Dissertations / Theses on the topic 'Foreign CEO'
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Thams, Yannick. "Foreign-born CEOs, Country-Specific Skills, Selection, and Strategic Consequences." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/934.
Full textTevlin, Stacey Marie. "The effects of firm success on foreign direct investment, CEO compensation, and wages : issues on monitoring costs and simultaneity." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11084.
Full textJozanovic, Helena, Andreasson Jacob Hillestad, and Erik Pieschl. "Leadership trend in Japanese companies : Why Japanese companies hire foreign CEOs." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15563.
Full textBallard, Brandi Nicole. "Patterns of intended and actual fertility among subgroups of foreign-born and native-born Latinas." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/400.
Full textKim, Hyunjin. "Relationship between Free Trade Agreement and Foreign Direct Investment." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-74278.
Full textSilveira, Raphael da. "O livro didático nos processos de ensino-aprendizagem de alemão no CEL: uma análise de necessidades." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-15032019-111747/.
Full textThe Centers of Language Studies (Centros de Estudos de Línguas CEL) of the State of São Paulo offer public school students the opportunity to study, in an elective way, another language. In general, even for issues involving the objectives of this initiative, the most sought languages are Spanish and English. However there is the possibility of having groups for languages like German, according to the local demand. In these Centers, there is a particularity regarding the use of the textbook, because the German studies do not receive the textbook from the school, since the German language is not part of the National Textbook Program (Programa Nacional do Livro didático PNLD) as are English and Spanish. The textbook is available at school through a donation made by the Goethe Institut, but the students cant take it home with them. Therefore, this research seeks to analyze the students expectations regarding the textbook that is used during the German classes and the effect that the presence or the absence of this device generates in the German teaching-learning process in this specific context. For this purpose, a subjective and a procedural analysis focused on the students and the teachers needs of a specific group of a CEL was carried out (see WEISSENBERG, 2012). This analysis was performed through the data obtained with the development and application of didactic activities offered to students in the form of stations and also a questionnaire. Data collection took place in three stages in the months of March, May and June 2017. Data analysis points to the fact that the students, despite having already had contact with other foreign languages, did not develop the necessary strategies to study a foreign language. In addition, their opinion about the textbook provided in the questionnaires corroborate that they do not appropriate the device during their studies, although they declare that the textbook is of great importance to their German learning process.
Stack, Marie M. "A gravity model analysis of trade and direct investment in the Central and Eastern European countries." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7005.
Full textDi, Sano Concetta. "L'installation de l'enseignement d'une langue vivante au primaire en France : le cas de l’enseignement de l’italien dans une classe de CE2 assuré par un intervenant extérieur." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2166/document.
Full textThis research will focus on the teaching of Italian in primary schools. Italian was among the languages offered as E. L.C.O (language teaching and culture of origin). It is also proposed as a foreign language in primary education, but is in competition with English. The position, objectives and conditions of this teaching / learning have resulted in developments in the official instructions.Chronologically, several schemes have succeeded: the teaching of languages and cultures of origin - ELCO - (originally intended for the children of migrants and still governed by interstate agreements), language awareness projects (supported by the policy of the European Union to develop representations and positive attitudes towards languages), the introduction of foreign language teaching-learning in primary schools (depending on the academic decision in-line with the language map). In 2016, it appears that the state education system is unable to implement a policy that does not systematically lead to the teaching of English.The aim of our research is to describe the setting up of Italian language teaching by highlighting the experience of each of the players involved; two parallel investigation procedures will be examined during this work: the researcher’s point of view and his culture (ethical approach) and the thought concepts specific to the social actors studied (emic approach).The first part of the research will focus on the request and implementation of foreign language teaching / learning in the primary education setting. We then describe the variety of situations of this teaching and summarize the phases of its introduction in the French education system.In the second part, we will trace the history of Italian teaching in primary schools in the Rhône department.We will devote the third part to the presentation of our school observation survey encompassing all the players involved in this teaching: students learning in programs seemingly incompatible with each other, willingness of families, the teachers and school heads’ reticent attitudes, the language policy of the school Inspectorate, foreign teachers’ working conditions .To complete our research, we relied on teachers’ discourse and a specific case analysis. This research does not claim to generalize its findings. However, when significant changes took / take place in primary education, it may be useful for all players to have access to qualitative study. This analysis can clarify the particular situation of Italian teaching / learning for children when it is provided by foreign teachers and more especially as no earlier research on this unknown reality has come to light
Silva, Ana Isabel Carrilho Ferreira. "O ensino do inglês no 1º ciclo do ensino básico: metodologias de ensino e aprendizagem. A aprendizagem do jogo na construção do conhecimento." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11798.
Full textMorales, Leiko Matsubara. "Cem anos de imigração japonesa no Brasil: o japonês como ensino de língua estrangeira." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-28052010-140321/.
Full textThe purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of secondlanguage acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language within the Japanese-Brazilian community, nor has research in the area of teaching thrived within the academic milieu. As the teaching of the Japanese language spreads, even among nondescendants, research should be done on the spoken language of native and non-native teachers with the aim of enhancing linguistic competence, be it through courses to perfect teachers linguistic skills, didactic books specially devised for Brazilian students or bilingual grammar books, all of which will entail new conceptions of teaching and learning better suited to Brazilian learners\' needs.
