Rozprawy doktorskie: „Learning advisors”

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Arshad, Farath. "The design of knowledge-based advisors for learning". Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238636.

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Peach, Deborah. "Improving the Provision of Learning Assistance Services in Higher Education". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365399.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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3

Abgrall, Corentin. "Deep learning models as advisors to execute trades on financial markets". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-235782.

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Recent work has shown that convolutional networks can successfully handle time series as input in various different problems. This thesis embraces this observation and introduces a new method combining machine learning techniques in order to create profitable trading strategies. The method addresses a binary classification problem: given a specific time, access to prices before this moment and an exit policy, the goal is to forecast the next price movement. The classification method is based on convolutional networks combining two major improvements: a special form of bagging and a weight propagation, to enhance the accuracy and reduce the overall variance of the model. The rolling learning and the convolutional layers are able to exploit the time dependency to strongly improve the trading strategy. The presented architecture is able to surpass the expert traders.
Nyligen utförda arbeten har visat att faltningsnätverk framgångsrikt kan hantera tidsserier som indata i olika problem. Observationen utnyttjas i detta examensarbete som introducerar en ny metod som kombinerar tekniker för maskininlärning för att skapa lönsamma handelsstrategier. Metoden löser ett binärt klassificeringsproblem: beroende på en viss tidpunkt, tillgång till priser före denna tidpunkt och ett säljkriterium så är målet att förutsäga nästa prisvariation. Klassificeringsmetoden baseras på faltningsnätverk som kombinerar två stora förbättringar: en speciell form av bagging och en viktpropagering för att förbättra noggrannheten och reducera modellens varians. Det rullande lärandet och faltningsnätverken kan utnyttja tidsberoendet för att förbättra handelsstrategin. Den presenterade arkitekturen klarar av att prestera bättre än experthandlare.

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4

Peach, Deborah, i n/a. "Improving the Provision of Learning Assistance Services in Higher Education". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.

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This study is motivated by the need to look continually for ways to improve Griffith Universitys learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).

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5

Hensler, Philipp A. "The Belief System and Behavior of Financial Advisors After a Market Disruption". Case Western Reserve University Doctor of Management / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568710731430581.

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Tokarczyk, Kristy. "Workplace Learning of Professional Academic Advisors at Urban Universities: A Basic Interpretive Qualitative Investigation". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357910072.

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Mbambisa, Nomaledi Peggy. "Strategies used by subject advisors and facilitators to support lesson planning with an environmental learning focus : a case study of the Eastern Cape Neep-Get cluster". Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007586.

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Over the past ten years, South Africa has undergone substantial changes, following the advent of democracy. Key amongst these changes being the transformation of educational policy. These policy changes have introduced new structural frameworks within which we operate (including myself as a subject advisor) and new roles for educators. These policy changes affect all the levels of the education system, and have an impact at school level, where teachers are now responsible for learning programme development (including a focus on lesson planning). Lesson planning in an outcomes-based education framework is a challenging aspect of policy implementation. South Africa is faced with the challenges associated with policy change and implementation. The role of the subject advisors and facilitators who support the teachers to make sense of the curriculum is crucial, as they provide the interface between policy and practice. They are the people who work most with teachers, and have a responsibility for curriculum implementation. This study aimed to explore the strategies which are used by subject advisors and facilitators to support teachers develop lesson plans with an environmental learning focus. A qualitative case study was conducted in which I looked at how the support processes were provided by the subject advisors and facilitators in the Eastern Cape in particular the NEEP-GET cluster in the Makana district. The study employed a range of data producing techniques such as questionnaires, interviews, document analysis and observation. The data was analysed to report the findings. The research indicates that some strategies are used to provide curriculum and pedagogical support and guidance, but that these are superficially treated and others have not been attempted at all. This therefore shows that further growth in this area is possible amongst the subject advisors. Recommendations relevant to both the subject advisors and the Department of Education so as to enhance the support processes and professional development of subject advisors have been made.

