Dissertations / Theses on the topic 'Concept of change'
To see the other types of publications on this topic, follow the link: Concept of change.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Concept of change.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Örvill, Andreas. "Concept for battery change : Mining vehicles." Thesis, Uppsala universitet, Industriell teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353983.
Full textAbstract:
Epiroc Rock Drills AB in Örebro manufactures and develops machinery for the infrastructure required to maintain a fully operational mining industry, such as ventilation, drilling rigs, trucks and loaders etc. In these environmentally conscious times, a large market focus forzero emission machines has begun to emerge. By replacing today'sinternal combustion engines, mining companies can save large sums of money in ventilation costs and fuel while creating a more pleasant working environment in the mines. Due to these rapidly changing needs, Epiroc's machines must also change in design and performance. Epiroc has thus chosen to use interchangeable batteries in their new generation of mining machines. When the battery is discharged, it must be easy to replace with a fullycharged one. From an economic point of view, it is also important that the machine is always in production without any stops, making fast and efficient battery switches desirable. At present, the battery change is usually done with a mono-rail crane down the mine. This has proved to be very difficult and ineffective as the battery is too often jammed into the machine due to the fact that the machine is poorly positioned against the crane. Ceiling heightis also a problem, preferably one should have about 6-7 meters to accomplish a safe lift with the crane, which is not always possible down in a mine. In order to find a more long-term solution to this problem, this degree project took its start. During the course of the process, a number of methods in product development and concept generation have been used to develop different concepts and screen them based on the needs identified at the beginning of the work. The main problem was divided into four sub problems to facilitate conceptgeneration, the most promising sub concepts were visualized using CAD and then put together in different combinations. These combinations were then evaluated against today's solution to easily see what concept should be further developed. This resulted in a concept that consists of a separate platform,which can either be placed on a vehicle or as a stand-alone station. On this platform there are two telescopic arms, one on each side. These arms lifts the three ton heavy battery from the mining machine in an arcuate motion over a charged battery on the platform, placing it in a designated location and then lifts the charged battery into the machine. With this concept, it is also possible to accomplish a safe change with a limited ceiling height of approximately 3.5-4 meters, which is an improvement compared to today's solution.
2
Luyten, Peter Henri. "The concepts of growth and the cell : students' alternative conceptions and the nature of conceptual change." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31103.
Full textAbstract:
Learning difficulties resulting from students holding conceptions of scientific concepts which are at variance with those presented in curricular materials have been identified in the literature in a number of areas of science. In this study a number of student learning difficulties related to the concepts of growth and the cell were identified. More specifically, this study was designed to investigate whether alternative conceptions held by students prior to instruction were, in part, responsible for these learning difficulties. The study also investigated whether omissions in instruction contributed to these learning difficulties. Finally, the study examined changes in student conceptions after formal instruction.
Through concept analyses of growth and the cell, two semi-structured interview protocols were developed. The Growth Protocol was used to interview students in Grades 3, 5, and 7 and the Cell Protocol was used to interview students in Grade 10. The students in Grades 3 and 10 were interviewed both before and after instruction. The conceptions of the students identified in the transcripts were classified into a number of categories specific to the constituent concepts of growth and the cell.
Students at all grade levels were found to hold a wide variety of alternative conceptions regarding the concepts in
question. The majority of these alternative conceptions were identified in more than one student and did not reflect current scientific or curricular understandings of growth or the cell. Rather, it seemed that these alternative conceptions reflected student attempts to make sense of concrete experiences with phenomena in their surroundings. After instruction at both the elementary and secondary level, the majority of students did not incorporate most of the scientific concepts as they were presented during instruction.
The older students did not hold a conception of cell differentiation nor did the majority of students link the microscopic phenomena of cell division with the macroscopic phenomena of growth in organisms other than humans. The variability of alternative conceptions of mitosis and meiosis after instruction strongly suggested that the students experienced learning difficulties with respect to these concepts.
The results of this study imply that in order to effectively move the learner from alternative conceptions to scientific conceptions both curricular and instructional strategies must shift their emphasis from one of presenting only disciplinary knowledge to one of considering also the prior knowledge that the learner brings to the instructional setting.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
3
Pratt, R. "Do nurture groups change young children's self concept?" Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445903/.
Full textAbstract:
This paper reviews the literature on self esteem / self concept measures for young children (aged 4-7 years). It evaluates previous reviews, as well as relevant measure validation papers. Apart from providing an overview of the field, the paper seeks to carry out a pragmatic function in directing researchers to appropriate instruments. There has been no substantial review looking specifically at measures for children, but previous reviews have highlighted that most measures lack psychometric soundness or a clear theoretical basis. In this review, six measures that met the basic inclusion criteria and possess additional qualities are considered in detail. Apart from expectation that measures should be psychometrically adequate, their efficacy depends upon the aspects of the self evaluation that are relevant to researchers. For this reason, some attention is given to the theoretical underpinnings of the available measures. Alternative and complementary methods of assessing self-concept are briefly considered. The strengths and limitations of currently available measures are outlined and some suggestions with regard to future developments are offered. The paper concludes that considerable progress has occurred since the field was previously reviewed, but that there remain a number of methodological and theoretical issues in measuring young children's self- concept that require further study.
4
Sun, Miantao, and 孫綿濤. "The concept of system (Tizhi) in Chinese education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244786.
Full text
5
Ďurčová, Ivana. "Concept for Motivational System Change in a Selected Company." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2017. http://www.nusl.cz/ntk/nusl-356995.
Full textAbstract:
Hlavním cílem této diplomové práce je navrhnout změnu motivačního systému ve Společnosti XY v konkrétním sídle v Amsterdamu v Nizozemí. Na základě teoretického základu motivačních teorií, údajů získaných kvalitativním a kvantitativním výzkumem byl navržen návrh motivačního systému s cílem zlepšit motivaci a pracovní spokojenost zaměstnanců.
6
Zunick, Peter V. "Directed Abstraction Promotes Self-Concept Change following a Success." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337104926.
Full text
7
Tennis, Joseph T., Stuart Sutton, and Diane Hillmann. "The Notion of the "Concept Instance": Problems in Modeling Concept Change in SKOS (Draft Discussion Paper)." dLIST, 2006. http://hdl.handle.net/10150/105931.
