Dissertations / Theses on the topic 'EAP'
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1
Lorentzen, Peter, and Johan Lindh. "Evaluation of EAP-methods." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4452.
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Network administrators typically employ di erent methods for authenticating and authorizing the access to their networks. A exible and scalable network access method is needed to combat the ever increasing network ubiquity brought on by technological advancements. The IEEE 802.1x Port-Based Network Access is a technology that allows transparent authentication to a network. It uses EAP-methods in order to authenticate against a server. There are a lot of di erent EAP-methods to choose from, and they vary in complexity and security. This report will bring up the di erences between the most commonly used authentication methods regarding the authentication time depending on di erent delay and network load. Results showed that EAP-methods that are less complex take less time to perform authentication than their counterparts. When there is no delay, or a very small delay, this might not matter, but when the delay is higher complex EAP-methods take signi cantly longer time to perform the authentication process. This is very negative considering the nature of transparent authentication, and could lead to users becoming annoyed. A general formula for determining how long time an EAP-authentication process will take is presented.
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Manning, Anthony. "EAP teacher assessment literacy." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28268.
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The first chapter of this thesis begins with an introduction to the background associated with the research project and an overview of significant issues in English for Academic Purposes (EAP) and its assessment. This leads on to an explanation of the need for EAP Assessment Literacy. It is clarified, through reference to the research questions, that this study has been undertaken in order to investigate the extent to which the views of EAP teachers, on the topic of EAP testing and assessment, reflect language testing research and practices which comprise Assessment Literacy. Statement of the research questions and the hypothesis under investigation also explains that the thesis aims to ascertain how EAP Assessment Literacy can be sustained or enhanced. Chapter 2 of the study presents the Literature Review which examines the conceptual frameworks surrounding Assessment Literacy and the context of EAP. The views of key proponents of Assessment Literacy are discussed alongside a review of associated research in the fields of Education, Applied Linguistics and EAP. Other resources and mechanisms available for the enhancement of Assessment Literacy through formal training or in-service learning opportunities are also discussed. In the third chapter, the Research Design and Methodology, the researcher’s philosophical approach is rationalised and an appropriate set of research methods for this enquiry into EAP Assessment Literacy is identified. For this particular study the choice of a pragmatic paradigm is clarified. A mixed methods approach is also described in addition to the design of a questionnaire and an interview protocol for data collection purposes. Chapter 4 presents the Findings section of the research. Features of the research participant population are described and, in the case of the questionnaire, a method for filtering the total number of respondents to provide a more representative group is outlined. The results from the two main research tools are then presented in terms of key sets of data. These data sets include different question types and investigate the key areas of Assessment Literacy in EAP. Through Chapter 5, Analysis and Discussion, the meaning revealed within the Findings chapter is interpreted further. This will serve to identify key information relating to EAP teachers’ views on EAP testing and assessment practices and the extent to which these reflect language testing research practices which comprise Assessment Literacy. A synthesis of the main outcomes of the research is then provided in Chapter 6, Conclusions and Recommendations. Suggestions regarding what needs to be undertaken in order to sustain or enhance EAP teacher Assessment Literacy are also provided in the recommendations. In addition, the limitations of the study are also acknowledged, so that the scope of the research is appropriately contextualised. In Chapter 7, a list of references is provided detailing resources which have been cited during the research. Finally, an Appendix is included in Chapter 8 which includes the full questionnaire and the full set of interview questions. Access is also provided to transcripts from each of the interviews, the series of open question responses from the questionnaire and number of charts and diagrams which are not included in the main body of the thesis.
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Frewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.
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Ideation, the selection and arrangement of information to build a
text, though a necessary skill for tertiary students, is not
satisfactorily addressed in writing skills textbooks for English as a
Second Language/English for Academic Purposes. To develop a
pedagogical approach to ideation, teachers need a theory of
language. The most fruitful theory is systemic-functional
linguistics, but systemic-functional theory has not yet fully
developed a theory of ideation. A related theory, Rhetorical
Structure Theory, offers a useful tool to analyse ideation both in
well formed model texts and, with slight modification, in not well
formed student texts. With Rhetorical Structure Theory, the
analyst can separate semantic value from syntax. The resulting
analysis indicates with clarity certain problem areas in ideation
which teachers need to address. Teachers are thus better equipped
to devise teaching approaches to address ideation in the classroom.
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Freadling, Amy H. "The Decision-Making Processes of Expert EAP Practitioners and EAP Affiliates When Faced with Dual-Client Ethical Dilemmas." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent147924538318579.
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Золотова, Світлана Григорівна, Светлана Григорьевна Золотова, and Svitlana Hryhorivna Zolotova. "A few practical ideas about teaching eap." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/25967.
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Teaching English for academic purposes – EAP - aims to provide students with the integrated language skills: to develop their general and professionally- oriented communicative language competences in English. Keeping in mind professional needs of postgraduates and Master’s students in Ukrainian higher educational institutions, we recognise that their learning outcome level may be required for highly verbal specialism, which will ensure their independent English language communicative competence to function effectively in their academic and professional fields. In the process of growing international academic mobility this level for postgraduates and Master’s students opens up the opportunity for Ukrainian universities to join the European Higher Education Area. Speaking about teaching techniques we often think about methods – the theoretical principles and classroom practices. Modern educators propose some practical ideas on how to improve student’s academic vocabulary, grammar, academic skills in reading and using discourse markers, and academic skills in making presentations.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/25967
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Bohn, Clayton Claverie. "Dynamic antifouling structures and actuators using EAP composites." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006640.
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Lochmatter, Patrick. "Development of a shell-like electroactive polymer (EAP) actuator /." München : Verlag Dr. Hut, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17221.
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Rosenblatt-Weinberg, Florence. "Modelling and optimisation of Electro-Active Polymer (EAP) devices." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/17855.
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The control of boundary layers either for skin-friction reduction or for fight control can be achieved by their manipulation using deformable surfaces. In the case of the former, it is known that the manipulation of coherent structures in the turbulent boundary layer can lead to significant drag reductions. However, the challenge is to find actuators and sensors that are functional at these spatial scales (10 micron to 0.1 mm) and the associated temporal scale (100 kHz). Electro-Active Polymers (EAPs) provide excellent performance, are light weight, flexible, and low cost. Therefore EAPs, and in particular Dielectric Elastomer Actuators (DEAs), provide many potential applications as micro-actuators and micro-sensors. Modelling DEA devices is a cost-effective way of providing a better understanding of the devices and optimising their designs. Acquiring a model for the EAP material itself is the first essential step in DEA modelling. A modelling technique taking into account the material non-linearities and its behaviour at large deformations (`hyperelasticity') is presented in the third chapter of this thesis. The main challenge in modelling DEA devices is the modelling of their electro-mechanical coupling. Commercially available electro-mechanical modelling does not apply to non-linear materials such as EAPs. The ANSYS Finite Element (FE) software is the tool used in this work to develop a novel model presented in the fourth chapter. Various means of optimising the design of DEA devices are suggested in the sixth chapter using the developed DEA model. A novel design of an EAP-based pressure sensor is suggested in the seventh chapter; FE modelling is used to study the abilities and performance of such a device. To complete the model, its time-dependent properties are examined by a modal analysis examined in an eighth chapter. The thesis is completed by examining the potential for DEA in providing a `smart' surface for distributed aerodynamic control.
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Crisóstomo, Ana Catarina Oliveira. "EAP : versão portuguesa, estádios da puberdade e sintomas psicológicos." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/11584.
