that more than 65% of small business owners, including home health care agency managers, fail within the first 5 years of operation. Guided by Burns and Bass's transformational leadership theory, this multiple case study explored leadership skills that managers in home health care agencies need to sustain their new businesses beyond 5 years. The purposeful sample comprised of 3 managers from 3 different home health care agencies within a 75-mile radius of Baltimore, Maryland, that had demonstrated success in surviving past 5 years. Semistructured interviews, agencies' quality assurance plans and policies were reviewed, and procedural documents related to leadership skills were gathered as data. Yin's 5-step data analysis technique was used to identify key themes. Member checking enhanced the credibility of data interpretation. Themes that emerged from data analysis were business management, knowledge and performance, and transformational leadership. Study findings may contribute to positive social change by providing practical guidance to home health care managers, which may improve their agencies' viability and delivery of patient care. Business implications include the provision of long-term employment to workers and safety assurance to patients' families.

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Li, Shuyang. „Knowledge domains and skills that facilitate knowledge sharing in project management : a case study in the Chinese construction industry“. Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21467/.

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The aim of this thesis is to identify different sets of skills that facilitate the knowledge sharing practice of project managers within the context of a construction project. This aim stems from a gap identified in the knowledge sharing literature concerning the individual skills that contribute to knowledge sharing by project managers in the applied setting of construction projects. In order to achieve the research aim, an exploratory qualitative study was conducted following a combination of Grounded Theory and case study as the research method. The study focuses specifically on a construction project in China. The construction industry in China has been experiencing an increasing development as a result of the national economy’s sustained growth and continuing urbanisation trends, but it is still confronted with challenges in knowledge sharing practice especially concerning the role of project manager, who performs the high level control of projects. Grounded Theory is the main method and a case study provides the appropriate context for the research. Empirical data were collected through a total of twenty-one interviews at a five-star hotel construction project, located in Hebei Province, eastern China. Following the constant comparison method, iterations in data analysis contributed to the development of an integrative framework. The framework indicates knowledge pertaining to five domains, including risk, planning, implementation, people, and business strategies and operations, needs to be shared by project managers. It also illustrates three sets of skills that contribute to the practice of sharing knowledge. Social cognitive skills assist project managers in interpreting differences in knowledge and achieving mutual understanding; interpersonal skills facilitate knowledge sharing through creating a positive project environment; strategic orientation skills contribute to reaching agreement among participating organisations and stakeholders. Furthermore, the framework reveals the specific relationships between the knowledge domains and skills, within the three phases of the construction project. In addition, findings suggest that the sharing of knowledge and the application of skills are of a dynamic and relational nature. The project is a collective and interactive process where knowledge pertaining to different domains needs to be dynamically shared and skills need to be dynamically applied. The knowledge domains and skills do not operate independently but overlap and interact over the duration of the project. Moreover, they are open to different interpretations according to various positions of actors within the project. This thesis contributes to an enhanced theoretical understanding of skills for knowledge sharing in the specific context of construction projects. It also delivers practical guidance for project managers on how to develop and apply the skills in these knowledge sharing practice.

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Mummenthey, Claudia. „Implementing efficient and effective learnerships in the construction industry : a study in the building and civil sector of the Western Cape“. Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4084.

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Thesis (MComm (Industrial Psychology))--Stellenbosch University, 2008.
Since the end of apartheid in 1994 South Africa has made significant gains and progress in overcoming the legacy of its past. But despite this progress, low levels of skills among the majority of the formerly disadvantaged population and stubbornly high unemployment rates, especially among youths (age 15-24), still remain the country’s most pressing concerns and greatest impediments towards a better future for all. The learnership system, which was introduced by the Skills Development Act in 1998, was perceived as a creative vehicle to tackle these problems in two significant ways: first, by enhancing skills levels in a workplace-oriented environment and second by providing learners with employment during the phase of acquiring recognised occupational training. But since its actual implementation in 2000, the system has not always been able to meet up to its expectations. Low enrolment rates and a slow employer take up characterise the system in some industrial sectors. This is particularly true for the construction sector, which is perceived as an escalator industry for skills development by the government, as the industry requires fairly basic and intermediate skills. Moreover, the industry provides the necessary infrastructure for all other economic sectors and thus is critical for the country’s future economic growth and international competitiveness. The low employer take-up in the sector seems to be persistent, despite the fact that the industry is currently experiencing huge constraints in terms of skills, most importantly in carrying out the infrastructural projects connected to the government’s Accelerated Shared Growth Initiative (AsgiSA). This includes a R372 billion spending plan for various kinds of general infrastructure and in preparation for the Soccer World Cup in 2010. Due to the low involvement in training the industry faces a severe shortage of adequately skilled staff, particularly artisans across all major trades. The shortage of artisans, which is considered to hamper infrastructure development both in the public and private sector, is projected to go beyond 2010. The implementation of an efficient and effective learnership system for the industry is thus not only a priority need of the current situation but also for securing quality work and skills in the sector for the longer term. This is regarded as particularly important in view of the crucial role of the industry for the national economy. The primary objective of this study was to map and shed light on the current state of the learnership system in the construction industry (building and civil), to identify the major obstacles currently observed by its key stakeholders and building on this to provide possible solutions for putting an efficient and effective learnership system into place.

