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Florio, Zintel Linda. „Exploring personal development and implications for leadership“. Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/8044.
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In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development.
This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample.
This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development.
This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.
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Disque, J. Graham. „Sexuality and Personal Development“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2839.
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Naslund, Melissa Nicole. „Counselor Education: A Personal Growth and Personal Development Experience“. Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.
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A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.
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Jäderberg, Josefin. „Development of a Personal Cooler“. Thesis, KTH, Maskinkonstruktion (Inst.), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-182640.
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This master thesis project within product development is established for Electrolux. The project was a collaboration between the Royal Institute of Technology, Lund University and Electrolux department Healthy Home. The goal with this project was to deliver a concept proposal for Electrolux on a product with the purpose to cool one individual, a concept called “Personal cool”. The project concerns the cooling of one individual, cooling in this case meaning to lower the temperature to achieve a greater comfort for the user. The concepts should consider feasibility as well as usability. The developed concept should be able to be produced within 3-4 years. In order to deliver a feasible concept within the project scope, the developed concept should use existing technologies and components. To achieve the set goal, to deliver a concept proposal for Electrolux, the project’s intention was to answer the following research questions: What technology could be integrated in a personal cool? Which main components can be identified for the chosen technology? What are the requirements for a personal cool? The project included various stages and methods to achieve the delivered result. Activities such as research, market analysis, consumer survey, concept development, calculations, prototypes and CAD-models were implemented. The customer needs and desires were collected and combined with the given project requirements set by Electrolux. The outcome of this resulted in a requirement specification, which was used to eliminate the identified technologies and the developed concepts. The result was to use Peltier Modules as the technology to generate cold for the concept. The main components were identified to be Peltier modules, heat sinks and fans. These were selected after performance calculations. The goal was achieved and the research questions are answered. The results of this project are considered to be successful. The developed concept of a Personal cool includes the selected technology, the main components as well as internal and outer design. Finally, it can be concluded that this project contributes to an innovative concept for Electrolux, when this product category and technology is not existing within the department, Healthy Home, at Electrolux.Detta examensarbete är ett produktutvecklingsprojekt som är framtaget för Electrolux. Projektet var ett samarbete med Kungliga Tekniska Högskolan, Lunds Universitet och Electrolux avdelning Healthy Home. Målet med projektet var att ta fram ett konceptförslag till Electrolux på en produkt med avsikt att kyla en person, ett koncept som kallas ”Personal cool”. Projektet avser kylning av en individ, med kylning i detta fall menas att sänka temperaturen för att uppnå en ökad komfort för användaren. Konceptet hade som avsikt att beakta genomförbarhet samt användarvänlighet. Det framtagna konceptet skulle vara möjligt att producera inom 3-4 år, därför skulle existerande teknik och befintliga komponenter användas. För att uppnå målet att leverera ett konceptförslag till Electrolux hade projektet som avsikt att besvara följande forskningsfrågor: Vilken teknik kan integreras i konceptet ”Personal cool”? Vilka huvudsakliga komponenter kan identifieras för den valda tekniken? Vilka är kraven för en ”Personal cool”? Projektet innehöll olika steg och metoder för att uppnå det levererade resultatet. Aktiviteter så som efterforskningar, marknadsundersökning, enkätstudie, konceptutveckling, beräkningar, prototyper samt CAD-modeller gjordes. Kundernas behov och krav sammanställdes och sammanslogs med de givna projektkraven satta av Electrolux. Det resulterande i en kravspecifikation som användes för att utvärdera de identifierande teknikerna samt koncepten. Resultatet blev att använda sig av Peltier-moduler som teknik i konceptet. Komponenterna som identifierades var Peltier-moduler, kylflänsar och fläktar. Dessa valdes efter beräkningar för att fastställa kapaciteten. Målet med projektet är uppnått och forskningsfrågorna är besvara, därav anses resultat av projekt vara framgångsrikt. Det framtagna konceptet på en ”Personal cool” innefattar vald teknik, huvudkomponenterna så väl som inre- och yttre design. Avslutningsvis kan konstateras att projektet bidrar till ett innovativt koncept för Electrolux, då denna produktkategori och teknik inte innefattas inom området på avdelningen Healthy Home.
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Gordon, Lisa Lande 1961. „Identity development and personal expressiveness“. Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277201.
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A third defining dimension of identity has been proposed in addition to those of exploration and commitment. This study set out to demonstrate a relationship between identity scores as measured by the Extended Objective Measure of Ego-Identity Status and the third defining dimension, personal expressiveness, as measured by the Personal Expressiveness Activities Questionnaire. Results demonstrated a strong relationship between identity scores and expressiveness with a significant positive correlation between the achievement subscores and expressiveness, and significant negative correlations between the moratorium, foreclosure, and the diffusion subscores. The results appear to validate that expressiveness is indeed a third defining dimension of identity, however recommendations are made based on this study's findings regarding the adequacy of Waterman's Seven-Category Paradigm. Limitations and implications of the study are discussed.
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Hunt, Celia. „Personal fictions : the use of fictional autobiography in personal development“. Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285106.
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This thesis contains the results of my research between 1994 and 1998 into the uses of fictional autobiography in personal development. The topic arose out of my observation, both of my own experience and the experience of students attending my creative writing courses, that writing fictional autobiography as part of a writing apprenticeship not only enabled the development of writing skills and the finding of a writing 'voice', but often had a therapeutic effect on the writer's relationship with himor herself, and with his or her significant others. I set out to explore this observation through an examination of my creative writing course 'Autobiography and Fiction' (subsequently called 'Autobiography and the Imagination'), which I taught at the University of Sussex Centre for Continuing Education from 1991 to 1996. I issued questionnaires to all 78 students who had taken this course, to generate data on the benefits of engaging in the writing of fictional autobiography. I also conducted interviews on the same topic with 5 of these students. I analysed the resulting data using the theory of the Germani American psychoanalyst Karen Horney, and to a lesser extent that of object relations theorists D.W. Winnicott, Christopher Bollas and Marion Milner. Where appropriate, I also used theory of literary and social narrative. The thesis presents the three main findings of the research, namely, that the writing of fictional autobiography (1) can facilitate a closer contact with the inner life, resulting in a stronger sense of identity and the finding of a 'writing voice'; (2) can help to reveal and work through problems of identity which cause writer's block; and (3) can provide a means of're-writing' self-narratives which have been 'written' in the psyche by family and society. The thesis concludes with some suggestions as to how fictional autobiography might be used in a self-analytic or psychoanalytic context.