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Mestrado em PsicologiaA adolescência é um período de grandes transformações a variados níveis. A maioria das investigações com esta faixa etária não avalia o desenvolvimento pubertário, tendo apenas em atenção a idade ou ao sexo dos participantes. Assim, este estudo tem como objetivo desenvolver uma versão portuguesa da “Self-rating Scale for Pubertal Development” (SSPD, Carskadon & Acebo, 1993, baseando-se em Petersen et al., 1988) e ainda verificar se existem associações entre alguns sintomas psicopatológicos e o estádio de desenvolvimento pubertário. Usámos dois questionários: a Escala de Autoavaliação de Puberdade (EAP - versão experimental portuguesa do SSPD de Crisóstomo, Couto, Marques & Gomes, 2012) e a versão portuguesa (Gonçalves, Dias & Machado, s/d) do inventário de sintomas psicopatológicos de Achenbach (2001), Youth Self Report (YSR) para idades dos 11-18. A EAP é um questionário breve, de autorrelato, destinado a crianças/jovens a partir dos 9 anos. É uma escala do tipo Likert, com 4 opções de resposta na maioria dos itens, contendo duas questões específicas por género. A nossa amostra foi composta por 431 crianças/jovens (49,0% do sexo masculino), com idades compreendidas entre os 9 e os 15 anos de idade, a frequentar do 3º ao 9º ano de escolaridade, que responderam à EAP após o seu acordo e o consentimento informado dos encarregados de educação. Uma subamostra (de 241 participantes, 49% dos quais rapazes) respondeu também ao YSR. Os resultados mostraram que a EAP apresentou características psicométricas satisfatórias com alfas de Cronbach de 0,81 na versão masculina e 0,74 na versão feminina, sugestivos de consistência interna adequada. As correlações item-total corrigido situaram-se entre 0,31 e 0,66. Como espectável, as pontuações médias na EAP mostraram-se estatisticamente correlacionadas com a idade (r=,691 nos rapazes e r=,625 nas raparigas) e foram significativamente superiores nas raparigas (2,26 ± 0,68) comparativamente com os rapazes (1,96 ± 0,64), p < 0,001, o que aponta para a validade da escala. Para além disso verificaram-se várias associações entre o estádio de desenvolvimento pubertário e alguns sintomas psicológicos, principalmente no caso das raparigas. No sexo feminino, o desenvolvimento pubertário associou-se de forma significativa com mais escalas do YSR (I, II, V, VII, VIII, internalização e externalização) do que a idade. Estes resultados vão ao encontro da literatura anterior. Os resultados do presente estudo apontam para a importância de se avaliar o desenvolvimento pubertário aquando da avaliação e intervenção com adolescentes no âmbito da psicologia clínica e da saúde. São ainda discutidas algumas limitações deste estudo e sugestões para investigações futuras.
Adolescence is a period of great changes at various levels. Most research with this age group does not assess pubertal development, taking only into account the age or sex of participants. Thus, the aims of this study were to develop a Portuguese version of the “Self-rating Scale for Pubertal Development” (SSPD, Carskadon & Acebo, 1993, based in Petersen et al., 1988), and to examine if there were associations between psychopathological symptoms and pubertal development stages. We used two questionnaires: EAP (the Portuguese experimental version of SSPD, Crisóstomo, Couto, Marques & Gomes (2012)) and the Achenbach (2001) inventory Youth Self Report (YSR), Portuguese version of Gonçalves, Dias & Machado (s/d). The EAP/SSPD is a brief self-rating scale for children from the age of 9. It is a 4-point Likert scale with two specific questions by gender. Our sample was composed by 431 children (49,0% male), aged between 9 and 15 years old, and attending 3rd to 9th grades, who completed the EAP after informed consent. A sub-sample (241 participants, 49,0% males) answered also to the YSR. The results showed adequate internal consistency of EAP, as indicated by Cronbach alphas .81 in male version and .74 in female version. Corrected item-total correlations ranged from .31 to .66. As expected, mean EAP scores were both statistically related with age (r = .691 in boys, and r = .625 in girls), and significantly higher in girls (2.26 ± 0.68) than in boys (1.96 ± 0.64), p < .001, thus supporting the validity of the scale. In addition, there were several associations between pubertal development stage and some psychological symptoms, mainly in girls. In female students pubertal development was associated with a higher number of YSR scales (I, II, V,VII, VIII, internalizing and externalizing) than age. These results are in line with previous literature in the area, and point to the pertinence of considering pubertal status when assessing mental health in adolescents. Some limitations of this study are also addressed, as well as suggestions for future research.
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Dearing, Stella. "Electro-active polymer (EAP) dimple actuators for flow control." Thesis, Imperial College London, 2008. http://hdl.handle.net/10044/1/11995.
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The design and fabrication of electro-active polymers (EAP) actuators, in the form of active dimples is described. Active dimples alter the flow by creating time-dependent vorticity flux at the wall, by virtue of changes in surface pressure gradients and local surface accelerations. Potential elastomer films for the EAP dielectric are evaluated. It was found that elastomers could not be characterised using uniaxial testing. Instead biaxial testing, in the form of bulge tests, was carried out. Electro-mechanical tests are used to evaluate the dielectric breakdown strength and strain at different electric fields. There was good agreem
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Kothaluru, Tirumala Rao, and Mohamed Youshah Shameel Mecca. "Evaluation of EAP Authentication Methods in Wired and Wireless Networks." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4240.
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In any networking environment, security, connection time and scalability of the network are the major concerns to keep network safe, faster and stable. Administrators working within the networking environment need to have complete account of manageability, scalability and security of the network, so that the organizational data can be kept confidential and maintain integrity. There are different authentication methods used by network administrators for accessing network in wired and wireless environments. As network usage and attacks on network increases, a secure, scalable and standard network protocol is needed for accessing and to keep data safe in both wired and wireless networks. IEEE 802.1x is an IEEE standard used to provide authentication and authorization to the devices over LAN/WLAN. The framework IEEE 802.1x uses EAP for authentication and authorization with a RADIUS server. In this report, an experimental analysis for different EAP authentication methods in both wired and wireless networks in terms of authentication time and the total processing time is presented. Wireshark is used to capture the network traffic on server and client ends. After analyzing each packet timestamps that are captured using Wireshark, it is seen that EAP-MD5 takes less time in both wired and wireless networks, if the number of users increases, there is not much difference in the network connection time. Concerning with security of the network, EAP-MD5 is vulnerable to many attacks so it is not used by many companies. The alternative methods with their strengths and weaknesses are discussed.
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Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.
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Toumi, Naouel. "A comparative study of reflexive metadiscourse in research articles : an EAP perspective, with implications for teaching writing to EAP learners at tertiary level in Tunisia." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577979.
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Nowadays, most scholars looking for promotion and other academic rewards must publish in impacted journals that use English. However, writing in this language is difficult for Non Native English (NNE) academics, who use other languages in their national disciplinary context. In such contexts, NNE researchers may benefit from comparative studies of the local and the native English (NE) writing conventions. Results from these studies can help NNE academics write more felicitous research texts in English. The present study comparatively analyses reflexive metadiscourse use in research articles (RAs) written in English by NE and Tunisian researchers. The analysis investigates reflexive metadiscourse in a corpus of 100 RAs from hard and soft sciences, with 50 RAs from each cultural group. The focus of this work is on Economics, Business and Management RAs as samples of the soft sciences and Earth and Planetary Sciences RAs as samples of the hard sciences. This work uses an analytical model which draws its main components from Mauranen (1993b) and Adel (2006). A number of adjustments are made in order to render the model more applicable to the research article genre. Employing corpus linguistics methods, this thesis has shown that the NE writers use more markers of total reflexive metadiscourse in the soft than in the hard sciences, while Tunisian authors use equal amounts in the two sciences. It was also found that reflexive metadiscourse is denser in the argumentative RA sections followed by the opening and closing sections, while it is much less frequent in the expository sections. This work also proved that there are more reflexive metadiscourse markers in theoretical than in empirical RAs. As such, the present work contributes to EAP by providing more accurate guidance to Tunisian EAP course designers and/or instructors about the use of reflexive metadiscourse in English RAs.
