To see the other types of publications on this topic, follow the link: Diploma courses.
Dissertations / Theses on the topic 'Diploma courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 25 dissertations / theses for your research on the topic 'Diploma courses.'
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
Singh, Bijan, and n/a. "A comparison of graduates and non-graduates in diploma courses at Fiji Institute of Technology." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.160203.
Full textAbstract:
This is the first study done to ascertain which factors
significantly determine graduation and non-graduation in the Diploma
courses at Fiji Institute of Technology.
It is a quantitative study and analyses of the effects
of the variables sponsored/private, entry level, race, grade point
average, course sex, age and rural/urban on graduation and
non-graduation.
The significance of this study lies in determining
which improvements are necessary in order to increase the number of
graduates and thus make more effective use of the physical and human
resources. Resource utilisation gains added importance because of
its national implications. The Diploma graduates are the main
source of middle level technical manpower for Fiji; a developing
country which since its independence in 1970, has made satisfactory
social, political and economic progress.
For the period under study, data analysis shows that
the percentage of students graduating was 40.8. Furthermore, the
major finding was that Government sponsored ethnic Indian male
students with New Zealand University Entrance as entry level,
belonging to the 24+ age group produced statistically significant
results.
It has been recommended that both the Fiji Institute of
Technology and the Government of Fiji should increase and strengthen
Government sponsorship of Diploma students. Fiji Institute of
Technology in consultation with industry should work out effective
strategies such as better supervision and the monitoring of
sponsored students' progress throughout the course and provision of
an increased variety of work experiences, in order to improve the
weaker areas of practical experience during the course.
Since this is the first such study, further research in
areas such as the requirements of the Diploma curriculum and the
availability of training facilities and equipment, is recommended.
2
Hodgson, F. "The effectiveness of Advanced Diploma courses in education causing innovation in schools in England and Wales : With particular reference to the education of children with learning difficulties, in the 1980s." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380322.
Full text
3
Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.
Full text
4
Northcott, Joy. "Teaching English as a Foreign Language : Perceptions of an In-service Diploma Course." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518379.
Full textAbstract:
This thesis reports a study in the area of continuing professional development for teachers of English as a foreign language (TEFL). The research focuses on teachers' retrospective views of their in-service Diploma course, specifically their reasons for taking the course, their learning experience during the course and their perspectives on its impact. This appears to be an under-researched area, so, in an attempt to frame it, the literature is drawn from a number of different areas: teacher training impact studies within both EFL and mainstream teaching; writing in the area of teachers' careers, motivation and receptivity to professional learning; teacher learning and development; teacher professional identity; and supervision and mentoring of teachers. In terms of methodology, the study takes a case study approach with data analysed through a framework drawn from phenomenography, and investigates the topic through the use of several stages of qualitative, semi-structured, individual interviews. Some writers in the field of teacher education have taken the view that in-service professional development has little impact on practice but the findings from this study, although tentative and small-scale, are much more optimistic about the long-term value of CPO in the chosen field. Despite having varied opinions of their respective courses, almost all the interviewees could give concrete examples of sustained impact in the context of their subsequent practice, and in many instances it was possible to suggest tentative links between what had made the experience life-changing or otherwise. There was some considerable variation in the types of impact perceived and there also appeared to be a difference in the 'depth' of outcomes. Potential links between impact and other key issues are explored in detail, for example, motivation and receptivity to professional learning, self-identity and self-confidence as a teacher, the importance of prior teaching experience, and the role of course tutors.
5
Glover, Jean Mary Grace. "Factors affecting the relationship between students on a 'Diploma in Nursing' course and their mentors." Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/20687/.
