Dissertations / Theses on the topic 'Inexperienced'
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Stanley, Mark E. "Experienced versus inexperienced negotiators." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA302786.
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Fitzsimmons, Patrick J. "Negotiations experienced vs. inexperienced negotiators /." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA246552.
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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.Thesis Advisor(s): Lamm, David V. Second Reader: Fitzgerald, David M. "December 1990." Description based on title screen as viewed on March 30, 2010. DTIC Identifier(s): Conflict Resolution, Experienced Negotiators, Tactics. Author(s) subject terms: Negotiations, Experienced Negotiators, Inexperienced Negotiators. Includes bibliographical references (p. 176-179). Also available in print.
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Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.
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It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.
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Lueck, Danielle. "Reliability of sacroiliac joint tests in experienced and inexperienced examiners." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10190.
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Thesis (M.S.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains vii, 94 p. : col. ill. Includes abstract. Includes bibliographical references.
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Hewitt, R. H. "Characteristics of R drivers in Northern Ireland and their comparisons with novice drivers in other countries." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368570.
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Kachale, Mphatso Grace. "Inexperienced young adults' assessment of major household appliances for personal use." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03082006-135356.
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Wolf, Motje. "The appreciation of electroacoustic music : an empirical study with inexperienced listeners." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/8680.
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The research contained within this PhD project forms part of the Pedagogical ElectroAcoustic Resource Site project of the Music, Technology and Innovation Research Centre of De Montfort University Leicester. This thesis contributes to current research in music education and musicology related to electroacoustic music. The purpose of this research was to investigate the influence of teaching on the change in inexperienced listeners’ appreciation of electroacoustic music. A curriculum was developed to introduce electroacoustic music to 11 to 14 year old students (Key Stage 3). The curriculum was based on concepts distinguishing between electroacoustic music using (mainly) real-world sounds and generated sounds. The curriculum is presented in an online learning environment with an accompanying teacher’s handbook. The learning environment represents the prototype for the pedagogical ElectroAcoustic Resource Site offering online learning, blended learning and classroom-based learning. The website was developed following user-centred design; the curriculum was tested in a large-scale study including four Key Stage 3 classes within three schools in Leicester. In five lessons music using real-world sounds (soundscape and musique concrète) was introduced, which included the delivery of a listening training, independent research and creative tasks (composition or devising a role-play). The teaching design followed the methods of active, collaborative and self-regulated learning. Data was collected by using questionnaires, direct responses to listening experiences before and after the teaching, and summaries of the teaching written by the participants. Following a Qualitative Content Analysis, the results of the study show that the participants’ appreciation of electroacoustic music changed during the course of these lessons. Learning success could be established as well as a declining alienation towards electroacoustic music. The principal conclusion is that the appreciation of electroacoustic music can be enhanced through the acquiring of conceptual knowledge, especially through the enhancing of listening skills following the structured listening training as well as the broadening of vocabulary to describe the listening experience.
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Whims, Joette Ilene. "Applying Kenneth Burke's dramatistic pentad for revision strategies for inexperienced writers." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2240.
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Elkerton, Jay. "A behavioral evaluation of command-selection aids for inexperienced computer users/." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53875.
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Two experiments were conducted to determine the feasibility of providing online command-selection aids to novice users of an information retrieval system. The results of the first experiment revealed a difference in the mean and variability of search performance between novice and expert computer users. Half of the novices were performing much like experts, while the rest of the sample was extremely slow. These slower novices were using inefficient scrolling strategies and appeared to be unfamiliar with the structure of the database.
The second experiment evaluated whether novices could be assisted or trained with command-selection aids developed from the behavior of experts. The command-selection aids were defined in a 3 X 3 mixed factor design with type of model (frequency, sequence, or plan-based) as the between-subjects variable and dialogue initiative (user, computer, or mixed) as the within-subjects variable. The frequency and sequence models presented and ranked search procedures based on a command-usage profile and a command-transition matrix, respectively. The plan-based model presented an ordered set of search procedures with verbal explanations. All models were constructed for groups of homogeneous search problems selected by a sorting and cluster analysis. The three dialogue-initiatives determined whether the user, the computer, or both the user and computer controlled presentation of advice. Administration of the dialogue initiatives was completely counterbalanced and was followed by a final unaided transfer session.
As a result of receiving online aiding, the wide ranging search performance of novice subjects was improved both during assistance and transfer. Performance of aided novices was superior to the slow novices and equal to the fast novices and experts. All three command-selection models were equally effective, with exception of the sequence model which sometimes presented frequent and complicated advice. Of the dialogues, mixed-initiated advice was ineffective during the first aiding session possibly due to the difficulties novices faced deciding whether to receive the suggested assistance. The conclusion of the study was that online command—selection aids can be effective if providing appropriate feedback and minimizing the amount of dialogue in aiding.Ph. D.
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Elgadal, Huda Amer. "The effect of self-assessment on inexperienced EFL students' writing during revision." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7558/.
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The main aim of this thesis is to investigate the influence of self-assessment on the writing of inexperienced EFL Libyan university students’ writing. Data was collected from one hundred fourth year students majoring in English. The essays were each 300 words in length. The students were divided into experimental and control groups and 40 essays (20 from each group) were selected for analysis. The study uses a pre-self-assessment/post-self-assessment comparison of two groups of writers. The key research instrument was a self-assessment sheet which asked students to assess the content, organisation and language of their essays. Students were asked to revise their writing after using the self-assessment sheet. In addition to the self-assessment sheet, a post- study feedback form was given to elicit the students’ attitudes towards the use of self-assessment to guide their revision of writing. Further, a questionnaire completed by Libyans in the UK was also used in this study to elicit key contextual information about the writing context of the study. The results of the study showed that the writers in the experimental group who used self-assessment to guide their revision made more revisions than those in the control group. The result also demonstrated that the majority of students in the experimental group had a positive attitude towards the self-assessment technique. While there are limitations mainly due to the political and social climate at the time the research was conducted, this thesis demonstrates to some extent the important role of using self-assessment in developing inexperienced students’ writing.
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Larsson, Lindberg Britta. "Discerning the Receiver : A learning study with inexperienced writers aged 14-16." Licentiate thesis, Högskolan för lärande och kommunikation, Jönköping University, Communication, Culture & Diversity @ JU (CCD@JU), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48219.
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The overall aim of the present study is to develop knowledge of Swedish students’ writing in English, and how teaching of a specific kind of writing can be designed and enacted. The study focuses on what the students need to discern in order to develop a more differentiated knowledge of how to adapt a message to an unknown receiver—in this case a message for a person at a hotel. The research question addressed is how aspects of text and receiver can be varied and explored by teachers and students jointly in order to expand the students’ capability to adapt a text to an unknown receiver. The study is based on transcribed lesson data from a learning study, which is a research approach where teachers and researchers work together in an iterative process to understand and improve teaching and learning of a specific object of learning. The research question was explored in five cycles with five different groups. Thirty-four Swedish students, 14–16 years of age, from a special school for students with dyslexia and neuropsychiatric disorders, participated in the study. The theoretical framework of the study was variation theory. A basic assumption of variation theory is that, in order to develop a certain piece of knowledge, it is critical to discern some particular aspects of that knowledge. To enable the discernment of such aspects, they must be made discernible by means of variation. The results show that a short message, used as an example, needs to be deconstructed into its aspects. Once the students had discerned the concept of the receiver, they started to contrast ways to express the same content for known and unknown receivers. With the help of the concept of the receiver, the students explored the aspects amount of information, politeness, and formality together with the teachers. Each aspect needed to be focused on separately but within the framing whole of the specific context, that is, writing a message to a hotel. The findings also show that certain aspects on the macro-level were possible to discern when two texts were compared, whereas other aspects on the micro-level, such as modal verbs, had to be varied against the background of an invariant clause in order for the students to discern them.