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Ubalde, Buenafuente Josep. „The social valuation of skills. An analysis through linguistic work in the new economy“. Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/667719.

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Els canvis en el contingut i la rellevància de les competències en els mercats laborals de la nova economia ha generat diversos debats respecte a la seva conceptualització i valoració. Des del corrent principal de l'economia, la competència és considerada un dels principals ingredients del capital humà, el valor del qual està determinat per la dinàmica de l'oferta i la demanda en el mercat de treball. En canvi, des del punt de vista heterodox, les habilitats estan construïdes socialment. El valor de les competències resulta de la negociació política y reflecteix el poder i estatus de diversos grups d'interès així com les ideologies predominants en la societat. La tesi es centra en la valoració de les competències lingüístiques, un tipus d'habilitat transversal que és bàsica per al treball tant cognitiu com interactiu en la nova economia, però que està involucrada en algunes controvèrsies en relació a la devaluació i la desqualificació de treballadors i ocupacions. Des d'un enfocament de mètodes mixtos, la tesi presenta tres articles que estudien l'impacte de les ideologies i la seva institucionalització en la valoració de les competències lingüístiques. El primer dels articles analitza com les actituds cap als immigrants en diversos països europeus es relacionen amb la devaluació dels seus coneixements de llengües estrangeres. El segon article prova si aquelles habilitats lingüístiques teoritzades com a devaluades degut a la seva associació tradicional amb el treball femení, el sector de serveis de més baix estatus i l'origen ètnic, estan o no recompensades en el mercat laboral dels Estats Units. L'últim article descriu la rellevància del treball lingüístic en la definició de categories laborals en el sector dels call center a Espanya i en les lluites entre ocupadors i treballadors en relació amb la valoració de les competències lingüístiques. La tesi conclou que la valoració de les competències lingüístiques està influenciada per ideologies i institucions socials que van més enllà de la dinàmica d'oferta i demanda en el mercat. Aquestes ideologies i institucions han de considerar-se seriosament des de l’acció política i social per a una valoració justa de les competències dels treballadors de la nova economia.
Los cambios en el contenido y relevancia de las competencias en los mercados laborales de la nueva economía ha generado diversos debates con respecto a su conceptualización y valoración. Des de la corriente principal de la economía, la competencia es considerada uno de los principales ingredientes del capital humano cuyo valor está determinado por la dinámica de la oferta y la demanda en el mercado laboral. En cambio, desde el punto de vista heterodoxo, las competencias están construidas socialmente. La valoración de la competencia es resultado de la negocian política y refleja el poder y estatus de diversos grupos de interés, así como las ideologías predominantes en la sociedad. La disertación se centra en la valoración de las competencias lingüísticas, un tipo de habilidad transversal que es básica para el trabajo tanto cognitivo como interactivo en la nueva economía, pero que está involucrada en algunas controversias en torno a la devaluación y la descualificación de trabajadores y ocupaciones. Desde un enfoque de métodos mixtos, la tesis presenta tres artículos que estudian el impacto de las ideologías y su institucionalización en la valoración de las competencias lingüísticas. El primero de ellos analiza cómo las actitudes hacia los inmigrantes en diversos países europeos se relacionan con la devaluación de sus conocimientos de lenguas extranjeras. El segundo artículo prueba si aquellas habilidades lingüísticas teorizadas como devaluadas debido a su asociación tradicional con el trabajo femenino, los empleos del sector de servicios de bajo estatus y el origen étnico, están o no recompensadas en el mercado laboral de los Estados Unidos. El último artículo describe la relevancia del trabajo lingüístico en la definición de categorías laborales en el sector de los call center en España y en las luchas entre empleadores y trabajadores en relación con la valoración de las habilidades lingüísticas. La tesis concluye que la valoración de las habilidades lingüísticas está influenciada por ideologías e instituciones sociales que van más allá de la dinámica de oferta y demanda en el mercado. Dichas ideologías e instituciones deben considerarse seriamente des de la acción política y social para una valoración justa de las competencias de los trabajadores en la nueva economía.
Several debates on how skills should be conceptualised and valued have arisen from changes in the content and relevance of them in the labour markets of the new economy. In mainstream economics, skill is one of the main ingredients of human capital and its value is determined by the supply-demand dynamic of the labour market. According to heterodox views, however, skills are socially constructed. The value of skills results from political negotiation, reflecting the power and status of diverse interest groups, as well as the predominant ideologies of society. The dissertation focuses on the valuation of linguistic skills, a cross-cutting kind of skill that is basic for both cognitive and interactive work in the new economy, but which is involved in controversies regarding the devaluation and deskilling of workers and occupations. From a mixed methods approach, the dissertation presents three papers that study the impact of institutionalized ideologies on linguistic skills valuation. The first paper analyses how the attitudes towards immigrants across European countries is related to the devaluation of their foreign language knowledge. The second paper test whether those linguistic skills which are devaluated for their traditional association with women’s work, low-status service sector jobs and ethnicity are unrewarded across occupations in the US labour market. The third and final paper describes the relevance of linguistic work in defining job categories in the call centre sector in Spain and the struggles between employers and workers regarding the valuation of language skills. The thesis concludes that ideologies and social institutions influence the valuation of linguistic skills above and beyond the market dynamic. A serious consideration in political and social action of such ideologies and institutions is required in order to fairly value workers skills in the new economy.

