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1
CAMPOS, KATIA NAHUM. „GENERATIONAL TRANSMISSION: EFFECTS ON PROFESSIONAL CHOICE“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15817@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOA adolescência é uma fase do ciclo de vida na qual o sujeito passa por uma série de transformações corporais e psicológicas. Neste período, há a consolidação da identidade e o jovem se depara com uma gama de escolhas que definirão o seu futuro, dentre elas, a escolha da profissão. Diversos fatores exercem influência nesta escolha e o adolescente a realizará baseado no contexto social, econômico, cultural e psicológico em que se encontra. A decisão por uma carreira faz parte de um processo contínuo que começa desde cedo, com uma grande participação da história de vida familiar. Esta pesquisa teve por objetivo analisar a questão da influência da família na escolha profissional, observando aspectos da transmissão geracional. Foram entrevistadas duas famílias (pai, mãe e adolescente). Os adolescentes cursavam o 3º ano do ensino médio e as famílias residiam na cidade de Niterói/RJ e pertenciam à camada média-alta da população. As entrevistas foram gravadas, transcritas e o conteúdo foi posteriormente analisado. Do conteúdo emergiram três categorias de análise que configuraram os temas primordiais dos relatos dos entrevistados. Constatou-se que a família exerce uma grande influência no momento da escolha profissional, depositando expectativas, fazendo exigências de forma direta ou indireta e passando valores sobre determinadas ocupações. Concluiu-se que a escolha profissional não é feita ao acaso, mas está ligada às profissões cujos valores são transmitidos desde gerações anteriores e aos papéis que cada um deve desempenhar na dinâmica familiar.
Adolescence is a phase in life cycle in which the individual goes through a series of physical and psychological transformations. In this period there is the consolidation of identity and the youngster faces a range of choices that will define his future, including the professional choice. Many factors exert influence in this choice and the adolescent will make it based on his social, cultural and psychological context. The decision for a professional career is part of a continuous process that starts early on, with a great participation of family life history. This research had the goal to analyze family influence in professional choice, observing aspects of generational transmission. Two families (composed by father, mother, and one adolescent) were interviewed. The adolescents were students in the third grade in middle school; families lived in the city of Niterói, in Rio de Janeiro, and were from middle-class. Interviews were recorded, transcribed, and their content was later analyzed. From interviews’ content three categories of analysis emerged, which configured fundamental themes in participants’ reports. It was observed that the family exerts a great influence in the moment of professional choice, placing expectations, making demands in direct and indirect ways, and transmitting values about certain occupations. It was concluded that professional choice is not made by chance, but is related to professions for which values are transmitted by prior generations and to the roles that each person should play in the family dynamics.
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Pickering, Charles A. L. „Institutional Participation Effects on Individual Market Framing among Engineers“. Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1145536125.
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Swailes, Stephen. „Organisational commitment of professional employees : measurement and interaction effects“. Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/7832.
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This thesis presents an exploratory study into the nature of organisational commitment among professional employees. This thesis argues that the classic definition of commitment (Mowday, Porter and Steers, 1982) has been superseded by a reshaped psychological contract that affects the employment relationship in post-industrial society. Following exploratory, qualitative research organisational commitment was conceptualised as a multi-dimensional construct involving the congruence of individual and organisational goals, effort directed at goal achievement and innovation in the work place. A Behavioural Commitment Scale was developed and construct validity was examined through a cross sectional, quantitative survey of 329 pharmaceutical chemists, 166 public sector accountants and 138 private sector accountants. Social exchange theory is used to contextualise a study of how behavioural commitment is related to professionalism, perceived organisational support and social exchange disposition. Confirmatory factor analysis supported the three-dimensional structure of the Behavioural Commitment Scale. Multiple moderated regression revealed that the influence of situational variables upon interaction effects was greater than the nature of the profession. Union membership, low tenure, and prior involuntary job change all influenced positive interactions between perceived support and exchange. Professionalism moderated the effect of social exchange on commitment. Feelings of inability to leave the organisation and job insecurity in the late career stage both interact negatively with professionalism to have detrimental affects upon behavioural commitment. The implications for human resource management include: recognition of the influence that competing commitments have upon employees and the potential for judicious use of support; and, maintaining commitment in climates of job insecurity and job immobility. Suggestions for further research are given.
4
Burdett, John M. Huffman Jane Bumpers. „The effects of professional learning communities on student achievement“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12089.
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Chadwick, Byron James Rhett. „Incentive effects: assessing effort and heterogeneity in professional tennis“. Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/69467.
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This study explores the impact incentive effects have on the level of effort exerted by professional men and women tennis players. Understanding what impact incentives have on tennis players can allow for greater understanding of the impact incentives have in the workplace and how employees react to different incentive schemes. The study makes use of data from both the ATP and WTA tour of every tournament played during the 2016 season. This includes player statistics, tournament statistics and in-game statistics from the quarter-finals, semi-finals and finals of each tournament in an attempt to account for initial seeding effects. This provides a total of 440 ATP matches and 389 WTA matches for an overall sample size of 829 professional tennis matches. The findings from this study illustrate in the last three rounds of all the tournaments played, for both male and females, money is not considered to be a key motivator for players. The ATP and WTA results suggest that competitors do not alter their effort levels depending on the level of the tournament. This illustrates that players exert similar effort levels regardless of the amount of money or ranking points available. The outcome of the findings supports that of the capability effect of heterogeneity on players’ performance. This means that the outcome of a match is linked more to the abilities of the competitors involved as opposed to the incentives available. Thus, players will adjust their effort levels according to their opponent and not because there are more money or ranking points available. This suggests that both the ATP and WTA should aim to reduce the differences in abilities amongst the players in an attempt to raise the attractiveness of the sport. Overall, the findings from this study illustrate that the capability effect outweighs that of the incentive effect.