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Haag, Markus. „Personal knowledge development in online learning environments : a personal value perspective“. Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134937.
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This thesis investigates personal knowledge development in online learning environments and the impact that personal values have on it. Personal knowledge development was investigated from the perspective of Nonaka’s SECI model of organisational knowledge creation. This model served as the basis for an adapted model that conceptualises personal knowledge development in online learning at the individual level. The personal value types of the Schwartz Value Survey and the Portrait Values Questionnaire were adopted to measure personal values and their impact on personal knowledge development in online learning environments. Three data collection approaches were used. First, an exploratory study was conducted which elicited online learners’ experiences of their personal knowledge development in online learning; this study used online discussion forums for data collection. Second, a Delphi study was carried out. Experts were asked which of the ten individual-level value types by Schwartz are likely to be particularly relevant in the context of online learning. Third, an online survey was created. Its aim was to measure the impact that personal values and background variables, such as gender and age, have on personal knowledge development in online learning. A measurement instrument was devised that measures three of the SECI modes, namely Externalisation, Combination and Internalisation. This instrument measures the magnitude of online learners’ Externalisation and Combination activities as well as their level of Internalisation, i.e. the outcomes of personal knowledge development. Results of the exploratory study show that there are widely diverging experiences of personal knowledge development in online learning. The literature review suggests that the cultural situatedness of an online learning environment is an important influencing factor on personal knowledge development. The results of the Delphi study suggest that Self-Direction, Stimulation, and Achievement are particularly relevant value types in the context investigated here. Finally, the online survey confirms this view, as all three value types were found to be positively correlated with Externalisation, Combination, and Internalisation, with the exception of the Achievement-Combination relationship. A modified version of the SECI model is proposed, which extends the applicability of the original SECI model from the organisational to the individual level. It is argued that this model is suitable to describe personal knowledge development in the context of online learning. The study also contributes to closing the gap in research on the impact of personal values in the context investigated in this study. Moreover, a measurement instrument was created that can be used to measure Externalisation and Combination, i.e. personal knowledge development processes, and Internalisation, i.e. personal knowledge development outcomes.
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Antia, Yezdi F. „Personal computer development system software architecture“. Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/104287.
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Nash, Dennis William. „The idea of personal development with special reference to personal, social and moral development (PSME) in education“. Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/705/.
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The notion of Personal Development is situated in the domain of values, especially moral values. Moral values are concerned with what is right alongside what is good in its several aspects. For curriculum purposes, Personal Development finds its sense largely within the content provided by the terms 'moral' and 'social' in PSME. 'Personal' is not an independent category. But there is a certain overlap between Personal Development and Self-Development, where the latter term refers to an individual's generic human development. A person's individuality is not in a confluence of differently combined qualities and attributes. An individual is strongly a person in those values that he appropriates or endorses as his own. Values connect a person strongly with his unity and continuity as an individual over time. Our worth as persons attaches to our reciprocal relationships with each other and to ourselves for ourselves insofar as we maintain integrity in our own projects. To this extent values have an objective reference. I want to show the manner in which a person is attached to the values that confront him in a pluralist society. It is not just that values are realized in a person's life; it is the relation he has to those values. Those values are expressed in the constituents of Personal Development - namely, those personal qualities and attributes thought desirable - and will be 'strongly' or 'thinly' present in that person. In respect of these qualities and attributes he will be strongly or thinly attached to his human world. This is a question about the manner of our residence in our own being and about the relation that our being has to the 'ways of being persons' in the human world. A person is culturally emergent, although some versions of self-realization give the impression that the individual is prior to culture. There is a certain circularity in what we might call absolute or intrinsic values, especially moral ones. For example, we may want to say that we acquire virtues in order to flourish in life. But what constitutes flourishing will be captured in 'contested' value terms and will therefore shape what we take virtues to be.
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Kucheruk, Maryna. „Creativity as personal characteristic“. Thesis, Міжнародний центр наукових досліджень, 2019. https://er.knutd.edu.ua/handle/123456789/14706.
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The research deals with creativity as philosophical and psychological category. Human activity only then becomes creativity, when it contributes to the development of a human personality, human culture, and most importantly – an individual spirituality.Дослідження стосується творчості як філософської та психологічної категорії. Людська діяльність лише тоді стає творчістю, коли вона сприяє удосконаленню особистості людини, людської культури, а найголовніше – духовності людини.
Исследование касается творчества как философской и психологической категории. Человеческая деятельность только тогда становится творчеством, когда она способствует развитию личности человека, человеческой культуры, а главное – духовности человека.
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Eshet-Vago, Anat. „Comparing group processes between an intensive verbal personal development group and an intensive dance movement personal development group“. Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19015.