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Diego, Navalón Joan de. "Modelo de evaluación para los Equipos de Asesoramiento Psicopedagógico (EAP), Un." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1353.
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El asesoramiento psicopedagógico a los centros educativos es una práctica profesional muy compleja que resulta difícil de evaluar. Al tratarse de una práctica construida a partir de la interacción entre las preocupaciones e intereses de diversos grupos i/o sujetos implicados (profesorado, centros, directivos, familias, administración, asesores, ...) no se pueden describir con facilidad criterios para evaluar su adecuación. Si además optamos por una evaluación que se oriente a la comprensión y a la mejora de los servicios ofrecidos por los Equipos y no solo a la medida de algunos indicadores poco relevantes, la tarea se vuelve francamente compleja.La tesis que se presenta aquí pretende proponer un "modelo de evaluación" que aporte conocimiento relevante para la comprensión y la mejora de la práctica asesora respetando su complejidad, partiendo de las aportaciones de los diversos implicados y de la rica tradición de reflexión interna que ha caracterizado a los Equipos de Asesoramiento Psicopedagógico (EAP) desde su creación dentro del sistema educativo en Cataluña.
La investigación se ha desarrollado en 3 fases sucesivas en las que se ha entrevistado a profesionales significativos de los diferentes sectores implicados en la práctica asesora estudiada (centros, profesionales de EAP, tácnicos de la administración, especialistas en el estudio del asesoramiento), se han aplicado las primeras propuestas del modelo a la evaluación real de 3 EAP de Barcelona y se ha expuesto el modelo al "Juicio de 2 expertos en Evaluación" (Miguel Ángel Santos Guerra y Saville Kushner).
El resultado es la propuesta del modelo de evaluación denominado EDSOM-EAP (Evaluación, Dialógica, Sistemática, Orientada a la Mejora de los EAP) que combina el caràcter autoevaluativo (se desarrola por iniciativa y bajo la gestión de los propios EAP) con la sistematización del procedimiento cíclico y el contraste con el resto de implicados mediante los 4 diálogos que propone como fuente de indagación práctica:
- Diálogo con el conocimiento y la experiencia interna
- Diálogo con el conocimiento externo
- Diálogo con los contextos de la práctica (usuarios, administración,...)
- Diálogo con colaboradores críticos.
En el modelo EDSOM-EAP se describen y argumentan sus bases y opciones teóricas, los procedimientos que pueden seguirse para desarrollar la evaluación, los roles que pueden jugar distintos implicados dentro y fuera de los equipos, las opciones de proceso y la necesidad de adaptarlos a las necesidades y características de cada equipo y se ofrecen ejemplos de instrumentos que pueden facilitar la reflexión para la mejora.
Entre los instrumentos que se han desarrollado en la investigación se encuentra el Sistema Abierto de Criterios de Calidad (SACC) que ofrece un conjunto de criterios que pueden servir para valorar la práctica asesora, este conjunto de criterios se ha construido a partir de las aportaciones de los profesionales de los diferentes sectores consultados.
Psychopedagogical advising in schools is a very complex professional practice and its evaluation is often difficult. This thesis is an attempt to suggest a "Model of Evaluation" for the Psychopedagogical Advise Teams (EAP) which provides them with relevant knowledge for the understanding and improvement of the advising practice.
Research has been developed in three consecutive phases. During the first phase reputed professionals of various sectors were interviewed. The interviews were carried out to professionals implied in the studied advising practice (schools, EAP professionals, administration technicians, specialists in advising theory). During the second phase the first proposals of the evaluation model have been applied to the actual evaluation of three EAPs in Barcelona. During the third phase the model has been expounded to the "judgement of two evaluation experts" (Miguel Ángel Santos Guerra and Saville Kushner).
Its result is the proposal of the Evaluation Model named EDSOM-EAP (Dialogical, Systematic, Evaluation, Oriented towards the Improvement of EAPs). This model combines the self-evaluation nature (it is developed under the EAP management and initiative) with the sistematization of a cyclical process and the contrast with the rest of the people implied by means of the four dialogues suggested as a source of practical inquiry:
- Dialogue with internal knowledge and experience
- Dialogue with external knowledge
- Dialogue with the contexts of practice (users, administration and so forth)
- Dialogue with critical collaborators
In the EDSOM-EAP model its base and theoretical options, as well as the procedures that might be used in order to develop the evaluation, are described and argued. This model also defines the roles that the implied members can play inside and outside the teams, the process options and the need to adapt them to the necessities and characteristics of each team. Examples of tools that can be used to make the reflection for improvement easier are also provided in this model.
Amongst the tools that have been developed in this research one can find the SACC(Open System of Quality Criteria) which offers a set of criteria that can be used to evaluate the advising practice. This tool has been constructed from the contribution of the enquired professionals of various sectors.
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Al-Maamari, Faisal Said Ali. "The micropolitics of assessment in EAP programmes : a critical realist perspective." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541618.
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Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.
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The research into aspects of EAP covers the twenty-five-year period from 1972 to 1997. The main focus of the submission is the use of needs analysis in relation to EAP, the implications of the findings, and their implementation with regard to teaching materials, course design and methods of teaching. Various methods are used to investigate the language and study skills needs of international students, mostly postgraduates at Manchester University: these include - language tests, self-assessment, questionnaires and surveys, observation and monitoring in class. Evaluation, feedback and follow-up investigations are used to assess the effectiveness of EAP courses and materials. The research covers the common core or study skills strand of EAP which includes the main study skills of listening and note-taking, academic writing, academic reading, speaking and discussion, reference skills, and examination skills. In addition, it covers subject-specific areas, exemplified here through Economics. One of the results of the investigations and the trial of teaching materials is the production of several books catering for students' needs in the main areas of study skills, especially academic writing. Co-operation with the Department of Economics enabled a framework to be developed which was used as the basis for designing and constructing materials for postgraduate students of Economics who needed to improve their study skills and English for Economics. The result of the co-operation was an improved language service for the students and the joint production of a book for their use. One of the main methods of collecting data for use in analysing the needs of students was the structured questionnaire and survey. The findings enabled the needs of students to be prioritised, and enabled EAP courses to be structured so that they met the students' changing needs. Course design was assisted by conducting the first national survey of EAP courses in British universities. Although the main focus of the research is upon the needs of students, the needs of EAP teachers are not overlooked. It had been discovered years ago that no single book catered specifically for the needs of EAP teachers. This had been -confirmed while writing a state-of-the-art article on EAP. Consequently, the first guide and resource book for EAP teachers and those undergoing training to become EAP teachers was written, and published in 1997.
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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.
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Thesis (M.A.)--Indiana University, 2010.Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.
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Cummings, Nicki. "Employee Assistance Program (EAP) as a context for social work practice placement." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15314.
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The Bachelor of Social Work degree is a four year course consisting of classroom and field practicum training. In 2013, the Automotive Information and Development Centre (AIDC) and Nelson Mandela Metropolitan University agreed upon placing fourth year social work students within the Employee Assistance Programs affiliated with the AIDC. The research goal of this study is to enhance an understanding of Employee Assistance Programs (EAP) as a context for practicum training for (4th) fourth year social work students by exploring and describing the perceptions and experiences of students, campus supervisors and EAP company representatives. In this respect, the study seeks to determine whether EAP provides the opportunity to meet the Exit Level Outcomes for the Bachelor of Social Work degree. This study is focussed on the practical application of social work knowledge and skills; it is framed within the principles of the Outcomes Based Educational Approach to Education. It was thus considered relevant to introduce a literature review on this particular approach with the focus on the achievement of outcomes. In order to understand whether EAP is an effective learning context the researcher needed to understand how students apply the experience and bridge the gap between theory and practice to gain meaning and understanding and, essentially, learn from the practicum training experience thus further enhancing the framework. The experiential learning cycle presented by Kolb (1984) extended the framework to provide an appropriate model for facilitating learning by linking practice to theory and knowledge. Kolb’s experiential learning cycle was thus explored. The study utilised an exploratory, descriptive, qualitative approach, which is contextual in nature. Non-probability, purposive sampling was utilised to select fourth year social work students, supervisors and company representatives who were involved with EAPs and fourth year social work students at their company. Data collection incorporated semi-structured interviews. Data analysis resulted in themes, sub-themes, categories and sub-categories emerging. Upon analysis of these themes, it was clear that with the appropriate support and creativity, students were able to meet the required Exit Level Outcomes of the Bachelor of Social Work degree. The study concludes that the overall the experience of fourth year social work students placed at EAP companies has been a positive one, with students meeting the Exit Level Outcomes for the Bachelor of Social Work degree. Although this was a positive experience, greater preparation is required and communication between the relevant parties needs to be improved.
