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1
Purves, Ian. "Implementing clinical guidance on general practice using computerised information systems : PRODIGY phase one". Thesis, University of Newcastle Upon Tyne, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310035.
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Palesy, Debra Lee. "Learning Occupational Practice in the Absence of Expert Guidance: A Case Study of In-Home Disability Support Workers". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366682.
Abstract (sommario):
How in-home disability support workers adapt what they learn in manual handling classroom training sessions to the circumstances of their work (i.e., their clients’ homes), is central to their own safety and that of their clients. In the in-home work setting there is no “expert” for newly trained workers to closely observe or on whom to model their work practice. A particular concern, therefore, is the degree of transfer or adaptability from classroom training sessions that may assist these workers to enact safe practices, as their musculoskeletal injuries continue to occur at unacceptably high rates. Consequently, understanding how best to support these workers initially learn their occupational practice may offer considerable procedural benefits across the entire arena of working well and safely. Contemporary accounts of learning emphasise the importance of immediate social partners such as teachers and co-workers. Yet, much of our learning for work occurs without such experts. So, we need better understandings of how individuals learn from different educational experiences and adapt what they learn to their practice, and also how this learning occurs in the absence of expert guidance. A case study approach, comprising two separate practical studies, was adopted for this inquiry, which aimed to explore the personal, situational and instructional bases for realising effective learning in the absence of expert guidance. Study A comprised an exploratory investigation in which a community service organisation’s existing manual handling training situation was appraised by way of semi-structured interviews and direct observation of support workers, and a trajectory for learning in situations of relative social isolation was proposed. Study B comprised an intervention, where the proposed trajectory was implemented for a group of new support workers learning manual handling. The effectiveness of this program was appraised, again through semi-structured interviews and direct observation. A reconciliation of both studies led to conclusions about the best ways that learning in relative social isolation may progress.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
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Beroud, Jean-Yves. "Rôle des représentations sociales et du lieu dans les pratiques d’accompagnement des professionnels du coaching et relations avec la posture d’évaluation". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3057/document.
Abstract (sommario):
Le coaching professionnel regroupe un ensemble de pratiques qui ne disent, a priori, rien de la posture du praticien. L’intervention qu’il met en œuvre relève des métiers de l’évaluation, il est ainsi nommé évaluateur-coach. Le dispositif dépend ainsi soit d’une logique de contrôle en posture de conseiller, soit d’une logique d’accompagnement en posture d’accompagnateur professionnel. Le travail de problématisation vise à questionner le rapport entretenu par l’évaluateur-coach avec son lieu de pratique. Il s’inscrit dans un cadre théorique de mise en tension des concepts d’évaluation, d’accompagnement et de lieu. En ce sens, l’utilisation de la méthodologie quantitative, qualitative des représentations sociales permet de questionner la représentation du coach sur son métier et son lieu d’exercice ainsi que le rapport qu’il entretient avec le lieu. À partir d’un échantillon de cinquante coachs, les résultats mettent en évidence une majorité de praticiens dans le guidage et le développement personnel. De plus, il est caractérisé à partir du rapport que l’évaluateur-coach entretient avec le lieu, des critères signifiants de la logique d’évaluation préférentielle du praticien. Les résultats sont modélisés à partir d’un kaléidoscope de postures en situation : le pilote orienté solution, le facilitateur maïeuticien, le praticien en développement personnel et le coach clinicienProfessional coaching is a set of practices that in principle do not really reveal the attitude of the practitioner. The intervention he implements is about business evaluation and that is why he is called mentor-assessor. Therefore, such a scheme depends either on the idea of controlling businesses as a counselor or guiding them as a professional guide. The work of problematization here is to question the relationship maintained by the mentor-assessor with his place of practice. It is part of a theoretical framework putting together evaluation concepts, support and place. In this sense, the use of quantitative and qualitative methods of social representations allows to question the representation of the mentor-assessor on his work and his place of practice as well as the relationship he has with the workplace. From a sample of fifty coaches, the results show a majority of practitioners in the position of guidance and personal development. The report also points out that the mentor-assessor has with the workplace, meaningful preferential assessment criteria of the practitioner. The results are modeled from a kaleidoscope attitude situation which are: the solution-oriented guide, the birth coach facilitator, the practitioner in personal development and the clinician coach
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Nascimento, Sampaio Leobino. "A guidance approach for network users support". Universidade Federal de Pernambuco, 2011. https://repositorio.ufpe.br/handle/123456789/1277.
Abstract (sommario):
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Previous issue date: 2011Conselho Nacional de Desenvolvimento Científico e Tecnológico
Usuários de aplicações avançadas, tais os de grade computacional, encontram algumas vezes problemas de desempenho de rede que frustram as suas expectativas de realização de atividades. Por isso, a assistência para comunidades de usuários que tem dificuldades em usar a rede tem sido identificada como uma das principais questões de suporte relacionadas ao desempenho. Isso explica a crescente demanda por serviços de monitoramento que tentam auxiliar os usuários no entendimento das propriedades de rede, bem como no uso de suas aplicações. Serviços de monitoramento trouxeram grandes benefícios em termos de suporte aos usuários. Mesmo assim, existe uma carência por serviços de aconselhamento que beneficie os usuários com informações que vão além da simples apresentação das propriedades de rede. Atualmente, tanto usuários avançados quanto equipes de suporte contam com ferramentas que apresentam informações de uma perspectiva puramente técnica. A maioria delas se baseiam em informações obtidas como resultado de atividades de monitoramento, independentemente dos níveis de qualidade de serviços percebidos pelos usuários. Tais ferramentas de medição atendem razoavelmente os requisitos dos gerentes, operadores e usuários finais quando se trata de aplicações comuns. Contudo, a comunidade de pesquisa vem destacando a importância da qualidade de experiência (QoE) durante a avaliação dos serviços de rede quando se trata de aplicações avançadas. Ao considerar as opiniões dos usuários, o gerenciamento da qualidade de serviços torna-se mais efetivo, uma vez que a avaliação do serviço não está restrita às considerações da equipe de suporte e gerenciamento. Essa tese apresenta uma abordagem de aconselhamento para o suporte de usuários de rede que foca na colaboração entre usuários através do compartilhamento das suas experiências no uso das aplicações para construir uma base de conhecimento. O conhecimento representado inclui não somente a informação sobre os problemas de desempenho, como também as características as aplicações e as opiniões dos usuários. Através dessas características, a abordagem procura alcançar altos níveis de satisfação dos usuários pela redução gradual do volume de informações de suporte erradas. Para avaliar a viabilidade dessa abordagem, um modelo de sistema de raciocínio baseado em casos (RBC) foi construído e validado através de um estudo experimental conduzido em laboratório por meio de um sistema multiagente. O sistema é apoiado por uma base de conhecimento baseada no uso de ontologias e um esquema de reputação baseado no algoritmo Pagerank. Os resultados do estudo mostraram a efetividade da abordagem proposta, sua resilência à comportamento de usuários incoerentes e em conluio, e a importância do conhecimento do domínio sobre as atividades de suporte a usuários
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Law, Lai-ming Teresa, e 羅麗明. "Guidance training needs and support: class teachers' perception". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961757.