Full textAbstract:
Student nurses learn best in placement settings, applying theory under supervision. Learning through practice enables students to reflect upon experiences in the light of critical thought about concepts, and is crucial to developing thinking, questioning practitioners. In 1987 the ENB recommended that nursing students be supervised during practical placements by a mentor who will help them gain the most from the experience. When this study began in 1991, there had been little research into how mentoring was being applied in nursing education in the UK, though there was considerable literature about mentoring in other fields and in nurse education in other parts of the world. These studies cannot be applied to UK nursing education for two reasons: differences in UK nurse education; and confusion about what 'mentor' means. While this investigation was in progress, much similar work was published; the findings were in broad agreement with this study. This study investigates how mentoring is working for students of the adult branch of a Diploma in Nursing course. Focus group interviews were performed and the analysis of these interviews was used to devise questionnaires, the responses to which were in turn analysed. The experiences of both mentors and students were considered. The study took place in a large centre during a period of major change within health care services in the UK. Major themes emerged from analysis of the qualitative data. Quantitative data were used to verify findings over a wider sample (144 mentors and 164 students).The findings show the potential for both positive and negative effects of mentoring in the study site. The investigation of the mentor role demonstrates differences in definition when it is applied to pre-registration nursing students to that applicable at later stages of career development. In particular the functions of supporting and skills teaching are accorded a high priority by nursing students. Both parties are shown to be subject to multiple stressors which, along with a variety of personal and organisational factors affect the quality of the mentor-student relationship. The study recommends preparation and support for mentors that acknowledges the importance of the supporting, befriending and skills teaching aspects of the role. The identification of the part played by students within the association highlights the need for teachers to generate realistic expectations of the relationship. Good practices identified on the study site may serve as a model for others. Further research is needed to investigate the workload involved in mentoring and the pattern of interaction that occurs when the mentoring relationship is perceived by one or other of the parties to be working in an unsatisfactory manner.
6
McLaren, Lorian. "Assessment strategy framework for the National Diploma : fashion course at one Eastern Cape Comprehensive University." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4904.
Full textAbstract:
The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
7
Chan, Chi-hung Dominic, and 陳志鴻. "Students' experiences during an industrial placement and their impact on course outcomes in a higher diploma programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30244183.
Full text
8
Littleton, Karen L. "An investigation into the effects of supernumerary status upon clinical education in a Diploma in Nursing course." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394865.
Full text
9
El, Banna Selvana. "Participants’ understandings and experiences of learning to be an English Language teacher through a diploma course at the University of Damascus." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436679.
Full text
10
Misser, Shanu. "Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8104.
Full textAbstract:
This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
11
Reeve, Jacqueline. "Past caring? : a longitudinal study of the modes of change in the professional and global self-concepts of students undertaking a three year diploma in nursing course." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343871.
Full text
12
Plantard, Guillaume. "Etre jeune adulte diplômé et allocataire du Revenu de Solidarité Active (RSA) : des modes et des trajectoires de vie, en périphérie du salariat, entre tensions et négociations." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAG021/document.
Full textAbstract:
Cette thèse analyse les tensions vécues et les négociations menées, au quotidien, par des jeunes diplômés, en prenant en compte leurs parcours de formation et le recours au RSA. Partant d’entretiens et de récits, la recherche porte sur les processus socio-biographiques, avec leurs nombreuses transformations identitaires et relationnelles. Une typologie des modes de vie a d’abord été construite pour décrire les multiples usages du RSA pratiqués au quotidien. Une analyse des parcours dans le dispositif a permis ensuite de saisir les manières dont ces jeunes renégociaient les usages du RSA avec leur entourage proche et avec les professionnels chargés de l'accompagnement des allocataires. Enfin cette thèse montre que le recours au RSA représente une expérience sociale marquante pour des jeunes diplômés, sortis de l'enseignement supérieur et confrontés à la précarité professionnelle, notamment dans la manière dont ils vivent leurs transitions sociales vers la vie adulteThis thesis analyzes the lived tensions and negotiations conducted on a daily basis by young graduates, taking into account their training program and the use of RSA. Starting with interviews and stories, research focuses on socio-biographical process, with their many identities and relational transformations. A typology of lifestyles was first constructed to describe the multiple uses of RSA practiced daily. An analysis of the course in the device was then used to grasp the ways in which these young renegotiating uses RSA with their entourage and the professionals responsible for the accompaniment of the beneficiaries. Finally, this thesis shows that the use of RSA represents a significant social experience for young graduates, out of higher education and faced with job insecurity, particularly in the way they live their social transitions to adulthood
13
Annocque, François. "Les enseignements d’expression-communication et les pratiques instrumentées : regards d’enseignants et d’apprenants." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H060.
