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Dissertations / Theses on the topic 'Skill standards'
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1
Budawas, Bader A. A. "The effectiveness of the Bahrain vocational technical education system in meeting the labour market demands : the case of automobile technicians." Thesis, University of Sunderland, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288932.
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Bunn, Phyllis Carolyn. "National industry-based skill standards technical committees : perceptions of adoption of standards in vocational education programs /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-151658/.
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Fermanich, Sheri Ann. "An evaluation of the cooperative education skill standards certificate program in marketing education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fermanichs.pdf.
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Sriboonma, Rochana. "Assessing the attitudes toward and need for national occupational skill standards in Thailand /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320759897.
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Samb, Loly. "Relations entre Etat de droit et organismes de normalisation. Le cas des normes et standards pour la modélisation des compétences dans les systèmes et réseaux numériques." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100017.
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La question des compétences professionnelles surgit au cœur des travaux de normalisation et de standardisation et pose quelques problèmes liés à sa nature. En effet, à la différence de la « machine », il est impossible de standardiser des éléments liés à la compétence professionnelle sans affronter des difficultés d’ordre idéologique, politique, culturel, et social. De plus, la question est saisie par d’autres entités issues de l’Etat de droit dont les dispositifs sont en inadéquation avec ceux élaborés par les organismes de normalisation. Témoignent de cela les controverses et divergences qui sous-tendent régulièrement les négociations. La normalisation a pour cadre opératoire des modes de gouvernance difficiles à appréhender car procédant d’une légitimité démocratique discutable. Notre thèse se situe à l’intersection des sciences de l’information et de la communication et des sciences politiques pour mener une réflexion qui aboutit à des propositions tenant du concept de procéduralisation : la prise en compte de l’espace public et des contextes mais aussi l’adoption de nombreuses pratiques visant à associer d’autres entités aux négociationsThe question of professional competences appears in this work on standards as a central issue with problems of its own. Indeed, unlike the “machines” it is impossible to standardize elements related to professional competences without facing ideological, political, cultural and social difficulties. Besides, there are other legal bodies with inappropriate means dealing with this issue elaborated by standards organizations. The frequent controversies and divergences around gathering negotiations illustrate this.Standardization is operated in difficult to understand types of governance with disputable democratic legitimacy. Our thesis is at the intersection of political and information science to have a reflection leading to the proposal of concepts of procedures: considering public space and environments but also the adoption of many practices associating other bodies to the negotiations
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Kujinga, Benjamin Tanyaradzwa. "The auditor's duty of reasonable care and skill and the expectation to detect fraud." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/104.
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Auditors perform a very important task within the context of the affairs of a company because financial reporting can only serve its purpose if stakeholders can rely on its accuracy and reliability. An auditor’s duty is to opine whether an entity’s financial reporting has been done according to the requirements of the law. The responsibility of reporting according to the law lies with an entity’s directors. Auditors cannot issue an absolute assurance as to the lawfulness and reliability of an entity’s financial reporting. However when it is subsequently discovered that the financial reporting was incorrect and that fraud has occurred auditors are often blamed and sued for enormous amounts of money for failing to detect material anomalies in the financial reports. These actions are based on the fact that auditors have a duty to exercise reasonable care and skill in the performance of their duties and through their failure to act as such, have caused financial harm to the clients or third parties. The fact that auditors are only required by law to exercise reasonable care and skill and perform an audit according to the standards of the reasonable auditor and not the most meticulous one, is often not regarded or is sometimes deliberately ignored. This clearly represents a problem in our law, namely that the presence of fraud in financial reports does not in itself suggest negligence on the part of the auditor but is apparently often perceived to do so. This research shows that the auditor’s duty of reasonable care and skill does not necessarily entail the duty to detect fraud. The elements of the duty of reasonable care and skill are identified from case law, legislation and international auditing standards. In order to limit the liability of auditors in general it is important to focus also on the elements of fault (negligence), wrongfulness and causation. This research shows that negligence cannot be established merely by the presence of fraud or material misstatements in financial statements. The responsibility for fair financial reporting lies with the directors. This research gives prominence to this fact which often seems to be ignored for convenience and in order to place the blame on the auditors. This research implicitly asks the question, why are auditors being held responsible for material misstatements in a company’s financial statements and not the directors? Guidelines for determining the extent of an auditor’s liability in this regard are formulated in this research.
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O'Donnell, Brian Charles, of Western Sydney Macarthur University, and Faculty of Education and Languages. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession." THESIS_FEL_XXX_O'Donnell_B.xml, 1999. http://handle.uws.edu.au:8081/1959.7/78.
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Teaching in Australia is acknowledged as a profession. The public, however, generally perceives teaching as a poorly paid occupation whose practitioners exert little control over their own standards of practice. Consequently, the professional status of teachers is low, and very few of the most capable school leavers and high ability university graduates are attracted to teaching as a career. Furthermore, teachers' perceptions that the public does not appreciate their work have led to low morale, high rates of resignations, and early retirements among experienced practitioners. These factors will contribute to serious shortages of teachers in the new millennium. In the past Australian employers in both government and non-government school sectors have attempted to circumvent teacher shortages by reducing qualifications required for teaching. This anti-professional practice has contributed to the belief that teaching is something that anyone can do. It is argued in this thesis that the status of the teaching profession in Australia must be enhanced if teaching is to attract capable new recruits and retain knowledgeable, experienced practitioners. This could be achieved by giving teachers greater responsibility for their profession's standards through a system of statutory regulatory boards, comprised largely of practising teachers. The boards would be responsible for establishing and enforcing standards for registration of teachers, accreditation of teacher education, and provision of advanced certification. Furthermore, such regulation of the profession should be on a national basis to ensure that all children in all schools in Australia have access to competent, professionally qualified teachers, and to overcome the problems of interstate mobility of teachers. The thesis concludes by calling on all stakeholders to acknowledge teaching as a full profession. This could be achieved by accepting that teachers should regulate their professional standards in the same way that other professions do. A model to achieve that end is presented.Doctor of Philosophy (PhD)
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Naylor, Margaret, and n/a. "TAFE and award restructuring processes, a case study : development of skill standards and assessment criteria for the civil operating stream of the building and construction industry." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060824.094611.
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This thesis addresses the argument that TAFE as an organisation has not significantly changed its concept of its
purpose and place in Australian society over the last hundred years. It concludes that Industry Award Restructuring
may possibly achieve what two world wars, two depressions, one economic boom, international civil rights
movements and technological change could not: TAFE may change substantially over the next decade and move
from its self-concept as an education institution into an overt training role. Due to award restructuring in industry,
new demands will be made on TAFE which cannot be resisted if TAFE is to maintain its position as the primary
provider of vocational education/training.
In the course of the research it was found that it is possible to carry out direct observation of an organisation or
industry without significantly affecting the processes of the organisation. This may be achieved by finding a role
which complements, supports or supplements the organisation's objectives, but in which there are no line
responsibilities and thus little or no interference. Such a role appears to be that of writer of documents, which gives
unlimited access to all parties and sources without influencing either policy or practice. The outputs from the writing
tasks are of value to the target organisation, so that the researcher gives as well as takes, and could be described as
being in a symbiotic relationship with the organisation.
The skill standards and assessment criteria developed during the study are presented as outcomes of a symbiotic
case study, and the success of the method is evaluated by comparing the outcomes with those of other Streams of
the same industry, which have been working on similar document development tasks over the same time period
using traditional methods.
