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1
Shamroukh, Sharif S. "Role of Stand-Alone Business Entities in Sustaining Newly Established Nonprofit Organizations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7571.
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Thousands of newly established nonprofit organizations (NPOs) with long-lasting and needed missions disappear annually, which negatively impacts the nonprofit sector in general and the potential recipients of the discontinued NPOs' services. The purpose of this quantitative study was to examine the possible influence that the presence of a strategic resource development plan and the establishment of a stand-alone business entity have on the persistence of newly established NPOs that have long-lasting and needed missions in the United States within the context of the theoretical framework resource dependence theory. Research questions focused on the role of commercial activities, particularly the stand-alone business entity model, and the importance of strategic resource development on NPOs' sustainability within the first 5 years of existence. The study population consisted of NPOs that had disappeared within 5 years of existence and those that had remained active for more than 5 years. Data from a researcher-developed survey instrument were collected from 33 representatives of active organizations and 29 representatives of nonactive organizations. Chi-square tests of independence revealed that the strategic resource development plan and the commercial activities/stand-alone business entities were significantly associated with the sustainability of the NPOs. Findings may be used to promote the creation of a strategic resource development plan and/or a stand-alone business entity at the initial stages of NPOs' establishment to sustain their role and contributions in their communities.
2
van, Rensburg Rachel Janse. "Resource Description and Access (RDA): continuity in an ever-fluxing information age with reference to tertiary institutions in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6380.
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Magister Library and Information Studies - MLISAlthough Resource Description and Access (RDA) has been discussed extensively amongst the ranks of cataloguers internationally, no research on the perceptions of South African cataloguers was available at the time of this research. The aim of this study was to determine how well RDA was faring during the study's timeframe, to give a detailed description regarding cataloguer perceptions within a higher education setting in South Africa. Furthermore, to determine whether the implementation of RDA has overcome most of the limitations that AACR2 had within a digital environment, to identify advantages and/or perceived limitations of RDA as well as to assist cataloguers to adopt and implement the new standard effectively. The study employed a qualitative research design assisted by a phenomenological philosophy to gain insight into how cataloguers experienced the implementation and adoption of RDA by means of two concurrent web-based questionnaires. The study concluded that higher education cataloguing professionals residing in the Western Cape were decidedly positive towards the new cataloguing standard. Although there were some initial reservations, they were overcome to such an extent that ultimately no real limitations were identified, and that RDA has indeed overcome most of the limitations displayed by AACR2. Many advantages of RDA were identified, and participants expressed excitement about the future capabilities of RDA as it continues toward a link-data milieu, making library metadata more easily available.
3
Janse, van Rensburg Rachel. "Resource Description and Access (RDA): continuity in an ever-fluxing information age with reference to tertiary institutions in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6267.
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Magister Library and Information Studies - MLISAlthough Resource Description and Access (RDA) has been discussed extensively amongst the ranks of cataloguers internationally, no research on the perceptions of South African cataloguers was available at the time of this research. The aim of this study was to determine how well RDA was faring during the study's timeframe, to give a detailed description regarding cataloguer perceptions within a higher education setting in South Africa. Furthermore, to determine whether the implementation of RDA has overcome most of the limitations that AACR2 had within a digital environment, to identify advantages and/or perceived limitations of RDA as well as to assist cataloguers to adopt and implement the new standard effectively. The study employed a qualitative research design assisted by a phenomenological philosophy to gain insight into how cataloguers experienced the implementation and adoption of RDA by means of two concurrent web-based questionnaires. The study concluded that higher education cataloguing professionals residing in the Western Cape were decidedly positive towards the new cataloguing standard. Although there were some initial reservations, they were overcome to such an extent that ultimately no real limitations were identified, and that RDA has indeed overcome most of the limitations displayed by AACR2. Many advantages of RDA were identified, and participants expressed excitement about the future capabilities of RDA as it continues toward a link-data milieu, making library metadata more easily available. As this research has revealed a distinctly positive attitude from cataloguers' two main matters for future research remains, being: ? Why South African participants in this study voiced almost no perceived limitations to RDA as a cataloguing standard. Future research might be able to relay information regarding this trend, especially in the light that it was not a global phenomenon. ? A deeper look might have to be taken at how participants' experienced RDA training as this phenomenon might be closely linked to the reasons why the participants did not mention more limitations.
4
Ritsema, Roger. "Community and Economic Development in Arctic Canada (CEDAC) - A Qualitative Study of Resource Development Impacts on Economic and Social Systems in Pond Inlet, Nunavut." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31751.
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Climate change and global commodity demands have increased access to and feasibility of extracting natural resources in Arctic regions. As a result, Nunavut is now poised to compete on the global market for oil, gas, minerals, and precious metals. The impacts of increasing resource exploration and development activities on nearby communities therefore require study. In particular, new methodologies are needed to explore how adjacent communities can harness the economic potential of resource extraction toward goals of self-sufficiency, sustainability, and cultural continuity while minimizing the associated risks. Using the predominantly Inuit community of Pond Inlet, Nunavut, as a case study, this thesis uses an article format to introduce the Harvard Project on American Indian Economic Development’s ‘nation building’ conceptual framework, as well as a post-colonial theory to explore resource development in the Canadian Arctic context. The nation building framework is a well-established and validated approach to understanding economic development in Indigenous society that has been refined and used in hundreds of case studies over the past three decades. Based on interviews with residents and regional decision-makers, it was found that the community of Pond Inlet currently lacks the self-determination and effective institutions needed to implement local strategies for prosperity due to a number of complex factors, including educational and capacity deficiencies; infrastructure needs; as well as a centralized decision-making structure that poorly matches local culture and serves to alienate residents. As a result, the anticipated resource boom in Arctic Canada is in danger of indirectly repeating the colonial legacy of assimilation, this time justified by contemporary economic reasons, instead of providing the region with an inclusive, balanced economic development approach in line with local ideas for development and cultural continuity.This thesis follows the article format and is organized into four chapters: Chapter 1 is an introductory chapter. Chapter 2 is the first of two articles in the thesis titled: Community and Economic Development in Arctic Canada (CEDAC) – Understanding factors that contribute toward self-determined sustainable community development. Chapter 3 is the second of two articles in the thesis titled: Community and Economic Development in Arctic Canada (CEDAC) –
Mining in Nunavut: A new path to prosperity or re‐paving old paths of colonial rule?
Chapter 4 concludes the thesis.
5
Silverwood, James. "Punctuated equilibrium or the orthodox cycle? : change and continuity in UK macroeconomic policymaking." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:15396.
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This thesis provides a study of United Kingdom (UK) macroeconomic policy and economic ideas. Specifically, the thesis seeks to explore the reasons when and why UK macroeconomic policy and economic ideas exhibits change or continuity. The central contention of this thesis is that the model of punctuated equilibrium provides a flawed understanding and explanation of when and why policies and idea exhibit continuity and change in UK macroeconomic policymaking. In particular, the thesis seeks to fill two gaps in our existing knowledge of UK economic policymaking, which emerge from critical literature reviews. The first gap pertains to the need for greater specificity in our understanding and definition of orthodox UK macroeconomic policy. The second gap relates to the need for a superior understanding of when and why UK macroeconomic policy and economic ideas exhibits change and continuity. The original contribution of this thesis to the literature on UK economic policymaking arises from the two research findings generated in Chapters Three and Four, which are then tested in a series of case-study chapters in the second half of the thesis. The first research finding is the provision of greater precision in our understanding and definition of orthodox macroeconomic policy. The second research finding is the identification of a historical pattern in UK macroeconomic policymaking, which is named the orthodox cycle. The orthodox cycle utilises the new understanding and definition of orthodox macroeconomic policy to show the continuity of orthodox policy and ideas in UK macroeconomic policymaking, through a series of distinct phases, in the aftermath of crises and changes in government.
6
Rodriguez, Martinez Natalia. "Optimization of Flowline Scheduling vs. Balanced Resources and Task Continuity." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-21872.
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This master thesis is a study of the location-based management systems (LBMS) in construction projects. First, a review of the history of both the traditional (CPM, PERT) and the new methods (LBMS) set the basis of understanding for the need of changing the approach in planning. This change claims for an evolution from the activity-based planning to the location-based as a response to the change this production type has suffered, especially with the introduction of new philosophies as lean construction. As the scope of the thesis is limited, the focus will be mainly in the consequences towards task continuity and resource balance.With the development of LBMS have appeared also technical tools to support its implementation. Among these tools is VICO Office, a software developed to implement this new planning perspective. A case study is used in this thesis to exemplify the use of VICO Office and to see how the transition and optimization of a traditionally planned construction project can be undertaken. The case study is part of Skanska Norge AS portfolio in Oslo (Schweigårdsgate 21-23).
7
Huliaras, Asteris C. "The foreign policy of the Greek Socialists (1981-1986) : forces of continuity and change." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:13845.
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8
Kiemle, Gundi. "Reflective practice and continuing professional development among qualified clinical psychologists." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6695.
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Reflective Practice (RP) and Continuing Professional Development (CPD) have become key concepts in the post-qualification education and training of healthcare professionals, linked to maintaining and improving competence and fitness to practice in a modernised health service. There is little empirical research about this in relation to clinical psychologists. This qualitative study explored how clinical psychologists experience RP and CPD and apply this to their professional practice. A focus group generated the topics for 16 semi-structured interviews with a diverse range of qualified clinical psychologists practising in a Strategic Health Authority Region in England. Using Interpretative Phenomenological Analysis, four higher-order themes and associated sub-themes emerged: (1) clinical psychologists as reflective practitioners, including the understanding of reflection, influences on development, and reflection and professional identity; (2) the reflective space, including supervision, enablers and obstacles in reflective practice; (3) functions of CPD and reflection, including quality and enhanced service provision, safety and clinical governance, and professional requirements; and (4) linking reflection and CPD, including the link between reflection and action, reflective practice as CPD, and CPD and life-long learning. Seven second interviews were conducted for member-validation, and a final focus group was convened for triangulation and validation of the thematic analysis. The findings are related to the existing literature, and to learning theory and attachment theory. The relevance of this research is discussed in relation to clinical psychology practice and the implications for training and CPD. The importance of the present findings to the issue of the professional identity of clinical psychologists is outlined, and suggestions for future research are proposed.
9
Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.
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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation of the final questionnaire. In phase 2 of the study, the final instrument, including 256 identified resources, was developed, validated, and mailed to 220 experts in leadership development identified in the initial survey. A return of 88 (40%) of the questionnaires identified leadership development resources that selected experts rated as effective. The 19 instruments, 128 books or other printed materials, 32 audio or video tapes, and 77 programs identified through the initial survey were rated either "not effective", "somewhat effective", "effective", or "very effective" on a likert-type scale.
