Thèses sur le sujet « Training schemes »
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1
Papadopoulos, Dimitrios P. « Efficient human annotation schemes for training object class detectors ». Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31088.
Texte intégralRésumé :
A central task in computer vision is detecting object classes such as cars and horses in complex scenes. Training an object class detector typically requires a large set of images labeled with tight bounding boxes around every object instance. Obtaining such data requires human annotation, which is very expensive and time consuming. Alternatively, researchers have tried to train models in a weakly supervised setting (i.e., given only image-level labels), which is much cheaper but leads to weaker detectors. In this thesis, we propose new and efficient human annotation schemes for training object class detectors that bypass the need for drawing bounding boxes and reduce the annotation cost while still obtaining high quality object detectors. First, we propose to train object class detectors from eye tracking data. Instead of drawing tight bounding boxes, the annotators only need to look at the image and find the target object. We track the eye movements of annotators while they perform this visual search task and we propose a technique for deriving object bounding boxes from these eye fixations. To validate our idea, we augment an existing object detection dataset with eye tracking data. Second, we propose a scheme for training object class detectors, which only requires annotators to verify bounding-boxes produced automatically by the learning algorithm. Our scheme introduces human verification as a new step into a standard weakly supervised framework which typically iterates between re-training object detectors and re-localizing objects in the training images. We use the verification signal to improve both re-training and re-localization. Third, we propose another scheme where annotators are asked to click on the center of an imaginary bounding box, which tightly encloses the object. We then incorporate these clicks into a weakly supervised object localization technique, to jointly localize object bounding boxes over all training images. Both our center-clicking and human verification schemes deliver detectors performing almost as well as those trained in a fully supervised setting. Finally, we propose extreme clicking. We ask the annotator to click on four physical points on the object: the top, bottom, left- and right-most points. This task is more natural than the traditional way of drawing boxes and these points are easy to find. Our experiments show that annotating objects with extreme clicking is 5 X faster than the traditional way of drawing boxes and it leads to boxes of the same quality as the original ground-truth drawn the traditional way. Moreover, we use the resulting extreme points to obtain more accurate segmentations than those derived from bounding boxes.
2
Lewis, Paul John. « The evaluation of social action programmes : a #soft' systems approach ». Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276137.
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Lewis, Derek. « Teacher appraisal : secondary teachers' reactions to issues and schemes ». Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.
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Adams, Muriel Sylvia. « Problems of managing teacher appraisal schemes in Gwent primary schools ». Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.
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Taylor, Denise. « The role of commercial mathematics schemes in primary mathematics teaching ». Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288795.
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Whiteley, A. M. « The low achievers in YTS ». Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378865.
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Mitchell, Anthony Edward. « The construction and implementation of the assessment schemes in G.C.S.E. mathematics examinations ». Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270023.
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Chung, Wan-sze Doris, et 鍾韻詩. « A comparative institutional analysis of the youth employment training schemes in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45012398.
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Clark, Martin. « 'It's a way of life' : government adult training schemes and new forms of marginality ». Thesis, University of Sheffield, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403263.
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Mohamad, Nur I. « The effect of two different loading schemes and recovery types on kinematic and kinetic parameters in squat exercise ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/145.
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Understanding the kinematic and kinetic determinants associated with resistanceloading schemes is crucial to maximise neuromuscular adaptations especially musclehypertrophy to resistance training. The main purposes of this research was to determinewhether loading the muscle with lighter load-higher velocity movements would providesimilar or superior kinematics and kinetics to more traditional loading, heavy load-slowvelocity. In addition to understanding the kinematics and kinetics associated with thework period, the effects of exercise such as stretching and aerobic exercise during theinter-set rest period were investigated in the study. This thesis consists of two reviewpapers focused on the inter-set exercises, and five original studies as summarised below.
The aim of the first study was to determine the set and session kinematic andkinetic characteristics of two training loads (35%, and 70% 1RM) when equated byvolume. Twelve recreationally trained men were recruited in this acute randomisedwithin-subject crossover design study. Two bouts of a half-squat exercise wereperformed one week apart; one with high load-low velocity (HLLV = 3 sets of 12 repsat 70% 1RM) and the other with light load-high velocity (LLHV= 6 sets of 12 reps at35% 1RM). Variables of interest for the eccentric and concentric phases included timeunder tension (TUT), average force (AF), peak force (PF), average power (AP), peakpower (PP), work (TW) and total impulse (TI), and were compared between loads. Foraverage eccentric and concentric single repetition values, significantly (p(~15-22%) peak power outputs were associated with the LLHV loading, whereassignificantly greater (~7-61%) values were associated with the HLLV condition formost other variables of interest. However, in terms of total session kinematics andkinetics, the LLHV protocol resulted in significantly greater (~16-61%) eccentric andconcentric TUT, PF, AP, PP, and TW. The only variable that was significantly greaterfor the HLLV than LLHV protocol was total impulse (~20-24%). From these results itseems that the LLHV protocol may offer an equal if not better training stimulus formuscular adaptation than the HLLV protocol, due to the greater time under tension,power, force and work output when the total volume of the exercise is equated.The second study compared the same kinematic and kinetic characteristics asthose in the first study between the two training loads (35%, and 70% 1RM) equated bytime under tension (TUT). Twelve recreationally trained men were recruited in thisacute randomised within-subject crossover design study. The 35% and 70% 1RMloading schemes were equated by TUT based on the ground reaction forces data of a half squat exercise. For both eccentric and concentric phases of the squat, variables ofinterest (TUT, AF, PF, AP, PP, TW and TI) were calculated and analysed. Ten out of 12variables were found to be greater in the lighter 35% 1RM loading scheme. The majorfindings were that significantly (Pwere found for both the eccentric and concentric phases for the 35% 1RM loadingscheme. However, significantly greater (~32-34%) eccentric and concentric totalimpulses were found for the heavier loading scheme. It would seem that when equatedby TUT, that lighter loading schemes offer similar peak and average forces but superiorvelocity and power outputs which may have interesting implications for high velocityhypertrophic adaptation.
