Academic literature on the topic 'Master of Development Studies'
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Journal articles on the topic "Master of Development Studies"
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Shcheglova, D. V., E. A. Opfer, and A. V. Garmonova. "The Institutional Support of Master Studies in Russia: Non-Commercial Actors and the Effects of their Influence." University Management: Practice and Analysis 26, no. 2 (October 25, 2022): 67–80. http://dx.doi.org/10.15826/umpa.2022.02.013.
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This paper presents the results of studying non-state actors’ institutional support for masters’ teachers. The authors analyze the tracks of the introduction and a «life cycle» of the master’s educational product created with the support of the Vladimir Potanin Foundation – the only non-commercial organization in Russia which supports students and professors at the master’s level. The study shows that the support for masters’ teachers makes a significant contribution to changing the role of this degree in higher education. There are outlined the long-term effects of supporting masters’ teachers, which are supposed to create an environment for developing talents, improving the educational results of master students, teachers’ advanced training, and integrating master programs into university’s and region’s strategic goals of development. For higher education researchers, for teachers and managers of master programs, for university administrators, and for higher education transformation decision makers in Russia.
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Banevičiūtė, Birutė, and Jolita Kudinovienė. "Development of Arts Teacher Research Competence in Master Studies." Pedagogika 125, no. 1 (April 13, 2017): 57–67. http://dx.doi.org/10.15823/p.2017.04.
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The problem of teachers’ research competence is one of the main aspects of concern in teacher education on master’s level. Arts teacher education is interdisciplinary studies which combine two areas – arts (music, dance, theatre, visual arts) and education, therefore research becomes a complex process requiring competence to use artistic expression forms and methods of social sciences research. In this article the point of view of arts education master’s students on research competence development is revealed.
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YOUNG, BARRY. "HOMEBUSH BAY MASTER PLAN." Australian Planner 30, no. 4 (December 1992): 221–26. http://dx.doi.org/10.1080/07293682.1992.9657589.
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Pilkienė, Simona, and Laima Sajienė. "Master Studies in Education Sciences in Today’s Society: The Graduates’ Attitude." Pedagogika 112, no. 4 (December 23, 2013): 113–18. http://dx.doi.org/10.15823/p.2013.1783.
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European Higher Education Area, the market economy and the labor market, the change of concept of study quality and its relation to the labor market, the changes of society and concept of vocational education influence the university and labor market interactions. The research problem – the curriculum of master studies in education sciences does not reflect actual interaction between mass higher education and the labor market needs. The article seeks to identify the approach of graduates to mission of master studies in education science in today’s society, the importance of the development of their personality and professional career.
The results have shown that the mass phenomenon of the graduates of higher education in education sciences is perceived positively: the aim of mass higher education is to develop a holistic education of person, not specifically defied professional activities. Graduates evaluating the mission of master studies in education sciences, in the context of needs of labor market, distinguish the independent, critical-thinking, innovation developing education of personality. Such a choice confirms the importance of master studies in education sciences to analysis of the results of personal life.
Master of Education sciences enrolls students with the motivation to continue their studies in education, some of them are already working in the education system.
Master studies of Education sciences is focused on the research works, quality of education assessment and development of managerial competencies. Meanwhile, little attention has been paid to educational policy analysis, career guidance, expertise, consultancy, project work skills development. While the pedagogical competence development in education graduate studies has been given little attention, but graduates in this professional activities feel strong and think that researchers with Master degree of education science also need a teacher qualification.
Most of the graduates had not the opportunity to practice, but notes that they were missing. In postgraduate student opinion, practice should aim to adapt existing theoretical knowledge and abilities in specific work situations and gain the skills and experience needed for their future careers.
Most of the surveyed graduates work in the field of education. However, the unanimous consensus, whether professional activities require the master of education sciences degree, is absent. Graduates with Master of Education Sciences degree have occupied various positions in professional activities: from the highest executive positions to specialist in administrative, didactic, project and research area.
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Rif'at, Mohamad, and Nurfadilah Siregar. "RETHINKING TEACHERS’ PROFESSIONAL DEVELOPMENT: LESSON FROM EVALUATION IN MASTER PROGRAM OF MATHEMATICS EDUCATION." Jurnal Pendidikan Matematika dan IPA 13, no. 2 (July 16, 2022): 231. http://dx.doi.org/10.26418/jpmipa.v13i2.49370.
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This research is based on the results of the evaluation of the last ten years related to the development of studies in the Mathematics Education Master Program, Tanjungpura University, through a partnership model to develop and implement national and international comparative studies on mathematics teacher education. The aims are to describe the methodology used in the national level study of teacher education through the Teacher Professional Education Program or Pendidikan Profesi Guru (PPG)- Teacher Education and Development of Studies in Mathematics and share key findings related to mathematics preparation for future teachers. The research applied a quantitative approach with cross-sectional survey method with students of the master program of mathematics education class of 2019/2022 and 2020/2021. The results of the study show that future teacher performance: (1) has less opportunity to learn than high achievers in geometry, functions, calculus, and groups with mastery of linear algebra, number theory, analytic geometry, introduction to probability, and statistics and (2) has less opportunity for those who study school mathematics in data representation, calculus compared to linear algebra, analytic geometry, introduction to calculus, calculus, probability, and statistics. Thus, it can be concluded that attention and emphasis are needed on the type and depth of learning materials given to future teachers who continue their studies at the master's level. This pattern represents an extension to better future secondary school teachers.
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Lobnik, Uroš. "The master plan for Maribor." Urbani izziv 10, no. 2 (1999): 175–79. http://dx.doi.org/10.5379/urbani-izziv-en-1999-10-02-005.