10
Al-Dajany, Manea K. "Continuity and change among the 'Utaiba tribe in the Al-Duwadmi province of Saudi Arabia : a socio-anthropological study." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:6678.
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This study explores the nature and extent of social change within Saudi Arabia since 1970, focusing on the 'Utaiba tribe living in Al-Duwadmi province. The research examines continuity and change in al'Urf (traditional customary law), the economic system, family structure and function, and social solidarity. Differences in attitudes, values and behaviour between younger and older generations are also investigated. A structural functional approach is adopted, which describes systems in terms of structures, mechanism, processes and functions. Particular attention is given to mechanisms of exchange by which social relationships are established and maintained. Participant observation, a questionnaire survey, and in-depth interviews were conducted in 316 households in Al-Duwadmi city and 8 of the surrounding villages, 4 agrarian and 4 semi-nomadic. The findings reveal many changes of lifestyle, though core values remain unchanged. Some al'Urf (traditional laws) continue to be observed, with modification, though there has been an erosion of the authority of tribal leaders, especially over the younger people. Social solidarity remains strong, the motive for exchange being religious as well as instrumental. The 'Utaiba have benefited from the wider occupational opportunities brought by settlement and development, though they still cling to camel breeding as a source of status and symbol of identity. Various traditional crafts are declining under competition from mass-produced products, but education is making wider opportunities available to them. Increased reliance on hired foreign workers brings new cultural influences. Despite changes in fashions and customs related to marriage and new forms of leisure, especially for the young, family solidarity and influence are essentially unchanged. Marriages are still mainly endogamous and residence patrilocal. Overall economic and technological development have changed many aspects of 'Utaiba life, but have not challenged their Islamic values, social solidarity or sense of Beduw (Bedouin) identity.
11
Pettersson, Siri. "The Journey of Resources : Archaeobotanical analysis of late Iron Age and medieval Sigtuna, Sweden." Thesis, Uppsala universitet, Institutionen för arkeologi och antik historia, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387843.
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Traditional agriculture has played an important role in shaping the landscape for thousands of years. Agriculture and interactions between humans and their surroundings have changed since the beginning of historic time in Sweden, approximately 1000 years ago. Through botanical macrofossil analysis of plant remnants found in an urban ditch in Sigtuna, Sweden, I examine which natural landscapes the town’s inhabitants may have interacted with in terms of resource collection in the beginning of the Medieval period. The results showed indications of predominantly nutritious wet grassland habitats, but also dry grassland and forests, as well as remnants of urban and cultivated species. The species indicate that the resources may have been used as winter fodder for animals, but possibly also as sustenance for humans as well as building material. The results indicated little change over time, regarding which landscape types were interacted with, but there were possible indications of a decrease in grassland resource collection in the youngest sample from 1150 A.D. Further research is needed to understand the indication. The material indicates that the Cyperaceae family will be instrumental in continuing this research.
12
Tame, Susan Louise. "Continuing professional education : the experiences and perceptions of nurses working in perioperative patient care." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:2176.
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This thesis presents a holistic description of perioperative nurses' experiences and perceptions of continuing professional education (CPE), from their decisions to study and experiences as students, to the outcomes realised from formal post-registration university courses. Some studies have explored CPE holistically; however these did not include perioperative nurses, whose views may differ from colleagues working in other specialities due to the patriarchal nature of the theatre environment. A descriptive qualitative approach was adopted and 23 unstructured interviews were conducted with 23 perioperative nurses who had recent experience of CPE. Audio-taped interviews were transcribed fully into the Ethnograph, and the data coded and analysed using both Seidel's (1998) and Dey's (1993) models for data analysis. Four themes emerged: 1) 'Background', including managers' attitudes and cultural discourses 2) 'Going In', relating to motivations and deterrents in accessing CPE 3) 'Process', including participants' experiences as students and 4) 'Going Out', describing the personal, professional and practice outcomes which resulted. Findings relating to motivations, barriers and outcomes reflected those of previous studies. Local cultures within theatres appeared to promote practical skills above academic qualifications, with managers controlling access to CPE, and horizontal violence experienced by nurses who traversed dominant cultural discourses. Participants perceived the possession of student cards as symbolic of a raised social status. Formal study did not impact directly on practice, however the development of increased confidence appeared to facilitate participants' collaboration with, and questioning of, medical colleagues and was attributed to indirectly enhancing patient care. The extent to which participants revealed their CPE lay on a continuum from telling all colleagues they were studying (public study) through to telling no one (secret study). Participants indicated the extent to which CPE was revealed, or kept secret, was crucial, based on the prevailing cultural discourse, their own academic confidence, and potential ramifications should they be unsuccessful. This study is the first to attribute significance to the concept of 'secret study'. This work contributes to the knowledge relating to CPE: It confirms the transferability of existing literature relating to motivations, barriers and outcomes of formal study to the perioperative setting, and advances knowledge with regard to participants' perceptions of their student status, and the development of inter-professional relationships following CPE. Further research is required to explore the concept of secret study, and to indicate whether the findings are transferable to areas outside of the perioperative setting. The findings are of significance to nurses working in practice, and educators involved in designing and delivering post-registration formal courses to perioperative nurses.
13
Jantawat, Piroon. "An evaluation of continuing professional development for public secondary school teachers in Chiang Mai, Thailand." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:10449.
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Continuing Professional Development (CPD) for teachers is considered as an essential requirement in Education. In Thailand, the government has made an attempt to develop teachers through a scheme of CPD, which is seen as not yet reaching its intended goals. The aim of this study, therefore, is to examine the provision of CPD in Thailand and to search for practical ideas for CPD of teachers in the country. An investigation was carried out of the perceptions of public secondary school teachers and school administrators toward CPD for teachers in Chiang Mai, Thailand. The objectives were to highlight teachers' perception ofCPD, to study the needs of teachers, to explore the opportunities of CPD available for teachers, to reveal influential factors upon teachers, to investigate the problems and obstacles facing teachers, and to examine schools' problems, supports and school administrators' opinions toward CPD for teachers. The major fmdings were: 1) the teachers saw CPD as an important part of the teaching career; 2) the needs of teachers for CPD were high; 3) teachers do not have equal opportunities in CPD; 4) teachers were influenced by school administrators and education policy; 5) fmance is a major problem for teachers 'in CPD; 6) schools did not give enough support to teachers in CPD because the schools were lack of budget and planning, and school administrators viewed teacher development as an unimportant issue. Based on these findings, it is recommended that: the management system of CPD must be improved; follow,.up assessment activities should be conducted; opportunities of CPD should be widely opened to all teachers; and promotion, genuine supports, clear information and achievable incentives should be offered in order to encourage teachers to engage in continuing professional development.
14
Ragué, Maxime. "Dynamiques spatiale et temporelle des paysages agricoles : conséquences sur les interactions plantes-pollinisateurs et la pollinisation." Thesis, La Rochelle, 2021. http://www.theses.fr/2021LAROS033.
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Le maintien des insectes pollinisateurs en milieu agricole est essentiel car ils pollinisent les plantes sauvages et cultivées, il peut reposer sur l’augmentation de la disponibilité des ressources florales. Les cultures à floraison massive (CFM) fournissent des ressources abondantes et de façon discontinue dans le temps, au contraire des prairies et des plantes adventices présentes dans les cultures. Cet aspect temporel a été peu étudié alors que les paysages agricoles sont caractérisés par une dynamique temporelle importante du fait des successions culturales. L’objectif de la thèse est de comprendre l’effet de la distribution spatiale et temporelle des ressources florales dans les paysages agricoles sur les interactions plantes-pollinisateurs et la pollinisation. Nous montrons que les CFM au pic de floraison attirent les pollinisateurs sauvages des prairies et l’abeille domestique et supportent ainsi la fonction de pollinisation à cette période. Au sein des CFM, l’abeille domestique consomme les ressources fournies par les cultures préférentiellement en bordure de parcelle, et semble exclure les pollinisateurs sauvages des fleurs cultivées ceux-ci sont alors maintenus par les plantes adventices. A la fin de la floraison des CFM, les pollinisateurs dispersent vers les prairies et les céréales qui supportent ainsi la pollinisation. A cette période, les plantes adventices à travers leur abondance dans les céréales, et leur diversité dans les prairies supportent les pollinisateurs sauvages. La persistance des pollinisateurs et de la pollinisation dans les paysages agricoles, repose sur (i) le maintien des prairies et des plantes adventices qui assurent la continuité spatio-temporelle de la disponibilité en ressources florales, (ii) les CFM qui supplémentent les paysages en ressources florales, et (iii) la réduction de la taille des parcelles qui facilite l’accès aux ressources florales. Ces mesures sont compatibles avec la production agricoleMaintaining insect pollinators in farmland is essential for ensuring the pollination of crops and wild plants. This partly relies on the increase of floral resource availability. Mass flowering crops (MFC) provide a high amount of resources, but on a short period of time contrary to grasslands or weeds sheltered in fields. This temporal aspect is rarely studied, although it might be crucial in the maintenance of pollinators and insect pollination over the season. The aim of the thesis is to understand how the spatial and temporal distribution of the floral resources in farmland influence plant-pollinator interactions and pollination. Our results indicate that MFC at their peak flowering period, attract wild pollinators from grasslands and the honeybee; thus, supporting the pollination function. Within MFC, the honeybee preferentially consumes floral resources provided by crops, and may exclude wild pollinators from crop flowers which therefore foraged on weeds. After MFC flowering, pollinator insects spillover to grasslands and cereals which support pollination. Weeds, through their diversity in grasslands, and through their abundance in cereals support wild pollinators at this time period. The persistence of pollinators and pollination in farmland landscapes is based on (i) the maintenance of grasslands and weeds that ensure the spatio-temporal continuity of floral resources, (ii) MFC that supplement the landscapes in floral resources, and (iii) the reduction of field size that facilitates the access to the floral resources. Such measures appear to be compatible with crop production
15
Hagmark, Hanna Charlotta. "Women in maritime communities : a socio-historical study of continuity and change in the domestic lives of seafarer's wives in the Åland Islands, from 1930 into the new millenium." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5544.
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Bainton, Nicholas Alexander. "Virtuous sociality and other fantasies pursuing mining, capital and cultural continuity in Lihir, Papua New Guinea /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003343.
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Kola, Trevor Tebogo. "Mineral Beneficiation : a continuing African paradox or a panacea for economic growth and skills development." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/71589.