Full textAbstract:
The U.S. National Science Foundation metadata registry under development for the National Science Digital Library (NSDL) is a repertory intended to manage both metadata schemes and schemas. The focus of this draft discussion paper is on the scheme side of the development work. In particular, the concern of the discussion paper is with issues around the creation of historical snapshots of concept changes and their encoding in SKOS. Through framing the problem as we see it, we hope to find an optimal solution to our need for a SKOS encoding of these snapshots. Since what we are seeking to model is concept change, it is necessary at the outset to make it clear that we are not talking about changes to a concept of such a nature that would require the declaration a new concept with its own URI.
8
Tosey, P. C. "Understanding change : An inquiry relating organizational and psychotherapeutic contexts." Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371234.
Full text
9
Garvey, John. "Change and tradition the concept of doctrinal development and orthodoxy /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full text
10
Runquist, Josefin. "Change in motion : Investigating how to change a garment´s appearance in volume through movementand air with pleating as the main technique." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-638.
Full textAbstract:
This bachelor degree work investigates the change of the visual expression in motion. The movement of the body can change the garment´s appearance. The aim of this work is to explore how to change a garment´s visual appearance through movement and air, with the technique of pleats. The design method of this work has been to analyse the movement of a model when entering a catwalk. The air that effects the garment can change the garment´s volume. The method includes experiment with different techniques and material to analyse how the air can be used to change the garment´s appearance in volume. The result are various examples of air captured into the garment to change the garment from a minimalistic expression to a voluminous garment with light weight material. Print has been added to highlight the transformation and movement. This work shows the potential of working with a garment in movement and to gain a voluminous shape with the use of air. Light weight material has been used to create the shapes and this can be useful in the argument of sustainability in the textile industry.
11
Bowhay, Cherry Lynn. "Visualization as a technique for personal change." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25351.
Full textAbstract:
This study examined the effectiveness of information about, and/or practice with, visualization in increasing: self-understanding, belief in one's ability to effect self change, positive themes in ongoing imagery, and internality of locus of control. A sample of 19 women and 11 men, ranging in age from 18 to 50 years, were divided into four groups which each received different amounts of information about, or practice with, visualization. All groups were tested before and after treatment on four measures, and the three experimental groups also completed a posttest-only measure. The measures used were the Personal Response Questionnaire (developed by the author), subscales from the Imaginal Processes Inventory, the Spheres of Control test, the Questionnaire on Imagery Control, and the Questionnaire Upon Mental Imagery. Results indicated that members of the experimental groups believed that visualization could contribute significantly to self-understanding, felt differently about themselves as a result of learning about visualization, felt it would be useful for personal development, and felt they would use it in their own future self-development. Vividness of imagery increased from pretest to posttest for those groups with most information about, and practice with, visualization. Increased internality on the sociopolitical control subscale of the Spheres of Control test was also found for all groups on the posttest. None of the other predicted effects were found to have occurred at a significant level. The failure to achieve the anticipated results was attributed partially to the short period of training and practice allocated, to the small number of subjects, and also to the lack of appropriate and sufficiently sensitive assessment measures.Arts, Faculty of
Psychology, Department of
Graduate
12
Allain, Rhett Jason. "Investigating the Relationship Between Student Difficulties with the Concept ofElectric Potential and the Concept of Rate of Change." NCSU, 2001. http://www.lib.ncsu.edu/theses/available/etd-20010709-220225.
Full textAbstract:
ALLAIN, RHETT. Investigating the Relationship Between Student Difficulties with the Concept of Electric Potential and the Concept of Rate of Change. (Under the direction of Robert J. Beichner)
An important aspect of curricula development is not only understanding what difficulties students have but also, why they have these difficulties. The purpose of this study was to investigate the possibility that students have difficulty with the concept of electric potential because they have difficulty with the concept of rate of change. The study sample consisted of over 300 students from various colleges and universities.
To investigate this relationship, I created a diagnostic instrument that contains 14 items on rate of change and 11 items on electric potential this is the Rate And Potential Test (RAPT). These items were taken from other diagnostic instruments or modified from questions used in other research studies. I also conducted think-aloud interviews to insure that students were interpreting the items correctly.
My findings can be broken into two areas. The first area deals with findings about the relationship between student difficulties with rate of change and electric potential. The second area of findings deals with the appropriateness of the RAPT for investigating this relationship. I found that there is a correlation between the way students answer rate of change items and the way they answer electric potential items. I also found that some students in upper-level undergraduate courses made mistakes similar to introductory students. The RAPT was found to be a reliable (KR20 = 0.83) instrument and it did not matter if it was given on paper or via WebAssign, a web-based homework delivery system.
13
Schurr, Kelly Laural. "Cognitive Structural Change and the Technological Design Process." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22014.
Full textAbstract:
With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that are literate in science, technology, engineering, and mathematics (STEM). Integrative STEM education utilizes design-based pedagogical approaches to teach science/math content and practices concurrently with technology/engineering content and practices (Wells & Ernst, 2012, para. 2). The discipline of technology education has traditionally implemented design-based pedagogical approaches. However, the discipline has not demonstrated through empirical research that its existence and pedagogies are beneficial to student learning and cognition (Lewis, 1999, 2006; Petrina, 1998; Wells, 2008, 2010; Zuga, 1994, 1997, 2001).The purpose of this study was to demonstrate that the technological design-based approach to teaching biotechnology literacy supports students\' connections of science and technology concepts. Grounded in Ausubel\'s (1968) theory on meaningful learning and Novak\'s (1980) advanced organizer of concept mapping, this study examined evidence of high school students\' cognitive structural change throughout the technological design-based approach to instruction. At three key intervals throughout the technological design process, students developed concept maps to document their understanding of the biology and technology concepts presented within the instructional materials. Data for this study included the students\' constructed concept maps. To analyze the concept maps, the researcher used Hay et al.\'s (2008) three-method analysis for measuring the quality of students\' learning, and a qualitative analysis.
Data analysis across all four methods indicated that all participants experienced a varying degree of growth in biology, technology, and integrative concepts and connections. Collectively this study supports the notion that the technological design-based approach to instruction does indeed (1) encourage meaningful learning, and (2) increase students\' use of higher order thinking indicated by their abilities to demonstrate their use of schematic and strategic knowledge within their concept maps. The results of this study have direct implications within the areas of Technology Education, Science Education, classroom practice, and concept mapping. The discussion and implications suggest the need to expand the research conducted within this study, and to improve the methods for concept mapping analysis.
Ph. D.
14
Puddifoot, J. E. "Ethnocentrism : Structure and change in a sample of English adolescent high school pupils." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378743.
Full text
15
Teakle, Helen. "Physical activity, weight change, and self-perception changes among obese individuals." University of Western Australia. School of Human Movement and Exercise Science, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0073.