Full textAbstract:
Cette thèse décrit et analyse d’un point de vue didactique les discours d’enseignants et d’étudiants sur la place des outils numériques dans des enseignements universitaires d’expression-communication en DUT dont les finalités, prescrites par les programmes de 2013, sont d’outiller méthologiquement les étudiants dans leur cursus universitaire et de préparer l’insertion professionnelle de ces futurs techniciens supérieurs. La question est posée des rapports entre les usages du numérique et ce qui est enseigné et appris dans ces enseignements. L’assise théorique est construite à partir des notions d’instrument et de genèse instrumentale (Rabardel, 1995) à partir desquelles je considère qu’un outil numérique est le résultat d’une construction qui en partie s’opère selon les représentations que les enseignants et étudiants ont de ce qui est enseigné et appris en expression-communication. Sont aussi mobilisés les travaux de Fluckiger (2011, 2014) relatifs aux usages numériques ordinaires en situation éducative pour décrire et comprendre la manière dont les étudiants et enseignants conçoivent les fonctions des outils numériques utilisés et leurs rapports aux objets enseignés et appris. Ces objets sont exprimés dans cette recherche en termes de contenus (Delcambre, 2007/2013) et de représentations de ces contenus avec une double visée : - primo, montrer que ces représentations orientent les choix des outils ainsi que leurs genèses ; - secundo, montrer que le numérique dans ces enseignements n’est pas réductible à des usages mais donne aussi lieu à l’enseignement/apprentissages d’objets qui mobilisent des outils numériques. Cette recherche se propose de contribuer aux travaux actuellement menés en didactiques sur les contenus (Daunay & Reuter, 2013) avec pour objectif de discuter certains discours médiatisés sur l’omniprésence du numérique dans le paysage éducatif et l’homogénéité des habiletés et des pratiques des étudiants. La notion de contenu dans cette recherche montre que les usages éducatifs du numérique ne reposent pas seulement sur le transfert d’habitudes et de compétences sociales mais sont à entendre en fonction de ce qui se joue dans des systèmes disciplinaires historiquement constitués et comportant leurs propres enjeux et représentations (Baron, 2014)This work describes and analyzes from a didactic point of view the discourses of teachers and students on the place of digital tools in university courses of expression-communication in DUT whose aims, prescribed by the 2013 programs, are to equip students in their university curriculum and to prepare the professional integration of these future senior technicians. In this work, the question is posed of the relationships between numérical uses and what is taught and learned in these courses. The theoretical basis is constructed from the notions of instrument and instrumental genesis (Rabardel, 1995) from which I consider that a numerical tool is the result of a construction which partly takes place according to the representations that the teachers and students have what is taught and learned in expression-communication. In addition, Fluckiger's works (2011, 2014) on digital’s ordinary uses in the educational setting are used to describe and understand how students and teachers view the functions of the numerical tools used and their relation to the objects taught and learned. These objects are expressed in this research in terms of content (Delcambre, 2007/2013) and representations of these contents with a double aim: - first, show that these representations guide the choice of tools and their genesis; - secondly, show that the digital in these courses is not reducible to uses but also gives rise to the teaching and the learning of objects that mobilize numerical tools. This research aims to contribute to the current works in didactics on content (Daunay & Reuter, 2013) with the goal of discussing some publicized discourses on the omnipresence of digital in the educational landscape and the homogeneity of skills and practices of students. The notion of content in this research shows that the uses of digital tools are not only based on the transfer of habits and social skills but must be understood to what is played out in historically constituted disciplinary systems with their own issues and representations (Baron, 2014)
14
Eriksson, Anna-Lena. "Handledarens stödjande arbete i APL-uppgifterna för åk 1 : Med fokus på elevens lärande." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28465.