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Mupangavanhu, Brighton Murisa. "Standards of care, skill, diligence, and the business judgment rule in view of South Africa's Companies Act 71 of 2008: future implications for corporate governance." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/25428.
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Decision-making is the most critical role that company directors have to play in the life of a company that they are appointed to manage. South African law (in s66 of the Companies Act 71 of 2008, the Act) has now followed the global trend of recognising that directors have original authority/mandate to manage or direct company affairs or business. A director is accorded (by law) powers to exercise to enable him or her to fulfil the functions of that office. Decision-making, which is not an easy task, is critical to enterprise efficiency and advancement of the national economy. Directors have to make business decisions, at times under imperfect circumstances and while confronting tensions inherent in the corporate form. Not least of these tensions is the pressure to balance the profit maximisation drive from shareholders and accountability for how the directors exercise the powers at their disposal. Despite pressures involved in decision-making, the law requires that directors should exercise their powers in the best interests of the corporation. Thus the Act has attempted to put mechanisms in place to ensure that directors' freedom to manage corporations has to be necessarily constrained and balanced by the need for them to be accountable. The thesis focuses on the duty of care, skill and diligence on one hand (standard of conduct), and the business judgment rule (BJR- standard of review) on the other. These are two mechanisms put in place by the Act to ensure a balance between directors' freedom to manage and accountability. The thesis seeks to answer the key question whether the Act has made standards of care, skill and diligence clearer, more accessible and enforceable than before in light of the Act's adoption of BJR. The thesis analyses the duty of care, skill under s76(3)(c) and BJR under s76(4) in light of the context of law reform (that is the purposes of law reform) and international experiences. In this thesis, an appraisal of the positives brought about by the codification of the duty of care and the adoption of BJR into statute for the first time in SA is given. It is argued that while some purposes of law reform have been achieved, the Act has not achieved the purpose of clarity of standards. For example, the analysis reveals unfortunate omissions and worrying ambiguities in the formulation of standards of care, skill and diligence in s76(3)(c). While giving in-depth analysis of the scope and policy rationale of BJR under the Act, the thesis further notes that the characterisation of BJR in s76(4)(a) as a standard of conduct as opposed to standard of review is problematic. It has also been argued that the BJR is not properly aligned to international standards. Clear amendments to the Act have been suggested to improve clarity of standards and the law in s76(3)(c) and s76(4)(a).
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Sadler-Moore, Della. "The role of the Registered [Surgical] Nurse in the 21st century NHS acute trust hospital : an ethnographic study." Thesis, University of Wolverhampton, 2009. http://hdl.handle.net/2436/88795.
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This study focused on Registered Nurses (RNs) working in Acute Trust surgical wards in the context of their role development, role expansion and role extension. The study originated from concerns raised by RNs undertaking the surgical pathway of the BSc Hons in clinical nursing practice, who alerted me to their dissatisfaction with their working conditions and their role. This revelation was made at a time when modernization was cascading into Acute Trusts as a result of the NHS plan (DOH 2000); simultaneously the European Working Time Directive (EWTD) was being implemented, sequentially reducing Junior Doctor’s hours of work. NHS modernization and the EWTD were the two initiatives which led the researcher to the assumption that RNs working in surgical wards were the labour force who would be absorbing the additional workload brought about by these changes, because RNs are the only health professionals in acute surgical wards with twenty-four hour contact with, and responsibility for, ward-based surgical patient care. The study was conducted in one clinical directorate of an Acute Trust hospital, comprising six in-patient surgical wards and five specialist nursing services. The methodology was ethnography, where the researcher worked as an RN for fifteen months, collecting data through Spradley’s (1980) descriptive, selective and focused phases of fieldwork. Data was analysed using what Miles and Huberman (1994) refer to as a set of ‘choreographed / custom built’ techniques. The descriptive phase of fieldwork revealed an apparent ‘staffing illusion’ on the surgical wards and RNs were found to be under tremendous pressure to manage ‘patient throughput’, and an ever increasingly dependent case mix of surgical patients, within the existing, or if possible diminishing Senior / experienced RN labour force due to the emergent evidence of a ‘cycle of staff change’ with non-clinical managers backfilling Senior RN posts with Junior RNs. For Senior RNs this backdrop meant additional support and supervision demands on their role. To get through the workload many RNs held ‘dual roles’ to enable maintenance of the surgical services within the directorate. The selective phase of fieldwork re-focused the ethnographic lens on the RNs in the context of their role development, role expansion and role extension, from which six perspectives were found: 1) role development from Junior to Senior RN, 2) role expansion dependent on shift of the day, day of the week – the co-ordinator role, 3) role extension confusion and boundary disputes, 4) hidden [role expansion and extension] talents of surgical nurses, 5) role contraction – a feeling Nursing is going backwards, and finally, 6) ‘if only I could’ – role expansion aspirations of surgical RNs. The third phase of fieldwork, described by Spradley (1980) as the focused phase, was spent validating the findings and conducting the ethnographic interviews. The findings are interpreted locally [from the perspective of RN’s working within Rodin] as ‘working to full capacity’ through ‘doing more for more with less’, as a result of the RN with the surgical directorate being sandwiched between two agendas, that of Junior Doctors EWTD and NHS modernisation. Braverman’s skill substitution / degradation of skilled work thesis is then used as an interpretative framework to conclude the thesis, the outcome of which reports a ‘triple substitution’ agenda.
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Burckart, Barbara M. "Using Autonomous Robots to Integrate Middle School Academic Standards, Technology Standards, and 21st Century Workplace Skills." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/435.
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The amount of knowledge that students are required to master continues to grow. Teachers struggle to find age appropriate ways to integrate state academic standards, technology standards, and 21st century workplace skills. Improved problem solving skills are deemed important to these standards as well as in the workplace. This dissertation utilized a robot design project to examine the changes in problem solving skills of seventh grade science students. In the process, 21st century workplace skills, technology standards, and South Carolina middle school science and math standards were identified and integrated into the learning process.
To test the validity of the study, a combination of a descriptive/nonequivalent control group design was utilized. One seventh grade science class was pre-tested using the Test of Adult Basic Education-Problem Solving (TABE- PS), participated in the robotics project and post-tested using an equivalent form of the TABE-PS. A similar class served as a control group. They were pre-tested using the same assessment tool, participated in the traditional science class and finally, post-tested. Descriptive data collected during the project were evaluated using a standardized rubric. The robot design project consisted of nineteen 85 minute classes and was divided into three sections: introduction to robotics and programming, a series of robotic "missions" where students refine programming and robotic construction skills and a final showcase project where students programmed, designed, and constructed vehicles that competed in a drag race.
T-tests of independent samples indicated that there was a general trend for overall improvement in student problem solving skills; however, the difference between the control and experimental groups' scores was not significant. Four sub-scores of problem solving abilities were examined. These include: Employing reading and math skills to identify and define a problem. Examining situations using problem-solving techniques. Making decisions about possible solutions to a problem. Evaluating outcomes and effects of implementing solutions.
Additional I-tests of independent samples indicated that there was no significant difference between the scores of experimental and control groups for sub-scores 1-3. The experimental group did show significant improvement in their ability to evaluate outcomes and effects of implementing solutions over the control group. Evaluation of student work using the Student Individualized Performance Inventory (SIP) indicated that student problem solving skills improve as they become more familiar with programming and robot construction. Two areas of student weakness emerged from this analysis. Documentation of the technical work completed was weak as was the student use of available reference material. Rubric scores also indicated a correlation between the scores of the individuals in the group and the performance of the robot. Simply stated, groups whose individuals had higher mean scores constructed robots that performed better.