Full textAbstract:
The primary purpose of this research was to investigate relationships between physical activity participation, weight change, and selfreports of social physique anxiety, physical self-concept and health-related quality of life. A secondary purpose was to investigate personality as a mediator of self-perceptions and quality of life beliefs following obesity surgery. Two studies with differing methodologies were conducted. The first study was a cross-sectional survey of patients who had participated in a multi-component clinical weight-loss program involving a combination of physical activity, diet modification, and drug therapy. The second study was a longitudinal investigation of laparoscopic adjustable gastric banding patients. Amount of weight lost was not found to be related to changes in social physique anxiety, physical self-concept or health-related quality of life. However, physical activity levels were found to be an important predictor of improvements in physical self-concept and health-related quality of life amongst clinical weight loss patients, but not surgical patients. Improvements over time with respect to social physique anxiety, physical self-concept and health-related quality of life were observed amongst all participants who underwent LABG. Personality factors, whilst not predicting changes over time in social physique anxiety, physical self-concept or health-related quality of life, discriminated between two types of obese adults presenting for obesity surgery. Future research could be undertaken to determine if long-term outcomes differ for these two types of patients.
16
Seyedmonir, Mehdi. "The development and validation of science learning inventory (SLI) a conceptual change framework /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1785.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains xii, 203 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-142).
17
D'Ettorre, Sarah. "Fine-Grained, Unsupervised, Context-based Change Detection and Adaptation for Evolving Categorical Data." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35518.
Full textAbstract:
Concept drift detection, the identfication of changes in data distributions in streams,
is critical to understanding the mechanics of data generating processes and ensuring that data models remain representative through time [2]. Many change detection methods utilize statistical techniques that take numerical data as input. However, many applications produce data streams containing categorical attributes. In this context, numerical statistical methods are unavailable, and different approaches are required. Common solutions use error monitoring, assuming that
fluctuations in the error measures of a learning system correspond to concept drift [4]. There has been very little research, though, on context-based concept drift detection in categorical streams. This approach observes changes in the actual data distribution and is less popular due to the challenges associated with categorical data analysis. However, context-based change detection is arguably more informative as it is data-driven, and more widely applicable in that it can function in an unsupervised setting [4]. This study offers a contribution to this gap in the research by proposing a novel context-based change detection and adaptation algorithm for categorical data, namely Fine-Grained Change Detection in Categorical Data Streams (FG-CDCStream). This unsupervised method exploits elements of ensemble learning, a technique whereby decisions are made according to the majority vote of a set of models representing different random subspaces of the data [5]. These ideas are applied to a set of concept drift detector objects and merged with concepts from a recent, state-of-the-art, context-based change detection algorithm, the so-called Change Detection in Categorical Data Streams (CDCStream) [4]. FG-CDCStream is proposed as an extension of the batch-based CDCStream, providing instance-by-instance analysis and improving its change detection capabilities especially in data streams containing abrupt changes or a combination of abrupt and gradual changes. FG-CDCStream also enhances the adaptation strategy of CDCStream producing more representative post-change models.
18
Emerson, Judith. "Use of the Transactional Analysis Ego State Concept to Measure Client Change in Psychotherapy." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6018.
Full textAbstract:
Although transactional analysis (TA) theory has been used by psychotherapists since its introduction by Eric Berne in the 1960s, the ego state functioning constructs, a seminal part of the theory, have not been adequately validated. Previous research has focused on whether therapy using TA methodology works. This study tested the TA ego state constructs by measuring client change occurring during psychotherapy and comparing those changes with predictions from the TA theory.
Fifty-six subjects, who were clients at a university counseling center in the Rocky Mountain region of the United States, were tested before and after therapy using two standardized instruments, the Adjective Check List (ACL) and the Brief Symptom Inventory (BSI) and client and therapist global ratings of success of therapy.
Critical Parent, Nurturing Parent, Adult, and Adapted Child ego state scores from the ACL all changed in the predicted directions and reached statistical significance. Free Child ego state score changes did not reach statistical significance.
Ego state scores correlated with BSI Global Severity Index in predicted directions and all correlations except Critical Parent were statistically significant. Changes in ego state scores did not correlate with client and therapist ratings of success with one exception--Nurturing Parent was related to Client ratings of success. Changes in ego state scores did not correlate with subject pretest symptomatology, number of sessions, or the therapist's level of experience.
Limitations of the study and recommendations for further research are discussed.
19
Venville, Grady J. "Secondary students' understanding of the gene concept : an analysis of conceptual change from multiple perspectives." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11034.
Full textAbstract:
A journey into the past century of genetics history reveals transformations of the concept of the gene through notions of discrete units that obeyed Mendelian laws to the modem bewildering gene concept. We can no longer say that a gene is a sequence of DNA that continuously and uniquely codes for a particular protein - it is the phenotype that defines the gene, rather than the other way around. Research into learning in genetics has largely focussed on issues such as problem solving and the process of meiosis. The central concept of the gene, however, has had little attention. How do students learn about the concept of the gene during an introductory high school genetics course? Is it possible to justify an analogy between the historical development of the concept of the gene and student learning? Can student learning about the gene be described as conceptual change and what are the factors that might influence this process? These are the issues that are addressed in this thesis.The general purpose of this study was to investigate Year 10 students' learning about the concept of the gene. The theoretical framework is embedded in the personal and social paradigms of constructivism and a multidimensional interpretive framework for conceptual change was utilised, enabling the data to be interpreted from ontological, epistemological and social/affective perspectives.A total of eight classroom sites were used to collect data as a series of linked case studies. Data from three of these cases were used to investigate Year 10 student learning about the concept of the gene and one of the cases was used to make an in-depth examination of individual student learning and conceptual change. The larger series of eight cases was drawn upon to provide data to support assertions made about the factors influencing conceptual change. Methods of data collection included classroom ++observations, student interviews, teacher interviews, student work-sheets and classroom quizzes. Traditional notions of research rigour were side-stepped for different standards that better suit the paradigm of naturalistic or constructivist inquiry. Credibility, transferability, dependability and confirmability were enhanced by a thorough system of triangulation at the data source and collection level and at the data interpretation level for each of the research questions. Theory triangulation also was utilised through the multidimensional framework for conceptual change. In addition, methodology and case studies with a thick description that allow the readers to proceed on their own tracking and interpretation process are provided.The results of the research reported in this thesis are examined from several different perspectives. From an ontological perspective, Year 10 student learning about the concept of the gene is described by a proposed learning pathway that consists of four ontologically distinct models. The majority of the students in the classes, however, did not progress the entire length of the pathway, rather they completed their introductory genetics course with an "active particle gene" conception. This is the second model in the pathway. In other words, few students were found to have a modern conception of the gene.From an epistemological perspective of conceptual change, six students' post instruction conceptions of genes were classified as being intelligible, plausible or fruitful to the learner. For example, at the end of the genetics course, Alastair had an active particle gene" conception that he viewed as intelligible and plausible and Douglas had a "productive sequence of instructions gene" conception that was intelligible, plausible and fruitful. The student learning investigated in this study was described as conceptual change of the ++