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Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
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The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
21
Hartill, Julie Ann. "The role and application of descriptive research to course design in EAP." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.
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22
Breen, Paul. "Teachers in transition : developing actions, knowledge, and practice in the EAP classroom." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html.
Full textAbstract:
This study investigates developments in the practice of teachers who have engaged in a series of workshops on the integration of new technologies into their work in the English for Academic Purposes (EAP) classroom. It looks specifically at developments in actions and knowledge during and after a teacher education programme, and how these developments shape or reshape teachers' specific professional practice of using technology in EAP teaching. Added to this, it explores ways in which teachers articulate their sense of EAP as a subject and EAP teaching as a profession, and tries to situate technology's role within that. Drawing on a theoretical framework of Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006; Koehler & Mishra, 2009), and second-generation Activity Theory (Engeström, 1987), this story of development unfolds through a case-study narrative over the bounded timeframe of eighteen months. The setting is a university language centre in the United Kingdom, where the workshops took place, and three teachers have been selected as cases to represent the story of developments, and changes in practice occurring in line with the delivery and aftermath of this teacher education programme. Significant changes were noted in the teachers' specific professional practice of using technology in their teaching, and the study suggests that as technology becomes embedded in EAP teaching, there is an associated re-thinking of practice in other areas, particularly the role played by, and nature of, EAP content. As such, this supports one of the central arguments for the development of TPACK, in that the introduction of technology to existing conceptualisations of Pedagogic Content Knowledge (PCK) (Shulman, 1986) has demanded that teachers question their existing pedagogy, and lay the foundations for development in their practice as a whole (Mishra & Koehler, 2006, p. 1063). This study then is a story of development and teachers' personal reflections on practice, giving shape to a final report that hopes to make a contribution to understanding, defining, and opening the way for further research into EAP practice in the digital age.
23
Hadley, Gregory Stuart. "Blended EAP professionals in corporatized higher educational institutions : a critical grounded theory." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3543/.
Full textAbstract:
As momentous changes continue to sweep across higher education, tertiary-level English for Academic Purposes (EAP) has experienced a time of challenging and sometimes painful professional transition. In many Higher Educational Institutions (HEIs) around the world, EAP units have been transferred from academic departments to administrative offices responsible for international student recruitment and entrepreneurial talent development. The new locus of conflict for many teachers of EAP has centered on the significant disconnect between them and their new administrative managers about the purposes of second language pedagogy. This thesis is a qualitative grounded theory study situated within these restive dynamics. Drawing from in-depth interviews of over ninety informants at eleven higher educational institutions in the UK, Japan and the United States, I focus upon the new middle managers of EAP units, referred to in this thesis as Blended EAP Professionals (BLEAPs). I develop a Critical Grounded Theory about the processes and strategies BLEAPs use to survive in corporatized HEIs while working with international students and Teachers of EAP (TEAPs). It was discovered during the course of analysis that, even while BLEAPs are often responsible for teaching EAP classes, those who succeed in corporatized HEIs dedicated most of their energies to processes identified as Hunting & Gathering, Weighing & Measuring, and Molding & Shaping. All of these are linked to a basic social process, which is theorized to be that of Struggling to Manage and to Lead. This thesis discusses each of these processes in detail, and after explaining how the data used in this grounded theory study was philosophically construed, methodologically structured and theoretically analyzed, I consider the implications of this theory for Tertiary EAP as the profession approaches the middle of the 21st century.
24
Solombela, Babalwa. "Management challanges regarding employees with disabilities at Eskom Gauteng : an EAP experience." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/73045.
Full textAbstract:
It is important that employees with disabilities are recognised as valuable contributors to the growth and profitability of organisations and ultimately the country. However, on the broad status of disability and equality, data reveals that despite access to guidelines, there has been very little progress regarding the awareness of and action to address the stigma and misconceptions about disability, nor enough work to enable the development of skills to accommodate persons with disabilities into the workplace adequately.
Evidence shows that employers still discriminate against employees with disabilities and do not fully utilise the talents and skills that persons with disabilities can bring to the workforce.
The ideal outcome is that managers should strive to create an inclusive workforce and to implement all labour and Employment Equity legislation meaningfully.
The goal of the study was to identify and describe the challenges experienced by managers of employees with disabilities. By law, employers are obligated to evaluate the effectiveness of their workplace strategy on the management of disability at regular intervals and make improvements where required. The study was motivated by lack of availability of research and understanding of the experiences and challenges of managers of employees with disabilities.
It was found that managers are predominately unable to effectively manage employees with disabilities because they are not trained nor provided with the requisite skills and knowledge to deal with issues of disability in the workplace.
The study from an EAP perspective was motivated by the minimal research on the involvement and role of EAP in disability management in the workplace. The potential role of EAP regarding disability management was identified in the study. The role for EAP in disability management and recommendations in the regard is likely to have implications on the practice of EAP in relation to the management of employees with disabilities within the workplace.Mini Dissertation (MA)--University of Pretoria, 2019.
Social Work and Criminology
MA
Unrestricted
25
Mundalamo, Tokai. "Factors affecting the utilisation of EAP services in a waste management company." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53448.
Full textAbstract:
Success of Employee Assistance Programme (EAP) is mostly determined by high utilisation rate of EAP services. However, there are various factors that contribute towards utilisation of EAP services in the workplace such as confidentiality, marketing and accessibility. Good and high utilisation of EAP services positively affects the company s bottom line, (Berry, 2010:1) resulting in improved productivity, low staff turnover, high employee morale, low levels of absenteeism and low cost of health care in the workplace (Brennan & Beidel, 2006:36).The researcher conducted a quantitative study in a waste management company using a questionnaire which was distributed to 128 selected respondents from four different depots that falls within Cluster South, referred to as Custer B in the study. The study explored factors affecting the utilisation of EAP services in a Waste Management Company. The results of the study proved that the success and utilisation of EAP services depends on various factors. Amongst the factors, awareness and marketing of EAP services were found to encourage utilisation of EAP by all stakeholders. Regular communication with employers was also found to promote EAP services and high utilisation rate. EAP s success and credibility was found to depend on the maintenance of confidentiality. Supervisors are the key players in implementing EAP services and are the EAP s most significant lint to the company. Support from top management was found to be one of the contributing factors in making the EAP a success through their buy-in of the programme. Other important factors that affected utilisation of EAP services included the physical location of EAP offices, the level of employees education, gender, and perception. Stigma and discrimination also affected utilisation of EAP service. It can be assumed that organisations with successful EAP services benefits through the reduction of workplace accidents and errors, lost workdays as well as increase in the morale of workers and productivity.Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted
26
Li, Mimi. "Small Group Interactions in Wiki-Based Collaborative Writing in the EAP Context." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5254.
Full textAbstract:
Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing.
Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis.
The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
27
Haggar, Axana. "Interaction between Extracellular adherence protein (Eap) from Staphylococcus aureus and the human host." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-496-1/.
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Torosyan, Hayk. "Coverage of the EU ‘Eastern Partnership’ (EaP) program in Armenian and Russian media." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-26674.