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Dávila, Angel María. „CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1614.

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AN ABSTRACT OF THE DISSERTATION The purpose of this qualitative phenomenological study was to understand and describe the sources of Nicaraguan EFL teacher educators’ knowledge base, the types of knowledge and skills that constructed their knowledge base, and the relationship of this knowledge base and classroom practices in a teacher education program at a Nicaraguan University. This study presents a literature review on the sources of knowledge and knowledge base of EFL teacher educators in the field of language teacher education. I used a purposeful sampling technique to select both the research site and the six EFL teacher educators who participated as research participants in this study. Data were collected from three sources: a curriculum analysis, six one-shot semi-structured interviews, and a document analysis to lesson plans, syllabi, and assessment instruments used by the research participants. To analyze the data collected, I used the qualitative data analysis model proposed by Miles, Huberman, and Saldaña (2014). As a mode of findings, I describe the sources of knowledge, a categorization of knowledge base and skills that Nicaraguan EFL teacher educators possess as well as the relationship they identified between their knowledge base and their teaching practices in EFL teacher education classrooms. Findings revealed that Nicaraguan EFL teacher educators possess sixteen types of knowledge and fourteen types of skills that resulted from eight sources of knowledge, among which English proficiency, own experiences as language learners, subject knowledge, pedagogical knowledge, teaching experience in EFL teacher education programs, assessment knowledge of language student teachers, and knowledge of students’ L1 seem to be the most important when it has to do with actual teaching in language teacher education classrooms. In addition, according to the findings, the process of becoming an EFL teacher educator may take many years. It begins with the professional coursework teacher educators take in their language teacher education programs where they first become English teachers. It continues with teaching experiences either in high schools, English teaching centers, or universities. Their professional knowledge as teacher educators is completed through the interaction with EFL preservice student teachers in teacher education classrooms, in which their previous pedagogical, linguistic, and teaching experiences as EFL teachers is transformed. In other words, their professional identity as EFL teacher educators is developed as they begin teaching in EFL teacher education programs. Pursuing this further, this study presents some pedagogical implications based on the findings that can help improve the quality and preparation of EFL teacher educators in Nicaragua. Finally, it offers some avenues for more research regarding the knowledge base of EFL teacher educators in Nicaraguan teacher education programs.

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Carson, Karen S. „General case instructional strategies for training individuals with moderate levels of mental retardation tool usage skills in the construction of pallets /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178237866.

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Campbell, Edwina K. „The construction and validation of two instruments designed to measure the intellectual skills of discrimination and attribute identification of second graders /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784331469389.

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Adams, Luvo. „A discourse analysis of the construction of gendered relationships in grade 10-12 Life Orientation textbooks in the Eastern Cape“. Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5532.

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School-based sexuality education has been the subject of research in the social sciences and pedagogical spheres globally. In South Africa, growing interest among social scientists in the topic, were ignited by the introduction of sexuality education as a compulsory part of Life Orientation (LO) by the late 1990s. However, the implementation of LO has been problematic. Reviewed literature in the current study, reveals how the dominance of the heterosex discourse is foregrounded in LO content on gender and sexuality. The current study was aimed at examining the construction of gendered relationships in LO textbooks. The study sampled LO textbooks for Grades 10-12, learners in these grades are between the mean ages 16-18 years. This group is the target group, because they are legally afforded the right to consent to sexual activity with peers, within the same age bracket. Conducted from a social constructionist perspective, the current study employed qualitative methods of inquiry (textual analysis). Against the backdrop of heterosexuality as norm, it was the aim of the current study to understand the subject positions made available for female learners to construct themselves, within the discursive spaces in LO content. Findings suggest that two discourses namely: the heterosex discourse and the discourse of danger and disease, dominate in LO content on gender and sexuality. This leads to the construction of gendered relationships a s inherently heterosexual, leading to the marginalisation of relationships that fall outside of the norm. The female learner is positioned as a passive-victim, incapable of exercising sexual agency, while young men are positioned as inherently more powerful members of the intimate relationships or dangerous sexual predators. In the discourse of danger and disease, she is also positioned as a potential victim but the focus is on equipping her with skills, in a way which positioned her as an active-resistor in refusing sexual activity; and being in control of decision-making on issues of safety in relationships. The implications of these contradictions, is that they focus on the individual and disallow her taking up of sexual agency, and disregard the context in which she has to do so.

