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Hanin, Luc. "Du soi-élève au soi-enseignant : une approche clinique d'orientation psychanalytique". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1227.
Pełny tekst źródłaThis thesis, which fits in the psychoanalytically-oriented clinical field of Éducationand training sciences, proposes to analyze the ways in which the pupil-self unwittingly influences the teacher in his or her professional practice. The thesis is divided into five parts.The first part is devoted to the construction of the research object. In particular, the researcher explores the concepts of pupil-self and teacher-self. The second part is devoted to the theoretical framework within which this research is embedded. In particular, the researcher describes his encounter with psychoanalytic knowledge, and then explores the question of the « scientificity » of the approach in all its singular and specific aspects. The theoretical framework thus established makes it possible to clarify the relationship between the researcher and his object-subject of research, and to show how the singular construction of his relationship to knowledge expresses itself unbeknownst to him in his professional practice.The third part presents the methodology used for data collection and analysis, i.e. the practice analysis groups, the subsequent notes, and the work in a supervision group, which, among other things, enables the elaboration of counter-transference.Using situations from groups of professionnel practices analysis groups that the researcher has led, he reports on the work of elaboration that underlies the psychoanalytically-oriented clinical approach, in order to perceive how the pupil-self unconsciously expresses itself in the teachers or trainers practices.The fourth part is devoted to a clinical research interview with a secondary school history-geography teacher. Using the analyzed material, the researcher examines the ways in which her pupil-self guides her professional practice and pedagogical choices. In the fifth and final part, the concepts that emerged during the research are explored in greater depth to thoroughly underpin the analyses, as well as to propose some perspectives for teacher training and research
Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
Pełny tekst źródłaRodohan, Eamonn Patrick. "Criminalisation for sexual transmission of HIV : emerging issues and the impact upon clinical psychology practice in the UK". Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5873.
Pełny tekst źródłaDurand-Paute, Roland. "L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante". Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30028.
Pełny tekst źródłaMany trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy
Botté, Allain Françoise. "Être chef d’établissement : étude clinique auprès de chefs d’établissement ayant participé à des groupes d’analyses des pratiques". Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100007.
Pełny tekst źródłaThe following thesis tackles the subject of being a headmaster. This experience is related from a psychoanalytical point of view and uses six different examples of headmasters who have experimented with analysing their own practice. The first part narrates my story as a former headmaster so as to offer a better understanding of which questions to ask the other headmasters. Then, the essay revolves around the methodology and theoretical approach I used for this work. Analysing the acts of the official gazette as well as the research work and testimonies made by some of my peers on the subject allowed me to enhance the current specificities of the job. The second part details the six interviews I had with my fellow headmasters. They all said that having such a position had a deep impact on their professional identity and that it taught them to put the emphasis on human relationships in their job. This raises the question of the training one has to elaborate to prepare young headmasters to cope with their new position. Finally, the interviewees mentioned the group sessions they took part in to analyse their professional practice, insisting that these sessions helped them better negotiate the relational aspects involved by their job. Thus, this essay develops the idea that setting up group sessions to help headmasters analyse their professional practice should play a bigger part in their training
Sinsollier, Pierre. "Description and analysis of wine processing practices. Professional Internship Report". Master's thesis, ISA, 2019. http://hdl.handle.net/10400.5/19584.
Pełny tekst źródłaThe Vinifera European Master of Science in Viticulture and Enology program offers the possibility to conduct a professional internship coupled with a scientific dissertation as a final thesis. In the frame of this professional thesis, I was offered to work at Clos Apalta, world renown winery located in the Colchagua valley in central Chile. My role of Assistant Enologist in charge of the night shift encompassed a large spectrum of activities which, besides a managerial dimension, covered various enological manipulations. Ensuring a permanent monitoring of the evolution of each vat and barrel is decisive, and along the course of fermentation, adjustments need to be made, starting by the preparation and inoculation of commercial yeasts. Nutrition additions are to be synchronized with cycles of cap management practices and in case of barrel fermentation, with cycles of micro-oxygenation. Regular tasting of the fermenting wines is also necessary, as it allows to detect eventual organoleptic deviation, such as the appearance of reductive aroma, volatile acidity, or volatile phenols in ageing wines. Along with the analysis of various wine-making processes employed at the winery, a few enological issues that were encountered, and their subsequent preventive or curative treatment, are also described in this report. Clos Apalta produces solely premium biodynamic wines, with a focus on extraction, from the cultivars Carménère, Cabernet Sauvignon, Merlot and Petit Verdot. Working there represented an exceptional opportunity to learn about the caution, precision and intensity involved in the production of premium red wines aiming for long ageing potential, with the extensive use of French oak, vats and barrels, throughout wine's production. This professional thesis is a report of the observations and analysis I have performed while working at Clos Apalta, along with scientific literature reviews in order to compare the winery practices to current scientific knowledge
N/A
Moore, J. Brian. "Critical friends groups at Lower Canada College : the impact of collaborative communities on teachers' professional growth and classroom practices". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81506.