This work provides teachers with a model of how they can integrate state specific content standards with quality experiences that help students to become effective learners in school and the workplaces of tomorrow. This research provided evidence that use of high-interest, developmentally appropriate programming and robotic design activities can begin to improve student problem solving abilities. While helping students improve, teachers will also satisfy the directives of their state, the United States federal government, and employers of the future
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Carson, Debra Jester. "Electroneurodiagnostic Education and Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211979036.
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Brock, Margaret. "Evaluation of Behavioral Skills Training (BST) to Teach College Students to Pour a Standard Serving of Alcohol: Skill Acquisition and Generality Across Cups and Time." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3697.
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Binge drinking is prevalent among college students and is associated with a number of serious consequences. However, research suggests college students who count drinks and set drink limits are less likely to engage in binge drinking. In order to successfully use these tactics, college students must identify and pour standard servings of alcohol. Unfortunately, college students typically cannot identify or pour standard servings of alcohol. Behavioral Skills Training (BST), comprised of instruction, modeling, rehearsal, and feedback (Miltenberger, 2008), can be used to teach college students to pour standard servings of alcohol (Hankla et al., 2017). If effective, universities might consider incorporating BST into their mandated alcohol education courses. However, because of the time investment required for properly using BST to teach this skill, it is important to examine whether participants demonstrate maintenance of skills over time and generalization across untrained cups. In the current study we used a non-concurrent multiple baseline across participants research design that included generality assessments with two untrained stimuli (cups), different in shape, color, and volume. All three participants poured inaccurately during baseline. Following BST with the first trained cup, all three poured accurately into the trained cup, reproducing results from previous studies (Hankla et al., 2018; Schultz et al., 2019). During follow up, two participants poured accurately in all three cups, and one participant poured accurately in one cup. This suggests, pending further data collection, that the skill of pouring standard servings of beer might maintain over time and generalize across untrained cups.
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McDuff, Laura. "The Effects of the CACREP Standards on the Development of Counseling Skills." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3083/.
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This study was designed to measure the effectiveness of accreditation standards (specifically, CACREP Standards for counselor education programs) on the development of counseling skills. A measure of counseling skill (The Counselor Rating Form-Short Version) was used to measure the counseling skills of counselor trainees from various masters programs. These students were enrolled in a doctoral program in counselor education and were taking their first semester practicum. A T-Test of Independent Means revealed that the student counselors from CACREP accredited masters programs scored significantly higher on the CRF-S than did students from non CACREP accredited programs. These students generally had higher levels of counseling skill as judged by this measure. Given the convenience of the sample and its size, results must be analyzed carefully. These results do, however, seem to suggest the necessity of further study. There are several conclusions that may be reasonably drawn from these results. The emphasis that the CACREP Standards place on the supervised experience may account for the difference in skill levels between the two groups. Prior research and student self-report support this theory. The fact that these requirements are daunting to unaccredited programs suggests a gap in experiential learning between the two groups.
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Fassett, David R. "Academic standards alignment with essential work skills : perceptions from Indiana guidance counselors and employers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354645.
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The purpose of this exploratory study was to look at the importance of Indiana's Algebra I academic standards in relationship with essential, entry-level work skills as perceived by employers and guidance counselors in northern and northeastern Indiana. Counselors and employers were sent electronic (e-mail and web-based) or hard (paper) copies of a survey instrument. Section II of the survey asked for demographic data, (age, race, gender) as well as information related to the size of the business or school, type of business, and years in current position. Respondents were also asked to rate their knowledge of the Indiana academic standards, the Americans with disabilities Act and Section 504 of the Vocational Rehabilitation Act. In Section III, respondents were presented with the nine Indiana Algebra I standards, along with examples to illustrate and further explain each standard. Employers rated each standard, and the standards combined, on its importance to skills required from people seeking jobs immediately after leaving high school using a Likert scale. Guidance counselors rated the importance of the standards based on what they knew of the labor market within school district and surrounding areas using the same Likert scale. Comments were solicited at the end of the survey instruments. Employers disagreed with the importance of any of the Algebra I standards, or the standards as whole, as entry-level work skills. Their highest mean rating was 2.4. Counselors also disagreed, although on two standards their mean rating was above the Neutral rating. Sample size was deemed too low for generalization, but study does supply a framework for future research.Department of Special Education
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Masilo, Veronica 'Machao. "Feuerstein's cognitive training curriculum : effects on the accounting skill proficiency of standard six students (Grade 8)." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/9266.
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Bibliography: leaves 89-97.This study was conducted to address a concern about low performance among Accounting students. Researchers in Accounting Education such as Deleo and Letourneau (1994) and others point out that, many Accounting students have learning difficulties. Employers as well are concerned about the competence of Accounting graduates, Graham (1993). To remediate this problem, Accounting educators suggest that cognitive training should become an integral part of the Accounting curriculum in order to enhance students' learning, Weil (1990), Chalupa (1992). In this study Feuerstein's cognitive approach, Instrumental Enrichment (IE) was used. This approach was found suitable for this study because of its aim to enhance the learning processes of inefficient learners. The experimental group was exposed to selected Instrumental Enrichment exercises. Pretest and posttest measures of Accounting Achievement and Verbal Reasoning were administered to the experimental group and the control group, and the scores were compared. The assumption was that. the experimental groups would perform better than the control group on the criterion measures as a result of the exposure to IE.
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Gustafson, Glenna Scarborough. "The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26906.
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Assistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.Ed. D.
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Walters, Christopher Matchette. "A conductor's analysis of standard choral works applying the high challenge-skill balance dimension of flow theory." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11078.
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Thesis (D.M.A.)--Boston UniversityMihaly Csikszentmihalyi's psychological construct "flow"-a subjective state describing an individual's optimal experience and engagement during intrinsically-motivated activity-has remained influential with respect to widely divergent fields of inquiry. Review of recent literature in music psychology and music education concerned specifically with flow, or "flow theory," reveals certain aspects of musical experience, and of choral experience. However, the application of flow theory specifically to the context ofchoral music-making remains largely underdeveloped, particularly as it concerns the subjectively-perceived nature of the construct. The present document presents a conductor's analysis ofthree standard choral works in light of this subjectively-perceived nature of the high challenge-skill balance dimension of flow theory. Chapter One considers the origins of flow theory, and elaborates upon the so-called nine "dimensions" of the flow experience. Additionally, this chapter offers a review of the relevant research concerned with: flow in music learning, flow experience in group settings, and flow in choral ensembles. Chapter Two outlines the document's analytical framework, which puts forward the possibility of accounting for the subjectively-perceived nature of challenges and skills-as espoused by the most contemporary conceptions of flow theory-through the lens of identifying "salient potential challenges" in choral works. Chapter Three analyzes three standard choral works: Jean-Baptist Weckerlin's Mon coeur se recommande avous, Johannes Brahms' O schone Nacht (op. 92, no. 1), and Joseph Haydn's Te Deum (Hob. XXIIIc: 2). Salient potential challenges to be found in each piece are explored in terms of the following common analytical categories: vocal/technical challenges, tonal/rhythmic challenges, and structural awareness challenges. Chapter Four offers a concluding summary as well as suggestions for further research. Structural diagrams, and texts and translations, made available in the appendices to the document, supplement the analytical work.
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Pour, Robert L. "Race, gender and omissions on standard achievement tests." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39871.