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Ocampo, Evelyn. „EFFECTS OF ON-CALL WORK ON PROFESSIONAL SOCIAL WORKERS“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/296.
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This thesis attempted to examine the effects of on-call work schedules on professional social workers. This was achieved through the use of a demographic survey and qualitative face-to-face and phone interviews. A total of 15 interview questions were explored, the subjects included: the impacts of on-call work on psychological, physiological, emotional well-being and work family balance of professional social workers. Participants were recruited using availability sampling and the sample size consisted of nine participants. The nine interviews were transcribed and analyzed using thematic analysis. The researcher identified common themes related to on-call work schedules. Results found that participants suffered familial disruption as well as impacts on their well-being and support system. There was also a lack of access to patient information and similar difficulties experienced by participants while on-call. Participants also provided suggestions in order to improve on-call experiences. It is recommended that similar studies be conducted on a larger sample size to insure generalizability and a greater understanding of the impacts on-call work has on the social work profession.
7
Burdett, John M. „The Effects of Professional Learning Communities on Student Achievement“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12089/.
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The purpose of this study was to examine data from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) report, identify questions and statements that correlate to the dimensions of professional learning communities (PLCs), and determine the effect PLCs have on student achievement based on the ECLS-K data. In addition, the rationale for doing this research was to measure growth in student achievement over time. A multilevel growth model was used for this research. Univariate analysis was conducted in order to reveal frequencies and percentages associated with teacher responses. Bivariate analysis was applied in order to determine the inter-correlations between the fourteen variables. Once the inter-correlations were determined from the bivariate analysis, principal component analysis was applied in order to reveal the theoretical relationship between the variables. Through the use of principal components a set of correlated variables is transformed into a set of structure coefficient: support and collaborative. Finally, a multilevel growth model was used in order to determine the effect that each variable within the support and collaborative structure coefficients had on student achievement over time. This study revealed a number of variables within the ECLS-K report that correspond to the dimensions of PLCs have a statistically significant effect on student achievement in math and reading over time. This study demonstrated that support and collaborative variables within PLCs have a positive effect on both math and reading IRT achievement from 3rd grade to 5th grade.
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Powers, Anne K. „The psychological and sociological effects of professional sport on the wives and families of professional athletes“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273579891.
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9
Attamimi, Muhammad Fadri. „Determinants of Professional Soccer Team Values: Analyzing the International Effects on the Value of Professional Soccer Teams“. Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1644.
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In 2014, Professor Scelles and his colleagues ran a test regarding the determinants of professional soccer team values. This thesis will follow a similar model and estimate the determinants of firm values in professional soccer teams from 2007-2016. It will include Asian ownership, percentage of foreign players and Asian sponsorship as new variables. This paper will also test the determinants on market cap and enterprise value in addition to Forbes’ valuation. The results of this study shows that the new variables have a significant impact depending on the valuation that is being tested on.
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Mikael, Bahar. „The effects of study abroad programs on teachers' professional development /“. Full-text of dissertation on the Internet (708.33 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mikaelbe/mikaelbe_masters_04-07-2010-1.pdf.
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Brunkowski, Carol A. Fisher Robert L. „The effects of self-selected professional development on instructional practices“. Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196659.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed May 18, 2006. Dissertation Committee: Robert Fisher (chair), Deborah Curtis, S. Rex Morrow. Includes bibliographical references (leaves 180-201) and abstract. Also available in print.
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Nehring, Michael K. „Effects of professional development on implementing a lean manufacturing curriculum“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007nehringm.pdf.
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Perkins, Andrew Brian. „Effects of Professional Mitigation in Cases Involving Illegal Sexual Behavior“. Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577189.
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Mitigating evidence is evidence that is presented during the sentencing phase of a trial and is meant to argue for leniency in sentencing. A new form of psycho-legal professional, called a mitigation specialist, is being relied upon more often to assemble the diverse array of psychosocial factors into coherent arguments for less severe sentences. Unfortunately, there is a lack of empirical evidence upon which such professionals can base their work. This is of particular concern in the context of sex offenses—where strong attitudes may overwhelm legal instruction. In collaboration with the Office of the Pima County Public Defender, the current investigation utilized 209 cases; half involving sex offenses, half involving violent non-sexual offenses, and half utilizing professional mitigation, half not utilizing professional mitigation, to better elucidate the effects of professional mitigation reports on sentences in cases involving sexual and violent nonsexual crime. Results revealed that the effectiveness of mitigation reports was heavily moderated by case type. While mitigating evidence was effective in reducing sentence length for violent nonsexual offenses, it had the opposite effect in the cases involving sex offenses. Psychological reports, however were effective in reducing sentence lengths for cases involving sex offenses. Individual mitigating factors and lexical characteristics (examined through Linguistic Inquiry and Word Count software) did not show any consistent relationship with sentence length, suggesting that the effect of the mitigation reports as a whole cannot necessarily be discerned from its parts. Limitations, future directions, and possible implications for the practice of mitigation specialists are explored.
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Smarr, Karen Lynn. „The effects of arthritis professional continuing education in vocational rehabilitation /“. free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099638.
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Lange, Alissa A. „Effects of a Preschool STEM Professional Learning Project for Teachers“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5838.
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Mortier, Megan E. „Exploring the Effects of Professional Development on Teachers Discourse Practices“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404405414.