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Africa is rich with plentiful mineral resources, yet it is a continent associated with underdevelopment, low economic growth and unskilled labour. Arguments abound that if developing countries added more value to their commodities locally, rather than exporting them to other countries in a raw and unprocessed format, their key economic indicators, such as employment and economic growth, would be enhanced. This study explored debates by scholars and policymakers, who either support or are against the position that mineral beneficiation is a panacea to Africa’s economic challenges. The study explored arguments by scholars and policymakers as to why African countries fail to pursue mineral beneficiation which has subsequently relegated their economies to the bottom end of economic development. The research explored how International Relations (IR) scholars in the past tried to define development. These debates on development were explored using the theoretical frameworks of modernisation and dependency. The study found that these debates, have highlighted the important role which mineral resources play in international relations. Diplomacy and foreign policy were found to be key aspects in the debates on mineral beneficiation in the continent.
The study employed a qualitative research approach to explore arguments by scholars and policymakers on whether the continent should beneficiate its mineral resources. Data was collected, analysed and categorised. The findings of the research were discussed based on the themes which emerged from the literature reviewed.
The study focused on whether by beneficiating minerals locally, the continent could realise sustainable economic growth for its citizens. The study explored whether debates by scholars, mining industry and government policymakers could dispel or support the argument that mineral beneficiation is a panacea for sustainable economic growth and skills development in the continent. The study found that debates on whether African governments should beneficiate their abundant mineral resources will continue to evolve and develop.
Key words: mineral resources; underdevelopment; economic growth; mineral beneficiation; comparative advantage; skills development; employment creation, diplomacy, resource diplomacy, upstream and downstream linkages.Mini Dissertation (MA)--University of Pretoria, 2019.
University of Pretoria
Political Sciences
MA
Unrestricted
18
Plaskoff, Joshua Adam. "Learn or die covenantal communities as a new approach to human resource development /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331281.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4302. Adviser: Thomas Schwen.
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Huseynov, Elmar. "Change And Continuity In Russian Foreign Policy Towards Azerbaijan In The Post-soviet Era." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606384/index.pdf.
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This thesis analyzes Russian foreign policy towards Azerbaijan in the post-Soviet era. The dissolution of the Soviet Union paved the way for the independence of Azerbaijan. This development necessitated the redefinition of the relationship between Russia and Azerbaijan. However, post-Soviet Russia was reluctant to treat Azerbaijan as a fully independent state that could develop its relations other states freely. In this way, Moscow sought to keep Azerbaijan under its own sphere of influence. To this purpose, Russia used its influence in the Nagorno-Karabakh conflict and the development of the Caspian Sea energy resources as its two main policy instruments for controlling Azerbaijan. When Vladimir Putin was elected as the President of Russia in 2000, it was not clear whether the previous Russian foreign policy towards Azerbaijan would continue as in the past or change. The developments between 2000 and 2005 show that Vladimir Putin changed the previous Russian stance on the Caspian Sea energy resources and took more collaborative posture towards Azerbaijan. However, Putin continued the earlier Russian position on the Nagorno-Karabakh conflict. This study argues that there has been both change and continuity in Russian foreign policy towards Azerbaijan since Vladimir Putin&rsquos rise to Russia&rsquo
s presidency in 2000. In this sense, Russian foreign policy under Putin could be conceptualized mainly as a pragmatic foreign policy. This conceptualization makes it possible to identify both change and continuity in Russian foreign policy towards Azerbaijan.
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Stokes, Carmeda L. "A Case Study Understanding Employability Through the Lens of Human Resource Executives." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589403.
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The purpose of this qualitative multiple case study was to examine HR executives' perspectives on employability enhancement for employees and how it is operationalized in their workplace. The exploratory questions that guided the study were, What are the perspectives of HR executives regarding employability enhancement for employees, and In what ways and under what conditions is organizational support of employability enhancement demonstrated through workplace learning initiatives? The conceptual framework for this study is based on Clarke and Patrickson's (2008) list of assumptions concerning employability as the premise for the new employment contract.
Data collected consisted of background questionnaires, semi-structured interviews, organizational documents, and researcher reflective journal notes. Cross case analysis yielded four major themes of "Shared Responsibility," "The Power of Learning Attitude," "Assessment for Growth," and "Resource Availability." These four themes include discussions of the roles and responsibilities for employability, desired employee learning attitudes, recommended assessment activities, and conditions affecting development opportunities provided by organizations. Implications for organizations, their employees, and HRD professionals are described. This study contributes empirical research on today's employment contract based on an employability model from the organization's perspective. It also adds to the body of literature on employability rarely focused on, employability enhancement for employees.
21
Yalof, Barbara. "Marshaling Resources| A Classic Grounded Theory Study of Online Learners." Northcentral University, 2013.
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22
Lonzo, Lavonia Lonzo. "Adult Public Library Patrons' Perceptions of an Academic Library E-Learning Resource." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5370.
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Many Americans lack the skills required to use public access computers and the Internet at public libraries (PLs). Staff members of a PL in the Midwestern United States provide basic computer training to support patrons' Internet and public access computer use. However, adult patrons who are beyond the basic skills level and those with sensory-disabilities are underserved. The purpose of this qualitative single-case study was to understand how an academic library's information literacy e-resource affected the PL's adult patrons' learning based on the perceptions of adult patrons at a PL. Kling's social informatics served as the study's conceptual framework and the research questions centered on how academic library's e-resource affected the participants' learning. Purposive homogeneous sampling was used to identify 10 participants over the age of 18 who were patrons at the target site. Data were collected using observations, semi structured interviews, and document review. The data were analyzed using coding and structural analysis. Themes supporting the findings of an academic e-resource affecting the participants' learning included standards-based e-resource sharing across library types, digital exclusion, digital inclusion, change, and innovation. A white paper was developed including a summary of the findings and the recommendation that library leaders adopt the academic library's e-resource system to improve access and to support individuals who have sensory disabilities as well as patrons beyond the basic skills level at the study site. The implications for social change include enhanced e-services and the potential expansion of the patron base to include underserved stakeholders within the urban PL community.
23
Noble-Jones, Rhian Wyn. "Modelling the development of an online learning resource by health care professionals." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7389/.
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The aim of this study was to model the process of development for an Online Learning Resource (OLR) by Health Care Professionals (HCPs) to meet lymphoedema-related educational needs, within an asset-based management context. Previous research has shown that HCPs have unmet educational needs in relation to lymphoedema but details on their specific nature or context were lacking. Against this background, the study was conducted in two distinct but complementary phases. In Phase 1, a national survey was conducted of HCPs predominantly in community, oncology and palliative care services, followed by focus group discussions with a sample of respondents. In Phase 2, lymphoedema specialists (LSs) used an action research approach to design and implement an OLR to meet the needs identified in Phase 1. Study findings were analysed using descriptive statistics (Phase 1), and framework, thematic and dialectic analysis to explore their potential to inform future service development and education theory. Unmet educational need was found to be specific to health care setting and professional group. These resulted in HCPs feeling poorly-equipped to diagnose and manage lymphoedema. Of concern, when identified, lymphoedema was sometimes buried for fear of overwhelming stretched services. An OLR was identified as a means of addressing the unmet educational needs. This was successfully developed and implemented with minimal additional resources. The process model created has the potential to inform contemporary leadership theory in asset-based management contexts. This doctoral research makes a timely contribution to leadership theory since the resource constraints underpinning much of the contribution has salience to current public services. The process model created has the potential to inform contemporary leadership theory in asset-based management contexts. Further study of a leadership style which incorporates cognisance of Cognitive Load Theory and Self-Determination Theory is suggested. In addition, the detailed reporting of process and how this facilitated learning for participants contributes to workplace education theory.
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Langel, Julia Jeannette. "An exploratory study of resource selection and evaluation by self-directed leisure learners who participate in online learning communities." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/7083.
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Doctor of PhilosophyDepartment of Foundations and Adult Education
Sarah Jane Fishback
There have been two classic models of the way self-directed learners organize their learning experiences – a planning model, discussed by researchers such as Tough (1971) and Knowles (1975), which considers self-directed learners to be actively and deliberately planning their learning projects, and an environmental model, proposed by Spear and Mocker (1984), which considers these learners to be strongly influenced by what they called the organizing circumstance. Later researchers have found support for both models. Both models posit that learning resources play an important role for self-directed learners, but there hasn’t been much research specifically looking at how learners make resource decisions. For this project, the researcher recruited 13 women from online sewing communities who had reported obtaining a particular hard-to-find sewing resource and interviewed them about their resource decisions and resource libraries. The project asked the questions of how self-directed learners are planning, the criteria they use to choose learning resources, how an environment of plentiful resources and the internet affect these choices, and how learners evaluate their resources. The researcher found that this particular group of learners are conscious only of doing short-term, project-by-project, planning, but reveal another, unconscious level of building mental maps of their entire field of interest, including judgments of their personal interests and evaluations of their personal skill sets. These learners enjoy this learning, and consider their resources to be treats as well as references; they seek relevant content, novelty, and intellectual challenge. They are strongly influenced by their communities, both local and online, but maintain independence in their learning choices.
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Tyson, Deonte Rashawn. "How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development| A multiple case study in suburban North Carolina." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641479.
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This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1 public charter) in the Charlotte Metro area. The analysis of qualitative data provided by school leader interviews revealed the process by which school leaders determined professional development for teachers in their respective schools. Descriptive quantitative data was gathered through teacher questionnaires about their professional development needs/desires and their perceptions on how school leaders took those into account when planning professional development. In both schools, leaders indicated they try to balance school and district needs with the needs of individual teachers when planning teacher professional development, and teacher perceptions of how leaders determine professional development were generally aligned with leader reports. While the majority of teachers at both schools communicated an overall satisfaction with professional development, teacher respondents at the traditional public school expressed higher levels of agreement to being satisfied with professional development and that their needs were being met. Implications of the study’s findings include a focus on teacher collaboration as an integral part of professional development, as well as the need for teacher input in the professional development planning process.
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Ellery, Jane. "Delivering continuing education in health education using self-directed computer-mediated instruction [electronic resource] : moving from intention to action / by Jane Ellery." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000052.
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Thimrén, Linnéa. "Characters as Resources : How Players Relate to Characters in Crusader Kings II." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13746.
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In this study, an overview is presented regarding how the mechanics in a resource-based game, specifically Crusader Kings II (Paradox Development Studio 2012), might affect the player's connection to the characters in the game. The study introduces conventions prevalent in grand strategy games, roleplaying games as well as literature theory. Participants of the study played two different versions of a mod for Crusader Kings II (2012), and were interviewed, to find indications for how different players related to characters in the game, what mechanics they valued, and their view on the characters themselves. The conclusions that are reached in the study indicated that there are mechanics in the game that influence the player’s connection to the characters, but that it is, to a certain degree, up to the player as to what extent they are used or employed.