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Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
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Deng, C. (Canrong). "Multi user support for senior citizen visual guidance system". Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201603251353.
Abstract (sommario):
Due to the population aging phenomenon, the working-age population will decline in the future while the seniors’ quality of life can decline. A lot of research has been done and many of researchers figure out modern ICT and mobile technology needs to shoulder more responsibility in elderly care. The benefit of science and technology should be brought to senior citizens’ life.
Moreover, the smartphone ownership rate has been increasing in recent years, espe- cially the percentage of Android phone ownership. Because elders will take smart- phone everywhere, installing an application in senior citizen’s Android phone is a good way to track their movements. The caregivers could give guidance remotely to elders based on their location and surrounding environment scene by using mobile technology of this kind.
The multi user support for senior citizen visual guidance system consists of five components: Android phone, Pupil headset, Indicator-based Glasses, OldBirds and web server part. The system uses the Pupil headset to capture senior citizen’s font view and transfer it to OldBirds part which is controlled by caregivers. Furthermore, the Indicator-based glasses are used to show the guidance orders given by remotely caregivers. The web server part is transfer station between Android phone and OldBirds part.
Google Cloud Messaging service has already been integrated into this system so that caregivers can directly give guidance orders to senior citizens about when and where to go.
For future work I suggest, from the hardware perspective, to connect Pupil headset’s world camera and eye camera together by a USB hub. Furthermore, I recommend to combine Pupil headset and Indicator-based glasses together to remove the need for Bluetooth connection.
8
Thompson, Rennie Margaret. "Pastoral support programmes : partnerships in practices". Thesis, University of the West of England, Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421534.
9
Galan, Maribel. "Educational practices to support homeless students". Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.
Abstract (sommario):
This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.
The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.
The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.
Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.
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Vieira, Roberto Gaspar. "AudioNavigator: using audio cues to support GPS-enabled guidance systems". Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10203.
Abstract (sommario):
Mestrado em Engenharia de Computadores e TelemáticaA oferta de dispositivos móveis para navegação e orientação tem aumentado ao longo dos últimos anos devido à revolução móvel, impulsionada pelo acesso generalizado a smartphones com GPS integrado e outras tecnologias semelhantes que fornecem informação geográfica, visando diferentes cenários de utilização tais como condução de veículos ou navegação pedestre. Porém, a forma como estes dispositivos interagem com o utilizador não e apropriada para indivíduos com dificuldades visuais nem para situações onde o utilizador não possa utilizar a visão para se orientar (e.g. equipas de primeiros socorros em missão de salvamento num local onde há fumo, nevoeiro ou noutras condições de visibilidade reduzida). Nos últimos anos, os sistemas de navegação audio têm sido apontados como uma possível solução para este problema. Nesta dissertação abordamos esta temática desenvolvendo um sistema - AudioNavigator - que fornece instruções via áudio. AudioNavigator é um sistema (aplicação) para dispositivos móveis Android capaz de converter sinais de áudio mono em sinais de audio espacial que são percebidos pelo utilizador como provenientes de uma determinada localização, orientando-o até à localização alvo. O objectivo principal do AudioNavigator é guiar um indivíduo equipado com um dispositivo móvel com GPS até um determinado local recorrendo apenas a instruções áudio. O sistema foi desenvolvido com base num modelo head-related transfer function (HRTF) que modula o tempo e intensidade das instruções áudio de forma a gerar uma percepção 3D do som para os utilizadores que envergam um par de auriculares. O AudioNavigator foi testado quanto à percepção espacial de 10 participantes que conseguiram identificar o ângulo correcto de determinado som em 63% das vezes, com uma margem de 30 graus. Além disso, o sistema foi testado em duas séries em campo aberto onde dois percursos, um composto por 12 e outro composto por 25 pontos geográficos, foram percorridos por 5 participantes, tendo estes apenas as orientações áudio do sistema como suporte. Os 5 participantes completaram os 10 caminhos com sucesso. Estes resultados demonstram o actual potencial dos dispositivos móveis para serem utilizados em cenários de navegação sem recurso a visão. O Audio-Navigator consiste numa prova de conceito para a utilização de sistemas de navegação áudio neste tipo de cenários.
Navigation and orientation assistive devices availability has been increasing over the years due to the "mobile revolution", propelled by the generalized accessibility to smartphone integrated GPS systems and other similar technologies that provide location information, targeting di erent usage scenarios such as car driving or pedestrian navigation. Nevertheless, the way these consumer devices interface with the users are not appropriate for visually impaired individuals nor to critical situations where users cannot rely on vision for navigation (e.g. rst responders involved in rescue procedures in dense smoke presence or other reduced visibility conditions). Over the past years, audio guidance systems have been pointed in the literature as a possible solution to this problem. In this thesis we address this topic by developing a system - AudioNavigator - that provides navigation via audio signatures. AudioNavigator is an Android mobile application that is able to convert monaural audio signals into spatial audio signals that are perceived by the user as coming from a certain direction, thus guiding him towards the target destination. The main objective of AudioNavigator is to guide an individual equipped with a GPS-enabled mobile device to a given destination through solely audio cues. The system was developed based on a "head-related transfer function" (HRTF) model that modulates time and intensity of audio pitch cues to generate 3D direction perceptions to users wearing a set of headphones. AudioNavigator was tested for angle perception with 10 volunteers that were able to select the correct angle based on the audio cues in 63% of the times within a 30 degrees margin. Furthermore, the system was tested in two open eld trials where two paths, composed of 12 and 25 waypoints, were tested by 5 users, solely relying on the audio guidance provided by the system. The 5 users completed all 10 paths with success. These results demonstrate the current potential of mobile devices to be used in non-visual navigation scenarios. AudioNavigator provides a proof of concept for the usage of audio navigation systems in such scenarios.
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Brunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.
Abstract (sommario):
Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.
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Gohin, Audrey. "Variabilité des pratiques professionnelles des conseillers/référents RSA. Le rôle de la représentation de l'employabilité, du sentiment de reconnaissance et des conflits de rôles et de valeurs perçus". Electronic Thesis or Diss., Toulouse 2, 2023. http://www.theses.fr/2023TOU20066.