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Wisniewski, Jaime L. "HOW ARE SELECTED CONTENT AND SKILLS ADDRESSED IN STATE LITERACY STANDARDS SPONTANEOULSY MANIFESTED WITHIN LITERATURE CIRCLES." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174931788.
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Grijalva, Rina Cecilia. "Power and standards an emerging culture on the border and lost in translation /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Hjafta, Corneels, and n/a. "Implementing national competency standards in the professions in Australia : lessons for Namibia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060725.095855.
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This study originated from a professional interest of the researcher in
competency standards and their implementation in the professions. The
study was conducted with the aim of informing policy development and
implementation in Namibia in this area by drawing lessons from the
Australian experience. It set out to identify the factors that influenced
the implementation of this policy in Australia, the importance of these
factors and the strategies employed by implementors to enhance
successful implementation. The study is grounded in policy
implementation theory.
Twenty professions have been involved in developing and implementing
competency standards in Australia under the guidance and with the
support of a national government organisation called the National Office of Overseas Skills Recognition (NOOSR). The main objectives of the
Australian government in implementing this policy were the
improvement of migrant skills recognition and the achievement of
recognition for professional qualifications across state and territory
borders.
Time and budgetary constraints would not allow the involvement of all
the professional groups in this study, so four groups were selected based
on their size and progress made in developing and implementing the
standards. The groups ranged from a very large professional group
(more than 250 000 members) to a very small professional group
(approximately 3 500 members). Eleven respondents from NOOSR and
the professional groups participated in the study. Data was gathered by
structured interview, a rating schedule and document analysis.
The study found that there were seventeen factors that influenced this
process as perceived by the respondents. These factors were classified
into five categories: technical, political, economic, administrative and
political, and then placed on a matrix with the levels at which they
exerted their greatest pressure: external, internal to the professional
body, and on the steering group. This classification of factors gave
indications of the types of strategies and the level of intervention which
may address implementation problems best. The study compiled a list of
the factors in order of importance as rated by the respondents. This
ranking showed that leadership was the most important factor, followed
by experience and expertise of the steering group and the need for and
appropriateness of the standards for the professions. The study also
found that the Australian government employed inducement, capacity
building and facilitation strategies to enhance the successful
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implementation of the standards, while the professional bodies
employed mainly staff development and training as strategies.
The study concluded that Namibian policy makers and implementors
can draw the following lessons from the Australian experience:
1. there is a need for a balance between pressure and support from
government;
2. there is a role for a national implementation plan;
3. the main attraction of national competency standards is still the
many uses it can be put to and the many purposes it serves for
different organisations;
4. assessment strategies need to be considered from the beginning;
5. the methodology of using a representative steering group to lead
standards development is one of the best features of the Australian
approach;
6. Over time, the original objectives of the policy became low priority
for NOOSR and the government;
7. the classification matrix can be used as a planning tool; and
8. the ranking of the factors indicates the importance of organisational,
technical and economic factors.
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Love, Beverly Joyce. "The Inclusion of Bloom's Taxonomy in State Learning Standards: A Content Analysis." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777751&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Department of Curriculum and Instruction." Keywords: Bloom's taxonomy, English language arts, Higher order thinking skills, Learning standards, Taxonomic levels, Taxonomies, Bloom, Benjamin S. Includes bibliographical references (p. 129-151). Also available online.
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Pryce-Brown, Tim. "Wrongful trading and the standard of skill and care for corporate directors : a comparative study of corporate governance." Thesis, University of South Wales, 1998. https://pure.southwales.ac.uk/en/studentthesis/wrongful-trading-and-the-standard-of-skill-and-care-for-corporate-directors(fa2a99b2-27ae-4ca7-aa83-5ef1e3a7dbdd).html.
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The advent of popular capitalism has initiated many debates surrounding the role of the corporations and their officers both in the UK and the international community. In particular, the relationship of the director with his shareholders, creditors, employees and the broader community have been subject to greater scrutiny. This has developed the concept of the "director corporation" and redefined their role and objective in relating to all the nexus groups within and without the corporation. The objective of each nexus group will invariably differ and even involve conflict with others in the same corporate entity. The role of the law in formulating new standards of directors' duties and creating general objectives for the corporation is to seek to balance all interests within the corporate nexus. Insolvency law in England and Wales has been harnessed to achieve some progress in raising standards of director behaviour. With its unique evolution English insolvency law is seen not just as an efficient means of liquidating company assets. It is also a basis for providing the commercial world with legal devices which 'punish' those in that community who fall short of the standard of care demanded by the ever broadening shareholder base. The position is clarified by Peter Totty, a partner in Alien & Overy who, commenting on the Insolvency Service stated: "Insolvency law ... underpins all commercial law."' In the far reaching legislative reform programmes illustrated in the Companies Acts 1985, 1989 the Insolvency Acts 1986, 1994, The Company Directors Disqualification Act 1986 and the Royal Commission Report which led to the Acts2 the importance of policing directors and of developing their duties becomes increasingly apparent. The objective of this thesis is to analyse and explain the reasons for the particular development of section 214 IA 1986 and the broadening of its remit in the area of governance. In this respect I shall attempt to place in perspective its ability to act as a policing measure against the misconduct of directors in a society which is increasingly characterised by mass incorporation of business and the establishment of an entrepreneurial ethos.
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Wisniewski, Jaime. "How are selected content and skills addressed in state literacy standards spontaneoulsy [sic] manifested within literature circles." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174931788.
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Saam, Susan. "How the Shift in the Tennessee State Mathematics Standards Has Influenced the Basic Skills of Incoming High School Freshmen." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3552.
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Students entering the high school mathematics classroom are not prepared to learn Algebra 1. In this study, four years of basic skill math data was collected from students on their first full day of high school after summer break. The study shows how much basic math they knew and analyzes the incorrect responses on a Basic Skills Test developed by the researcher. This analysis attempts to discover how the students were processing the math on the test. The study also looks at the shift of the standards over the past ten years in the State of Tennessee. This study answers the question of whether or not this shift has enabled students to know more basic math.
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Struthers, Amber Lee. "The Relationship between Science Curriculum Aligned to Common Core State Standards and Scientific Literacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1628.
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Supporting the development of scientifically literate students is a priority in public school education, and understanding how that development is influenced by the Common Core State Standards is vital to quality science education. However, little quantitative research has been conducted about how the Common Core State Standards impact science education. The purpose of this quasi-experimental study was to determine how the alignment of science curriculum and instruction to the Common Core English Language Arts State Standards impacts the development of students' scientific literacy skills. Bybee's framework for scientific literacy provided the theoretical framework. Participants included 7 middle school students in Grades 5-8 in a rural community located in the western region of the United States. The summer school science intervention teacher integrated Common Core English Language Arts Standards into a biological science curriculum developed by Marsh. Scientific literacy was determined by student results on released items from the 2011 Trends in International Mathematics and Science Study. Results from assessments in this study indicated an improvement of 5.5% when comparing pre to posttest scores in scientific literacy, though not statistically significant when analyzed using ANOVA. Recommendations include a need to increase research in rural education about scientific literacy for K-12 students, and about the impact of Common Core State Standards on science instruction. This study contributes to positive social change by providing educators and researchers with a deeper understanding of how to improve science literacy for all students.
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Hankla, Molly E. "Effects of Behavioral Skills Training and Peer Modeling on College Students' Pours of Standard Servings of Beer." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/281.