Full textAbstract:
The aim of this essay is to examine the supervisor’s view on the structure and content of the tasks given to students during their vocational training. The investigation could be of help for teachers when devising new vocational training tasks. The study is based upon qualitative interviews with five supervisors, all of whom work at preschools. The supervisors were asked to grade all the vocational training tasks on a scale from one (easy) to five (difficult). The results were then used as a starting point for a discussion with the supervisors about their grading of the tasks. When devising vocational training tasks, one of the foundations is the knowledge requirements as expressed in the syllabus, and how they are reflected in the vocational training. An important aspect of the student’s learning is the supervisor’s ability to clarify the goals and criteria of vocational training. The supervisor plays an important role and is responsible for the student’s vocational training period. This study has given me a better understanding of the supervisor’s view on the structure of the vocational training tasks and I have been given many useful suggestions as to how it can be improved to strengthen the quality of the education. The Swedish Schools Inspectorate carried out an investigation in 2011 and noticed shortcomings in the grading of the vocational training, which is interesting and relevant for my study. The supervisor assesses the student’s performance during the vocational training according to a certain scale of grades. The findings suggest that we need to revise the structure and assessment of the vocational training tasks. At the upper secondary school used in this study, the tasks are devised in a way that makes it difficult for the supervisor to support the student in his/her learning process, because the tasks are too numerous and the instructions contain many ill-defined terms. The supervisors also want closer contact with, and visits from, the upper secondary school teachers, so that both the former and the students can receive more feedback and better support.Syftet med denna uppsats är att undersöka handledares syn på praktikuppgifternas utformning och innehåll. Undersökningen kan vara till hjälp för lärare när nya praktikuppgifter ska utarbetas. Arbetet bygger på fem kvalitativa intervjuer som har genomförts med handledare som är verksamma inom förskoleverksamheten. Handledarna fick göra en bedömning av praktikuppgifterna utifrån en svårhetsskala från ett till fem, där fem är mycket svår och ett är mycket lätt. Utifrån skalans bedömning samtalade vi kring varför de gjord den bedömningen. Vid utformning av praktikuppgifter är en av byggstenarna kunskapsmålen som kopplas till praktiken utifrån ämnesplanerna. En viktig del i elevens lärande är att handledaren kan tydliggöra mål och kriterier i det arbetsplatsförlagda lärandet. Handledaren har en viktig roll och ansvar för eleven under praktikperioden. Under undersökningens gång har jag fått inblick i hur handledarna ser på praktikuppgifternas utformning och fått bra förslag på hur de kan förbättras för att stärka kvalitén på utbildningen. Då skolinspektionen genomfört en kvalitets undersökning 2011 och sett brister i betygsättningen kopplat till praktiken är detta intressant och relevant att koppla till mitt arbete. Handledarna sätter omdöme på eleven under praktikperioden utifrån en betygsskala. Resultatet tyder på att vi behöver se över praktikuppgifternas utformning och bedömning innan eleverna går ut på praktik i höst. Som praktikuppgifterna ser ut idag i åk 1 på den för studien aktuella gymnasieskolan har handledarna svårt att stödja elevens lärande, uppgifterna består av många svåra begrepp samt att de är för många till antalet. Det finns också önskemål om tätare kontakt med skolan samt praktikbesök för att stötta och ge återkoppling till både handledare och elev.
15
Tučková, Eva. "Výroba dvoufázových austeniticko-feritických korozivzdorných ocelí s využitím vakuové metalurgie." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2018. http://www.nusl.cz/ntk/nusl-382125.
Full text
16
Ferrer, Cayón Jesús. "La instrumentalización política de la cultura durante el primer franquismo: la Universidad Internacional Menéndez Pelayo (UIMP) y el Festival Internacional de Santander (FIS), 1945-1957." Doctoral thesis, Universidad de Cantabria, 2012. http://hdl.handle.net/10803/80772.