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8

Morrison, Michele. "Confidence and competence? : the capacity of New Zealand boards of trustees to appoint highly effective school principals /". The University of Waikato, 2006. http://hdl.handle.net/10289/2395.

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Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.

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9

Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience". Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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10

Dorrington, Jamie. "A New Organisational Architecture to Support Personalised Learning: The Role of the Academic Adviser". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370987.

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This study stemmed from an interest in the impact of disruptive innovations on school-based education. It was premised on a belief that a teacher-centric organisational architecture is at odds with the new technology-rich learning environment in which tomorrow’s schools will operate. This informed the framing of the key research question explored by this study: In times that are characterised by disruptive innovation due to technological changes, what are the implications for the organisational architecture of schools? This thesis presents a case study of one school’s attempt to move from a teacher-centric organisational architecture to one focused on the needs of individual students. The Academic Adviser (AcAd) program represented an early stage of this multi-dimensional change process. In investigating the key research question, the following Supporting Research Questions were investigated. 1. What are the perceptions of students in the Academic Adviser (AcAd) program, particularly in relation to the role of the AcAds and the impact of the program on their level of self-regulation and learning power? 2. What are the perceptions of the parents/caregivers of students in the AcAd Program, particularly in relation to the role of the AcAd and the impact of the program on the students’ level of self-regulation and learning power? 3. What are the perceptions of the AcAds in relation to their role, and the impact of the program on the students’ level of self-regulation and learning power? 4. What are the perceptions of Heads of Year, as members of the traditional school architecture with responsibility for pastoral care, about the AcAds and the AcAd Program? This research was conducted in an independent school in South-East Queensland, Australia between the latter part of 2015 and mid-2017. The focus of the research was one dimension of a strategy to change the school’s organisational architecture from one that revolved around the needs of classroom teachers to one focused on the needs of students. The long-term goal was to harness the potential of emerging digital technologies to personalise the learning experience for all students. To achieve this goal, the school’s board and leadership team decided to build a team of specialist educators to circumvent teacher-related barriers to change and support students through the transition to personalised learning. The research analyses the impact of a team of AcAds, who focused their attention on approximately 120 individual students who chose to participate in the program. Their role was to promote self-regulation and aspects of learning power in their 30-minute fortnightly meetings with individual students. The program was jointly funded by the school and parents. The perceptions of a sample of 36 students, 33 parents, ten AcAds and the Heads of Year, who had an important pastoral role in the existing organisational architecture of the school were gauged using surveys, interviews and focus groups. These provided a range of quantitative and qualitative data with which to answer the key and supporting research questions. The thesis reviews a wide range of literature on frustrated attempts to integrate these technologies, adopt constructivist pedagogies and promote connectivism. The new organisational architecture would position students for a time when teachers would relinquish their position as gatekeepers of knowledge. It would also reduce the potential for teachers to impede change, because the delivery of services directly to students would mean that teachers would no longer be the focus of the school’s service supply chain. The research employed theoretical thematic analysis of qualitative stakeholder data and analysis of quantitative data to conclude that students, parents, AcAds and Heads of Year were supportive of the program and could identify benefits in the form of increased self-regulation, enhanced learning power and expanded learning networks that positioned students for success in a personalised learning environment. Data obtained from all stakeholder groups highlighted the significance of the relationships between the AcAds and the students in the program. The high level of trust provided a foundation for the work of the AcAds. Students, parents, AcAds and Heads of Year were able to clearly and correctly distinguish between the role of the AcAd and the role of the classroom teacher. The program’s focus on strengthening student self-regulation and aspects of learning power was seen as important for success at school and in later life. These groups also acknowledged that the organisational strategies and time-management skills developed in the program helped to reduce student stress levels. While this research was designed to assess the impact of the program in the unique setting of the case study school, it provided insights that might be of value to other educators, policy-makers and researchers.
Thesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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11

Jönsson, Emma, i Nicole Tholén. "Regulation – For better or for worse? : En kvantitativ studie om amorteringskravens påverkan på bolånerådgivare". Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20811.