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Khlebovich, Daria. "Master′s Programs: Key Issues of Development." Bulletin of Baikal State University 30, no. 4 (December 30, 2020): 532–40. http://dx.doi.org/10.17150/2500-2759.2020.30(4).532-540.
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The article provides an overview of the Russian Master's program trends with an emphasis on the evolution of the curricula and the achievement of their new quality. Based on the secondary data analysis, the dynamics of the processes was assessed and the landscape of empirical studies of the second level of higher education was presented. A number of discussion issues related to the understanding of the present and future of Master's programs was outlined. The conclusion is made about the growth of interest in involvement in the Master`s programs. It was revealed that the development of different types and formats of curriculum with a focus on both foreign practices and Russian experience can be observed. It was proved that the most important decisions related to educational programs are focused on the formation of the Master's program product portfolio, the determination of strategic alternatives for its development, the choice of program management models and the development of external partnerships of universities to create new generation programs. It is becoming important for the academic community to find an answer to the question of new emphasis and approaches to the design of the educational process for the second level of higher education. The author comes to the conclusion that the efforts to develop Master's programs should be supported by «targeted» research, the results of which should form an information basis for making strategic and tactical decisions.
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Shahraki, Abdol Aziz. "Planning for Simultaneous Regional/Urban and Tourism Development with Case Studies." Advances in Environmental and Engineering Research 2, no. 4 (September 18, 2021): 1. http://dx.doi.org/10.21926/aeer.2104035.
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This research suggests optimal planning and designing techniques for tourism complexes in urban master planning. Firstly, it explains the importance of the tourism industry through the theories of scholars and experts. It also emphasizes the connection between the development of urban economies and the tourism industry. This helps integrate the tourism industry and comprehensive regional/urban planning. It starts with planning and designing the tourism complexes in the early stages of the municipality’s master plan. This research paper suggests urban land-use policies and location techniques. This paper brings out land-use policies and centralized and symmetric urban design models for regional/urban sustainable development. It charts the following steps to meet the goal: determining a location for a tourism complex, setting a spatial table of required construction, preparing a land-use map, preparing a map album, developing investment and construction contracts. This paper assists civil engineers, urban and regional planners, tourism industry bodies, and students to develop rationally and optimally.
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Abrudeanu, Marioara, Pierre Ponthiaux, Jean Pierre Millet, Adriana Gabriela Plaiasu, Xavier Balandraud, Michel Grediac, Julitte Huez, Sergiu Stanciu, Vasile Rizea, and Maria Magdalena Dicu. "Romanian-French Collaboration for Master and Doctoral Studies in "Materials Engineering"." Applied Mechanics and Materials 657 (October 2014): 1083–87. http://dx.doi.org/10.4028/www.scientific.net/amm.657.1083.
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Materials engineering involves knowledge of the fundamental physics, chemistry and engineering of materials in order to elaborate, develop, and use materials with superior and new properties. The research, development and applications of materials are the major reasons behind the availability, cost reduction, innovations and improvements in all the fields of industry. Master's programs are designed to give you a solid (strong) education in the materials engineering field. Students entering a Master program have already earned a bachelor's degree and have solid acquirement of engineering. The program entails coursework, examinations and an internship or other applied experience. A master report is required to obtain the masters degree based on the researches during the stage. During a Master programme the students learn to approach complex issues from the perspective of different disciplines such as: characterisation of materials, thermodynamics, structurals transformations, technology of materials, properties of surfaces or initiation on research methods. By understanding the properties of materials, materials engineers create new materials with desired properties. Students entering a Ph.D. program have already earned a a masters degree in the field of „Materials engineering". Because of the nature of specialization the Ph.D. program tends to be smaller than master program. The international orientation of the practice stage approaches to of the Erasmus mobilites. A Ph.D. typically demonstrates a person's competence in research. Ph.D. students begin by taking courses and exams, go on to taking advanced seminars and preparing dissertation research. To complete their knowledges, they are continuing by researching, writing and completeing a dissertation thesis. The doctoral-level thesis, is the culmination of a Ph.D. candidate's research into a topic and is the major requirement of earning the doctorate. A doctoral degree is obviously a more advanced degree. However, it is long. Depending on the program, a PhD could take 4-8 years to complete. A PhD programs entails 3 years of coursework and a dissertation. During this these years the independent researchs projects are designed to cover new knowledge in your field and to be of publishable quality. Doctoral study offers the unique opportunity for an individual to develope intensive and prolonged research on a particular topic, which often leads to publication. The present paper presents the association of Romanian and French university teachers to educate students to prepare a Master diploma and to continue with cotutelle doctoral studies in the field of materials engineering.
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Fauzi, Vita Kusnul, Wahyudi Wahyudi, and Sukmawati Sukmawati. "Job Maturity in Improving Teacher Performance at Public Vocational High School 1 Ketapang." International Journal of Social Service and Research 2, no. 10 (October 27, 2022): 896–903. http://dx.doi.org/10.46799/ijssr.v2i10.170.