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The study aimed to identify and understand the phenomenon of group processes comparing two Personal Development (PD) group modalities. One group mainly used verbalisation and the other mainly used movement for interaction and self-expression. Group processes were expressed through the analysis of the participant's non-verbal movements and the verbal expressions of their experience in the group. The thesis of this study was that group processes can be expressed and identified through movement and verbal expressions. This study built on previous studies that have explored group processes in both Dance Movement Psychotherapy (DMP) and in Verbal Group Psychotherapy fields in relation to PD groups. Two theoretical frameworks that underpinned this study were: DMP as group work and Group Psychotherapy with the primary focus on group processes in PD groups. These theories were selected for their pertinence to the understanding of group processes and PD groups. The comparison between the groups intended to answer the study's question: which group processes as expressed verbally and non-verbally in movement can be identified in a dance movement PD group compared with a verbal PD group? Qualitative hermeneutic phenomenology methodology was employed in this study in order to answer the above question using two collection and analysis methods: movement observation using Laban Movement Analysis (LMA) and a thematic analysis of participants' verbal reflections in semi-structured interviews. The findings of the study have shown which group process developed in each of the PD groups identified through the two collections methods. For instance, they were conflict, rivalry, trust, intimacy and cohesion. The analysis of the DM PD group has shown differences in findings between that which the movement observation identified and that which participants described in the interviews. The study aimed to contribute to the body of knowledge regarding group processes in DMP and group psychotherapy theory and research. Exploring group processes through the use of movement and verbalisation adds to the professional development and training in both fields. The study outcome offers an original contribution to practice, through the development of a group work guide for facilitators, derived from the group processes conceptual model. It represents a new way of understanding group processes and dynamics through the observation of a group's movements and verbal reflections by participants. This guide is aimed at supporting facilitators of PD groups when considering interventions both when leading groups and when reflecting on the groups' processes.
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Geise, Aaron C. „Personal growth and personality development well-being and ego development /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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Bell, Sarah. „Personal and professional development in clinical psychology“. Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/76654/.
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This thesis explores personal and professional development in clinical psychology. Over three chapters, various aspects of development throughout the career span are considered. Different forms of personal and professional development are addressed in relation to how development is understood, experienced, managed and evaluated. The first paper investigates the impacts of supervision on psychological therapists, their practice and their clients. A systematic review of the literature since 2007 was conducted; this identified thirteen studies exploring various impacts of supervision. The paper focuses on developing an understanding of the processes and factors involved in supervision as well as the ways in which supervision has been beneficial or detrimental. While some evidence for the importance of supervision is indicated, the methodological challenges of researching this topic make it difficult to draw clear conclusions. Implications and suggestions for future research into supervision are described. The second paper reports on an Interpretative Phenomenological Analysis study of trainee clinical psychologists’ experiences of deciding whether to have personal therapy during training. Ten trainees took part in semi-structured interviews and three major themes emerged from their experiences. Conflicting ideas within the trainees’ experiences were identified, relating to the purpose of therapy, whether therapy would makes things better or worse and whether therapy was right for them. The findings are discussed with regard to how training providers can support trainees with the decision to have personal therapy. The final paper is a reflective account of personal and professional development during clinical psychology training. The paper draws on findings from the preceding two papers as well as the author’s personal experiences to emphasise the complexity of managing the tensions of developing different aspects of the clinical psychologist. Particular attention is paid to the importance of considering and developing ‘the self’ during training.
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Thomas, George Wayne. „The continuing personal spiritual development of pastors“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Hill, Katy. „Personal and professional development : a repertory grid approach“. Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/personal-and-professional-development-a-repertory-grid-approach(6311df8c-568b-4ac9-802d-e6c1fcbbe17b).html.
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This thesis concerns the use of repertory grids to examine personal and professional development (PPD) during professional training programmes. Paper one consists of a systematic review of 11 repertory grid studies of people undergoing training in human services professions. The findings suggest that professional socialisation occurred in line with the aims of training programmes but was an idiosyncratic, non-linear process which continued post-qualification. Trainees' thinking style became more abstract, less polarised and more cognitively complex. Implications for people training in human services professions and training providers are discussed and suggestions for improved future research are provided. Paper two reports a repertory grid study examining 26 third-year trainee clinical psychologists' construal of their PPD. The findings suggest that trainees' personal and professional selves were construed to be similar to each other. Trainees reported feeling anxious, stressed, unsettled and lacking an appropriate work-life balance. These difficulties were attributed to the demands of training and were expected to resolve once training was completed. Suggestions for future research with improved methodology are made and the implications of the findings for trainees, training providers and employers of newly qualified clinical psychologists are given. Paper three provides a critical reflection of the thesis; discussing the strengths and limitations of each of the papers and concluding with the author's personal reflections on the process of the research and her own PPD.
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Stetz, Mark. „The relationship of conscience formation and personal development“. Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Bergdahl, Philip, und William Bodell. „Behålla personal genom utveckling“. Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13625.
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BakgrundDen svenska arbetsmarknaden genomgår en förändring som pågått under en längre tid. Synen på en anställning har luckrats upp och guldklocksanställningen är och förblir allt mer ovanlig. I dagens Sverige är det vanligaste sättet att avancera inom yrkeslivet att byta arbetsgivare. Det är höga kostnader som är relaterade till att personal väljer att lämna organisationen och det är således viktigt att behålla befintlig personal. Ett preventivt arbete för att minimera risken att personal överväger att lämna företaget kan vara individanpassat utvecklingsarbete. SyfteSyftet med uppsatsen är att undersöka hur attraktiva, enligt Randstad och Universum, arbetsgivare inom en kunskapsintensiv miljö i Göteborgsregionen arbetar med kompetensutveckling, professionell utveckling och karriärmöjligheter för att behålla personal. MetodStudien genomförs ur ett ledningsperspektiv med hjälp av en kvalitativ forskningsansats då forskningsfrågan inte syftar till att mäta och jämföra olika resultat utan snarare handlar om att undersöka hur företag arbetar med frågan. Insamling av empiri sker genom sex stycken semistrukturerade intervjuer på olika företag. Valet av fallföretag har gjorts med hjälp av vinnarlistan i “Randstad Award 2016” och Universums lista “Sveriges bästa arbetsgivare 2016” vilket är sammanställningar av Sveriges mest attraktiva arbetsgivare år 2016. SlutsatsStudien visar att samtliga företag arbetar med individanpassad utveckling för medarbetaren. Detta utvecklingsarbete sker genom justering av arbetsuppgifter, kompetensutveckling genom kurser, seminarier och “workshops” där de i första hand nyttjar intern kunskap samt mentorskap och tillgång till internt och externt nätverk.BackgroundIn the last couple of years there has been an ongoing change in the Swedish labor marketwhere the view and the occurrence of long term employment is not as common as it oncewas. The most common way of career development is through change of employer. The costof employee turnover can be avoided or reduced by keeping current employees and anindividually shaped development for the employee may result in the employee staying loyalto the company. PurposeThe purpose of this study is to investigate how attractive employers, based on Randstad andUniversum, within a knowledge based environment in the area of Gothenburg providescompetence development, professional development and career opportunities in order toretain their employees. Method The study applies a qualitative research approach since the purpose of the study is to gain understanding in how companies provide development and not to compare different companies’ results to one another. The study is based on six semi-structured interviews held at each of the six companies. The selection of companies is based on the lists “Randstad Award 2016” and “Sveriges bästa arbetsgivare 2016” by Universum which are summaries of Sweden’s most attractive employers of the year 2016. Conclusion The study shows that all of the companies have an individually shaped development plan for the employee. This is managed through adjustment of duties, competence development through courses, seminars and workshops which are based on internal knowledge within the company. Last but not least development is supplied through the use of mentoring and networking, both internal and external.