weaker kind that proceeded in an evolutionary manner because the new conceptions involved detailed explanations of the gene concept and were reconciled with old conceptions.A social/affective perspective revealed information about how the teaching approach and student interest in genetics influenced the process of conceptual change. Lack of student interest in submicroscopic explanatory phenomena and algorithmic approaches to problem solving were found to inhibit learning about the gene concept. The nature of the content was another perspective used to examine conceptual change. The process aspects of genetics content were said by teachers to be difficult to teach, and students found it difficult to link together ideas taught in genetics such as the double helix structure of DNA, the genetic code, protein synthesis and phenotypic expression. The different levels of representation in genetics content confused students; for example, Anna was unable to differentiate between submicroscopic DNA structure and symbolic representations of the genetic code such as the letters A, T, C and G.Implications from the study are that for students to construct a better understanding of the concept of the gene, teachers and curriculum writers should use the gene as a central organising concept in genetics courses and explicitly encourage students to build links with other genetics concepts. Improvements need to be made in the way that teachers teach genetics processes so that students are actively involved in thinking about the processes, especially by making the connections between the structure and function of genes. In addition, students need to be involved in learning strategies that will help to raise the status of sophisticated models of genes in their cognitive structures.Having the multidimensional framework for conceptual change as the interpretive framework and utilising ++
different perspectives of conceptual change enabled triangulation of the theoretical interpretations of the data. This can be likened to creating a three dimensional picture of a learning situation rather than the equivalent of a linear, or two dimensional representation of a complex three dimensional phenomenon. A major implication for conceptual change research from this study is that the multidimensional framework has the potential to enable researchers and teachers to better understand the process of conceptual change in many fields. The thesis concludes with a discussion of the limitations of the study and future directions for research.
20
Hepsø, Vidar. "Translating and circulating change : the career of an integrated organization and information technology concept." Doctoral thesis, Norwegian University of Science and Technology, Department of Social Anthropology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1567.
Full text
21
La, Ferle Carrie Ann. "Consumer role transitions : understanding advertising's place in self-concept change, information seeking, and consumption /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full text
22
Gul, Murat. "German Foreign Policy: Change And Continuity (1949-2000)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1267681/index.pdf.
Full textAbstract:
This thesis aims to analyse the change and continuity issue in German Foreign Policy. In this study, the basic aim is to identify the basic parameters of the West German foreign policy during the Cold War and identify the implications of the reunification on foreign policy of Germany. Actually, after the reunification, the economically giant Germany has started to pursue a more self-reliant foreign policy course but there is not a radical shift from the basic parameters and the core values. The concept of ‘
civilian power&
#8217
and the international climate within which the foreign policy is formulated, will be given priority. It is argued that from the Gulf War in 1990-1991 to the Kosovo War of 1999, German contribution to military operations has increased. However, Germany has done this within a multilateral context and the aim has been to keep the values of respect for democracy and human rights. Thus, continuity dominates over change in German foreign policy, with regard to its policy record during the 1990s.
23
Dunn, Lindsay, and n/a. "Management training and change in self-perception." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060706.162407.
Full textAbstract:
This quasi-experimental study was to make a comparison between the
level of self-perception prior to and following a training process.
The study attested the view that the action learning based program in
question was an effective mechanism for change in self-perception.
The population studied were officers of the Australian Public Service
and the Commonwealth Teaching Service located in the Australian Taxation Office, Austrade, ACT Schools Authority and the Department
of Community Services and Health. A pilot study conducted in the
Public Service Board in 1987 suggested that an action learning
training process may be impacting on management competencies.
Respondent's attitudes to nine personality variables were measured
using the Saville Holdsworth Occupational (OPQ) Concept 5
Questionnaire. The variables were Assertive, Gregarious, Empathy,
Field of Use, Abstract, Structure, Anxieties, Controls and Energies.
Using the Solomon's Four quasi-experimental design, containing three
experimental and two control groups, pre-test, change and post-test
scores were compared using a one-way Analysis of Variance. Where
pre-tests were statistically significantly different an Analysis of
Covariance was used,
The general conclusion from the study was that the experimental
groups showed an overall insignificant relationship with training
particularly as control groups showed similar differences over time.
Apart from few exceptions the results did not support any strong
notion of positive change in self-perception as a result of a training
intervention.
24
Béhar, Céline. "Crédibilité de la politique monétaire : du concept à l'empirisme." Paris 1, 1994. http://www.theses.fr/1994PA010057.
Full textAbstract:
La crédibilité de la politique monétaire est une appréciation d'ordre qualitatif qui, néanmoins conditionne la réussite d'une politique de stabilisation. Son contenu scientifique est délivré dans le texte fondateur de Kydland et Prescott (1977) à travers le thème de l'incohérence temporelle. Ceci marque le point de départ d'une littérature florissante qui, au moyen de concept ludo-théorique, s'attache à rendre compte du jeu qui s'instaure entre les autorités monétaires et les agents économiques en mettant en avant le rôle et l'importance des effets d'annonce. La multiplicité des études nous a conduit à établir dans un premier temps (première partie) une revue de la littérature. Nous discutons des modèles qui adoptent des hypothèses de plus en plus réalistes puis des différentes mesures empiriques qui ont vu le jour. Dans un deuxième temps, (deuxième partie), nous cherchons à expliquer et cerner la crédibilité de la parité franco-allemande selon deux optiques: la variabilité des coefficients de fonctions de réaction (filtre de Kalman) et l'évaluation du taux de dépréciation anticipe (zones ciblés)During the past decade, there has been a significant shift in attitude by many authorities of industrialized contries toward the objectives and the conduct of monetary policy. The new policy was deliberately made public and the opinion was that monetary and, specially stabilisation policy, is more effective if it is credible for private economic agents. The most general interpretation of credibility is "the extent to which beliefs about current and future course of economic policy are consistent with the program originally announced by policy makers", that is time inconsistency (Kydland and Prescott (1977)). The plan of the study is as follow. First part reviews some important concept of game theory, describes models with different asumption on information and discusses some empirical results. Second part is a research of the credibility of the French-Deutsche mark exchange rate using kalman filtering and target zone theory
25
Yavuz, Ayse. "Effectiveness Ofconceptual Change Instruction Accompaniedwith Demonstrations And Computer Assisted Concept Mapping On Students'." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605958/index.pdf.