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Wilson, Odell D. „An Automated Diagnostic Test and Tutorial Package for Basic Skills of Mathematics in Post Secondary Vocational Education of Kentucky: Construction and Validation“. Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2996.

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The purpose of this research study was to determine characteristics of entering vocational students in Kentucky Area/State vocational schools and to develop a computerized diagnostic instrument and tutorial package for assisting students in the mastery of necessary basic skills in mathematics. After specific math skills were identified in which proficiency is required of vocational education students, item pools were constructed for each skill. The skill item pools were validated using approximately 500 public school students throughout the grades of four through eight in public schools of Harlan County, Kentucky, Lee County, Virginia, and Washington County, Tennessee. The items within each item pool were found to be statistically equivalent. Computer programs were coded in the BASIC language using the item pools to randomly select and generate a diagnostic instrument and tutorial program relevant to the basic math skills. Three randomly generated forms of the diagnostic instrument were sent to 100 students in twenty area state vocational schools of Kentucky for normalization and form validation. The diagnostic instrument showed a strong positive coefficient of reliability with an average of.95 over the three forms used in the normalization process. There was no significant difference between the mean raw scores of the three forms. A 67 percentile score was found to be the norm which was to be statistically equivalent to the Tests of Adult Basic Education (TABE) at the 8.75 grade equivalent. An experiment was conducted using vocational students at Hazard State Vocational School as subjects to determine the affects of the tutorial package on basic math skill mastery using equivalent forms of the diagnostic instrument for pretesting and posttesting. Results of the experiment indicated that the computer managed instruction tutorial package had a significant affect in increasing posttest scores of the experimental group over the control group. It was concluded that the problem of constructing a computerized diagnostic math instrument and tutorial package capable of enhancing mastery of basic math skills to assist vocational students in gaining entrance into vocational school was achieved. A recommendation was made for further research and development to use the random item pool model for other development of computer assisted instruction (CAI) software.

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Olayinka, Raymond Afolarin. „A knowledge management framework for reducing the cost of poor quality on construction projects“. Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/619040.

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Knowledge management (KM) implementation strategies on construction projects can reap benefits such as improved performance and continuous improvement yet many projects are characterised by inefficiencies, repetition of mistakes and lack of lessons learnt. Poor skills, design changes, errors and omissions contribute to the internal failure cost element of the Cost of Poor Quality (COPQ) while the resultant effect of client dissatisfaction contributes to the external failure cost. COPQ is prevalent regardless of project type and has been found to be over 10% of total project cost in certain cases. While the need to reduce COPQ is definite, it is uncertain what impact KM has in its reduction. The aims of the research therefore are twofold (i) to investigate the impact of KM in reducing COPQ on construction projects (ii) to develop a KM framework for reducing COPQ on construction projects. A mixed method approach was adopted for the research with an exploratory sequential research design utilising both qualitative and quantitative inquiries to address the research aims. Semi-structured interviews and questionnaire survey were selected as the method for qualitative and quantitative data collection respectively. The interviews were conducted with 25 industry experts involved in KM strategies for large construction organisations across UK to obtain data, based on their experiences and expertise on projects, which were then analysed using content analysis. The output from the analysis yielded variables and working hypotheses which were tested through the questionnaire survey. Further data were obtained from 114 survey respondents who have iii been mostly involved in KM initiatives for large construction organisations across UK. The data was analysed using descriptive statistics. From the interpretation of the entire qualitative and quantitative data, it was found that KM can be complex and difficult to manage within organisations and on projects. Although KM was perceived to have positive impact in reducing COPQ, organisations did not, and could not quantify COPQ neither could they measure the extent of the impact of KM on COPQ. Causal links were found between COPQ elements i.e. errors and omissions, design changes and poor skills, contrary to the theoretical suggestion of being mutually exclusive. It was found that KM currently has not been optimised to reduce COPQ due to a number of barriers. Optimising KM to reduce COPQ therefore involves overcoming the barriers as follows: develop performance metrics to assess the impact of KM on COPQ on projects; appoint knowledge champions to facilitate KM activities to reduce COPQ; adopt a positive organisational culture towards KM; allocate adequate time and budget for KM activities on projects; select procurement strategies that support and facilitate KM. A KM framework for reducing COPQ on construction projects was developed as an output of the research and evaluated by industry practitioners. It can be concluded that the optimisation of KM can significantly reduce COPQ. A key recommendation for industry practitioners therefore is to adopt a holistic approach to quantifying COPQ and assessing the impact of KM in reducing COPQ such as the one presented in this research. The research contributes to the body of knowledge in the area of cost reduction, quality improvements and knowledge management on projects.

