Dissertations / Theses on the topic 'Degree Discipline: Development Studies'
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Lee, Chung-pak Richard. "An evaluation of social discipline as a factor in economic development." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316945.
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Lee, Chung-pak Richard, and 李松柏. "An evaluation of social discipline as a factor in economicdevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974454.
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Swack, Michael Eliot. "Enhancing community economic development practice : the role of an adult degree program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10944175.
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Yamada, Hiroko. "Interpreting Studies and Undergraduate-level English Education:A Quest to Foster the Dynamic Development of Interpretation as an Academic Discipline." Kyoto University, 2019. http://hdl.handle.net/2433/243318.
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Lundequist, Aiko. "Longitudinal studies of executive and cognitive development after preterm birth." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78946.
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Stockholm Neonatal Project is a longitudinal population-based study of children born prematurely in 1988-93, with a very low birth weight (<1500 g), who have been followed prospectively from birth through adolescence. A matched control group was recruited at age 5 ½ years. The overall aim was to investigate long-term developmental outcome, paying particular attention to executive functions (EF) in relation to degree of prematurity, birth weight and medical risks. Study I showed a disadvantage in visuo-motor development at 5 ½ years, especially among the preterm boys. Visuo-motor skills were highly related to IQ, and also to EF. In Study II, neuropsychological profiles typical of preterm children and term born children, respectively, were identified through cluster analysis. The general level of performance corresponded well with IQ, motor functions and parental education in both groups, but preterm children had overall lower results and exhibited greater variability across domains. Study III showed that extremely preterm birth (w. 23-27) per se poses a risk for cognitive outcome at age 18, particularly for EF, and that perinatal medical complications add to the risk. By contrast, adolescents born very preterm (w. 28-31) performed just as well as term-born controls in all cognitive domains. However, adolescents born moderately preterm (w. 32-36) and small for gestational age showed general cognitive deficits. Study IV found that cognitive development was stable over time, with parental education and EF at 5 ½ years as significant predictors for cognitive outcome at age 18. Among preterm children, perinatal medical risks and being small for gestational age had a continued negative impact on cognitive development from 5 ½ to 18 years. Study V demonstrated that neuropsychological scoring of Bender drawings, developed in study I, predicted cognitive outcome in adolescence, indicating that the method may be useful in developmental screening around school entry.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Manuscript. Paper 4: Manuscript. Paper 5: Submitted.
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Sutton, Michael J. D. "Examination of the historical sensemaking processes representing the development of knowledge management programs in universities : case studies associated with an emergent discipline." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94177.
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The purpose of this qualitative study was an investigation of the phenomenon of Knowledge Management (KM) program design and development. The interest in KM programs has grown during the last decade because of the increased demand for KM educational research and the importance of the emerging knowledge economy. This exploratory and explanatory investigation scrutinized two cases of graduate KM programs conceived in the year 2000. Choo’s Knowing Cycle was the conceptual framework for the study and furnished an interpretive structure for the data in terms of various processes: historical sensemaking, knowledge creation, and decision-making. Two methods were used for data collection: document analysis and structured interviews with fifteen informants—ranging from deans and directors to Advisory Board members and program support staff. Grounded theory was the analytical method used.Le but de cette dissertation était l’étude du phénomène de création et de développement de programmes de gestion des connaissances (GC). L’intérêt pour les programmes de gestion des connaissances a augmenté au cours de la dernière décennie face à la demande de recherche en éducation de gestion des connaissances et à l’importance de l’émergence de l’économie du savoir. Cette recherche exploratoire et explicative examine deux programmes d’études supérieures en gestion des connaissances conçus en I”an 2000. Le modèle théorique du cycle du savoir de Choo a été utilisé pour cette étude et a fourni une structure d’interprétation pour les données en terme de divers processus: la signification historique, la création du savoir, et la prise de décision. Deux méthodes ont été utilisées pour la collecte des données, soient l’analyse de documents et l’entrevue structurée avec quinze informateurs: du doyen aux présidents et membres des commissions consultatives au personnel de soutien des programmes. La Grounded Theory a été la méthode analytique utilisée. fr
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Eifertsen, Dyne Chanen. "The development of an associate of arts degree in jazz studies through a system of shared governance : a case study /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/11205.