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Tennant, Stuart Barden. „Personal and moral development : a developmental curriculum intervention for liberal arts freshman /“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.
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Tsao, Heng-Jui. „Personal Software Process (PSP) Scriber“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2140.
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Personal Software Process (PSP) Scriber is a Web-based software engineering tool designed to implement an automatic system for performing PSP. The basis of this strategy is a set of tools to facilitate collection and analysis of development data. By analyzing the collected data, the developer can make informed, accurate decisions about their individual development effort.
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Dye, Rebecca Louise Hesse Douglas Dean. „Reading for personal development implementation of Missouri's mandate /“. Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323732.
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Thesis (D.A.)--Illinois State University, 1993.Title from title page screen, viewed February 10, 2006. Dissertation Committee: Douglas Hesse (chair), William Woodson, Taimi Ranta, Janice Neuleib. Includes bibliographical references (leaves 193-199) and abstract. Also available in print.
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Szifris, Kirstine. „Philosophy in prison : an exploration of personal development“. Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/271849.
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Delivered through the medium of a Community of Philosophical Inquiry, this thesis outlines the experience of engaging prisoners in philosophical conversation, thereby articulat-ing the relevance of this type of education for those in long-term confinement. The research, which took place in two prisons, explores the role of prison education, community dialogue and active philosophising in encouraging personal development. With similar populations but contrasting characters, HMPs Grendon and Full Sutton provided the backdrop to grounded, ethnographically-led research. The research design reflects the exploratory nature of the approach. Derek Layder’s adaptive theory has provided a methodological framework, whilst the theoretical framework draws on desistance literature, prison sociology, and philosophical pedagogy to enhance and develop understanding of the emergent themes. However, as a criminological piece of research, it sits within the criminological, and more specifically, prison sociological paradigm. The thesis culminates in a discussion of personal development that articulates the role of education in developing growth identities among prisoner-participants. The research de-scribes the role of philosophical dialogue in developing trust and relationships between and among the participants; the relevance of this type of education to prisoners’ psychological wellbeing; and the significance of the subject-matter to participants’ perspectives. The thesis argues that prison promotes the formation of a hyper-masculine ‘survival’ identity. It goes on to argue that education, and more specifically philosophy education, can play a role in culti-vating growth identities that encourage personal exploration, self-reflection, and development of new interests and skills among prisoners.
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Redhead, K. J. „Development of personal finance as an academic discipline“. Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/b959f53e-da33-4c25-b119-7afb544e69a0/1.
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Personal finance is developing as an academic discipline, but has some way to go before it is generally accepted as such. The thesis reviews five contributions, from other authors, to the development of personal finance as an academic discipline (dating between 2002 and 2008). Those contributions emphasise the need for a generally agreed body of theory for an academic discipline of personal finance. My publications, in particular Personal Finance and Investments: A Behavioural Finance Perspective, have sought to establish a body of theory and knowledge for an academic discipline of personal finance. That body of theory and knowledge is multidisciplinary, and much broader than the bodies of theory suggested by the five previous contributions. It is also much broader, and based more on academic research, than the curricula of professional bodies such as the Chartered Insurance Institute (which reflects the curriculum set out by the Financial Services Authority) for the training of financial advisers. The greater breadth is illustrated by means of comparisons of threshold concepts covered by my publications with those covered by the previous five contributions, and by professional training programmes. Consideration of the objectives and processes of personal financial advice suggests that an academic curriculum should be more multidisciplinary than the existing curricula of professional bodies. In particular the curriculum should include behavioural and relationship dimensions. It is suggested that attention to the psychology of clients should be included in the education and training of financial advisers. This could take the form of using behavioural finance to gain insights into how clients might perceive financial products and services. Some of my publications being considered here (those published in the Journal of Financial Planning and the Journal of Financial Service Professionals) provide behavioural finance perspectives on client perceptions of financial products and financial advice (and their providers). Incorporation of behavioural dimensions 6 into the education and training of financial advisers would help to develop a subjectivist1 dimension to their analyses of client financial problems. Existing professional training programmes focus on objectivist2 factors such as portfolio management and regulatory issues. There is a need to incorporate a subjectivist, client focused, dimension. Behavioural perspectives on financial products, financial advice, and the providers of financial services are not my only contribution through the medium of refereed academic journals. Another aspect of the proposed curriculum has been addressed through that medium, namely time diversification. Time diversification, that leads to the relative risk of stocks declining as the investment horizon extends, was shown to be dependent on the rate of investment growth and the level of stock return volatility. The approach entailed computer simulation based on the Black-Scholes option pricing model. Implications for personal financial advice, and for behavioural perspectives, were drawn.