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Brizendine, Laora Dauberman. „The effects of teaching in a professional development school and the National Council of Teachers of Mathematics Professional standards“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1175.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains viii, 114 p. Vita. Includes abstract. Includes bibliographical references (p. 84-87).
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Fairley, Suzanne Elizabeth, und Sue Fairley@mailbox gu edu au. „The Effects of Professional Development on Ministerial Leaders' Thinking and Practice“. Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.094147.
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This study focused on the extent to which professional development can bring about changes in ministerial leaders' thinking and practice, and was based on a constructivist approach to learning. The study adopted a qualitative methodology to answer the three research questions: 1. To what extent can professional development assist ministerial leaders to change their thinking about themselves as leaders and their actual leadership practices? 2.What changes (if any) occurred in each of the participants' conceptions of ministerial leadership during a Ministerial Leadership Development Program (MLDP)? 3. To what extent did changes in participants' thinking about ministerial leadership affect their actual practice? There were nineteen participants in a Ministerial Leadership Development Program which was conducted between March and October 2000 by the Uniting Church in Australia (Queensland Synod). Data were gathered at the beginning and end of the MLDP and one year after its completion. The methods used to collect data were concept maps of 'effective leaders', repertory grids based on participants' views of 'effective' and 'ineffective' leaders, interviews and a survey. The concept maps and repertory grids were completed at the beginning and end of the MLDP. The interviews and survey were conducted one year after the program was completed. The interviews were conducted with a small group of the participants (five) and the survey was completed by lay leaders from the congregations where the nineteen participants were ministering. For each of the five interviewees a case was constructed using methodological triangulation and an interpretive approach. Triangulation of the three types of data (concept maps, repertory grids and interviews) enabled identification of important components of individuals' thinking and practice. The survey produced data on the perspectives of lay leaders, thus enabling comparison between the perspectives of the ministerial leaders and their lay leaders. The study found a variety of initial conceptions of effective ministerial leadership amongst the participants. Most of these conceptions were related to leadership skills and qualities. Very few participants demonstrated an understanding of the nature of effective ministerial leadership at the beginning of the program. However, during the MLDP, the conceptions of participants developed and by the end of the program most of them demonstrated a more holistic understanding of the nature of leadership, and particularly, the nature of Christian leadership. In relation to changes in leaders' practice, the study found that significant changes were reported as taking place in leaders' practice and most of this was linked to their thinking changing first. Many of these changes in practice were attributed to the encouragement leaders received in mentor groups. These reported changes in practice were also supported by data from the lay leaders' survey. Thus there was consistency in data from ministerial leaders' perspectives and from lay leaders' perspectives. Apparent trends across the cases included links between the leaders' feelings of self confidence and their capacity to lead effectively; the difficulties associated with following a minister who had a very different conception of effective leadership from his/her own; the unrealistic expectations some congregational members have of their ministers; and the difficulty of moving a congregation from one understanding of ministry to another. The results of this study have implications for pre-service education, continuing education, and the policy-making committees of the Synod, and suggest fruitful areas for further research. The results of the research are discussed in relation to relevant literature. Implications of the findings for the appropriate stakeholders are highlighted, and some ongoing issues for ministerial leadership are raised.
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Price, Beverley Christmas. „Effects on teachers' mathematics content knowledge of a professional learning community“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5011.
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During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.; The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked at whether or not the participation of a group of third grade teachers in a professional learning community PLC improved the mathematical content knowledge of the participants of the study. This research design called for the research to be conducted in three phases. In Phase I, the researcher interviewed all participants using a researcher-designed interview guide. A researcher-adapted survey, based upon previously released items Ball (2008) was administered as a pre-test of mathematical content knowledge,. In Phase II of the study, the researcher documented the activities that occurred within a 10-week long professional learning community (PLC) of third-grade teachers. In Phase III of the research, a post-study interview was conducted with each of the participants by an independent observer to elicit participants' perceptions and observations based on their participation in the PLC. A post-test of content knowledge was also administered to the participants. Several themes were identified in the research study. These themes led to recommendations for practice and future research. Themes were related to the lack of mathematical understanding experienced by some teachers and the lack of professional development specifically related to mathematics, the value of the professional learning community, and the benefits of sharing current research and best practices.ID: 029810181; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 220-226).
Ed.D.
Doctorate
Education
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Burgess, Debra Ann Paton. „Effects of adult developmental stages on the professional education of teachers“. Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2482.
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The purpose of this study was to examine the stages of teaching careers and staff development preferences within the context of Levinson's (1978) adult development theory. This study found that adult development theory affects teachers' view of their careers and identified four themes across the teaching career: isolation, low perceived status, student relationships, and support networks. Additionally, this study describes what constitutes sound staff development activities. Semi structured group and individual interviews were used to collect data from 31 practicing elementary teachers in two rural northern California schools districts. The sample was selected from autobiographical and professional data questionnaire completed by 159 teachers. Grounded theory was used to analyze data and integrate into a description of teaching careers that spans a range of 30+ years of experience. Four teacher career stages were identified: early, early middle, late middle and veteran. The four themes identified in this study were constant across the teaching career, but the significance varied at each developmental stage. Results supported a differentiated model of staff development based on teacher career stages. A career long, articulated model of teacher staff development was developed, incorporating adult learning principles, reflective practice, and the role of mentor at each career stage. The recommended model in this study focuses on the needs of the teacher at each career stage and views the teacher as a fully, functioning professional. Thus, a major conclusion in this study is the need for a paradigm shift in current staff development practices that focuses on teacher rather than institutional or societal needs. Schon's (1983, 1987) model of reflective practice of conscious reflection before, during and after practice is described to promote teacher growth at each developmental career stage. Finally, this study concludes that support networks are a vital element in teacher professional development and describes the changing role of the mentor throughout the career cycle to assist in the professional growth of the individual teacher.