The third study examined if the session kinematics and kinetics of 35% 1RM and70% 1RM loading schemes equated by volume would differ significantly whenstretching (12-15 s static stretching of quadriceps, hamstrings and gluteals) wasundertaken during the inter-set rest periods (90 s). Twelve recreationally trained menwere recruited for this study. Squat AF, PF, AP, PP, TW and TI were quantified duringthe eccentric and concentric phases of two interventions, one involving stretch duringthe inter-set rest period and the other a non-stretch intervention. Total sessionkinematics and kinetics differed by ~0-7% between interventions; however, none ofthese differences were found to be significant (P < 0.05). It was concluded that lowerlimb active inter-set stretching did not adversely affect squat kinematics and kinetics.In the fourth study, the effects of aerobic exercise between sets on the sessionkinematics and kinetics of 35% 1RM and 70% 1RM loading schemes equated byvolume were investigated. Twelve recreationally trained men were recruited for thisstudy, and cycling exercise was undertaken during the 90 s inter-set rest period at a selfselected resistance with velocity between 50 to 70 rpm, corresponding to 50-60% ofmaximum heart rate. Squat AF, PF, AP, PP, TW, and TI were quantified using a forceplate and linear transducer. Blood lactate samples were taken prior to set one, after setone, after set two and after the last set performed. No significant (P9%) in lactate levels were found between the two loading schemes for any of thekinematic and kinetic variables of interest. However, significantly less (5-12%) lactateaccumulation was observed in the 35% 1RM scheme from the inception to thecompletion of loading. It was concluded that active recovery in the form of lowintensity cycling offered no additional benefits in term of lactate clearance andenhancement of set and session kinematics and kinetics.
The final study compared between two squat exercises performed with heavy(HLLV; 70% 1RM) or light (LLHV; 35% 1RM) loads for vastus lateralis (VL) fasciclelength, strain, strain velocity and pennation angle changes during exercise. Tenrecreationally trained men performed 10 HLLV and LLHV squat repetitions on separatedays in a counter-balanced and randomised order. Ultrasonography was used to recordVL fascicle length, strain, strain velocity and pennation angle changes during theexercise, whilst vertical ground reaction forces (force platform) and bar displacement(position transducer) were simultaneously recorded. The time taken to complete 10repetitions was significantly (P± 2.4 s) but bar displacement (0.40 m) was the same. Mean fascicle length wassignificantly longer in both concentric and eccentric phases for LLHV and fasciclestrain was greater for LLHV (38.5 ± 8.5 mm) compared to HLLV (30.0 ± 2.8 mm).Fascicle strain velocity in both eccentric and concentric phases for LLHV (118.1 ± 19.1mm·s-1, 162.2 ± 35.2 mm·s-1) was significantly greater than that for HLLV (78.2 ± 17.4mm·s-1, 97.4 ± 25.3 mm·s-1). Pennation angle was significantly smaller for LLHV (12.9± 2.2º) than HLLV (14.8 ± 2.3º) only when measured at the bottom of the movement.These data show substantial fascicle shortening-lengthening behaviour differencesduring the squat exercises performed with different loads but with similar movementkinematics.
Based on the study findings, it appears that LLHV loading offers more benefitsin term of velocity-specific hypertrophy compared with a heavier-slower hypertrophyloading that is traditionally prescribed, given that time under tension, force and work arethought critical determinants of hypertrophic adaptation, coupled with the highervelocities and power outputs associated with the 35% 1RM loading scheme. Regardingthe inter-set exercises, no negative effects of stretching on kinematics and kinetics wereevident, therefore there seems compelling reasons to stretch (active and/or passive)during the inter-set rest periods, as it is likely to increase the total time under tension ofthe muscle. Active recovery in the form of low intensity cycling during the inter-setrest period seemed to provide no effects on kinematics and kinetics as well as lactateclearance. However, it is not known whether the aerobic intensity utilised in this studywas optimal, and the effects of the exercise on other metabolic, hormonal, neural andmechanical parameters need to be quantified. More studies to validate results of thepresent study, especially longitudinal (training) studies to investigate the actual effecton muscle hypertrophy should be conducted.
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Herold, Johannes L. [Verfasser], et Hans Georg [Akademischer Betreuer] Bock. « Mathematical modeling, simulation, and optimization of loading schemes for isometric resistance training / Johannes L. Herold ; Betreuer : Hans Georg Bock ». Heidelberg : Universitätsbibliothek Heidelberg, 2021. http://d-nb.info/123128045X/34.
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Baker, David M. « Certificates in library work : an historical-critical study of non-professional level librarianship qualifications in Britain, with reference to other countries, professions and training schemes ». Thesis, Loughborough University, 1987. https://dspace.lboro.ac.uk/2134/27002.
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Russo, António Manuel Terrão. « Relatório integrador e crítico da actividade profissional. Hidráulica agrícola e desenvolvimento rural. Estudo de projectos ». Master's thesis, ISA, 2013. http://hdl.handle.net/10400.5/6492.
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Mestrado em Engenharia Agronómica - Ramo de Engenharia Rural - Instituto Superior de AgronomiaConsulting on agricultural hydraulics and rural development has been the main activity of the author in the last two decades. A large part of the professional career was devoted to studies and design of hydraulic infrastructures for the establishment of irrigation in Portugal. The recent years of his professional career focused on the internationalization of consulting services by drafting general plans, technical advises, design projects, training and specialized technical assistance to farmers and technicians. Angola and Cape Verde have been the stage of action. The present document was written with two main objectives: to obtain a Master of Science degree and to share with the community some relevant aspects of author’s work experience. The document was structured to emphasize three major units: the agricultural hydraulics, rural development and studies and projects. For these units were selected groups of activities considered relevant to the author's career: Alqueva Multi-Purpose Scheme, Rehabilitation and Modernization of Hydro-agricultural Schemes, Other Studies and Projects, Master Plans and Reports and Agriculture and Rural Development. In every activity is highlighted the aspects considered most important and which reflect the author's experience.