Abstract (sommario):
Depuis la sortie des Trente Glorieuses, les politiques de l’emploi et de lutte contre l’exclusion s’efforcent de résorber le chômage de masse (Zoberman, 2011). Aux échelles nationale et départementale, les dispositifs d’aide à l’insertion se multiplient et se succèdent. Cette diversité rend peu lisible le « maquis institutionnel » qui caractérise le secteur de l’insertion professionnelle (DARES, 2008) malgré une volonté gouvernementale de réduire ce millefeuille par la voie de « France Travail » (2023). Si nombre de travaux scientifiques se sont centrés sur la construction (Ebersold, 2005 ; Trindade-Chadeau, 2012) et sur les effets de ces dispositifs sur les demandeurs d’emploi (Hamzaoui, 2005 ; Wuhl, 1996), peu de travaux se sont intéressés aux acteurs du secteur de l’insertion qui œuvrent en bout de chaîne des politiques de l’emploi. Partant de ce constat, notre thèse, ancrée en psychologie sociale du travail et des organisations, vise à analyser la variabilité des pratiques professionnelles d’une population spécifique d’acteurs de l’insertion : « les conseillers/référents du Revenu de Solidarité Active (RSA) ». Le champ professionnel de l’insertion a la particularité de se situer à la croisée de logiques gestionnaires qui visent à réduire le nombre de demandeurs d’emploi (Bajoit, 2005 ; Zwick Monney, 2015b) et de valeurs plus humanistes héritées du secteur du social, plus à même de tenir compte de la singularité des situations des demandeurs d’emploi (Brégéon, 2008). Dans ce contexte particulier, comment les conseillers/référents RSA exercent-ils et se représentent-ils leur rôle professionnel ? Certains conseillers RSA vont, par exemple, davantage adapter leur pratique aux prescriptions institutionnelles en matière d’employabilité. D’autres vont davantage chercher à se dégager une marge de manœuvre afin de tenir compte de la spécificité des situations des personnes accompagnées. Inscrite dans une perspective psychosociale, la thèse vise à décrire et à rendre compte de la variabilité des pratiques professionnelles à travers l’orientation de rôle des conseillers/référents RSA. En référence au modèle théorique d’une socialisation plurielle et active (Baubion-Broye et al., 2013 ; Malrieu, 1989), nous postulons que l’orientation du rôle professionnel de ces conseillers/référents ne dépend pas de façon linéaire des prescriptions institutionnelles mais qu’il relève d’une activité subjective complexe – d’intersignification - mettant en perspective leurs représentations professionnelles - de l’employabilité et du cadre institutionnel prescrit -, leur rapport à soi et aux autres (sentiment de reconnaissance) et leurs propres valeurs qui peuvent être parfois cohérentes entre elles ou parfois concurrentes et source de conflits intrapersonnels. Cette activité – non exempte de doutes, de remises en question – génère une orientation du rôle spécifique à chaque conseiller. Pour rendre compte de cette variabilité, nous avons utilisé une méthodologie mixte qui articule deux volets empiriques : une étude qualitative exploratoire et une étude extensive. L’étude qualitative a été menée par entretiens semi-directifs auprès de 12 référents RSA. Une double analyse des entretiens – thématique et lexicométrique via AlcesteEducation2018 - montre deux orientations du rôle professionnel prédominantes chez les référents RSA. L’étude extensive menée par questionnaire auprès de 211 conseillers/référents RSA nous a permis de montrer que les conseillers/référents RSA s’inscrivent soit dans une dynamique conflictuelle dans l’orientation de leur rôle professionnel, soit dans une dynamique de reconnaissance de l’orientation de ce rôle. Les deux volets empiriques montrent une population majoritairement à l’aise dans l’orientation de son rôle professionnel mais qui développe toutefois des inquiétudes pour l’avenir de son secteurSince the end of « the 30-year post-war boom », the french employment and fight against exclusion policies have been trying to reduce the mass employment (Zoberman, 2011). At national and local levels, job integration plans are happening with greater frequency. However, this diversity make understandable the « insititutional confusing » typical for french job integration system (DARES, 2008) despite the government's desire to reduce this maze through « France Travail » (2023). While a number of academic studies have focused on buildings plans (Ebersold, 2005 ; Trindade-Chadeau) and evaluate the effects of theses plans on job-seekers (Hamzaoui, 2005 ; Wuhl, 1996), few studies have examined the actors in the integration sector, at the end of the employment policy chain. Based on this observation, our thesis, rooted in Work and Organizations Psychology, aims to analyze the professional practice of a specific population of insertion actors : "Revenu de Solidarité Active (RSA) advisors/referents". The french integration system is unique, it is at the crossroads between managerial logics aimed at reducing the number of jobseekers (Bajoit, 2005 ; Zwick Monney, 2015b) and more humanistic values herited from the social sector, which are better to take account of the singularity of jobseekers situations (Brégéon, 2008). In this particular context, how do RSA advisors/referents exercise and represente their professional role? Some RSA advisors/referents, for example, are more likely to adapt their practices to institutional prescriptions on employability. Others are more likely to seek a certain flexibility to take account of the specific situations of the people they support. Inscribed in a psychosocial perspective, the thesis aims to describe and account for the variability of guidance practices through the role orientation of RSA advisors/referents. With reference to the theoretical model of plural and active socialization (Baubion-Broye and al., 2013 ; Malrieu, 1989),we postulate hat the orientation of the professional role of these advisors/referents does not depend in a linear way based on institutional prescriptions, but is the result of a complex subjective activity - of intersignification - putting into perspective values, representations of self, others and work, which can sometimes be coherent with each other, or sometimes competing and a source of intrapersonal conflicts. This activity - not free from doubts and questioning - gives rise to a role orientation specific to each advisor. To account for this variability, we have developed a mixed methodology that articulates two empirical strands : an exploratory qualitative study and an extensive study. The qualitative exploratory study consists of semi-structured interviews with 12 RSA referents. A double analysis of the interviews - thematic and lexicometric via AlcesteEducation2018 - shows two predominant professional role orientations among RSA referents. An extensive questionnaire survey of 211 RSA advisors/referents showed that RSA advisors/referents are either involved in a conflictual dynamic in the orientation of their professional role, or in a dynamic of recognition of the orientation of this role. Both studies show a population that is mostly comfortable in their orientation in its professional role but that develops concerns for the future of its sector
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Beck, Eevi Elisabeth. "Practices of collaboration in writing and their support". Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239115.
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Brent, Wayne Barry. "Uses of Technology to Support Reflective Teaching Practices". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195179.