Garcia, Bianca Rigamonti Valeiro. "Por que quanto mais cedo melhor? uma análise discursiva da interface entre as neurociências e o ensino de inglês para crianças." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-29062017-095050/.
Full textThe neurosciences have been present in the most diverse realms of human knowledge since what has become known as the Decade of the Brain, in the 1990s. Among the areas with which it establishes interface is the Pedagogy of Foreign Languages for Children (PFLC), which we analyze in its realization in the discourse of private bilingual schools in Brazil. The epistemological framework for the current analysis is the Discourse Analysis derived from work carried out in France by Pêcheux and expanded in Brazil by authors such as Orlandi (2001), Carmagnani (1996), Grigoletto (2002), Coracini (1992) and Pinheiro-Passos (2006). Our object is the discourse produced at the interface between contemporary neuroscience and English teaching for children and infants within private bilingual schools in Brazil. Previous research has pointed out that this teaching is part of a discursive formation whose subjects are valued based on obtaining prominence within the dynamics of competitiveness, naturalized by the ideology of flexible accumulation capitalism (GARCIA, 2011). The results obtained suggested that the discursive dynamics of this scenario is mostly constructed by meanings that are not aligned with the knowledge currently produced in the neurosciences and invests in an early projection of the small children both in the logic of the economic system as well as in the roles of competition and imaginary selection to be achieved by them in hypothetical futures; Such insertion was, in a significant part of the cases studied, justified on the basis of the neuropsychological characteristics of the apprentices. We have identified that this argumentation operated strongly through the appropriation of concepts of biological sciences regarded as outdated, such as the critical period, and predominantly represented proficiency in more than one language as an advantage. Our research has identified a threefold underpinning in the flow of the meanings between the discursive formations of neurosciences and foreign language pedagogy for children: name bias, political bias, and product bias. Through the analysis of how aspects of contemporary conjuncture put pressure on each of the pillars, we found that the incompatibility between the meanings produced by neurosciences and by FLTC in the discourse bilingual schools, is due mainly to the incompatibility between the conditions of production of the originating discourse (neurosciences of a progressive character in the central countries) and the final discourse (the conservative advertising discourse in Brazil), and not to gaps in the access to the central concepts of biomedical science.
de, Somer Gregory John Humanities & Social Sciences Australian Defence Force Academy UNSW. "The Redefinition of Asia : Australian Foreign Policy and Contemporary Asian Regionalism." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Humanities and Social Sciences, 2003. http://handle.unsw.edu.au/1959.4/38666.
Full textGarcia, Bianca Rigamonti Valeiro. "Quanto mais cedo melhor (?): uma análise discursiva do ensino de inglês para crianças." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-29032012-154615/.
Full textCurrently there is a remarkable expansion of English courses for young children in Brazil. There are several modalities available and among them parents may choose from foreign language courses, international and bilingual schools up to schools where English classes are provided in their curricula. Nevertheless, they are all available almost exclusively through private education. Relying on Discourse Analysis assumptions (Pêcheux, 1975; Orlandi, 2001; Coracine, 1998), we have analyzed the representations of children, foreign language and foreign language teaching in the utterances of Brazilian legislation, in the media (reports and institutional sites) as well as in pedagogical coordinators talk, aiming at understanding how the justifications for the inclusion of this curricular component materialize in the discourse, and what senses they relate to. The analysis enabled us to identify certain sense regularities. Firstly, representations of children point to two dominant meanings: one which refers to the belief that they learn fast because they do not perform complex mental processes, and another related to the fact that they are potential workers. Regarding the representations of English teaching, the sayings refer to the learning process as absorption or behavior modeling. The second one concerns representations of English that refer mostly to its sense as a guarantee of success in professional life. Finally, we concluded that the practice of teaching English to children emerges from a discursive chain whose senses are overwhelmingly aligned with the utterances of the neoliberal market. Our analysis of the justifications for teaching English to school children has revealed itself the analysis of projections of the child into the labor market and the naturalization of capitalist logic in the education and the upbringing of elite children. Thus, it seems that the \"early\" language learning coincides with the \"early\" acceptance of market practices in education, as well as the valorization of productivity, preventing, from the earliest childhood, access to idleness or the right to non-compulsory production engagements.
Naoum, Michael. "The Greek-Turkish rapprochement process, 1999-2004 : paradigm shift or EPI-phenomenon /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FNaoum.pdf.
Full textThesis advisor(s): Donald Abenheim. Includes bibliographical references (p. 95-101). Also available online.
Messiaen, Pierre. "Les conséquences internationales de l'évolution démographique de la fédération de Russie (1991-2012)." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCF021/document.