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Shelbourn, Mark. "Using computer-aided-learning to train inexperienced surveyors in diagnosing defects in buildings." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248911.
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Swaney-Stueve, Marianne. "Descriptive analysis by children, inexperienced and experienced adults, and comparisons among the groups /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036863.
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Gonçalves, Diogo Henrique Magalhães. "Reprodutibilidade da cinemática da escápula, úmero e tronco em adultos saudáveis, comparando as avaliações entre os avaliadores experiente e inexperiente." Universidade Nove de Julho, 2016. http://bibliotecatede.uninove.br/handle/tede/1900.
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The reproducibility of scapular kinematics has already been tested intra- and inter-sessions and intra- and inter-days, however, these evaluations were only performed by experienced evaluators and the majority of studies included only one evaluator. Thus, the comparison between evaluators with different levels of experience has not yet been explored, leaving doubts as to the accuracy of the evaluation results when performed by different evaluators. The objective of the present study was to evaluate the reproducibility inter and intra-rater, experienced and inexperienced, during flexion and abduction movements of the arm for the scapula, humerus, and trunk segments. Kinematic data were captured during flexion and abduction movements of the arm using a system of 8 cameras and a sampling frequency of 120 Hz. In total, twenty healthy volunteers were evaluated (10 men and 10 women), with an average age of 25.1 (1.1) years, who underwent 6 sessions of movement analysis. Each evaluator carried out three sessions, two sessions on the first day, with a three-hour interval between them, and the third session on the second day, twenty-four hours after the first day. For each session, 5 repetitions of each movement, unilateral abduction and flexion of the arm, were performed. Statistical analysis was performed by an independent evaluator and the Shapiro-Wilk test was used for data distribution. The reproducibility of the range of motion and angular values at angles of 30º, 60º, 90º, and 120º was verified through the intraclass correlation coefficient (ICC) and standard measurement error (SEM). The values obtained for the angles 30°, 60°, 90°, and 120° intra-day ranged from 0.67-0.98 and (0.58° to 5.64°) for the inexperienced evaluator and from 0.67° to 0.98° and (0.64° to 6.17°) for the experienced evaluator in the flexion movement. During the abduction movement the values obtained at angles of 30°, 60°, 90°, and 120° intra-day ranged from 0.75° to 0.96° and (0.51° to 4.93°) for the inexperienced evaluator and from 0.62° to 0.97° and (0.66° to 6.58°) for the experienced evaluator. The model presented good to excellent intra-day reproducibility for both evaluators in the flexion and abduction movements of the arm. Inter-day values in flexion varied from 0.41° to 0.88° and (0.64° to 6.17°) for the inexperienced evaluator and 0.72° to 0.95° and (0.67° to 4.31°) for the experienced evaluator. In the inter-day abduction movement, values ranged from 0.33° to 0.91° and (0.74° to 6.60°) for the inexperienced evaluator and 0.72° to 0.98° and (0.73° to 5.01°) for the experienced evaluator. The reproducibility of the inexperienced evaluator presented from weak to excellent in the arm flexion movement and poor to excellent in abduction of the arm. The reproducibility for the experienced evaluator was good to excellent for flexion and abduction of the arm between the scapula, humerus, and trunk segments in healthy adults. The results showed that there is no difference between evaluators in the intra-day evaluations; however, on an inter-day basis the experienced evaluator obtained better reproducibility results, demonstrating that a difference in levels of experience between evaluators is of fundamental importance to obtain reproducible results on different days. However, we emphasize the importance of performing further studies, with different movements and patients, performed by two or more evaluators.
A reprodutibilidade da cinemática escapular já foi testada intra e inter-sessões e intra e inter-dias, porém essas avaliações foram realizadas apenas por avaliadores experientes e a maioria dos estudos com apenas um avaliador. A comparação entre avaliadores com diferentes níveis de experiência ainda não foi explorada, deixando dúvidas quanto a precisão dos resultados da avaliação se realizadas por diferentes avaliadores. O objetivo do presente estudo foi avaliar a reprodutibilidade inter e intra-avaliadores, com diferentes níveis de experiência, nos movimentos de flexão e abdução do braço para os segmentos da escápula, úmero e tronco. As capturas dos dados de cinemática foram realizadas utilizando um sistema de 8 câmeras e frequência de amostragem de 120Hz durante os movimentos de flexão e abdução do braço. Foram avaliados 20 voluntários saudáveis (10 homens e 10 mulheres) com idade média de 25.1 (±1.1) anos, que foram submetidos à 6 sessões de análise do movimento. Cada avaliador realizou três sessões, duas sessões realizadas no primeiro dia com intervalo de três horas entre elas e a terceira sessão foi realizada no segundo dia, 48 horas após o primeiro dia. Para cada sessão foram realizadas 5 repetições de cada movimento, abdução e flexão unilateral do braço. A análise estatística foi realizada por um avaliador independente, para distribuição dos dados, foi utilizado o teste de Shapiro-Wilk, A reprodutibilidade da amplitude de movimento e dos valores angulares nos ângulos de 30º, 60º, 90º e 120º do braço foi verificada pelo coeficiente de correlação intraclasse (ICC) assim como o erro de medida padrão (SEM). Os valores obtidos nos ângulos de 30°, 60°, 90° e 120° intra-dia variaram de 0,67-0,98 e (0,58° à 5,64°) para o avaliador inexperiente e variaram de 0,67-0,98 e (0,64° à 6,17°) para o avaliador experiente, no movimento de flexão. Durante o movimento de abdução os valores obtidos nos ângulos de 30°, 60°, 90° e 120° intra-dia variaram de 0,75-0,96 e (0,51° à 4,93°) para o avaliador inexperiente e variaram de 0,62-0,97 e (0,66° à 6,58°) para o avaliador experiente. O modelo apresentou de boa a excelente reprodutibilidade, intra-dia para ambos os avaliadores nos movimentos de flexão e abdução do braço. Os valores obtidos inter-dias na flexão variaram de 0,41 a 0,88 e (0,64° a 6,17) para o avaliador inexperiente e de 0,72 a 0,95 e (0,67° a 4,31°) para o avaliador experiente. No movimento de abdução inter-dias os valores variaram de 0,33 a 0,91 e (0,74° a 6,60°) para o avaliador inexperiente e de 0,72 a 0,98 e (0,73° a 5,01°) para o avaliador experiente. Apresentando a reprodutibilidade do avaliador inexperiente de fraca a excelente no movimento de flexão do braço e pobre a excelente na abdução do braço. A reprodutibilidade para o avaliador experiente foi de boa a excelente para a flexão e abdução do braço entre os segmentos da escápula, úmero e tronco em adultos saudáveis. Mostrando que não há diferença entre avaliadores nas avaliações intra-dia, porém inter-dias o avaliador experiente obteve melhores resultados de reprodutibilidade, mostrando que a diferença de níveis de experiência entre os avaliadores é de fundamental importância para se ter resultados reprodutíveis em diferentes dias. Entretanto devemos ressaltar a importância de mais estudos serem realizados, com diferentes movimentos e pacientes, realizados por dois ou mais avaliadores.
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de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.