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Holford, Timothy Richard John. „Electrochemical immunosensors for personal care product development applications“. Thesis, Cranfield University, 2011. http://dspace.lib.cranfield.ac.uk/handle/1826/9239.
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This thesis describes the fabrication, characterisation and validation of two novel immunosensors for the detection of the inflammation markers nerve growth factor-β (NGF) and psoriasin (S100-A7). The initial phase of sensor construction involves the electrodeposition of polyaniline onto commercial screen-printed carbon electrodes. A classical avidin-biotin link was then used to immobilise biotinylated antibodies. Fully fabricated immunosensors were incubated with their target antigen and interrogated with AC impedance to observe the change in real (Z‘) impedance (Ohms) with respect to antigen exposure. The Z‘ impedance was found to increase over physiologically significant concentration ranges of the target antigen. The effects of non-specific antigen binding were accounted for via controls using a non-specific antigen analogue for each immunosensor. The sensors reported here, after optimisation of the fabrication procedure using the BioDot AD3200 automatic dispensing system, are capable of detecting the presence and concentration of target antigen in a commercial sample within 35 minutes with a lower limit of detection (LLD) (a response observed that is more than three times the standard deviation of the immunosensors baseline impedance measurement) of 50pg ml- 1 for NGF and 250pg ml- 1 for psoriasin. An evaluation is also presented of the competitive advantage gained by companies such as Unilever by undertaking research projects in conjunction with universities and forming other such strategic networks. As part of this EngD project, a review paper concerning antibody based sensors in the past decade was written and is now submitted ready for publishing in the peer reviewed journal 'Biosensors and Bioelectronics‘. A further two papers describing the development, characterisation and validation of the NGF and psoriasin immunosensors described within this thesis have also been submitted for publishing in 'Biosensors and Bioelectronics‘.
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Goldspink, Dean. „The personal development of those who teach it“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/33.
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This study sought to discover what primary and secondary Health and Physical Education teachers knew about personal development. Specifically, whether these teachers actively pursued their own personal development and whether they conceived of the Health and Physical Education learning area as a personal development curriculum. Further, the teachers were asked if they saw a relationship between teaching a personal development curriculum and their own pursuit of it through a process of proactive life management. A descriptive-objective research design was confirmed as a suitable approach to provide a detailed description of the personal development of Health and Physical Education teachers.
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Goldspink, Dean. „The personal development of those who teach it“. Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0041.html.
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Tennant, Stuart Barden. „Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.
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Marchegiani, Christopher A. „Conceptualising personal and historical nostalgia“. Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/2252.
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The purpose of this research was to extend the knowledge on two distinct types of nostalgia; Personal and Historical. Previous empirical research has studied nostalgia only as a unified concept. Two scales were developed and validated to measure these responses independently of each other. Hypotheses were developed based on extant literature which postulated significant changes in cognitive, emotional, attitudinal, and intention responses as a result of the response type. A model incorporating these consumer reactions was extended and tested. Finally, the effects of varying intensities of the two response types were explored independently of each other.An experimental research design was used with a sound methodology developed though previous studies. A variety of statistical techniques deemed appropriate for each step of the analysis was used. These included both qualitative and quantitative techniques including structural equation modelling and multivariate analyses.Results show significant differences in the consumer behaviour responses examined as a result of the type of nostalgic response being elicited. The examined responses of cognition, emotions, attitudes, and intention are of high significance to academics and managers alike. In terms of comparing Personal and Historical Nostalgia to one another, Personal Nostalgia had a tendency to be more beneficial in the majority of consumer reactions. A model of these reactions was successfully extended and shown to differ between the conditions illustrating the need to explore these reactions independently. Varying levels of intensity of each specific nostalgic response type were shown to have significant effects on the examined consumer behaviour responses also. As a very general statement of the findings, it was found to be worthwhile to raise the levels of Personal or Historical Nostalgia to as high a level as possible to significantly positively alter emotions, attitudes, and intention. However, although significant cognitive changes were seen between low and mid levels of each nostalgic reaction, moving to a high level was found to have no significant impact on cognitive reactions.The most significant contributions of the research are the development of the two specific scales independently of each other through seven studies, and substantiating the hypothesised differences between the two responses with empirical evidence. These findings bridge many important gaps in the literature. Personal and Historical Nostalgia had previously only been conceptually discussed, with little to no empirical data, despite evidence of both types in the market place. The varying costs and benefits of evoking the two nostalgic responses, or varying levels of either, were unknown until now. This research results in several conceptual, methodological, and managerial implications especially valuable to academics, strategists, and industry policy makers. It also provides a solid foundation for numerous future studies.
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Couprie, Dale. „Automated support for a custom personal software development process“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34952.pdf.
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Walker, Cresswell John. „Personal mastery, contemplation and adult development in the workplace“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45491.pdf.
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Taranger, Nils. „A Blue Flower: The Development of a Personal Documentary“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5526.
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A Blue Flower is a feature-length documentary film by Nils Taranger, made as part of the requirements for earning a Master of Fine Arts in Entrepreneurial Digital Cinema from the University of Central Florida. The film focuses on the director's journey to find healing, both physically and emotionally. Following the guidelines of UCF's program, Nils produced the film on a microbudget (under $50,000) level. The majority of filming took place in Florida with only a one or two person crew. This thesis is a record of the film's progression from development to picture lock, in preparation for distribution.M.F.A.
Masters
Visual Arts and Design
Arts and Humanities
Film; Entrepreneurial Digital Cinema
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Mott-Thornton, Kevin. „A common faith? : personal development, spirituality and state education“. Thesis, Institute of Education (University of London), 1998. http://eprints.ioe.ac.uk/19105/.