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This study aims to determine: 1) Want to know and analyze the performance of masters at Public Vocational School 1 Ketapang in carrying out their duties as masters; 2) Want to know and analyze what work maturity can improve master's performance at Public Vocational School 1 Ketapang; 3) Want to know and analyze the efforts made by the master of Public Vocational School 1 Ketapang in improving performance as a master. Measurement in this study using qualitative methods. The results and analysis show that: 1) Based on the results of observations, interviews, and documentation studies conducted by researchers on informants (research subjects), namely the masters of State Vocational High Schools, it shows that the masters have met several assessment indicators for each aspect. 2) Based on the results of the research on the masters of Public Vocational School 1 Ketapang above, it shows that the performance of the masters of Public Vocational School 1 Ketapang in terms of professional competence is in the fairly good category. This is because the master has fulfilled several assessment indicators in mastering the material, structure, concept, and scientific mindset that supports the subject, developing creatively guided subject matter, continuing professional development by taking reflective actions and utilizing information and communication technology to develop themselves. 3) Efforts made by the master of Public Vocational School 1 Ketapang in improving performance as a master, from the learning outcomes, namely by carrying out their duties as well as possible and continuing to improve pedagogic and professional competencies.
Dissertations / Theses on the topic "Master of Development Studies"
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Gauvin, Tamika Camille. "Development under the burden of infrastructure : The West Baltimore MARC Station area master plan." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/100892.
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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, February 2014."September 2010." Page 120 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (pages 116-118).
razed and thousands of residents displaced to make way for what would have been 1-170, a highway that would have connected to 1-70 in Baltimore County to the Baltimore City Central Business District. After years of intense community opposition, the Highway was halted after a segment of the Highway ha d already been built. Thirty years later, West Baltimore is the backdrop to another major public project. The Maryland Transit Administration (MTA) will redevelop the West Baltimore MARC station as a Transit-Oriented Development (TOD) via the West Baltimore MARC Station Area Master Plan for Transit- Centered Community Development (The Plan). This Plan could redirect investment into the severely disinvested areas in West Baltimore. This research examines the intended results of the Plan to understand the realistic development opportunities for the West Baltimore MARC Station Area and the role that urban design and development could play in supporting or hampering the project's success potential. I make suggestions that would improve the Plan's urban design and development approach to achieve better outcomes for community transformation. I recommend improved connections to existing community assets, minimal use of parking structures on prime Station Area blocks, using targeted economic development initiatives to create jobs for West Baltimore residents, a formal study for development scenarios for the Highway, and the creation of a project oversight group.
by Tamika Camille Gauvin.
M.C.P.
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Debenham, Shaun T. (Shaun Todd) 1973. "The feasibility of residential development in the newly master planned Ship Creek area of Anchorage, Alaska." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/26740.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (leaf 70).
The aim of this thesis is to determine if a 40 unit condominium complex located in the Ship Creek area in Anchorage, Alaska, is financially feasible. Historically, Ship Creek has been an industrial area but recently the Alaska Railroad has master planned the area and hopes to entice developers to revitalize the area into a vibrant pedestrian friendly "village." Because Ship Creek is close to downtown, Ship Creek, Cook Inlet, and recreational trails, development in this area could be very desirable. A Market Analysis performed for this area determined that Anchorage's economy should continue with slow gradual growth. Also, it was forecasted that the demand for new condos in 2005 will be 340 units and that the supply of new condos will be 358. The proposed project will target the empty nester age group. Construction on the project is assumed to start in the third quarter of 2004 and end four quarters later in 2005. The benefit value of the development is calculated to be $9,887,988. Therefore the Net Present Value of the project is +$95,087. A positive NPV means the project should be pursued. An IRR for the Net Cash Flows (all equity) was calculated to be 20% and the IRR for the equity contributor was calculated to be 59%. Although the "numbers" indicate that the project should be pursued, the numbers can not incorporate one important risk. Ship Creek is far from the vision created in the master plan. The proposed project risks being the first major redevelopment in the area. The proposed project is cautiously recommended. Due to Anchorage's dwindling supply of developable land, Ship Creek will eventually be redeveloped. Ship Creek's close proximity to downtown, combined with the belief that Anchorage has unmet demand for empty nester housing, makes the Ship Creek area attractive. However, because this development is one of the first major redevelopments in the area it is risky.
by Shaun T. Debenham.
S.M.
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Grimaldi, Jordan. "The Living Community Challenge: An unCase Study in Biophilic Master Planning." Scholarship @ Claremont, 2020. https://scholarship.claremont.edu/pomona_theses/219.
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In a world that is quickly urbanizing with a climate that is rapidly changing, the International Living Future Institute’s (ILFI) Living Community Challenge (LCC) offers a whimsical yet highly relevant model for sustainable development—creating cities that are as connected and beautiful as forests. As no certified Living Community exists yet, this thesis serves as an “uncase study” of North Rainier, a neighborhood in Seattle that has registered for the Challenge. In an effort to assess the LCC’s perceived effectiveness as a model for sustainable development, this thesis first summarizes nearly 400 centuries of U.S. developmental history to give greater context to the current moment and how we can quickly, effectively, and fundamentally transform the built environment to support a more sustainable future. A comparative analysis with EcoDistricts and LEED for Neighborhood Development revealed strengths (i.e., advocacy and capacity building) and weaknesses (i.e., equity and stasis) of predominant urban assessment tools in the U.S. The case study then uses a combination of GIS analysis, community surveys, and semi-structured interviews with members of the neighborhood association overseeing the pursuit of the LCC in North Rainier as well as with staff members at ILFI to assess the LCC’s effectiveness. Environmental health disparities in North Rainier found within the GIS analysis were echoed in the surveys and interviews, which indicated feelings of neglect from the city of Seattle who is occupied with record-setting growth, demonstrates how the LCC can be considered as an “act of optimism” and as a rejection of historically imposed top-down planning. Overall, in theory, several of the LCC’s Petals address many of the systemic issues facing the built environment (i.e., sprawl and dependence on automobiles and fossil fuels). However, despite its vision for a socially just and culturally rich future, the LCC—specifically the Equity Petal—does not offer a guarantee that displacement of low-income and communities of color and/or environmental injustices will not be perpetuated.