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Mahendran, Kesini. « Gainful unemployment : using a dialogical psychology to intervene in unemployment ». Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/1945.
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This qualitative inquiry built on a relational and dynamic epistemology, distinguishes between four psychologies of unemployment, agency-deprivation, social perception, self-perception and finally dialectical. Within a dialectical psychology of unemployment a dialogical analysis is developed which takes the locus of intervention in unemployment as the interaction between unemployed people, those that work with them and the social knowledge that surrounds the phenomenon. The inquiry uses a longitudinal participatory action approach with two training and guidance centres in Central Scotland, 'Strategic Delivery' and the 'Young Person's Centre' between 1999 and 2001. This involved participant observation on the New Deal and Skillseekers; training programmes, meetings and interviews with managers, unemployed clients and front-line staff. 14 young people were followed through their pre-vocational training between January 2ooo and April 2ooo and follow up interviews were carried out in February and March 2ool. The study also involved social consultancy on measuring soft skills at SD and developing a person-centred approach at the YPC, where the YPC became understood as a multi-voiced organization[Bakhtin (1986)]. The inquiry produced actions, recommendations to the organizations and interpretative findings around the use of a dialogical analysis. Three co-created 'actions' on self-assessment measures for unemployed people are described. The study recommends that two key foundational concepts in the area of unemployment 'social inclusion' and 'employability' need to be reconsidered for this cohort of young people where 42.9% remain unemployed at the end of the research. Finally in making sense of organizational change the study explores the extent to which managers within the YPC were in a dialogue with the socio-political discourse and the movement in meaning of the term 'person-centred'. The study points to the importance of organizations developing an authentic dialogue with their client group. It assesses the role that psychology is playing in the current dominance of a self-perception psychology of unemployment.
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Bates, Gerard. « The effectiveness of adventurous outdoor pursuit courses as a medium for positive relationship building between adult leaders and young participants : a study within the context of secondary schools, youth training young schemes and intermediate treatment ». Thesis, University of Birmingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343954.
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Ferreira, Ignatius Leopold. « Training in note making : the effects of a training scheme on first year teacher-training students ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003688.
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This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.
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Egan, Laurenz Anthony Joseph. « Adult student motives for accessing the Vocational Training Opportunities Scheme ». Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518276.
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Parsons, Ken. « Ideologies in practice : the context of the Youth Training Scheme ». Thesis, University of Plymouth, 1990. http://hdl.handle.net/10026.1/1654.
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The central concern in the thesis is the relationship between the 'concept of ideology' and the philosophies, motivations and lived experience of Youth Training Scheme (YTS) trainees and trainers. This incorporates both the application, effects and impact of official ideologies, expressed in youth policy initiatives and ideologies of the wider society. This in turn is related to the cultural and societal reproduction of young people as gendered and class specific workers in a segmented labour market. The empirical data were collected over a 20 month period at two off-the-job training establishments in the city of Surfton in the South West region of Britain and consisted of questionnaires participant observations and interviews. The first part of the thesis critically reviews the social science literature relating to the new vocationalism, the YTS, labour market segmentation and the concept of ideology. This establishes a series of theoretical concerns which are then tested against empirical data. The thesis demonstrates how formalised official ideologies are mediated through the YTS curriculum and affect the philosophies of both the trainers who implement this curriculum and the trainees who receive this curriculum. The thesis illustrates that YTS participants may support, reinterpret or subvert the official philosophies of the YTS by actually bringing meaning into their lived experiences via ideologies associated with their historical, positional, family class and gendered backgrounds. The thesis will show that the trainees learn not so much technical knowledge, but how to acquire the ideological and practical cultural meanings of a series of workers for a segmented labour market, with greater or lesser collusion from their trainers. The thesis contributes to existing knowledge both at the level of data generation and by illustrating a series of complex, refined and subtle ideological mechanisms which contribute further to our understanding of the microsociology of inequality.
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Laubli-Loud, Marlene M. « Computer-based learning in the Youth Training Scheme : whose control ? » Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236220.
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Gout, Michel. « Le rapport entre langue et intégration dans les dispositifs linguistiques pour migrants nouveaux arrivants en Allemagne, Belgique, France et Royaume Uni ». Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3038.