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Bostad är för de flesta den största investeringen en person gör och finansieras med hjälp av bolån. Bolån medför makroekonomiska risker, till följd av höga skuldkvoter och minskad konsumtion. För att minska dessa infördes år 2016 samt år 2018 amorteringskrav. Amorteringskraven kan ses som mindre reglering hos bankerna men är av många ansedd som ett komplext införande. Rådgivare på svenska banker är de som ansvarar för utlåning till privatpersoner och de har behövt anpassa sig efter de nya regelverken. Syftet med studien är att undersöka hur amorteringskraven påverkat bolånerådgivare i form av stress, standardiserad arbetsprocess och inlärning. Detta för att undersöka om det upplevdes som stressande att behöva anpassa sig till amorteringskraven. Vidare undersöktes vilka konsekvenser amorteringskravens införande fått för bolånerådgivares arbete, huruvida det i takt med ett ökande antal regleringar blivit mer standardiserat. Slutligen studerades om amorteringskraven upplevdes som svåra att lära sig eller implementera i det dagliga arbetet. Genom en kvantitativ forskningsmetod, har rådgivare svarat på en enkät baserad på studiens syfte. Tidigare studier har i större utsträckning fokuserat på amorteringskravens ekonomiska konsekvenser samt hur de påverkat bostadsmarknaden. Syftet med studien är därmed intressant att undersöka utifrån ett yrkesprofessionellt perspektiv. Resultatet av studien visade ett samband mellan amorteringskravens införande och en ökad stressnivå hos rådgivarna. Resultatet stödjer även tidigare forskning vad gäller att rådgivarna upplevt att amorteringskraven bidragit till en mer standardiserad arbetsprocess. Däremot fanns det inget stöd för att amorteringskraven varit svåra att lära sig eller att implementera i arbetet med bolånerådgivning.
For most people, housing is the biggest investment in life, and it is financed by mortgages. However, this entails macroeconomic risks as a result of high debt ratios and reduced consumption. To reduce these risks, amortization requirements were introduced in 2016 and 2018. The amortization requirements can be seen as a minor regulation for the banks, but it is considered by many to be a complex regulation. Advisors in Swedish banks are the ones responsible for lending to private individuals and have therefore had to adapt to the new rules. The purpose of the study is to investigate how the amortization requirements has affected mortgage advisors in terms of stress, standardized work process and learning. This is with the reason to examine investigate whether it was considered stressful to have to adapt to the amortization requirements. Furthermore, the consequences of the introduction of the amortization requirements for the work of mortgage counselors were examined, whether, as a growing number of regulations became more standardized. Finally, it was studied whether the amortization requirements were perceived as difficult to learn or implement in the mortgage advisors daily work. Through a quantitative research, advisors have responded to a survey based on the purpose of the study. Previous studies have focused to a greater extent on the financial consequences of the amortization requirements and how they have affected the housing market. The purpose of the study is thus interesting to investigate from a professional perspective. The results of the study showed a link between the introduction of the amortization requirements and an increased stress level of the advisers. The result also supports previous research in that the advisers considered that the amortization requirements contributed to a more standardized work process. However, there was no support for the fact that the repayment requirements were difficult to learn or implement in the work of mortgage counseling.

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Devine, Jennifer. "Manager learning in the micro business context : the role of external business advice, training providers and close others". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/524.