Pełny tekst źródłaLaw, Lik-hang Darick, i 羅力恒. "Attitudes toward rape and sexual assault: a comparative analysis of professional groups in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29705113.
Pełny tekst źródłaSpiteri, Joseph. "A critical analysis of occupational and organisational strategy in UK : architectural and quantity surveying practices". Thesis, University of Leeds, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391654.
Pełny tekst źródłaMcDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
Pełny tekst źródłaASZTALOS, RICHARD, i MATHIAS GIERTZ. "Market Orientation in Professional Service Firms : A Framework for Market Oriented Practices". Thesis, KTH, Industriell marknadsföring, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-153775.
Pełny tekst źródłaDenna rapport kombinerar teoretiska och empiriska resultat för att skapa ett helhetstäckande ramverk för marknadsorienterad verksamhet inom professionella tjänsteföretag. Förändringar i dessa företags omvärld har utvecklat ett behov av att införa mer strukturerade rutiner för att bedöma marknaden och genom både marknadsinsatser och interna processförbättringar möta dessa förändringar. Ett antagande gjordes att marknadsorientering var ett relevant koncept för att bemöta detta behov. En kvalitativ empirisk studie genomfördes på ett större professionellt tjänsteföretag på den svenska teknikkonsultmarknaden med inriktning mot byggbranschen. Resultatet består av ett konceptuellt ramverk för marknadsorientering, som till stor del bygger på empiriska resultat. Detta sammanfattas i en modell för att visualisera kopplingarna mellan de olika delarna av marknadsorientering. Ramverket benämns som "The Market Orientation Model" som består av fyra steg; (1) "Utvärdera aktuellt läge" där målet är att förstå den nuvarande situationen för företaget, den aktuella marknaden, nuvarande tjänster och nuvarande kompetenser. (2) "Samla information" med målet att samla in marknadsinformation om befintliga, nya och interna kunders tjänstebehov med hjälp av en uppsättning processer. (3) 'Skapa ins ikt’, som är processen för att identifiera marknadens potential eller efterfrågan genom processer för organisatorisk spridning och analys av informationen som erhållits i steg två. (4a) ’Bemötande’ där syftet är att skapa nya, eller utveckla befintliga tjänsteutbud för att möta efterfrågan eller behov på marknaden. (4b) 'Försäljningsinitiativ’ där man skapar en riktad säljinsats av befintliga tjänster till nya eller befintliga kunder. Modellen ger en sammanfattad bild av vad som utgör marknadsorientering och hur den kan anpassas till en organisation. Det kan användas för att skapa ett standardiserat tillvägagångssätt för en organisation att bygga ett marknadsorienterat företag. Genom att följa denna modell inom ett företag bör en bättre anpassning till marknaden uppnås.
Mccarthy, Kelly Elizabeth. "An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.
Pełny tekst źródłaGayard-Guégan, Patricia. "Etude clinique du « non-verbal sonore » d’un groupe d’analyse des pratiques professionnelles en formation initiale d’Assistant de Service Social". Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100160.
Pełny tekst źródłaThis research work in education sciences refers to a clinical approach of psychoanalytic orientation. This thesis deals with the "non-verbal sound" parallel verbal in a group of analysis of professional practices during the initial training of the social work assistant. In introduction, the researcher shares his involvement then the thesis is built in three parts.A first part is devoted first of all to theoretical elements of social work assistant and its link to psychoanalysis. Then are discussed theoretical elements on the sound as a non-verbal element with a psychoanalytical lighting.The second part deals with questions of research methodology. The constitution of the empirical material of the thesis as well as the progressive methodological inflexions of the development of the research are specified. The material consists of audio recordings of five sessions for the analysis of the professional practices. An observation experience of a practice analysis group is explained as a device for the third-party investigation between the researcher and her material.The third part is devoted to the effective analysis of the material from works of O. Avron, C. Bittolo and R. Kaës is done in four different ways. The theoretical notions of O. Avron are put to work in two longitudinal studies on all material. The work of C. Bittolo allows to analyze and define atmospheres on specific moments of the session. The notion of R. Kaës spokesperson is mobilized to characterize the place of two of the members of the group on all the sessions. Finally, as a last modality of analysis of a specific non-verbal element, the hubbub allows to combine the point of view of these three authors
Asubonteng, Agnes. "Spatial Variations and Cultural Explanations to Obesity in Ghana". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538645/.
Pełny tekst źródłaConlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training". Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
Pełny tekst źródłaCherry, Scott. "The promise of the hyphen : an ethnography of self-help practices". Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/12692.