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Cette recherche sociolinguistique s’intéresse aux liens entre maitrise / connaissance de la langue du pays d’accueil et intégration. La connaissance de la langue officielle du pays d’immigration est en effet présentée, jusque dans les discours du Conseil de l’Europe, comme étant la clé de l’intégration des migrants et, depuis une dizaine d’année, nous assistons à la mise en place, dans la plupart des pays européens, de dispositifs d’apprentissage obligatoire de la langue d’accueil pour les nouveaux arrivants, censés résoudre les difficultés d’intégration. Mais parler la langue d’un pays est-il suffisant pour s’intégrer dans ce pays ? Cette étude, menée dans quatre grands pays d’immigration européens (Allemagne, Belgique, France et Royaume Uni) aborde deux aspects de la question. Dans une première partie, sont traitées les conceptions institutionnelles de l’intégration par la langue dans ces pays. Cette première analyse, comparative, permet de confronter les quatre systèmes nationaux d’enseignement linguistique aux migrants. La deuxième partie de la thèse s’appuie sur une vaste enquête de terrain et analyse les diverses pratiques didactiques d’enseignement de la langue-culture du pays d’accueil et leur impact sur les processus d’intégration. Après avoir croisé les regards de ces diverses pédagogies et confronté les discours de nombreux acteurs, la thèse avance en conclusion des propositions didactiques pour une formation linguistique intégrative de la langue officielle du pays d’accueil et pour la formation des formateursThis sociolinguistic research addresses the links between the knowledge of the official language of the host country and the integration. Indeed, the knowledge of the language of the country of immigration is presented, even in the speeches of Council of Europe, as the key of migrants’ integration and we have been facing for about ten years, in all countries, the deployment of compulsory host language learning schemes intended to solve the integration difficulties for the newcomers. Yet, is it sufficient to speak the language of a country to integrate this country?This study carried out in four large countries of immigration in Europe (Germany, Belgium, France and United-Kingdom) deals with two aspects of the question.In the first part, the institutional conceptions of the integration by the language in these countries are examined and the four national linguistic learning schemes for migrants are compared. The second part of the research is based on a vast field study and analyses the various teaching practises of the languages and cultures and their impacts on the integration process. After cross-fertilizing the perspectives of these various educational processes, this thesis suggests, as a conclusion, a few didactic approaches to an integrative host language teaching and for training the teachers
Diese soziolinguistische Studie handelt sich um die Verbindungen zwischen der Kenntnis der Sprache des Gastlandes und der Integration. Die Kenntnis der Sprache des Immigrationslandes ist, eigentlich, bis in den Reden des Europarates, als sei sie der Schlüssel zur Integration der Migranten präsentiert und seit einem Jahrzehnten bemerken wir, in allen Ländern, die Umsetzung von obligatorischen Lehrprogrammen der Aufnahmesprache für Neuankömmlinge, die die Schwierigkeiten zur Integration lösen sollen. Ist es aber genug die Sprache eines Landes anzuwenden, um sich in diesem Land zu integrieren?Diese in vier großen europäischen Immigrationsländern durchgeführte Studie (Deutschland, Belgien, Frankreich und Gross-Britannien) beantwortet zwei Aspekte der Frage.In dem ersten Teil wird der Institutionelle Begriff der durch-die-Aufnahmesprache Integration in diesen Ländern behandelt. Diese erste vergleichende Analyse ermöglicht der vier nationalen für Migranten Sprachbildungssystemen nebeneinander zu setzen.Der zweite Teil der Studie stützt sich auf einer umfangreichen Feldstudie und analysiert die didaktische Praktiken der Sprache und Kultur des Gastlandes, und die Auswirkungen auf dem Integrationsprozess.Nachdem sie die Blickwinkel dieser verschiedenen Lehrmethoden berücksichtigt und die Gedanken von vielen Akteuren aus der Praxis gegenübergestellt hat, schließt sich diese Studie mit didaktischen Vorschlägen für eine integrative Bildung der Sprache des Gastlandes und für die Lehreausbildung ab
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Edwards, David Stuart. « The history and politics of the Youth Opportunities Programme 1978-1983 ». Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019227/.
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The purpose of the thesis is to analyse the function fulfilled by the Youth Opportunities Programme (1978-1983) in its wider political, economic and historical context. There are three main sections to the work. The first establishes the context from which the Youth Opportunities Programme (YOP) emerged. This includes: an analysis of the origins and early development of the Manpower Services Commission (MSC); an historical account of government policy and special measures for the relief of unemployment; and a description of the circumstances and manner in which these elements came together in the development of the MSC's special measures policy, leading to the launch of YOP in April 1978. It is concluded that the initial role of the programme was essentially that of a palliative in the context of the Labour Government's social contract relationship with the trade union movement rather than being a positive element in the MSC's development of a comprehensive manpower policy. The second section is concerned with the actual development and performance of the programme in relation to its original objectives. This includes national level analyses in terms of both quantitative and qualitative objectives, and the conclusions of a case study conducted in the Portsmouth Travel-to-Work Area. The third section examines the significance of the divergences revealed between objectives and results, both in the context of contemporary political and economic developments, and also in a wider historical context which includes the initial progress made by YOP's successor, the Youth Training Scheme (YTS). It is concluded that, although YOP continued to act as a palliative, it developed beyond this towards a new form of active manpower policy consistent with a monetarist macro-economic context. On the basis of this analysis, alternative scenarios for the future are briefly considered.
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Cajot, Pierre. « Une comparaison franco-suisse de l'entrée dans le métier d'enseignant chercheur : dynamiques identitaires et environnements de travail en formation ». Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR078.
