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Books on the topic 'Entry motivations'

Author: Grafiati
Published: 29 June 2021
Last updated: 14 February 2022

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1

Dan, Bernstein, and Tavris Carol, eds. Gender and motivation. Lincoln: University of Nebraska Press, 1999.

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2

Martínez, Capitolina Díaz. El presente de su futuro: Modelos de autopercepción y de vida entre los adolescentes españoles. Madrid, España: Siglo XXI de España Editores, 1996.

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3

Aylwin, U. La différence qui fait la différence: Entre l'échec ou la réussite pédagogique. Montréal, Qué: Association québécoise de pédagogie collégiale, 1992.

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4

Rabatel, Daniel. L' intéressement: Un moyen d'établir de nouveaux rapports entre salariés et employeurs. [Paris]: Cahiers d'information du Directeur de personnel, 1991.

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5

Salomé, Jacques. Oser travailler heureux: Entre prendre et donner. Paris: Albin Michel, 2000.

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6

Warrington, Molly J. Raising boys' achievement in primary schools: Towards an holistic approach. Maidenhead: Open University Press, 2006.

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7

Sen, Amartya. Our Obligation to Future Generations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198825067.003.0007.

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Our reasoned sense of obligations to others can arise from at least three possible sources: cooperation, having caused harm, and effective power to improve suffering. The last source, this chapter argues, is particularly important in considering our obligations to future generations. It draws on a line of reasoning that takes us well beyond contractarian motivations to the idea of the “impartial spectator” as developed by Adam Smith. The interests of future generations come into the story because they are important in our attempt to be impartial spectators. The obligation of power contrasts with the mutual obligations for cooperation at the basic plane of motivational justification. In the context of climate concerns and intergenerational justice, this asymmetry-embracing approach seems to allow an easier entry for understanding our obligations.
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8

COSNEFROY, Laurent. APPRENTISSAGE AUTOREGULE - ENTRE COGNITION ET MOTIVATION. PU GRENOBLE, 2011.

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9

Babar, Zahra. Working for the Neighbours. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190608873.003.0002.

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The forces and factors driving regional migration have become more complex over time, and traditional explanations for the motivations, attraction, and selection of migrants are no longer sufficient in the study of migration to the Persian Gulf. Qatar, which in the last decade has emerged as one of the Middle East’s fastest-growing economies, provides a sound case study for discussing some of the emerging dynamics of regional labor migration. This chapter examines Arab-origin migration to Qatar, reviewing how the state has negotiated the entry and control of “alien” Arabs. The chapter examines the evolution and transformation of migration patterns to the Gulf Cooperation Council, and assesses policies adopted by the states to better manage their regional labor markets and control the flow of foreigners. Particular attention is given to scrutinizing how and why Qatar has become more selective and politicized in negotiating labor migration, and how this has impacted the Arab expatriate population.
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10

Booij, Geert. Inheritance and motivation in Construction Morphology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198712329.003.0002.

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The basic question to be addressed in this chapter is: what is the status of the notions ‘inheritance’ and ‘default inheritance’ in the theoretical framework of Construction Morphology (CM)? This framework, developed in Booij (2010), assumes a hierarchical lexicon with both abstract morphological schemas and stored complex words that instantiate these schemas. The lexicon of a language can be modelled in such a way that the abstract word formation schemas dominate their individual instantiations. Thus, the lexicon is partially conceived of as a hierarchical network in which lower nodes, the existing complex words, can be assumed to inherit information from dominating higher nodes. Advantages of a full-entry theory over an impoverished entry theory are outlined, and the chapter includes discussion of polysemy, allomorphy, and the class of items that fall between derivatives and compounds using ‘affixoids’.
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11

Argaud, Evelyne, Joël Bellassen, and Frine Beba Favaloro, eds. Distance entre langues, distance entre cultures. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813003638.