Pełny tekst źródłaLacour, Martine. "Empathie des enseignants et souffrance psychique des élèves : étude des processus psychiques dans les groupes de soutien au soutien". Phd thesis, Université de Franche-Comté, 2012. http://tel.archives-ouvertes.fr/tel-00980786.
Pełny tekst źródłaLuthy, Nicole Carter. "The Discursive Practices of Teachers Engaged in Collaborative Inquiry: Co-Constructing Conceptions of School Literacy". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1383903087.
Pełny tekst źródłaShahraki, Abdol Aziz. "Sustainable new towns in Iran : Reflections on problems and practices of urban planning and design using case studies". Doctoral thesis, KTH, Urbana och regionala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144997.
Pełny tekst źródłaQC 20140505
Awad, Scrocco Diana Lin. "An Examination of the Literate Practices of Resident Physicians and Attending Physician Preceptors in a Resident-Run Internal Medicine Clinic". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334240629.
Pełny tekst źródłaYoo, Julie Keunhee. "What makes personalized medicine work? : an empirical analysis of the role of product attributes, medical professional societies and patient groups in the diffusion of four breast cancer genetic tests". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54595.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (p. 69-73).
Personalized medicine is the science and practice of customizing medical screening and treatment plans for an individual based on his or her genomic profile. Breast cancer is one of the first disease areas to serve as an example of this approach, where most patients have experienced its benefits through the use of genetic tests that provide decision support for health care workers regarding the likely effectiveness of specific drugs and, more broadly, the urgency of particular treatment options (for example, chemoprevention versus prophylactic surgery). Little is known about the diffusion of such personalized approaches to medical practice, particularly the factors shaping the adoption of genetic tests. While numerous medical diffusion studies have been published over the past few decades, most were univariate analyses and did not consider the unique aspects of genetic testing versus drugs. Moreover, they mainly focused on the characteristics and behaviors of physicians, patients, product manufacturers, and social networks, and did not explore the role of potentially important third parties like professional medical societies and patient groups (e.g. disease foundations and patient advocacy organizations). The aim of this thesis was to analyze the relationship between seven attributes of four breast cancer genetic tests and clinical adoption to show that standard diffusion frameworks can be enhanced through previously unstudied dimensions when evaluating personalized medicine-related innovations.
(cont.) We identified four variables that correlated with clinical adoption: 1) regulatory status, 2) inclusion in practice guidelines by professional societies, 3) explicit endorsement by patient groups, and 4) implicit endorsement by patient groups. Our findings indicate that a key overlooked element in the current literature (and potentially overlooked by the firms creating these tests) is the role of patient groups in the diffusion of novel genetic tests, in addition to endorsement from medical professional societies. These findings may add value to strategic decisions made by company executives, investors, payers, health care providers, and patients as they are presented with novel products and development opportunities in the era of personalized medicine.
by Julie Keunhee Yoo.
S.M.
Moulds, Larry Daniel. "An Analysis of Current Training Practices used by U.S. and Canadian Members of the Steel Service Center Institute with Employees who are Geographically Located in Widely Dispersed Small Groups". NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/738.
Pełny tekst źródłaLarry, Farida. "Discursive assessment practices in a special school for girls identified with a disability in one Arabic-speaking Gulf-Arabian country". Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/284464.
Pełny tekst źródłaKundakci, Deniz. "Ex Contingente Necessarium Or A Philosophical Analysis Of The Connection Between Weber And Marx". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612526/index.pdf.
Pełny tekst źródłas Protestant Ethic and the Spirit of Capitalism was first published in the beginning of 20th century. The general claim was that their perspectives are completely different from each other. With the analysis of Protestant Ethic, they claim, Weber came up with a negative answer to Marx in terms of his analysis of the relationship between society and economy. However, in this study it is indicated that Weber&rsquo
s analyses were in close proximity with those of Marx&rsquo
s and these similarities can be seen in Weber&rsquo
s both early and late period works such as &ldquo
The Social Causes of the Decline of Ancient Civilization&rdquo
, Economy and Society and General Economic History. Weber&rsquo
s approach in this all corpus can be considered to be &ldquo
a quasi Marxist perspective&rdquo
. In these texts, he refers widely to Marx and elaborates the factors which he thought Marx had excluded from his analysis. Although he accused Marx of using a one-sided causal interpretation of history, Weber&rsquo
s approach in relation to Marx has close parallels with historical materialism
Marques, Vitor Hugo Amendola. "Prática profissional dos enfermeiros da estratégia Saúde da Família nos grupos de caminhada de São Paulo". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/7/7141/tde-28062010-120026/.