Full textAbstract:
ABSTRACT
EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION
ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquoUNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo
attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at Ö
zel ENKA Middle School during fall semester of 2003&ndash
2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo
science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo
understanding of matter concepts and their attitudes toward science as a school subject was found.
26
Sincharoen, Sirinda. "Self-concept and change in stage of physical activity among older adults and college students /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.
Full text
27
Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.
Full textAbstract:
Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
28
Szijarto, Barbara. "Mediating Social Change: Building Adaptive Learning Systems through Developmental Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39159.
Full textAbstract:
Complex social problems are at the forefront of our awareness. We are witnessing intensifying political, social and environmental challenges and waning confidence in our ability to engineer solutions. We are also seeing a proliferation of large scale, multi-agency interventions that seek change at the level of systems, and through which actors pursue adaptive learning as a means to develop effective solutions. Proponents assert that the prediction and control on which conventional program design and evaluation are based are not available under complex conditions. They propose instead that learning through experience in a program’s own context can create more responsive, impactful and sustainable interventions. These ideas offer a potentially transformative opportunity. However, they need to be complemented with a better understanding of implementation - the ‘ways of doing things’ that bring them to life.
This study focused on developmental evaluation as an example of an adaptive learning (AL) approach for the development of innovative social interventions. The study was informed by ‘sensemaking’ theories and research in organizational learning, knowledge mobilization and program evaluation. Through an exploratory lens and a mixed methods design, this study sheds light on the role of specialized intermediaries in an AL process; how the role is performed in practice; and what this implies for adaptive learning in the domain of social interventions. The study documents how an intermediary can help actors navigate recognized challenges of developing interventions under complex and dynamic conditions. The findings have implications for how an AL process is understood and implemented. They provide an empirical contribution to an emerging field of study on the design of AL systems, to support future research and real-world practice as AL approaches become mainstream.
29
Fahrenbach, Florian, and Florian Kragulj. "The Ever-Changing Personality: Revisiting the Concept of Triple-Loop Learning." Emerald, 2019. http://dx.doi.org/10.1108/TLO-01-2019-0016.
Full textAbstract:
Purpose - Considering personality as changeable through a bottom-up process of altering states, habits and
traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this
paper is to reconsider Bateson's theory of learning and organizational triple-loop learning in light of this
recent empirical evidence.
Design/methodology/approach - This paper uses a multi-disciplinary conceptual approach. Based on
an integrative analysis of literature from recent work in personality psychology, four dimensions (process,
content, time and context) are identified that allow linking personality change and triple-loop learning.
Findings - Identifying a bottom-up process of changing states, habits and traits as being central to change
personality, allows for reconsidering Bateson's theory of learning as a theory of personality development
(Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop
learning is conceptualized as a change in an organization's identity over time that may be facilitated through a
change in responding to events and a change in the organization's routines.
Practical implications - Interventions that change how organizations respond to events and that change
the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing
organizational identity over time.
Originality/value - This paper contributes to the discussion on Bateson's theory of learning and
organizational triple-loop learning. As interest in personality change grows in organization studies, this paper
aims to transfer these findings to organizational learning.
30
Zunick, Peter V. "Directed abstraction during initial learning of a new skill promotes performance and lasting self-concept change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498133469948694.
Full text
31
Nielson, Jennifer L. "The Relationship Between Education About Dress Practices and Change in Perception of Self-Concept Related to Dress." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/421.
Full textAbstract:
The influence of an individual's dress practices on his/her sense of self has been studied for many years. Courses such as the Dress and Humanity course at Utah State University have been developed to educate students on the impact of dress on society. In this study, students in the Dress and Humanity course were given a pre-course and post-course survey to determine if self-perceptions related to dress practices underwent a change over the duration of the semester. Significant differences were found in the categories of body image, evaluating self-esteem, and communication of self to others. A relationship was found between survey responses and gender, degree of importance of clothing purchases, and how much money participants spent in the 365 days previous to the pre-course survey.
32
Sweet, Monica Ann. "Representational flexibility in the three-year-old : evidence from dimensional change tasks /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112192.
Full text
33
Holmes, Kathleen Mary. "The concept of vision in American school reform: a study of visions of 21st century schooling." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332805/.
Full textAbstract:
The primary objective of this study was to describe and analyze visions of 21st century education articulated by prominent individuals involved with current school reform and restructuring efforts. A second objective was to describe and analyze those images of the most likely educational scenario in the 21st century and the perceived barriers that would prevent realization of those idealized visions.
34
Österlind, Karolina. "Begreppsbildning i ämnesövergripande och undersökande arbetssätt. : Studier av elevers arbete med miljöfrågor." Doctoral thesis, Stockholm University, Department of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1321.
Full textAbstract:
This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change.
Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material.
The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.
35
Cicuto, Camila Aparecida Tolentino. "Desenvolvimento da análise de vizinhança em mapas conceituais a partir do uso de um conceito obrigatório." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-28082012-092401/.
Full textAbstract:
Os mapas conceituais (MCs) são úteis para representar o conhecimento dos alunos e promover a aprendizagem significativa. A análise detalhada de mapas conceituais pode revelar informações latentes que não são percebidas a partir da mera leitura do seu conjunto de proposições. O presente trabalho tem como objetivo propor a análise de vizinhança (AViz) como uma forma inovadora de analisar os MCs obtidos em sala de aula. A seleção de um conceito obrigatório (CO) permite verificar como os alunos o relaciona com outros conceitos, que são denominados conceitos vizinhos (CVs). MCs (n=69) sobre as mudanças climáticas formam o primeiro conjunto de dados empíricos que ratifica o potencial da AViz. O CO selecionado foi dispersão, a fim de analisar se os alunos conseguem relacioná-lo com o caráter global desse problema ambiental. Os padrões identificados a partir da AViz sugerem que, apesar de serem submetidos a uma mesma sequência didática, nem todos os alunos conseguiram utilizar o CO de forma adequada. Isso pode ser explicado a partir da Teoria da Aprendizagem Significativa de David Ausubel, que destaca o papel fundamental dos conhecimentos prévios no processo de assimilação de novas informações.Concept maps (CMs) are useful to represent students\' knowledge and to promote meaningful learning. The deep analysis of concept maps may reveal latent information that is not perceived from the simple reading of its propositional network. This work proposes the Neighborhood Analysis (NeAn) as an innovative way to analyze the CMs obtained in classrooms. The selection of a compulsory concept (CC) allows teachers to evaluate how the students relate it to other concepts, named neighbors (NCs). CMs (n=69) on climate change are the first set of empirical data that confirms the potential of NeAn. Dispersion was selected as CC in order to check whether students can relate it with the global perspective of this environmental problem. The patterns found from the NeAn suggest that, despite being exposed to the same didactic activities, some students could not use the CC properly. This may be explained from David Ausubel\'s learning theory, which stresses the critical role of prior knowledge in the assimilation process of new information.