Full textAbstract:
The Eastern Partnership program was inaugurated on 7 May 2009 in Prague. The Eastern Partnership project was presented by the foreign minister of Poland with assistance from Sweden at the EU's General Affairs and External Relations Council in Brussels on 26 May 2008. Its aim is to enhance EU relationship with six former Soviet countries involved in the program: Armenia, Azerbaijan, Georgia, Moldova, Ukraine and Belarus. The aim of this study is to explore the tendencies of the coverage of the European Union Eastern Partnership program in Armenian and Russian media. The study is based on the content analysis of 144 news items sampled from four online media within the period of one year. The research is based on theories of globalization, media globalization as the Eastern Partnership is seen by the author of this thesis as a part of a broader event, than just simple regional cooperation. The program was launched recently; and the issue of Eastern Partnership was not studied widely by scientists from the point of view of media. However, it was analyzed by different political scholars from different countries. The aim of this thesis was to fill this gap. The results of the content analysis partly proved the hypothesis put forward. It showed that there are relations between use of sources and the mood that prevails in the article. Author states that this study can be developed by other research methods and can serve as a good foundation for future investigations.
29
Ali, Afiza Mohamad. "Reasoning strategies, dispositions and identity in critical reading-thinking among Malaysian EAP students." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440398.
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30
Calderón, Chavarri Jesús Alan. "Analysis and implementation of active noise control strategies using Piezo and EAP actuators." Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6066.
Full textAbstract:
Currently noise cancellation, which affects the lives of people and in the workplace is
achieved through the active noise reduction. This measure is not expensive as passive or
semi active measures also permits adequate air conduction in duct ventilation systems.
The system control is achieved through a suitable location of the phase in the cancelling
noise signal relative to the signal primary noise.
Algorithms have been developed and strategies for active noise reduction and its implementation
and experimental testing on duct ventilation. The actives elements used
are Piezo Actuators and EAP as speakers; Individual and collective operation of the
aforementioned actuators is examined. The work was evaluated as follows:
Analysis of previous research on existing algorithms for active noise reduction.
Study the strategies of simulation and implementation for active noise control algorithms
designed.Tesis
31
Clifford, Julia. "Testing the untestable or defending the indefensible : an investigation into EAP assessment usefulness." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17971/.
Full textAbstract:
With the Home Office permitting licenced Higher Education Institutions (HEIs) to decide how students’ English language ability is assessed, many institutions use in-house English for Academic Purposes (EAP) assessments developed to reflect the particular context and focus of the HEI in which they are used. These are often created administered by and further developed by EAP practitioners. For this development to take place, it is necessary to establish the usefulness of such assessments to decide what development is required. In an attempt to address gaps in the literature relating to research on in-house developed assessments, with a focus on how to establish whether these are useful to assess language proficiency, as well as providing students with the opportunity to develop wider academic skills, the research question for this study is: how can EAP practitioners establish the usefulness of in-use in-house EAP assessments? Bachman and Palmer’s (1996) test usefulness framework is used as a basis for developing a practical framework for evaluating in-use assessments. The literature review considers EAP, language assessment and academic acculturation, ending with an evaluative framework for establishing authenticity of tasks, their predictive validity, and reliability of grading criteria and marking schemes. The focus group case-study approach demonstrates how the framework can be given an institute-specific focus, considering opinions of three key stakeholder groups: EAP lecturers, subject-specialist lecturers and former pre-sessional students. Findings suggest academic language is highly contextual, and this context is institute- and, perhaps, department-specific. The findings suggest that for EAP assessments to be useful they need to support students with academic acculturation, providing valid and reliable results, supporting wider academic skills development. Using the evaluative framework and establishing the institutional context in which students find themselves, this case-study of the EAP pre-sessional assessments used between 2010 and 2014 culminates in a transferable approach which can be used by practitioners before considering further assessment development.
32
Lesch, Tamsyn. "The role of the EAP in addressing workplace bullying in a school system." Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/78117.
Full textAbstract:
Workplace bullying is an increasing concern across various organisations and their employees. When employees are being bullied or even witnessing bullying behaviour, it can be very crippling from an emotional perspective as well as from a productivity perspective.
An organisation who buys into an Employee Assistance Programmes (EAP), goal is to provide a platform for employees who are experiencing personal or work related challenges to get support. One of the work challenges an employee could be experiencing is workplace bullying and the effects of workplace bullying can be devastating. This specific study was based on teachers in a school system and whether workplace bullying exists or not.
The goal of the study was to explore the role of the EAP when addressing workplace bullying in a school. Limited research was found whether teachers use the EAP when they are experiencing workplace bullying. A qualitative approach was followed by the researcher inviting teachers from a school to participate in the research and interviews were set up with the teachers.
The findings of the study indicated that most of the teachers experienced workplace bullying either by them being victims or witnessing bullying in the workplace. Most of the participants didn’t know about the existence of the EAP and some were aware. The teachers who indicated that they were victims or that they have witnessed workplace bullying, have not used the EAP to get support or counselling relating to this particular issue despite the negative impact the issue had on them. The findings of the study also indicated that there was not a lot of awareness of the role of the EAP and how EAP works. The research study shows that there is a need for further research studies into the role that an EAP can play when employees and organisations are dealing with workplace issues such as workplace bullying.Dissertation (MSW (Employee Assistance Programmes))--University of Pretoria, 2020.
Social Work and Criminology
MSW (Employee Assistance Programmes)
Unrestricted
33
Unlu, Zuleuha. "Exploring teacher-student classroom feedback interactions on EAP writing : a grounded theory approach." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/74253/.
Full textAbstract:
This thesis reports an investigation/exploration of one-to-one teacher-student feedback interactions inside EAP classrooms about learners’ academic writing at a higher education institution in England. It is constructivist, and a single case study with embedded units. It also draws on the inquiry traditions of grounded theory. Interviews with EAP teachers and students as well as classroom observations/field notes and supplementary audio recordings as methods of data collection were utilized. Informed by the hypothesis-generation procedure of grounded theory, the study first followed the stages of open, selective and theoretical coding to present a holistic account of one-to-one classroom feedback interactions between teachers and students in the complete data. After developing the theory, the components of the theory were compared and contrasted (within when possible, and) across case units. The analysis of classroom observations revealed three patterns of teacher-student relationship in the feedback interactions. These relationship patterns were collaborative relationship, normative relationship and subordinated relationship. It was also revealed that teachers and students constructed these relationship patterns by utilizing certain actions. In collaborative relationship, teachers utilized actions of diagnosis, suggestion, stimulation, and warning. Learner actions in this relationship were initiation, clarification, suggestion, verification/confirmation, surmise, and challenge. In normative relationship, teachers utilized actions of arbitership and evaluation while learners used conforming and withdrawal. In subordinated relationship, teachers utilized deferral, and learners used adducing. The interview data revealed learners’ and teachers’ institutional-self as the possible influencing factor on how relationship patterns were constructed. Likewise, learners’ critical awareness of academic writing was found as one of the potential consequences of those relationship patterns. No possible consequence was revealed for teachers. The study contributes by presenting an analytical framework to analyse classroom feedback interactions inside EAP classes while foregrounding EAP classroom setting as an underexplored area to understand diverse controversial issues in the field of EAP.
34
Allen, Rosemary Joy. "Combining content-based and EAP approaches to academic writing: Towards an eclectic program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1788.
Full textAbstract:
Over the past decade, Australian universities have experienced an exponential increase in the enrolment of fee-paying overseas students whose preparation for tertiary studies may differ significantly from that of local students. Despite English language proficiency requirements, there is some concern that international entry tests do not adequately measure the complex features of university writing; an important concern given that student success is heavily dependent on their mastery of academic writing. As a result, many international students require additional support structures. Until the present, debate about the most effective way to meet the diverse needs of English as an Additional Language (EAL) writers entering universities has concerned a choice between two alternatives: on one hand a separate, short-term English for Academic Purposes (EAP) language program and on the other, direct entry into disciplines with lecturers taking responsibility for assisting students to learn the discipline-specific language skills required. While the Australian Universities Quality Agency (AUQA, 2009, 2013) supports the latter view, this research investigates a third alternative; that is, an English for Academic Purposes Pathway program (EAPP) that not only teaches general academic English skills, but also English required in discipline specific contexts, as well as important and necessary adjunct skills that support writing.