Pełny tekst źródłaIntroduction: In Brazil, the Ministry of Health has been developing strategies to intervene in the conditions of chronic, non-transmissible diseases through the incorporation of Complementary and Integrative Practices within the Brazilian National Healthcare System (SUS). Among these practices, the one that most stands out is the Walking Groups (WG) by following the precepts of Health Promotions, contemplating, above all, the autonomy of professionals and the population. These practices are intended to complement the clinical actions of the Family Health Team (FHT) and the nurses have a great potential to incorporate these actions into their professional practice. Objective: To characterize the insertion and the practice of nurses in the WG of the FHT units in Sao Paulo. Methods: Twenty-seven (27) registered nurses who participated in the WG were interviewed. The instruments were used to characterize the WG, the professional practice of nurses in the WG and the standardized instrument for assessing the knowledge level regarding Physical Activities for Health Promotion (PA/HP) of the program called Agita São Paulo. The statistical processing of data was performed using the programs Excel® and SPSS. Results: Within the FHT units, 95 had WG of which 38 were organized by nurses. On the average, the WG duration was 48 minutes and it took place 3 times per week. The majority of nurses (55%) affirmed that they evaluated the users for inclusion into the WG and in 40% of the groups; the actual walking was preceded by a clinical evaluation. Regarding the knowledge level about PA/HP, none of the interviewees correctly answered all of the questions concerning the intensity, weekly frequency, duration and daily mode of implementation for PA/HP, 40% correctly answered only 1 question and 22% incorrectly answered all of them. Conclusion: Despite the inclusion of privileged actions by the nurses to strengthen health promotion in the FHT, the inadequate scores concerning PA/HP, obtained by the nurses, clearly indicates a necessity for continuing education processes directed toward the incorporation of these concepts. In relation to the WG in the FHT Units, this study shows that there is a need to elaborate instruments to guide the actions of the professionals involved in both the managerial and instrumental aspect.
Bissett, Rachel L. "An assessment of the Research Chefs Association's core competencies for practicing culinologists". Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244659761.
Pełny tekst źródłaPfeffer-Meyer, Victoria. "Contre-transposition didactique : identifier et caractériser des savoirs issus du "Faire - Ecrit" des professeurs - documentalistes". Electronic Thesis or Diss., Reims, 2023. http://www.theses.fr/2023REIML017.
Pełny tekst źródłaThis research focuses on the professional practices of librarian-teachers in schools and refers to the fields of information-documentation didactics, the intersection of the disciplines of Education and Training Sciences and Information Communication Sciences and the field of professionalisation. We consider the professional practices of the players as a means of contributing to the production of knowledge. The approach adopted for this study is descriptive, comprehensive and forward-looking. It invites us to (re)question professional practices, the posture of the librarian-teachers and the information-documentation training provided in schools. The study combines a number of methods: exploratory research, analysis of practices and activities described, disseminated and shared on blogs, and semi-structured interviews. It seeks to understand the epistemological and historical orientations of the didactic of information-documentation ; characterising and defining didactic objects; characterising the online writing processes produced on blogs. Through this longitudinal study, we aim to show that it is possible, by means of a « didactic counter-transposition », to understand professional practice, the « Dire – Ecrit », as a « space that generates knowledge and practices ». Our aim is to develop new knowledge in the didactics of information-documentation, but also to understand the online writing practices developed by librarian-teachers
Dubois, Arnaud. "Des premières monographies du courant psychanalytique de la pédagogie institutionnelle à la formation des enseignants du second degré aujourd’hui". Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100036.
Pełny tekst źródłaThe first part of this study consists in undertaking a historical investigation drawing on various sources. The pedagogical movement usually referred to as “institutional pedagogy” rose up in France in the 1960’s and rapidly split up into two currents, one of them being strongly influenced by psychoanalysis. This psychoanalytical current of institutional pedagogy has been built up around the prominent figures of Fernand Oury and Aïda Vasquez, authors in 1967 of Vers une pédagogie institutionnelle, a book presenting six commentated monographs. Yet, writing monographs in pedagogy is an ancient practice that takes root in different fields. Such practice, well-spread before 1967, has been renewed by the psychoanalytical current of institutional pedagogy since 1962. In the second part, the author, from a psychoanalytical perspective, explores his link to his own research object. His research questions hence derive from countertransferential working-through. Afterwards, he describes a work group device that he has implemented as a teachers’ trainer to analyze the professional practices of newly qualified secondary school teachers. In what he proposes to call a “monographic group”, participants are invited to write professional monographs. By analyzing a corpus of monographs produced within this framework, the author then forms hypotheses on the psychical processes at work for newly qualified teachers regarding their identity changes
Mouyivou, Bongo Pélagie. "Le métier d’instituteur au Gabon". Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20058/document.