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Plakhotnik, Maria S. "How Employees with Different National Identities Experience a Geocentric Organizational Culture of a Global Corporation: A Phenomenological Study." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/319.
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A global corporation values both profitability and social acceptance; its units mutually negotiate governance and represent a highly interdependent network where centers of excellence and high-potential employees are identified regardless of geographic locations. These companies try to build geocentric, or “world oriented” (Marquardt, 1999, p. 20), organizational cultures. Such culture “transcends cultural differences and establishes ‘beacons’ – values and attitudes – that are comprehensive and compelling” (Kets de Vries & Florent-Treacy, 2002, p. 299) for all employees, regardless of their national origins. Creating a geocentric organizational culture involves transforming each employee’s mindset, beliefs, and behaviors so that he/she can become “a world citizen in spite of having a national identity” (Marquardt, 1999, p. 47). The purpose of this phenomenological study was to explore how employees with different national identities experience a geocentric organizational culture of a global corporation. Phenomenological research aims to understand “how people experience some phenomenon—how they perceive it, describe it, feel about it, judge it, remember it, make sense of it, and talk about it with others” (Patton, 2002, p. 104). Twelve participants were selected using criteria, convenience, and snow-ball sampling strategies. A semi-structured interview guide was used to collect data. Data were analyzed inductively, using Moustakas’s (1994) Modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data. The participants in this study experienced a geocentric organizational culture of a global corporation as on in which they felt connected, valued, and growing personally and professionally. The participants felt connected to the companies via business goals and social responsibility. The participants felt valued by the company because their creativity was welcomed and they could contribute to the corporation certain unique knowledge of the culture and language of their native countries. The participants felt growing personally and professionally due to the professional development opportunities, cross-cultural awareness, and perspective consciousness. Based on the findings from this study, a model of a geocentric organizational culture of a global corporation: An employee perspective is proposed. Implications for research and practice conclude this study.
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Smith, Carla Breedlove. "Aligning Human Resource Development with the Strategic Priorities of Healthcare Organizations: The CFO Perspective." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4583.
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Burton, Linda Kramer. "The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1896.
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This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method.
Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system.
Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores.
It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability.
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Hanna, Elaine W. "An exploratory study of information resources used by small manufacturing owners in managing the business in Sedgwick County, Kansas." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/309.
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Bernier, Judith D. "A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/299.
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This phenomenological study explored how West Indian professionals in South Florida perceive their career construction. The study used Savickas’s (2005) theory of career construction as its theoretical framework. Semi-structured interviews were conducted, transcribed, and analyzed for 15 West Indian professionals, who self-identified as West Indians and met all the criteria for this study. Interview data were analyzed using inductive, deductive, and comparative analyses. Five themes emerged from the inductive analysis of the data: (a) vocational influences, (b) adjustment challenges, (c) employment patterns, (d) career mobility patterns, and (d) career success perceptions. The theory of career construction guided the deductive analysis. The deductive analysis revealed that both extrinsic and intrinsic influences were equally influential in shaping the participants’ vocational personalities. The deductive analysis also revealed that the participants used three of the career adaptive dimensions: career concern, control, and confidence. Career concern manifested as planning for the future through educational attainment and performing meaningful work. Career control manifested as continuous learning and maintaining secondary careers. Career confidence manifested as self-efficacy expectations, beliefs about one’s ability to perform a behavior that produces desired outcomes. The participants’ life themes or challenges included navigating their identity, starting over, and adjusting to their environment. The comparative analysis revealed that all five themes from the inductive analysis were evident in each of the three tenets of Savickas’s (2005) career construction theory (i.e., vocational personality, career adaptability, and life themes). Career compromises emerged as coping behavior to facilitate the participants’ social and occupational integration. The findings of this study imply that the participants constructed their sense of self in relation to those around them and that their vocational behaviors tend to mobilize and reinforce a mixture of personality and ability. The findings also imply that the participants’ decision-making style and habitual pattern of decision making, may be embedded in their culturally norms, producing a specific cognitive style. Finally, the findings imply that the participants’ career adaptive dimensions were grounded in their attitudes, beliefs, and competencies and overall self-concept. Recommendations for further research are given.
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Beard, Jeffrey L. "Theoretical framework for determinants of A/E/C firm value, strategy and continuity: an analysis incorporating corporeal, volitional and knowledge assets." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/43605.
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This research project endeavors to frame a methodology that can be used to categorize firm value strategies (production logics) and choices of factor inputs (tangible and intangible assets), which are used to fuel production cycles for goods and services outputs. A secondary goal of the research is to attempt to determine what asset group combinations (resources) are combined by various classes of firms to produce sustainable outcomes for the A/E/C firms in the survey.
The National Bureau of Economic Research recently issued a system of national accounts (acknowledging both tangible and intangible assets) that reflects the macro-economy but at the same juncture, lamented the fact that a firm-level micro-economic schema did not exist to mirror the national system. This study makes an effort to redress that void by investigating how such a system of accounts - measured on the input side of the ledger -- could begin to fill in a gap in information and understanding as pointed out by participants in the National Academy of Sciences symposium of 2009 entitled "Intangible Assets: Measuring and Enhancing Their Contribution to Corporate Value and Growth."
In brief, the research represents an effort to make a contribution to a growing body of knowledge about intangible assets by solidifying a framework within which both tangible and intangible assets may be more appropriately conceptualized and more adequately measured for purposes of current and future investigations. The research also provides a methodology for beginning to understand how some design and construction industry firms rely on specific asset categories for operating success, corporate stock value and business continuity. It is conceivable that managers would use a variation of the methodology to better balance ongoing investments in their firm's portfolio of tangible and intangible resources.
The mixed methods used in this research support the following conclusions:
1) In terms of rank order of asset deployment categories by firms, intangible assets appear to have a modest edge over tangible assets for deployment by value shop firms (architecctural and engineering design firms), but these emphases are not consistent among value chain-oriented (construction) firms.
2) Although pronounced differences were expected, there was little evidence of differences in rank order of asset category accumulation and deployment by firms (according to the Delphi panel) regardless of whether the firm was focused on continuity and longevity or (alternatively) short-term profit maximization.
3) Because of their ambidexterity in production logic, the expert panel had difficulty placing EPC (Engineer - Procure - Construct), design-build and integrated services firms in a single Stabell - Fjeldstad value logic category, and a new composite category was posited based on Delphi panel feedback.
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Visagie, Martha Jacoba. "Review of two sustainability learning programmes for industrial settings in relation to emerging green learning aspects." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017360.
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Driven by the needs of growing populations, industrial and governing powers are successfully accelerating the rate of industrial consumption, production and employment as if the earth’s resources are in unlimited supply. In contrast, a range of international sustainable development forums, inspired by visionary individuals, have made significant progress in creating awareness that the footprint of human activity is exceeding the earth’s sink and source capacity; and educating people in government, workplaces and communities to slow down industrial consumption and clean up production. Turning around conventional and short sighted ‘business as usual’ logic, and directing economies toward greener, long-term sustainability outcomes, still meet with resistance and hidden unsustainable agendas. The ‘green economy’ drive nevertheless since 2008 attracts financial and human resources and bold action in favour of more sustainable management of human-nature relations. The sustainable development movement for example advocates a ‘triple bottom line’ approach, holding that socially and ecologically responsible economic development would be sustainable. The sustainability movement has attained significant buy-in among governments and business communities. It forms the under-labouring philosophy of the programmes reviewed in this case study. The thesis reviews social-economic events paving the way for a global green economy. Taking a leadership role in the sustainable development movement the United Nations (UN) and the Organisation for Economic Co-Operation and Development (OECD) concurred to respond to the 2008 world-wide economic meltdown with a two-pronged ‘Green New Deal’ (UNEP, 2008). The Green New Deal financial package helps restore multi-national economic growth, employment and markets while re-shaping economies to follow an ecologically and socially responsible growth trajectory. South Africa implements green economy principles as part of the 2010 The New Growth Path overarching policy framework, with an implementation strategy embedded in the 2011 National Development Plan (NDP) (RSA. The Presidency, 2010; 2011). The New Growth Path emphasises that the transformation of South Africa’s un-sustainable economic and educational legacy to a more sustainable future is not expected to follow a smooth, linear process. The transition to a green economy is rather expected to be an event of “… noisy, healthy democracy” (RSA. The Presidency, 2010). A green, low carbon economy particularly constitutes a pledge to slow down and turn the human induced climate change trajectory around. McKinsey (2009) argues that this pledge is attainable on a world-wide scale, as sufficient and suitable environmentally sound techniques and technologies are already in place. Attaining buy-in from business stakeholders toward re-thinking and amending an economy’s self-defying large environmental footprint (inclusive of carbon, water and waste footprints) however requires education starting with awarenessraising followed by educational programmes and official curricula aimed at implementation and continuous improvement of green practices in day to day ‘doings and beings’ (Sen, 1997). This study at implementation level reviews two green economy training programmes and their emergence in South Africa around this rationale. The awareness generation and training programmes elected as case study examples are the ‘Resource Efficient and Cleaner Production’ (RECP) and ‘Industrial Energy Efficiency’ (IEE) programmes, of the hosting agency National Cleaner Production Centre of South Africa (NCPC-SA). The RECP and IEE teams reach out to decision makers, engineers and artisans at industrial workplaces and workplace related events to add green competences to their business-as-usual skill sets. Implementing green options in industry typically slows down industrial scale resource consumption, pollution, waste generation and green-house gas (GHG) emissions while optimising resource productivity and enterprise excellence. Optimised supply side systems allow industry to reduce energy and material intensity of products thus reducing cost and producing more with less. In transitioning to a ‘Green GDP’ economy South Africa is awakening to the reality that natural resources constitute the original, albeit limited feedstock for growth and employment. The RECP and IEE approach also contribute to reduction of industrial waste, waste-to-landfill, and energy and resource security. Literature reviewed for this research provides evidence that the green economy’s triple bottom line philosophy is quantifiable thus manageable. A range of green economy management tools are emerging, including guidelines for carbon, water and environmental footprinting and the green-house gas abatement cost curve (see section 2.2.5) (McKinsey and Company, 2009). Transitioning from business as usual to ecologically sustainable industrial sectors however requires visionary, educated leadership, willing and capable of introducing modern and more efficient techniques and technologies. The boundaries of this half thesis embrace the globally and historically significant Tbilisi Declaration and other education and sustainable development agreements produced by United Nations and OECD mechanisms. Participating nations like South Africa incorporate the essence of these agreements into domestic policies and strategies, and align industries to remain competitive in international markets, which are increasingly enforcing green standards like ISO 14001 and ISO 50001. The focus of this case study guided by inductive, abductive and retroductive inference is to understand how the two sustainability learning programmes for people in industrial workplaces, supported by the United Nations Industrial Development Organisation (UNIDO) and relevant donors, and overseen by the South African Department of Trade and Industry (the dti), relate to emerging green learning aspects. Producing a review of this nature requires a framework of laterally understanding emerging green learning aspects, for which I have reviewed green economy literature and also green learning and conventional education and training literature respectively. Themes emerging from the literature review informed an analytical instrument (questionnaire) in Phase One. In Phase Two the questionnaire was applied through nested case study methodology to show how the educational content and approaches of the RECP and IEE programmes relate to emerging green learning aspects and as such is suitable for mainstreaming in the national educational system. From an explicit educational perspective potential partners for collaboration include the Department of Higher Education and Training (DHET) the South African Qualifications Authority’s (SAQA’s) Quality Council for Trades and Occupations (QCTO) and the Sector Education and Training Authorities (SETAs) representing the training needs of the industrial workforce but affiliated to QCTO and SAQA. In the extended scenario the NCPC-SA as a dti programme recognises the Department of Environmental Affairs (DEA) as lead agency guiding implementation of South Africa’s green economy, and specifically DEA’s National Environmental Sector Skills Planning Forum (NESPF), a national leader in green skills development in South Africa, as conduit for productively mainstreaming relevant RECP and IEE content and approaches toward green skills development for the green economy.