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Excessive alcohol consumption among college students is a serious problem. Alcohol education courses have been proposed as one strategy to reduce this problem, with an emphasis on teaching college students to accurately track their drinks. Many of these courses are taught in a small group format, and aim to teach students to accurately identify and pour standard servings, largely because students report using the counting of drinks as a protective strategy against high-risk drinking. Despite the promotion of this strategy, few studies have evaluated training methods to teach this skill. The current study used a nonconcurrent multiple-baseline across subjects design to investigate (1) the effectiveness of behavioral skills training (BST) to teach college students ( N = 19) to accurately pour standard servings of beer, and (2) the effects of peer modeling on maintenance of participants’ pouring skills immediately following BST. Results indicated participants who inaccurately poured a standard serving of beer at baseline ( n = 17) accurately poured following receipt of BST, and all participants ( N = 19) maintained accurate pouring in the presence of peer confederate models who poured either inaccurately or accurately. These results suggest BST can be used to teach college students to accurately pour standard servings of beer. Directions for future research include the evaluation of BST in group alcohol education courses and with different alcohol types and vessels, as well as college students’ skill maintenance following BST.
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Berenato, Gregory. "Measure it!: Developing an electronic resource for scientific measurement skills." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2621.
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Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
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The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms oncontent area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data usingregression analysis showed that there was a statistically significant increase in the students’ performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen’s d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students’ argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
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Rowell, Polly Shuman. "The relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Strickland, Meagan Anne. "An Evaluation of Individual and Group Behavioral Skills Training to Teach Members of Greek Letter Organizations to Free-pour Standards of Alcohol." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3632.
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College students engage in high levels of excessive drinking and certain subpopulations of college students, such as members of Greek Letter Organizations (GLOs) report higher levels of excessive alcohol consumptions. Those who report less excessive drinking also report counting their drinks and setting drink limits. However, the effectiveness of these strategies may be improved by the ability to accurately identify and pour standard servings of alcohol, an area in which college students’ knowledge is generally quite poor. Although individual behavioral skills training (BST) has been used to teach college students to accurately pour beer (Hankla et al., 2017), little is known about the effectiveness of BST when taught in a group setting, the setting most commonly used to teach college students accurate pouring, or when used with other alcohol types. Using a nonconcurrent multiple baseline across GLO design, we evaluated the effects of BST on the accuracy of college students’ (n = 10) free-pours into an 18-oz red plastic cup of standard servings of (a) beer when taught in a group setting and (b) liquor when taught in an individual setting. Results indicate that following group BST, all participants provided accurate free-pours of beer, but fewer did so with the untrained generalization cup that differs in shape. Following individual BST, participants free-pours of liquor were variable and most required at least two BST sessions. These results suggest BST can be used to teach pairs of college students to pour standard serving of beer. Future research should further examine the variability observed in individual BST for liquor and further examine generality across vessel shape.
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Karlsson, Carl Michael. "Hur skall man egentligen vara som lärare? : En studie om lärares disciplin och makt i skolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43279.
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Denna uppsats är utbildningsfilosofisk studie i Foucaults anda om lärare och elevers uppfattning om vilka egenskaper, kompetenser och befogenheter som lärare behöver i sitt arbete för att skapa ordning och reda i klassrummet.Syfte är att undersöka vilka faktorer som, enligt lärare och elever, bidrar till upprätthållandet av ordning i skolan. Jag har undersökt två skolor, både lärare och elever och ställt frågor om hur läraren uppnår ordning i klassrummet. Frågeställningen som undersökts har varit: 1. Vilka personliga egenskaper anser a) lärare; b) elever att en lärare behöver för att skapa ordning och reda i klassrummet? 2. Vilka verktyg och kompetenser anser a) lärare; b) elever att en lärare behöver för att skapa ordning och reda i klassrummet? 3. Vilka formella och juridiska befogenheter anser a) lärare; b) elever att en lärare behöver för att skapa ordning och reda i klassrummet? 4. Vilka är, enligt lärare och elever, de vanligaste störande momenten i klassrummet? 5. Hur bör, enligt lärarna, skolledningen agera/stödja för att tillgodose lärarna i dess olika egenskaper, kompetenser och befogenheter?Metoden har varit att bearbeta enkätfrågorna i ett statistikprogram (SPSS) och där ta fram univariat-/ bivaria- & multivariat analyser, först och främst i form av independent - samples t-test, Korrelationer (Spearman r), samt Cronbach´s Alpha i form av reliabilitetstester.Resultatet visar på lärare anser att egenskaper som: rättvis, tydlig, ärlig, kunnig, inspirerande och erfaren är centrala i arbetet med ordningsfrågan, medans elever föredrar egenskaper som: tydlig, kreativ, entusiastisk, kunnig, inspirerande och karismatiska egenskaper som är allra viktigast hos läraren. Enligt både lärare och elever är skolans största störningsmoment i klassrummet: sena ankomster, ogiltig mobiltelefonanvändning, ej inlämnade prov/läxor, samt elever som gör annat under lektionen. Enligt lärarna vill man att skolledningen stödjer genom att integrera och förtydliga ordningsreglerna i samverkan med lärarna. Även vill lärarna att man än mer får stöd i form av elevhälsoteam och ges möjlighet till kompetensutveckling.This paper is an educational philosophical study of Foucault's spirit of teachers and students' perception of the qualities, skills and competences that teachers need in their work to create order in the classroom.The study examines the factors that, according to teachers and students, contribute to the maintenance of order in the school. By using survey questionnaires I examined two schools, both teachers and students, and raised questions about how the teacher attains order in the classroom. The research questions are: 1.What personal qualities do teacher needs to create order in the classroom? 2. Which tools and skills do teacher needs to create order in the classroom? 3. What are the formal and legal powers teachers needs to create order in the classroom? 4. What are, according to teachers and students, the most common disturbing moments in the classroom? 5. How should, according to the teachers, the school management action / support the teachers in its various characteristics, skills and competences?The method has been to process the survey questions in a statistical software (SPSS) and which produce univariat- / bivaria- & multivariate analysis, primarily in the form of independent - samples t-test, correlations (Spearman r), and Alpha in Cronbach's form of reliability tests.The results show that teachers feel that features such as: fair, clear, honest, knowledgeable, inspiring and experienced are central in the work of order, while students prefer properties: clear, creative, enthusiastic, knowledgeable, inspiring and charismatic qualities that are most important in the teacher.According to both teachers and students is the school's biggest distraction in the classroom: late arrivals, invalid mobile phone use, not submitting the test / homework, and students who do other things during the lesson. Teachers want the school management support them by integrating and clarify the standards of conduct in cooperation with teachers. Even the teachers want to get more support in the form of student health team and the opportunity for professional development.
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Leitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.
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Goodney, Thomas L. "ASSESSING KNOWLEDGE, UNDERSTANDINGS, SKILLS, AND TRAITS: A DISCREPENCY ANALYSIS OF THOSE WHO PREPARE AND HIRE SECONDARY PRINCIPALS IN OHIO." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1186083130.
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Maloney, Katherine Anne. "A writer's workshop approach to teaching the California English-language arts standards in writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1713.
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Toot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.
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Wood, Paula Reese. "The Importance of Technical Competencies for Beginning Secondary Business Teachers in Virginia." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27907.
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The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education.
The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used with the NBEA document. The survey instrument was mailed to a sample of public high school business teachers in Virginia who were systematically selected from an available population. Results from the demographic question on the survey resulted in the identification of 161 experienced business teachers and 18 inexperienced business teachers.