Pełny tekst źródłaThis thesis has for objective to examine the mechanisms governing the corporatist dynamics and logics of action of the collective of teachers in Gabon. This reflection has been directed at the outset by two observations: the teacher collective action and statutory changes marking the evolution of this occupational group. The methodological approach relies on the contribution of several disciplines of social sciences and various theoretical approaches. The theoretical assumption rests on the idea of the creation of a corps of business. This thesis attempts to apprehend the profession of schoolmaster from a triptych linking three areas of analysis: social relations, organization and social context.The field survey conducted among different educational actors, mainly teachers, is centered on the life and work of these conditions. The analysis focuses both on the statutory aspects, relations between teachers and other actors of the educational action - mainly students, families, public authorities - and the daily practice of the class. It highlights, the plurality of professional identities and professional practice variability following relational configurations, organizational rules, and, the social and cultural context of work. For example, the significant teacher in a village becomes an employee being poorly paid in the city. Similarly, when the management of discipline in the classroom, the multiplicity of varied activities, looking for teaching tools, maintenance of the class, punctuate a morning's work of public school teacher and of his students, the maximum exploitation of the many educational resources available characterized a morning's work of the partner school teacher.The analysis can also identify the mechanisms underlying the agreements and disagreements within the school system in its entirety. Training devices not adapted to the actual conditions of work, the marginalization of the teacher in the province, the expectations of the families against the teacher in his home village, leakage of exam classes or oversized classes by some teachers, the constitution and the management of budgets in institutions, radicalization or non of Union action... are all factors sources of opposition characterizing the relationships of teachers between them teachers with parents of students or the public authorities
Comer, Clémentine. "En quête d'égalité(s). La cause des agricultrices en Bretagne entre statu quo conjugal et ajustement catégoriel". Thesis, Rennes 1, 2017. http://www.theses.fr/2017REN1G038.
Pełny tekst źródłaThis research looks into the conditions for the structuring and continuation of a separate female activism within Breton organisations and farmers mobilisations. Mainly made up of professionals living in couples and situated at the intersection between gender equality advocacy groups, professional networks and support groups, farming self-help groups are a case in point to question not only the intertwining of professional and marital identities within activism but also the lability of rhetorical uses of equality and feminism within women-only professional spaces. The analysis of their position within the farmers’ representation spaces makes it compelling to question the degree of autonomy of the claims made in the name of women farmers, their influence upon the setting of professional agendas and their impact on the development of activist careers.Evidence was collected through an apparatus which consisted in the addition of a four-year-long observation of female groups’ formal and informal activities, an analysis of their professional literature, an inventory of their opinion columns inside the farm press, to which can be added semi-structured interviews with women farmers engaged in this activism and the setting up of statistical data about female mandates within Breton farm organisations since the 1990s. Drawing on an analysis which mixes gender studies, sociology of militancy and studies of farming professional representation, this PhD aims to demonstrate that women farmers groups and mobilisations shape the features of a farming “women cause” although it is subordinated to corporatist interests and seen through the lenses of the normative ideal of complementarity between the sexes. Being a repository of interlinked professional, organisational and matrimonial standpoints, female activism spaces lead to the ambivalent politicisation of plural belongings. These multiple affiliations can be a catalyst for protest as well as a way to reproduce sexual hierarchies and social and political order
Caria, Alexandra. "Négociation et prise de décision partagée en consultation gériatrique : analyse sociolinguistique des pratiques cliniques de diagnostication et d'évaluation de la maladie d'Alzheimer". Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0093.