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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.
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Makgopa, Meriam Mmasupu. "Inexperienced adults' reliance on extrinsic product attributes to judge the quality of major household appliances." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03102006-144715.
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Barker, Dianne. "Lost quality in emergent leadership : identification and development of inexperienced teachers as future school leaders." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400812.
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Rahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.
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Davis, Lynne Allison. "Experienced and inexperienced hearing aid users' preference for and performance with damped and undamped hearing aids /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948075337.
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Badin, Castro Anuar. "Creating a systems-oriented framework to mitigate the risk of failure in an inexperienced product development organization." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/83785.
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Thesis (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.Cataloged from PDF version of thesis. Page 97 blank.
Includes bibliographical references (pages 95-96).
The recent challenges imposed by the highly competitive global automotive industry have led Ford Motor Company to search for improved product quality, performance and lower costs by leveraging the capabilities offered in developing countries such as Mexico. As demand for automotive engineering services in this country increase rapidly, the interest behind this work is to create a systems-oriented framework applied to the planning, execution and improving phases of the relatively inexperienced Product Development Organization in Mexico, to help achieve what they have defined as success. To develop this framework, first, a systems decomposition approach was applied to a real organizational failure case to evidence the importance of defining the basic inputs of a product development system and its connections during the planning phase, and the optimal type of organization that should execute to achieve its strategic objectives. Second, for the execution phase, two cases were evaluated under a system dynamics approach to illustrate the effect of an inexperienced workforce on the overall productivity of the organization, and a mitigation strategy based on a mentoring and training policy when the only constant is change. Third, for the improving phase, a system dynamics approach was also used to illustrate the importance of embracing the learning capabilities of the organization to improve it execution. The key outcome is a systems-oriented framework to guide an inexperienced manager to achieve success considering the following: Planning the inputs of an organization and maintaining a lightweigh structure approach will enhance high levels of execution responsiveness and quality at reduced costs. Mentoring and training policies while maintaining flexibility, agility and adaptability are key enablers to achieve a low cost execution responsiveness and quality in an inexperienced organization, but such policies reduce its productivity during the initial stages of the policy implementation. Finally, successful organizations are those that work harder to solve urgent issues now, and work smarter to increases its capabilities in the long run improving execution cost, quality and responsiveness.
by Anuar Badin Castro.
S.M.in Engineering and Management
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Ottosson, Henrik, and Per Lindquist. "Penetration testing for the inexperienced ethical hacker : A baseline methodology for detecting and mitigating web application vulnerabilities." Thesis, Linköpings universitet, Databas och informationsteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148581.
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Having a proper method of defense against attacks is crucial for web applications to ensure the safety of both the application itself and its users. Penetration testing (or ethical hacking) has long been one of the primary methods to detect vulnerabilities against such attacks, but is costly and requires considerable ability and knowledge. As this expertise remains largely individual and undocumented, the industry remains based on expertise. A lack of comprehensive methodologies at levels that are accessible to inexperienced ethical hackers is clearly observable. While attempts at automating the process have yielded some results, automated tools are often specific to certain types of flaws, and lack contextual flexibility. A clear, simple and comprehensive methodology using automatic vulnerability scanners complemented by manual methods is therefore necessary to get a basic level of security across the entirety of a web application. This master's thesis describes the construction of such a methodology. In order to define the requirements of the methodology, a literature study was performed to identify the types of vulnerabilities most critical to web applications, and the applicability of automated tools for each of them. These tools were tested against various existing applications, both intentionally vulnerable ones, and ones that were intended to be secure. The methodology was constructed as a four-step process: Manual Review, Testing, Risk Analysis, and Reporting. Further, the testing step was defined as an iterative process in three parts: Tool/Method Selection, Vulnerability Testing, and Verification. In order to verify the sufficiency of the methodology, it was subject to Peer-review and Field experiments.Att ha en gedigen metodologi för att försvara mot attacker är avgörande för att upprätthålla säkerheten i webbapplikationer, både vad gäller applikationen själv och dess användare. Penetrationstestning (eller etisk hacking) har länge varit en av de främsta metoderna för att upptäcka sårbarheter mot sådana attacker, men det är kostsamt och kräver stor personlig förmåga och kunskap. Eftersom denna expertis förblir i stor utsträckning individuell och odokumenterad, fortsätter industrin vara baserad på expertis. En brist på omfattande metodiker på nivåer som är tillgängliga för oerfarna etiska hackare är tydligt observerbar. Även om försök att automatisera processen har givit visst resultat är automatiserade verktyg ofta specifika för vissa typer av sårbarheter och lider av bristande flexibilitet. En tydlig, enkel och övergripande metodik som använder sig av automatiska sårbarhetsverktyg och kompletterande manuella metoder är därför nödvändig för att få till en grundläggande och heltäckande säkerhetsnivå. Denna masteruppsats beskriver konstruktionen av en sådan metodik. För att definiera metodologin genomfördes en litteraturstudie för att identifiera de typer av sårbarheter som är mest kritiska för webbapplikationer, samt tillämpligheten av automatiserade verktyg för var och en av dessa sårbarhetstyper. Verktygen i fråga testades mot olika befintliga applikationer, både mot avsiktligt sårbara, och sådana som var utvecklade med syfte att vara säkra. Metodiken konstruerades som en fyrstegsprocess: manuell granskning, sårbarhetstestning, riskanalys och rapportering. Vidare definierades sårbarhetstestningen som en iterativ process i tre delar: val av verkyg och metoder, sårbarhetsprovning och sårbarhetsverifiering. För att verifiera metodens tillräcklighet användes metoder såsom peer-review och fältexperiment.
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Feather, Beverly. "Inexperienced writers and private speech : how talk-to-self helps six and seven year olds write independently." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020905/.
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In this thesis I develop the argument that children's talk to themselves, or private speech, signals their understanding how to transform a thought into the alphabetic spelling code and is critical to their success in learning to write. At early stages of writing a child needs an experienced literate with whom to collaborate when composing and transcribing a readable text. This support performs the same functions as private speech does when a newly successful writer begins to compose and transcribe independently. Private speech in association with spelling emerges because it has an important function for children beginning to gain control of the conventions of spelling, helping to coordinate the various subtasks of the writing process. From 1987 to 1989 I worked full-time as the class teacher of six and seven year old Year Two children and researched their writing development, focusing on the stage where they began to write independently a readable text by spelling phonetically and reproducing from memory some conventional spellings. From analysis of field observations and videofilms of children writing, I devised a typology of beginning writers which includes a category not previously considered in the research literature: "perplexed" writers. These are children who have much of the knowledge and many of the skills needed to write but who cannot coordinate all the elements to compose and transcribe a text without help. Case studies of children in my classes track writing development over a year and show how and why perplexity develops and how children's writing behaviours change as they move towards writing successfully. From this understanding of the ontogenesis and resolution of perplexity I devised a pedagogy which supports beginning writers and helps eliminate perplexity.
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Lillie, Nicholas J. "Does Fundamental Analysis Lead to a Rudimentary Momentum Strategy for the Inexperienced Investor? Evidence from a Student Investment Fund." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1492.
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Using the Student Investment Fund at Claremont McKenna College as a proxy for inexperienced investors, I demonstrate that inexperienced investors using fundamental analysis produce momentum-like buying patterns. The results show that the Student Investment Fund is on average buying stocks that outperform Carhart’s four-factor asset pricing model in the year before purchase. As a result, the Student Investment Fund has, on average, underperformed the S&P500 by .48% per year since 1996. My thesis explores why the Student Investment Fund may have adopted momentum-like purchasing patterns and what steps can be taken to remedy it.