Full textAbstract:
A partir del análisis de los orígenes y de la creación de la Universidad Internacional Menéndez Pelayo (UIMP) y del Festival Internacional de Santander (FIS), se profundiza en el conocimiento de la historia de ambas instituciones durante el primer franquismo y la relación que en ellas hubo entre política, ciencia, cultura e identidad nacional, a la vez que se demuestra el papel primordial de legitimación política internacional que la dictadura del general Franco asignó a la cultura con el fin de combatir el aislamiento diplomático que sobre España pesaba entre los ecuadores de las décadas cuarenta y cincuenta del pasado siglo. Asimismo, otros aspectos abordados en este trabajo son los referidos a la historia de los cursos de español para extranjeros y la historia de los festivales de música, relativas ambas a nuestro país, así como a la aproximación histórica a la vida cultural de Santander en la inmediata posguerra civil.From the analysis of the origins and creation of the International University Menéndez Pelayo (UIMP) and the International Festival of Santander (FIS), it delves into the knowledge of the history of both institutions during the early Franco and the relationship that they were between politics, science, culture and national identity, as well as demonstrated the essential role of international political legitimacy to the dictatorship of General Franco assigned to culture in order to combat the diplomatic isolation of Spain weighed between equators decades of the forties and fifties of last century. Also, other issues addressed in this paper are those related to the history of Spanish courses for foreigners and the history of music festivals, both concerning our country, and the historical approach to the cultural life of Santander in the immediate post-Civil War.
17
Bureaux, Guillaume. "Union et désunion de la noblesse en parade. Le rôle des Pas d'armes dans l'entretien des rivalités chevaleresques entre cours princières occidentales, XVe-XVIe siècles (Anjou, Bourgogne, France, Saint-Empire)." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR142/document.
Full textAbstract:
Apparus en 1428 en Espagne, le Pas d’armes est un parfait exemple de l’indéniable intérêt porté par la noblesse, de la fin du Moyen Âge et du début de la Renaissance, aux arts martiaux, littéraires et théâtraux. Il s’agit, en réalité, d’une évolution de la joute et du tournoi au cours duquel un ou plusieurs chevaliers est volontaire pour garder un carrefour, une porte ou tout autre lieux symbolique. Pour différencier ces exercices des joutes, les organisateurs publient des chapitres, ou lettres d’armes, plusieurs mois en avance. Ils sont souvent constitués de deux parties, la première venant placer les chevaliers assaillants et défenseurs dans un univers magique et fantastique, le seconde présentant les règles du jeu. Notons également que la majeure partie des Pas plonge les chevaliers dans un monde fictionnel, en particulier inspire de la légende arthurienne, grâce aux chapitres, aux décors et, naturellement, aux costumes. Témoignages des contacts transculturels existent entre les cours d’Anjou et de Bourgogne avec celles d’Espagne, les Pas d’armes sont organisés à des moments décisifs pour les cours, qu’il s’agisse de mariages, de traités de paix ou d’un temps d’après-guerre ; et tous remplissent un rôle commun : mettre en lumière l’unité chevaleresque autour du Prince et de son pouvoir. Invariablement, c’est le Prince qui sort vainqueur des événements qui ont lieux au sein de sa cour. Il s’agit essentiellement pour le prince de mettre en scène son pouvoir dans ce « jeu-mimique » où l’important n’est pas tant le combat que le spectacle et la mise en lumière du pouvoir princier, tant culturel, financier que militaireAppearing in 1428 in Spain, the Pas d’Armes are a real example of the undeniable interest held by the nobility of the end of the Middle Ages and the beginning of the Renaissance in the arts of warfare, in literature, and theater. It is in reality an evolution of the joust and tournament in which one or several knights volunteer to keep a crossroad, a door or another symbolic place. To differ from the joust, the organizers publish chapters, or letters of weapons, several months in advance. They consisted of two parts, the first one coming to place the knights defenders and aggressors in a magic and fantastic universe, the second containing rules to be followed. It is also necessary to note that the great majority of Pas place the knights in a fictional world, in particular regarding Arthurian legend, by means of chapters, present scenery around the lists and, naturally, costumes. Testimonies of transcultural contacts between the Valois ‘courts of Anjou and Burgundy and Spanish courts, the Pas d’armes are organized at courtly decisive moments like marriages, treaties of peace or just after a war, all the Pas d’armes had a common role : to highlight the unity of knighthood around the Prince and his power. On each occasion is the Prince who emerges victorious from all the entertainment organized at his court. Essentially, it is a way for the prince to dramatize his power in this “game – mimicry” where the important thing was not so much the fighting but the scenery and the highlighting of cultural, financial and military power of the court
18
Liu, Sheng-De, and 劉聖德. "Action Research in the Implementation of the International Baccalaureate Diploma Programme (IBDP) Language A: Language and Literature Courses in High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2sb66b.