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Jackson, Holly D. "Revealing the Human Resource Development Discourse: A Mixed Methods Study of Similarities and Differences in Academic and Practitioner Language, or Labels-in-Use." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6062.
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Woven within the pages of HRD’s historical literature, a variety of scholarly voices can be found drawing attention to the increasing inconsistency in the language of the field. Within the literature, we also find evidence of a long-standing discord and debate regarding the field’s definition and identified boundaries. This is the first study that attempts to elevate the conversation of HRD’s definition to that of an exploration of what is shared, and what makes the discipline’s members unique. Utilizing Li’s (2009) lens of disciplinary identity and elements of Gee’s (1999) theory of Discourse, this study presents a concept of what HRD’s disciplinary identity may look like at the macro level. This study also investigates the construct from both the academic and practitioner lens, in an attempt to include perspectives and influences at the micro level regarding the discipline’s enacted identity in both scholarship and practice, which may aid the relationship between theory and practice.
Embedded within the larger aim of this study was the goal of revealing current similarities and differences in academic and practitioner labels-in-use within the field of Human Resource Development. To that end, this study employed an explanatory sequential mixed methods design that began with a quantitative collection and analysis of text from the Association for Talent Development’s (ATD) website and the Academy of Human Resource Development’s (AHRD) website. A second, qualitative phase was then conducted consisting of interviews of a diverse group of academics and practitioners from institutional/organizational contexts that were believed to provide greater insight into the potential contextual nuances behind the quantitative results. Mixed analyses of the quantitative and qualitative findings found a variance in the language-in-use, as well as indications that the discipline’s espoused identity may not reflect what is actually lived. These findings also suggest insights into the discipline’s social actions and interactions at the micro level, providing support for a proposed cultural model of HRD at the macro level. Although this study is a first step in trying to better understand HRD’s language-in-use and overall disciplinary identity, it also provides evidence that viewing HRD’s language-in-use in this way warrants further investigation.
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Placencia, Nikki J. "Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560.
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Ivanyuk, Lyudmyla. "LEARNING TO WRITE IN AN ACADEMIC GENRE: ADULT ENGLISH LEARNERS’ USE OF SOCIOCULTURAL RESOURCES." UKnowledge, 2019. https://uknowledge.uky.edu/edc_etds/26.
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In this multiple case study, I examined what types of sociocultural resources adult English learners brought with them from their previous contexts and what new resources they drew upon in the U.S. while learning to write in the essay genre. The study also identified how the participants chose to use previous and new sociocultural resources as mediated by the essay genre in the U.S. The following research foci shaped this study: (1) What types of sociocultural resources do adult English learners use while learning to write in the essay genre prior to and after their arrival in the U.S.? (2) How does the essay genre mediate adult English learners’ choices about sociocultural resources in the U.S.?
Data collection involved semi-structured interviews, in-class and out-of-class participant observations and collection of artifacts over a period of seven weeks. Six weeks were dedicated to essay writing in an English composition course and English workshop, and one week was used to conduct a final in-depth interview with each participant. Analysis of data included coding and theme analysis. Four refugee students with diverse cultural backgrounds and who had different contacts within the educational system in the U.S. participated in the study.
Results indicate that the participants relied upon seven categories of social, symbolic, and material resources when they learned to write in the essay genre. The categories are not mutually exclusive, but they do capture the variety of resources participants drew upon as writers in the essay genre prior to and after their arrival in the U.S. To draw upon their resources in the U.S., the participants also made choices that resulted in three types of actions. Those actions included losses, retentions, and gains. The essay genre mediated some retentions and gains. Those choices were driven by the essay genre demands of the participants’ new sociocultural context and, consequently, were rooted in their interaction within the new environment. Not all of the participants’ choices were mediated by the essay genre; some of them were shaped by contextual influences. Contextual influences shaped losses, as well as some of their retentions and gains. Those were general choices that were situated within particular contextual realities.
As my study shows, the essay genre along with context played a significant role in contributing to shaping participant’s agentive capacity. The essay genre, in particular, shaped the kind of competencies they had to demonstrate; contextual influences shaped the types of resources and their access to them. Understanding this interaction and, in particular, how genre helps students make purposeful choices and act as competent writers contributes to a more holistic understanding of learning to write as a sociocultural act. Implications for theory, research, and practice are discussed.
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Corey, Pamela Joy. "The Effectiveness of Adult and Pediatric Code Blue Simulation-Based Team Trainings." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2804.
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The adult and pediatric healthcare providers at a New England medical center attended simulation training for responding to cardiac arrests that incorporated the current American Heart Association (AHA) evidence-based standards. The purpose of this concurrent mixed method program evaluation was to compare the adult code blue and pediatric team training programs to the AHA's standards and identify if the staff learned the necessary skills to care for patients in cardiac arrest. The conceptual models used for the study were Crisis Resource Management and the transfer of learning model. The study sample was 660 adult and 269 pediatric healthcare providers who participated in both programs between 2012 and 2015. The research questions explored how the adult and pediatric programs compared, if they provided staff with necessary skills to care for cardiac arrests using current standards, and the staff perceptions of program effectiveness and barriers encountered. The data were collected using evaluation and observation forms and needs-assessment surveys. A chi square analysis identified differences between the programs on staff preparedness and transfer of knowledge into practice. The coding of the qualitative data identified themes from the participants' perceptions on program design. Results prompted a program and curriculum redesign to include multiple opportunities to allow staff to learn and practice skills for low volume high acuity situations. The study promotes social change by giving healthcare providers opportunities to translate evidence-based training into clinical practice. The ability to function effectively as a team in a crisis improves patient outcome and potentially reduces mortality and morbidity within the institution and community. Simulation education also improves staff confidence in performance of low volume and high acuity situations.
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Ferreira, Juliana Caires de Oliveira Achili. "Caracterização do perfil de capacitação profissional do enfermeiro de um complexo hospitalar de ensino." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/7/7131/tde-13072007-093201/.
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No âmbito hospitalar o número de enfermeiros é significativo, atuando desde o âmbito assistencial até cargos de chefia e participação em assessorias. Todavia, para essa atuação, o conhecimento não é definitivo, sendo necessário que o profissional desenvolva aprendizagem contínua e atualizada. A presente pesquisa qualitativa teve como objetivo geral caracterizar um perfil de capacitação profissional do enfermeiro de um Complexo Hospitalar de ensino a partir da percepção das Diretoras de Divisão de Enfermagem dos Institutos que compõem o pólo central do Complexo Hospitalar do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo, e como objetivos específicos: identificar a percepção das colaboradoras acerca do perfil de capacitação dos enfermeiros; conhecer as propostas que orientam essa capacitação; e analisar os elementos institucionais necessários para a efetivação desse processo. Optou-se pelo método do Estudo de Caso, cuja flexibilidade permite confirmar, modificar, ou ampliar o conhecimento sobre o objeto que estuda, contribuindo assim para a construção teórica do respectivo domínio do conhecimento. Foram colaboradoras do estudo as seis Diretoras de Divisão de Enfermagem do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo e suas substitutas, totalizando doze colaboradoras. A coleta de dados foi realizada por meio de entrevistas semiestruturadas, após aprovação do estudo pelo Comitê de Ética em Pesquisa da EEUSP e da Comissão de Ética para Análise de Projetos de Pesquisa - CAPPesq do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo, e assinatura do Termo de Consentimento Livre e Esclarecido pelas colaboradoras. Para análise dos dados foi adotada a técnica da Análise de Conteúdo de Bardin, que possibilitou o resgate das Categorias Política Institucional, Política de Gerenciamento de Recursos Humanos e Elementos Intervenientes do Processo de Capacitação Profissional do Enfermeiro. Os resultados mostraram que não há uma política institucional formalizada para a capacitação do enfermeiro em todos os Institutos; que a contratação de enfermeiros recém-formados e a questão salarial são elementos dificultadores para a capacitação; a contrapartida das instituições de ensino aparece como um recurso para atender às necessidades de capacitação do enfermeiro; dois Institutos não possuem Serviço de Educação Continuada; o perfil do profissional demandado, na concepção semelhante das colaboradoras, é de um profissional com postura ética, conhecimento técnico-científico, capacidade de gerenciar sua equipe, assíduo, pontual e comprometido com a Instituição. A Coordenação das Atividades de Enfermagem (CAENF), composta pelas diretoras de Divisão de Enfermagem dos Institutos, tem entre seus objetivos a proposta de montar um grupo/recurso para a capacitação e desenvolvimento do pessoal. Dessa forma depreende-se que existe empenho dos enfermeiros e das chefias de enfermagem no desenvolvimento da capacitação profissional. Entretanto, essa disposição não tem sido elemento suficiente para superar as dificuldades de ordem política e econômica que perpassam um Complexo Hospitalar PúblicoIn a hospital complex is significant the number of nurses working to assist people and also in the leadership jobs and participating in advisory tasks. However, for this type of work, knowledge is not definitive and the professional needs to develop continuous and updating learning. The present qualitative research had the general objective to characterize the profile of the professional capacitating program for nurses in a Teaching Hospital Complex, based on the six directors´ and their six substitutes\' perception of the Nursing Division of the Institutes which take part of the central pole of the Hospital Complex of the Clinicas Hospital of the Faculty of Medicine of the São Paulo University (USP), totaling 12 collaborators. The specific objectives were to identify the collaborators\' perception about the nurse\'s profile in the capacitating program and to know the proposals which oriented this process. The Study of a Case was the method of choice whose flexibility allowed to confirm, modify or to improve the knowledge on the studied object thus contributing for the theoretical construction of the respective knowledge domain. Data collection was carried out by means of semi-structured interviews after approval of the study made by the Ethic Committee in Research of the Nursing School at USP and of the Ethic Committee for Analysis of Research Projects of the Clinicas Hospital of the Faculty of Medicine of the São Paulo University and also the signature of the Free Informed Consent by the collaborators. For analysis of data, the Bardin\'s Content Analysis was used which allowed to rescue the Institutional Policy Categories, Policy of Human Resources Management and the Intervening Elements of the Nurse\'s Professional Capacitating Program. The results showed that there is no formal institutional policy to capacitate the nurse in all the Institutes; employment of fresh graduate nurses and the remuneration policy are difficult elements in the capacitating program. The counterpart of the teaching institutions appears as a resource to assist the needs of the nurse capacitating program; two Institutes do not have a Continuing Education Program; the demanding profile according to the similar conception of the collaborators is a professional with ethic posture, scientifictechnical knowledge, and ability to deal with the team, assiduous, punctual and engaged with the Institution. The Coordination of the Nursing Activities composed by the directors of the Nursing Division of the Institutes aims to create a group/resource to capacitate and develop the personnel into the institution. Thus, we concluded that there is an effort by the nurses and nursing leadership to professional capacitate their staff, but this effort has not been a sufficient element to surpass their economic and political difficulties inherent to a Public Hospital Complex
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Elliott, Simon. "Change and continuity in the exploitation of natural resources (such as stone, iron, clay and wood) in the principal areas of industrial activity in Kent (namely the Weald, Folkestone region and upper Medway Valley) during the Roman occupation." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/61960/.