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Baloyi, Thembhani. "Experiences of social work supervisors on supervising inexperienced social workers in the Department of Social Development Malamulele Area Office." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2383.
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Thesis (M. A. (Social Work)) -- University of Limpopo, 2017Social Work supervisors experience a lot of challenges when supervising inexperienced social workers. The overall aim of the study was to explore and describe experiences of social work supervisors in supervising inexperienced social workers in the Department of Social Development Malamulele Area Office. The study objectives were to identify supervisors’ training needs that enable them to manage inexperienced social workers; to appraise how supervisors manage poor confidence among inexperienced social workers; to assess how supervisors manage time to meet deadlines coupled with supervising; and to establish knowledge gaps between supervisors and inexperienced social workers in terms of relevant theories, skills and techniques. The researcher used both explorative and descriptive research designs. The data was collected through semi-structured face-to-face interviews from eight (8) social work supervisors who are employed by the Department of Social Development, Malamulele area office. The sample consisted of social work supervisors who were available and ready to participate in the study. Eight social work supervisors who had supervised inexperienced social workers were interviewed. The researcher followed the steps of thematic data analysis which are transcription of data, checking and editing, analysing and interpretation, and generalisation to analyse data. Ethical considerations such as voluntary participation, permission to conduct the study, anonymity, confidentiality and no harm to respondents were considered. The researcher found that Social Work supervisors who render supervision do not have relevant and up-to-date theoretical knowledge. They still apply relevant theories that they learned during their time as undergraduate Social Workers, and the fact that they do attend supervisory training makes the supervision to be poor. The researcher found that a lot of Social Work supervisors rely on their experiences because they do not have formal supervision training. The researcher also found that inexperienced Social Workers are not receiving enough supervision from their supervisors. The researcher concluded that these Social Workers are receiving enough supervision because their supervisors have a lot of work such as attending clients and meetings. Social Work supervisors in Malamulele area office are currently practising without supervisory training, but they are appointed based on their working experience. The researcher recommended that the Department of Social Development, Vhembe x District Municipality should encourage inexperienced Social Workers and supervisors to attend courses in supervision offered by different service providers and to understand their role.
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Jarvis, Stephen. "A misjudged approach to a high accident rate : exploration of accident causes and instructor decisons relating to inexperienced glider pilots." Thesis, Cranfield University, 2009. http://hdl.handle.net/1826/3750.
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Very little research has focussed on inexperienced pilots and there is a notion in
literature and popular texts that such pilots are one of the safest groups. Despite this,
‘early-solo’ UK glider pilots were found to have a higher accident rate than any other
group. Research was conducted in order to investigate the issues surrounding this. It
was identified that accidents sustained by these pilots tended to be initiated by events in
the approach and landing phases of fight, and caused by misjudgement of the approach
path and landing flare. Most accidents to more experienced pilots were found to be
different in all respects. It was subsequently found that instructors believed the highest
accident likelihood to be associated with more experience pilots, in line with literature.
It was also found that instructors wrongly believed that the ‘approach’ phase was the
least likely in-flight phase to be associated with accident causes for low-hours pilots.
Critical Incident Technique was used to investigate instructor decisions with regard to
sending pilots solo. An initial model of the decision process was put forward. It was
found that, with one critical exception, when events occurred on assessment flights that
were similar to causal accident factors (from the accident analysis), instructors
disallowed solo flight. An absence of potential accident factors was apparently
insufficient to allow solo flight by itself; instructors required further evidence in order to
confirm that students were ready to fly alone. Exceptionally, pilot performance in terms
of the approach path did not appear to be a critical factor when instructors considered
disallowing solo flight, highlighting a possible gap in the instructor decision process. It
was recommended that further research be conducted to validate and extend the decision model, and that the approach phase be focussed upon more in both training and
assessment.
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Revel, Layton. "The Impact of a Part 48 Training Program on the Health and Safety Knowledge Level of Newly Employed Inexperienced Miners." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330894/.
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The impact of a mandatory Part 48 training program on the health and safety knowledge level of newly employed inexperienced miners in Texas was studied. Part 48 training was defined by compliance with Mine Safety and Health Administration's (MSHA) mandatory health and safety training requirements. A two-group pretest, posttest research design was utilized. Group one individuals were newly employed inexperienced persons who received mandatory Part 48 training in accordance with MSHA guidelines. Group two subjects were newly employed inexperienced persons who worked for companies that were exempt from conducting a Part 48 training program. MSHA's health and safety knowledge inventory was utilized. A significant difference was found in the health and safety training program when compared with individuals who did not receive the training . A significant difference was also found in the posttest scores for eight of the ten subject areas of the MSHA health and safety knowledge inventory for persons who completed a Part 48 training program when compared to persons who did not receive the training . Analysis of gain scores resulted in significant differences in the same subject areas indicated by posttest scores. It was concluded that MSHA Part 48 did have a significant impact on the health and safety knowledge level of newly employed inexperienced miners. Additional implications noted relate to the impact of a Part 48 training program on accidents, productivity, absenteeism, turnover, job satisfaction and management styles; role of MSHA in miner training; development of new training materials; methods of training; and the evaluation of health and safety training programs.
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Willott, Sara R. "Experienced and inexperienced therapists a comparison of attitude toward and use of countertransference disclosure : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1025.
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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 82-88).
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KINCL, LAUREL DENISE. "THE EFFECT OF CHALLENGING SOMATOSENSORY INPUTS ON THE RELATIONSHIP OF EYE MOVEMENT AND POSTURAL SWAY PATTERNS OF EXPERIENCE AND INEXPERIENCED WORKERS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022597952.
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Lindskog, Johanna. "Ett öppet undersökande arbetssätt i biologiundervisningen i årskurs 4-6 : En studie om lärares attityder och tankar baserat på arbetslivserfarenhet." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55439.
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NO-undervisningen idag ställer stora krav att lärarna ska erbjuda eleverna möjligheter att utveckla sina förmågor inom NO. I grundskolans årskurser 4-6 tilldelas de naturorienterande ämnena få antal timmar vilket leder till att många lärare känner en tidspress inför att hinna med det centrala innehållet inom det angivna tidsutrymmet. Utmaningen blir än mer problematisk av det faktum att bra, pedagogiskt läromedel ofta saknas. En pedagogisk modell som ofta används inom de naturvetenskapliga ämnena är ett elevaktivt öppet undersökande arbetssätt där eleverna får lära sig genom att utforma sina egna undersökningar i och om ämnet. Syftet med den här undersökningen är att belysa tankar, attityder och åsikter kring användandet av IBSE. Vilka möjligheter och hinder anser lärare att det finns med att använda IBSE? och hur påverkas attityderna beroende på deras arbetserfarenhet? Tre lärare med olika lång tid inom yrket intervjuades med semistrukturerade intervjuer. Resultatet av den här undersökningen visar att mer erfarna lärare känner sig mer bekväma med att använda IBSE än vad nya lärare gör. Flera kategorier identifieras som hinder och möjligheter. Samtidigt finns det flera likheter mellan de olika grupperna gällande vilka möjligheter och hinder man identifierar med IBSE och hur man lägger upp effektiv och elevaktiverande undervisning.Biology education in primary schools today puts demands on teachers to develop classroom situations where students get the opportunity to develop their science abilities. In primary school, grade 4-6, the science subjects are assigned a few hours per week and many teachers feel stressed about dealing with the science curriculum’s content in the little amount of time assigned. The challenge gets even more complex by the fact that the lack of good, pedagogically teaching aid is severe. A pedagogically teaching method that is often used in science education is an inquiry approach where students learn by making their own inquiries in and about the subject science. This paper aims to elucidate teachers’ thoughts and attitudes towards an inquiry based science education. What possibilities and what difficulties are there for teachers using an inquiry approach? And how does that relate to the length of their experience as teachers? Three teachers were interviewed with semi-structured interview. The study concludes that more experienced teachers feel more secure and have a higher reliability with an inquiry based science education than newly graduated teachers have. There were different categories both with possibilities and difficulties. Simultaneously, there are several similarities between the two different groups of teachers according to difficulties and opportunities with an inquiry approach, and how to conduct an efficient education that is student centered and student dedicating.