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En France, un décret de 2018 a instauré un cadre national de la formation pédagogique pour les maîtres de conférences nouvellement recrutés tandis qu’en Suisse, les programmes de formation pédagogique à destination des jeunes enseignants-chercheurs existent depuis deux décennies suite à des initiatives locales, à l’échelle des universités. Depuis plusieurs années, la pédagogie à l’université devient un enjeu majeur des transformations au sein de l’enseignement supérieur dans un contexte d’accroissement de l’échec, des effectifs et de l’hétérogénéité des publics (Michaut et Romainville, 2006). Face à ces évolutions, le métier d’enseignant-chercheur se recompose (Annoot, 2011). En articulant divers apports scientifiques de l’apprentissage des adultes en formation et de la pédagogie universitaire, nous nous intéressons au développement professionnel d’enseignants-chercheurs novices insérés dans ces dispositifs professionnalisants (Wittorski, 2007). La recherche, menée auprès de sept enseignants-chercheurs novices appartenant à des universités distinctes, l’une française et l’autre en suisse, examine ce processus de développement professionnel à l’œuvre à l’entrée dans le métier. Le travail de thèse, à travers une analyse comparée et longitudinale réalisée sur la base d’entretiens à deux temporalités auprès de jeunes enseignants-chercheurs insérés dans des dispositifs de formation à l’enseignement, envisage de décrire et comprendre les ressources que ceux-ci mobilisent ainsi que les stratégies que les enseignants-chercheurs novices déploient au cours de leurs interactions avec leurs environnements de travail et de formation. Plus particulièrement, les transformations vécues par les novices en termes de changements de pratiques d’enseignement, de conceptions et de postures professionnelles mais aussi la perception de leurs environnements de travail et de formation ainsi que leurs caractéristiques individuelles permettent d’identifier les repères et les conditions nécessaires à leur développement professionnel. Sur la base d’un cadre d’analyse systémique, la thèse met en lumière plusieurs configurations articulant les caractéristiques des dispositifs de formation et des cadres institutionnels avec les profils des enseignants-chercheurs et leurs perceptions singulières de ces offres de formation. Les résultats de ce travail identifient des perceptions variées selon les types dispositifs proposés aux participants. De même, certaines caractéristiques individuelles dont l’expérience antérieure, et certaines variables de l’environnement de travail dont l’influence des pairs, se révèlent prédominantes dans nos configurationsIn France, a 2018 decree established a national framework for pedagogical training for newly recruited professors in higher education, while in Switzerland, pedagogical training programs for young teachers-researchers have existed for two decades following local initiatives. For several years, university pedagogy has become a major concern amid transformations in a context of increasing failure rates, enrollment, and heterogeneous student populations (Michaut and Romainville, 2006). By combining various specific contributions from adult education and university pedagogy, we are interested in the professional development of novice teacher-researchers integrated into the professionalization programs (Wittorski, 2007). This research, conducted with seven novice teacher-researchers from different universities, one in France and the other in Switzerland, examines the process of professional development at the beginning of their careers. The thesis, through a comparative and longitudinal analysis based on interviews at two time points with young teacher-researchers, aims to describe and understand the resources they mobilize as well as the strategies novice teacher-researchers deploy during their interactions with their work and training environments. Specifically, the changes experienced by novices in terms of practices, professional beliefs, and postures, as well as their perceptions of their work and training environments and their individual characteristics, help identify the reference points and conditions necessary for their professional development. Using a systemic analysis framework, the thesis highlights several configurations that combine the characteristics of training programs and institutional framework with the profiles of teacher-researchers and their unique perceptions of the training offerings. The results of this work identify distinct perceptions based on the types of programs offered to the participants. Likewise, certain individual characteristics, including prior experience, and certain variables in the work environment, particularly the influence of peers, emerge as predominant factors in our configurations
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Wilson, Kathleen Rosemarie. « The implementation of a health promoting school and college award scheme ». Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297811.
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Wang, Hao. « A new scheme for training ReLU-based multi-layer feedforward neural networks ». Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-217384.
Texte intégralRésumé :
A new scheme for training Rectified Linear Unit (ReLU) based feedforward neural networks is examined in this thesis. The project starts with the row-by-row updating strategy designed for Single-hidden Layer Feedforward neural Networks (SLFNs). This strategy exploits the properties held by ReLUs and optimizes each row in the input weight matrix individually, under the common optimization scheme. Then the Direct Updating Strategy (DUS), which has two different versions: Vector-Based Method (VBM) and Matrix-Based Method (MBM), is proposed to optimize the input weight matrix as a whole. Finally DUS is extended to Multi-hidden Layer Feedforward neural Networks (MLFNs). Since the extension, for general ReLU-based MLFNs, faces an initialization dilemma, a special structure MLFN is presented. Verification experiments are conducted on six benchmark multi-class classification datasets. The results confirm that MBM algorithm for SLFNs improves the performance of neural networks, compared to its competitor, regularized extreme learning machine. For most datasets involved, MLFNs with the proposed special structure perform better when adding extra hidden layers.Ett nytt schema för träning av rektifierad linjär enhet (ReLU)-baserade och framkopplade neurala nätverk undersöks i denna avhandling. Projektet börjar med en rad-för-rad-uppdateringsstrategi designad för framkopplade neurala nätverk med ett dolt lager (SLFNs). Denna strategi utnyttjar egenskaper i ReLUs och optimerar varje rad i inmatningsviktmatrisen individuellt, enligt en gemensam optimeringsmetod. Därefter föreslås den direkta uppdateringsstrategin (DUS), som har två olika versioner: vektorbaserad metod (VBM) respektive matrisbaserad metod (MBM), för att optimera ingångsviktmatrisen som helhet. Slutli- gen utvidgas DUS till framkopplade neurala nätverk med flera lager (MLFN). Eftersom utvidgningen för generella ReLU-baserade MLFN står inför ett initieringsdilemma presenteras därför en MLFN med en speciell struktur. Verifieringsexperiment utförs på sex datamängder för klassificering av flera klasser. Resultaten bekräftar att MBM-algoritmen för SLFN förbättrar prestanda hos neurala nätverk, jämfört med konkurrenten, den regulariserade extrema inlärningsmaskinen. För de flesta använda dataset, fungerar MLFNs med den föreslagna speciella strukturen bättre när man lägger till extra dolda lager.
25
Ward, Marion Ruth. « The development of the Youth Training Scheme in three local education authorities ». Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019718/.
Texte intégral
26
Lusty, M. G. F. « Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation ». Thesis, Open University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292280.
Texte intégral
27
Marsden, L. « The determinants of self-esteem amongst young people within the Youth Training Scheme ». Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382586.
Texte intégral
28
Back, Desiree M. A. R. « Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95 ». Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.
Texte intégralRésumé :
With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.
29
DeLandro, Donna. « The training needs and aspirations of a group of young black and white women on the One Year Youth Training Scheme in 1984-1985 ». Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/73128/.