Full textThis thesis aims to analyse Russia’s international relations through its demographics. The choice is justified by the scale of socio-political changes in the country since the end of USSR and by the seriousness of the Russian demographic situation since 1991. The country is facing a lasting demographic decline and the regional demographic disparity has been accentuated. The question becomes therefore a major political issue. This demographic decline has impacts on the territory, the economy and the army, redefining thus the Russian power. International relations theories show the complexity of the connection between demographics and international relations of a State. The demographic factor seems less integrated by leaders but it offers further analysis that puts Russian foreign policy rhetoric into perspective. The demographic criteria could have a larger influence on Russia’s international issues. It offers also opportunities. Demography plays an ambiguous role in Moscow’s Chinese and Asian policies. The Russian demographic decline has had an impact on the redefinition of the relations between Russia and CIS countries. Migration ties with Russia are the result of a demographic interdependence that becomes an economic and then political one. The demographic reality in the post-Soviet area favours a soft power based policy for Moscow in Central Asia, especially in Kazakhstan. The Russia demographic reality has contributed to a shift within Russian foreign policy and a change of position for Russia in the world
Callegari, Marília Oliveira Vasques. "Motivação, ensino e aprendizagem de espanhol: caminhos possíveis. Análise e intervenção num centro de estudos de línguas de São Paulo." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18032009-154414/.
Full textIn this work we have studied the motivation of Brazilian students in classes of Spanish as a foreign language, in formal learning contexts. We assume that student motivation is a complex construct which involves factors of various contexts (personal, family, scholastic, social etc.), and which can be influenced by a series of choices which the teacher makes during the course. Through the bibliographic revision executed, and used as a foundation, especially in the theoretical models of Zoltán Dörnyei (1990, 1994, 2001a, 2001b) and the empirical study which we have carried out, we aim to: i) deepen our knowledge about the concept of motivation and specific factors related to it; ii) establish a set of teaching strategies focusing on the motivation of students in foreign language classes; iii) assess the degree of motivation of students and teachers of nine Spanish groups in one of the Language Study Centers in São Paulo City, as well as its underlying causes; iv) check to what extent the teachers use determined motivating strategies in the classroom; v) propose and evaluate the application of a process of intervention in one of the groups involved; vi) re-evaluate and complement the set of strategies presented. The theoretical study performed has showed us the importance of an integral vision of learning in which cognition and emotion are closely linked. Besides this, we have reflected on concepts directly related to motivation (anxiety, self-esteem, self-concept, self-confidence, independence, interest, curiosity, etc.) and we described a set of teaching strategies which we have used in the empirical study. The empirical research performed had a mixed methodology: the first of the four stages composing it had a quantitative character and the others were based on the collection and qualitative analysis of data (or, more precisely, on case study and action research). The empirical results showed that: i) both the students and teachers of Spanish involved in the study were motivated, but there is room for improvements that would result in higher degree of motivation among the students; ii) there is a difference between the strategies which the teacher with whom we performed our study claims to use and those which were actually observed in the classroom; iii) there are also differences among the opinion of students and teachers about the degree of motivation caused by specific activities; iv) the implementation of pedagogical changes can lead to increased student motivation. We have concluded our study with the revision and complementation of the set of motivation strategies previously established.
Godoy, Lilian Paula Martins. "Juntar ou separar? Reflexões sobre o contexto multisserial de ensino de francês como língua estrangeira nos centros de estudos de línguas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062013-163344/.
Full textThis research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.
Walker, Jillian L. "The Effects of Cultural Orientation Change on Metabolic Health in a Sample of Mexican Immigrants to the United States." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4184.
Full textGasimova, Esmira. "La politique étrangère de l'Azerbaïdjan entre grandes puissances et puissances régionales (1993-2003)." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG014.
Full textThis thesis deals with the Azerbaijan policy between great powers and regional powers. Since its independence in 1991 the country of South Caucasus asserted its singularity. It sometimes confronts, sometimes cooperates with its neighbors. The key question is, therefore, how Azerbaijan can justify and possibly strengthen its presence on the international stage as it stands at the heart of great geopolitical and economic issues. Because of its location it is the center of rivalries between powers such as Russia, Iran and Turkey or the United States and the European Union. The country is compelled to a balanced foreign policy not to lose the support of either western or eastern partners. Baku also attempts to use the exploitation of Caspian oil in order resolve the crucial issue of the conflict over Nagorno-Karabakh
Bachkatov, Nina. "La diplomatie énergétique de la Fédération de Russie: forces et limites." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209939.
Full textLa diplomatie énergétique russe s’affirme pendant les années 2003-2004, comme une démarche pragmatique, un moyen opportuniste de rencontrer un projet politique en utilisant un des rares leviers dont dispose ce pays appauvri et affaibli – sa puissance énergétique qu’il s’agit de transformer un outil de puissance politique, raison pour laquelle la politique étrangère russe va être mise au service de ce projet. Le travail fait donc référence aux spécificités internes de la Russie et au contexte international afin d’identifier les faiblesses et les forces de cette diplomatie spécifique.
Russian energy diplomacy, with which this work is uniquely concerned, differs from the classic industrial policies adopted by states in order to re-launch their economies or certain industrial sectors. It has consisted of putting Russia’s natural resources and particularly its energy potential (as a producer, a consumer, and a transit country) to the practical purpose of restoring its status as a great power. For Russia, the return to power would permit the country to emerge from its period of transition and become a leading actor in the world reshaped by the ending of the cold war. It is a matter of making its voice heard, as an equal partner in international decisions and the formulation of the new political norms necessitated by post-cold war upheaval.