Means, standard deviations, and t-tests were used to describe the data. The competencies were rated with a five-point Likert scale. All competencies were rated as having either essential importance, above average importance, or average importance. Of the 102 competencies, experienced business teachers identified 11 as having essential importance, 86 as having more than average importance, and 5 as having average importance. Inexperienced business teachers rated 11 competencies as having essential importance, 87 as having more than average importance, and 4 as having average importance. When comparing the experienced and the inexperienced teachers' lists of rated competencies, 9 competencies rated as essential importance were the same for both groups, and 3 competencies rated as average were the same for both groups. When comparing the overall content areas, no significant differences existed between the perceptions of the experienced business teachers and the inexperienced business teachers.Ph. D.
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Richards, Jessica L. "TECHNOLOGY AIDED INSTRUCTION AND INTERVENTION TO TEACH GRADE LEVEL SCIENCE TERM DEFINITIONS TO MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/55.
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The purpose of this study was to teach middle school students with autism spectrum disorder (ASD) academic, grade level science term definitions. Three students with ASD who were served in a self-contained classroom for students with moderate and severe disabilities participated in the study. A multiple probe (days) across behaviors research design was used to evaluate the effectiveness of a model-lead-test procedure delivered using a computer software program to teach three sets of five science term definitions from the general education academic standards. Generalization probes were conducted in the general education setting by giving each student terms that they learned during intervention in the context of the classroom lesson and asking them to respond by giving the definition to the term. The results indicate that students were able to learn and maintain science term definitions when using teacher created e-books with an embedded model-lead-test procedure.
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Cardy, Helen Patricia. "A case study which seeks to investigate the potential for raising standards with a cohort of nursery nurse students, using a short-term thinking skills intervention." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366596.
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Geddis-Capel, Mandy. "Who is the EYT? a narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom /." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1225202140.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)
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Geddis-Capel, Mandy L. "Who is the EYT? A narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225202140.
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Twigg, Dora Ruiz. "Perceived training needs of special education teachers in California who were credentialed prior to September 1985 : how their skills compare with those required in the new California standards." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/513.
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Since the mid-1980s several forces have brought about changes in the delivery of special education services to students with disabilities: the Regular Education Initiative and inclusive education movements; increase in parent advocacy for including students with disabilities in general education classes; increases in student diversity in terms ofrace, language, income, exceptionality, and culture; and a trend toward heterogeneous grouping in special education classes. As a consequence, the new California Standards for teacher credentials in special education require competencies and skills to implement inclusive service delivery models. Current holders of Learning Handicapped (LH) and Severely Handicapped (SH) credentials, trained under previous standards, may not have all of these skills. The purpose of this study was to determine training needs of veteran special education teachers in California, as perceived by those teachers and their school site administrators. Specifically, this study sought to determine the extent to which these teachers and administrators perceive that (a) the teachers possess 31 skills in eight new Level I standards and (b) the teachers need additional training in these skills. Responses to 167 questionnaires completed by LH teachers, SH teachers, and school site administrators, and two follow-up interview sessions with a selected subsarnple of each group were analyzed. Overall, the teachers perceived themselves to be competent in the examined skills and indicated little need for further training. Responses to follow-up interview questions showed that they have a balanced awareness of their competencies and need for training. Administrators rated the teachers lower in skills and in greater need of training than the teachers rated themselves, but the administrators expressed (a) a high level of regard for the abilities of the teachers and (b) a high level of expectation for the teachers as they take on new roles in the inclusive system. Based on the findings, it was recommended that (a) districts implement pragmatic inservice training, rather than university coursework; (b) administrators formally state their expectations for these teachers in the general education setting and provide system-level support and training to facilitate the teachers' assumption of their new role; and (c) administrators form a closer alliance with these teachers to better understand their performance and their needs.
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Mullajee, Ferial. "An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10778.
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Includes bibliographical references (p. 227-239).In 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance testing, achievement and response. CTAs use the framework of the curriculum, broadly defined as the organising principle in how educational opportunities are provided to learners. Hence, the basis of the CT A model has three aspects: the intended curriculum, the implemented curriculum, and the attained and experienced curriculum. The CTA testing took place in 2004 with many schools participating. The CTA assessment in the area of Natural Science was framed by two organising dimensions: a content domain and a cognitive domain. The content domains that framed the science curriculum were presented as themes: life and living; energy and change and matter and materials. The cognitive domains were: factual knowledge, conceptual knowledge, and reasoning and analysis.
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Mailliot, Stéphanie. "Penser les processus de changement à travers l'expérience de la mobilité professionnelle : De l'objet discursif à l'activité de transition." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3002.
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La thèse, menée dans le cadre d’une convention industrielle de formation par la recherche (CIFRE) avec l’Observatoire Régional des Métiers (ORM, Marseille), porte sur le thème des mobilités professionnelles, entendues comme l’ensemble des changements qui ponctuent le cours des vies au travail. Elle montre que la « mobilité professionnelle » est une expression polémique qui renvoie à la question de savoir dans quelle mesure le pouvoir de la norme vient aujourd’hui imposer une forme unilatérale aux multiples vécus du changement au travail. En effet, construire la mobilité professionnelle d’un point de vue discursif (dans les champs social, politique, juridique et épistémologique) conduit à l’instituer comme mode de vie. A partir de ce constat, étayé au cours de la première partie, il s’agit de voir en quoi s’intéresser de près au vécu du changement peut contribuer à retravailler la norme qui intime aujourd’hui l’ordre de « bouger ». Pour répondre à cette question, l’analyse de récits biographiques de trajectoires professionnelles permet d’appréhender la mobilité professionnelle comme expérience impliquant le déploiement d’une véritable « activité de transition ». L’axe de l’expérience est transversal à l’ensemble de la deuxième partie de la thèse et il est travaillé selon trois directions : celle du déploiement des compétences au cours des situations de transition, celle du métier à l’épreuve ou à l’appui des processus de mobilité et enfin celle du développement du « sujet de la mobilité », revenant sur la question de savoir comment « le même » reste à la fois lui-même et « devient autre » à travers l’expérience du changement. In fine l’ensemble des éléments développés ouvre la voie à une réélaboration possible du concept de mobilité professionnelle. Aussi, deux niveaux de lecture de la thèse ne peuvent être dissociés : l’un, portant sur l’expérience de la mobilité professionnelle, nourrit l’autre, concernant des enjeux épistémologiques de définition du phénomène considéréThis doctoral thesis, which was supported in the framework of a CIFRE funding agreement with the Observatoire Régional des Métiers (ORM, the Regional Occupational Observatory in Marseille), focuses on the theme of occupational mobility, defined as the whole set of changes which occur during people’s working lives. The author explains what a controversial term “occupational mobility” is, since it raises questions about the difference between discursive norms and how people actually experience the occupational changes made during their careers. Introducing the concept of occupational mobility into public discourse (in the social, political, juridical and epistemological fields) is bound to set mobility up as a way of life. Based on this conclusion reached in the first part of this study, it was proposed to examine how it may be possible to modulate the current coercive norm which incites people to keep on changing, by looking more closely at how these occupational changes have been experienced. To answer this question, some peoples’ personal accounts of their occupational trajectories were analyzed, and occupational mobility was found to be an experience which requires the ability to invest in transition as if it were an activity in itself. The theme of personal experience which runs through the whole of the second part of this study is approached from three different angles: how people’s skills are deployed during the transition phase, how people’s occupational skills are either put to the test or facilitate the process of mobility, and how the “mobile subject” develops as the result of this experience, i.e., how each person remains exactly the same while “becoming another person” due to this experience of change. In conclusion, all the aspects addressed here point to the need to revisit the concept of occupational mobility. The two levels at which this study was undertaken are therefore indissociable: the findings made on people’s personal experience of occupational mobility contribute to identifying the epistemological stakes involved in defining the phenomenon in question
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Kohtala-Ghane, Kirsi. "Suomen yleiskielen mukainen äänteiden hallinta ruotsinsuomalaisilla oppilailla : Pitkät ja lyhyet vokaalit ja konsonantit sekä diftongit." Thesis, Stockholms universitet, Finska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158783.