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Lawson, Troy A. "CAL POLY PIER MASTER PLAN." DigitalCommons@CalPoly, 2020. https://digitalcommons.calpoly.edu/theses/2202.
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The Cal Poly Pier (Pier) Master/Facility Plan (FP) document provides the vision of the future for the Pier, a marine science research facility. The Plan facilitates project development and management of the Pier while meeting university and department research goals. Specifically, the FP document establishes goals and strategies to direct long-term development of the Pier, streamlines agency approval and permit requirements, provides context for pier management, and assists the permitting process for future development as it relates to regulatory permits and programmatic growth on the Cal Poly Pier to help meet goals of the Center for Coastal Marine Sciences (CCMS). The Cal Poly Pier is the marine field station for the California Polytechnic State University San Luis Obispo (Cal Poly) CCMS and is one of several facilities that supports research and educational activities. The CCMS is a CSU Campus Center research organization that provides research and education activities as a part of Cal Poly’s overall mission while offering opportunities to interested parties beyond Cal Poly, such as private and public entities. The 3,057-foot long pier provides students, faculty, researchers, and other users unrivaled access to the marine environment of the Central Coast and fosters hands-on learning opportunities to progress marine research and science. The Master Plan name was changed to Facility Plan to streamline the plan approval process and to minimize the potential for errors.
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Cairns, Gerald Francis. "Development studies of XUV laser amplifiers." Thesis, Queen's University Belfast, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295405.
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Tarekegn, Tefera Alemu. "Challenges of development in Nibgee Village, Ethiopia : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/639.
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Merton, Prudence. "Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/3763.
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This qualitative study inquired into the personal experience of three engineering professors and one associate dean who participated in an engineering education coalitionÂthe Foundation CoalitionÂa National Science Foundation-funded project which attempted to reform undergraduate engineering curricula at six U.S. institutions of higher education. Through analysis of occupational life histories, and data from a larger study of curricular change processes, two dominant social narratives emerged. Cultural attributes of academia were conceptualized as a master narrative. The reform effort emerged as a counter-narrative by calling for a Âculture change in engineering education. I describe five areas where the counter-narrative challenged the master narrative: the rationale and need for educational change, the nature of faculty work, disciplinary relationships, relationships among faculty, and the incentive and reward system. The counter-narrative of reform promoted curricular and pedagogical change, more interdisciplinary and integrated foundations for engineering education, and encouraged partnerships and community over faculty isolation and autonomy. The counter-narrative challenged faculty complicity with the master narrative and offered alternative ways of viewing their role as faculty in higher education. The master and counter-narratives clashed over the nature of faculty work in research universities, fueling the ongoing debate about the relative value of research and teaching and the associated reward system. This study found that the four participants used different strategies to navigate the conflict between the two social narratives. One participant was informed by an ideal vision of engineering education, and never relinquished the quest for an opportunity to realize that vision. Another professor, energized by the collaborative environment created by the Coalition, continued to find creative avenues to partner with others to improve engineering education. A third participant worked, through compromise and accommodation, to craft an improved curriculum that worked within the local institutional culture. And finally, an associate dean, who rejected the duality of the master/counter-narrative worldview, reframed the reform effort by encouraging faculty working in educational change to view their work as scholarship. The findings from this study support faculty engagement in the scholarship of teaching and learning and encourage faculty developers to find ways of supporting faculty in that effort.
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Addison, Vicki. "Water allocation and the sustainability of dairying in the upper Waitaki river basin : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Environmental Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1021.
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BYGGE, MATTIAS, and SOFIE STRAND. "Day Master - Redesigning a planning board for people with cognitive disorder." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263136.
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In assistive technology, there are mainly two different users that needs to be taken into account when developing products. The first, and most important, is the end-user who requires the product in order to function and live a normal life. The second is the support person who, for some products, needs to assist the end-user by preparing it to be used. This report presents the master thesis project conducted by Mattias Bygge and Sofie Strand at KTH Royal Institute of Technology in Stockholm. The client was Abilia, a company that research, develop, manufacture and sell assistive technology to people with impairments. This main goal of this project was to redesign a cognitive planning board. The product is used as a visual aid by people who has difficulties in planning daily activities and keeping track of time. In order to develop the product in a suitable way, a literature study and interviews with Abilia’s employees laid the foundation for the user studies that were conducted with end-users and support people. Several concepts were generated and five were evaluated against the original product and presented to the company. The two concepts that received the highest ranking, (1) Extra Hours and (2) Extra Hours Bistable, were further investigated and were eventually developed into one single hybrid concept. The final design proposal is Day Master, a flexible planning board intended for people with a cognitive impairment that impedes their ability to plan daily activities and keep track of time. The product visually displays time and weekdays by using coloured LED lights, which support people may program without difficulty to fit the end-user’s preference. The amount of hours is changeable with a range of 12-18 hours of daytime and with the remaining hours distributed to night-time. The