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Taylor, Tim. „Assessing the thermal performance of buildings at the construction stage using thermography : development and evaluation of a testing approach in the context of new housing in Wales“. Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6500.

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At present there are concerns that new housing in the UK under-performs in terms of energy-efficiency. In research studies where the thermal performance of the building fabric has been measured, post-construction, significant gaps between design predictions and the as-built performance of new housing have been found. This thesis is concerned with how thermography may be used to assess the thermal performance of new housing during the construction process. The practical utility of this testing approach, which has not been investigated in-depth by previous research, is to identify performance issues at a stage when undertaking remedial work is less costly and disruptive. Moreover, by identifying issues that could reduce the energy-efficiency of the building fabric, these tests could help address the observed "performance gap". An approach for using thermography at different stages of construction has been developed through practical case studies and experimental work. The complementary use of heat transfer modelling and thermography is also explored. Finally, through interviews with industry professionals, the context of implementing tests within UK housing development practices is examined. The results of applying the testing approach demonstrate that beneficial feedback can be obtained without significant interruption to construction activities. However, test procedures need to be modified according to the stage and method of construction. It is proposed that heat transfer modelling can inform the interpretation of test results and analysis of defect severity. For the testing approach to be implemented more widely, there would need to be further development and trials on different types of construction and the oversight of an independent body to establish its credibility. In conclusion, thermography has the potential alongside other testing and inspection practices to help improve standards of site construction. However, there are limitations to its use which need to be considered if such tests are to be implemented effectively.

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Pampino, Ralph N. Jr. „The use of functional assessment and frequency building procedures to increase internal product knowledge and data entry skills among foremen in a large construction organization“. Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2616.

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The purpose of this study was twofold: (a) to take a step towards conducting a functional assessment of an employee skill deficit in an applied, organizational setting and (b) to investigate the effectiveness of building response frequencies when training necessary skills to employees of an organization. A functional assessment procedure was administered to each participant and designed to identify the possibility of insufficient component skills that may have been responsible for employee ineffectiveness. Results of this assessment procedure identified two of the these targeted skill areas as deficient. Based on these results, two primary dependent variables designed to measure two component skills, See/Say 4-digit operation code descriptions (recall) and See/Type 4-digit operation codes (data entry) were established. During treatment, instructional and measurement procedures based on Precision Teaching and designed to increase rates of responding (i.e., frequency) were used to present the material, to guide instruction, and to record the results. A pair of multiple baseline across participants designs were used to evaluate the effectiveness of the intervention. In addition, three composite skill tests (pretest, midtest, posttest) were administered to measure and evaluate the application of each of the two component skills. The results of treatment suggest that the methods used in this study are a cost-effective way of training product knowledge and data entry skills for organizations. Implications for the field of Organizational Behavior Management are discussed and suggestions for future research are provided.

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Triyono, Moch Bruri, Thomas Köhler und Lilis Trianingsih. „Technical working skills of vocational high school students at the interface between digital workplaces and school. An empirical study about construction engineering drawings in Indonesia“. TUDpress, 2018. https://tud.qucosa.de/id/qucosa%3A33835.

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Recent studies report about the need for and difficulties in measuring technical working skills among vocational high school students worldwide (Mabed & Köhler, 2018). Often the discussion is linked to the question of skills versus competencies, not only in the context of new digitized forms of measurement. Furthermore, a growing number of completely new or updated measurement procedures is about to reach the TVET sector in the context of the digitization of TEL (Köhler & Drummer, 2018; Hariyanto & Köhler, 2017). This study aimed at investigating the differences of the technical skills of vocational high school students majoring in construction drawings engineering in industrial working practices. As an empirical approach for their evaluation study authors used a discrepancy evaluation model. The population of this study consisted of 195 students in Yogyakarta and Sleman, Indonesia. A proportional random sampling was used to select 124 students from the population with both, the industrial work and the students becoming the sources of the information. The data analysis process was done using descriptive analysis and Wilcoxon matched pairs test analysis to describe and find the gap/discrepancy of students’ technical skills based on the predetermined standard. The results of the study show that the technical skills of vocational high school students in their industrial working practices are categorized as good with a low discrepancy based on the industrial assessment, and even better based on the students’ self-assessment. Yet there is a significant difference of technical skills among the vocational high school students in their industrial working practices based on the industrial work and students’ assessment with a significant value of 0.000 < 0,05.