Abstract (sommario):
This dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and barriers in using technology for teaching and reflection.The study, descriptive in nature, was designed to determine the reflective practices of instructors and how emerging technologies could be used to enhance that reflection. To obtain this information, a Grounded Theory approach was used.Data were gathered and evaluated from a national survey of instructors on their teaching practices, technology used in teaching, how they reflected on their teaching, how they used technology to reflect on their teaching, and barriers to using technology for teaching and reflection.Seventy-three completed survey responses were received and coded into code families. These individual codes and code families were then analyzed to determine themes on how instructors used technology for more effective reflection on their teaching.The findings identified a number of themes related to (a) reflective teaching practices, (b) how instructors used technology to reflect on teaching, (c) the characteristics of learning technologies that supported reflective teaching practices, and (d) the barriers to using these technologies. The themes showed examples of how reflecting with technology supports effective teaching and learning.
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Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
Abstract (sommario):
Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning.
The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously.
The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning.
Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.
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Eisenkeil, Ferdinand [Verfasser]. "Computer Graphics Support in Head-Mounted Displays for Helicopter Guidance / Ferdinand Eisenkeil". Konstanz : Bibliothek der Universität Konstanz, 2016. http://d-nb.info/111311021X/34.
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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
Abstract (sommario):
Thesis advisor: Lauri JohnsonLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
18
Berg, Marc. "Rationalizing medical work decision support techniques and medical practices /". [Maastricht : Maastricht : Rijksuniversiteit Limburg] ; University Library, Maastricht University [Host], 1995. http://arno.unimaas.nl/show.cgi?fid=5791.
19
Banks, Michelle L. "Instructional Practices To Support Oral Language In Young Learners". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594121750823262.
20
Xu, Chenfan. "Impact of a Decision Support System on Obstetricians in the Pregnancy Nutrition Guidance". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21228.
Abstract (sommario):
Background: Pregnancy Nutrition (PN) guidance is an issue of great concern worldwide because of its direct relevance to the maternal healthcare and the healthy prenatal development (Li et al., 2004, p. 11). Providing an effective guidance on PN is an onerous and time-consuming task. Extensive experience, knowledge, and continuous and actual calculations are required for the obstetricians. Consequently, the PN guidance is often faced with difficulties and hurdles. It is, however, dramatically changed with the emergence of a Decision Support System (DSS) for PN guidance based on the computer information management technique. This DSS has been applied for the clinic guidance of PN in obstetrics departments or hospitals in China. Its impacts on obstetricians are investigated in this thesis. Objectives: This thesis investigates the consequences and intrinsic correlations of relevant factors during the application of the DSS, so that its effects on obstetricians can be clearly identified and the usefulness of this system for pregnancy nutrition guidance can be effectively established. It also lays a foundation for an effective communication between system developers and the end users of this system. At the meantime, this work proposes the concepts and methods that allow proper utility of such an information management system. Methods: A number of research methods have been applied for data acquisitions and analyses, including direct observations of the obstetrics department in the hospital in study, conversational interviews with the participating obstetricians, and distance communications. These approaches enable us to prepare the resources to construct the model based on these case studies. As a parallel approach, quantitative methods based on questionnaires have been conducted which reach out a large number of obstetricians in different locations. This allows a statistical analysis that permits the impact analysis and correlation of the intrinsic factors, so that the conclusions of this study can be consolidated. Results: Positive impacts will be measured by five factors including convenience, acceptability, generality, concreteness, and effectiveness, while negative impacts by three factors including verbosity, rigidity, and expensiveness. Conclusions: The DSS has successfully enhanced the application of correct PN guidance. Both positive and negative impacts have been generated on obstetricians by the DSS. These impacts are mainly related to the seniority of obstetricians and their familiarity with the PN guidance and the DSS. The development, utilization, and operation management of the DSS in PN guidance has generated impacts and functions. This study might provide resources and foundation of the systematic management of the DSS together with its development. The DSS and the related Chief Information Officers and Specialists will benefit from this study and therefore provide improved support and assistance for the end users to complete information system management successfully.PN DSS configuration of Obstetrician Department in Tianjin First Central Hospital, Tianjin, China
21
Wieczorek, Italo de Avila. "A power line detection algorithm to support a fine grain UAV movement guidance". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163770.
Abstract (sommario):
Detecção de linhas de alta tensão em ambientes complexos é uma das tarefas mais desafiadoras em inspeções que utilizam Veículos Aéreos Não Tripulados (VANTs). Este trabalho foca em dar uma solução para este desafio, através do desenvolvimento de um algoritmo de controle de voo de precisão, que guie o VANT de maneira autônoma sobre as linhas de alta tensão. O algoritmo proposto é baseado em quatro etapas: Captura da Imagem, Filtragem da Imagem, Detecção das Linhas e Controle de Voo. Inicialmente a imagem é redimensionada para um tamanho em que as linhas fiquem em maior evidência, depois uma sequência de filtros é aplicada na imagem para reduzir ruído e evidenciar ainda mais as linhas. Depois deste pré-tratamento, um filtro de duas dimensões com formato similar ao de uma linha de alta tensão é usado para extrair os pixels pertencentes as bordas destas linhas. Após a aplicação do filtro de duas dimensões, a Transformada de Hough é aplicada na imagem resultante para detectar os segmentos de reta. Por fim, todos os dados obtidos no processamento da imagem são utilizados para guiar o VANT de maneira autônoma pelas linhas de transmissão. O algoritmo proposto apresenta um eficiente sistema de detecção de linhas de alta tensão, para auxiliar o controle de voo autônomo de um VANT, apresentando resultados convincentes.Power lines detection in complex environments is one of the most important and challenging tasks in Unmanned Aerial Vehicles (UAV)-based inspections. This work focuses on tackling this challenge by developing a control algorithm to support fine grain UAV control to autonomously guide the aerial platform over the power lines. The proposed algorithm is based on four stages: Image Capturing, Image Filtering, Line Detection and Flight Control. Firstly, the image is cropped to a size that fits all the power lines, then a sequence of filters is applied in the image to reduce noise and highlight these lines. After all the image's pretreatment, a 2D filter with similar shape of a power transmission line is used to extract pixels that belongs to the line's edges. Then, the Hough Transform method detects the line segments in the edges result image. Lastly all the obtained data is used to autonomously guide a UAV over the power transmission lines. The proposed algorithm presents an efficient power transmission lines detecting system to support the autonomous UAV guidance, which presents convincing results.
22
Mrdjenovich, Adam Joel. "University Counseling Center Practices Regarding Guidance on the Health Effects of Religious/Spiritual Involvement". Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1256083041.
Abstract (sommario):
Dissertation (Ph.D.)--University of Toledo, 2009.Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy degree in Health Education." Bibliography: leaves 238-301.
23
Dobson, Rachael Anne. "Discipline and support in housing and homelessness practices : generating transitions?" Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540784.
24
Kagumya, Elias. "Compensation Strategies That Support Commercial Banks’ Effective Risk Management Practices". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7675.