Pełny tekst źródłaThe "Alzheimer's disease" category, madness that has gradually been medicalized, presents a nosography that has evolved over time. In contrast, the category’s clinical practices of diagnosis and evaluation have experienced an astonishing continuity. Due to the uncertain etiology, the origin of this pathology remains unknown, and still today a treatment for Alzheimer's disease or tests to determine with certainty if a patient suffers from Alzheimer’s disease do not exist. Despite this, doctors have at least a protocol allowing them during the first visit to establish a possible or probable diagnosis for people considering themselves, or considered by their relative (companion), in cognitive and memory impairment, during follow-ups to assess patients for this type of impairment that is usually associated to Alzheimer's disease, and in both cases to prognosticate this disease by the use of a precise symptomatological grid. Following the "analytic mentality" that is specific to the Ethnomethodology and Conversation Analysis, which favours the dissolution of the micro/macro opposition, this linguistic and sociological, comprehensive and critical study of geriatric consultations set in French hospitals and filmed in 2008-2009 shows four moments of consultation (opening, tests, interviews, closing) crucial and specific to this type of encounter. Observing a variability of professional practices raises issues that go further than the questions generally addressed in interactional linguistic and comprehensive sociology analysis. A more critical sociological interpretation provides a different insight into the practice of professionals and takes into account the social order that is created during a consultation. It must be acknowledged that, despite the doctors’ professed intention to recognise their patients as partners by putting them at the heart of the clinical encounter, in fact the patient is not always heard by other actors present, all engaged in social power relations. Accordingly, asymmetries in the relationship of the doctor, patient and companion reveal in particular their negotiations in the organisation of exchanges and in decision-making. Medical domination is expressed first of all by the convergent orientation of the participants in the clinical encounter towards a medical objectivation of cognitive and memory impairment, participating in the process of doctorability of the patient's case and the legitimation of "Alzheimer's disease” as an operative medical category. This domination, based on the doctor’s legitimacy and authority, rests on the conditions of exchange, which are imposed on the participants and necessarily accepted by the patient and the companion; these conditions are operationalized during the consultation by the achievement of interactional procedures implemented for all diagnostic or evaluative purposes. In conclusion, the epistemic and interactional asymmetry is a gateway to observe medical domination at a categorical, social and societal level. The need for participants to perform face work at various times and at times the doctors’ perseverance to continue their undertaking of doctorability while the patient resists to make his case a doctorable one, underline subsequently that geriatric consultations aimed at the diagnostication and the evaluation of Alzheimer's disease represent places affected by symbolic, clinical, therapeutic violence
Pethel, Robert. "Professional Profiles, Pedagogic Practices, and the Future of Guitar Education". 2016. http://scholarworks.gsu.edu/mse_diss/24.
Pełny tekst źródła張正雄. "An Investigation of Internal Auditors’ Perceptionsand Practice Gap Analysis of the Professional Practices Framework". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17176295288931492334.
Pełny tekst źródła國立清華大學
高階主管經營管理碩士在職專班
93
The Professional Practices Framework for Internal Auditing (PPF) has been developed and announced by the Institute of Internal Auditors in January 2002 in order to delineate basic principles that represent the practice of internal auditing as it should be, provide a framework for performing and promoting a broad range of value-added internal audit activities, establish the basis for the measurement of internal audit performance, and foster improved organizational processes and operations. The heart of the study was based on a questionnaire and the use of a computer analysis tool enabled the researcher to analyze and pinpoint the conclusions, which provided evidence of internal auditors’ perceptions regarding available standards in PPF and significant gaps existed between practical application of the standards. The findings of this study indicated that the standards in PPF were agreed in general according to internal auditors’ perceptions. Significant gaps between practical application and the standards were:functions belong to Audit Committee and internal auditing could not be operated effectively; most internal audit activities were compliance tests rather than based on risk assessments; the ethical culture of Taiwan enterprises had not been widely established, It cased to employees unable to be encouraged to contribute to the ethical climate of an organization; high turnover rate of audit staff owing to both stress in the internal auditing profession and the difficulty of transfers; The conclusion of the study was that Gray Audit Committee commonly existed in Taiwan enterprises, it could cause to chain reaction of “Audit Committee-Internal Audit Work-Internal Auditor”. However, the results suggest that the effectiveness of Audit Committee and internal audit function are two keys to reduce gaps between standards and practical application.
(9776999), Said Al Tubi. "Teacher professional development practices appropriate for post-basic education school teachers in Oman". Thesis, 2020. https://figshare.com/articles/thesis/Teacher_professional_development_practices_appropriate_for_post-basic_education_school_teachers_in_Oman/16556688.
Pełny tekst źródła"Small Groups and Figured Worlds: an Analysis of Identities and Literacy Practices in Small-Group Literacy Sessions". Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29685.
Pełny tekst źródłaDissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
Inyega, Justus Okeo. "A multi-site analysis of secondary school chemistry teachers' practices and experiences following professional development in Kenya". 2005. http://purl.galileo.usg.edu/uga%5Fetd/inyega%5Fjustus%5Fo%5F200505%5Fphd.
Pełny tekst źródłaBrooks, Lisa A. "Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers". 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775.
Pełny tekst źródłaDiedhiou, Serigne Ben Moustapha. "Co-analyse de la reconstruction du savoir-évaluer d’enseignants formés à l’étranger en situation d’intégration socioprofessionnelle au Québec : une recherche collaborative". Thèse, 2018. http://hdl.handle.net/1866/21212.
Pełny tekst źródłaAlhuwaydi, Esraa Saad A. "The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities". Thesis, 2020. https://vuir.vu.edu.au/41776/.
Pełny tekst źródła(13539291), Bruce T. Fogarty. "Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education". Thesis, 1995. https://figshare.com/articles/thesis/Professional_practicum_report_An_analysis_and_account_of_the_effect_subject_specialisation_has_on_the_professional_craft_knowledge_of_teachers_working_with_years_6_and_7_in_primary_education/20742559.
Pełny tekst źródłaThe teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.
The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.
Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.
The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.