In 2002-2004 Russia developed this energy diplomacy as a pragmatic and opportunistic means of attaining a political objective with one of the few levers at the disposal of an impoverished and enfeebled country – that is to say, its energy potential, which it turned into a political tool. To this effect, Russian foreign policy has been made to serve the same project. Consequently this work deals with internal specificities and the international energy context, in order to probe both the weakness and the strength of this particular form of diplomacy.
Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished
Tkatova, Rima. "Approches post-soviétiques du droit international : essai sur le renouvellement de la doctrine et de la pratique internationales." Thesis, Lyon 3, 2012. http://www.theses.fr/2012LYO30067.
Full textInternational law is a « common language » but the vision of international law is far from being universal. It is a « multiplicity of particular national, regional, individual, institutional visions of international law. One can speak of the existence of regional American, Latin American, European, Asian, African approaches of law, but what about the geographical region of the former Union of Soviet Socialist Republics? In the XXth century one spoke about the Soviet conception of international law, which was a complex phenomenon, having its roots in the Russian legal school, combining the multiculturalism of the Russian Empire and the Soviet state and causing the division of the world into two blocks : Western and Soviet. For over twenty years that the Soviet Union no longer exists and the former Soviet states became independent and sovereign actors in the international arena. Can we therefore speak today about the existence of national approaches to international law of each state of the former USSR ? The objective of this thesis is to present the current state of doctrine and practice of the post-Soviet international law, considering the renewal of approaches of foreign policies of the post-Soviet states, and doctrinal concepts of international legal scholars. Does the post-Soviet doctrine of international law exist ? The contemporary international law is faced with challenges such as regionalization, globalization and the establishment of the rule of law in international law. Faced with these challenges, the doctrine and practice post-Soviet international law have been renewed. What approaches the post-Soviet states adopt in response to the contemporary challenges of regionalization, globalization and the establishment of the rule of law in international law?
Patrukhina, Liubov. "À la recherche des particules modales dans les cours pour débutants ˸ étude expérimentale dans le cadre de l’enseignement-apprentissage de l’allemand langue étrangère en France et en Russie." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030037.
Full textThe research presented in this dissertation analyzes the acquisition of German modal particles by beginner-level learners. This project seeks firstly to ascertain if introducing the particles early and explicitly into the German-as-a-foreign-language can help learners to understand and use them more effectively. Secondly, it attempts to determine whether learners’ mother tongue influences the acquisition process of German modal particles. The first chapter sets the conceptual background, retracing the concepts in linguistics and language didactics that are fundamental to this study: Contrastive Linguistics, Corpus Linguistics, and Speech Acts Theory, as well as Foreign Language Teaching Methods and Approaches. It also presents the corpus of young peoples’ spoken German collected specifically for the didactic purposes of this dissertation. The second chapter analyzes the different methods of teaching modal particles put forward in textbooks and grammar books, as well as in dictionaries and exercise books devoted to the subject. Following this review, I propose my own approach based on two innovative teaching tools: recordings from my corpus of spoken German, and bilingual tables with comments in German, French or Russian on how German modal particles function. The third chapter describes the implementation of my method by presenting the results from an experiment of teaching German-as-a-foreign-language to French-, Russian- and Chinese-speaking learners. The thesis ends with methodological recommendations for teaching German modal particles
Die vorliegende Dissertation hat zum Ziel, den Erwerb der Modalpartikeln durch DaF-Lernende auf Anfängerniveau zu untersuchen. Allem voran wird der Frage nachgegangen, ob und wenn ja wie, eine explizite und frühe Behandlung der Modalpartikeln im DaF-Unterricht deren Produktion und Verständnis fördern kann. Anschließend wird der Versuch unternommen, einen möglichen positiven Einfluss der Muttersprache auf den Erwerb deutscher Modalpartikeln herauszufinden. Das erste Kapitel setzt den theoretischen Rahmen der Dissertation, indem es linguistische und sprachdidaktische Konzepte darlegt, die grundlegend für diese Arbeit sind: kontrastive Linguistik, Korpuslinguistik, Sprechakttheorie und Methoden des Fremdsprachenunterrichts. Es wird außerdem das Korpus “Gesprochenes Deutsch junger Muttersprachler“ beschrieben, das gezielt für die didaktischen Zwecke der Dissertation zusammengestellt worden ist. Im zweiten Kapitel werden Ansätze und Methoden zur Einführung der Modalpartikeln durchleuchtet, die in modernen DaF-Lehrwerken und Grammatiken sowie in thematischen Lexika und Übungsbüchern eingesetzt werden. Im Anschluss wird die eigene Herangehensweise dargestellt, die auf zwei innovativen Lehrmaterialien fußt: Didaktisierte Audioaufnahmen aus dem Korpus und zweisprachige Tabellen, die auf Deutsch, Französisch oder Russisch den Gebrauch der Modalpartikeln erläutern. Im dritten Kapitel wird die Umsetzung dieses Ansatzes beschrieben, der im Rahmen eines experimentellen DaF-Unterrichts mit russisch-, französisch- und chinesischsprachigen Deutschlernenden auf die Probe gestellt wurde. Abschließend werden methodische Vorschläge zur Behandlung der Modalpartikeln im DaF-Unterricht gemacht
Nguyen, Triet M. ""Little Consideration... to Preparing Vietnamese Forces for Counterinsurgency Warfare"? History, Organization, Training, and Combat Capability of the RVNAF, 1955-1963." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23126.