This three-phase, mixed-methods study used both qualitative and quantitative data to investigate the efficacy of such a program. The study, which was analytic, descriptive and comparative in approach, was conducted in a naturalistic setting and, where possible, qualitative data were used to support the findings from quantitative data. Theoretical propositions guided the data collection and provided important links to connect primary and secondary research. Phase 1 investigated the academic writing needs perceived by 60 students who were either studying in the 20-week or 10-week EAPP program at Swan University (a pseudonym). Perceptions of student needs by 13 EAPP teachers were also analysed and writing samples collected. In Phase 2, the cohort decreased to 31 students representing seven faculties. Perceptions of 17 faculty staff from across and within these seven faculties were sought regarding the tasks and genres required for EAL students to meet the writing expectations within these disciplines. The marked ex-EAPP student’s faculty writing assignments were collected and analysed at the end of first semester. At this stage, because the volume of student writing produced over the course of the study was so large, disproportional stratified random sampling was used to select and analyse the EAPP and faculty writing of a sample of seven students. Research by Kaldor, Herriman and Rochecouste (1998) provided direction for frame analysis which was used to analyse the student writing. In Phase 3, which was conducted one year after entering their chosen faculties, 22 students replied to a request to judge which, if any, writing skills from their EAPP program had transferred to assist them with their faculty writing.
Findings are discussed in relation to four major issues. Firstly, reflections provided by ex-EAPP students ascertained that, on entering the EAPP program, the majority of them had been academically, linguistically, culturally and socially unprepared for study at master’s degree level in an Australian university. Secondly, analysis determined that in the students’ first year of faculty study, writing tasks and genres were almost identical in type, complexity and word-count restrictions to those taught in the EAPP program and that students readily adapted to the highly specified frameworks of any tasks that were unfamiliar. A third major finding was the significance that students placed on the type of feedback necessary to support their writing. Finally, students identified major areas of improvement in their academic writing at the end of the program, but provided suggestions in key pedagogical areas about how the EAPP program could be improved to better address their needs. This study found that EAL writing development involves much more than content knowledge, mastery over discipline-specific genre requirements and a wide vocabulary. Academic writing comprises a complex combination of extratextual, circumtextual, intratextual and intertextual features and skills, some of which are completely new to international students. A model was proposed to illustrate elements that provide: circumtextual assistance for prewriting support; intertextual assistance through reading and writing support; extratextual assistance through sociocultural support, and intratextual assistance through the scaffolding of academic writing skills. To conclude, recommended modifications to the program are presented.
35
Tabanlioglu, Selime. "The Relationship Between Learning Styles And Language Learning Strategies Of Pre-intermediate Eap Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1014034/index.pdf.
Full textAbstract:
This thesis aims to identify the learning styles and strategies of students, to
check whether there are significant differences in the learning style and strategy
preferences between male and female learners, and investigate whether there is a
relationship between students’
learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&
#8217
perceptual learning style preferences and the other was used to identify students&
#8217
learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&
#8217
major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &
#8226
visual styles had a significant relation with affective strategies
&
#8226
auditory styles had significant relationships with memory, cognitive, affective, and social strategies
&
#8226
there was a significant relationship between the individual learning style and compensation strategies. &
#8226
none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.
36
Sudajit-apa, Melada. "Systematising EAP materials development : design, evaluation and revision in a Thai undergraduate reading course." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2674.
Full textAbstract:
Materials design and evaluation have been regarded as inseparable processes for a systematic approach to materials development. But much less attention has been paid to the role and process of revision. This study reports a two-cycle approach to reading materials development for Thai undergraduate students: a first cycle of needs analysis, initial design, implementation and evaluation; and a second cycle of revision, implementation and re-evaluation. The two cycles involved both learners and teachers in providing feedback on the materials post-use, in order to enhance learners’ involvement and motivation and maximise their learning opportunities. The materials integrated the learners’ specific needs, (i.e. poor L2 reading behaviours) within a theoretical framework of cognitive/metacognitive strategy instruction and collaborative work that informed the selection of reading strategies, reading texts and pedagogical tasks. In the first cycle, six units of material were implemented with reading classes in Thailand for a period of six weeks. Evaluation involved students’ tasks-in-process, end-of-unit and use-of-Thai-or-English questionnaires, teacher’s questionnaires, learning journals, interviews and classroom observations. In addition to users’ positive comments on the usefulness of strategies, collaborative work, text topic and a variety of learning tasks, analysis of the findings indicated linguistic difficulties, insufficient amount of time and support from the teacher, difficulties in expressing ideas in English and uncertainty about reading purposes and task procedures. This led to two versions of materials revision—text simplification (TS) and procedural modification (PM). In the second cycle, the materials, revised in response to the first-cycle users’ feedback, were re-implemented and re-evaluated through the same procedures, with the addition of pre-and post-tests, by four groups of Thai students taught by two different teachers. Analysis of the learners’ perceptions showed that the second-cycle materials had met their learning needs, in reference to their comments about reading improvements and the usefulness of reading strategies, and that collaborative work helped increase their awareness of strategy use, text understanding and motivation. Classroom variables, particularly teachers’ scaffolding, played a significant role in enhancing learners’ motivation in terms of their perceptions of text difficulty, text understanding, and text and task enjoyment, as well as positively affecting their task performance. There was no significant difference between the students’ perceptions of the TS and PM materials, except that the TS groups had significantly more perceived text understanding, as they found language use in the texts significantly more accessible. In terms of progress, all TS and PM groups made improvements in their post-test, with Group 1 (PM) and Group 4 (TS) gaining significantly higher means in the post-test. These two cycles of implementation and evaluation offer clear evidence that the reading materials featuring explicit strategy training and collaborative work could raise the Thai students’ awareness of reading strategy use, enhance their reading performance and increase the level of task enjoyment. The present study also suggests the benefits of integrating text simplification and the use of L1 in the reading materials and instruction, as these two measures could build up the students’ motivation as well as level of text understanding. Additionally, to increase motivation and involvement, it is worthwhile focusing on the selection of interesting and challenging text topics, on the design of a task response format which does not require grammatical knowledge and on producing materials with colourful illustrations. Teachers’ careful scaffolding and the clarity of task purposes and procedures were shown to be important variables affecting the classroom atmosphere and the students’ level of task achievement, and thus, need to be taken into consideration when planning guidance for teachers involved in teaching reading course such as that investigated in this study.
37
Manganyi, Patty Siphiwe. "Utilisation of the Employee Assistance Programme (EAP) services by employees at Polokwane Tertiary Hospital." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53434.
Full textAbstract:
The research was conducted to assess the utilisation of the Employee Assistance Programme (EAP) by employees at Polokwane Tertiary Hospital (PTH). PTH implemented the in-house EAP model with a professional employed by the organisation in 2007. After seven years of operation, the utilisation of EAP services at PTH has not been assessed. Currently there is no information with regard to referral and current usage of the services. The problem was formulated as: lack of available evaluative data on the employees knowledge and utilisation of the EAP. The research statements of the study were as follows:
? Poorly visibility, lack of knowledge and understanding of what EAP is, and concerns about confidentiality negatively affects utilisation of the services.
? When management is not involved and fully committed to the EAP in an organisation, the programme will not serve the purpose it was designed for and the situation leads to an infrequent or underutilisation of the services.