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Small business has often been referred to as the “engine driving the economy”. This description highlights the significance of small business to the economy of most countries. But what about the smallest of these organisations; those businesses with fewer than five employees? These businesses, termed micro businesses, form a large part of our economy and are sometimes the starting point for larger business and sometimes provide a long term, alternate business structure. This type of business has special needs and characteristics and is often neglected in the management literature. The nature and diversity of these businesses prompted an interest in discovering how they operate, but more specifically how they are managed and how the management capabilities are developed in these businesses. Micro businesses are formed for a variety of reasons. They are often an opportunity for a professional or tradesperson to pursue their work without the perceived constraints of working in a larger organisation. Sometimes they result from an opportunity to create and test a new idea in the marketplace, or the chance to be ones’ own boss, or as a start up for a bigger organisation in the future. The wide variety of entry points means that the level of managerial capability tends to be quite diverse. The emphasis on ‘doing the business’ may mean that these micro business owners are skilled in their ability to produce, but not necessarily in their ability to manage the business and the staff. The aim of this study was to explore how these business owners developed their managerial capabilities. The study was based around a model proposed by Devins, Gold, Johnson and Holden (2005) that suggested that there are three main groups that micro business managers tend to seek out to support their development. These groups are close and important others, who may have an interest in the business but may or may not be involved in the business. This would include people like family members, business partners, suppliers etc. The second group includes professional advisers, such as accountant, lawyers and bank managers. The third group covers training providers. Micro business includes such a diverse variety of businesses that it makes sense that the level of managerial capability and the sources used to improve this would vary greatly. It is this variety that prompted the study and also the methodology chosen. As this was exploratory in nature and the aim was not to develop a definitive answer nor a representative answer to this question of management development, but to gain insight into this sector, a qualitative case study approach was taken. Twelve very different micro businesses were chosen to examine. The case study was based on semi structured interviews with the business owner. The aim was to identify how they perceived their managerial capabilities and where they sought support in making decisions and developing their managerial capacity. The series of interviews allowed respondents to share freely their views and a rich source of information was produced. Traditionally, governments and private providers have poured significant funds into providing training programs for micro and small business to enhance their management capacity, but contrary to these traditional practices, the micro business owners interviewed were not active users of any of these training mechanisms. The analysis confirmed what many intuitively know, and that is that the close important others are the most trusted and most often turned to source of support by micro business. The study also indicated that professional advisers, such as accountants and bank managers were often viewed as worthwhile support agents. This is an important area to understand as it indicates that the provision of traditional training programs for micro business and small business may not be the most effective method for developing management capabilities in these businesses. This suggests that continuing to do the same thing, may be ineffective. It indicates that the role of professional advisers may need to be broadened to align better with the provision of training and support, and importantly that alternate types of support may be needed such as strong mentoring programs.

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Malone, Stephen A. "The consultant-client relationship in small business : the role of the personal business adviser and implications for owner-manager learning". Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556694.

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This research examines a type of consultant-client relationship in small business with a focus on client learning. The client is a small business owner-manager and the consultant is a government sponsored adviser, termed a personal business adviser or PBA. The introductory part of the thesis sets out the context to the research and the aim and objectives. The nature and influence of business support and enterprise is then explained, before reviewing the literature on the role of the PBA and owner manager learning as part of a critical social process. The aim of the thesis is to improve present understanding of the PBA/owner-manager relationship and social learning within it. Thus there is a critical evaluation of what makes a good relationship and the process(es) of learning. A combination of open-ended and semi-structured interviews is undertaken longitudinally with twenty-one participants; thirteen owner-managers and eight PBAs. Personal experience as an ex-PBA is also integrated as a form of auto-ethnography. The interviews are analysed using a symbolic interactionist framework and constructivist grounded theory (Charmaz, 2000; Glaser and Strauss, 1967). The concepts of language, drama and power are pivotal. 1 It has been discovered that the constructive and emergent nature of roles/identities of the participants are crucial to forming entrepreneurial knowledge and a successful relationship. This means that routinely accepted modernist ideas of objective knowledge and individual cognitive conceptions are undermined by this thesis in the entrepreneurial arena. The significance of discourse in. the sensemaking and relationship-building process between the client and consultant suggests the need to adopt constructivist theory as a central mechanism by which owner-managers learn. Discourse, drama and dependence do much to explain the nature of the relationship and owner-manager learning within it and it is contended that a social constructionist approach is vital to enhancing understanding in a dynamic business environment. The work therefore provides a better appreciation of learning and consulting in the small business context and it thus helps inform academics, policy makers and practitioners interested in business support.