Full textHSIAO, CHUNG CHUN, and 蕭仲淳. "CEO overconfidence and foreign exchange risk management." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/s5zk3p.
Full text國立中正大學
經濟系國際經濟學研究所
107
As more and more companies move toward internationalization, the importance of foreign exchange risk management to the company is gradually increasing. Many companies use derivatives for hedging, so what kind of company characteristics and international market variables will affect the company hedge decision is the goal that this study wants to explore. Because the management is responsible for the company's main operational decisions, and has a considerable degree of influence on the company's risk management decisions. Therefore, this study further examines the manager's personality by overconfidence, and explores how the personality traits of a company's managers affect the company's risk management decisions. The sample of this paper is based on the Taiwan listed and over-the-counter company from 2005 to 2017. The least square method is used to explore the relationship between manager's overconfidence and the sum of hedge positions in the case of different foreign currency assets or liabilities. Our results found that in the case of controlling year and industry fixed effect, overconfident managers will reduce the holding of foreign currency assets or liabilities. On the other hand, overconfident managers will reduce the sum of hedge positions, but after putting the company's characteristic variables and international market variables into the model, overconfident managers will increase the sum of hedge positions. In terms of company characteristic variables, the correlation between most variable and the sum of hedge positions is consistent with research expectation. Therefore,we believe that whether manager have overconfidence will influence the company's foreign exchange risk management decisions, and a company’s hedge positions will depend on company’s characteristics.
Kuo, Hsin-Ju, and 郭欣如. "Gender Diversity on Boards/CEO and Foreign Shareholder." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y9hgf8.
Full text國立彰化師範大學
財務金融技術學系
107
Based on the data of the non-financial industry companies listed on the Taiwan Stock Exchange from 2013 to 2017, this study examines the relationship between the gender diversity of the company's board of directors/CEO and foreign ownership. The results of the study show that companies with female directors have a relatively low foreign shareholding ratio on average, and the higher the number of female directors in the company, and the higher the proportion of female directors, the relatively low foreign ownership of female chairman. In addition, the study also found that the higher the proportion of independent directors of the company, the higher the foreign shareholding ratio, but when there are women among the independent directors, compared to the company without female independent directors have a relatively low foreign shareholding. The study also included the characteristics of directors such as seniority, busyness, professionalism, and education levels, and tested the robustness of gender diversity of board/CEO to foreign ownership. The empirical results of this study tend to support the view that the gender diversity of the board of directors will be unfavorable to the harmonious operation of the organization and reduce the efficiency of the organization. In particular, the developing countries may have professional insufficiency of female directors or the company’s efforts to attract regulatory attention and attract investor’s attention. The recruitment of female directors due to factors such as a corporate image or political rewards may not only make women's benefits in the board of directors unable to exert their substantive effects, but also cause negative impacts such as rising communication costs and organizational differentiation among directors.
Kulchina, Elena. "Three Essays on Foreign Entrepreneurs." Thesis, 2012. http://hdl.handle.net/1807/34774.
Full textFANG, MENG-KAI, and 方盟凱. "CEO Foreign Experience and Compensation-An Example of Taiwan-listed Companies." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/r52nxb.
Full text國立中正大學
經濟系國際經濟學研究所
107
This paper examines the relationship between the CEO's foreign experience (working experience and education) and compensation. The sample was collected from Taiwan Economic Journal (TEJ) database and includes listed companies in Taiwan from 2008 to 2016. This paper found that CEOs with foreign working experience or education have a significant positive impact on their compensation. In addition, Propensity score matching, two stage models and lead lag models are used to used to deal with related endogenous problems. Our results find that the compensation premium could be attributed to relationships with foreign experience rather than management skills.
Osei, Bonsu Christiana. "Three Essays on Foreign CEOs." Thesis, 2020. http://hdl.handle.net/2440/127280.
Full textThesis (Ph.D.) -- University of Adelaide, Adelaide Business School, 2020
Hsu, Ken-Yuan, and 許根源. "The Study of the Relationship between CEO Characteristics, Foreign Investment Decision and Corporate Performance." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jvz29b.
Full text靜宜大學
企業管理學系
107
Overseas market investment might bring high operating risks to its parent company. However, to expand the overseas market is an inevitable choice for a corporation's sustainable growth. What is more, it is a critical policy-making that will influence the performance of any corporation. The financial industry has always been one of the key industries for Taiwanese overseas investment. For any large enterprises, both the decisions of the overseas subsidiaries equity and the selection of investment locations need to rely heavily on the superb experience of the Chief Executive Officers (CEO). This study takes listed financial holding company in Taiwan as a research subject and uses Analysis of Variance (ANOVA) to conduct empirical research, hoping to find out the impact of the CEO's characteristics and his foreign investment decision on the parent company's operating performance. The result of the research indicates as follows: (1) There is a significant difference in the foreign investment of different equity to parent company performance. (2) There is a significant difference in the foreign investment of different location to parent company performance. (3) There is a significant difference in CEO characteristics like gender, educational background, positional tenure, and international experience to parent company performance. (4) There is a significant difference in the foreign investment of different location and different equity to parent company performance. (5) There is a significant difference in the foreign investment of CEO different characteristics, different location, and different equity to parent company performance.