As the researcher intended to assess utilisation of EAP in PTH, it was appropriate to follow a quantitative approach in this applied research to establish a knowledge base. The researcher utilised a cross-sectional survey design. The researcher explored the goal of the study by means of a questionnaire that was developed after the in-depth literature review on EAP, to collect information from the employees, supervisors and managers. The researcher selected a sample of 100 respondents using stratified random sampling which is representative of all business units in the organisation. The data collected from all respondents indicates that the utilisation rate of EAP services was very low (8%) and that sixty five percent (63%) of the employees are not aware of the services within their own department, while seventy seven percent (78%) indicated that the services are not accessible. The data also show that the EAP is appropriate and a beneficial option for assisting the employees with addressing their problems which impact on their job performance negatively. The model adopted by the department is rated poor by employees in terms of confidentiality and accessibility. Therefore the researcher deduces that employees are not informed about the programme, while managers and supervisors are also not informed about EAP procedures.
Finally, it is concluded that the results of the study supported the research statements since seventy three (73%) of the respondents mentioned that they were uncertain whether the existing EAP was responding to their personal needs and that only twenty five (75%) of the managers or supervisors were also not involved in the programme. It is, therefore, recommended that the EAP unit should develop continuous and innovative marketing strategies to enhance employees? awareness of the EAP in order to ensure that all employees within PTH are aware of the programme. A dedicated initiative directed towards the provision of supervisory training is essential. Based on the findings of the study, conclusions and recommendations were made regarding the improvement of the EAP in PTH.Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted
38
Al, Ismaili Anwar A. S. "Ensuring the context validity of English reading tests for academic purposes (EAP) in Oman." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15710.
Full textAbstract:
Students entering academic programmes are frequently overwhelmed by the demand for extensive reading and comprehension of information derived from multiple and contrasting sources. This entails both careful and expeditious reading. The latter has been generally neglected in research and has not been the focus of many tests. Both types of reading were investigated in this study through a validation process of the summative English reading test for academic purposes taken at the end of the Foundation Programme in Oman. In particular, context validity was established through focusing on the interaction between the linguistic demands and task setting parameters and also the cognitive processes through which the students engaged with the test tasks. To establish the context validity of the test, this study adopted Khalifa and Weir’s (2009) model which not only embraced the complex and multi-componential nature of reading but also provided a workable validation framework. A multi-strategy approach was adopted. A natural experiment utilising Verbal Protocol Analysis captured the cognitive processes through which students engaged in reading. Automated analysis software and opinions of expert judges were used to compare test passages with text extracts drawn from first year academic courses. Correlation tests and factor analysis revealed these cognitive processes and established the robustness of the Khalifa and Weir (2009) model, which was thus validated in a second language context. Passages in the foundation tests were found to be generally representative of academic texts although certain features such as abstractness were under-represented.
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Condrat, Viorica <1979>. "Parallel blogging as an interactive pedagogical tool to enhance writing skills in EAP contexts." Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10349.
Full textAbstract:
The primary purpose of this study is to present the results of the action research conducted at Alecu Russo Balti State University of Moldova. It aims to understand the students’ perception of academic writing in general, on the one hand, and consider whether blogging can be used as a tool to enhance academic writing skills, on the other. Consequently, there are two main foci of interest. The first focuses on outlining whether the students realize the specificity and use of written communication in academic settings. The second examines the results of the experiment in order to show whether blogging can help students to develop their academic writing skills.
The analysis of the findings has shown the students’ overall positive attitude towards the use of blogs. Blogging seemed to have contributed to the students’ development of academic writing skills as it offered the optimal context for the teacher/student scholarly communication, which helped to boost the students’ confidence and motivation. It also enhanced peer interactions where students tried to scaffold each other’s development of writing skills. Besides, the use of blogs helped to create a sense of affiliation to a concrete discourse community in students, thus making the process of academic writing more purposeful and pleasurable.
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Baloyi, Vincent. "Marketing strategies during the developmental and implementation phases of an employee assistance programme in the public service (Gauteng)." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/41586.
Full textAbstract:
EAP, as part of the organizational Human Resource Management services, assists
employees in dealing with challenges that affect their productivity at work. It is
offered according to different approaches, depending on the size, availability of
resources and nature of the organization. Employee Assistance Programmes (EAPs)
provide services designed to help employees, managers and organizations meet life
challenges and remain healthy, engaged, and productive.
However, the services that an EAP offers in an organization need to be marketed to
its users. This allows the users, who are the employees of that particular
organization, to understand and familiarize themselves with those services. Various
strategies are used to market EAP. However its influence differs from one
organization to another. The study was conducted in the public service to determine
the effect of marketing strategies by EAPs during the developmental and
implementation phases.
More importantly, this study seeks to examine the most effective strategies for EAP
marketing in the public service by means of the following objectives:-
• A description of marketing strategies for EAPs from a theoretical point of
view;
• An exploration of marketing strategies which have been applied in the
public service by means of an empirical study.
• Formation of guidelines on marketing strategies that may ensure effective
marketing during the developmental and implementation phases of EAP.
The literature study outlines the processes and guidelines for implementation of the
EAP during the developmental phases. This includes needs assessment,
management consultation, EAP mainstreaming and EAP launch and management
training. There is a direct link between the implementation plan for EAP and the
marketing strategies to be employed. The main reason for conducting this study is
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therefore to try to align the implementation plan for the EAP with the relevant
strategies to be employed, for the benefit of the public service.
The empirical findings obtained from a sample of EAP practitioners and EAP heads
in the public service have established the main purpose of the study, which will be
conducted by following the mixed method research approach. The researcher
applied the mixed method approach to find the general understanding by EAP
practitioners of the subject being investigated and to verify such information with
EAP heads in the public service. Data were presented by means of exact figures
gained from precise measurement and the themes in chapter 3. This methodology
was aimed at exploring the effective marketing strategies for EAP during the
developmental and implementation phases in the public service (Gauteng).
The findings of the study and the analysis revealed the effective strategies that
should be employed by practitioners when EAP is introduced into a specific public
service department to ensure effective and efficient use of its services. The study
also formulated guidelines on the effective use of the EAP in the public service. The
research conclusions and recommendations served as a basis for the development
of a guideline to effectively market the EAP services in the public service during the
developmental and implementation phases.Dissertation (MSW)--University of Pretoria, 2014.
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Nxumalo, Lindelwa. "An investigation into the trends and patterns of requests for proposals for Employee Assistance Programmes (EAPs) from ICAS Southern Africa." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/61096.
Full textAbstract:
The study aimed to investigate the trends and patterns in Requests for Proposals (RFPs) for Employee Assistance Programme (EAP) services from ICAS Southern Africa. The sample was forty RFPs from the public and private sectors. The sample of forty was drawn from the ICAS Southern Africa archives of RFPs for 2012 to 2016, using probability sampling. The quantitative research approach was followed, using document analysis design. The researcher utilised the content analysis technique to extract the information from the RFPs and quantify it into a coding sheet. The findings reflect changes in requests for EAP services by corporate clients in South Africa over the past five years. There was a trend towards the integration of services from the EAP, Health and Wellness, Work-life and other related fields. The service delivery models requested also showed changes with electronic services emerging strongly, which presents an opportunity for the three fields to further integrate and provide holistic services.Mini Dissertation (MSocSci)--University of Pretoria, 2017.
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Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.
Full textAbstract:
The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing an English for Academic Purposes (EAP) program. Even after this program, some still had trouble with reading comprehension. For students to be successful in their content-specific classes, they must understand the subject matter. Individual interviews were used to gather the perspectives of 13 ESL college students enrolled in EAP courses, selected through purposeful sampling. The questions related to connections between content delivery, assessments, and academic struggles in content-specific classes. As data were collected, they were organized according to recurring themes, common patterns, and categories. The findings suggested that colleges need to ensure that instructors are fully prepared to provide quality instruction during EAP courses for ESL students. If this suggestion is enacted, these ESL students will also benefit as they will be able to use English for academic and social mobility change. The findings will also provide information specific to Constitution College that will add to the body of knowledge regarding the perspectives of ESL college students in the United States.