Abstract (sommario):
Compensation structures with relatively high levels of contingent pay encouraged managers to engage in excessive risk-taking behavior at financial institutions, which contributed to the global financial crisis of 2008. The purpose of this study, guided by the theory of the firm, was to explore compensation strategies that some executives in Uganda used to support effective risk-management practices. This multiple case study was an in-depth inquiry into compensation strategies that encouraged prudent risk-taking behavior. The target population comprised 5 risk-management executives from 5 separate commercial banks who had successfully implemented compensation strategies that supported risk management practices. Data were collected through semistructured interviews and a review of company documents. Data were analyzed using Yin’s approach and involved data coding, sorting, filtering, identifying relationships, confirming and linking emerging themes to the research question. Methodological triangulation and member checking were applied to ensure the credibility, validity, accuracy, and transferability of the results. Four themes emerged from data analysis: compensation challenges, financial and nonfinancial compensation, the effectiveness of compensation, and effective implementation of compensation strategies. The findings from the study may contribute to positive social change by driving the adoption of compensation strategies that motivate leaders to focus on the long-term objectives of the firm, including investing in socially responsive projects that improve the welfare of the communities in which the banks operate.
25
Clark, Nicholas, Fiona Dunne, Michael Lee e Hua Lee. "HIGH-PERFORMANCE FULL-VIEW VISION SYSTEM WITH GUIDANCE SUPPORT OF ACOUSTIC AND MICROWAVE ARRAYS". International Foundation for Telemetering, 2006. http://hdl.handle.net/10150/604107.
Abstract (sommario):
ITC/USA 2006 Conference Proceedings / The Forty-Second Annual International Telemetering Conference and Technical Exhibition / October 23-26, 2006 / Town and Country Resort & Convention Center, San Diego, CaliforniaThis paper describes the concept of wide-angle coverage optical vision system integrated with guidance support of microwave or acoustical imaging arrays. The objective is to provide the capability of effective high-resolution full-view monitoring and sensing. The optical component, formed by a multi-camera array, is responsible for the main interface with human users. The acoustical and microwave arrays are integrated, allowing the system to function in the event-triggered modality for optimal efficiency. In this paper, the arrays discussed are in circular configurations. With minor modification, the system can also function with linear array configurations.
26
Montes, Roberto Emmanuel. "Support and guidance| The experiences of first-generation college students at a private university". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196534.
Abstract (sommario):
This ethnographic study addressed two effective programs designed to assist first-time underrepresented college students navigate and successfully graduate from a private four-year university. This study also addressed how small universities can often reach out to first-generation college students even when these students apply too late for special programs. It focuses on incoming-freshmen on their first semester of their freshmen year and on Alumnae. I explore how students’ transitions from high school to a four-year university are bounded by a variety of factors within the school's structural organization. By taking an anthropological framework, my qualitative research explores behavior and perspectives about the transition of First Generation College students (FGCs) and how support systems can enable these students to stay enrolled in college.
Findings indicate four major themes that enabled students to successfully graduate or enroll into the subsequent semester: 1) social support; 2) social capital; 3) importance of mentor, 4) importance of FGCs programs. The research process utilizes participant observation and interviews in uncovering the role that these support programs play in the transition of these students. Questions were posed for further research and recommendations were made for implementation by the university programs evaluated in this thesis.
27
Daniels, Aneesa. "An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10395.
Abstract (sommario):
Includes abstract.Includes bibliographical references (leaves 95-107).
The objective of the Learning Support Group (LSO) programme at the UCT Child Guidance Clinic (COC) is to develop the academic and psychosocial functioning of children with learning difficulties. The programme operates on the rationale that remediation alone cannot address the multiple needs of the learning-disordered child, and that psychotherapeutic intervention for the child and for his or her parents may enhance the 'child's academic, emotional and behavioural functioning. This study evaluated the programme outcomes for the child participants (n=6), and for the participating parents (n=9), of the 2006 LSO programme. A single-group pre- and post-measures design was used. Data were triangulated from multiple sources including pre- and post-intervention semi-structured interviews with the children and with their parents, qualitative reports from the children's teachers, parents' and teachers' ratings of the children's cognitive and behaviour problems on the Conners' Rating Scales - Revised, the children's school reports, and scholastic tests conducted by the LSO remedial teacher. A combination of qualitative and quantitative analytic methods were employed. Findings from the evaluation indicated a statistically significant improvement in the children's academic functioning and in their problem behaviours, and qualitative reports of progress in their social relationships. The participating parents' reported that their knowledge and understanding of learning disorders had increased, alongside the acquisition of parenting and homework strategies. Parents also experienced positive shifts in their parenting style and in their relationship with their child. Given a number of methodological limitations, the extent to which the LSO intervention is responsible for these shifts cannot be conclusively established, however, the findings suggest considerable promise for its efficacy. Recommendations for the evaluation of similar programmes are offered, based on the lessons learned from the current study.
28
Qammar, Ahmad. "High commitment human resource practices, perceived organizational support and employee turnover : moderating role of supervisor's support". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13259/.
Abstract (sommario):
This thesis aims to examine the mediating role of perceived organizational support (POS) between high commitment HR practices (HCHR practices) and turnover behaviour. It also aims to explore the moderating role of supervisor support on high commitment HR practices and perceived organizational support. Although some previous studies have examined the role of perceived organizational support in the HR practice- turnover process, this literature was largely underdeveloped. For instance, some of the important HR practices that are reported to have a significant relationship with POS have not been studied in the HCHR practices-POS-turnover process. Further, the potential moderating influence of supervisor support has not yet been accounted for. Based on social exchange theory, it was expected that HCHR practices would lead to higher POS and lower turnover intentions/ actual turnover. A cross sectional survey was conducted in the banking sector in Pakistan. Data was collected in two waves. The first wave of data was collected in 2011 from multiple branches of three banks across the country. Out of a total sample of 1000 employees, 580 completed questionnaires were returned. Confirmatory factor analyses were carried out. The factor loadings confirmed the distinctiveness of the proposed constructs. Reliability coefficients were calculated for each measurement scale based on the items retained after confirmatory factor analysis. All scales showed high reliability. In the second wave of the data collection, conducted in 2014, data about the actual turnover of employees was collected. Data about 158 respondents who participated in the first wave were collected. The data was analysed using structured equation modelling in MPlus to test the theoretical model and hypothesized relationships. Supervisor support was examined as a moderating variable. The results indicate that supervisor support did not have an influence on the relationship between HR practices and perceived organizational support. Among the four HR practices tested, only two practices: job autonomy and job security, were found to have predicted POS, while justice and developmental experience did not predict POS. Further analysis revealed that POS does not mediate the relationship between any HR practice and turnover intentions or actual turnover. The study makes a number of theoretical, methodological and practical contributions. The effects of possible moderating variables have not previously been studied in the HR practices-POS-turnover process. The current research makes an important contribution by testing the moderating effects of supervisor support in this process. By testing the possible influence of the HR practices, job security and job autonomy on the POS-turnover process, the current study added important nuances to our knowledge about the role of these practices. The current study further contributes to the literature by testing a more comprehensive array of HR practices and their influence on POS and employee turnover in a holistic and composite model. The literature also lacks any notable study that has examined the POS-turnover process in any of the Middle Eastern or South Asian countries. As Pakistan has many cultural similarities with the Middle Eastern and South Asian countries, the current study provides important evidence from this region. A number of future research possibilities have been identified through this research. Keywords: Perceived organizational support, social exchange, turnover intentions, actual turnover, employer’s commitment, job outcomes, Pakistan, South Asia, structural equation modelling, job security, job autonomy, developmental experience, fairness, organizational justice, procedural justice, distributive justice.