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Semple-McBean, M. A. „Caregiver-child interactions : effects of professional development on practice in Guyana“. Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1517840/.
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In 2010, the first Early Childhood Professional Development (ECPD) programme was introduced by the University of Guyana (UG). This two-year programme was designed for caregivers working with children in the birth to four-year-old age group. Statistical analysis of this programme suggests it is not having the desired effect in promoting caregiver-child interaction (CCI), when assessed against structural performance indicators (UG-UNICEF, 2012). Given that CCI has been cited in the last decade as one of the most critical determinants for optimising learning during early years (Siraj-Blatchford et al., 2003; Sabol et al., 2013; Siraj and Asani, 2015), discussions were held with tutors, in an attempt to address this perceived deficiency. These discussions revealed that caregivers had made significant gains despite receiving relatively low scores on assessment scales. Consequently, this study attempts to explore these small, yet potentially significant changes. The main research question considered here is: ‘How has the ECPD programme contributed to the quality of caregivers’ professional interaction practices?’ A qualitative case study, supported by ethnographic techniques, constitutes the theoretical framework to investigate this question. To explore everyday CCI practice, eight cases were selected for observation, video-review, guided-recall and semi-structured interviews. Professionals who witnessed or supported these caregivers’ practice were also interviewed, and an examination of programme materials and delivery was conducted. Results were interpreted using a thematic analysis. The major findings are: (i) caregivers engage in challenging-type interactions; but, the intensity depends on whether interactions are aimed at ‘gaffing’ [spontaneous conversation] or ‘lesson-time’, or conducted with whole-groups or on a one-on-one basis; (ii) notable differences in CCI are accounted for by caregivers’ degree of readiness to change, and prioritisation of pedagogical thinking about practice. It can be concluded that CCI experiences are too complex and transactional to be captured by UG’s current assessment tools. Recommendations are offered to allow UG to make decisions about training strategies which are most useful, might be missing, or that could be discontinued or modified.
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Castronova, John. „The economic effects of sports stadiums and franchises“. Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/989.
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Kjelgaard, Peggy Anne. „Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.
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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.
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Okere, Davidson. „Professional Development For K--12 Charter School Teachers in Jersey City: Effects on Student Achievement“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/872.
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Continuous workforce training programs are important for business productivity. Traditional professional development practices (those that make teachers passive consumers of knowledge) may no longer satisfy the need for teachers' professional growth and for student achievement as measured by test scores. The purpose of this quantitative, nonexperimental study was to consider the importance of professional development and collegiality (teacher collaboration) on student achievement. This study was based on Piaget's constructivism. The research question asked whether teachers thought collegial professional development and management's support helped teachers improve student achievement based upon the type of professional development (PD) employed at their schools. The Standards Assessment Inventory (SAI) was used to gather data from a convenience sample of 68 charter school teachers in metropolitan New Jersey. A t test used to analyze SAI differences across groups that either received generic PD delivered by an external service or those who received PD that was internally designed to the specific needs of their schools. Results were used to document that charter school teachers reported frequent use of all 11 SAI criteria at their schools, and the internally designed PD group reported significantly more types, diversity and research-based PD than those receiving generic programs. The recommendation is that administrators allow teachers to practice peer coaching and observe colleagues who implement effective teaching strategies in their classrooms rather than endorsing specific professional development methods. Implications for social change include improving student achievement through the collaborative practice of teachers, and assisting students to realize their full potential.
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Holleman, Margaret Ann Phillip. „Effects of academic-industry relations on the professional socialization graduate science students“. Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/282896.
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This study asks if there has been a change in graduate student socialization in the biological sciences given the increased commercialism of life sciences. Drawing on the work of Steven Brint (1994) and Sheila Slaughter and Larry Leslie (1997) and Sheila Slaughter and Gary Rhoades (2004), this study asks if graduate student socialization has shifted emphasis from the social and moral dimensions of work (social trustee professionalism) to the practical, technical, and commercial dimensions (expert professionalism). Building on the survey results of the Acadia Project (Swazey, Louis, & Anderson, 1994; Louis, Anderson & Rosenberg, 1995), this qualitative study uses interviews with 25 graduate science students at two A.A.U. research universities that have been heavily involved in academic-industry relations to see how the students were professionally socialized throughout their educational careers. The student configuration compares males and females, U.S. and international students, and those funded by the government versus those receiving at least partial support from industry. It uses critical professionalization theory as a framework. The study found that students' career goals and values were usually set before graduate school primarily by females in non-elite institutions, such as community colleges, women's and liberal arts colleges, and non-flagship state universities. Also, university science faculty tend to continue to socialize students--even those planning to go into industry--for the professoriate, as their prestige is based on placing proteges into other elite schools. U.S. females and most students going into academics or government labs had the values of social trustee professionals while those going into industry held those of expert professionals. The former were more likely to recognize situations involving conflicts of interest or commitment. Almost all the students were disillusioned by the grants and promotion and tenure systems. They feel both tend to erode scientific norms. Both also require mentors to maintain large labs. International students tend not to get training in research ethics. In the conclusion, recommendations are made about recruiting more students into science careers, changing the mentoring and grants processes, and requiring ethics classes and work in undergraduate labs.
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Stewart, Keith Allen. „Effects of Professional Learning Communities in Alabama Black Belt Schools| Case Study“. Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619414.