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Kent was a key component of Roman Britain, featuring aspects it held in common with the rest of this north-western fringe of Empire, but also elements unique to the region. With economic activity for much of the occupation concentrated in three specific areas - the industrial zone of the Weald, a region ranging from Canterbury to Folkestone on the Channel coast, and the upper Medway Valley - the area covered by the modern county was particularly important for the exploitation of natural resources. These included ferrous-ores for iron production in the Weald, greensands for quern production around Folkestone and ragstone quarrying in the upper Medway Valley (the latter providing much of the building stone used in the occupation-period South East). This study brings together a wide range of research findings to present a picture of the economic use and associated organisation of this landscape. The study shows there to have been a hitherto unrecognized depth of economic exploitation, demonstrated by the variety of evidence types assembled in these pages. These activities had an important role within the Imperial, commercial and personal agendas of the time, with the thesis aiming to address the question of how and why these enterprises were brought into being in the area of Kent, and their links to wider spheres within the Empire. Establishing the details of change and continuity regarding this exploitation provides a unique insight into the narrative of Roman Britain. It also allows some specific themes and theories to be explored, informing our wider knowledge of the occupation. These include the concept of the region as being more militarised than a 'normal' civitas, the links between elite settlement, individual agency and industry, the changing balance of importance between industry and agriculture, and what remained of Romanitas in Kent at the end of the occupation.
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Joffredo-Le, Brun Sophie. "Continuité de l'expérience des élèves et systèmes de représentation en mathématiques au cours préparatoire : une étude de cas au sein d'une ingénierie coopérative." Thesis, Brest, 2016. http://www.theses.fr/2016BRES0073/document.
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Notre thèse prend appui sur la recherche Arithmétique et Compréhension à l’École Élémentaire (ACE-ArithmÉcole) dont l’objectif est de produire un curriculum en mathématiques au CP. Notre étude se focalise sur le processus d’élaboration d’une partie de ce curriculum, le domaine « Situations » qui propose des séances sur la construction du nombre. Ce domaine s’est construit au sein d’une ingénierie didactique coopérative. Elle regroupe une équipe de recherche, conceptrice des séances et des professeurs du groupe expérimental. Notre travail s'inscrit dans la continuité des recherches produites dans les approches comparatistes en didactique et en particulier dans le cadre du développement de la Théorie de l'Action Conjointe en Didactique. Sur le plan théorique, nos analyses sont menées à l’aulne des notions de : jeux d’apprentissage, système de capacités, de la double dialectique contrat/milieu et réticence/expression. Cette recherche explore trois volets d’analyses. Le premier étudie le dialogue d’ingénierie entre l’équipe de recherche et les professeurs expérimentaux. Elle donne à voir l’importance de la construction d’une continuité de l’expérience des élèves à travers les systèmes de représentation du nombre. Le second volet étudie les modifications opérées par l’équipe de recherche sur les textes de la progression après ce dialogue d’ingénierie. L’avancée du temps didactique que les textes de progression infèrent y est étudiée. Nous mettons en évidence la construction progressive d’un jeu représentationnel réciproque avec des allers-retours entre représentations concrètes et abstraites pour aborder les comparaisons entre les nombres et la notion de différence. Ces analyses donnent à voir comment les représentations deviennent des garants de la continuité didactique par un jeu de traduction représentationnel tout au long de ce curriculum. Nous montrons ainsi comment peuvent se concevoir des ressources en mathématiques dans le cadre d’un travail coopératif chercheurs/professeurs. Nous articulons ces deux premiers volets avec une étude fine de séances effectives, mises en oeuvre à partir des textes de progression. Ces séances sont menées par deux professeures stagiaires et la professeure titulaire de la classe, membre de l’équipe de recherche. Nous montrons comment se construit la continuité de l’expérience des élèves dans l’action conjointe par l’usage des systèmes de représentation. Cette continuité est nécessaire pour une réelle expérience mathématique des élèves. Nous identifions précisément certains gestes d’enseignement nécessaires pour la construction de cette continuité à travers l’usage des systèmes de représentationOur research is based on the ACE-ArithmÉcole (Arithmetic and Comprehension at Elementary School) project. The aim of this research is to build a curriculum for mathematics at 1st grade. We focus our study on how this curriculum is elaborated, particularly on the unit entitled “Situations”, that includes lessons on quantities. This unit has been built within a cooperative didactic engineering process, by a team comprising researchers and teachers of the experimental group. Our study is grounded in the theoretical framework developed within the comparative approach of didactics, notably the Joint Action Theory in Didactics. In order to conduct our theoretical analyses, we refer to the following set of notions: learning games, system of capacities, the contract-milieu dialectics and the expression-reticence dialectics. The analysis work is divided into three parts. First, we examine the engineering dialogue between the research team and the experimental teachers. This part aims at showing the importance of the students' continuity of experience through the systems that represent numbers. Second, we study how the research team modifies the unit texts after this dialogue, and how these texts impact the progress of didactic time. We highlight the progressive building of a reciprocal representation game. So as to tackle comparisons between numbers and the notion of difference, a constant back and forth between concrete and abstract representations is needed. These analyses aim at showing how representations are essential to didactic continuity, through a representation translating game all along the curriculum. So, we show how resources in mathematics within the framework of a cooperative work researchers / teachers can be designed. Then, we articulate the two parts with a fine study of effective lessons, implemented according to the unit texts. These lessons are conducted by two trainee teachers and by the class teacher, who is a member of the research team. We demonstrate how the students’ continuity of experience is built, through joint actions, by the use of representation systems. This continuity is necessary to a true mathematical experience for the students. We particularly identify some teaching gestures that are necessary to build this continuity through the use of representation systems
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Souza, Kalina Teles de. "Educação permanente na visão de servidores públicos de saúde de Goiânia." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3413.
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Introduction: Continuing Education in Health is an important strategy to assist in the transformation of working practices in the valuation of the server and is intended for processing the model of health care. Objective: To analyze the process Continuing Education in the Health Secretariat of Health of Goiânia in 2011, the vision server. Methods: We conducted a descriptive study with a qualitative approach with 15 municipal employees health care. Data collection was conducted through semistructured interviews and data analysis was employed content analysis. Results: It was found that 80 % of servers are unaware of the concept of continuing health education, 60 % were not satisfied with the actions taken and 80 % participation in actions brought transformation in their professional practices. Among the factors that facilitated the actions, 60 % cited the availability and release by the manager and among those mentioned were difficult to excessive work load and manpower deficiency. Considerations : It was possible to verify the lack of conceptual knowledge on Continuing Education in Health research participants as well as the weaknesses and strengths present in the actions undertaken and suggest leveling theoretical to the servers , with the goal of improving the quality of actions Permanent Education in Health implemented by the Secretariat of Health of Goiânia .
Introdução: A Educação Permanente em Saúde é uma estratégia importante para auxiliar no processo de transformação das práticas de trabalho, na valorização do servidor e se destina à transformação do modelo de atenção à saúde. Objetivo: Analisar o processo Educação Permanente em Saúde da Secretaria Municipal de Saúde de Goiânia no ano de 2011, na visão de servidores. Metodologia: Realizouse um estudo descritivo de abordagem qualitativa com 15 servidores municipais da área da saúde. A coleta de dados foi realizada, por meio de entrevistas semiestruturadas e para a análise dos dados foi empregada a análise de conteúdo. Resultados: Constatou-se que 80% dos servidores desconhecem o conceito de Educação Permanente em Saúde, 60% consideram-se satisfeitos com as ações realizadas e para 80% a participação nas ações trouxe transformação em suas práticas profissionais. Dentre os fatores que facilitaram as ações, 60% citaram a disponibilidade e liberação pelo gestor e dentre os que dificultaram foram mencionados a carga horária excessiva de trabalho e a deficiência de recursos humanos. Considerações: Foi possível verificar a falta de conhecimento conceitual sobre Educação Permanente em Saúde dos participantes na pesquisa, bem como as fragilidades e potencialidades presentes nas ações empreendidas e sugere-se um nivelamento teórico para os servidores, com o objetivo de melhorar a qualidade das ações de Educação Permanente em Saúde executadas pela Secretaria Municipal de Saúde de Goiânia.
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Buetto, Luciana Scatralhe. "Os significados de ser enfermeiro especialista em oncologia." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-07102009-153327/.