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Guastella, Rosaria. "The influence of conflicting role obligations on nontraditional student baccalaureate degree attainment." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1019.
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The purpose of this research study was to investigate the phenomenon of the conflicting roles, such as parent, spouse, employee, caregiver, and community member/volunteer, associated with the lives of nontraditional college students and to reveal how these conflicting role obligations influence these students' persistence toward the attainment of an undergraduate degree. This study provides a brief history of adult education in the United States as well as the study context, a continuing studies division of a privately endowed research institution located in the southern United States. The participants in this study were nontraditional students who were also recent graduates of this continuing studies unit. This study drew upon the literature of nontraditional students in higher education, as well as literature on role theory, adult development theory, adult learning theory, and student persistence theory. This study used a phenomenological qualitative approach as a means of discovering the lived experiences of nontraditional students as these experiences relate to the conflicting roles of nontraditional students and their decision to persist toward the attainment of a bachelor's degree. Several important findings were discovered. In order to negotiate their conflicting roles, these students used several strategies as a means of helping them to balance their roles. This study also found several motivational factors that prompted nontraditional students to pursue a bachelor's degree at this time in their lives. The obstacles and challenges that these students confronted were also revealed, and in order to overcome these obstacles and challenges these students relied on several support systems. The reputation and prestige of this university was also found to be an important factor in the students' decision to attend college at this stage in their lives. Additionally, the various forms of assistance that this continuing studies unit provided encouraged students to persist.
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Torres, Rocco Ana Catalina. "Development and Testing of a New C-Based Algorithm to Control a 9-Degree-ofFreedom Wheelchair-Mounted-Robotic-Arm System." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1792.
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A Wheelchair-Mounted Robotic Arm (WMRA) was designed to aid people with limited or no upper-limb usage to accomplish activities of daily living (ADLs). The primary objective of this research was to enhance the performance of the WMRA by improving the communication protocols and functions between the hardware and software used for its control.
Previously, the control algorithm of the robotic arm was tested in simulation and in the physical arm. These implementations required a combination of Matlab and C++ language and introduced some software instability under Windows operating system. To improve the performance of the WMRA, the programs for hardware control were separated from the ones intended for simulation. The control algorithm of the arm was rewritten using C++ language to facilitate the communication with the controller boards and to make the system more stable and reliable. As a result, the communication delays were decreased since the interfaces between different programs is no longer needed. Preliminary tests were performed to demonstrate the stability and reliability of the new control algorithm. The overall response of the control implementation was enhanced and the algorithm routines and optimization procedures achieved the same goals with more efficiency. Accuracy and repeatability tests were performed, and data was collected and analyzed.
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Tarekegn, Tefera Alemu. "Challenges of development in Nibgee Village, Ethiopia : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/639.
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Cragg, Melissa. "The application of custom to contemporary Maori resource development : a thesis presented for the degree of Doctor of Philosophy in Maori Studies at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1326.
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Maori have always sought to carefully manage the natural environment – to ensure the sustainability of resources and the well-being of future generations. The dynamic nature of any culture provides flexibility for growth and development, so that new challenges can be faced with assurance and that dynamic and meaningful solutions can be found. This concept of flexibility and willingness to embrace change has been a feature of Maori culture and is documented throughout Maori history and within korero purakau. Therefore the requirement to embrace contemporary approaches to resource management has not been resisted. However, the desire to align traditional concepts with contemporary resource management conventions has at times been met with opposition and disapproval. This, despite the fact that the two world views have much in common and are not necessarily inconsistent with each other. ‘The Application of Custom to Contemporary Maori Resource Development’ is both the title of the thesis and the name given to the framework which it describes. The framework is a tool for future resource management that provides three levels of information. First, it identifies the resources where customary and contemporary methodology is currently being utilised. Second, it outlines the alignment and synergies that exist, and finally, it identifies barriers to the amalgamation and integration of both approaches. The framework by itself will not address all the complex issues associated with Maori resource management; there are many other considerations that are beyond the scope of this thesis that would need to be dealt with in order to achieve that outcome. However, the framework does provide a mechanism through which Maori values and practices can be considered alongside Western views and perspectives. The Framework will contribute to the development of more effective strategies, policies and planning. Thus, ‘The Application of Custom to Contemporary Maori Resource Development’ will contribute to improving the sustainable utilisation of natural resources.