accessories that have been developed for this products are a simple protective cover, and two holders, one for images and one for whiteboard markers. All accessories attaches to the planning board with magnets.I hjälpmedelsteknologi är det fler än en användare som man måste ta hänsyn till när man utvecklar produkter. Den första och viktigaste är slutanvändaren som är den som behöver produkten i vardagen för att kunna leva ett någorlunda normalt liv. Den andra är stödpersonen som i många fall är den som förbereder produkten för användning av slutanvändaren. Denna rapport presenterar masterexamensarbetet utfört av Mattias Bygge och Sofie Strand på KTH Kungliga Tekniska Högskola i Stockholm. Kunden för projektet var Abilia, ett företag som utvecklar, tillverkar, och säljer hjälpmedel till personer med funktionsnedsättning. Målet med detta projekt var att omdesigna deras kognitiva planeringstavla. Produkten används som ett visuellt hjälpmedel av personer som har problem med tidsuppfattning och planering av aktiviteter. Projektet inleddes genom en literaturstudie och intervjuer med personal på Abilia. Detta lade grunden för användarstudierna där både slutanvändare och stödpersoner deltog. Utifrån användarstudierna så genererades ett flertal koncept varav fem stycken evaluerades mot original produkten och som presenterades för företaget under en delpresentation. De två koncept som erhöll högsta ranking i evalueringen var (1) Extra Hours och (2) Extra Hours Bistable. Koncepten undersöktes ytterligare och kom slutligen att kombineras till ett gemensamt koncept. Det slutgiltiga designförslaget är Day Master, en flexibel planeringstavla som riktar sig mot personer med en kognitiv funktionsnedsättning som försvårar för dem att hålla koll på tiden och planera aktiviteter. Produkten visar tid och veckodagar visuellt med hjälp av färgade LED lampor som stödpersonerna lätt och intuitivt kan programmera för att passa slutanvändarens individuella behov. Day Master ger möjligheten att själv bestämma antalet timmar som distribueras mellan dag och natt. Den har ett spann på 12-18 timmar för dagtid och återstående timmar läggs på natttid. Tillbehören som har utvecklats för denna produkt är ett enkelt magnetiskt plastskydd och två stycken olika ställ, ett för bilder och ett för whiteboardpennor. Alla tillbehör fästs på whiteboardtavlan med hjälp av magneter.
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Bygge, Mattias, and Sofie Strand. "Day Master - Redesigning a planning board for people with cognitive disorder." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-264418.
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In assistive technology, there are mainly two different users that needs to be taken into account when developing products. The first, and most important, is the end-user who requires the product in order to function and live a normal life. The second is the support person who, for some products, needs to assist the end-user by preparing it to be used. This report presents the master thesis project conducted by Mattias Bygge and Sofie Strand at KTH Royal Institute of Technology in Stockholm. The client was Abilia, a company that research, develop, manufacture and sell assistive technology to people with impairments. This main goal of this project was to redesign a cognitive planning board. The product is used as a visual aid by people who has difficulties in planning daily activities and keeping track of time. In order to develop the product in a suitable way, a literature study and interviews with Abilia’s employees laid the foundation for the user studies that were conducted with end-users and support people. Several concepts were generated and five were evaluated against the original product and presented to the company. The two concepts that received the highest ranking, (1) Extra Hours and (2) Extra Hours Bistable, were further investigated and were eventually developed into one single hybrid concept. The final design proposal is Day Master, a flexible planning board intended for people with a cognitive impairment that impedes their ability to plan daily activities and keep track of time. The product visually displays time and weekdays by using coloured LED lights, which support people may program without difficulty to fit the end-user’s preference. The amount of hours is changeable with a range of 12-18 hours of daytime and with the remaining hours distributed to night-time. The accessories that have been developed for this products are a simple protective cover, and two holders, one for images and one for whiteboard markers. All accessories attaches to the planning board with magnets.I hjälpmedelsteknologi är det fler än en användare som man måste ta hänsyn till när man utvecklar produkter. Den första och viktigaste är slutanvändaren som är den som behöver produkten i vardagen för att kunna leva ett någorlunda normalt liv. Den andra är stödpersonen som i många fall är den som förbereder produkten för användning av slutanvändaren. Denna rapport presenterar masterexamensarbetet utfört av Mattias Bygge och Sofie Strand på KTH Kungliga Tekniska Högskola i Stockholm. Kunden för projektet var Abilia, ett företag som utvecklar, tillverkar, och säljer hjälpmedel till personer med funktionsnedsättning. Målet med detta projekt var att omdesigna deras kognitiva planeringstavla. Produkten används som ett visuellt hjälpmedel av personer som har problem med tidsuppfattning och planering av aktiviteter. Projektet inleddes genom en literaturstudie och intervjuer med personal på Abilia. Detta lade grunden för användarstudierna där både slutanvändare och stödpersoner deltog. Utifrån användarstudierna så genererades ett flertal koncept varav fem stycken evaluerades mot original produkten och som presenterades för företaget under en delpresentation. De två koncept som erhöll högsta ranking i evalueringen var (1) Extra Hours och (2) Extra Hours Bistable. Koncepten undersöktes ytterligare och kom slutligen att kombineras till ett gemensamt koncept. Det slutgiltiga designförslaget är Day Master, en flexibel planeringstavla som riktar sig mot personer med en kognitiv funktionsnedsättning som försvårar för dem att hålla koll på tiden och planera aktiviteter. Produkten visar tid och veckodagar visuellt med hjälp av färgade LED lampor som stödpersonerna lätt och intuitivt kan programmera för att passa slutanvändarens individuella behov. Day Master ger möjligheten att själv bestämma antalet timmar som distribueras mellan dag och natt. Den har ett spann på 12-18 timmar för dagtid och återstående timmar läggs på natttid. Tillbehören som har utvecklats för denna produkt är ett enkelt magnetiskt plastskydd och två stycken olika ställ, ett för bilder och ett för whiteboardpennor. Alla tillbehör fästs på whiteboardtavlan med hjälp av magneter.
Books on the topic "Master of Development Studies"
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Centre of Science and Technology for Rural Development (Trichur, India) and Laurie Baker Centre for Habitat Studies (Trivandrum, India), eds. Masterpiece of a master architect: Centre for Development Studies. Thrissur: Centre of Science and Technology for Rural Development, 2014.