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Johnson, Yolande. "A pet-friendly workplace policy to enhance the outcomes of an Employee Assistance Programme (EAP)." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10172005-154203.
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Lenders, Olaf. "Active vocabulary learning with electronic glosses : a longitudinal qualitative study in an authentic EAP classroom /." Duisburg : Univ.-Verl. Rhein-Ruhr, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2994921&prov=M&dok_var=1&dok_ext=htm.
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Weinberg, Linda. "A contextual study of language learner autonomy and motivation in a technology-enchanced EAP course." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533768.
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De, Silva Kalinga Radhika Meghamala. "The impact of writing strategy instruction on EAP students 'writing strategy use and writing performance." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533757.
Full textAbstract:
The study investigated the impact of writing strategy instruction on English for Academic Purposes (EAP) students' writing strategy use and writing performance. The sample consisted of 72 undergraduates -following the English for Science course at the Open University of Sri Lanka. The study adopted a mixed method true experimental research design. The data were collected using strategy questionnaires, stimulated recall protocols, diary entries, writing strategy checklists and writing tests. This longitudinal study attempted to investigate the feasibility of strategy instruction, the impact of strategy instruction on learners' strategy use and writing performance and the effects of task type and other learner variables on writing strategy use. A writing strategy instruction cycle was specifically designed for EAP students and was tried out with the experimental group. The data were analyzed both quantitatively and qualitatively. The results showed that the writing strategy instruction had a positive impact on learners' strategy use and writing performance. The Experimental Group who underwent strategy instruction outperformed the Control Group which did not receive such training, in the use of most of the strategy categories and total strategy use and in the total writing scores at the post-test. The findings also showed that the students could be trained not only to use writing strategies but also to use them effectively to achieve their desired outcomes. The present study found that writing strategy instruction was feasible with English for Academic Purposes students and it was equally beneficial to students irrespective of their attainment level, gender, or Lt. The findings of the present study provide empirical evidence which supports some of the theoretical underpinnings of Language Learner Strategy research. The study proposes a tentative cycle for writing strategy instruction for English for Academic Purposes students.
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Araromi, Oluwaseun A. "Investigation into a multilayered elastomer EAP bending actuator fabricated using a novel spray deposition method." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559485.
Full textAbstract:
This thesis presents an investigation into the fabrication, modelling and optimisation of multi- layered unimorph (bending) EAP dielectric elastomer actuators. Fabrication of dielectric elastomer (DE) EAPs is non-trivial as it requires the production of very thin dielectric films «100 urn) to maximise performance for a given input voltage, and flexible conductive electrodes. A novel dielectric elastomer actuator (DEA) fabrication method based on spray deposition is presented. The characterisation and optimisation of this technique are described and fabrication of very thin DE films « 40 urn) with high accuracy demonstrated. The fabrication method is relatively simple and inexpensive compared to com- peting methods, and is readily adaptable for full automation for mass production of DEAs. Multilayer DEAs are difficult to fabricate due to the need for electrical connection of the DE layers. The fabrication of multilayered unimorph DEAs (MUDEAs) using spray deposition is presented, good repeatability and reliability (- 80% success rate) are demonstrated. The MUDEAs exhibit large tip deflections (- 19 mm) and resonant operation with substantial strain amplification (- 1000%) is achieved. The fabricated actuators are also used to develop proof- of-concept wing flapping designs for MA V applications capable of simultaneous flapping and (minimal) pitching. Models of MUDEAs are important for producing optimal actuator designs. Current model- ling approaches presented in the literature are inadequate for multilayer DEA configurations with non-uniform geometries. A novel finite element (FE) approach for modelling MUDEAs is presented. The model is used to simulate the deflection of two, three and four layer MU- DEAs with inhomogeneous layer geometries. The results are validated against experiments and show good agreement with the data. The Maxwell stress in MUDEAs is also derived and shown to be the same as that for an unconstrained (i.e. free standing, with no external forces or loads applied) DEA. The validated 3D FEA model is used to investigate the effects of varying the number of layers on MUDEA deflection, for several DE layer thicknesses and substrate materials. The results show that there is an optimum number of layers for which MUDEA tip deflection is. a maximum and that it is more beneficial to use actuators with thinner DE layers, rather than thicker layers, for a given combined DE layer thickness.
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Lekalaka, Baitse Alfred. "Public servants' level of satisfaction with EAP clinical services in the North West Provincial Government." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65568.
Full textAbstract:
Employee Assistance programmes in the North West Provincial Government started on the 1' 1 August 2001 in the office of the Premier. The programme was headed by Dtrector Rangaka and was centralised, but serving all provincial departments In the provlnctal offices and districts. Its role was to provide EAP clinical services to public servants with the view of promottng employee effectiveness. It was meant to render psychological Interventions in a form of reactive services whtch tncluded counselling and trauma support, as well as life skills or empowerment workshops. The overall atm of the EAP in every organtsatton Is to promote overall organtsattonal wellness and employees wellness. Thts study focused on the pub!tc servants' level of satisfaction with EAP cltntcal services tn the North West Provincial Government for the 2013/2014 financial year. The aim of this study was to evaluate publtc servants' level of satisfaction wtth EAP cllntcal services In the North West Provincial Government. In order to achieve this goal, quantitative research was adopted through the use of a questionnaire to determine the level of satisfaction among public servants with the EAP clinical services A questtonnaire was designed as a data collection Instrument. whtch was divided into the broad categories of biographtcal informatton, EAP clintcal services and general tnfonmatton to assess the level of sausfactton wtth EAP clintcal servtces and tt was dtstnbuted to EAP practtltoners tn parttctpaltng departments to dtstnbute to the servtce users Servtces users completed the questionnaire and consent forms and deposited them into the boxes that were placed at the EAP offices. Quantitative data was collected from employees (n=43) through the combination of stratified random sampling and random samplinand the assistance of EAP professionals at various North West Provincial departments.Mini Dissertation (MSW)--University of Pretoria, 2017.
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Loutrel, Marc. "Une nouvelle approche pour l'authentification dans les réseaux sans-fil : la carte à puce EAP." Paris 6, 2004. http://www.theses.fr/2004PA066210.
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Naidoo, Nevania. "Monitoring and Evaluation Practices of Corporate Clients of an External Employee Assistance (EAP) Service Provider." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/58522.
Full textAbstract:
This study explores monitoring and evaluation as a critical element in the success of any EAP. This forms part of Standard 27 in the EAPA-SA standards document. The monitoring and evaluation of the EAP in an organisation refers not only to the individual employee but also to the work organisation and the impact, success, and value of the programme within these two spheres. In recent years, EAPs have been recognised for returning employees to higher levels of efficiency and productivity as a result of the brief therapy offered. In order to maintain this recognition, it is critical for EAPs to demonstrate their cost-effectiveness in terms of both employees and the organisation.
This study is based on General Systems Theory and is of a qualitative nature. As is consistent with qualitative research, the aim was to gain an in-depth understanding of the meaning that participants attach to the evaluation of EAPs. This was done by interviewing identified role players, often being those dealing with the EAPs in their organisations. The sample was taken from the client base of a leading EAP service provider and each client was approached to participate voluntarily in the research.
The sample size was a total of twelve participants, however the researcher took saturation levels into consideration and therefore a total of ten participants were interviewed.
The results of the research highlighted that, in the represented population, there is wide use of monitoring and evaluation processes. The results of these processes are used for various reasons, at different levels of the organisation and are often associated with the success and continuation of the programme. The researcher found that, whilst monitoring and evaluation takes place, standardisation is lacking and a number of clients have mentioned the need for standardised definitions and processes as well as an automated system. It is, therefore, recommended that
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further studies take place with clients of other service providers and that a process of standardisation be considered by EAPA.Mini Dissertation (MSocSci)--University of Pretoria, 2017.
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