YU, HSUAN-HUI, and 游萱慧. "The Impact of Foreign Ownership on CEO and TMT Characteristics of Taiwan Semiconductor Industry." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/bk6tgt.
Full text靜宜大學
企業管理學系
107
The semiconductor industry is a highly specialized and advanced technologies industry. It has to integrate varieties of industries globally that precipitated the companies in those countries open their overseas markets. Chief Executive Officer (CEO) or Top Management Team (TMT), whose decision-makers of those companies possess different backgrounds to make the decisions of entering oversea markets and investments. They may have different decision opinions since their diverse backgrounds. This research employed cross-sectional data and multiple regression analysis to study Taiwan semiconductor companies. We investigated the effects of the experiences of CEO and TMT to their decisions on the ownership structure of overseas investments. These companies determine their ownership structure have the tendencies: (1) Senior CEOs tend to have low ownership structure; (2) TMT with more male members preferred high ownership structure, TMT with more management education incline high ownership structure, and TMT with more senior members preferred high ownership structure; (3) The companies of downstream industries in the supply chain have higher ownership structure than companies that are vertically integrated upstream to downstream.
Hsieh, Fen-Jung, and 謝芬蓉. "Impact of CEO Characteristics and Firm Attributes on the Choice of Foreign Market Entry Timing and Entry Mode." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/36478652529035067169.
Full text銘傳大學
國際企業學系碩士班
93
The purpose of this dissertation is aimed at discussion the influences of (1) CEO characteristics (age, educational levels, international experience) and (2) firm attributes (firm size, R&D intensity, international motives) on the timing and mode of entry. Through logistis and multiple regression and t-test analysis, 85 firms are empirically analyzed. Finding of this study indicate that educational levels of CEO, firm size and export-oriented motives all significantly influence firm’s entry timing in Mainland china. Educational levels of CEO, international experience, firm size and local-oriented motives all significantly influence firm’s entry timing in Mainland china.
Liškutín, Kamil. "The influence of China on CEE countries' foreign policy preferences." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-425740.
Full textCruz, Carolina Alexandra Moita da. "Determinantes da tempestividade do relato financeiro: O caso do Reino Unido." Master's thesis, 2021. http://hdl.handle.net/10071/23737.
Full textThe current dimension, complexity and volatility of capital markets turn the information produced by companies into a key element for its operation. One of the attributes that Financial Reports must present to be useful in their users' decision making process is timeliness. In its absence, information asymmetry and inequality among investors increase, creating an environment of uncertainty that leads to inefficiency in the pricing of stocks and to an increase in the cost of capital. Based on Agency Theory and Upper Echelon Theory, this study intends to contribute to the investigation of the determinants of timeliness of Financial Reporting. More specifically, it is analysed the impact of shareholders and company management’s characteristics on the time that elapses between the end of the firm’s financial year end and the date of signature of the independent auditor's report, through a Multiple Linear Regression based on a sample of 228 listed British companies, in the years 2018 and 2019. The results indicate that a higher proportion of stocks held by Foreign Institutional Investors and a longer investment horizon of these contribute to a faster disclosure of Financial Reports, while the gender, financial expertise and age of the CEO are not significantly related to the same. The present investigation, thus, provides empirical evidence of the importance of institutional investment, especially foreign, as a catalyst for the timeliness of Financial Reporting.
Nikdel, Mohammad Ranjbar. "Analyzing the (non) alignment with the UN, EU and US Sanctions against Iran in the foreign policies of the CIS states." Master's thesis, 2013. http://hdl.handle.net/1822/26023.
Full textThe aim of the present thesis is to explore the foreign policy of the five countries of the Commonwealth of Independent States (CIS) in the context of the hardened economic sanctions against Islamic Republic of Iran (IRI). The sanctions’ regime against Iran is a topical issue of world politics, especially in the context of the crisis of the non-proliferation regime. In the last few years, Iran was object of sanctions imposed by the United Nations (UN), the European Union (EU and the United States of America (USA). The sanctions introduced between 2005 and 2012 are the most severe ones in the history of the sanctions’ regime against Iran since 1979. The Hypothesis of the present thesis is that the position of the CIS states on sanctions would be different, according to the degree of the individual countries’ proximity (cultural, political, economic and geographic) with Iran. We also aim at exploring the ideational or rationalist nature of the foreign policy choices, and the stability of these choices, which is expected to be related to either the ideational or rationalist nature of the respective decisions. In the analysis of the five case studies – Azerbaijan, Belarus, Russia, Tajikistan and Ucrânia – we could not find examples of absolutely pure ideational policies or absolutely pure rationalism: all of them represent a mixture where both elements are present at least to some extent. These findings corroborate the postulates of the so-called third debate between rationalism and constructivism whereby the two paradigms complete rather than compete with each other. When determining our Hypothesis, we expected the ideational decisions of nonalignment to produce a consistent and stable foreign policy posture, while rationalist-induced options were expected to favour a shift. Our findings demonstrate that, out of the five cases, Belarus, Tajikistan and Azerbaijan are more consistent in their position about (non)alignment with sanctions against Iran, while Russia and Ukraine were found to be non-consistent, i.e. they change their position (although Ukraine’s position has been determined by a fundamental change in the very foundations of its foreign policy priorities). Our findings shed light upon different motivations for (non) alignment with sanctions amongst CIS states, while sharing an important feature: in contrast to other actors, CIS states take into account regional considerations and, eventually, they understand the role of Iran as an international actor other than that the current academic and political debate depicts.