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Campbell, Bonnie E. 1977. "Creating sustainable air rights development over highway corridors : lessons from the Massachusetts Turnpike in Boston." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/35695.
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Thesis (M.C.P. and S.M. in Real Estate Development)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 111-115).
Research and practice have shown that air rights development over highway corridors in America's cities is not only feasible, but desirable. As planners, policy makers and consumers attempt to curb the sprawling development pattern that was characteristic of the second half of the twentieth century, the development of the air space over urban highway corridors is emerging as a beneficial type of development that promotes revitalization and can be more sustainable than other types of redevelopment. As the advantages of air rights development over highway corridors become increasingly apparent, more projects and proposals are surfacing in cities nationwide. However, while this development pattern can contribute to urban revitalization, it is also unique from other types of infill and redevelopment. Air rights development is complex and requires special scrutiny and treatment from a planning and policy perspective, a distinct understanding of urban design and attention to neighborhood context, and specific development principles for construction and financial feasibility. This thesis describes these unique considerations both generically and through analysis of the Massachusetts Turnpike in Boston. It examines three cases: a completed air rights development, a planned development that has gone through the permitting phase, and a proposed air rights development as it seeks the path of least resistance for development. In this examination, a set of "best practices" and recommendations is proposed to advance the feasibility of this unique type of development. The recommendations aim to make air rights development over highway corridors more sustainable, more predictable, and more systematic in improving the urban environment. Chief among these recommendations include: the implementation of a robust and predictable regulatory framework to control the outcome of air rights development; design guidelines to ensure connectivity and contextualized development that also reflect realistic assumptions about financial feasibility and development intensity; and a systematic air rights lease negotiation process and framework that links leasing liabilities to future development revenues.
by Bonnie E. Campbell.
M.C.P.and S.M.in Real Estate Development
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Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.
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Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time.
The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts.
The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test.
The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Dental Management Sciences
unrestricted
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Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.
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This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history. Also in the international arena the history curriculum is shaped by government agencies but in New Zealand in the late 20th century, a minority of historians and teachers had a disproportionate influence over the process. They eschewed attempts to liberalise the subject by the Department of Education (and thereby reflect contemporary developments in the parent discipline) and shaped the curriculum to reflect their own professional interests. This thesis puts forward a hypothesis that seeks to explain the nature of continuity and change in the senior history curriculum in the late 20th century with a view to illuminating the origins of recent debates in the history teaching community. It argues that it is the examination prescriptions that dictate what is taught at this level and that there are three key criteria that must be met if a senior curriculum initiative is to be successfully introduced, or an existing area of historical knowledge is to be retained. Firstly, it is necessary that the decision-making elite share a consensus that a particular body of historical knowledge is of higher status than any alternative. Secondly, a successful initiative must reflect the existing scholarly constraints and boundaries of the parent discipline. Finally, advocates of a particular area of knowledge must be able to establish alliances with major stakeholders in a subject community who are sympathetic to their cause. The role of dominant individuals in this process was paramount in the 1980s as Department of Education curriculum committees at this time operated on the ethos of ‘consultation’, with little explicit philosophical direction and no authentic evaluation. This model is examined by considering the examples of women’s history (that was successfully embedded in the 1989 curriculum), Maori history (that was not) and 16th and 17th century English history (that has dominated the history curriculum in New Zealand for over 30 years).
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Madgeskind, Sharon Mary. "Motivation for change in the discipline of children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work, Massey University, Auckland, New Zealand." 2009. http://hdl.handle.net/10179/1333.