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Gadila, Swarajya Haritha Reddy. "Empirical Investigation on Measurement of Game Immersion using Real World Dissociation Factor." Thesis, Blekinge Tekniska Högskola, Institutionen för datalogi och datorsystemteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13523.
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Context: Games involve people to a large extent where they relate themselves with the game characters; this is commonly known as game immersion. Generally, some players play games for enjoyment, some for stress relaxation and so on.Game immersion is usually used to describe the degree of involvement with a game. When people play games, they don’t necessarily realize that they have been dissociated with the surrounding world. Real world dissociation (RWD) can be defined as the situation where a player is less aware of the surroundings outside the game than about what is happening in the game itself. The RWD factor has been expected to measure the losing track of time, lack of awareness of surroundings and mental transportation. Objectives: In this thesis, we measure and compare the difference in game immersion between experienced and inexperienced players using RWD factor. In addition, the study involves exploring the significance of game immersion and various approaches used to measure it. Methods: In this study literature review has been carried out to explore the meaning of game immersion and further user studies in the form of an experiment has been conducted to measure game immersion between experienced and inexperienced gamers. The game immersion has been measured using the real world dissociation (RWD) factor. After the experiment has been conducted, a statistical technique has been carried out to measure the difference in game immersion among the two groups. Results:The empirical investigation on the measurement of game immersion has been done using RWD factor. The results state that the significance value is less than 0.05 and hence null hypothesis is rejected for both the games. The measurable difference has been calculated by using Cohen’s d effect size between experienced and inexperienced players. The Cohen’s d value between experienced players and inexperienced players for Dota 2 is 0.7423 and CS:GO is 0.8383. Conclusions: After analyzing the data and calculating the effect size, the overall results state that inexperienced group of players are more immersed than the experienced group of players when measured by RWD factor. Hence it can be concluded that irrespective of the game played, inexperienced players are more dissociated from the real world than the experienced players.
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Gwinnett, Claire M. B. "The Use of Inexperienced Personnel in the Analysis of Synthetic Textile Fibres using Polarized Light Microscopy for the Generation of Data Suitable for the Production of a Synthetic Fibres Database." Thesis, Staffordshire University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522253.
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Lundberg, Malin. "Lag Time: Skillnader mellan erfarna och oerfarna tolkar?" Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133629.
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Detta är en studie som undersökt om det går att kartlägga någon skillnad mellan erfarna och oerfarna tolkar när det gäller deras lag time (eftersläpning). Lag time är tidsspannet från det att tolken hör talarens yttrande till dess att tolken själv producerar motsvarande yttrande. Tidigare forskare (t ex Cokely, 1992 och McDermid, 2014) har sett att detta påverkar resultatet av tolkningen och därför är detta intressant att undersöka närmare utifrån ett erfarenhetsperspektiv. I studien spelades tre erfarna och tre oerfarna tolkar in när de tolkade ett delvis förskrivet rollspel. Efter inspelningen analyserades materialet genom att i olika segment kontrollera med tidtagarur hur långt efter talaren tolken producerade ett yttrande liknande originaltalets. Resultatet visade att det inte var någon genomgående större skillnad mellan erfarna och oerfarna tolkar i deras lag time. I denna grupp var det istället individuella variationer. Däremot upptäcktes det att det är svårt att identifiera hur man definierar och mäter lag time.This is a study which explored the possibility to map a difference between experienced and inexperienced interpreters in their use of lag time. Lag time is the time difference from when the interpreter hears an utterance until the interpreter him/herself starts producing an equivalent utterance. Earlier researchers (for example Cokely, 1992 and McDermid, 2014) have found that this affects the result of the interpretation and that is why this is interesting to explore from a perspective of interpreting experience. In this study three inexperienced interpreters and three experienced interpreters were recorded during a partly scripted role play. After the recording, the material was analyzed by using a stop watch to see how far behind the interpreter’s utterance was produced after the speaker’s utterance in different segments. The result showed that it was not a general difference between the experienced and inexperienced interpreters in their lag time, instead there were individual differences. What was also found is that it is difficult to identify how to define and measure lag time.
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Gibbons, Brian J. "Youth and Inexperience: Dynamic Inconsistency Among Emerging Adults." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399656978.
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Gamache, Mylène. "Brooding : the inexperience of reading and other psychic bits." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/63583/.
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Jablonski, Camilla Dalla Porta Acosta. "Papel de doulas jovens e inexperientes no suporte do trabalho de parto." Universidade Catolica de Pelotas, 2006. http://tede.ucpel.edu.br:8080/jspui/handle/tede/402.
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Previous issue date: 2006-05-19Object: To evaluate the efficacy of a young and lack of experience doula, men and women, on the reduction providing support during labor to young and first time mother. Until now, the majority of studies refer as a doula to a professional and experienced trained woman. Their aims are examined whether a doula altered obstetrical and neonatal outcomes. Methods: 605 primiparous at term which 368 had doula during labor and 237 usual care. The study data were obtained in 1995-1996 at the maternity of São Francisco de Paula´s hospital in Pelotas, RS. We used a questionnaire tested before containing social and demographic information and specific information about the pregnancy and the labor. Results: The duration of the labor for women who had doula was shorter then in the control group (4.8 hours; d.p=4.6 hours versus 6.0 hours; d.p=5.3 hours / p<0.000). In the group of female doula the duration of the labor was 3.6 hours (d.p=3.2 hours) on the other hand, in the male group was 4.5 hours (d.p=4.3 hours). Type of birth, use of forceps, oxytocin administration, smoking during pregnancy, Apgar, newborn´s weight, prenatal care, maternal education and family income didn´t show any significant association with the doula. Conclusions: For this population and setting, labor support from young and lack of experience doula, mainly the female companion, was significantly associated with a shorter labor in primigravidous women.