36
Malmqvist, Anita. "Sparsamkeit und Geiz, Grosszügigkeit und Verschwendung : ethische Konzepte im Spiegel der Sprache." Doctoral thesis, Umeå universitet, Moderna språk, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61584.
Full textAbstract:
The object of this study is to analyse the lexemes and phraseological units that constitute the semantic fields employed in naming four abstract domains, greed, thrift, generosity, and extravagance that make up the ethical concept <Attitude to Ownership> in German. On the assumption that ideas are accessible to us through the lexicalised items of a language, recent theories in the field of semantic analysis and conceptualisation were applied to the source material. In each domain key words were identified and their definitions in modern and historical dictionaries were analysed. Various dimensions of meaning, which proved to be inherent in the lexical items, emerged from this analysis. The oppositions a/o (action directed to others vs. to oneself), right/wrong (virtues vs. vices) and too much/ too little vs. the ideal mean were established as central. To achieve a more precise description of meaning tentative explications of cognitive levels were proposed. By means of these the underlying ideas, as they were reflected in the lexical units, could be described. The analysis showed greater variation and expressivity in words, idioms, and proverbs referring to the two vices compared to the virtues. Furthermore, a diachronic study produced evidence of semantic and conceptual changes. On the basis of such observations conclusions could be drawn about changes in the ethical system. The data derived from a contrastive corpus analysis of the German and Swedish key words showed numerous similarities as well as some conspicuous differences in the conceptualisation and valuation of attitudes pertaining to the four abstract domains. Moreover, the key words denoting the two virtues showed a clear domination in frequency, indicating that these are more central conceptual categories in today's society than the vices. An ongoing shift in meaning could be established for the key words naming the latter. Applying modern theories of metaphor and metonymy the experiential basis of meaning and thought was explored, showing that the structures forming the ethical concepts studied in this work are grounded in experiences of a physical and socio- cultural nature. The metaphorical concept ILLNESS emerged as a common source domain for the two vices, while the PATH- concept was shown to form the basis of metaphors expressing the o-virtue but not the a-virtue. Among the numerous métonymie concepts HAND proved to be a characteristic of all four domains.digitalisering@umu
37
Smith, Jacqueline Pamela. "Change and new directions in the probation service : the development of the practice and concept of mediation." Thesis, Sheffield Hallam University, 1990. http://shura.shu.ac.uk/20379/.
Full textAbstract:
This thesis represents a contribution to an area of practice that is fast developing in the United States but is still under developed in this country. Theories of mediation and analyses of the practice and methods are increasingly being developed, but there is a sparsity of work that considers the issues as part of organisational analysis - mainly as it is such a new area. The probation Service is also an organisation which does not have a proliferation of data, although some analyses of its development and culture have been accomplished. But to my knowledge none have used a study of probation officers themselves to interpret the culture and form of the organisation, and relate this to its acceptance, and response, towards change and the incorporation of new ideas. Through considering my attempt to act as a change agent and introduce, observe and assess the value and interest in mediating between victim(s) and offender(s), I have highlighted organisational issues that are crucial for further work. There is an exploration of the probation service as a learning and developing organisation. One feature that is apparent is that the service has little clarity over aims and objectives. As a result, new ideas and potential innovatory changes in direction are marginalised. The organisations relationship to change has been considered in relation to the introduction of mediation practice, but important factors applicable to other areas have become evident. This thesis thus considers mediation practice as a potential new direction for probation practice using the views and experience of a sample of probation officers and managers. The organisation, its present culture, ethos and practice have been analysed in relation to its receptivity to new ideas.
38
Van, den Weghe Matthias. "Creating Markup : Exploring the concept of users defining syntax." Thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296633.
Full textAbstract:
A variety of markup languages exist for formatting text and exporting to HTML. These languages are tailored to the needs in a specific context by specialising tags, selecting tags and limiting the number of possible distinctions to a subset of what is available in HTML. However, limiting the number of possible distinctions creates problems when changes occur in the context. The real world is ever-changing, thus that which models it must be able to reflect the changes in the operational environment to remain relevant and satisfactory. Incorporating new requirements and adjusting to the changes in requirements means adapting and evolving. This thesis explores giving document authors the possibility to extend and modify the repertoire of available markup tags when new user requirements demand it. What is presented is a prototype which allows the user to tailor the markup and also adapt it to changes in the environment. The system allows users to create their own set of markup tags, annotate their documents with them, and export a generated XML document. Users create the tag and assign a meaning to it, when changes occur in the requirements they can be implemented by modifying the tags, extending the repertoire by adding tags, or changing the meaning of a defined tag.
39
Carson, Jamie Ann. "The Ecology of School Change: An Australian Primary School's Endeavor to Integrate Concept-based, Experiential Environmental Learning Throughout Core Curriculum." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195402.
Full textAbstract:
This longitudinal study has examined an Australian primary school's change processes as it has striven to transcend government-mandated environmental education in New South Wales. Woodridge Primary School initiated "Environment Woodridge", a comprehensive reform effort, in March of 2003. Since then the staff have worked to integrate programmatic, concept-based, experiential environmental learning throughout core curriculum.Eight years of change processes have been examined through three visits to the school over the span of three years. Woodridge Primary School is a friendly place where collaborative decision-making has paved the way for many successful initiatives bringing the school much recognition. The school's dedicated teachers, who have proven themselves skilled change agents, together with an enthusiastic and driven principal, have a definite vision for their school. Beyond manifesting a caring atmosphere where technology and the environment are major foci, the Woodridge staff has worked to maintain their identity as a unique and progressive school.Several researchers feel that the application of ecological understandings to school change processes will bring more fruitful reform efforts (Cooper, 1993, Fullan, 1997, Sarason, 1971, Selby, 2000). This research offers a new ecological framework for examining school culture and change processes. The interaction of energy flow, the cycling of mater, interrelationships, and change allow a natural system to flourish. Thus, these concepts were applied to the study of this school.Earthkeepers, the first program to be implemented in the Environment Woodridge reform effort, received tremendous support and created quite a buzz among the community when it was initiated in 2003. However, in 2006, energy surrounding the program had dissipated, the principal was the only member of the staff driving the program, and curricular integration and application of Earthkeepers concepts was falling away. The ripple effects caused by a government-mandated reform had thwarted Earthkeepers curricular integration. Further, Woodridge teachers felt that the increasing pressure of mandated reforms had made it difficult for them to maintain their own vision of the school. This research offers an in-depth examination of how a successful school has dealt with the impacts of mandated monoculture.