29
Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
Abstract (sommario):
Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
30
Lysyk, Mary C. "Practices for Protecting Privacy in Health Research: Perspectives of the Public, Privacy Guidance Documents and REBs". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31093.
Abstract (sommario):
Health research is the single vehicle for uncovering the varying causes of disease or illness, understanding the broader determinants of health, and discovering new or to validating traditional ways of treating the individuals who suffer from these conditions. Thus, health research activities are at the heart of medical, health and scientific developments.
While health research activities exemplify some of the greatest hopes for improved health-care, they also highlight public concerns for the protection of personal health information (PHI). More specifically, advances in modern information technology and the increasing pace of international collaborative studies raise challenging issues regarding privacy protection in health research. The extensive quantities of data housed in general-use databases and electronic health records (EHRs) are two frequently cited examples of “electronic health information” that are now increasingly available to researchers globally . For example, individual discrete studies are expanding into long-term prospective disease or treatment databases without clear research questions and involving multiple research teams and jurisdictions. As well, EHRs are increasingly taking a prominent role in Western industrialized nations such as England, Australia, New Zealand, Germany, the Netherlands, the United States, as well as Canada. The expected large scale demand for the secondary uses of personal health information (PHI) from electronic health records represents another significant challenge to privacy. EHRs facilitate clinical and population-based health research not only in terms of secondary uses, such as retrospective observational studies, but also for prospective cohort studies.
In Canada today, there are two documents that provide direction that is applicable at a national level to privacy protection practices in health research: The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS 2) and the CIHR Best Practices for Protecting Privacy in Health Research (CIHR BPPP). The TCPS 2, a policy document, is the most influential Canadian policy applicable to the ethics of research with human participants and widely followed by Canadian researchers and institutions. Conversely, use of the CIHR BPPP is purely optional. Canadian REBs are responsible for much of the governance of privacy, confidentiality and security in health research. However, the extent to which they apply and utilize the privacy provisions from the TCPS 2 and CIHR BPPP in their protocol requirements is not known.
This thesis provides a descriptive comparative study of the international and Canadian contexts for privacy protection in health research and produces a greater understanding of two Canadian stakeholder groups: the Canadian public, whose participation and trust is imperative for valid research; and Canadian Faculty of Medicine (FoM) university biomedical REBs with whom much responsibility for ensuring appropriate protection of privacy and confidentiality in health research rests.
31
Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
Abstract (sommario):
Thesis advisor: Lauri JohnsonThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
32
Forgiarini, Ilvo. "Management practices that support retention in South African inbound call centres". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23865.
Abstract (sommario):
The turnover of call centre agents in South Africa is higher than in most other industries. The costs incurred to retain agents versus the replacement costs of an agent are massive. This research focused on inbound call centre agents and the perception of five management practises which were compared with both managers and agents in two large call centres. The five management practises tested were communication, call centre structure, performance management, recruitment and selection, and training and development. These five practises impacted on the agents’ intention to leave by 36%. A non-probability sampling method was used to select a sample of inbound call centre agents; a total of 82 agents were surveyed. Regression, stepwise selection, Wilcoxon Scores Rank Sum test, Pearson and Spearman correlation tests were some of the tools used to interpret the survey. The research concluded that communication had the strongest correlation with an agent’s intention to leave. Communication had the best combination of a matching variable to be predicted on a stepwise selection. The research further showed that the managers’ and call centre agents’ perception differs to the extent that managers believe sufficient communication is made to keep call centre agents satisfied, and this is contrary to the agents perception. Interesting to note is that 82% of the agents have considered leaving their organisation at some point, 63% of the employees do not want to be working at their current employer in the next year, and 53% had considered leaving within the past three months. This research has contributed to the body of knowledge. Organisations and managers are well positioned to direct their focus to specific management practises identified in the research which will assist them in retaining call centre agents.Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
33
Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices". UWC, 2020. http://hdl.handle.net/11394/7554.
Abstract (sommario):
Magister Educationis - MEdInclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
34
Drummey, Sandra. "District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108803.
Abstract (sommario):
Thesis advisor: Vincent ChoDemographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. Culturally responsive school leadership (CRSL) has been one solution, through the application of which districts can focus on teacher preparation, culturally responsive curricula, school inclusiveness and the engagement of students and parents in community contexts. This study is part of a larger study that examined leadership practices that foster equity, included twenty semi-structured interviews of district leaders, school leaders, and teachers. Findings from this study indicate that school leaders have enacted and supported culturally responsive behaviors to educate ELs and suggest how leaders might employ CRSL behaviors for the dual purpose of supporting ELs’ achievement on standardized testing and increasing their graduation rates
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
35
Gasperini, Stefano. "A travel-guidance engine for visually impaired people". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/11650/.
Abstract (sommario):
Fino a pochi anni fa, usare i trasporti pubblici poteva essere fonte di confusione e richiedere la comprensione del sistema dei trasporti locali. Più tardi, con la diffusione di dispositivi con localizzazione GPS, reti dati cellulare e Google Maps (inizialmente Google Transit), tutto è cambiato, rendendo possibile la pianificazione di un viaggio mentre si è fuori casa. Nonostante Google Maps disponga di indicazioni stradali più o meno in tutto il mondo e mostri molte informazioni, alcune funzionalità, come l’integrazione degli orari in tempo reale, non sono disponibili in tutte le città, ma sono basate su accordi con le agenzie dei trasporti locali.