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The professional development of college teachers: A study of the Quebec master teacher program. Lewiston: Edwin Mellen Press, 2009.
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Kerwin-Boudreau, Susan. The professional development of college teachers: A study of the Quebec master teacher program. Lewiston: Edwin Mellen Press, 2010.
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Messerschmidt, Donald A. Development studies. Kathmandu, Nepal: EMR Pub. House, 1995.
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Development studies. Cambridge, UK: Polity, 2008.
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Sinaitakala, Tu'itahi, ed. Ha'apai development master plan: Report. [Ha'apai, Tonga: Ha'apai Development Committee], 2010.
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Choudhury, Masudul Alam. Comparative Development Studies. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-13055-9.
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Barrett, Christopher B. Agricultural development: Critical concepts in development studies. Abingdon, Oxon: Routledge, 2011.
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Department, Hillier Parker May &. Rowden (Firm) Research. British shopping centre development: Master list. London: Hillier Parker Research, 1993.
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Nigeria. Niger Delta regional development master plan. Port Harcourt, Nigeria: Niger Delta Development Commission, 2006.
Find full textBook chapters on the topic "Master of Development Studies"
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Zhou, Long, Bin Li, Sihong Li, Ngan Leng Lei, and Kengfong Cheong. "Cooperation Planning System for Hengqin and Macao." In Urban and Regional Cooperation and Development, 35–50. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-8061-9_3.
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AbstractThe planning system, as a crucial instrument for the government to lead spatial development, is differently designed and operated in Hengqin and Macao within the ‘One Country, Two Systems’. To ensure the cooperation of these two systems, experience from international and domestic cases as cross-border cooperation of planning will be analysed. Four aspects of the planning system, namely legal system, formulating plans, planning management and planning practice, are comparatively studied in Hengqin and Macao. The master plan is employed as an example to display the similarities and differences between planning systems in these two regions. From the analyses, this chapter proposes suggestions to contribute to future planning-led development in Guangdong–Macao In-Depth Cooperation Zone in Hengqin.
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Haviland, John B. "13 Master Speakers, Master Gesturers: A String Quarter Master Class." In Gesture Studies, 147–72. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/gs.1.16hav.
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Carr, Edward Hallett. "Lenin: The Master Builder." In Studies in Revolution, 134–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003251934-9.
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Henry, Desmond Paul. "Master Peter'sMereology." In Studies in the History of the Language Sciences, 99. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/sihols.43.08hen.
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Darnell, Roger. "Professional Development." In The Communications Consultant's Master Plan, 108–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003177913-9.
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Heller, Jon. "Master the Entire Stack." In Pro Oracle SQL Development, 87–103. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-4517-0_5.
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Heller, Jon. "Master the Entire Stack." In Pro Oracle SQL Development, 87–103. Berkeley, CA: Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8867-2_5.
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Orloff, Michael A. "Urban Development." In Modern TRIZ Modeling in Master Programs, 154–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37417-4_6.
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Saar, Ellu, and Triin Roosalu. "Inverted U-shape of Estonian Higher Education: Post-Socialist Liberalism and Postpostsocialist Consolidation." In Palgrave Studies in Global Higher Education, 149–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_6.
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AbstractThis chapter provides a description of the basic features of the higher education system in Estonia in the historical perspective, paying special attention to the period during the Soviet time right before the USSR collapse and exploring the developments during the following period up to 2015. It is understood that both the social and political system during the period of socialism, as well as changes in the society during the postsocialist period right after the country became independent, have an impact on the current period. On the other hand, changes in the Estonian higher education system are greatly impacted by external factors, especially processes of Europeanisation and internationalisation of higher education. Tendencies towards standardisation of higher education provision, on the one hand, as well as maintaining differentiation between higher education institutions will be highlighted.The analysis distinguishes four periods of the postsocialist higher education system in Estonia, characterised by different traits. 1988–1992 can be considered a period of chaotic, individually and institutionally driven changes; 1993–1998 saw the major expansion of the higher education system in combination with the development of legal frameworks and quality assurance mechanisms; 1999–2005 indicated the wave of reforms, including following the principles of the Bologna process; from 2006 onwards, new measures are put in place to strengthen the (international) competitiveness and sustainability of the shrinking higher education sector. The main strand of differentiation between the higher education institutions largely follows their formal statuses that stem from the soviet period: the applied higher education institutions on the one hand and the academic universities providing bachelor, master’s and doctoral level education on the other. The further differentiation can be made based on the research intensity of the universities as well as based on their legal status, with some being declared national universities by their dedicated laws.
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Badley, Ken. "Master Plans and Organic Development." In Curriculum Planning with Design Language, 151–62. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315146140-11.
Full textConference papers on the topic "Master of Development Studies"
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Dzieńkowski, Mariusz, Małgorzata Plechawska-Wójcik, Marek Miłosz, and Henryka Stryczewska. "MOBILE APPLICATION DEVELOPMENT FOR ENVIRONMENT MONITORING – A NEW PROGRAMME OF MASTER STUDIES IN ENGLISH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2223.
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Baragaño, Diego, Arturo Colina, Carlos Sierra, Carlos Boente, Rubén Forján, Eduardo Rodríguez-Valdés, and José Luis Gallego. "CASE-METHOD APPROACH IN MASTER STUDIES: APPLICATION IN THE SUBJECT OF WASTES AND POLLUTED SOILS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0241.