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Apprendre une langue étrangère, c’est se confronter inévitablement à une distance à la fois culturelle et linguistique, inégale selon les langues ; c’est cette distance elle-même qui, parce qu’elle fascine autant qu’elle déroute, constitue très souvent une source forte de motivation. Si la didactique des langues et cultures étrangères sait qu’elle peut s’appuyer sur cette motivation, elle n’ignore pas non plus les questions soulevées par l’éloignement, de même que par son antonyme, la proximité. Quel contenu donner à cette notion de distance et quelles formes prend-elle ? Sur quel plan se situe-t-elle ? graphique ? lexical ? grammatical ? phonétique ? géographique ? culturel ? Une langue-culture distante est-elle plus facile ou difficile à apprendre/enseigner qu’une langue-culture proche ou voisine ? La proximité ne contient-elle pas des pièges qui présentent leurs propres difficultés et que l’illusion de la facilité empêcherait de saisir à leur juste mesure ? Et comment réduire la distance de manière à faciliter l’apprentissage ? Par ailleurs, la didactique des langues et cultures étrangères ne peut pas faire l’économie d’une interrogation sur les styles cognitifs des apprenants ; la variété de ces profils introduit une variable qui interfère dans l’appréhension de ce qui est plus ou moins distant, plus ou moins facile/difficile. Il en va de même pour les catégories épistémologiques sollicitées par la didactique dans le traitement de la distance ; leur utilisation, leur transfert d’un contexte éducatif à un autre doivent là aussi faire l’objet d’un questionnement. C’est l’ensemble de ces questions qu’examine le présent ouvrage, qui réunit une sélection de communications présentées au cours d’une journée d’étude : « Distance entre langues, Distance entre cultures. Quelles incidences didactiques ? », organisée par l’unité de recherche PLIDAM EA 4514, à l’Institut national des langues et civilisations orientales, le 24 novembre 2017, à Paris. Evelyne Argaud, professeur agrégé, docteur en didactique des langues et cultures Joël Bellassen, ancien professeur des universités en chinois à l’Inalco Frine Beba Favaloro, professeur de lycée, docteur en sciences du langage
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12

Honig, Dan. Agents. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672454.003.0003.

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This chapter discusses agent judgment and when relying on agents will be a more or less reliable strategy. The chapter explores agent motivation and why it is critical to successful Navigation by Judgment. Agent motivation is a function of both treatment and selection effects. Job design can play an important role in changing agent motivation for better or for worse (treatment); job design can also prompt differential exit and entry of motivated agents into international development organizations (IDOs) (selection). It argues that there may be different equilibria IDOs can meet, with a Theory Y equilibrium of agent initiative and intrinsically motivated agents on the one hand and a Theory X equilibrium of tight principal control and extrinsically motivated agents on the other.
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13

Arnould, Romuald. Motivation bénévole dans un Système d'Echange Local : Liens entre motivation des bénévoles et communication interne: Étude de cas du SEL de la région ... Éditions universitaires européennes, 2016.

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14

Motivating the "What's In It For Me" Workforce: Manage Across the Generational Divide and Increase Profits. Wiley, 2007.

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15

Paul, Sharon J. Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.001.0001.

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In recent decades, cognitive neuroscience research has increased our understanding of how the brain learns, retains, and recalls information. At the same time, social psychology researchers have developed insights into group dynamics, exploring what motivates individuals in a group to give their full effort, or conversely, what might instead inspire them to become freeloaders. This book explores the idea that choral conductors who better understand how the brain learns, and how individuals within groups function, can lead more efficient, productive, and enjoyable rehearsals. Armed with this knowledge, conductors can create rehearsal techniques which take advantage of certain fundamental brain and social psychology principles. Through such approaches, singers will become increasingly engaged physically and mentally in the rehearsal process. This book draws from a range of scientific studies to suggest and encourage effective, evidence-based techniques, and can help serve to reset and inspire new approaches toward teaching. Each chapter outlines exercises and creative ideas for conductors and music teachers, including the importance of embedding problem solving into rehearsal, the use of multiple entry points for newly acquired information, techniques to encourage an emotional connection to the music, and ways to incorporate writing exercises into rehearsal. Additional topics include brain-compatible teaching strategies to complement thorough score study, the science behind motivation, the role imagination plays in teaching, the psychology of rehearsal, and conducting tips and advice. All of these brain-friendly strategies serve to encourage singers’ active participation in rehearsals, with the goal of motivating beautiful, inspired, and memorable performances.
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16

Harvard business review on women in business. Boston, Mass: Harvard Business School Publishing, 2005.

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17

Van Baalen, Susan. Islam in American Prisons. Edited by Jane I. Smith and Yvonne Yazbeck Haddad. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199862634.013.014.

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This chapter explores the gradual legitimization of the beliefs and practices of Islam in US prisons, analyzing the factors that led to the pronounced shift from “Black Muslim” to Sunni Islam over a fifty-five-year period (mid-1950s‒2010). An understanding of the history of prison Islam offers insights into the motivation of black Americans to embrace Islam and the reasons why correctional staff and the general public are suspicious of incarcerated Muslims. Program accommodations to protect prisoners’ religious rights are described to enhance the understanding of the complexities involved in providing a rich experience of Islam during incarceration and preparing prisoners for entry into the wider community of global Islam upon their release. A brief analysis of interactions between various factions—immigrant, black American, Sunni, Shia, Sufi, Salafi, and Wahhabi clarifies issues related to prison conversion to Islam and to the perceived extremist threat created by the mass incarceration of under-educated and marginalized. Muslim prisoners.
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18

Raising Boys' Achievement in Primary Schools. Open University Press, 2006.

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19

Raising Boys' Achievement in Primary Schools. Open University Press, 2006.

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20

How Families Still Matter: A Longitudinal Study of Youth in Two Generations. Cambridge University Press, 2002.

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