Objetivos: Avaliar o efeito de doulas inexperientes e jovens, de ambos os sexos, na redução de tempo de trabalho de parto em primíparas jovens. Na literatura, até o presente, as doulas têm sido mulheres maduras e experientes, avaliando-se os efeitos de suas presenças no suporte intra-parto, considerando vários desfechos médicos e psicossociais. Método: Através de ensaio clínico controlado, 605 primíparas foram estudadas, das quais 368 foram acompanhadas por doulas (176 do sexo feminino e 192 do sexo masculino, jovens, inexperientes, estudantes de Medicina e Psicologia), no trabalho de parto. Um grupo de 237 primíparas sem intervenção foi utilizado como controle. A coleta de dados foi realizada nos anos de 1995-1996, na Maternidade do Hospital São Francisco de Paula da Universidade Católica de Pelotas, RS. Mediante um questionário padronizado e testado em estudo piloto, a duração do trabalho de parto foi tomada como desfecho e avaliaram-se dados sócio-demográficos e informações específicas sobre a gestação e o parto. Resultados: A duração média do trabalho de parto para todas as pacientes foi de 4,8 hs (d.p.=4,6 hs). No grupo de doulas femininos foi de 3,6 horas (d.p.=3,2 hs), no grupo de doulas masculinos foi de 4,5 horas (d.p.=4,3 hs) e no grupo controle teve duração média de 6,0 horas (d.p.=5,3 hs) (p<0,000). As variáveis tipo de parto, uso de fórceps, indução, baixo peso ao nascer, pré-natal, escolaridade da mãe, Apgar, fumo durante a gravidez e renda familiar não mostraram associação significativa com o tipo de acompanhante. Conclusão: A presença de doulas jovens e inexperientes, principalmente do sexo feminino, esteve associada a uma menor duração de trabalho de parto em primíparas jovens.
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Borea, Odría Miguel. "La Lesión. Necesidad de incluir a la inexperiencia como estado de inferioridad de un contratante." IUS ET VERITAS, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/122866.
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Nunes, Patrícia. "O impacto do efeito reflexo sobre investidores experientes e inexperientes em decisões de investimentos sob risco." Florianópolis, SC, 2009. http://repositorio.ufsc.br/xmlui/handle/123456789/92484.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Sócio-Econômico, Programa de Pós-Graduação em Contabilidade, Florianópolis, 2009.Made available in DSpace on 2012-10-24T09:19:19Z (GMT). No. of bitstreams: 1 266059.pdf: 373810 bytes, checksum: 8820be0b405e90f6e0ab841c7adb0471 (MD5)
A Moderna Teoria de Finanças adota os pressupostos da racionalidade ampla, descritos na Teoria da Utilidade Esperada (TUE), em que o investidor é avesso ao risco e procura maximizar seu bem estar de maneira racional (BERNOULLI, 1954). Todavia, várias pesquisas questionam a racionalidade dos investidores e desses questionamentos surgiram as Finanças Comportamentais. O presente trabalho se reporta a uma pesquisa descritiva envolvendo a tomada de decisão sob risco. O enfoque recai sobre o efeito reflexo, no qual investidores tendem a apresentar aversão ao risco no campo dos ganhos e propensão ao risco no campo das perdas (KAHNEMAN e TVERSKY, 1979). Esse efeito demonstra uma violação direta aos axiomas da TUE. Este trabalho objetiva investigar o impacto do efeito reflexo sobre investidores experientes e inexperientes em decisões de investimentos sob risco. Essa investigação ocorreu por meio da comparação da diferença dos percentuais de suscetibilidade ao efeito reflexo de investidores experientes e inexperientes, participantes da pesquisa, mediante a replicação dos experimentos seminais de Kahneman e Tversky (1979). Para comparar e testar a diferença desses percentuais aplicaram-se 500 questionários em evento destinados a investidores no qual se obteve a participação efetiva de 243 investidores. Os resultados desse estudo apresentam indícios de que os investidores inexperientes são mais afetados pelo efeito reflexo se comparados aos experientes em decisões de investimentos sob risco.
The modern Theory of Finance adopts the assumptions of broad rationality, described in the Theory of Expected Utility (TEU), in which the investor is opposed to the risk and seeks to maximize their welfare rationally (BERNOULLI, 1954). However, several studies question the investor rationality and from those questions the Behavioral Finance arose. This work refers to a descriptive research involving the decision under risk. The focus lies on the effect reflex, in which investors tend to present risk aversion in the field of earnings and propensity of the risk in the field of losses (KAHNEMAN and TVERSKY, 1979). This effect shows a direct breach of the axioms of TEU. This works aims to investigate the impact of the reflex effect on experienced and inexperienced investors in decisions of investments under risk. This research occurred through the comparison of difference between the percentuals of susceptibility to the reflex effect of experienced and inexperienced investors, participants of the research, through the replication of seminal experiments of Kahneman e Tversky (1979). To compare and test the difference of these percentuals, 500 questionnaires were applied in event for the investors in which was obtained the effective participation of 243 investors. The results of this study presented significant indications that the inexperienced investors are more affected by a reflex effect as compared to experienced investors in decisions of investments under risk.
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Hillebrant, Michael. "Nehodovost mladých řidičů." Master's thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2017. http://www.nusl.cz/ntk/nusl-318273.
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This diploma thesis is focused at accident rate of young drivers in Czech Republic. First part of the thesis is dedicated to theoretical background where young people psychological behaviors are described. There are also described several specific accidents from expertise point of view. Another part dives into statistics of accidents in the Czech Republic in the last nine years. Last part of the thesis recommends some specific countermeasures for practical implementation.
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Colrat, Paul. "Le mythe du philosophe-roi : savoir, pouvoir et salut dans la philosophie politique de Platonε." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC005.
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La question du règne des philosophes ne se comprend qu’au prix d’un détour par les marges de la politique classique. D’abord nous avons montré que ces marges sont définies historiquement par un discours qui articule le règne, le savoir et le salut (chapitre I). Puis nous avons montré que la notion de règne, dès lors qu’elle est attribuée à des philosophes, s’établit dans les marges de la notion classique de basilein, en en subvertissant le sens classique (chapitre II). Ensuite nous avons montré que le discours sur le règne des philosophes est une tentative venant des marges de la politique pour subvertir en en faisant usage, c’est-à-dire pour destituer, la liaison classique entre le muthos et l’unification politique (chapitre III), ce qui a impliqué de comprendre comment le philosophe peut être aux marges de la politique tout en en étant le fondement (chapitre IV). Cela nous a conduit à voir que le philosophe est en marge par rapport à l’exigence d’être utile à la cité (chapitre V) et par rapport à l’exigence d’un savoir fondé sur l’expérience (chapitre VI). Enfin, nous avons essayé de montrer que le règne des philosophes s’inscrit dans la recherche du salut de la cité, thème marginal dans les études sur Platon (chapitre VII)The question of the philosophers’ reign can only be understood at the cost of a detour through the margins of classical politics. First of all, I have shown that these margins have historically been defined by a discourse focusing on the relationship between kingdom, knowledge and salvation (chapter 1). I have then shown that the notion of kingdom itself, when it is attributed to philosophers, positions itself in the margins of the notion of basilein, while actively subverting its classical meaning (chapter 2). The discourse about the philosophers’ reign must therefore be understood as an attempt coming from the margins of politics to use the traditional relation between the muthos and political unification, in order to subvert it, namely, to depose it. This required me to explore the way in which the philosopher can simultaneously be in the margins of politics and at the very foundation of politics (chapter 4). The philosopher’s position in the city is doubly marginal: first, he is not subject to the imperative to be useful to the city (chapter 5), and secondly, he is not subject to the imperative to ground knowledge in experience (chapter 6). Finally, I have set out to show that the philosophers’ reign inscribes itself within a quest for the city’s salvation, a theme that is itself marginal in Plato studies, and deserves more attention than it has hitherto received (chapter 7)
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Hmida, Salah. "Le geste martial comme expérience : esthétique de l’« être-là »-ninja." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0257.