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Since becoming the first English speaking country to legislate against the physical discipline of children in 2007, there has been much debate in New Zealand for and against the parental practice of smacking. For some it has meant a welcome amendment to legislation that protects the human rights of children, for others it raises fears that parents can be criminalised for smacking their children and that the rights of parents to discipline their child, as they see fit, are being eroded. Working for an organisation that fully supports the Amendment to Section 59 of the Crimes Act, 1961 and that promotes the human rights of children; the motivating factors that encourage a parent to stop the practice of physically disciplining their child became of interest to the researcher for this thesis. Ten participants, who had used physical discipline and who had made a decision to stop the practice, were recruited to take part in a qualitative study. The data collected was analysed through a thematic analysis process using five motivational contexts found in previous research on the topic. The five contexts were experiential, relational, biographical, regulatory and ideological (Davis, 1999). The findings of the research for this thesis concur with the previous research and add further information about the motivating factors. The findings also identify the strategies that parents have found useful to achieve success in their endeavour to change their disciplinary practice. Furthermore the importance of and the distinction between the human rights of the child and parental rights have been highlighted.
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HUNG, MING-CHI, and 洪銘吉. "The Investigation of the Connection between MingjingJinshi Degree in Imperial Examination System in TangDynasty and the Development of Classical Studies." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93525957698924912168.
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博士逢甲大學
中國文學所
99
This paper probes into the connection between Mingjing Jinshi Degree in Imperial Examination System in Tang dynasty and the development of Classical Studies. By means of the analysis on this issue to explore the other aspect of Classical Studies in Tang and also to disclose individual features of Chinese Classical Studies in different dynasties. The research method adopts Qian Mu’s conception of “Seeking for similarity and difference” in pursuing historical studies. It analyzes the status of Classical Studies in Tang related to Chinese Classical Studies and also seeks for the elements how they affect each other by the forming and transforming of Imperial Examination System; On the other hand, to discuss the influence of Imperial Examination System on both quantity and quality of Classical Studies in different periods in Tang dynasty. Among many required subjects in Imperial Examination, Minjing and Jinshi had more correlations to Chinese Classical Studies. The connection was built on the formulation of S.W.C and Tiejing which took Classical Studies as its core content. Thus,the policy of learning Classical Studies and the formulation of Five Classics are the prior issues before going further in discussion. Second, regularize the connection between Imperial Examination System and Classical Studies and discover no matter how they’ve changed in forms, Mingjing and Jingshi were the two important subjects which affected Classical Studies most. Third, analyze Guanxue Systems from Central Academy to Local Colleges; Imperial Examination System had accelerated the promotion of studying Classical Studies. Last, to corroborative the influence of Imperial Examination System on Classical Studies in Tang dynasty in four dimensions: 1) How Imperial Examination System affects the quantity of Classical works in Tang dynasty. 2) Whether the topic assignments of poem, article, and composition in Imperial Examination were constructed on the basis of Classics. 3) Analyze the literature collections of Guanxue, Classics scholars, and the current of classics instructing. 4) The unity and innovation of Classics. With the data sorting, generalizing and analyzing, the paper sums up a conclusion that the Imperial Examination System in Tang dynasty and development of Classical Studies have circular interactions in three ways. Imperial Examination System restricts the multi-development of Classical Studies within certain limits. On the other hand, Classical IV 逢甲大學 e-Theses & Dissertations (99 學年度) Studies reached its climax along with the establishment of Imperial Examination System. In the meanwhile, the classification of Classical Studies expanded from Five Classics to Nine Classics, and before Confucianism was well formed and discussed in Song Dynasty, Imperial Examination in Tang involved all the Twelve Classics except Mencius, which worked as a stimulation to the future evolvement of Classical Studies in Song Dynasty.
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Clark, Laurel. "Motivating factors for the professional development of a cohort of professional doctorate students in education." Thesis, 2007. https://vuir.vu.edu.au/1449/.