Texte intégralRésumé :
This thesis addresses the training needs, experiences and aspirations of a group of young Black and White women on the One Year Youth Training Scheme (YTS) in the mid-1980s. The thesis takes as its starting point the role of the State and the Manpower Services Commission in fostering a new training scheme, based on social market principles and a deficiency-centred model of young people. In turn this process of labelling young people as deficient is subjected to a critical analysis, especially in relation to the youth labour market and the rise in youth unemployment from the late 1970s up to the beginning of the research period in 1984. Thereafter, the issue of training in the context of the sample's past experiences of schooling and the labour market is examined in order to identify the most salient factors involved in their selection of the Youth Training Scheme. A focus on two case study training schemes is undertaken, where the main objective is to explore the nature of relationships between the various actors involved, ie. Black and White female trainees and staff. In doing so the central argument pursued by this thesis is that the nature of such relations determined the quality of the training received by the sample group on the two schemes in an area of West London between the summer of 1984 and 1985. In conclusion the thesis argues that based on the research evidence, the labelling of young people as deficient in employment skills is misleading, because it fails to take into account the complexity surrounding the transition from school to work.
30
Pell, David. « The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students ». Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.
Texte intégral
31
Gorman, Charles Allen, et Joan R. Rentsch. « Retention of Assessment Center Rater Training ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/535.
Texte intégralRésumé :
The purpose of this research was to examine frame-of-reference (FOR) training retention in an assessment center (AC) rater training context. In this study, we extended Gorman and Rentsch’s (2009) research showing FOR training effects on performance schemas by examining the effects immediately after training and again after a two-week nonuse period. We examined the retention effects of FOR training on performance ratings and on performance schema accuracy. The results indicated that the FOR training condition, compared to a control condition, yielded performance ratings and performance schemas more similar to expert ratings and to an expert schema, respectively. FOR training also had positive effects on ratings and performance schema accuracy assessed two weeks after training. These results support and extend the theory of FOR training, which posits that the instructed theory of performance replaces the preexisting rater schemas (Lievens, 2001), and they contribute to the research on FOR training within AC contexts.
32
Hudson, Thomas. « The Sports Scholarship Scheme at the University of Bath : a systematic approach to meeting the needs of the elite academic athlete ». Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308725.
Texte intégral
33
Tai, Mei-har Jessie, et 戴美霞. « A study on the role, benefits and concerns of the cooperating teachersin the cooperating teacher scheme ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958904.
Texte intégral
34
Schemmel, Annette [Verfasser]. « Visual Arts in Cameroon : A Genealogy of Non-formal Training, 1976-2014 / Annette Schemmel ». Berlin : Freie Universität Berlin, 2021. http://d-nb.info/1239645643/34.
Texte intégral
35
Siyau, Ming Fei. « A novel training-based MIMO channel estimation scheme for layered space-time systems in frequency selective wireless channels ». Thesis, Cranfield University, 2009. http://dspace.lib.cranfield.ac.uk/handle/1826/3464.
Texte intégralRésumé :
New development in wireless technology using multiple antennas with appropriate space-time processing has recently become the new frontier of wireless communication systems due to the potential for providing very high spectral efficiency and enormous capacity improvement over the conventional wireless radio communications. The technical advances in using the multiple-input multiple-output (MIMO) wireless links present a promising breakthrough in resolving the bottleneck of current capacity limitation for future intensive wireless networks. The MIMO wireless systems utilize multiple antennas at both side of the transmitter and the receiver for enormous gains in spectral efficiency as well as system capacity in terms of higher data throughput by exploiting the multipath diversity in a rich scattering environment. A number of MIMO systems have been proposed to permit very high transmission rate, far exceeding the conventional communication technique. In particular, the Bell Laboratories layered space-time (BLAST) architecture has been presented that uses concept of spatial diversity and successive interference cancellation technique to improve the quality of signal reception over the flat-fading or the frequency selective fading channel. However, in order to achieve the quoted capacity gains in MIMO systems, the channeli nformation in terms of the multiple channeli mpulse responses(C IRs) and their fading coefficients must be known or estimated, which requires the design of a suitable channele stimator.T hus far, existing MIMO channele stimations chemesh aveb eenm ostly limited to the flat-fading case or cater specifically for coded space-time systems such as space-timeb lock code systems.I n this thesis,t he work is to considert he existing MIMO channel estimation techniques (used in the flat fading condition) and extend them to cater for a more realistic time-varying, frequency selective fading channel. The focus of this thesis has been the design and development of suitable training-based MIMO channel estimation scheme as well as the formulation of a new pilot code to enable effective estimation for the frequency selective channel. The novel channel estimator is also incorporatedi nto the BLAST architecturet o allow the practical assessmenotf using nonidealized channel to be studied and analysed for the performance of the MIMO systems. The driver for this work has been the recognition of the importance of channel knowledge for all the MIMO system to be used in practical application.
36
McKie, Linda. « The moral economy of unemployment : working on, & ; participating in, the Youth Training Scheme (Co. Durham 1983-1986) ». Thesis, Durham University, 1989. http://etheses.dur.ac.uk/9302/.
Texte intégralRésumé :
This thesis is concerned with the initiation, development and operation of the Youth Training Scheme (Y.T.S.) in Co. Durham, 1983-86.Employing a multiple strategy of methodology, comprising participant comprehension, questionnaires and interviews with key informants, the changing nature of the school-work transition and local labour markets, is identified in the attitudes and actions of those working on and participating in the Y.T.S. A major focus of the project was the evaluation of the role of the supervisor working on the Y.T.S. The work of the local Accredited Centre (A.C.) charged with training the trainers was examined as was the work of nine supervisors working on eight selected schemes. As a consequence of this the progression of trainees incorporated in the study from the Y.T.S. was analysed. By identifying and analysing the manner in which a number of individuals managed the rapid change brought about by the Y.T.S. the research concluded that the Y.T.S. both perpetuated and created divisions in local labour markets reinforcing the significance of educational qualifications as a predictor of success both on and of the Y.T.S. A hierarchy of schemes evolved with high status schemes being those with prior involvement in recognised and regarded forms of training. It became apparent that the differing market and work situation (Lockwood, 1966, p. 15) of supervisors represented an image to trainees of their future. Ultimately the Y.T.S. must be regarded as the first shift in training policy, introduced by the post 1979 Conservative Governments, marking the beginning of a broader strategy linked to the management of the economy and unemployment. The state took on a major role in stipulating and directing training policy which was organised on a contractual basis locally. Within that strategy it was the individual who was deemed to be culpable for their lack of skills or unemployment. Please note that the names of the Schemes and individuals that participated in the study have been changed.