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Trata-se de um estudo qualitativo, com a utilização da perspectiva sociológica do conhecimento e da educação, que teve como objetivo interpretar os significados de ser Enfermeiro Especialista em Oncologia, entre os egressos do Curso de Especialização em Enfermagem em Oncologia, da Escola de Enfermagem de Ribeirão Preto, da Universidade de São Paulo. Foram entrevistados 20 profissionais atuantes na área de enfermagem oncológica, egressos da primeira, segunda e terceira turmas da especialização. A cole ta de dados ocorreu no período de março/2008 a janeiro/2009, no ambiente de trabalho de cada participante. Utilizamos o referencial metodológico do estudo de caso instrumental, do método do relato oral pontual, e da técnica de entrevista semi-estruturada. Para apreender os significados analisamos os dados por meio da análise de conteúdo indutivo. Primeiramente, os dados foram organizados e codificados em núcleos de sentidos; a seguir, construímos os três núcleos temáticos: a trajetória do enfermeiro em busca da especialização em oncologia, a prática do especialista em oncologia: o universo novo e ser enfermeiro especialista em oncologia: a construção da nova identidade, pelos quais obtivemos a compreensão do fenômeno. No primeiro núcleo temático, abordamos o contexto de trabalho que determinou a busca pelo curso de especialização pelo enfermeiro, onde os aspectos significativos foram a primeira inserção no mercado de trabalho, as perspectivas profissionais, as dificuldades de inserção em áreas especializadas apenas com o conhecimento da graduação, a exigência da qualificação profissional pelo mercado de trabalho, a troca de experiências com outros profissionais e suas expectativas futuras quanto à sua prática especializada. No segundo tema, ao interpretarmos a nova práxis do enfermeiro especialista, depreendemos que a sua formação especializada subsidia a prática profissional. Esta apresenta diversas interfaces, resultantes das características individuais, profissionais e institucionais, acrescidas das condições sócio-históricas de todos os envolvidos e suas interrelações, que constroem as diferentes formas de compreensão do cotidiano e do conhecimento da enfermagem oncológica. Ao construirmos o terceiro núcleo acerca da nova identidade do enfermeiro especialista em oncologia, evidenciamos a importância da interação da identidade do trabalho, do cotidiano com as relações de ser/fazer e a sua compreensão sobre o processo de cuidado do paciente oncológico. Os significados de ser enfermeiro especialista em oncologia são uma composição entre o conhecimento técnico-científico adquirido na graduação, o conhecimento especializado e sua experiência clínica; é uma reafirmação da sua escolha pela especialidade. Consideramos que a elaboração dos significados para estes enfermeiros não são um processo acabado, pois se reconstrói e re-significa diariamente, ampliando a sua compreensão de ser especialista, no contexto de cuidado ao câncer.This qualitative study aimed to interpret the meanings of being an Oncology Specialist Nurse, through the sociological perspective of knowledge and education, among former students of the Nursing Oncology Specialization Course, of the University of São Paulo at Ribeirão Preto College of Nursing. Twenty nurses who were part of the three first classes of the specialization course and work in oncology nursing were interviewed. Data collection was done between March 2008 and January 2009, at participants work. The instrumental case study, the accurate oral report method and the semi-structured interview technique were used as methodological framework. Inductive content analysis was used to identify the meanings. Firstly, data were organized and codified in meaning cores; afterwards three thematic groups were formed: nurses trajectory in the search for oncology specialization, oncology specialists practice: the new world and being an oncology specialist nurse: the construction of the new identity, through which the phenomena were understood. The first thematic group addressed the context of work that induced the search by nurses for the specialization course, in which the significant aspects highlighted were: the entry in the labor market, professional perspectives, difficulties faced to entry specialized areas only with skills acquired in undergraduate studies, demand for professional skills by the labor market, experience exchange with other workers and their future expectations regarding the specialized practice. The interpretation of specialist nurses new praxis, in the second theme, showed specialized training support the professional practice. This practice presents several facets, resulting from individual, professional and institutional characteristics. The socio-historical conditions of the people involved and their interrelationship also influence, building different ways to understand daily life and oncology nursing knowledge. The third group, about oncology specialist nurses new identity, evidenced the importance of the interaction of works identity and daily life with the relation of being/doing and its understanding about oncological patients care process. The meanings of being an oncology specialist nurse involve technicalscientific knowledge acquired during undergraduate studies, specialized knowledge and clinical experience; and is a reaffirmation of the choice for the specialty. The development of the meanings to these nurses is not a finished process, since everyday they rebuild and re-mean them, broadening their understanding of being a specialist, in the context of cancer care.
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Johnson, Brenda Webb. "Understanding and Applying Emotional Intelligence: A Qualitative Study of Tampa Veterans Administration Hospital Employees." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7040.
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Emotional intelligence (EI) has not been studied extensively within the Veterans’ Health Administration (VHA). The VHA is the largest healthcare organization in America with over 360,000 employees and the organization invests heavily in competency development. The Tampa VA is a level 1 facility with over 5,000 employees in the Tampa Bay area. The facilities Education office offers competency development through soft skills training, leadership development, and contracted courses that include emotional intelligence for leaders.
The purpose of this study was to better discern ten Tampa VA medical center employees understanding and application of EI competence within their personal and professional lives. A series of qualitative interviews, focus groups, and an emotional intelligence curriculum were conducted over a six-month span in order to help participants improve their individual emotional intelligence competence.
Findings confirm significant benefits for participants including increased EI competencies of self-awareness and self-management of emotions. Improvement also led to benefits including improved relationships, teamwork, and the ability to manage stress and change. Findings in this study were consistent with existing literature on EI specifically in regard to the possibility of improving EI competencies through training. An unanticipated finding was that only African American employees felt spirituality and upbringing contributed to initial development of emotional intelligence. Implications for theory include the need for an exploration of the potential influence of diversity and inclusion on the development of EI, and the need to explore the possibility of racial bias in the 360-assessment. Of the numerous implications for practice the most salient is that the provision of facility-wide opportunities for EI training for teams, leaders, aspiring leaders, and entry-level staff would be beneficial. Training could also be tailored to address specific challenges faced within the healthcare setting such as burnout, compassion fatigue, stress management, customer service, conflict management, and employee satisfaction. As this type of employee development is expanded to larger numbers of employees, it has the potential to significantly improve the organizational culture at the Tampa VA, which in turn will produce greater outcomes for our nations’ Veterans.
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Fitzwilliams-Heck, Cindy. "Experiences and Practices of Environmental Adult Education Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5704.
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Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past participants to explore whether and how they perceive their behavior changing in relation to natural resources conservation years after the EAE PD, and how they shared these changes with others. Through the contextual lens of EAE with a focus on outdoor experiential learning and transformative learning theories, five major themes emerged including: (a) becoming a more effective educator; (b) becoming more aware of the importance of conservation; (c) experiencing positive emotional effects; (d) changing behaviors that impact the environment; and (e) experiences of the EAE PD location. Implications for positive social change were found in the expressed experiences, content, and application of the EAE PD that ignited new means for approaching curriculum- specific content with a heightened focus on the importance of the conservation of natural resources.
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Maia, Ludmila Grego. "Atividades educativas na rede de saúde na perspectiva da política nacional de educação permanente." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4040.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The normative processes of formal organizations for the training of the human resources in the Brazilian Unified Health System (SUS) indicate that there are different conceptions of healthcare education, where terminologies such as continuing education and permanent healthcare education have coexisted in the same space of time as educative processes, sometimes being a confusing factor in the imaginary of the professionals. The implementation of the National Policy of Permanent Healthcare Education (NPPHE) defined these processes as learningwork and by occurring in the people’s everyday lifeand organizations. The goal of this work was to analyze the records of the educational activities performed by the healthcare units of the municipality of Jataí from the perspective of NPPHE. It was decided for a descriptive study, retrospective with documental analysis of the activities described in 2012. The results pointed out that the educative activities in the municipality have been mostly related to the healthcare education, focused on community, with demand and internal events to the unity, followed by the continuing education activities for specific groups. The number of activities focused on the worker was of 8,4% in relation to the universe of study. The justifications for them to happen departed from two categories: administrative issues and health care. Therefore, the effective implementation of the permanent healthcare education is a challenge for the healthcare services, by considering the pedagogical-political complexity in which falls the context of the public health in Brazil. Moreover, to manage the change of educative practices which are significant at work for work, one requires a continuous professional training.
Os processos normativos das organizações formais para formação de recursos humanos no Sistema Único de Saúde apontam para diferentes concepções de educação na saúde, onde terminologias como educação continuada e educação permanente em saúde tem convivido num mesmo espaço de tempo, por vezes sendo fator de confusão no imaginário dos profissionais. Com a implantação da Política Nacional de Educação Permanente, tem se a definição da mesma como aprendizagem-trabalho, ou seja, ela acontece no cotidiano das pessoas e das organizações. O objetivo dessa pesquisa foi analisar as atividades educativas realizadas pelas unidades de saúde do município de Jataí na perspectiva da política nacional de educação permanente em saúde. Optou-se por um estudo descritivo, retrospectivo com análise documental das atividadesdescritas no ano de 2012. Os resultados apontaram que as atividades educativas no município tem sido na maioria referentes à educação em saúde, voltadas à comunidade, com demanda e ocorrência internas à unidade, seguida pelas atividades de educação continuada para grupos específicos. O número de atividades voltadas para o trabalhador foi de 8,4% em relação ao universo do estudo. As justificativas para que as mesmas acontecessem partiram de duas categorias: questões administrativas e cuidado em saúde. Portanto, a efetiva implementação da educação permanente em saúde é um desafio para os serviços de saúde, tendo em vista a complexidade políticopedagógica que se insere no contexto da saúde pública no Brasil. Além disso, conseguir a mudança de práticas educativas que sejam significativas no trabalho para o trabalho, requer uma contínua formação profissional.
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Askren, Joe. "An Exploratory Case Study of Hospitality Students’ Perceptions of Experiential Learning." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6674.
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The purpose of this study was to explore how students described the curriculum in the Introduction to Food Production class and how they perceived the curriculum prepared them for their future in the hospitality industry. The exploratory questions that guided the study were how do students describe the experiential learning curriculum in the Introduction to Food Production course, what ways do students perceive the curriculum in the Introduction to Food Production course prepares them for their future in hospitality industry, and what changes in the curriculum do students think might improve the Introduction to Food Production course and why? The theoretical framework for this study was based on Kolb’s experiential learning theory model (1984).
Data collection methods were semi-structured interviews, student journals, and a researcher reflection journal. The cross-case analysis generated nine major themes: hands-on basics taught by professionals, memorable curriculum with useful application, challenging group work forced students to develop diverse insights, well designed facility for learning, gained confidence through memorable moments, observed industry best practices for success, connected to real world with hands-on methods, managerial skills needed for success in the future, and students desire more educational elements to the course and program. These nine themes summarize the students’ experiences in a hands-on teaching facility at the University of South Florida Sarasota-Manatee. Implications for practitioners and policy makers were described. Results of this study contributed empirical research on experiential learning theory and hospitality program curriculum. These results also add to the body of literature related to hands-on teaching activities, group work assignments, and industry-based projects.