40
Schaffrin, André [Verfasser], and André [Akademischer Betreuer] Kaiser. "Policy Change: Concept, Measurement, and Causes. An Empirical Analysis of Climate Mitigation Policy / André Schaffrin. Gutachter: André Kaiser." Köln : Universitäts- und Stadtbibliothek Köln, 2013. http://d-nb.info/1046175777/34.
Full text
41
Azad, Nathalie, and Ivanka Parpala. "Why change a winning concept? : A qualitative study on organizational structure and entrepreneurial orientation within one large company." Thesis, Umeå universitet, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131054.
Full textAbstract:
The competition on the business market is constantly growing among entrepreneurial organizations. Competitive advantages and strategies is a must in order to survive the environmental triggers of change. One of those strategies is to increase the entrepreneurial activity. However, entrepreneurial adaption is a phenomenon that is represented by continuous change. It is rather an on-going strategy for organizations than a conclusion or a settling point. The entrepreneurial activity needs to flourish through the whole organization i.e. in the people, groups and hierarchical levels. Therefore, other organizational elements affect in how successful an organization can operate in an entrepreneurial way. Organizational structure is one of those elements, which not only lay the foundation for the operation but also affect other organizational factors. Hence, organizations require the knowledge on which factors that can impact the entrepreneurial activity, before it is even essential to change the strategies. This qualitative research aims to gain knowledge in how organizational structure affects the entrepreneurial orientation. Three different dimensions, of both organizational structure and entrepreneurial orientation, are going to be acknowledged in order to measure the elements and find a relation between them. This will not just enhance the understanding of the area, but also fulfil the thesis purpose and research question. The focus of the study lies within one large entrepreneurial organization, namely Scandic Hotels that operate in an industry with an immense competition, which do not possesses the most evident entrepreneurial business market. The empirical findings are based on semi-structured interviews, which will be analysed in conjunction with the theoretical frame of references. Further, the empirical findings are thus used to analyse the research results to then answer the purpose of this thesis. The study showed that the organizational structure at Scandic Hotels is represented by high complexity, formalization and centralization. Besides that, the main structural approach is that the operation is run by a concept driven strategy. Through the analysis it was shown that these findings affected the entrepreneurial orientation within the organization. The entrepreneurial dimensions of innovation, proactiveness and risk- taking proved degrees that were considerably lower. On this basis, the study finds that organizational structure has an impact on entrepreneurial orientation. The relation between the dimensions is highly complex and not a clear line i.e. they all affect each other in some matter. However, a structural change is difficult for a large organization as Scandic Hotels. But there are structural strategies that can be made to increase the entrepreneurial orientation through the whole organization.Entrepreneurial orientation
42
Peel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.
Full text
43
Adams, Thomasenia Lott. "The effects of graphing calculators and a model for conceptual change on community college algebra students' concept of function." Gainesville, FL, 1993. http://www.archive.org/details/effectsofgraphin00adam.
Full text
44
Smith, John Devlin. "Change in self-concept as a teacher during and after a course of initial teacher training : a longitudinal study." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020555/.
Full textAbstract:
The concept of the self is undergoing a revival of interest part of which centres on its dynamical properties and capacity for change. That self-concept can change is no longer a contested idea, the key question is how? One explanation, examined in this thesis, is that possible selves (Markus and Nurius, 1986) play a central, systemic, role in the self-regulation of self-concept. The thesis examines change in self-concept as a teacher occurring during and after a programme of initial teacher training (ITT) in order to contribute to knowledge and to inform educators and trainers about the process of personal and professional change. The research question asks: How are actual and possible selves involved in the development of self-concept as a teacher? What role does self-regulation play in the process of transformation? Following Sternberg (1997), the many metaphors for self-concept extant were catalogued to create a synoptic overview of the literature. This was refined, using the systemic and dimensional properties of each metaphor, to create a dynamical perspective and presented as a Metaphor Matrix of Self-Concept. The matrix, plus a review of teacher training literature and research studies on teachers' lives, was used to inform the empirical research for the thesis, a fourstage longitudinal study of 19 trainees completing a course of ITT collecting data at each stage using semi-structured interviews. Although most trainees felt personally unchanged, reflective and deliberate practice during training stimulated interactive changes in actual and ideal self as a teacher. Once in post as qualified teachers, both constructs became focused on coping with daily routine. Overall, the thesis provides an alternative perspective on the self-concept literature, a revised interpretation of the possible selves construct, a novel explanation of the way self-concept as a teacher develops, and offers practical strategies for supporting CPD in schools post-training.
45
Ince, Mary E. "The concept of planned change and its application to energy efficient local authority housing : theory, diagnosis, development and evaluation." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/847554/.
Full textAbstract:
The research described in this thesis consisted of the study of the concept of Planned Change, its application in diagnosing a particular problem, the implementation of a programme of planned change and its evaluation. The particular problem which gave rise to this research was the question of how to bring about a widespread increase in the efficient use of energy in local authority housing. This arose as a result of my membership of a small R & D group (SLCEG), working on local authority housing, where we had previously found that empirical evidence and rational argument was insufficient to encourage energy efficient housing design. The Concept of Planned Change offered an appropriate framework for investigating the problem as it is oriented towards improving social conditions through non-coercive means and provides for: identifying the various participants in the change process, diagnosis of the problem, setting goals and objectives, choosing strategies and designing a programme of activities and then monitoring their effect. Diagnosis of the problem identified that a multifaceted approach was required to solve the problem so that the design of the planned change programme included bringing about the formulation of an Energy Policy, creation of awareness of the benefits, practicality and affordability of energy efficient dwellings, identification and utilisation of leverage points and various other educational and facilitative activities. The Evaluation of the programme included both objective and subjective methods and indicated that a significant movement towards energy efficiency has been achieved but that adoption of this change is not evenly spread and that there are areas of resistance yet to be overcome. As a result of the evaluation, modifications to the programme of planned change were proposed which will include alterations to the exhibition, further educational activities - courses, workshops, etc. and wider dissemination of the energy savings achieved.