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Djeumi, Kwekeu Minerve Flore. „DISPOSITIF DIDACTIQUE INTÉGRANT LES IMAGES FIXES/ANIMÉES DANS L'ENSEIGNEMENT DU CHANGEMENT CLIMATIQUE EN GEOGRAPHIE ET CONSTRUCTION DES COMPETENCES PAR LES APPRENANTS : Les classes de 6ème de l'enseignement secondaire général au Cameroun“. Electronic Thesis or Diss., CY Cergy Paris Université, 2024. http://www.theses.fr/2024CYUN1289.

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Cette recherche à caractère épistémo-praxiologique, s'intéresse à l'éducation au développement durable et plus spécifiquement à celle du changement climatique. Elle pose le problème de la faible construction des compétences observée chez les apprenants qui n'arrivent pas à développer un comportement écocitoyen lié à la protection de l'environnement. En outre, la complexité du changement climatique soulève de réels défis didactiques lorsqu'il s'agit de penser sa transposition en cours de géographie. C'est pourquoi, l'hypothèse principale de cette recherche est que l'usage du dispositif didactique intégrant les images fixes/animées dans l'enseignement du changement climatique améliore la construction des compétences par les apprenants des classes de 6ème. Pour vérifier cette hypothèse, une méthodologie fondée sur l'ingénierie didactique ayant deux entrées est nécessaire : la première permettant d'appréhender la place de ce savoir dans le référentiel scolaire et connaitre les représentations initiales des élèves liées à ce concept à travers l'analyse des programmes et manuels scolaires, les entretiens auprès des inspecteurs pédagogiques, les observations des leçons dans les classes, l'administration des questionnaires auprès des élèves et des enseignants des classes de 6ème et la deuxième entrée visant à vérifier l'évolution des conceptions des élèves sur le changement climatique à partir de l'implémentation du dispositif. À l'issue de l'analyse de ces données, il ressort que l'usage d'un dispositif centré sur les images améliore la construction des compétences des élèves sur le changement climatique. En effet, ce dispositif permet aux élèves de mieux appréhender la notion du changement climatique, ses enjeux, ses défis et les actions à mener pour limiter les catastrophes liées à ce phénomène.Mots clés : Géographie scolaire, changement climatique, dispositif didactique, images, construction des compétences, représentations
This epistemo-praxiological research is interested in education for sustainable development and more specifically that of climate change. It raises the problem of the weak construction of skills observed among learners who are unable to develop eco-citizen behavior linked to environmental protection. In addition, the complexity of climate change raises real didactic challenges when it comes to thinking about its transposition into geography lessons. That is why the main hypothesis of this research is that the use of the didactic device integrating still/animated images in the teaching of climate change improves the construction of skills by learners in 6th grade classes. The verification of this hypothesis allow to set up a methodology based on didactic engineering with two inputs: The first allows to understand the place of this knowledge in the school reference system and know the initial representations of the pupils related to this concept through program analyses, the interviews with the pedagogical inspectors, the observations of the lessons in the classes, the administration of questionnaires with the pupils and the teachers of the 6th grade classes and the second entry aimed at verifying the evolution of the conceptions of the pupils on climate change from the implementation of the device. After analyzing the data, it appears that the use of a device centered on images improves the construction of students' skills on climate change. Indeed, this system allows students to better understand the concept of climate change, its issues, its challenges and the actions to be taken to limit the disasters linked to this phenomenon.Keywords: School Geography, climate change, didactic device, fixed and animated images, construction of skills, representations

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Bourrier, Yannick. „Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique“. Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUS002/document.

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Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT
Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time

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Miller, Paul K. „The social reality of depression : on the situated construction, negotiation and management of a mental illness category in primary care“. Thesis, Lancaster University, 2003. http://insight.cumbria.ac.uk/id/eprint/75/.

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This project is a study of the way that people use language actively to achieve certain ends in communication, the way that they organise their spoken discourse to construct, convincingly, the state of their lives, both ‘internal’ and ‘external’. It does this primarily through an analysis of the systematic properties of the descriptive, communicative and interpretative skills which members use in the accomplishment of the meanings central to everyday existence. More specifically, this project is a study of verbal accounts of, and doctor-patient interaction relating to, clinical depression. The project begins from the premise that most social studies of depression and its diagnosis have been subject to the same problematic treatment of language as a ‘transparent medium’ as the psychiatric frames upon which the modern clinical understanding of depression in the UK is itself based. I aim, in view of this, to demonstrate how hitherto neglected elements in the social analysis of the condition can be revealed with the application of an alternative methodology, a methodology which treats talk-in-interaction as a dynamic and constructive phenomenon rather than a neutral conduit for the passage of information. The empirical data takes the form of a set of General Practitioners from a single practice in the North West talking freely about depression and their experiences of diagnosing it, and actual consultations between these GPs and their patients. Drawing upon Wittgenstein, Ethnomethodology, Discursive Psychology and, particularly, Conversation Analysis this project examines the ways in which doctors and patients construct, negotiate and manage ‘depressive’ meanings in the course of medical interaction, always holding tightly to Wittgenstein’s maxim that practice gives words their significance.