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Den underliggande idén för denna studie är frågan om en ljudrelaterad grammatik kan undervisas via fonologiska övningar och diktamen för att förbättra den mekaniska skrivförmågan och om språkundervisningsmetoder för årskurs 1–2 kan också utnyttjas för äldre elever. Huvudsyftet med den här studien är att undersöka hur sverigefinska elever behärskar ljud av standardfinska med fokus på långa och korta vokaler och konsonanter samt diftonger. Dessutom är målet att testa en diktamensmetod som bedömer utgångsnivån av elevernas färdighetsnivå för att skriva korta och långa vokaler och konsonanter samt diftonger. Forskningsfrågorna är följande: 1) Vilka slags avvikelser jämfört med standardfinska finns i sverigefinska elevers skrivning av korta och långa vokaler och konsonanter samt diftonger? 2) Hur mycket avvikelser jämfört med standard finska finns i sverigefinska elevers skrivning av korta och långa vokaler och konsonanter samt diftonger? 3) Vilken typ av korrelation kan man hitta mellan avvikelser jämfört med standard finska och externa bakrundsvariabler. Denna studie av vilken teoretisk bakgrund läggs på fonologi, pedagogik och sociolingvistik har ett särskilt fokus på sverigefinsk kultur och flerspråkighet. Huvudmaterialet samlades in genom en diktamensövning med 22 skolelever i åldern 9–13 år och analyserades med hjälp av ordstrukturanalys. Utöver detta analyserades ett berättande textprov från tio elever. Bakgrundsinformation samlades in från föräldrar och jämfördes med resultaten av ordstrukturanalysen med hjälp av en implikationsskala. Studien visar att de viktigaste avvikelserna kring långa vokaler och konsonanter är de saknade bokstäverna, dvs enkelskrivning av ljuden. De mest utmanande långa vokalerna är oo, ee, yy och ää och de långa konsonanterna ss, rr och nn. Dessutom sker omkastning mellan bokstäver: för vokaler u > o, o > å och y > u och för konsonanter: m > n och kk > ck. De mest utmanande diftongerna är yi, ey, ie, uo, yö, öy, äy och iy och de lättaste att hantera är ai, oi, au, eu och öi. Dessutom blandas ibland o ihop u, u ihop y och ä ihop e. Det verkar som att bakgrundsvariablerna inte visar någon betydande korrelation med de språkliga färdigheterna vid hantering av vokaler, konsonanter och diftonger. Hur som helst säger en försiktig tolkning att det verkar ha en positiv effekt om man har lärt sig språket under de första tre åren och om man använder språket med släktingar.The underlying idea of this study is a question if phoneme related grammar can be taught via phonological exercises and dictations in order to improve mechanical writing skills and if language teaching methods for grade 1–2 can also be utilized for older students. The main objective of this study is to study the command of standard Finnish phonemes among Sweden Finn pupils, focusing on long and short vowels and consonants, and diphthongs. In addition, the target is to test a dictation method which assesses the starting level of pupils’ competence in writing short and long vowels and consonants, and diphthongs. The research questions are the following: 1) What kind of deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 2) How much of the deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 3) What kind of correlation can be found between these deviations, compared to standard Finnish and the background variables? The theoretical background of this study is based on phonology, educational science and sociolinguistic, and it has its special focus on Swedish-Finnish culture and multilingualism. The main data was collected with a dictation from 22 pupils aged 9–13 years old and analyzed by using word structure analysis. In addition to this the narratives of text samples by ten pupils were analyzed. Background information was collected from parents and compared with the results of the word structure analysis, by using an implication scale. The study shows that the main deviations regarding long vowels and consonants are missing letters, that is, the use of single letters where two are expected. The most challenging long vowels are oo, ee, yy and ää and the long consonants ss, rr and nn. In addition, a replacement between letters appears: with vowels u > o, o > å and y > u and with consonants: m > n and kk > ck.The most challenging diphthongs are yi, ey, ie, uo, yö, öy, äy and iy, and the easiest to manage are ai, oi, au, eu and öi. Besides this some disorders between o and u, u and y and ä and e appear. It seems that background variables do not show any significant dependencies on competences in managing vowels, consonants and diphthongs. However with a cautious interpretation, there seems to be a positive effect if the language have been learnt during the first three years and if the language is used with relatives.
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Bhengu, Muzomuhle. "An assessment of managerial knowledge, skills and attitudes required for implementing performance management system for organisational performance at Newcastle Municipality." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97052.
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Thesis (MPA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In South Africa, Performance Management Systems (PMSs) are widely implemented in municipalities to monitor and evaluate service delivery mechanisms for the purpose of improving organisational performance. The implementation of an effective PMS depends on several factors, including human elements. Therefore, the purpose of this research at Newcastle Municipality in KwaZulu-Natal was to assess the available managerial knowledge, skills and attitudes required for implementing an effective PMS for organisational performance. A qualitative research design was employed to describe the performance management processes currently implemented at Newcastle Municipality and the characteristics of these processes. A quantitative survey method was useful for collecting data and for precluding the management and performance practitioners identified through a stratified sampling method from providing data that was not within the scope of this research. The research found that managerial knowledge and skills were available and adequate at Newcastle Municipality. Despite these findings, there was a minor but significant need to improve existing managerial skills. Furthermore, the research uncovered mixed reactions towards managerial attitudes and it was difficult to determine the purpose of the implementation of PMS at the municipality and the attitude of members towards it. This was because the majority of respondents provided neutral responses to the question of whether there was a lack of positive attitude towards PMS from members in the organisation and because an equal number of respondents agreed and disagreed that PMS was implemented to comply with legislation rather than used as an internal control measure. Other attitudinal data contradicted the abovementioned findings on managerial knowledge and skills owing to the common feeling among respondents that knowledge and skills pertaining to the implementation of PMS were lacking in the municipality and that the municipality did not have the capacity or sufficient resources to implement PMS. It was concluded that the interaction between performance managers and existing Knowledge Management (KM) sharing practices at Newcastle Municipality probably contributed to an increase in managerial knowledge and skills. Future research is proposed to confirm this assumption. Furthermore, owing to discrepancies in feedback on managerial attitudes, the entire study conducted at Newcastle Municipality should be replicated in a similar setting in order to improve the reliability of its findings. It is recommended that future research should utilise a combination of quantitative and qualitative data-collection methods to grant participants the opportunity to explain their rationale for indicating a particular attitude in the questionnaire. This will also assist prospective researchers to formulate a specific viewpoint of respondents’ attitudes towards the implementation of an effective PMS, which will contribute to the corpus of scientific knowledge about PMSs by highlighting the real causes of PMS implementation failure.