46
Sipp, Amy Renae. "A System for Collecting Data to Characterize a Pre-Fall Change in Sway: Development and Proof-of-Concept Analyses." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1210371947.
Full text
47
Benade, Johannes Matthys. "A study of the concept resilience and its impact on individuals and organisations during times of turbulence." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/49670.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2000.ENGLISH ABSTRACT: New changes occur daily, but people cannot absorb the repercussions fast enough to keep pace. The capacity of the human mind for invention far outstrips its ability to assimilate the changes that inventions produce. What can be done? People are not going to stop creating new problems and opportunities. The question that arises from this situation is what role resilience plays in individuals and organisations, and how this can cause people in organisations to assimilate the ever-increasing rates of change, without suffering from its debilitating effects. Resilience can be defined as the capacity to absorb high levels of change, while displaying minimal dysfunctional behaviour. Resilience is the ability to not just survive change, but to actually bounce back stronger than before its challenge (Conner, 1992: 6). In observing how people respond to the stress produced by the crisis of change, Conner (1992: 232) found two common reactions in his research. While one person tends to see primarily dangerous implications, the other typically focuses on the promise of new opportunities. Research shows that Type-O people have the following characteristics: • display a sense of security and self-assurance that is based on their view of life as complex but filled with opportunity (positive); • have a clear vision of what they want to achieve (focused); • demonstrate a special pliability when responding to uncertainty (flexible); • develop structured approaches to managing ambiguity (organised); • engaged change rather than defend against it (proactive) Is it possible to develop a person's or a group's resilience? Given the debilitating results of people who experience dysfunctional behaviour and the effect it has on the organisation's productivity and quality standards necessitates that managers should be able to manage and develop resilience.
AFRIKAANSE OPSOMMING: Organisasies bevind hulle daagliks binne 'n veranderende omgewing. Die probleem wat onstaan is dat die werknemers nie die gevolge van die verandering vinnig genoeg kan absorbeer ten einde in pas te bly nie. Die kapasiteit van die mens om te innoveer is groter as sy vermoë om die veranderings te assimileer wat as gevolg van die innovasies ontstaan. Wat kan gedoen word? Die mens gaan nie ophou om nuwe geleenthede en probleme te skep nie. Die vraag wat onstaan is wat is die rol wat veerkragtigheid (resilience) kan speel by individuee en organisasies wat veroorsaak dat individuee en organisasies die toenemende verandering kan assimileer sonder om gebug te gaan onder die negatiewe gevolge van die veranderings. Veerkragtigheid (resilience) kan gedefinieer word as die vermoë om hoë vlakke van verandering te kan absorbeer terwyl minimale simptome van disfunksionele gedrag getoon word. Veerkragtigheid word ook gedefinieer as die vermoë om deur die verandering te gaan en sterker anderkant uit te kom. In sy waarneming hoe mense reageer op die spanning wat veroorsaak word deur die krisis wat verandering veroorsaak het Conner (1992: 232) in sy navorsing twee reaksies geidentifiseer. Terwyl die een persoon primêr gevaar sien in die situasie, is die ander persoon geneig om eerder te fokus op die moontlikheid van nuwe geleenthede. Navorsing dui daarop dat geleentheids georienteerde persone vyf basiese kenmerke van veerkragtigheid (resilience) het: • vertoon 'n sin vir sekuriteit en self versekerdheid wat gebaseer is op hulle siening van die lewe as kompleks maar vol geleenthede (positief); • het 'n duidelike visie van dit wat hulle wil bereik (gefokus); • demonstreer 'n spesiale buigbaarheid in tye van onsekerheid (buigbaarheid); • ontwikkel gestruktureerde benaderings om twyfelagtigheid te bestuur (georganiseerd); raak betrokke by verandering eerder as om dit te vermy (proaktief) Is dit moontlik om 'n individu of groep se veerkragtigheid(resilience) te verhoog? Gegewe die vernietigende gevolge van mense wat disfunksionele gedrag ervaar tydens tye van verandering en die effek wat dit het op die produktiwiteit en kwaliteit standaarde van die organisasie, noodsaak dat bestuurders instaat moet wees om verkragtigheid te bestuur en te ontwikkel.
48
Abel, Jerian. "Students' conceptual modeling of simple DC electric circuits during computer-based instruction." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-170004/.
Full text
49
Yelken, Aktas Gulbahar. "Turkish Foreign Policy: New Concepts And Reflections." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612869/index.pdf.
Full textAbstract:
Turkey has been in the process of taking its foreign policy position in the post-Cold War international schema. Through this process of adjustment, Turkish foreign policy has been developing new perspectives with new concepts. The objective of this thesis is to analyze these new concepts with its theoretical basics and reflections in policy formation. In this sensetraditional Turkish foreign policy, systemic changes behind the new foreign policy path, Strategic Depth Doctrine and new conceptual tools of Turkish foreign policy are the topics covered along the chapters. Turkish foreign policy has a new conceptual and theoretical frame, which could not be fully tested and ultimate policy results could not be observed. In this thesis, new concepts are analyzed as a contribution to Turkish Foreign Policy literature, within a descriptive methodology.
50
Conner, Donnie Gray. "Reactions of gay men to AIDS: A survey of self-reported change relative to self-concept, intimacy and sexual behavior." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618679.
Full textAbstract:
The purpose of this exploratory study was to investigate the impact of the AIDS crisis on gay men relative to self-concept, intimacy, and sexual behavior changes. Additionally, this research examined the sources, amount, and accuracy of AIDS information currently available to gay men in a middle-sized, urban area.;The sample for the study consisted entirely of adult, self-identified gay men who were anonymous volunteers recruited through a networking process. The research design for this status study was a within group comparison which utilized non-probability, purposive sampling procedures.;It was concluded that gay men, participating in this study, utilize a wide variety of mainstream and gay oriented information sources and that they have extensive and accurate information on AIDS. It was concluded also that while gay men's self-concepts and personal adjustment have not been significantly affected by the AIDS crisis, intimacy levels have increased and sexual behavior changes have occurred for a large majority of the sample. The investigation identified further a significant relationship between accuracy of AIDS knowledge and the extent of change in sexual practices.;Further study is needed in this area making use of a more diverse sample so as to increase the external validity of the study's findings. Additionally, the possibility of homophobia as perceived by gay men relative to family, church, and professional service providers needs to be explored. Finally, the effect of the AIDS crisis on gay male relationships merits close examination.