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The purpose of this qualitative case study was to explore the effects of professional learning communities (PLCs) in Alabama Black Belt schools. Alabama's Black Belt has many challenges, such as poverty, high concentration of students from low-income households, struggling schools, and repercussions of the No Child Left Behind Act. The researcher identified school-related factors that were beneficial to student achievement. One such factor was PLCs. However, it was not known if PLCs were the reason sustained student achievement was achieved in the Park County School District. Fifteen educators participated in this study. Four research questions guided this study. Through this case study, data were collected, coded, thematically analyzed, and interpreted to identify factors that may have enabled the Park County School District to sustain student achievement. Despite the challenges that exist throughout the Black Belt region, the dedicated professionals who work in the Park County School District found ways to educate children from poverty households. One important factor to their success was PLCs. PLCs provided opportunities for educators to influence student achievement through collaboration on instructional practice, leadership, and shared decision-making.
Keywords: Achievement, black belt, poverty, professional learning communities, education, teachers, school administrators.
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Gust, Korrine M. „The effects of professional development for early childhood educators on emergent literacy“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336621.
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This research study had two primary purposes. The first purpose was to evaluate the effectiveness of professional development training sessions with early childhood educators by measuring the emergent literacy skills of their students. The second purpose was to begin to establish concurrent validity for a fairly new skills-based instrument with an established norm-referenced instrument.A pretest-posttest design to assess the children's emergent literacy skills was utilized. After the pretest was conducted with the subjects, ages 3-5 years old, their teachers from the experimental group attended professional development sessions to address emergent literacy strategies for their early childhood classrooms. The teachers in the control group did not participate in the professional development sessions. At the conclusion of the intervention period the children's emergent literacy skills were posttested.The pretest and posttest assessments were conducted following best practice guidelines for early childhood education assessments. The early childhood educators who knew the children well completed the skills-based instrument through an observation process with a rating scale. The primary researcher conducted the norm-referenced instrument with each of the children in a one-on-one situation at the child's early childhood center.The scores of the two instruments were analyzed to evaluate the gains of the children, the significance of independent variables, and to examine the relationship between the two instruments. The data showed that the children in the treatment condition did make significant gains over the control group in the area of Readiness skills, but not in other areas assessed. Additionally, the independent variables of subject's gender and teacher's years of experience were significant for few of the subscales of the assessment tools. This study did begin to establish concurrent validity for the Language Arts Objective Sequence (LOS) with the Test of Early Reading Ability-Third edition (TERA-3). The LOS did possess internal consistency and demonstrated a positive correlation with the TERA-3 at the pretest. Further studies to establish concurrent validity with posttests as well as pretests need to be conducted.Department of Special Education
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Smallwood, Crystal M. „The Effects of Negative Publicity on the Performance of Professional Baseball Athletes“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/honors/26.
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This study researched the effects of negative publicity on the performance of professional baseball athletes. Four athletes’ performance statistics were evaluated before a scandal that produced negative publicity, during the height of the negative publicity and after the scrutiny tapered off. Chipper Jones, Wade Boggs, Alex Rodriguez and David Justice were the athletes chosen for the study, and all four athletes experienced a similar scandal and negative publicity about their personal and professional lives. The results showed an effect on performance, but it was not always negative and could not be definitively linked to the negative exposure in the media. This suggests that further research is needed and should be continued on a broader scale.
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Cronk, Carol Elizabeth. „Effects of mathematics professional development on growth in teacher mathematical content knowledge“. CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.
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The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.
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Johnson, Toni. „Professional Development Effects on Teachers' Perceptions in Analyzing and Using Student Data“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/198.
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In a school district in Southern New Jersey, teachers have struggled to analyze student district data to make informed instructional decisions. There is a demand for teachers to use data to inform instruction, but teachers often lack sufficient knowledge in data disaggregation. The purpose of this study was to note the effects of professional development (PD) on data-driven decision making practices by collecting survey data before and after participation in a training module. Guided by the theories of knowledge management (KM) and data literacy, the research questions examined teachers' perceptions on PD's impact toward using data. A quasi-experimental quantitative study was employed. Surveys on data-driven decision making were administered to 50 teachers before and after a PD session on how to analyze and use student data and modify instructional practices. ANOVA was utilized to examine mean differences. The results indicated a significant increase in teachers' perceived abilities to analyze student data and use data to modify instruction after completing PD. The results of this study suggest that implementing PD programs could help teachers effectively use data to improve instructional practices. This study contributed to social change because participants were able to increase their capacity to analyze and use student data by participating in targeted professional development. This research has significant implications for educators who are concerned with using data to increase students' academic success
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Gilliam, Kimberly A. „Effects of Professional Socialization Factors on Career Counseling Self-Efficacy and Interest“. University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088238.
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Hauck, Nancy. „Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers“. DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1343.
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The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.
Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science. The researcher examined changes in classroom instruction over a 3-year period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council’s report, Taking Science to School: Learning and Teaching Science in Grades K-8.
The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 20). The other was the experimental set (n =22). Classroom observations were administered one time each year over 3 years of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom.
This study suggested that classroom science instruction did significantly change through sustained professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, alignment with science core concepts, and addressing science misconceptions. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall effective science instruction scores.
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Ferguson, Colin B., und mikewood@deakin edu au. „An investigation of the effects of microcomputers on the work of professional accountants“. Deakin University. School of Accounting and Finance, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.155628.
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Information technology research over the past two decades suggests that the installation and use of computers fundamentally affects the structure and function of organisations and, m particular, the workers in these organizations. Following the release of the IBM Personal Computer in 1982, microcomputers have become an integral part of most work environments. The accounting services industry, in particular, has felt the impact of this microcomputer revolution. In Big Six accounting firms, there is almost one microcomputer for each professional accountant employed, Notwithstanding this, little research has been done on the effect of microcomputers on the work outcomes of professional accountants working in these firms.