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Il s’agit, dans ce travail, de trouver le geste qui renouvelle l’identité cicatrisée que le «guerrier » en nous recherche, à travers la pratique martiale définie comme habitation holiste d’un corps-soit, ce que Varela appelle « l’inscription corporelle de l’esprit ».Un être, par l’effet d’un art et par la compréhension de « l’expérience de l’expérience » que constitue la performativité du geste en général, peut-il jamais faire Un avec les choses qui l’entourent et qui l’enveloppent ? Il y a à parier que s’il y arrivait, il lui serait donné de saisir à la fois le caractère mythique des choses en tant qu’il est immanent à leur présence et cette présence en tant qu’oeuvre existentielle. L’art martial ninja constitue une telle réussite. Cette thèse en interroge les effets …This work consists in finding the gesture that renovates the healed identity, a “worrior” withinus is looking for, through a martial practice defined as a holistic dwelling of a body-being.This is what Varela calls “the corporeal inscription of the spirit”.Is a being able to make one with the things surrounding and covering it, through the effect ofart and the comprehension of “the experience of the experience”, that the performativity of thegesture generally constitutes? It would bet, if possible, that it would be able of creating, at thesame time, the mythic aspect of things, having been inherent to their presence, and creatingthis presence as an existential art-workNinja martial art builds such a success, the effects of which are questioned by this thesis
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Yang, Pei-hsin, and 楊珮歆. "Comparing L1 and L2 Writing Processes of EFL Inexperienced Wrtiers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67322792602551921753.
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碩士國立雲林科技大學
應用外語系碩士班
94
Many researchers claimed that EFL writers’ L2 writing was likely to be affected by their L1 (e.g., Kuo, 1999; Liu, 1999; Raimes, 1985; You, 2000; Zamel, 1983) and that L2 writing process should be more complex than that of L1 writing. However, the previous research exploring how L1 influenced L2 writing mostly focused on the aspect of contrastive rhetoric and discourse transfer (e.g., Bosher, 1998; Chou, 1989; Hinds, 1990; Kaplan, 1966; Kobayashi & Rinnert, 1982; Kobayashi, 1984; Kubota, 1998; Leki, 1992; Matalene, 1985; Odlin, 1989; Sasaki, 2000; Silva, 1993). Yet there is limited number of studies focusing on writers’ both L1 and L2 writing processes. This study, thus, intends to investigate EFL inexperienced writers’ L1 and L2 writing processes and compare the similarities and differences between both writing processes by means of think aloud method. It is hoped the findings of this study can help writing instructors get further glimpse of EFL inexperienced writers’ deficiencies of writing abilities and difficulties in using writing strategies. The three sophomores, recruited to participate in this study, were from the Department of Applied Foreign Languages (DAFL) at a university of science and technology in central Taiwan. They were regarded as inexperienced writers for they only had one-year writing experience. In order to avoid the impact of L1 writing on L2 writing, the subjects were requested to write an expository essay in L2 first, and then in L1 on the same topic one month later. The thinking aloud processes were audio- and videotaped, and they were then transcribed and analyzed in depth. The findings were as follows. Firstly, there is slight difference between the EFL inexperienced writers’ L1 and L2 writing processes. The types of writing strategies and the total amount of strategy use time in L2 writing were more than those in L1 writing. Secondly, during the L1 and L2 composing processes, the EFL inexperienced writers seem to undergo a linear process in L1 and L2 writing. Thirdly, the EFL inexperienced writers’ both writing processes were featured as knowledge telling model (cf. Scardamalia & Bereiter, 1987). Based on the findings of this study, several pedagogical implications were recommended in the following. Firstly, students’ language proficiency should be enhanced through extensive and intensive reading. Secondly, it was suggested that writing instructors should instruct knowledge of strategy, design various classroom activities to develop students’ strategy use according to students’ needs and deficiencies. Thirdly, writing instructors should develop EFL inexperienced writers’ metacognitive knowledge of English writing to make them aware of and monitor their own writing processes. They should teach students when and how to efficiently use strategies to solve the encountered writing problems and improve writing ability. Besides, future studies were suggested to include EFL writers with different L1 or L2 literacy proficiency and learning experiences as participants to further compare their writing strategy use and investigate transfer of writing strategy across languages.
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Huang, Li-Rung, and 黃麗蓉. "Functional characterization of antigen-inexperienced(naive) and antigen-experienced(memory)CD8+ T cells." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/93582598405254348694.
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碩士國立臺灣大學
免疫學研究所
86
When naive T cells encounter antigen, they are activated and can become effector cells and long-lived memory T cells. Long-lived memory T cells play an important role upon re-exposure to the same antigen and effect elimination of antigen more rapidly than primary response. However, the mechanism by which memory T cells are generated is not clear and T cells are lacking markers that definitively discriminate naive from memory. We used in vitro activation followed by in vivo resting as an experimental system and tried to characterize the differential responses of naive and memory CD8+ T cells upon the stimulation of each type of APC. We found that when Macrophage, B cell blasts and dendritic cells were used as APC, naive CD8+ T cells could proliferate very well. Memory CD8+ T cells could proliferate well only when B cell blasts and DC were used as APC, but they could not proliferate when Macrophage were used as APC. We also found that the proliferative unresponsiveness of memory CD8+ T cells was caused by M(. IFN-g and IL-12 were the factors that contributed to the unresponsiveness of memory CD8+ T cells upon the stimulation of Macrophage. Further studies are needed to discover the detailed mechanism of the unresponsiveness of memory CD8+ T cells upon the stimulation of Macrophage. This inhibitory mechanism maybe a possible way to keep lymphocyte homeostasis.
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Yu-Ren, Lin, and 林裕仁. "Argumentation teaching design, teaching strategies and learning outcome from the experienced and inexperienced teacher." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/47428807251270096005.
Full textAbstract:
博士國立高雄師範大學
科學教育研究所
99
The purpose of this study is to inquiry the argumentation teaching from three aspects of analysis, the teacher’s reaching, students’ learning, and nature of argumentation. Participants include two teachers and two classes of high school students. One teacher is familiar with teaching argumentation and another is not. These teachers are identifying as experienced and inexperienced teacher. In our research design, we compare how these teachers making and management their argumentation learning in social-scientific issue environment. The first aspect of analysis is to apply the Kelly’s repertory grid technique for concerning the teachers’ teaching design. Second one is to know the improvement of students’ argumentation ability. The last one is for inquiring the nature of argumentation in classroom and we design a representation as an analytical tool for tracking the progress and quality of argumentation in science classroom. We found students tend to be unwilling to become involved in any kind of verbal exchange which has the potential for conflict (i.e. argumentation). The primary reason for such hesitancy is fear of becoming emotionally upset. When teaching students the objective process of claim/support within the context of an argumentation class, inexperienced teacher was less effective than experienced teacher in helping students to view such a verbal exchange objectively without involving their emotions. Experienced teacher ont only tended to be more sensitive to students’ shift from objective involvement to emotional involvement but invoved more guidance for students to make reflection about the meaning of making aeguments.
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Perdios, Angeliki. "The effects of camber on energy cost in the experienced and inexperienced wheelchair user." Thesis, 2003. http://hdl.handle.net/2429/14669.