Full textAbstract:
碩士國立臺灣師範大學
教育學系
105
The aim for this research was to discuss the impact for the learning behavior of student in the 12th grade of senior high school after change the teaching method to the International Baccalaureate Diploma Programme (IBDP). In this research, it was also makes a further discussion on teaching design and teaching methods. And to analyzes the teaching process of this course, and envisages corresponding strategies for the situation and problem of implementation. This research adopts action research method, to studying the students in the IBDP language A: The main point was based on language learning process between language and literature courses. Researcher will collecting the classroom observation records、teaching reflection journal、interview records、learning sheets、videos and photographs as research materials. According to the research process, there are three conclusions in the research. First, IBDP learning mode changes the course planning and teaching design mode in the Chinese class. Second, IBDP Language A has a positive impact on student’s learning experience in the language and literature courses. Third, The Chinese teacher needs to improve their professional knowledge to manage IBDP Language A. Basis on the above research conclusions, there are three suggestions for future IBDP Language A: language and literature courses implemented in the 12th grade Chinese Lesson preparation. First, for IBDP class planning and design should consider the student's learning experience, teaching hours and assessment methods. Second, the IBDP’s teachers should be organized the teaching PLC, and also should increase themselves professional knowledge frequently. Moreover, actively participate in seminar to increase the wide professional knowledge is recommend.
19
"Competitive strategy for diploma course in management communication." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888680.
Full textAbstract:
by Terpstra Tong Jane Lai-Yee.Thesis (M.B.A.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 99-100).
EXECUTIVE SUMMARY --- p.i
TABLE OF CONTENTS --- p.ii
LIST OF TABLES AND FIGURES --- p.v
ACKNOWLEGEMENT --- p.vi
Chapter
Chapter I. --- INTRODUCTION --- p.1
Methodology of Studies --- p.3
Terminology --- p.3
Approach --- p.3
Data Collection --- p.4
Chapter II. --- METHODOLOGY --- p.6
Five Competitive Forces --- p.6
Advantages of Industry Analysis --- p.13
Establishing Competitive Advantage --- p.14
Putting Strategy to Work --- p.16
Data Collection --- p.17
Rationale and Objectives of the Questionnaire --- p.18
Chapter III. --- AN ANALYSIS OF THE CONTINUING BUSINESS EDUCATION INDUSTRY --- p.20
Bargaining Power of Customers --- p.20
Bargaining Power of Supplier --- p.23
Threat of New Entrants --- p.24
Threat of Substitutes --- p.26
Rivalry Among Existing Competitors --- p.28
Is the Continuing Business Education an Attractive Industry to Get in? --- p.30
Chapter IV. --- "THE PRODUCT, THE CUSTOMERS, AND THE CURRENT OPERATIONS" --- p.32
The Product: Diploma Course in Management Communication --- p.32
Customer Profile --- p.35
The Current Operations --- p.36
Structure of APIB --- p.36
Structure of DMC --- p.37
Chapter V. --- COMPETITORS OF DMC --- p.39
Competitors for Customers that View DMC as an English Program --- p.39
Competitors for Customers who Take DMC as a Management Program --- p.43
Diploma Programs of APIB --- p.43
Professional Diploma of Hong Kong Management Association --- p.44
Other Suppliers of Diploma Programs --- p.45
A Warning of Quality --- p.47
Competitors that Offer Management Skills Training --- p.48
Who to Compete With? --- p.49
Chapter VI. --- COMPETITIVE STRATEGY FOR DMC --- p.50
Cost is Not Manageable and Low Cost Strategy is Not Possible --- p.50
Broad Differentiation or Focus Differentiation? --- p.52
Proper Strategy: Focus Differentiation --- p.52
Position as Management Skills Program --- p.53
Putting Strategy into Action --- p.54