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The notion of spiritual development has been part of the legislative framework of education in England and Wales since 1944. Its use in the legislation implies the belief that there is an important dimension of state education connected with, but extending beyond, personal development and the promotion of values. The use of the word 'spiritual' in an educational setting has always had a political dimension, reflecting certain beliefs about which values the state might use its powers to promote through state schools, as well as embodying certain beliefs about the pluralist nature of modem Britain. This thesis is an exercise in the practical philosophy of education and, consequently, myaim will be to explore certain ideas and policy ideals, throwing light on the logical relations between them. There are two distinct, but overlapping. aspects of the detailed discussion of the prospects for the implementation of the spirituality initiative in this thesis. First, there are questions connected with the meaning of the spiritual dimension as such and the appropriateness of using such terminology in an educational context. I argue for a procedural definition of 'common spirituality' and for a clear distinction between this and 'spiritual development', which must be linked to some substantive framework of strong evaluation. The prospects for a number of approaches to the development of spirituality are explored within the context of a common conception of educational development for state schools. Second, the thesis will explore the question of whether a suitable methodology can be established for the promotion of spiritual development that is consistent with the particular political perspectives which inform our understanding of state schooling in Britain. ill particular, I question whether any common approach to spiritual development, based on some notion of what the culture of modem Britain either is or ought to be, can be either educationally adequate or politically acceptable. Built into this is an exploration of how the spirituality initiative should be organised nationally and a challenge to both communitarian ami social democratic liberal conceptions of state education, in favour of one that nurtures, rather than promotes, pluralism.
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Bolton, Gillie. „Explorative and expressive writing for personal and professional development“. Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/19436/.
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How can writing exploratively and expressively help people critically assess their life? In what way can a writing process, akin to that used by creative writers to generate first drafts, be a form of critical reflection and reflexivity for personal and professional development? The publications and introductory essay presented in this PhD by Publication thesis examines reflective practice writing for professional development and therapeutic writing for personal development. Both forms use expressive and explorative writing in association with facilitated critical discussion. The publications cover a twenty-five year period of practice and practitioner research enquiry, using narrative, poetry, fictional and autoethnographic-type writing methods. Reflective and therapeutic writing are claimed to form an element within the internationally growing related fields of medical humanities and literature and medicine. The nature of the self which professionals and individuals enquire into through their writing is examined in this thesis, drawing upon an eclectic range of psychological, literary, educational, philosophical and anthropological theories. Narrative and metaphor (natural human forms for self-understanding, learning, and communication) are central to reflective and therapeutic writing. A wide range of professionals have been involved in this research into practice (for example medical, healthcare, education, clinical psychology and healthcare), and different client groups (for example palliative care, and primary care anxious and depressed patients). Explorative and expressive writing for personal and professional development, embryonic areas of study twenty-five years ago, now has high impact potential in social, cultural and professional areas. Although gaining in interest, credibility and presence, they need significant further research to achieve their potential status and value.
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Silver, Hannibal. „A biblical psychology of human development and personal change“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Franklin, Deanna. „Teacher involvement in implementing state personal finance mandates“. Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717347.
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This study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education.
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McKenna, Gary. „Applying a web based personal tutoring system to enhance learner engagement with personal development planning e-portfolios“. Thesis, University of the West of Scotland, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744772.
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Woodward, Natasha Sian. „Experiences of personal and professional identities during clinical psychology doctoral training“. Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/14778.
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This study explored newly qualified Clinical Psychologists’ (CPs) experiences of personal professional development (PPD) during doctoral training. In particular there was a focus on their experiences of their personal and professional identities. Within literature relevant to PPD in Clinical Psychology training, personal and professional development were largely conceptualised as separate processes. Yet models of reflective practice would suggest that an awareness of the personal self is necessary for effective clinical work. The research questions were ‘How do newly qualified CPs experience their personal and professional identities during doctoral training? and ‘How do they experience the boundary between their personal and professional development?’. To respond to these questions seven newly qualified CPs were interviewed regarding their experiences of their personal and professional identities during training. A qualitative research design was employed and Interpretative Phenomenological Analysis was used to analyse the data. Three superordinate themes were identified within the data: Developing self-acceptance; Enhancing awareness of self and others; Taking risks and managing uncertainty. Within these results there was a strong message of an inextricable link between personal and professional identities. It seemed that participants started from a position of being themselves, and during training negotiated the dilemmas of learning a professional role. In order to do this they would often look to others for how to negotiate this process. Yet this process could create challenges, as bringing one’s personal self into the professional arena was not always seen as acceptable. If participants were able to show personal aspects of themselves this could make them feel vulnerable and, therefore, these processes held an element of uncertainty. Where participants were able to show their personal selves and felt validated, this allowed for developing self-acceptance. The implications for clinical training and the clients with whom CPs work are discussed.
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Meca, Alan. „Personal Control and Responsibility Measure: A Psychometric Evaluation“. FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/665.
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The Changing Lives Program (CLP) is a Positive Youth Development (PYD) program that seeks to empower adolescents attending voluntary alternative high schools to take control and responsibility over their lives so they may change their negative life pathways into positive ones. The current study seeks to evaluate the CLP’s Personal Control and Responsibility Measure, an eight item scale devised to assess individuals control and responsibility over life change goals (CRLCG) and life in general (CRG). Using a weighted least squares mean and variance adjusted (WLSMV) estimator available in Mplus for categorical variable modeling, the current study ran confirmatory factory analysis on two theoretically possible models, a single factor and a two factor structure. After items regarding control over consequences dropped, results confirmed the hypothesized two factor model (CRLCG and CRG). Furthermore, analysis of measurement invariance found the factor structure form, factor loadings, and intercepts to be invariant across condition, gender, ethnicity, and time (time 1 and 2). Limitations of the current study and implications for future evaluations of the Changing Lives Program (CLP) are discussed.
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McCullough, Hazel. „Using personal development planning for career development with research scientists in sub-Saharan Africa“. Thesis, University of Liverpool, 2010. http://livrepository.liverpool.ac.uk/2973/.