Coward, Leslie Anne Wright. "A quantitative study : administrative leaders' perceptions of succession planning and management practices within community colleges". Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5378.
Pełny tekst źródłatext
Horne, Maria, G. McCracken, A. Walls, P. J. Tyrrell i C. J. Smith. "Organisation, practice and experiences of mouth hygiene in stroke unit care: a mixed methods study". 2015. http://hdl.handle.net/10454/7373.
Pełny tekst źródłaAims and objectives To (1) investigate the organisation, provision and practice of oral care in typical UK stroke units; (2) explore stroke survivors', carers' and healthcare professionals' experiences and perceptions about the barriers and facilitators to receiving and undertaking oral care in stroke units. Background Cerebrovascular disease and oral health are major global health concerns. Little is known about the provision, challenges and practice of oral care in the stroke unit setting, and there are currently no evidence-based practice guidelines. Design Cross-sectional survey of 11 stroke units across Greater Manchester and descriptive qualitative study using focus groups and semi-structured interviews. Methods A self-report questionnaire was used to survey 11 stroke units in Greater Manchester. Data were then collected through two focus groups (n = 10) with healthcare professionals and five semi-structured interviews with stroke survivors and carers. Focus group and interview data were recorded, transcribed verbatim and analysed using framework approach. Results Eleven stroke units in Greater Manchester responded to the survey. Stroke survivors and carers identified a lack of oral care practice and enablement by healthcare professionals. Healthcare professionals identified a lack of formal training to conduct oral care for stroke patients, inconsistency in the delivery of oral care and no set protocols or use of formal oral assessment tools. Conclusion Oral care post-stroke could be improved by increasing healthcare professionals' awareness, understanding and knowledge of the potential health benefits of oral care post-stroke. Further research is required to develop and evaluate the provision of oral care in stroke care to inform evidence-based education and practice.
Giguère, Marie-Hélène. "Les effets d’un cercle pédagogique sur le regard professionnel et les pratiques pédagogiques des enseignants du 3e cycle du primaire en grammaire actuelle". Thèse, 2015. http://hdl.handle.net/1866/13051.
Pełny tekst źródłaThis doctoral research aims at describing the effects of the video club device on the teaching practices of teachers of modern grammar in the third cycle of elementary school. It is part of a larger research project entitled "Study of the effects on teachers’ teaching practices and student writing skills of a training device for the teaching of modern grammar that incorporates videos of examplairy practices and allows the sharing of expertise". It aims to clarify the conditions that allow for efficient in-service training on different aspects of professional development with regard to the training itself and its effect on the transfer of effective practices in the classroom. To achieve this, we analyzed the discussions from video clubs over a whole school year period. We also analyzed the video clips of two grammar activities in grammar, shot before and after training in the classroom of 18 teachers involved in our experiment. Finally, we analyzed the participants’ answers to a questionnaire on their perception of the professionnal development device in witch they participated for nine months. Our analyses show that a training device to modern grammar that centers the training practice on the analysis of examples from video clips supports the development of professional vision of teachers in the context of the video club. They observe more interactions and interpret better, more thoroughly. Our observations also show that most teachers develop practices in their class, develop new knowledge related to the theory of modern grammar and change their vision of modern grammar as the workshops unfold. This research can enrich scientific knowledge on professional development and influence executives in the school system in offering more efficient in-service training to teachers.
Mokubyane, P. H. "Publich policy analysis of academic ethics and corruption in higher education with reference to specific universities in Tshwane Metropolitan Municipality". 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001611.
Pełny tekst źródłaThe aim of this research is to test different opinions of whether there are instances of unethical and corrupt activities in Academic higher educational institutions in South Africa and to also discover the types of unethical behaviour and corruption taking place if any, in order to come-up with remedial measures. The participants in this research are the academic and administrative personnel. Participants are aware of what is expected of them by management within their different academic higher educational institutions. They can be able to detect instances of unethical and corrupt acts by their colleagues and these will allow them to make a valuable contribution in this research.
Poirier, Anne-Marie. "Description du travail d’appropriation de pratiques pédagogiques efficaces au sein d’un cercle pédagogique par des enseignants du secondaire oeuvrant en contexte technologique". Thesis, 2020. http://hdl.handle.net/1866/24282.