Focus Differentiation Strategy: Implications and Related Issues for DMC's Operations --- p.54
What Do the Customers Value? --- p.55
Target Customers - Who Should DMC Focus on? --- p.55
Market Size --- p.58
Chapter VII. --- MARKETING COMMUNICATIONS PROGRAM
Previous Marketing Plan --- p.60
Core Program --- p.61
Program Brochure --- p.62
Press Release --- p.63
Advertising --- p.64
Direct Mailing --- p.65
Option One: Sales Calls to Selected Corporations --- p.67
Option Two: Whole Day Walk-in Registration Session --- p.68
Budget --- p.69
Chapter VIII. --- CONCLUSION --- p.70
APPENDIX 1 QUESTIONNAIRE --- p.71
Chapter 2 --- RESULTS OF SURVEY ON PART-TIME STUDIES OF WORKING EXECUTIVES --- p.77
Chapter 3 --- STUDENT PROFILE --- p.89
Chapter 4 --- SAMPLE OF PRESS RELEASE --- p.96
Chapter 5 --- SAMPLE ADVERTISEMENT --- p.98
BIBLIOGRAPHY --- p.99
20
Makondo, Edward. "A study on an evaluation of the course for the Diploma in Nursing Administration in Zimbabwe." Thesis, 2001. http://hdl.handle.net/10500/873.
Full text
21
Van, Heerden Joan Pamela. "Evaluation methods of the physical science course for the secondary teacher's diploma at black colleges of education." Thesis, 2014. http://hdl.handle.net/10210/11198.
Full text
22
Baxter, Roger. "A model to reduce the divide between South African secondary institutional skills and knowledge, and the entrance requirements for an information technology diploma course." Thesis, 2008. http://hdl.handle.net/10352/294.
Full textAbstract:
M. Tech. (Information and communication technology, Faculty of Applied and computer sciences), Vaal University of TechnologyHistorically, access to information technology (IT) in South Africa educational institutions has been socially stratified. As a result, many new learners seeking to enter South African tertiary institutions fail to meet the requirements of their preferred course and institution. In 2003, the Department of Information and Corrununications Technology at the Vaal University of Technology (VUT), in conjunction with the National Institute for Information Technology (NIIT), an internationally recognised IT organisation, introduced a short course named the Information Technology Boot Camp (ITBC). This course is now known as the Introduction to Information Technology course (Intro-to-IT). The course is targeted at learners who want to study the IT diploma at the VUT but, who as a result of their Matriculation marks, do not meet the VUT's entrance requirements. The aim of the course is to prepare and qualify these learners for possible acceptance into the IT diploma at the VUT. Although the Intro-to-IT course has impacted positively on the VUT, research has found that learners progressing from the Intro-to-IT course into the IT diploma course experience difficulties in solving programming problems in a logical way. Therefore, the failure rate in Development Software I, a first-semester programming subject, is relatively high. The model described in this study encompasses alterations (implemented and still to be implemented) to the syllabus and content of the Intro-to-IT course, changes to the learning methods and time frames for subjects, and the measurement of these changes in comparison to previous results. The model also includes a software program, which will assess the Intro-to-IT applicants, store results and provide analytical data on all learners' marks and results for the Intro-to-IT short course at the VUT. This model is designed to provide the necessary skills, knowledge and basic logic required to allow successful Intro-to-IT learners the opportunity of success when they enter the VUT's IT diploma stream.
23
HSIAO, SHIH-HSUAN, and 蕭士軒. "A Comparative Study of International Baccalaureate Diploma Programme Chinese A Literature Course and Chinese Language and Literature Curriculums in Taiwanese Senior High Schools." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2xg9tu.