AFRIKAANSE OPSOMMING: In Suid-Afrika word prestasiebestuurstelsels (PBS’e) algemeen in munisipaliteite geïmplementeer om dienslewerigsmeganismes te monitor en te evalueer. Die doel hiervan is om organisatoriese prestasie te verbeter. Die implementering van ʼn effektiewe PBS berus op verskeie faktore, onder andere menslike elemente. Daarom was die doel van hierdie navorsing om kennis, vaardighede en ingesteldheid met betrekking tot bestuur, wat verlang word om ʼn effektiewe PBS in munisipaliteite te implementeer, te assesseer ten einde organisatoriese prestasie te verbeter. Hierdie studie is by Newcastle Munisipaliteit in KwaZulu-Natal uitgevoer. ʼn Kwalitatiewe navorsingsontwerp is gebruik om die prestasiebestuurprosesse wat tans by Newcastle Munisipaliteit geïmplementeer word, asook die eienskappe van hierdie prosesse, te beskryf. ʼn Kwantitatiewe opname is gedoen om data in te samel en te verhoed dat bestuurders en prestasiepraktisyns, wat deur ʼn gestratifiseerde steekproefmetode geïdentifiseer is, data voorsien wat buite die bestek van hierdie navorsing val. Daar is deur middel van hierdie navorsing bevind dat kennis en vaardighede ten opsigte van bestuur sowel beskikbaar as voldoende is by Newcastle Munisipaliteit. Ten spyte van hierdie bevinding, is daar bepaal dat daar wel ʼn klein, maar beduidende behoefte daaraan is om bestaande bestuursvaardighede te verbeter. Verder het die navorsing gemengde reaksies ten opsigte van bestuursingesteldheid ontlok en dit was moeilik om te bepaal wat die doel van die implementering van ʼn PBS in die munisipaliteit is en wat lede van die organisasie se ingesteldheid teenoor hierdie stelsel is. Die rede hiervoor is dat die meeste respondente ʼn neutrale stand ingeneem het teenoor organisasielede se moontlike tekort aan ʼn positiewe ingesteldheid teenoor die PBS en omdat dieselfde hoeveelheid respondente beweer en daarvan verskil dat die PBS geïmplementeer is om aan wetgewing te voldoen eerder as om gebruik te word as ʼn interne beheermaatreël. Ander data oor ingesteldheid het die bogenoemde bevindinge oor bestuurders se kennis en vaardighede weerspreek, aangesien respondente oor die algemeen voel dat kennis en vaardighede om ʼn PBS in die munisipaliteit te implementeer, te kort skiet en dat die munisipaliteit nie die kapasiteit en genoegsame hulpbronne het om ʼn PBS te implementeer nie. Daar is tot die gevolgtrekking gekom dat prestasiebestuurders en die bestaande praktyk by Newcastle Munisipaliteit om kennisbestuur te deel, waarskynlik bygedra het tot ʼn toename in bestuurskennis en -vaardighede. Verdere navorsing oor die onderwerp word aanbeveel om hierdie aanname te bevestig. As gevolg van die teenstrydighede in terugvoer oor bestuursingesteldheid, word daar aanbeveel dat verdere navorsing onderneem moet word waarin die hele studie wat by Newcastle Munisipaliteit onderneem is, in ʼn soortgelyke omgewing gerepliseer word. Dit sal die betroubaarheid van studie se bevindinge kan verbeter. Vir die doel hiervan word daar aanbeveel dat verdere navorsing van ʼn kombinasie van kwantitatiewe en kwalitatiewe data-insamelingsmetodes gebruik moet maak om aan deelnemers die geleentheid te bied om te kan verduidelik waarom hulle ʼn bepaalde ingesteldheid in die vraelys aangedui het. Voornemende navorsers sal ook hierdeur in staat gestel word om ʼn spesifieke perspektief oor respondente se houdings teenoor die implementering van ʼn effektiewe PBS te formuleer. Dit sal bydra tot die korpus van wetenskaplike kennis oor PBS’e deur die werklike redes aan die lig te bring waarom die implementering van ʼn PBS kan misluk.
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Salem, Joseph A. Jr. "The Development and Validation of All Four TRAILS (Tool for Real-Time Assessment of Information Literacy Skills) Tests for K-12 Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415382839.
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Siegel, Alice. "Etude de l’interaction mécanique entre un dispositif médical implantable actif crânien et le crâne face à des sollicitations dynamiques." Thesis, Paris, ENSAM, 2019. http://www.theses.fr/2019ENAM0012.
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Dans le cadre du développement accru d’implants crâniens actifs, l’étude de la résistance du complexe crâne-implant face à des chocs modérés est nécessaire afin d’assurer la sécurité du patient. Le but de cette thèse est de quantifier l’interaction mécanique entre le crâne et l’implant afin de développer un modèle éléments finis prédictif utilisable pour la conception des futurs dispositifs. Dans un premier temps, des essais matériaux sur titane et silicone ont permis d’extraire les paramètres élastiques, plastiques et de viscosité de leurs lois de comportement. Ces paramètres ont ensuite été implémentés dans un modèle éléments finis de l’implant sous sollicitations dynamiques, validé par des essais de choc de 2,5 J. L’implant dissipe une partie de l’énergie du choc et le modèle obtenu permet d’optimiser la conception de l’implant afin qu’il reste fonctionnel et étanche après l’impact. La troisième partie porte sur l’élaboration d’un modèle éléments finis du complexe crâne-implant sous sollicitations dynamiques. Des essais sur têtes cadavériques ovines ont permis d’optimiser les paramètres d’endommagement du crâne. Le modèle complet du complexe crâne-implant, corrélé à des essais de choc, apporte des éléments de réponses sur le comportement du crâne implanté face un choc mécanique, permettant ainsi d’optimiser la conception de l’implant afin de garantir l’intégrité du crâne.Ce modèle représente un premier outil pour l’analyse de l’interaction mécanique entre crâne et implant actif, et permet de dimensionner ce dernier de sorte à garantir son fonctionnement et son étanchéité, tout en assurant l’intégrité du crâneActive cranial implants are more and more developed to cure neurological diseases. In this context it is necessary to evaluate the mechanical resistance of the skull-implant complex under impact conditions as to ensure the patient’s security. The aim of this study is to quantify the mechanical interactions between the skull and the implant as to develop a finite element model for predictive purpose and for use in cranial implant design methodologies for future implants. First, material tests were necessary to identify the material law parameters of titanium and silicone. They were then used in a finite element model of the implant under dynamic loading, validated against 2.5 J-impact tests. The implant dissipates part of the impact energy and the model enables to optimize the design of implants for it to keep functional and hermetic after the impact. In the third part, a finite element model of the skull-implant complex is developed under dynamic loading. Impact tests on ovine cadaver heads are performed for model validation by enhancing the damage parameters of the three-layered skull and give insight into the behavior of the implanted skull under impact.This model is a primary tool for analyzing the mechanical interaction between the skull and an active implant and enables for an optimized design for functional and hermetic implants, while keeping the skull safe
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Watkins, Fred P. "Independent Feature Filmmaking: the Historical Development of Current Methods." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500788/.
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The historical development of independent filmmaking has led to a situation in which an independent filmmaker must do two important things to achieve distribution and success. The filmmaker should continue study and mastery of the skills and methodologies needed in development, pre-production, production, post-production, and distribution. These skills and methods help the filmmaker to produce a quality film. The most important thing the filmmaker can do is to see that the film conforms to the Hollywood narrative standard. This standard is ingrained in a majority of the audience and deviation usually meets resistance. The standard not only includes story structure, but the use of name actors and some elements of physical action.