37
Siyau, M. F. « A Novel training-based MIMO channel estimation scheme for layered space-time systems in frequency selective wireless channels ». Thesis, Department of Aerospace, Power & ; Sensors, 2009. http://hdl.handle.net/1826/3464.
Texte intégralRésumé :
New development in wireless technology using multiple antennas with appropriate
space-time processing has recently become the new frontier of wireless communication
systems due to the potential for providing very high spectral efficiency and enormous
capacity improvement over the conventional wireless radio communications. The technical
advances in using the multiple-input multiple-output (MIMO) wireless links present a
promising breakthrough in resolving the bottleneck of current capacity limitation for future
intensive wireless networks. The MIMO wireless systems utilize multiple antennas at both
side of the transmitter and the receiver for enormous gains in spectral efficiency as well as
system capacity in terms of higher data throughput by exploiting the multipath diversity in
a rich scattering environment. A number of MIMO systems have been proposed to permit
very high transmission rate, far exceeding the conventional communication technique. In
particular, the Bell Laboratories layered space-time (BLAST) architecture has been
presented that uses concept of spatial diversity and successive interference cancellation
technique to improve the quality of signal reception over the flat-fading or the frequency
selective fading channel.
However, in order to achieve the quoted capacity gains in MIMO systems, the
channeli nformation in terms of the multiple channeli mpulse responses(C IRs) and their
fading coefficients must be known or estimated, which requires the design of a suitable
channele stimator.T hus far, existing MIMO channele stimations chemesh aveb eenm ostly
limited to the flat-fading case or cater specifically for coded space-time systems such as
space-timeb lock code systems.I n this thesis,t he work is to considert he existing MIMO
channel estimation techniques (used in the flat fading condition) and extend them to cater
for a more realistic time-varying, frequency selective fading channel. The focus of this
thesis has been the design and development of suitable training-based MIMO channel
estimation scheme as well as the formulation of a new pilot code to enable effective
estimation for the frequency selective channel. The novel channel estimator is also
incorporatedi nto the BLAST architecturet o allow the practical assessmenotf using nonidealized
channel to be studied and analysed for the performance of the MIMO systems.
The driver for this work has been the recognition of the importance of channel knowledge
for all the MIMO system to be used in practical application.
38
Astill, Brian R. « Some social aspects of the Australian Traineeship Scheme : trainees and their opinions at the Adelaide College of TAFE / ». Title page, synopsis and table of contents only, 1990. http://web4.library.adelaide.edu.au/theses/09EDM/09edma554.pdf.
Texte intégral
39
Rabi, Sally A. « A professional development scheme for non-native speaking teachers of English from the Arab world : an action research study ». Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44680/.
Texte intégralRésumé :
Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native speakers of English themselves. The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices, teacher effectiveness and current professional development opportunities. The second chapter presents some critical contexts of the study; the researcher's personal and professional contexts, and the research sites. These provide accounts of the researcher's background as an English language teacher, trainer and researcher. This section clarifies the need for focused research in the area of professional development of English language teachers. The next section provides an overview of the United Arab Emirates, teaching population and study sample. After reviewing a range of educational research methodologies, the Methodology of the Study explains why Action Research was found to be the most appropriate framework for the project, and most particularly the Deakin participatory action research approach. Characteristics of the research population and study sample are then discussed. Thereafter, the data collection instruments (needs assessment questionnaires, interviews, observation checklists, discussions, feedback forms and documents) are discussed in relation to their role and purposes in the study. The chapter concludes by outlining the research phases, intervention strategy and the ethical dimensions of the study, particularly in relation to researcher identity and power relations. The Data Analysis and Presentation chapter focuses on summarising the data and identifying the general themes and clusters to be addressed by the interventions. The thesis concludes with the Discussion and Findings of the research. This final chapter covers the design and operation of the first and second interventions. It also aims to evaluate the effectiveness of the action research framework. This is followed by the research statement and discussion of the main findings, particularly how the findings of the research have affected the decision making policy in the professional development of teachers working for the UAE Ministry of Education. The findings of the research section also provides recommendations for policy and practice.
40
Turbin, Jill. « State intervention into the labour market for youth : the implementation of the Youth Training Scheme in three local labour markets ». Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/34533.
Texte intégralRésumé :
This thesis examines the way the state intervenes in the labour market for youth through an analysis of the implementation of the Youth Training Scheme. It adopts a dynamic model of policy formulation and delivery to explore the extent to which the state is able to compensate for the crises of contemporary capitalism. The first part of this thesis looks at the way in which theories of the state translate into theories of state intervention and the assumptions these make of the ability of the state to intervene. It argues that current theories do not adequately consider the way in which policy is continually renegotiated throughout its delivery. The failure to consider the institutional form of the state has lead to both normative and conspiratorial theories of state intervention. These have commonly considered the outputs of policy rather than its delivery. It is also maintained that policy analysis has not systematically related the evaluation of policy to a theory of the state. The second part analyses the implementation of the Youth Training Scheme as an example of an intervention by the state into the labour market. It shows, through an empirical analysis that policy objectives are renegotiated throughout the delivery of the programme. In particular the research looks at the way in which the Youth Training Scheme emerged in three constrasting labour markets. The research focusses on the recruitment to, and training within, schemes to illustrate the effects of labour market structure on the outcome of the programme. This analysis takes into account the structure into which policy is delivered as well as the institutional constraints on policy implementation. By using the dual focus of the state and the capital/labour relationship a framework for the analysis of policy in the sphere of production is developed.