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Background: Wheelchair camber is the inclination of the rear wheels from vertical when viewed from the front. The proven benefits of rear-wheel camber are varied. In terms of energy cost and manoeuvrability, camber may appear to influence wheeling efficiency to a large extent. The few studies that have examined the energy cost of camber during wheeling have had differing results with most studies reporting an improvement in wheeling efficiency and overall ease of mobility. To date, this is the only study that has examined the effects of rear-wheel camber on energy cost in the experienced disabled individual during over ground steady state wheeling. Purpose: The purpose is to determine if there is a difference in energy cost between 0⁰, 3⁰ and 6⁰ of camber in disabled experienced wheelchair users during over ground wheeling. A secondary purpose was to determine if these differences were consistent across all three groups. Method: Three groups of subjects were examined: experienced disabled wheelchair users (T6 lesion and below) (DIS), able-bodied individuals with experience at manual wheeling (EXP), and able-bodied individuals with no experience at manual wheeling (IN). Subjects were tested using 0⁰, 3⁰ and 6⁰ of camber during steady state manual wheeling in slalom over a smooth hard surface. Data on heart rate, rating of perceived exertion (RPE), the visual analog scale for comfort (VAS) and a user preference questionnaire were collected for subjects in all three groups. Expired gas analysis and heart rate variability (HRV) were also collected for the DIS group Results: No significant difference in measures of energy cost, RPE, or VAS was shown for camber angle or group. Six degrees of camber emerged as the angle most preferred in terms of stability on a side-slope, hand comfort on the pushrim, manoeuvrability and overall preference. Discussion: All subjects, regardless of wheeling ability or injury status, showed no physiological preference for either 0⁰, 3⁰ and 6⁰ of camber. Specific questions about camber and stability, comfort and manoeuvrability showed there was a preference for 6⁰ of camber across all groups.
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Artelt, Thomas Alexander. "A comparison of the academic performance of experienced versus inexperienced MSWs earning the social work doctorate." 2005. http://purl.galileo.usg.edu/uga%5Fetd/artelt%5Fthomas%5Fa%5F200505%5Fphd.
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Tsai, Ya-chin, and 蔡雅琴. "Mandarin as a Lingua Franca in EFL Classrooms: Experienced and Inexperienced Teachers'' Language Regulation in Senior High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/01644497210303564036.
Full textAbstract:
碩士國立彰化師範大學
英國語文學系
85
ABSTRACT The purpose of this thesis was to investigate the function and role ofMandarin in English as a foreign language (EFL) classrooms. Previous studies have defined the role of Mandarin Chinese (MC) as the solemother tongue in the classroom (Chen, 1983; Yang & Shen, 1995; Liaw, 1995),whose main functions lay in explanation. In Taiwan, however, MC should haveanother part to play in EFL classrooms. To realize how it was used in class,the researcher selected eight teacher subjects from senior high schools: fourexperienced teachers and four inexperienced ones. The selection of the twogroups of teachers was to see if teaching experience made a difference inMandarin use. Data were collected in two ways: classroom observation andteacher interviews. The purpose of classroom observation was to monitor theoccurrences of Mandarin in classroom sessions. Teacher interviews wereconducted to see teachers'' attitudes toward language use inside and outsidethe classrooms. It was hoped that these discussions could provide more valuableinformation concerning language use in English teaching. From the verbaltranscriptions, seven categories were used: (a) linguistic instruction,(b) classroom management, (c) solidarity-building, (d) content conveyance,(e) translation, and(f) questioning. Results indicated that Mandarin had played dual roles: explanation andcommunication. It fulfilled more functions than those which English couldachieve, like linguistic explanation and translation. In using Mandarin,teachers were found to be significantly different in solidarity-building whenteaching exercises, in content conveyance when teaching a reading or/ andvocabulary. But no significant differences were found when teaching exercisesand vocabulary (or a reading text). It was shown in the teacher interview datathat Mandarin was spoken frequently to develop students'' grammatical competencefor the future exam. Besides, restrictions from students also required theinput to be comprehensible by way of Mandarin, the shared language. Thus,Mandarin should be a lingua franca for the participants in the classroom whosemother tongues were not the same one. Implications were offered for EFL teachers to get out of the dilemma onlanguage choice in class. The way to increase the quantity of English andretain the functions of Mandarin was the employment of codeswitching,inter-sententially and intra-sententially. Recommendations for future studieswere to see language use in EFL university and elementary school classrooms,where there is no pressure from future exams.
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Chiang, An-ni, and 蔣安妮. "Comparing Experienced and Inexperienced EFL Writers’ metacognitive Awareness of Writing Problems and Associated Solution Strategies in L2 Writing Task." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79947535630851740462.
Full textAbstract:
碩士國立雲林科技大學
應用外語系碩士班
95
The current study aims to explore the metacognitive awareness of writing problems encountered and the solution strategies employed in the L2 writing task of EFL writers. Research has shown that the experienced and inexperienced writers undergo distinct writing processes and possess different writing styles which result in discrepancy in their writing performances (Flower & Hayes, 1981; Scardamalia & Bereiter, 1987; Zamel 1983). This study intends to explore and compare the experienced and inexperienced EFL writers'' writing problems and solution strategies so as to investigate the differences between the two types of writers. Five experienced and five inexperienced EFL writers were invited and required to participate in this study. They were asked to write and verbally deliver their ideas during the experiment. Through the think-aloud method, writers'' online thinking processes, problem types, and the solution strategies were revealed. Moreover, the problem types and the solution strategies were defined and analyzed after the think-aloud writing processes were transcribed verbatim. The current study pointed out three major findings. Firstly, both types of writers encountered three major problem types, and they are linguistics, discourse, and content. Secondly, in general, the experienced EFL writers encountered more discourse problems than the other two problem types. However, for the inexperienced writers, they faced more linguistic problems. Thirdly, the experienced EFL writers are able to apply various solution strategies to solve their problems. On the contrary, the inexperienced writers resorted to certain particular strategies and frequently tended to ignore the problems. This study shows the writing problems and the solution strategies of the experienced and inexperienced EFL writers. In addition, the writers’ metacognitive monitoring mechanism was observed and investigated. Based on the findings, the EFL writing instructors should elevate their teaching effectiveness to improve the EFL writers’ language proficiency and reinforce their metacognitive awareness with explicit instruction. Furthermore, the solution strategies employed by the experienced EFL writers can be brought to the inexperienced writers’ attention so as to enhance their capacity of executing problem-solving procedures.
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Mundt, Birgit. "Vergleich der laryngoskopischen Intubation versus Intubation über die Intubationslarynxmaske an Patienten." Doctoral thesis, 2012. http://hdl.handle.net/11858/00-1735-0000-000D-F029-F.
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Chang, Hsin-Shi, and 張信熙. "From inexperience to maturity: A narrative inquiry into a male social worker’s gender experience at work." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/19217474563646753568.
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Li, Ming-Zi, and 李明諮. "An Investigation on Inexperience Teacher’s Competency Promotion through Developing the Teaching Material of a Generic Example on Binomial Theorem." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54812838039065596458.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
99
The objective of this study is to explore factors that influence a high school mathematics teacher’s choosing, preparing, and implementing the generic examples. The feasibility of using Pinball as a generic example is also assessed. The object is a high school mathematics teacher who has only one year of teaching experience. The methodology is of interpretative phenomena theory. This study was conducted in two settings, one is the intensive discussion on preparing the teaching strategy and the other is cooperative developing a teaching material with the Pinball as the generic example. Data collected including the classroom observation, interview, teacher’s and students’ reflection. The finding reveals that the object’s consideration on choosing a generic example is dominated by the flowing of the teaching such as classroom environment, teaching pace, but not on the cognitive perspective like process of concept formation and nurturing students’ mathematical competencies. Consequently, the essence of mathematics is ignored and hence the teaching becomes nominal process. We also find that through an intensive discussion with the object in designing the generic example do provoke teacher’s awareness on key issues of meaningful learning. Hence the process of developing generic examples mentored by professions is effective in promoting teacher’s competencies.