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Blagoveshchenskaya, Anastasia, Irina Ainoutdinova, Aida Nurutdinova, and Elena Dmitrieva. "INTERDISCIPLINARY APPROACH TO LANGUAGE STUDIES IN TRAINING MASTERS AT UNIVERSITIES IN RUSSIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2469.
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Novo, Mercedes, Francisca Fariña, Verónica Marcos, María José Vázquez, and Dolores Seijo. "TEACHING INNOVATION RESOURCES AND SATISFACTION WITH THE CHOICE OF MASTER'S STUDIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1129.
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NOVÁK, Petr, Jiří MAŠEK, Miroslav BULVA, and Lukáš BENEŠ. "COMPARING THE QUALITY OF ROUND BALERS WORK." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.201.
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Forage harvest belongs to the principal works in contemporary agriculture. Increasingly popular technology is the making round bales. The basic advantage of round balers is application versatility. Harvest method is useful for making hay, straw and haylage, Quality of the bale is dependent on the level of work equipment and operator. This paper is focused on comparing the round baler with variable bale chamber. Round baler Vicon RV 1601 OC14 was compared with round baller Welger RP 435 Master. Both models were equipped with variable chamber. The variable chamber was formed by the endless belts. The evaluation was conducted from quality of work perspective and efficiency. The most important quality parameter was the density of bales. Quality parameters of bales were determined by measuring and weighing. Straw bales and haylage bales were used for studies. Qualitative indicators were converted into dry matter content. Microwave drying according to Swedish University of Agricultural Sciences was used to determine the dry matter. Baler Welger reached better qualitative parameters of work. It was also demonstrated by statistical evaluation using Tukey test. It has clearly demonstrated that round baller Welger achieves significantly greater pressing than round baller Vicon. Greater difference was measured at baling straw. Difference was below the threshold of statistical significance during haylage baling. This difference shows favour of the round baller Welger. On the other hand baler Vicon requires lower input power.
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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.
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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Plechawska-Wojcik, Malgorzata, Marek Milosz, and Mariusz Dzieńkowski. "LESSONS LEARNED FROM THE PROJECT OF INTERDISCIPLINARY MASTER’S STUDIES DEVELOPMENT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2340.
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BOGDANOV, Plamen. "BIRTH, DEVELOPMENT AND CONCEPTS FOR THE USE OF AVIATION IN WARFARE BEFORE THE FIRST WORLD WAR." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.21.
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The following paper examines the emergence of the world's first ideas and attempts to create aircraft and master the third dimension. The creation and first use in warfare of aircraft lighter than air is analysed. The paper further studies the creation and development of the first aircraft heavier than air, as well as the first concepts for the use of aviation in warfare before the period prior to the First World War.
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Nascimento, Romulo, Eduardo Figueiredo, and Andre Hora. "Assessing JavaScript API Deprecation." In XI Congresso Brasileiro de Software: Teoria e Prática. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/cbsoft_estendido.2020.14616.
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Building an application using third-party libraries is a common practice in software development. As any other software system, code libraries and their APIs evolve over time. In order to help version migration and ensure backward compatibility, a recommended practice during development is to deprecate API. Although studies have been conducted to investigate deprecation in some programming languages, such as Java and C#, there are no detailed studies on API deprecation in the JavaScript ecosystem. The goal of this master research work is to investigate deprecation of JavaScript APIs. In a first assessment, we analyzed popular software projects to identify API deprecation occurrences and classify them. We are now conducting a survey study with developers to understand their thoughts and experiences on JavaScript API deprecation. Lastly, we plan to develop a set of JavaScript API deprecation guidelines based on this master research result. Initial results suggest that the use of deprecation mechanisms in JavaScript packages is low. However, we were able to identify five different approaches that developers primarily use to deprecate APIs in the studied projects. Among these solutions, deprecation utility (i.e., any sort of function specially written to aid deprecation) and code comments are the most common practices in JavaScript. Finally, we found that the rate of helpful message is high: 67% of the deprecation occurrences have replacement messages to support developers when migrating APIs.
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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
Reports on the topic "Master of Development Studies"
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Ohad, Nir, and Robert Fischer. Regulation of plant development by polycomb group proteins. United States Department of Agriculture, January 2008. http://dx.doi.org/10.32747/2008.7695858.bard.
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Our genetic and molecular studies have indicated that FIE a WD-repeat Polycomb group (PcG) protein takes part in multi-component protein complexes. We have shown that FIE PcG protein represses inappropriate programs of development during the reproductive and vegetative phases of the Arabidopsis life cycle. Moreover, we have shown that FIE represses the expression of key regulatory genes that promote flowering (AG and LFY), embryogenesis (LEC1), and shoot formation (KNAT1). These results suggest that the FIE PcG protein participates in the formation of distinct PcG complexes that repress inappropriate gene expression at different stages of plant development. PcG complexes modulate chromatin compactness by modifying histones and thereby regulate gene expression and imprinting. The main goals of our original project were to elucidate the biological functions of PcG proteins, and to understand the molecular mechanisms used by FIE PcG complexes to repress the expression of its gene targets. Our results show that the PcG complex acts within the central cell of the female gametophyte to maintain silencing of MEA paternal allele. Further more we uncovered a novel example of self-imprinting mechanism by the PgG complex. Based on results obtained in the cures of our research program we extended our proposed goals and elucidated the role of DME in regulating plant gene imprinting. We discovered that in addition to MEA,DME also imprints two other genes, FWA and FIS2. Activation of FWA and FIS2 coincides with a reduction in 5-methylcytosine in their respective promoters. Since endosperm is a terminally differentiated tissue, the methylation status in the FWA and FIS2 promoters does not need to be reestablished in the following generation. We proposed a “One-Way Control” model to highlight differences between plant and animal genomic imprinting. Thus we conclude that DEMETER is a master regulator of plant gene imprinting. Future studies of DME function will elucidate its role in processes and disease where DNA methylation has a key regulatory role both in plants and animals. Such information will provide valuable insight into developing novel strategies to control and improve agricultural traits and overcome particular human diseases.