This study addresses this issue. It assesses, in an organisational setting, how accountant perceptions of ease of use and usefulness of microcomputers act on their computer anxieties, microcomputer attitudes and use to affect their job satisfaction and job performance. The research also examines how different types of human-computer interfaces affect the relationships between accountants' beliefs about microcomputer utility and ease of use, computer anxiety, microcomputer attitudes and microcomputer use.
To attain this research objective, a conceptual model was first developed, The model indicates that work outcomes (job satisfaction and job performance) of professional accountants using microcomputers are influenced by users' perceptions of ease of use and usefulness of
microcomputers via paths through (a) the level of computer anxiety experienced by users, (b) the general attitude of users toward using microcomputers, and (c) the extent to which microcomputers are used by individuals. Empirically testable propositions were derived from the model to test the postulated relationships between these constructs. The study also tested whether or not users of different human-computer interfaces reacted differently to the perceptions and anxieties they hold about microcomputers and their use in the workplace. It was argued that users of graphical interfaces, because of the characteristics of those interfaces, react differently to their perceptions and anxieties about microcomputers compared with users of command-line (or textual-based) interfaces.
A passive-observational study in a field setting was used to test the model and the research propositions. Data was collected from 164 professional accountants working in a Big Six accounting firm in a metropolitan city in Australia. Structural equation modelling techniques were used to test the, hypothesised causal relationships between the components comprising the general research model. Path analysis and ordinary least squares regression was used to estimate the parameters of the model and analyse the data obtained. Multisample analysis (or stacked model analysis) using EQS was used to test the fit of the model to the data of the different human-computer interface groups and to estimate the parameters for the paths in those different groups.
The results show that the research model is a good description of the data. The job satisfaction of professional accountants is directly affected by their attitude toward using microcomputers and by microcomputer use itself. However, job performance appears to be only directly affected by microcomputer attitudes. Microcomputer use does not directly affect job performance. Along with perceived ease of use and perceived usefulness, computer anxiety is shown to be an important determinant of attitudes toward using microcomputers - higher levels of computer anxiety negatively affect attitudes toward using microcomputers. Conversely, higher levels of perceived ease of use and perceived usefulness heighten individuals' positive attitudes toward using microcomputers. Perceived ease of use and perceived usefulness also indirectly affect microcomputer attitudes through their effect on computer anxiety. The results show that higher levels of perceived ease of use and perceived usefulness result in lower levels of computer anxiety. A surprising result from the study is that while perceived ease of use is shown to directly affect the level of microcomputer usage, perceived usefulness and attitude toward using microcomputers does not.
The results of the multisample analysis confirm that the research model fits the stacked model and that the stacked model is a significantly better fit if specific parameters are allowed to vary between the two human-computer interface user groups. In general, these results confirm that an interaction exists between the type of human-computer interface (the variable providing the grouping) and the other variables in the model The results show a clear difference between the two groups in the way in which perceived ease of use and perceived usefulness affect microcomputer attitude. In the case of users of command-line interfaces, these variables appear to affect microcomputer attitude via an intervening variable, computer anxiety, whereas in the graphical interface user group the effect occurs directly. Related to this, the results show that perceived ease of use and perceived usefulness have a significant direct effect on computer anxiety in command-line interface users, but no effect at all for graphical interface users. Of the two exogenous variables only perceived ease of use, and that in the case of the command-line interface users, has a direct significant effect on extent of use of microcomputers.
In summary, the research has contributed to the development of a theory of individual adjustment to information technology in the workplace. It identifies certain perceptions, anxieties and attitudes about microcomputers and shows how they may affect work outcomes such as job satisfaction and job performance. It also shows that microcomputer-interface types have a differential effect on some of the hypothesised relationships represented in the general model. Future replication studies could sample a broader cross-section of the microcomputer user community.
Finally, the results should help Big Six accounting firms to maximise the benefits of microcomputer use by making them aware of how working with microcomputers affects job satisfaction and job performance.
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Prasad, Priya Vinata. „Connection, Motivation, & Alignment: Exploring the Effects of Content-Based Mathematical Professional Development“. Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/332769.
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Teachers' construction of and motivation for using new mathematics knowledge learned in professional development differs from students' learning of mathematical concepts. However, teachers also vary in their use of new mathematics content in their own classrooms. This qualitative study followed teachers from a professional development course in algebra into their classrooms in order to investigate how teachers connect mathematics content from PD with the content they teach. The results of this study established three modes of connection (direct connection, indirect connection, and disconnection) and contextualized these connections by exploring teachers' motivations for participating in professional development and analyzing their alignment with the perspective on and development of the content taken by the PD course's instructors.
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Brady, Amelia Louise. „Effects of standardized testing on teachers' emotions, pedagogy and professional interactions with others“. Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1235664962.
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Lange, Alissa A., und Kimberly Brenneman. „Effects of a STEM Preschool Professional Development Model on Teachers, Coaches, and Children“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4194.
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Preschool STEM is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs. The objectives of the SciMath-DLL professional development (PD) model are to increase preschool teacher knowledge and improve classroom instruction around science, technology, engineering, and mathematics (STEM), improve educators’ attitudes toward teaching STEM, enhance classroom supports for dual language learners (DLLs), and improve coaching. This paper reports on the effects of participation in SciMath-DLL workshops, individualized reflective coaching cycles (RCCs), and professional learning communities (PLCs) on educators and children in a qualitative design and development study. Future work will test effects experimentally.
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Nayfeld, Irena, Alissa A. Lange und Hagit Mano. „Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4186.