Pełny tekst źródłaThis research is part of the work carried out in a Montreal high school since 2005 following the implementation of the competency-based Quebec Education Program (QEP). Like the programs published in the 1970s and revised in the 1980s, the implementation of this program has faced many challenges, particularly in terms of evaluation. The importance of supporting teachers in the development of educational practices likely to support this goal has therefore resurfaced. However, no management or research system has been established in Quebec to obtain a precise portrait of the support strategies mainly used and their real effect on the development of classroom practices. However, some studies, while seeking to identify favorable conditions for professional development, inform us about the complexity of this process and the need to better understand it (TNTP 2015; Darling-Hammond et al., 2009). In addition, metanalysis aimed at identifying the most effective teaching practices have also aroused a great deal of interest in schools with the intent to better identifying professional development intentions (Hattie, 2009; Marzano, 1998). Our qualitative descriptive research attempts to better understand the appropriation efforts of effective teaching practices carried out by five teachers in three high school disciplines who work in a technological context within a learning community of the video club type (Sherin and van Es, 2009). More specifically, we wanted to better understand the interpretive posture (Sherin and van Es, 2009), the depth of reasoning (Brodie, 2013), the interdependence between the dimensions of professional development (Shulman and Shulman, 2004) and the integration of technological pedagogical content knowledge (Mishra and Koehler, 2006), which are linked to this appropriation efforts. A descriptive analysis in two phases was carried out from a verbatim resulting from the video recordings of the first eight sessions of the second year of a video club which brought together 4 to 5 participants for two years, for a total of 32 meetings. A first phase focused on describing the appropriation efforts carried out by each of the participants throughout the meetings while the second phase focused on describing the nature of the appropriation efforts specific to each step of the video club, namely the study of an educational concept, the transposition of concepts into classroom practices, the classroom experimentation and the video-based practice analysis. The data analysis made it possible to observe, at the first two steps of the video club, the role of a cognitive dialogue oriented towards a shared understanding of theoretical concepts. This dialogue supported the experimentation and the development of classroom practices. The analysis also made it possible to observe the impact of the practice analysis carried out by the participants on the process of gaining technological pedagogical content knowledge. Indeed, the multiple perspectives that allow the sharing of video documentation of an activity in class and the analysis of this documentation by the participants nourish their reflection on the concept studied while supporting a recontextualization in their discipline and their respective level. This research was conducted accordingly to the constraints and resources generally present in a secondary school in Quebec. As such, it can inspire other research of this type while offering strategies for the implementation of professional development systems supporting the appropriation efforts of teaching practices.
Bernier, Liette. "Les pratiques stratégiques des infirmières dans les réseaux intégrés de services de santé". Thèse, 2012. http://hdl.handle.net/1866/9124.
Pełny tekst źródłaThe integration of healthcare and services is perceived equally by the decision makers, by the professionals and by the users, as a necessity to ensure a better accessibility, to promote continuity and coordination and to improve the quality of these care and services, while controlling the costs. About two decades ago, the integrated healthcare and services networks have been developing in the countries of the OECD. This phenomenon has generated a broad quantity of literature concerning the organizational conditions supporting the integration of healthcare and more recently, on the importance of the role and the position of the professionals within these structures. The empirical data and the writings have been highlighting that the nurses have played an important part in the setting of the integrated healthcare and services networks since their beginning. This study’s goal is to identify the strategic practices of nurses that are involved in the integrated healthcare and services networks and to understand how those practices promote the organizational learning that allow adjustments of practices of all the contributors in the integration of services. It also aims to put forward the individual and organizational factors involved in the development of those practices and in the organizational learning process. Literature reviews on integrated services networks, clinical integration, organizational learning and strategic analysis confirmed that these writings, while being complementary, supported the objectives of this study. Indeed, the writings on the integration present determinants of the integration without approaching the strategic practices and while being discrete on the organizational learning. Literature on organizational learning fails to describe the practices that promote the organizational learning and are not talkative on the factors that influence the organizational learning. Finally, literature on the strategic analysis discusses the systems and the dynamic processes including the individual and organizational conditions, but they don’t refer to organizational learning. To discover the strategic practices and the organizational learning and to understand the learning process and its factors, we used multiple case studies as our research strategy. We studied the practices of nurses evolving in four situations aiming the clinical integration. Those situations were taking part of three healthcare and services networks involving professionals from different disciplines attached to either a hospital or to a local community services center. Three case studies have been written from the information arising from different data bases. Through this study, four data bases were used: individual interviews with nurses, other professionals and managers (n=60), group interviews (n=3), observation sessions (n=12) and the study of archive documents (n=96). With the empirical data collected we were able to discover fifteen strategic practices and to precise the nature of the learning they generated. The analysis of the cases also allowed us to better understand the link between the strategic practices and the organizational learning and to bring precisions on the organizational learning process. This study is concluded by a discussion on the integrated organizational learning model and on its applications in research as well as in practice. This study contributes to practice and to research by offering an integrated organizational learning model on top of specifying that the organizational learning process is propelled by learning cycles which are stimulated by strategic practices. It also clarifies that strategic practices take place because of the nurses’ individual resources and the organizational factors. Finally, the study demonstrates that organizational learning encourages a change in the practices supporting clinical integration.