Full textAbstract:
博士東吳大學
中國文學系
107
Globalization in education has prompted Taiwan to engage in educational exchange with different countries and embrace innovations while developing a comprehensive knowledge-based education system for the 21st century. The proposed multifaceted learning pathways and the “12-year Basic Education Curricula” focusing on talent development are expected to be announced in September 2018, with the new curricula to be implemented in September 2019. The Ministry of Education in Taiwan stipulated that the pilot schools of each district implement the curriculum. In addition to basic academic subjects and skill subjects, each school is required to develop a “school-based curriculum” that incorporates the school’s characteristics. It is hoped that a well-rounded education centered on “self-directed learning”, “interaction”, and “enthusiasm” will help achieve the educational objectives of “inspiring potentials”, “cultivating life skills”, “developing career paths”, and “teaching civic responsibility” which align with the top ten education indicators set by the International Baccalaureate Organization (IBO). Founded in Geneva in Switzerland in 1968, the International Baccalaureate Organization has developed a set of challenging international education projects and stringent assessment systems. It is currently the most widely adopted education system in the world. In 1988, the Diploma Programme (DP) of IBO included the Chinese Language as a Group 1 subject and developed two curricula – Language A and Language B (for students whose native language is not Chinese). In 2013, the Language A program replaced existing courses with “Language and Literature” and “Literature” and introduced “Standard Level” and “Higher Level” courses to cater for IB students from around the world who possess different levels of proficiency in the Chinese language. The Language A Chinese Program is centered around developing critical thinking skills. The course content is taught in both a “local” and “global” context, meaning that the Literature and Language classes incorporate elements of globalization as well as characteristics of the Chinese culture. With the help of the official Guide Book provided by IBDP, teachers can design a curriculum by selecting different types of texts based on the time period, region, ethnicity, and gender of an author. This allows deeper understanding of the content and deeper reflection. The curriculum also provides students with the knowledge foundation, inspiration, and motivation to acquire an understanding of the social background during which a text was written, to explore the core concept of a creative text, and to observe how “sentiments” and “intentions” expressed in a text travel through time and space and how new and old ideologies are juxtaposed against one another. This does not only help students develop a more profound understanding of the content but also create resonance among students. At the same time, comparing different cultures and texts in multicultural contexts allows students to observe the similarities and differences of different subjects. Through understanding different cultures and cultivating respect for them, students will develop the skills for cultural integration as well as intercultural communicative competence. This article focuses on examining the core concepts of the “Chinese Language A” curriculum in IBDP which include diverse learning, cross-disciplinary learning and critical thinking skills and how these concepts correspond with the assessment tools regarding reading, research, writing, oral expression, and exams in order to discuss the High School Chinese Language subject in Taiwan. The article references the flexibility, diversity, international and local perspectives adopted by the IBDP curriculum and explores the possibility of two language teaching methods functioning on their own and in conjunction based on the curriculum design and implementation aspects.
24
Bordua, Valérie. "La noblesse castillane et la mer durant la Guerre de Cent ans : étude des récits de voyage du Victorial et du Canarien." Thèse, 2017. http://hdl.handle.net/1866/20682.
Full text
25
Laburdová, Jiřina. "Chemické vzdělávání ve Skotsku - výuka chemie na středních školách a vzdělávání učitelů chemie." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-333519.
Full textAbstract:
The Czech Republic and Scotland rank similarly in international pupil's performance tests. However, education systems of these countries differ greatly. This research has three main focus areas: 1) general aspects of Scottish education including teaching methods, school and real life connections in teaching, and school leaver's destinations 2) studying Chemistry and teaching at university 3) Chemistry in the senior phase of secondary education and the change of topics and exam paper brought in with the new Curriculum for Excellence. Comparative analysis of syllabi, exam papers, government publications and OECD reports was used and personal experience from an exchange study programme at a Scottish university and a work placement at a secondary school in England were utilized. The Higher exam paper was translated and Czech secondary students sat the test Furthermore, teacher trainees and Chemistry teachers were asked to evaluate the test. Results show that Czech students are taught different things and are accustomed to different ways of being tested, ones that are more focused on knowledge and less on critical thinking. Chemistry education in Scotland is more focused on school and real life connections and newest scientific discoveries. Therefore, Chemistry support notes for the senior phase were analyzed...