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Zavettieri-Mangin, Grazia. „La construction du sens du développement des compétences psychosociales : justifications et usages en promotion de la santé“. Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0284/document.

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Depuis les travaux de l’Organisation Mondiale de la santé (1946) sur la promotion de la santé, en référence à la Charte d’Ottawa (1986), la notion de compétences psychosociales, définies comme « les capacités d’une personne à répondre avec efficacité aux exigences et aux épreuves de la vie quotidienne», apparaît comme essentielle dans toute démarche éducative liée à la santé. En plus de 30 ans, le champ de la promotion de la santé s’est doté de stratégies, de référentiels, d’outils et de ressources d’intervention visant, notamment, le développement des compétences psychosociales des individus et des groupes. Aujourd’hui, en France, les décideurs de la politique de prévention et d’éducation pour la santé inscrivent l’objectif du développement des compétences psychosociales dans nombre de leurs appels à projets. Mais alors que les réseaux de professionnels en santé se sont emparés de cet objectif pour l’ériger en fer de lance de leurs programmes d’action, la recherche en la matière est peu développée et l’efficacité n’apparaît pas plus confirmée. L’objectif principal de la thèse est d’explorer, par une approche sociologique compréhensive et pragmatique, le sens de l’intervention pour le développement des compétences psychosociales en promotion de la santé. Cette recherche se fonde sur l’analyse des discours portés par les acteurs de la promotion de la santé et sur l’analyse des usages avancés par les intervenants de terrain relevant du champ de l’éducation au sens plus large. Elle vise à mettre au jour les « visions du monde » des différents acteurs. La recherche porte d’abord sur l’étude de l’idéal-type de la promotion de la santé pour en délimiter les périmètres et identifier ceux qui s’y intéressent plus particulièrement. Elle est interrogée dans ses fondements théoriques et ses dimensions éthiques et socio-politiques afin de situer le développement des compétences psychosociales et d’en rendre compréhensibles les finalités. La promotion de la santé est une « cité » (Boltanski) considérée à la fois comme un concept récent et comme un espace de pratiques sociales en construction. Ensuite, ces travaux visent à établir en quoi le développement des compétences psychosociales est une composante de l’approche salutogénique de la « santé pour le développement humain ». En s’appuyant sur l’examen d’autres champs (travail, entreprise, éducation et formation) qui se sont intéressés largement à la problématique de développement des compétences personnelles, sont posées les questions 1/ de la construction conceptuelle de la notion de compétences psychosociales et de leur développement et 2/ du mouvement de politisation qui s’opère au travers de l’acte d’intervenir pour le développement des compétences psychosociales dans les actions de promotion de la santé. L’intervention pour le développement des compétences psychosociales est une action politique (Boltanski) qui engage notre étude au cœur des questions éducatives et des politiques sociales. La construction du concept de compétences psychosociales dans les discours théoriques propres à la promotion de la santé, nourris par les apports des autres champs sociaux, induit des processus de politisation des acteurs (responsabilisation et adaptabilité). La finalité de l’intervention pour le développement des compétences psychosociales en promotion de la santé est assurément le développement humain dans ses dimensions psychologiques (autonomie) et sociales (citoyenneté) mais les exigences impliquent et engagent l’individu dans une conformité admise et acceptée d’autocontrôle de soi (empowerment individuel). Le sens de l’intervention pour le développement des compétences psychosociales est situé dans un intervalle où s’affirme un changement éthique de paradigme au bénéfice d’un mieux-être individuel et social, et dans un espace où la réalisation de soi s’oriente, dans une certaine mesure, vers un bonheur marchandisé dans la sphère économique libérale
Since the work of World Health Organization (1946) on health promotion, summarized into the Ottawa International Charter (1986), the concept of life skills, defined as "person’s abilities to respond effectively to the requirements and tests of everyday life" appears essential part in any educational practice related to health. In over 30 years, the field of health promotion has provided any educational approach with strategies, methods and intervention tools designed, in particular, to help people develop or improve life skills. Nowadays, in France, in numerous calls of proposals, the development of life skills is a usual aim for funders of prevention and health education programs. But although often considered essential by health education professionals in their actions, the development of life skills is not yet a real object of scientific research, and its effectiveness remains rather unconfirmed. The main objective of this thesis work is to explore through a comprehensive sociological and pragmatic approach, the meaning of the intervention aimed for the development of life skills. This research is based on a discourse analysis, especially on two axes: 1) individual skills acquisition, carried by health promotion practitioners, and 2) daily use of the development of life skills, by field workers within education area in its broader sense. This analysis is supposed to help to understand worldviews transmitted by different actors through their action. The research first focuses on the study of health promotion field as ideal type to delineate its area and to identify people interested in this topic. Its theoretical basis and its ethical and socio-historical dimensions are questioned to find out the development of life skills object and to understand its goals. According to Boltansky, health promotion is a "city", considered both as a new concept and as anunder construction space of social practices. Then, these works aim to determine whether the development of life skills is a component of the new approach of the so-called "global health" as an issue for population health management. Based on other area findings (i.e. occupation, business, education and training), all of which directly and widely concerned by development of life skills, the questions they asked can by divided in two categories: 1) how was built the life skill concept– and its development-, and 2) the politicization movement which undergoes the use of development of life skills in health promotion actions. The intervention for development of life skills is a political action that engages our study at the heart of educational issues and social policies. The construction of life skills concept in the own theoretical discourse on health promotion, fed by contributions coming from other social area, induces actors’ politicization process (accountability and adaptability). The purpose of the intervention for the development of life skills in health promotion is certainly human development in its psychological (autonomy) and social (citizenship) dimensions, but the requirements involve and engage the individual in a recognized and accepted self-monitoring mechanism (individual empowerment). The meaning of development of life skills can be found in an interval where an ethic paradigm shift – to the benefit of a better individual and societies’ well being - is raising, and in an area where, to some extent, personal self-realization turns to a mercantile happiness in the liberal economic sphere