O objetivo primordial da presente dissertação é analisar a política externa dos cinco países da Comunidade de Estados independentes (CEI) no contexto das sanções económicas contra a República Islâmica do Irão (RII). O regime de sanções contra o Irão é uma questão mandatória na agenda política mundial, especialmente no contexto da crise do regime da não-proliferação. Nos últimos anos, o Irão tem sido alvo de sanções das Nações Unidas (ONU), da União Europeia (UE) e os Estados Unidos da América (EUA). As sanções introduzidas entre 2005 e 2012 são as mais graves na história do regime de sanções contra o Irão desde 1979. A hipótese da presente dissertação parte do pressuposto de que a posição dos Estados da CEI sobre as sanções seriam diferentes, de acordo com o grau de proximidade de cada um dos países em apreço (cultural, política, económica e geográfica) com o Irão. Foi ainda nosso objetivo explorar a natureza ideacional ou racionalista das opções de política externa e a estabilidade destas escolhas, sendo expectável materializar-se uma relação com a natureza ideacional ou racionalista das respectivas decisões. Na análise dos cinco estudo de caso – Azerbaijão, Belarussia, Russia, Tadjiquistão e Ucrânia – não identificámos exemplos de políticas ideacionais absolutamente puras ou racionalismo absolutamente puro: encontrámos uma mistura onde ambos os elementos estão presentes, pelo menos em certa medida. Estes resultados corroboram os postulados do chamado terceiro debate entre racionalismo e construtivismo segundo o qual os dois paradigmas se completam em vez de competirem entre si. Ao determinar a nossa hipótese, esperávamos que as decisões ideacionais de não-alinhamento produzissem uma política externa consistente e estável, sendo expectável que as opções induzidas racionalistas favorecessem a possibilidade de uma mudança. O nosso estudo demonstra que, dos cinco casos analisados, a Belarrússia, o Tadjiquistão e o Azerbaijão são mais os consistentes no que se reporta ao seu (não) alinhamento com as sanções contra o Irão, enquanto que a Rússia e a Ucrânia parece não assumirem posições consistentes, ou seja, alteram a sua posição (embora a posição da Ucrânia tenha sido determinada por uma alteração fundamental dos alicerces das suas prioridades de política externa). Os resultados de nossa investigação evidenciam motivações diversas relativamente ao (não) alinhamento com sanções entre os Estados da CEI, identificando-se uma característica em comum: contrariamente aos outros atores, os estados que integram a CEI espelham considerações regionais e, eventualmente, consideram que o Irão é um ator internacional que desempenha um papel diferente daquele que percebemos no debate académico atual.
Macedo, Mariana Carvalho. "A Política Externa Russa para os Países da Comunidade de Estados Independentes (CEI)." Master's thesis, 2016. http://hdl.handle.net/10362/19727.
Full textDuring the governance periods of Vladimir Putin (2000-2008) and Dmitry Medvedev (2008-2012), the former soviet space, now represented by the Commonwealth of Independent States (CIS), was the main vector of Russia’s foreign policy. This research’s intent is to analyse the relationship established between Russia and the CIS as well as comprehending the influences that shape this connection. If the relationship complies with Kremlin conducted policies alone. If, and in which way, the Russian domestic spectre exerts influence on the development of Kremlin’s relations with that space. And if the actions taken by the North Atlantic Alliance and by the European Union, as well as their interests in this region, influence and condition in any way Russia-CIS relations and Moscow’s behaviour. The research conducted has led to the conclusion that, amongst others, the answers and policies adopted by the Russian Federation in regards to the CIS correspond to the needs of Russia’s elites and society
Silva, Rosa Maria Ferreira Mourão da. "Etapas processuais do trabalho de casa e efeitos auto-regulatórios na aprendizagem do inglês: um estudo com diários de TPC no 2.º ciclo do ensino básico." Doctoral thesis, 2009. http://hdl.handle.net/1822/9759.
