Dissertations / Theses on the topic 'Concept of change'
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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 textLuyten, 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 textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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 textSun, 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 textĎurčová, 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 textZunick, 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 textTennis, 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 textTosey, 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 textGarvey, John. "Change and tradition the concept of doctrinal development and orthodoxy /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full textRunquist, 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 textBowhay, Cherry Lynn. "Visualization as a technique for personal change." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25351.
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Psychology, Department of
Graduate
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 textALLAIN, 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.
Schurr, Kelly Laural. "Cognitive Structural Change and the Technological Design Process." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22014.
Full textThe 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.
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 textTeakle, 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 textSeyedmonir, 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 textTitle from document title page. Document formatted into pages; contains xii, 203 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-142).
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 textEmerson, 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 textVenville, 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 textobservations, 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.
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 textLa, 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 textGul, Murat. "German Foreign Policy: Change And Continuity (1949-2000)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1267681/index.pdf.
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civilian power&
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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.
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 textBéhar, Céline. "Crédibilité de la politique monétaire : du concept à l'empirisme." Paris 1, 1994. http://www.theses.fr/1994PA010057.
Full textDuring 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
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 textUNDERSTANDING 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.
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 textPalmer, 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 textSzijarto, 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 textFahrenbach, 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 textZunick, 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 textNielson, 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 textSweet, 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 textHolmes, 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 textÖsterlind, 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 textThis 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.
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 textConcept 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.
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.
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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 textVan, 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 textCarson, 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 textSchaffrin, 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 textAzad, 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 textEntrepreneurial orientation
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 textAdams, 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 textSmith, 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 textInce, 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 textSipp, 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 textBenade, 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 textENGLISH 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.
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 textYelken, 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 texttraditional 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.
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.
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