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Loftin, Samuel R. Low Impact Development Master Plan. Office of Scientific and Technical Information (OSTI), October 2017. http://dx.doi.org/10.2172/1396152.
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Cleary, Ryder, Will Haga, Max Jenkins, Kelsee Miller, and Kenneth McDonald. Ebeye 2023: Comprehensive Capacity Development Master Plan. Fort Belvoir, VA: Defense Technical Information Center, July 2012. http://dx.doi.org/10.21236/ada576906.
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Berggren, Erik, ed. Master in Ethnic & Migration Studies: Migration from Ukraine. Linköping University Electronic Press, September 2022. http://dx.doi.org/10.3384/9789179295103.
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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). Every Spring we give the first-year students the task to apply their knowledge in migration and ethnic relations on a chosen topic. The report is produced during few weeks by the students themselves. This is the sixth issue of REMS – Reports from the Master of Arts program in Ethnic and Migration Studies. This year we focus on the ongoing war in Ukraine and specifically its consequences for Ukrainian refugees fleeing the war, as well as on the Swedish and European reception of refugees. We cover far from all, but some important, aspects of the ongoing catastrophe this war entails for everybody involved. Despite a feeling of powerlessness and despair when war takes over and seem to block our capacity to think and act, it is even more important that intellectuals, researchers, and students, stick to the pens and insist on trying to understand, continue to analyse and investigate what is going on.
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Fox, Andrea D. Development of Facilities Master Plan and Laboratory Renovation Project. Office of Scientific and Technical Information (OSTI), October 2011. http://dx.doi.org/10.2172/1040861.
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Chamovitz, Daniel, and Xing-Wang Deng. Morphogenesis and Light Signal Transduction in Plants: The p27 Subunit of the COP9-Complex. United States Department of Agriculture, 1997. http://dx.doi.org/10.32747/1997.7580666.bard.
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Plants monitor environmental signals and modulate their growth and development in a manner optimal for the prevailing light conditions. The mechanisms by which plants transduce light signals and integrate them with other environmental and developmental signals to regulate plant pattern development are beginning to be unraveled. A large body of knowledge has accumulated regarding the roles of specific photoreceptors in perceiving light signals, and about the downstream developmental responses responding to light (Batschauer, 1999; Chamovitz and Deng, 1996; Deng and Quail, 1999). Still, little is know about the molecular mechanisms connecting the photoreceptors to development, and how these developmental pathways are integrated with additional developmental regulatory pathways to modulate growth. The multi-subunit protein complex COP9 signalosome (previously referred to as the "COP9 complex") has a central role in mediating the light control of plant development, and in general developmental regulation. Arabidopsis mutants that lack this complex develop photomorphogenically even in the absence of light signals (reviewed in Chamovitz and Deng 1996, 1997). Various genetic studies have indicated that the COP9 signalosome acts at the nexus of upstream signals transduced from the individual photoreceptors, and specific downstream signaling pathways. Thus the COP9 signalosome was hypothesized to be a master repressor of photomorphogenesis, and that light acts to abrogate this repression. However, the COP9 signalosome has roles beyond the regulation of photomorphogenesis as all mutants lacking this complex die following early seedling development, and an essentially identical complex has also been detected in animal systems (Chamovitz and Deng, 1995; Seeger et al., 1998; Wei et al., 1998). Our long term objective is to determine the role of the COP9 signalosome in controlling plant development. In this research project we showed that this complex contains at least eight subunits (Karniol et al., 1998; Serino et al., 1999) and that the 27 kD subunit is encoded by the FUS5 locus (Karniol et al., 1999). The FUS5 subunit also has a role extraneous to the COP9 signalosome, and differential kinase activity has been implicated in regulating FUSS and the COP9 signalosome (Karniol et al., 1999). We have also shown that the COP9 signalosome may work together with the translational-regulator eIF3. Our study of the COP9 signalosome is one of the exciting examples of plant science leading the way to discoveries in basic animal science (Chamovitz and Deng, 1995; Karniol and Chamovitz, 2000; Wei and Deng, 1999).
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Fermi Research Alliance, Fermi Alliance. Muons Inc Master CRADA with Annex A for Magnetron Development. Office of Scientific and Technical Information (OSTI), July 2019. http://dx.doi.org/10.2172/1545998.
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Oliveira, Hugo, and Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.
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Review question / Objective: Main question: What is the current state of the art, on practical work, in science teaching at the pre-university level? Subquestions: a) What aspects are integrated into the concept of practical work? b) What are the advantages attributed to the development of practical work in science teaching? c) What types/strategies of assessment are carried out in the development of practical work? d) What are the disadvantages attributed to the development of practical work in science teaching? Eligibility criteria: Inclusion criteria: Complete and Open Access documents; Peer-reviewed studies; Studies developed on the teaching of science in pre-university teaching establishments; Publications written in English. Exclusion criteria: Systematic literature reviews; Graduation dissertations; Master's dissertations; Publications prior to 2011.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Allen, R. P., L. K. Fetrow, H. E. Kjarmo, and K. H. Pool. Decontamination solution development studies. Office of Scientific and Technical Information (OSTI), September 1993. http://dx.doi.org/10.2172/10102974.
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