41
Turnbull, Guy Michael. « The role of place in the provision, delivery and effectiveness of the youth training scheme : the case of North Tyneside ». Thesis, Northumbria University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359047.
Texte intégral
42
Mizen, Phil. « Young people's experiences of the Youth Training Scheme : a case study of recent state intervention in the youth labour market ». Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/35614/.
Texte intégralRésumé :
The Youth Training Scheme (YTS) is a state sponsored training programme for 16 and 17 year old schoolleavers. This thesis sets out to explore how young people experience leaving school and enter the YTS. It draws on data generated by a one-off survey of fifth form school pupils, semi-structured interviews amongst a sample of YTS trainees and previously unpublished figures from the Training Agency's 1 100% Follow-Up Survey of YTS Leavers'. The thesis takes some of the key assumptions and assertions on which YTS' claimed successes have been built and examines them in relation to the actual ways in which young people make sense of, and cope with, the transition from school to a training scheme. There has been much written about the development of YTS but there is an acknowledged dearth of information on the views and experiences of young people themselves. In addressing this problem, the thesis provides an addition to the existing body of sociological knowledge relating to young people and their movement into the labour market. Furthermore, the thesis addresses some important policy considerations relating to Britain's continued inability to provide youngsters with quality training for jobs. Contrary to claims that YTS has 'revolutionized' young people's attitudes towards training and the labour market, the research illustrates its continued failure to provide them with a credible training alternative on leaving school. YTS fails to grasp the significance of work for many working class youngsters, as they grow up and prepare to leave school, and so ignores their consequent ambivalence towards the training package offered by the Scheme. In addition, it illustrates that YTS has failed to provide youngsters with a period of quality foundation training and explores some of the mechanisms that account for the Scheme's chronic inability to retain youngsters for the full length of their training programmes. It also explores young people's attitudes towards compulsory training and concludes with some pointers as to the likely achievements of its successor, Youth Training.
43
Hung, Nga-yan Janet, et 孔雅欣. « The impact of Hong Kong pre-primary education voucher scheme on teachers professional development ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176742.
Texte intégralRésumé :
This research aims to determine whether the voucher scheme in Hong Kong would really increase professional development of Hong Kong early childhood teachers, and to see how the teachers will react to this change. Few studies have been conducted on how the voucher system affects the teachers. A qualitative approach was employed where a total of twelve teachers and four principals from the four kindergarten schools were asked to participate in the study. The results of the study show that teachers from the different kindergartens were having more convergent views about the pre-primary education voucher scheme among the teachers from these schools. Many of them believe that the voucher scheme is in fact a fair policy and that it could effectively improve teachers‟ quality, though the apprehension of old generation teachers over the influx of the younger and relatively more qualified teachers is a concern that needs to be addressed.published_or_final_version
Education
Master
Master of Education
44
Simmons, Christopher. « Correlates and predictors of cognitive complexity among counseling and social work students in graduate training programs ». [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002542.
Texte intégral
45
Namusoke, Kiwanuka Suzanne. « The Ugandan private students scheme at Makerere University School of Medicine and its effect on increasing the number of medical doctors enrolled and trained from 1993 to 2004 ». University of the Western Cape, 2010. http://hdl.handle.net/11394/3059.
Texte intégralRésumé :
Magister Public Health - MPHBackground: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-) the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females); in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female. Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period. Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.
South Africa
46
Dibela, Pumza. « An investigation into the administration of the National Student Financial Aid Scheme for undergraduate students and its impact on the students' academic progress at a historically Black university ». University of the Western Cape, 2018. http://hdl.handle.net/11394/6244.
Texte intégralRésumé :
Masters in Public Administration - MPAThis study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.
47
Kopel, Daphne. « Spatial Schema Transfers to Similar Place : A Case of Disney Theme Parks ». Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1607.
Texte intégralRésumé :
The intent of this thesis is to explore whether an existing spatial schema assists with learning a similar environment to the existing schema. Spatially experienced and non-experienced participants of Magic Kingdom Park learned a similar park, Disneyland Park, using a virtual environment. Participants learned the virtual environment either passively or actively. Spatially experienced participants outperformed the non-experienced participants on survey and route knowledge assessments, despite of the training method used in the virtual environment. The results suggest that the existing schema for a similar place transfers to the new environment regardless of passive or active training.B.S.
Bachelors
Psychology
Sciences
48
Galvin, Conor. « The Licensed Teacher Scheme 1990-93 : a study in school-centred initial teacher training with specific reference to the nature of the licensed teacher / mentor relationship and its supporting structures ». Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319787.
Texte intégral
49
Skládalová, Petra. « Návrh na zlepšení motivačního systému ve vybrané společnosti ». Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2014. http://www.nusl.cz/ntk/nusl-224329.
Texte intégralRésumé :
This diploma thesis deals with the topic of work motivation. If focuses on ways to improve the motivation scheme in a particular company. Via a series of surveys, it analyses the current motivation scheme in a company. Based on the results of the analysis, the thesis suggests measures for improving ways to increase staff motivation to work, their satisfaction at work and the effeciency of the company.
50
Benford, Brian. « Youth unemployment in Sheffield 1982-1987 : an examination of the Youth and Community Service initiatives, the Youth Training Scheme with special reference to the role of Stocksbridge College and the views of fifty unemployed young ». Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328820.
Texte intégral