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This research study evaluated the use of Personal Development Planning (PDP) as a strategy to help a group of ten doctoral and fourteen postdoctoral research scientists, based in eight developing countries in Africa, enhance and progress their career development. To achieve this, a PDP system, with built-in tools and support systems was developed specifically for this purpose. Using an Action Research approach, within a framework adapted from Kirkpatrick’s “Four Levels of Evaluation” the research study evaluated the PDP system, tools and processes; and from lessons learned developed a transferable system and tools for future use with research scientists based in these and other developing countries in Africa. The study explored the following questions: (1) How do these research scientists feel about using PDP, the system and tools? (2) What is being done differently as a result of engaging with PDP – are there any learning gains, and are they applied in practice? (3) To what extent has PDP helped these research scientists feel confident about planning and managing their career development? (4) How far is it feasible to implement PDP more widely with other research scientists in Africa? Using both quantitative and qualitative data from the Group’s PDP documentation, questionnaires, nominal group technique, an online focus group discussion, and semi-structured interviews, the main study findings showed that overall the majority of the group felt that PDP made a positive contribution to helping them enhance and progress their career development; and was successful in helping them to feel confident about planning and managing their career development and progression. Given the focus and limited time, the study does not evaluate the broader impact that engagement with PDP might have on career progression. A longitudinal, follow up study would be needed to evaluate this aspect of PDP in relation to career development in Africa. The data showed that PDP is a concept that can be transferred successfully to developing country settings in Africa. It also indicated that, with the essential support elements of personal support, financial support, time and institutional support built into a PDP programme, it would be feasible to implement PDP with a similar group of research scientists in Africa. Further studies are needed to evaluate feasibility of implementing this strategy more widely in countries in Sub-Saharan Africa.
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Sundberg-Douse, Gail A. „The personal development process of employees in a community hospital“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/GSundberg-Douse2005.pdf.
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Ntloko, Balisa Mirriam. „Hearing the voice of rural women regarding personal development issues“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12736.
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Some rural communities in South Africa suffer from the results of inequity and disempowerment. It is especially black females who are affected in this regard. A number of factors contribute to the oppression of female voices in their rural communities. In this study the voice is considered the right and freedom of speech for women to express their opinions in order to influence others. Both the national government and civil society fervently push for the placement of women and children empowerment onto the development agenda. Yet, one still notes with concern that in reality, it seems to be mostly men who fully enjoy freedom of speech, senior employment and decision making powers in South Africa. Thus, it remains evident that not enough has been done to redress gender inequities,especially in South African rural communities. Focussing on one rural community situated in the outskirts of the Eastern Cape (former Transkei), this research undertook to determine the various ways in which rural women may have their voice heard in their immediate communities, particularly pertaining to personal development issues. Community members, who were identified through a purposive sampling method, shared their perceptions on the research topic.Through the research, it has become clear that in order to overcome female silence, the communal role of women needs to be broadened beyond the scope of traditionally gendered activities such as the carrying out of house work/chores such as cooking or childrearing. Furthermore, women must be knowledgeable about their basic human rights and responsibilities; their education in this regard should be made a national priority. It has also become evident that in order to overcome female voices remaining silent, women should begin to take greater personal responsibility over their reproductive health.Practical recommendations to ddress each framed theme have been presented.
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Ntile, Zukiswa. „Assessing the personal development of employees in a municipal environment“. Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020420.
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Skills transfer to Municipal employees is lacking due to management delays in acknowledging and understanding its importance to the affected employees. These result in poor work performance and services delivery to the communities. In the research design the Job Performance in any organisation is expected to be releasing good results or outcomes. Employees expect to be recognised in their work they perform. The employers’ responsibility is to ensure that the employee’s interests are taken care of reasonably. Scarce skill is a very important aspect in the career of specialised skilled employees and expectations are very high in this kind of environment. Globally the scarce skill is one of the aspects that is encouraged that organisations should take cognisance of. When staff is recruited and works for the Municipality it is vital that they are retained and capacitated through trainings. The employees that have worked for the Municipality a longer period should or must at least transfer those skills for the preparation of the succession planning and continuity in the organisation. The data was collected in a form of a questionnaire where respondents indicated their responses based on the questions formulated to measure their job performance, scarce skills, retention of staff, recruitment and selection, on-the-job training for skills transfer and training in relevant field. The data collected was analysed and presented in the form of tables and percentages. The study has revealed that the clear strategies recommended are essential in the personal development of employees through training, recognition inthe institution by way of remuneration or awards and ensuring to retain staff for a longer period for succession planning in a municipal environment.
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Dorin, Casey Shane. „A client evaluation of the personal support and development network“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28713.
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In recent years, there has been a trend in Canada towards a model of social assistance which is pro-active in getting people off social assistance and into the labour force. Despite the proliferation of supply-side focussed programs emphasizing training and employment-counselling, however, there has been little research and evaluation of workfare models in the Canadian context.
The purpose of this study is to explore the primary and secondary effects, as perceived by the clients, of a three month employment-counselling program (PSDN) that serves long-term unemployed social assistance recipients in Edmonton, Alberta. The qualitative study utilizes a basic time series (A-B) design for exploratory-descriptive purposes.
Four categories of participants in the PSDN program are identified: Reactive, Pro-active, Restricted and Reluctant. The findings suggest that policies and programs need to acknowledge the diversity and heterogeneity of problems being faced by the unemployed on social assistance. There are potential benefits in
developing programs for the unemployed on social assistance which are flexible, positive, motivating, and supportive. Clients require different levels of interventions and services depending on their needs.Arts, Faculty of
Social Work, School of
Graduate
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O???Leary, Kay Education Faculty of Arts & Social Sciences UNSW. „Development of personal strengths and moral reasoning in gifted adolescents“. Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/20540.