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Bourrier, Yannick. „Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique“. Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS002.

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Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT
Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time

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Bohren, Janet Linderoth. „A nine month study of graph construction skills and reasoning strategies used by ninth grade students to construct graphs of science data by hand and with computer graphing software /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249823852.

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Bastiani, Bruno. „La simulation pleine échelle et le débriefing des compétences non-techniques en anesthésie-réanimation : contribution à la construction d'un référentiel de formation de formateurs“. Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20020.

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La formation par simulation dans le champ de la santé a pris son essor il y a une dizaine d’années en France, notamment en anesthésie-réanimation. Dans cette thèse, nous portons intérêt aux pratiques pédagogiques qui étayent ce dispositif et plus particulièrement au débriefing qui constitue l’axe central pour la conceptualisation de l’action, au regard de la didactique professionnelle (Pastré, 1999). Dans sa forme pleine échelle, la simulation vise à travailler des compétences techniques associées à des compétences dites non techniques (communication, leadership, émotions, …). Pour approcher les pratiques des formateurs dans le débriefing portant sur la construction des compétences non techniques, nous avons d’abord réalisé une enquête exploratoire auprès de formés puis nous avons mis en place un programme de recherche en trois phases : phase 1 - observations filmées à visée heuristique, phase 2 - observations filmées et entretiens d’auto confrontation en France et au Canada, phase 3 - focus groups avec des formateurs. Nous montrons, par l’analyse des données recueillies, que le passage de l’expertise professionnelle en anesthésie-réanimation à la posture de formateur dans le cadre d’un débriefing présente certaines difficultés. Nos résultats permettent alors d’appuyer des propositions pour accompagner un changement dans les pratiques des formateurs grâce à l’élaboration de la structure conceptuelle du débriefing, à la construction d’un référentiel de formation de formateurs et à un type d’artéfact cognitif pouvant soutenir le débriefing
Interest for simulation-based training in healthcare arose around ten years ago in France, especially in the field of anesthesia and resuscitation. Studies about the teaching practices underlying this type of training focus on several points but more particularly on debriefing, which constitutes the central axis for conceptualizing action, according to professional didactics (Pastré, 1999). In its full-scale form, simulation aims at improving technical skills in association to so-called non-technical skills (communication, leadership, emotion management, etc.). To study the practices of trainers in the debriefing of non-technical skills, we first conducted an exploratory survey with trainees, then we created a research program in three steps: step 1 – filmed observations with a heuristic objective, step 2 – filmed observations and self-confrontation interviews in France and Canada, step 3 – focus groups with trainers. Through the analysis of this data, we show that the transition from professional expertise to trainer status in the framework of debriefing is challenging. Our results allow us to back propositions supporting a change in the practices of trainers based on the design of the conceptual structure of debriefing, the creation of a curriculum for a training-of-trainers course, and a type of cognitive artifact to support the organization of debriefing

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Dissertationen zum Thema „Construction of skills“

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