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The changing environment in higher education has lead to a choice of doctoral programs for lifelong learners. From the data derived from interviews with a cohort of students in a professional Doctorate in Education at a Victorian university, the current study identified the students’ perceptions of their own professional development. It found that the extrinsic and intrinsic factors which motivated these students were numerous and often complex, and were as much for personal development such as cognitive interest, enjoyment and love of learning, social stimulation at a professional level, and because of academic pathways as they were for professional development whether for gaining qualifications, skills, credibility benefitting the profession or because of the developments within information and communication technologies. It also found that the students were non-traditional, being close to the middle or end-phase of their careers. The study developed a profile of a typical student from the many similarities exhibited by them. The implications of these findings for the nature of the Doctorate in Education at this university and for the delivery to future groups of students undertaking post-graduate degree are discussed.
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Cahn, Miranda. "Sustainable rural livelihoods, micro-enterprise and culture in the Pacific Islands : case studies from Samoa : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Ph. D.) in Development Studies, Massey University, Palmerston North, New Zealand." 2006. http://hdl.handle.net/10179/1532.
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This thesis is about the relationships between sustainable livelihoods, micro-enterprise and culture in Samoa. The 'sustainable livelihoods approach' provides a basis for analysis. The research focuses on one livelihood strategy, micro-enterprise, in order to illustrate and explain issues that are important in supporting sustainable livelihoods in Samoa. Micro-enterprise is regarded as a livelihood strategy that, if successful and sustainable, can support livelihood outcomes for rural Samoan people, and reduce poverty. The sustainable livelihoods approach is reviewed and the thesis argues that culture is integral to sustainable livelihoods, but existing theory and frameworks do not incorporate cultural aspects in a way that provides a sound theoretical basis for this research, or any sustainable livelihoods analysis. The thesis argues that culture is interwoven into each of the components of the sustainable livelihoods framework, and in fact culture is a context in which livelihoods exist. Each of the components provides an entry point for analysis of the relationships between culture and livelihoods. This concept was used as a basis for an analysis of rural livelihoods in Samoa, where fa'aSamoa was found to be interwoven with almost every aspect of rural livelihoods in a complex and influential way. A revised definition of a sustainable livelihood, and a revised framework were then developed which were more appropriate for this research. A strength of sustainable livelihoods theory, and the related frameworks, is that the theory embraces flexibility, and could thus be adapted to incorporate cultural aspects in this way. The thesis reviewed business enterprise in Samoa, and described the relationships between fa'aSamoa and business enterprise. The research revealed both harmonies and tensions between fa'aSamoa and business which influenced the success and sustainability of business enterprise. Two 'types' of small and micro-enterprise were identified in Samoa (with a continuum between): private sector enterprises and traditional 'sphere ' enterprises. 'Traditional sphere' enterprises, in order to be sustainable, normally operate within the cultural context of fa'aSamoa, ensuring that relationships, trust and harmony within the family and community are maintained and social and cultural assets, which provide a sense of identity and security, are sustained. The field research described in the thesis focused on two separate groups of micro-entrepreneurs in Samoa, fine mat weavers and village-based coconut oil producers. The case studies described the outcomes the micro-entrepreneurs aspire to, the risk, adversity, and challenges they face, and the work of the non-government organisations (NGOs) that support them. The case studies illustrated and further developed concepts developed in previous chapters, and also demonstrated just how the relationships between fa'aSamoa and sustainable livelihoods were expressed in practice. In the fine mat weaving case study there was considerable harmony between fa'aSamoa and the livelihood strategy. However, in the village-based coconut oil case study there were some tensions between fa'aSamoa and the venture that were causing vulnerability. The thesis concluded that understanding the relationships between culture, and sustainable livelihoods is critical for ensuring that good judgements are made about development intervention and policy. The revised sustainable livelihoods framework, and the concept of using the components of the frameworks as multiple entry points for analysis, provided an appropriate and useful theoretical framework for understanding the relationships between fa'aSamoa, sustainable livelihoods and micro-enterprise in Samoa.