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Research overwhelming identifies science, technology, engineering, and mathematics (STEM) domains as vital to young children’s later school achievement (Duncan et al., 2007; Grissmer et al., 2010; Morgan, Farkas, Hillemeier, & Maczuga 2016; Watts et al. 2014). However, preschool teachers rarely receive in-depth training in math and science, and culturally and linguistically diverse students from low-income backgrounds are particularly at risk for lower academic outcomes in these domains (Brenneman, Boyd & Frede, 2009; Barnett, 2008; Cognitive Development & Beyond Project, 2009). The ScMath-Dll Instrument for Teacher Learning (SMILE) assessment tool was developed to measure teacher’s knowledge. Items relevant to each workshop assess the following: (1) content knowledge; (2) understanding of the developmental learning trajectory of the concept covered; and (3) application of the content and developmental trajectory to classroom practice (pedagogical content knowledge: PCK). Further information about the intervention and the SMILE assessment, as well as implications and future directions, will be discussed.
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Lange, Alissa A., Irena Nayfeld und Hagit Mano. „The Effects of an Early Childhood Stem Professional Development Model on Coaching Effectiveness“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4187.
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Pass, Delia Raymos. „Effects of a Professional Development Initiative on Technology Innovation in the Elementary School“. UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/273.
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This non-equivalent group study explored the impact of teacher participation in the development and use of a web-based instructional resource on computer utilization by students. The effects of participation in the technology initiative on teacher attitudes toward computers, technology proficiency, and stages of adoption of technology were also investigated. Teacher volunteers participated in a treatment group that received a professional development intervention and a comparison or web access group (WAG) that received no professional development. The treatment, or Professional Development Group (PDG), received instruction that modeled a constructivist hands-on approach to creating technology-rich lessons based on classroom curricula and Internet technologies to encourage technology integration in the classroom. The lessons were posted online using identical web sites for both groups and accessed by students of the PDG and WAG teachers promoting the school-wide use of technology as a tool for active, directed learning. Use of the online resource was analyzed descriptively through computer lab usage logs, teacher-reported weekly logs, and number of hits on the websites. Utilization of the online resource by students of the professional development group of teachers was slightly higher than by students of the comparison group of teachers. The findings also indicated that exposure to the professional development intervention increased reported use of integrated applications and encouraged higher stages of adoption by the experimental group of teachers (PDG) than the comparison group of teachers (WAG).
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Pratschler, Marianne. „Effects of mentoring preservice teachers on inservice teachers in professional development school environments“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/694.
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Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of 17 mentor teachers from 3 elementary schools that had PDS partnerships with a local college. Individual interviews and school cohort focus group transcripts were coded and analyzed using a data analysis spiral. The researcher also collected unobtrusive data relevant to professional development activities in the PDSs. Results indicated that mentor teachers viewed mentoring experiences as positive and felt rejuvenated. Participants noted that reciprocal learning took place and that they had grown professionally. The local college has implemented changes and plans to continue to improve programs based of the study findings. Other colleges and universities can utilize the study results and the PDS model to improve inservice teachers' mentoring experiences. Inservice teachers may be empowered by successful mentoring experiences to create change in their schools as they take leadership roles, engage in action research, and promote academic success for all learners in the 21st century.
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Castañeda, Imelda R. „Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022685935.
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Chumbler, Neale R. „The effects of pre-professional and professional socialization and intergenerational solidarity on podiatric medical students' negative stereotypes and attitudes toward treating the elderly“. Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061821937.
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Hendrickson, Katie A. „Math Teachers' Circles: The Effects of a Professional Development Community on Mathematics Teachers' Identities“. Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458351418.
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Woodbury, J. „Master-ing the profession? : the effects of masters level study in a PGCE secondary course on re/shaping trainee teachers' professional identities“. Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/24010/.
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Teacher training is at a turning point in Higher Education Institutions (HEIs) as more routes into the profession are opened up and government policy shifts away from university-led to school-based teacher education. These expansions of routes into teaching provide different opportunities for constructing identity. In the light of these changes, it is therefore timely to consider trainee teacher identity and the impact policy has on this, specifically, the extent to which the requirement to complete Initial Teacher Education at Masters level shapes or reflects teacher identity. Alongside this, teacher professionalism and autonomy has been significantly undermined (Sachs (2003), Whitty (2006) and Ball (2004)) and emphasis moved to the importance of academic qualifications in order to train to be a teacher (DfE 2010). The trainee teachers in this study brought with them their ideals of what it is to be a teacher, based on their own experiences of education (Beijaard et al 2000, Flores and Day 2006). This was shown to be often at odds with their experience whilst on placement. The research used a narrative case study, informed by a grounded theory approach, linking with the underlying theoretical perspective of interpretivism. Narrative inquiry is well suited to identity research (Kohler Reissman 2000) and in particular, teacher identity (Goodson 1995) as teachers individually and socially lead storied lives (Connelly and Clandinin 1990). Questionnaires, interviews and email correspondence were the main form of data collection. From this, I developed categories based on Shain and Gleeson's (1999) work to investigate how studying at Masters level shaped trainee teachers identities. Key findings from the research showed that in the narratives the trainees told, their identity was shaped by how much they valued educational research, whether or not they thought it relevant to them in their development as teachers and if they embraced the opportunity to gain Masters level credits. Head teachers were unaware of the inclusion of Masters level credits in the PGCE. Consequently the qualification trainees attained had no impact on their employment experiences. As government continues to push for increased academic qualifications in order to enter the teaching profession, and as more teacher training is moved into schools, heads voiced concerns about how well equipped the schools were to manage and deliver the theoretical aspects of teacher training. This contested context of where teacher training takes place, what should be included and the impact on the development of trainee teacher identity is an ongoing debate to which this research contributes.