Full textA presente dissertação centra-se no estudo do Trabalho de Casa (TPC), entendido com um processo temporal tripartido (Cooper, 2001), integrando três diferentes etapas - preparação/prescrição na escola, realização em casa, e controlo e feedback providenciado, de novo na escola. Ferramenta instrutiva universal e intemporal, influenciada por um largo espectro de factores e variáveis de ordem pessoal, comportamental e ambiental, afectos aos diferentes actores intervenientes no seu processo (professores, alunos e pais), o TPC transborda complexidades. Historicamente o TPC tem marcado presença na literatura internacional com estudos fortemente focalizados na avaliação dos seus efeitos através da variável tempo gasto no TPC e demasiado centrados na óptica de professores e pais, conhecendo-se muito pouco ainda das emoções e motivações experienciadas pelos alunos durante a realização do TPC, do impacto do completamento das tarefas prescritas na qualidade das suas aprendizagens e no seu aproveitamento académico. Com revigorada presença na literatura internacional em anos bem recentes, o TPC desvenda-se agora como estratégia educativa com assumido potencial de auto-regulador das aprendizagens. Respaldados na teoria sociocognitiva da aprendizagem auto-regulada e indicadores de modelos de TPC de forte matiz auto-regulatório (e.g., Trautwein et al., 2006a,b), empreendemos um percurso exploratório das três etapas do processo do TPC tomando as tarefas prescritas como objecto de análise e lançando agarras para o estudo aqui apresentado e analisado. Focalizando o nosso estudo na disciplina de Inglês e em alunos do 2.º Ciclo do Ensino Básico, desenvolvemos três linhas de investigação centradas em dois eixos de movimentação – variáveis de TPC a nível do aluno e variáveis de TPC a nível do professor. Tendo por base diários de TPC, repetidamente recolhidos no espaço temporal entre dois testes, num universo de 591 alunos, do 5.º e 6.º ano de escolaridade, e respectivos professores, avaliamos, numa primeira linha de investigação, através de análises de regressão linear, o poder preditor de um conjunto de variáveis de TPC de Inglês - nível aluno – (e.g., dificuldade percebida na realização dos TPC; esforço percebido na realização dos TPC; número de TPC realizados) das variáveis motivacionais, auto-regulação e auto-eficácia no domínio, da variável de trabalho, tempo de estudo pessoal, e da variável de rendimento proximal, nota do teste, tendo com anterioridade analisado o poder preditor destas últimas variáveis sobre o rendimento final, nível obtido no 2.º período a Inglês. Numa segunda linha de investigação, recorrendo a análises estatísticas ANOVAs, analisamos o impacto das diferentes tipologias de tarefas de TPC prescritas e das diferentes tipologias de feedback de TPC providenciado pelos vários professores nas anteriormente referidas variáveis motivacionais, de trabalho e de rendimento proximal. Por último, numa terceira linha de investigação, recorrendo a testes de qui-quadrado, analisamos o grau de conformidade entre o tempo de TPC estimado pelo professor e o tempo de TPC gasto pelo aluno na realização. Os resultados obtidos relevam o importante papel do TPC como potenciador da auto-regulação das aprendizagens dos alunos e, consequentemente, do seu aproveitamento académico, sugerindo um indispensável revigoramento e refinamento desta estratégia de ensino-aprendizagem, por parte dos docentes, e uma merecida valorização pelos educadores em geral.
The present dissertation focus on the study of homework understood as a time process divided into three different phases (Cooper, 2001) – homework preparation and assignment at school; homework completion at home; homework control and feedback back at school. Although homework is an ancestral worldwide used instructional tool it also happens to be a very complex educational strategy due to the fact that it is influenced by a large number of personal, behavioral and contextual factors and variables concerning the three actors participating in the process (teachers, students and parents). Homework has a long historical tradition in international literature, however, as most studies focus on the variable time spent on homework or deal with teachers and parents’ perspectives on the subject, empirical evidence of the emotions and motivations experienced by students while completing the assigned homework tasks at home, of the impact of homework completion on students’ learning process and on their academic achievement is still lacking. In recent years homework appears with renewed vigor in literature due to its assumed potential as a privileged selfregulatory learning tool. Anchored on the social cognitive perspective of self-regulated learning and on self-regulatory models of homework (e.g., Trautwein et al., 2006a, b) and taking the homework assignments as object of study, the three phases of the homework process are visited and analyzed providing a theoretical basis to the research study developed and presented in this work. Centered on a specific domain – English Foreign Language (EFL) – and enrolling students attending 5th and 6th grades Portuguese compulsory education and their teachers, our empirical study includes three lines of research rotating on two different axes – homework variables both at student level and at teacher level. The study is based on homework diaries, collected repeatedly along a period of time between two unit tests in a sample of 591 students and corresponding teachers. In a first line of research, regression analyses have been conducted to evaluate the predictive power of a set of English homework variables at student level (e.g., perceived difficulty in completing the homework assignments; perceived effort in completing the homework assignments; number of homework assignments completed) on the motivational variables, self-regulation and self-efficacy in the domain, on the work variable, time spent at home studying for school, and on the variable of immediate outcome, unit test grade, after having evaluated the later variables as predictors of the long term measure class grades (end of term grades). In a second line of research, ANOVAs have been conducted to analyze the effect of the different types of homework tasks assigned and of the different types of homework feedback provided by the teachers on the previously mentioned motivational, work and immediate outcome variables. In a third and last line of research, by means of Chisquare analyses teachers’ reports of estimates of homework time and students’ reports of time spent on homework have been compared in order to evaluate the level of congruency and association between them. Our findings underline the important role played by homework on the enhancement of students’ self-regulated learning and, consequently, on their academic achievement, suggesting how invaluable the refined use of this teaching and learning strategy can be whenever its instructional quality is improved, a lesson that teachers and educators should be taught in order to better value and continue to rely on the potential of this ancestral educational tool.
Fundação para a Ciência e a Tecnologia (FCT) - (PTDC/CED/66503/2006) - projecto de investigação “Processos auto-regulatórios e rendimento académico, Fundamentos pessoais e sociais”
Brzková, Šárka. "Knížky prvního čtení a jejich modifikace pro výuku němčiny jako cizího jazyka." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411739.
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