GoGoBus è un’applicazione Android per l’ausilio al trasporto nella città di Bologna. Combinando diversi servizi, GoGoBus si rivolge a svariati tipi di utilizzatori: offre la pianificazione per i meno pratici del sistema e coloro che usano i trasporti pubblici raramente, dispone di orari in tempo reale per chi usa i mezzi frequentemente, e in più traccia la posizione dell’autobus, ha un supporto vocale e un’interfaccia semplice per persone con disabilità. Progettata appositamente per ipovedenti, l’aspetto più innovativo dell’applicazione è il suo supporto durante il percorso sull’autobus, integrato alla pianificazione del tragitto e agli orari aggiornati in tempo reale. Il sistema traccia la posizione dell’autobus attraverso il GPS del dispositivo mobile, la cui posizione è usata sia per riconoscere quando una fermata viene superata, sia per mostrare informazioni utili come la distanza dalla prossima fermata, il numero di fermate e i minuti rimanenti prima di scendere, e soprattutto notificare l’utente quando deve scendere. L’idea dietro GoGoBus è incrementare la fruibilità dei trasporti pubblici per non vedenti, ma anche per persone che li usano di rado, aumentando ampiamente la loro indipendenza, allo stesso tempo migliorando la qualità del servizio per chi usa i mezzi quotidianamente.
36
Liu, Wei. "Perceived organizational support linking human resource management practices with important work outcomes /". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1688.
Abstract (sommario):
Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Business and Management. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
37
Friedman, Carol Ann. "Using Evidence to Develop Best Practices Strengthening Breastfeeding Support on Perinatal Units". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1440.
Abstract (sommario):
Ample research has been found to suggest that there is no substitute, either nutritionally or emotionally, that can replace the benefits of human milk for human infants. Despite this recognition, the attitude still exists that infant formula is a reasonable alternative. The American Academy of Pediatrics (AAP), World Health Organization (WHO), and United Nation Children's Fund (UNICEF) share policy statements endorsing human milk as the optimal infant nutrition for the first 15 months. Accordingly, WHO and UNICEF launched The Baby-friendly Hospital Initiative established in 1991 to protect, promote, and support breastfeeding. Despite this unilateral support of breastfeeding, nursing and physician educational curriculums do not include lactation education, which limits the knowledge of those who provide care to the mother and newborn dyad. The purpose of this project is to promote staff lactation education and training on the infant feeding practices by encouraging breastfeeding in a hospital setting. This project includes lactation education and hands-on training for staff. A 20-hour didactic lactation education course will meet the requirements to ensure that staff training will assist in supporting patients with the early initiation of breastfeeding. Furthermore, training will include clinical competencies to evaluate the knowledge, practice patterns, and confidence of the staff. Lactation education for providers will be provided through an online course designed to improve their ability to support breastfeeding among their patients. The result of this project will assist hospital leadership to determine specific education and training for staff in increasing exclusive breastfeeding rates among their patient population.
38
Moniz, Christina. "How Indigenous teachers incorporate traditional worldviews and practices into classroom behaviour support". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45177.
Abstract (sommario):
Due to contextual factors that affect Indigenous populations, as well as high school graduation rates that are significantly lower than the general population, there is a need for culturally responsive behaviour support practices for Indigenous students within educational settings. The purpose of this study was to explore the traditional worldviews and practices that Indigenous teacher incorporate into the classroom to support Indigenous student behaviour. Using an ethnographic methodology, Indigenous teachers were interviewed and observed within the classroom setting. Interviews, observations and visual data were thematically analyzed. Overarching themes included: respect as a vehicle for learning, connectedness, incorporating traditional practices, social responsibility, behaviour support practices, and challenges to incorporation. Results are discussed in terms of implications for practice and use of culturally responsive behaviour support practices by Indigenous and non-Indigenous teachers. Some of the practices discussed can be incorporated by any teacher into the classroom, but some practices may be appropriate for incorporation only by teachers with Indigenous heritage.
39
Banks, Dora Mae. "Identifying Principal Leadership Practices to Effectively Support Gifted Learners and Gifted Programs". Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102578.
Abstract (sommario):
The success of gifted learners and gifted programs in public schools depends upon principals who are well versed in the needs of gifted learners (Gallagher and Gallagher, 1994). Principal leadership in setting direction, developing people, and redesigning the organization influences teaching and student achievement in schools (Leithwood et al., 2004). Research indicated limited knowledge of the unique social-emotional and academic needs of the gifted learner contributing to underachievement and underrepresentation in gifted education (Lewis, et al., 2007; Reis and McCoach, 2000; Rimm, 2008; Siegle and McCoach 2003).
The purpose of this Delphi study was to identify principal leadership practices that are effective in supporting gifted learners and gifted programs. Empirical data collection included three Delphi rounds, one open and two-structured principal leadership practices surveys, one included individual and panel ratings. Supervisors of gifted, principals, and university professors represented multiple regions across the Commonwealth of Virginia on the Delphi panel. By consensus, the Delphi panel identified 10 highly effective principal leadership practices, eight to support gifted learners and two for gifted programs. The highly effective principal leadership practices addressed social-emotional, curriculum, teacher differentiation, scheduling for staff collaboration, peer grouping, and selecting gifted cluster teachers. Implications for practice included teacher reluctance to differentiate, targeted professional development for principals and teachers of gifted students, professional learning community for teachers to analyze practices, and district and school opportunities in hiring, acceleration, and compacting curriculum (Urlik, 2017; Weber et al. 2003). Future research recommended studying implementation and impact of the 10 highly effective principal leadership practices in this study, gifted programs, and professional development in gifted education and principal and teacher preparation programs.Doctor of Education
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Snyder, Patricia A., Brian Reichow, Judith Carta, Carol M. Trivette e Anne Larson. "Synthesizing Evidence in Support of DEC Recommended Practices: Guidelines for the Field". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4429.
Abstract (sommario):
An evidence synthesis group has worked under the auspices of the DEC Recommended Practices Commission with assistance from ECTA to develop systematic and replicable procedures and guidelines for synthesizing research evidence supporting the DEC recommended practices. This session presents the guidelines, illustrations, and impacts of syntheses completed to date.
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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.
Abstract (sommario):
Thesis advisor: Lauri JohnsonStudent discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Cannel, Wayne. "Collaboration to support implementation and embedment of evolving operational risk management practices". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52362.
Abstract (sommario):
Despite there being a vast array of literature available on operational risk management, literature on industry collaboration and communication to support the implementation and embedment of operational risk management practices is negligible. The banking industry s activities and risk profiles are becoming more diverse and complex due to deregulation and globalisation and banks therefore need to manage the change by continually evaluating their operational risk management practices to ensure that it remains relevant and aligned to evolving practices. This can be achieved through industry collaboration.
Purpose
The purpose of this research is to determine whether collaboration and communication within the South African banking industry can support the implementation and embedment of evolving operational risk management practices which include the Sound Practices principles.