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This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan region. An instrument entitled the Development of Personal Strengths Questionnaire was developed to analyse students??? attitudes while the Defining Issues Test (Rest, 1986) was also administered to measure moral reasoning ability. Results showed that gifted students have significantly higher levels of acknowledgement of personal strengths and reasons for developing personal strengths, which reflect altruistic motivations. Gifted students scored significantly higher on altruism and philanthropy and showed significantly higher scores on the Defining Issues Test. Aspects of developing personal strengths, on which gifted students showed no significant difference from non-identified peers were in areas of motivation and responsibility for developing these strengths. A significant, but modest, connection was found between development of personal strengths and moral reasoning. Gender differences were also examined, with males reporting higher acknowledgement of personal strengths than females and females reporting higher levels on reasons for developing personal strengths as well as altruism and philanthropy. Females also showed significantly higher scores on the Defining Issues Test. These results were consistent within the gifted participant group. It was concluded that gifted students in this study were more likely to acknowledge their personal strengths or gifts and were more inclined to hold reasons for this development which related to higher levels of altruism, philanthropy and moral reasoning. These characteristics need to be taken into consideration in development of programs and provisions for gifted students, both now and in the future.
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Osterstock, Nadia. „Cancer and personal development : a narrative analysis of individuals' experiences /“. Title page, table of contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ARPS/09arps085.pdf.
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Diaz-Saavedra, Joseph Paul. „Design and development of a voice interactive personal banking system“. Ohio : Ohio University, 1990. http://www.ohiolink.edu/etd/view.cgi?ohiou1183489570.
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Dunajevas, Eugenijus. „The development of personal social services in post-communist Lithuania“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110414_105213-57549.
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The objective of the dissertation is to identify the main features of Western personal social services in institutional and organizational structure of post-communist Lithuania. The first part of the dissertation is devoted to get analytical frame of personal social services. Part two presents the research strategy used to analyze the institutional and organizations structure of personal social services in post-communist Lithuania: object of research, data sources and data gathering techniques, data analysis process and techniques. The analysis of institutional and organizational structure of personal social services in post-communist Lithuania is conducted in the third part of dissertation. Findings: the institutional and organizational structure of personal social services in post-communist Lithuania corresponds to Western structures, but the development was influenced by the legacy of communist period.Disertacijoje tyrinėjama asmeninių socialinių paslaugų institucinė ir organizacinė struktūra Lietuvoje. Pagrindinis darbo tikslas – ištirti Vakarų šalių asmeninių socialinių paslaugų institucinės ir organizacinės struktūros pagrindinių bruožų raišką Lietuvoje. Disertacijos struktūrą lėmė išsikeltas tyrimo tikslas. Pirmoje darbo dalyje siekiama pateikti asmeninių socialinių paslaugų sampratą, išskiriant ją sudarančius elementus, kurių transformacijos analizuojamos kitose darbo dalyse. Antroje darbo dalyje pristatomi tyrimo objektai, duomenų šaltiniai ir duomenų rinkimo metodai, duomenų analizės metodai ir procesas. Trečiojoje darbo dalyje analizuojama Lietuvos asmeninių socialinių paslaugų institucinė ir organizacinė struktūra, siekiant identifikuoti Vakarų šalių asmeninių socialinių paslaugų institucinės ir organizacinės struktūros bruožus, bei atskleisti atitinkamo bruožo raišką sąlygojančius mechanizmus. Disertacijoje konstatuojama, kad Lietuvos asmeninių socialinių paslaugų institucinėje ir organizacinėje struktūroje galima identifikuoti tam tikrus Vakarų šalių bruožus, tačiau jų raiška yra veikiama iki nepriklausomybės atkūrimo buvusios institucinės ir organizacinės struktūros.
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Cherland, Kelsey. „The Development Of Personal Status Law In Jordan & Iraq“. Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/865.
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This thesis explores the historical development of personal status law, which governs a person’s marriage, divorce, and custody rights. It is significant because it is part of a framework that has defined women’s rights for centuries. I will argue that personal status law is a patriarchal framework that has been reinforced over time, leading up to the creation of nation-states in the Middle East. As such, this is the “institution” of personal status that will be traced using historical institutionalism theory. In this thesis I will argue that personal status has undergone a critical juncture, or crucial moment of potential to change, in both Jordan and Iraq’s founding, and that this has consequentially affected personal status law development and responses to the women’s movement throughout the 20th century in both countries. This thesis briefly reviews the role of women’s rights and the development of law in pre-Islam era, Islam and the Qur’an, and the Ottoman Empire in order to describe the institution of personal status law. Next, I review the history of Jordan and then Iraq and identify the critical juncture of personal status in historical context. In each chapter I will also explore the matter of de facto, or what women’s rights are like in practice, as an example of the institution at work in the patriarchal protection paradox.
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Maskell, Pauline. „Personal development outcomes from training and practice for peer counsellors“. Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251780.
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Horton, Harold Willard. „Project REACH : an innovative approach to empowerment through personal development“. Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/17240.
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Rayson, Kathryn. „An exploration of Cognitive Behavioural Therapists' personal and professional development“. Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114927/.
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This thesis explores Cognitive Behavioural Therapists’ personal and professional development. Paper one consists of a systematic review of the quality of ten studies examining the measurement properties of CBT Competence Scales (CCSs). Overall the quality of the studies varied, but most were rated as ‘fair’ due to small sample sizes. The review also found inconsistency in the way some measurement properties were defined. The review concluded that more research into the measurement properties of CCSs is needed and that consensus is required to determine appropriate sample sizes and measurement property definitions. Paper 2 explored the personal and professional development of eight students over the course of a postgraduate certificate in Cognitive Behavioural Therapy (CBT), within Personal Construct Theory, using the repertory grid technique. The study found that certificate students perceived an increase in CBT competence but at the expense of interpersonal effectiveness. The study found difference in the personal and professional development of certificate CBT students, compared to previous findings with diploma students. Implications for students, trainers and commissioners are discussed, with suggestions on ways to increase certificate students’ reflection. Paper three presents a critical review of the research process, including both the systematic review and empirical paper. The strengths and limitations will be discussed, as well as the authors personal development as a scientist practitioner as a result of conducting the research.