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Hensley, Kiersten Kenning. „Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1627.
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The computer to pupil ratio has changed drastically in the past decades, from 125:1 in 1983 to less than 2:1 in 2009 (Gray, Thomas, and Lewis, 2010), allowing for teachers and students to integrate technology throughout the educational experience. The area of educational assessment has adapted to the increased use of technology. Trends in assessment and technology include a movement from paper-based to computer-based testing for all types of assessments, from large-scale assessments to teacher-created classroom tests. Computer-based testing comes with many benefits when compared to paper-based testing, but it is necessary to determine if results are comparable, especially in situations where computer-based and paper-based tests can be used interchangeably.
The main purpose of this study was to expand upon the base of research comparing paper-based and computer-based testing, specifically with elementary students and mathematical fluency. The study was designed to answer the following research questions: (1) Are there differences in fluency-based performance on math computation problems presented on paper versus on the computer? (2) Are there differential mode effects on computer-based tests based on sex, grade level, or ability level?
A mixed-factorial design with both within- and between-subject variables was used to investigate the differences between performance on paper-based and computer-based tests of mathematical fluency. Participants completed both paper- and computer-based tests, as well as the Group Math Assessment and Diagnostic Evaluation as a measure of general math ability. Overall findings indicate that performance on paper- and computer-based tests of mathematical fluency are not comparable and student grade-level may be a contributing factor in that difference.
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Leung, Kin Ping. „Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong“. Queensland University of Technology, 2004. http://eprints.qut.edu.au/16079/.
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This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly during the first year of the project and were further refined during the second year. Leadership, collegial support, physical infrastructure, teacher self-efficacy, and technical knowledge were identified as the most important factors underpinning the successful implementation of the program. The model addresses these factors and has considerable potential to impact on educational practice involving ICT in the Hong Kong context.
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McCracken, Ila Moriah. „Locating place in writing studies an investigation of professional and pedagogical place-based effects /“. Fort Worth, Tex. : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-05052008-154224/unrestricted/McCracken.pdf.
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Wilson, George. „The effects of weight-making on the physical and mental health of professional jockeys“. Thesis, Liverpool John Moores University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590097.
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Professional jockeys are unique amongst weight-making athletes in that they are required to make-weight daily, and compete at different weights. Additionally, jockeys are unique in that they are required to be weighed both pre- and post-competition. Amongst the most common methods to reduce body-weight are acute and chronic dehydration and food deprivation. Such practices are suggested to be detrimental to the general health of jockeys. In Chapter 4, an assessment of the physical and mental health of 37 GB professional jockeys (19 Flat jockeys and 18 Jump jockeys), was undertaken and comparisons with clinical norms and between groups were made. This was the first time that such a study had been undertaken. Impaired markers of bone health, inadequate dietary practices including low micronutrient status, and abnormal mood profiles were identified in both groups. Additionally, Flat jockeys displayed significantly poorer bone density (p<0.01) and mood-state (p<0.05) than Jump jockeys. Both jockey groups also displayed higher percentage body fat than in other athletic groups, which demonstrated that there was scope to reduce body-weight which could in-turn negate the need to starve and/or sweat. In Chapter 5, the energy expenditure (EE) of simulated race-riding was measured in 9 Jump jockeys, and the daily EE was assessed in 8 Jump jockeys, on a non-race-riding day. Additionally, the daily energy intake (El) of 8 Jump jockeys was also analysed. Previously, these data were unknown. Simulated race-riding EE was mean (± SO) 0.20 MJ ± 0.03. Daily EE was 11.26 MJ ± 1.49 and daily EI was 7.24 MJ ± 0.92 that largely consisted of two main meals. These data demonstrated that jockeys displayed sporadic eating patterns with large gaps observed between food consumption, and given the daily EE that such eating habits may not be necessary, in order to make minimum weight. In Chapter 6, the effects of a 2% reduction in body-weight through rapid weight-loss (RWL) was measured in 8 jockeys (6 Jump jockeys and 2 Flat jockeys) on physical and cognitive performance. This body-weight reduction was induced by exercising in a sweat-suit (a common weight-making method used by jockeys). To date, these data were previously unreported. Maximal riding performance and chest and leg strength were significantly reduced (p
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Walsh, Daniel J. „Joint Professional Military Education and its effects on the Unrestricted Line Naval officer career“. Thesis, Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/8595.
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Approved for public release; distribution is unlimitedThe results of this thesis show Joint Professional Military Education (JPME) has four primary impacts on the Unrestricted Line (URL) Naval officer career. First, JPME is an effective retention tool. Second, almost all URL officers completing WME do so between the 10 and 22 year points in their career. Third, a URL officer completing any form of JPME prior to the 0-5 promotion board does not have a significantly better chance of promoting to 0-5; whereas, a URL officer completing resident JPME prior to the 0-6 promotion board has a significantly better chance of promoting to 0-6- except in the case of nonresident WME, intermediate level Phase 1/11, and the equivalents (Federal Executive Fellowships or Foreign Service Colleges). For these three forms of JPME, the effect on promotion is insignificant at all levels. Fourth, unlike JPME, a URL officer completing any form of graduate education prior to the 0-5 promotion board has a significantly better chance of promoting to 0-5. In contrast, a URL officer completing graduate education after the 0-5 promotion board does not have a significantly better chance of promoting to 0-6
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Cooper, Barbara O. „The effects of professional support systems on the careers of in-place women administrators“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164526/.
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