Method
Exploratory research using quantitative techniques, a questionnaire, to collect data from a sample consisting of sixteen banks and analsyed using computer-aided quantitative data analysis software (CAQDAS); IBM SPSS Statistics version 23. The sample size was small and not sufficient to perform any statistical analysis but instead SPSS s descriptive statistics tool was used to determine frequency.
Finding
The literature reviewed and the quantitative study findings provided adequate evidence and answers to the four research questions confirming that collaboration can support the implementation and embedment of evolving operational risk management practices.Mini Dissertation (MBA)--University of Pretoria, 2015.
pa2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Trivette, Carol M. "DEC Recommended Family Practices 2014: How They Help Home Visitors Support Families". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4442.
Abstract (sommario):
The new DEC family recommended practices provide home visitors with specific guidance about enhancing families' abilities to engage their children in learning activities. Participants will learn how to use the new DEC family practices through video demonstrations and how to use a self-reflection tool developed for the DEC family practices.
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Strauch, Jessica. "Support of Maternity Care Practices to Increase Breastfeeding Among First-Time Mothers". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/557.
Abstract (sommario):
Breastfeeding offers numerous health benefits to both the mother and infant, yet it is not routinely practiced due to a number of internal and external factors that influence the mother's decision. Guided by the social ecological model, the purpose of this study was to examine the effect of required reporting to The Joint Commission on perinatal measures, a proxy measure for maternity care practices, and those professional effects on breastfeeding initiation and exclusivity for first-time mothers. The hypotheses were that the mandatory reporting, and thus an increase in maternity care practices, would increase the initiation of breastfeeding and exclusive breastfeeding on discharge in first-time mothers. This study was a quantitative retrospective study design that included data collected from the medical records of 1,000 mothers from Southeast Alabama Medical Center who gave birth between 2013 and 2014. The multiple logistic regression analysis indicated that the odds ratio for initiation of breastfeeding was greater among first-time mothers after implementation of mandatory reporting measures (OR = 2.07; p = 0.0007); however, the odds for exclusive breastfeeding on discharge did not show a statistically significant change (OR = 0.94; p = 0.7507). These findings may inform the work of healthcare providers at hospitals, community centers, and public health workers, guiding their maternity care practices to increase the number of first-time mothers who will breastfeed for longer periods of time and improving children's health outcomes.
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Drakes, Ryan O'Neal. "Parenting Practices Among Two-Parent, African American Families of Preteen Children". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6320.
Abstract (sommario):
Positive parenting promotes children's proper cognitive and personality development and supports high academic performance and achievement. The purpose of this quantitative study was to examine the relationship between social support and positive parenting practices among two-parent, African American families of preteens. This study was based on Baumrind's model of parenting behaviors. Survey and correlation methods were used to gather data from a convenience sample of 103 2-parent, African American families with preteens (aged 9-11 years) from different income neighborhoods in a Northeastern metropolitan region of the United States. Logistic and linear regression analyses were conducted. According to study findings, social support (coparenting support and perceived functional support from friends and family) significantly predicted positive parenting practices (quality of the parent/child relationship, parental monitoring, and consistency of parents' disciplinary practices). When the independent contributions of each of the social support variables were examined in the regression analyses, only perceived functional support from friends and family on parental monitoring and consistency of parents' disciplinary practices was statistically significant. Implications for positive social change include a need to educate 2-parent, African American couples on the importance of maintaining positive relationships among themselves and with social support networks and the role that coparenting support and functional support from friends and family has on positive parenting.
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Hwang, Tony. "A exploratory study into the correlations between the cultural composition of social support network and acculturative stress for international students". Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581381.
Abstract (sommario):
One of most significant challenges for international students studying in the U.S. is their ability to adjust to a new social setting. The maladjustment of international students in a host country has been associated with negative impacts to their psychosocial development, educational experience, and perception of the host culture. The increasing demand to recruit and enroll international students in colleges and universities across the U.S. prompts the need to further investigate the various factors that impact the cross-cultural and educational experiences of these sojourning scholars.
This correlational study was conducted using a 65-item online survey instrument. The population under investigation was international undergraduate students who have been studying in the U.S. for at least one academic year. The sample for this population was taken from three public higher education institutions in southern California. The total sample size of the study was 368 participants, One-way ANOVA and hierarchical multiple regressions were conducted to analyze the data and answer the research questions.
Overall, this study found that a relationship exists between the cultural composition of social support networks and the acculturative stress of international students. The results of the analysis indicate that international students who are more likely to seek support from members of their support network who are from a different culture experienced lower levels of acculturative stress. Furthermore, the findings suggest that the cultural composition of a social support network is positively correlated with feelings of homesickness.
The findings from this study can inform the practice of student affairs personnel responsible for working with international students. it can also inform institutional policies related to the strategic planning of increasing the enrollment of international students on a campus. This study contributes to the existing body of knowledge aimed at understanding the specific needs of international students by investigating the relationship between the cultural composition of social support networks and acculturative stress.
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McCallister, Frank F. "Evaluation of the inventory and accountability practices of common support equipment throughout Pacific and Atlantic Fleets". Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA333418.
Abstract (sommario):
Thesis (M.S. in Systems Management) Naval Postgraduate School, March 1997.Thesis advisors, Donald R. Eaton, James G. Taylor, Gordon R. Nakagawa. Includes bibliographical references (p. 81-82). Also available online.
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Leslie, Mildred Ann. "Supported employment: Job coach versus natural support". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.
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Carlsson, Mattias, e Annika Egnell. "Managerial, Technical and Co-learning : Different Practices in Process Support for Software Development". Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5682.
Abstract (sommario):
This Master Thesis looks into software development processes and the work activities these need to support. Hesitation against process support within Software developing organisations combined with a possibility to develop process support for such a company, made the foundation for this thesis. The reference company where the study took place is a large worldwide Telecom company where we focused on one design department with 25 people. Instead of using Participatory Design (PD) [Schuler, Namioka] as a method for Software development as traditionally, we used it for developing process support together with the people at the department. Three different supports for different project processes were created with PD and an evolutionary way of work together with the ?designers?. We came to a complex project environment which required control in several aspects such as project sponsoring, project management, line management, design maintenance etc. We saw a way of working that was following a common agreed way of work by the group that is formed by socio-emotional aspects and co-learning aspects [Hägerfors, 1995]. In contrast to this, the study showed that the available process support and also the use of the process support had a clear concentration towards a management focus ? the control function. The available process support and the use of this did not really consider the aspects of Socio-emotional or Co-learning. Existing process support was built around documents that became evidence for actual activities during the project. The process support developed during this study (by us and the designers) finally also got that concentration. A conclusion is that when the organisation puts high requirements on control of projects, this will also affect the way the organisation wants support for work. This is the missing point.
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Perez, Araos Agustin. "A methodology to support knowledge sharing networks and manufacturing excellence practices in SMEs". Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511244.