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ALLEGRETTA, LICIA. "LA DOMANDA DI FORMAZIONE CONTINUA NELLA SOCIETA' DELLA CONOSCENZA : APPROCCI,SIGNIFICATI,E PRATICHE DI ANALISI DEI FABBISOGNI FORMATIVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1510.
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Negli ultimi decenni, l’affermazione del paradigma della società della conoscenza e le recenti politiche di sostegno all’apprendimento lungo tutto l’arco della vita, hanno evidenziato la questione dello skillmismatching tra competenze formate e fabbisogni professionali espressi dal mercato del lavoro. La finalità della ricerca è stata quella di ricostruire il frame culturale, valoriale e normativo entro cui si colloca l’emergenza del fabbisogno formativo dei lavoratori e di tracciare il percorso storico-evolutivo dell’analisi dei fabbisogni formativi (aff) come strumento, come costrutto e come pratica. L’indagine empirica, di tipo qualitativo, ha coinvolto i vari stakeholders che concorrono a definire, direttamente e indirettamente, la dinamica della domanda/offerta di formazione continua e delle politiche formative a sostegno dell’occupazione. Oltre alla ricerca sul campo, il lavoro di ricerca ha prodotto una mappa delle pratiche di analisi dei fabbisogni formativi condotte nell’ultimo decennio (nazionali ed internazionali), una rassegna metodologica delle tecniche di analisi dei fabbisogni formativi e quattro studi di caso sulle pratiche di analisi dei fabbisogni formativi come strumento di policy (Stati Uniti, Canada, Europa, Italia).In recent decades the success of the paradigm of the knowledge society and the recent policies of support for lifelong learning highlighted the question of skillmismatching between skills and vocational needs expressed by the labor market and also the value of human capital for competitive advantage of the whole society. The aims of the research was to reconstruct the frame of culture, values and normative into which fits the emergency of training trying to trace the historical-evolutionary of training needs analysis (Tna) as a tool, as a constructs and as a practice. The empirical research was qualitative and considered various stakeholders wich to help define, directly and indirectly, the dynamics of supply/demand of continuing training of workers and training policies to support employment. The research has produced a map of the practices of training needs analysis carried out in the last decade (at national and international level), a methodological review of techniques of Tna and four case studies on international practices of training needs analysis Key-words: capability - skillmismatch – human capital - lifelong learning -multistakeholders - human resource – labour union – practices – continuing training of workers – social partners
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Souza, Elizangela Vilela de Almeida. "Políticas de educação especial e inclusão escolar: as salas de recursos multifuncionais em Goiás." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7466.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The scenario of Special Education and school inclusion policies: the Multifunctional Resource Classes in Goiás led us to problematize the process of implementing Special Education policies in the southeastern micro-region of the state. Thus, our general objective was to analyze the policies Goiás Government, in the statements of the MRR teachers in the collection of the Observatory of Special Education from 2011 to 2012. This way, we sought the collection of OGEESP, whose objective was the collection And the systematization of municipal information that would subsidize policies for school inclusion, identifying demands for teacher training. Project linked to ONEESP, which the objective, in the external context, was to create a national network of researchers to produce studies with the purpose of advancing knowledge in the area of Special Education in the country. At this point of view, it was specifically aimed at contextualizing the historical social, political-economic processes undertaken in the reformist policies of Basic Education that implemented Special Education in the perspective of Inclusive Education. The methodology used was qualitative, associated with the techniques and methods of content analysis. We use “Atlas.Ti 7.5.12” to support the categories. The subjects of the research were the statements of 21 MRR teachers in 2011 and 13 in 2012, who participated in the 8 meetings held by NEPPEin / UFG / Catalão. Thus, we analyze two big categories: teacher training for AEE and evaluation systems. The results indicated that there were no policies designed for MRR in Goiás in the last 17 years. He pointed out that, in the first years of the 21st century, the Special Education for Diversity Program in the Inclusive Perspective (2002-2004) was launched as a homogenizing trend of the specificities of students. The courses offered for teacher training for AEE in the inclusive school, mediated by multiplier policies with transfer of methodologies and resources. With the end of PEEDI as a project, courses have become increasingly scarce. It was pointed out that the difficulties faced by the teachers ranged from lack of space to attend to insecurity due to lack of training. This has shown that it can be disastrous to prepare teachers for AEE by focusing only on reflection with peers or on lightening courses. In the evaluation category, the evidence indicated that the clinical diagnosis has been a requirement for MRR care, and may be the same delivered by the family or referred by the school. The statements indicated that the clinical report defines the access and who is the PAEE student. In this sense, it may be functioning as a double-using tool that justifies access or exclusion in MRR. In the pedagogical plan the award represents the instrument that defines the resources used in the planning of the AEE Plan and the PEI.
O cenário das políticas de Educação Especial e inclusão escolar: as Salas de Recursos Multifuncionais em Goiás nos levou a problematizar o processo de implementação das políticas de Educação Especial na microrregião sudeste do estado. Desse modo, nosso objetivo geral foi analisar as políticas do Governo de Goiás, nas falas das professoras das SRM no acervo do Observatório Goiano de Educação Especial de 2011 a 2012. Para tanto, buscamos o acervo do OGEESP, que teve como objetivo, a coleta e a sistematização das informações municipais que subsidiassem as políticas de inclusão escolar, identificando demandas para a formação de professores.Projeto vinculado ao ONEESP, cujo objetivo, no contexto externo, foi criar uma rede nacional de pesquisadores para produção de estudos com o intuito de avançar o conhecimento na área de Educação Especial no país. Diante disso, objetivou-se especificamente, contextualizar os processos históricos sociais, político-econômicos empreendidos nas políticas reformistas da Educação Básica que implementaram a Educação Especial na perspectiva da Educação inclusiva. A metodologia utilizada foi a qualitativa, associada as técnicas e métodos da análise de conteúdo. Utilizamos como suporte para levantamento de categorias o Atlas.Ti 7.5.12.Os sujeitos da pesquisa foram as falas de 21 professoras das SRM no ano de 2011 e 13 em 2012, que participaram dos 8 encontros realizados pelo NEPPEin/UFG/Catalão. Assim, analisamos duas grandes categorias, a saber: formação do professor para o AEE e sistema de avaliação. Os resultados apontaram que não houve políticas pensadas para as SRM em Goiás, nos últimos 17 anos, que nos primeiros anos do século XXI, foi lançado o Programa de Educação Especial para a Diversidade na Perspectiva Inclusiva (2002-2004), como projeto de tendência homogeneizadora de atendimentos as especificidades de alunos PAEE. Os cursos ofertados de formação de professores para o AEE na escola inclusiva, foram mediados por políticas de multiplicadores com transferência de metodologias e recursos. Com o encerramento do PEEDI, como projeto, os cursos de formação continuada tornaram cada vez mais escassos. Foi levantado que as dificuldades enfrentadas pelas professoras iam desde a falta de espaço para atendimento a insegurança por falta de formação. O que demonstrou que pode ser desastroso preparar professores para o AEE focalizando apenas a reflexão com os pares ou em cursos aligeirados. Na categoria avaliação, as evidências apontaram que o diagnóstico clínico tem sido requisito para o atendimento na SRM, podendo ser o mesmo entregue pela família ou encaminhado pela escola. Os depoimentos apontaram, que o laudo clínico define o acesso e quem é o aluno PAEE. Nesse sentido, pode estar funcionando como ferramenta de mão dupla que justifica o acesso ou a exclusão na SRM. No plano pedagógico o laudo representa o instrumento que define os recursos utilizados no planejamento do Plano de AEE e do PEI.
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Tozzo, Cristiane Regina. "Elementos necessários à atuação de professores de 1ª à 4ª série atuando em escolas municipais inclusivas." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1679.
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Previous issue date: 2008-01-28Fundo Mackenzie de Pesquisa
The present research aimed at the identification and the discussion of important elements for the competent teacher work ,from the first to the fourth grades, where there exist students with physical, mental, sensorial or multiple deficiencies, in the process of being included into Municipal Educational System of Rio Claro City. The theory referential has involved bibliography and documental research and covers definitions and terminonology about people and students with deficiency, the importance of the school inclusion, the teacher work and the continuing education in the educational environment. The field study followed a qualitative approach, having as data collection an interview for the focal group, where eight teachers have expressed their opinions about the accessibility at the school, in the school classroom, the teaching resources, as well as the teacher´s professional degree, and the work of the teacher. The selected items were organized in categories which composed the theme core, where the participants testimony were grouped, contributing to the whole vision of the elements necessary to the improvement of the state of school inclusion, in special the teacher´s work. The collection of the identified and discussed elements send it significantly to the effective relationship of the students with deficiency among their peers and the teacher, favoring the access to the knowledge and the respect to the singularity and diversity of them. Besides this, it is necessary curricular adaptations and teaching resources concerning the classroom activities. Legislation and teaching orientation were themes suggested for the programs on continuing education, as well as exchanging experiences in the Group Pedagogical Meetings at school. The research reached completely the proposed objective and its content points to possible contributions in the teacher´s work relation to school inclusion.
A presente pesquisa teve por objetivo identificar e discutir elementos necessários à atuação competente de professores, de 1ª à 4ª séries, que tenham alunos com deficiência física, mental, sensorial ou múltipla em situação de inclusão na Rede Municipal de Ensino de Rio Claro. O referencial teórico utilizado envolveu pesquisa bibliográfica e documental e abrange definições e terminologias sobre pessoas e alunos com deficiência, a importância da inclusão escolar, atuação de professores e da formação continuada no âmbito educacional. A pesquisa de campo realizada seguiu os princípios da abordagem qualitativa, tendo como instrumento de coleta de dados a entrevista de grupo focal, envolvendo oito professoras que expressaram suas opiniões a respeito da acessibilidade na escola e na sala de aula, dos recursos didáticos, bem como da formação e atuação do professor. Os itens selecionados foram classificados em categorias que passaram a compor núcleos temáticos, onde houve o agrupamento dos depoimentos das participantes, contribuindo para a visualização dos elementos necessários para favorecer a melhoria das condições de inclusão escolar, em especial a atuação do professor. O conjunto dos elementos identificados e discutidos remete de maneira significativa para efetivo relacionamento dos alunos com deficiência entre os colegas de classe e o professor, favorecendo o acesso ao conhecimento e o respeito à singularidade e à diversidade dos mesmos. Além disso, há a necessidade de adaptações curriculares e recursos didáticos pertinentes à realização de atividades em sala de aula. Legislação e Orientações Didáticas foram temas sugeridos para os cursos de formação continuada, como também trocas de experiências em Horários Pedagógicos Coletivos na escola. A pesquisa atingiu plenamente o objetivo proposto e seu conteúdo aponta para possíveis contribuições na atuação do professor frente à inclusão escolar.