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Hedman, Tobias, i Gustav Pettersson. "Hur påverkas kapitalförvaltning och finansiell rådgivning av Artificiell Intelligens? : En studie om de möjligheter dagens aktörer står inför". Thesis, Linköpings universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148425.

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Bakgrund: Artificiell Intelligens (AI) och maskininlärning implementeras i allt större grad på de finansiella marknaderna världen över. Syftet med implementeringen av AI inom finanssektorn innefattar bland annat kostnadsminimering, effektivisering, reducering av mänsklig bias samt ökning av intäkter för företagens verksamheter. Inom finansiell rådgivning och kapitalförvaltning finns brister gällande oberoende, kostnader, bias samt effektivisering varför det är relevant att undersöka hur dessa områden kan effektiviseras och förbättras med hjälp av AI. Vidare är det av intresse att undersöka hur människans roll kan komma att påverkas. Syfte: Syftet med denna studie är att analysera hur kapitalförvaltning och finansiell rådgivning kan påverkas av implementeringen av AI och hur synen på AI är inom dessa två områden. Metod: Studien är utformad utifrån en kvalitativ flerfallstudiedesign. Studiens empiriska material har samlats in från respondenter i två olika urvalsgrupper: kapitalförvaltare och finansiella rådgivare. Data har insamlats genom sju semistrukturerade intervjuer. Slutsats: Studiens resultat visar att AI har stor potential att reducera inslag av bias inom rådgivning och kapitalförvaltning. Styrkan i AI-lösningar återfinns i kombinationen av mänsklig intelligens och Artificiell Intelligens. Vidare står det klart att implementering av AI kan bidra till effektivare datahantering, kostnadshantering samt stordriftsfördelar. Implementeringen skapar möjligheter till ökad kundnytta samt en utökad kundgrupp. Vidare visar studiens resultat att AI har potential att minska intressekonflikter i form av Agency Theory. Slutligen visar studiens resultat att den framtida rådgivningen och kapitalförvaltningen sannolikt kommer ha inslag av cyborg finance, en samverkan mellan Artificiell Intelligens och mänsklig intelligens i form av hybridtjänster där de bästa egenskaperna från bådadera förenas. Nyckelord: Artificiell Intelligens, kapitalförvaltning, finansiell rådgivning, maskininlärning, djupinlärning, automatisering, psykologisk bias.
Background: Artificial Intelligence (AI) and machine learning are increasingly being implemented within the financial markets. The purpose of Artificial Iintelligence is to reduce costs, increase profits as well as efficiency and also reduce human bias. Within finacial advisory and asset management there are problems with independence, costs, bias and efficiency. Our study aims to analyse how these areas can be improved and become more efficient with AI. In addition, it is interesting to study what role the human is likely to take on as AI is increasingly being implemented. Aim: The purpose of this study is to analyse how AI can affect asset management and financial advisory, and also to study the public opinion of this transformation. Methodology: This study has been designed by a qualitative research strategy. The empirical data derives from two different respondent groups: asset management and financial advisory. The data has been collected through seven semi-structured interviews. Conclusion: The result of this study indicates that AI has the potential to reduce biases within financial advisory and asset management. The strength of AI-solutions lies in the combination between Artificial Intelligence and human intelligence. Furthermore, an implementation of AI contributes to a higher efficiency when it comes to data handling, cost efficiency as well as economies of scale. This creates opportunities to reach a higher customer benefit and a wider customer group. Moreover, the study indicates that AI has the potential of reducing conflicts of interest and agency problems. Lastly, this study indicates that the future of financial advisory and asset management is likely to consist of cyborg finance. In other words, cooperation between Artificial Intelligence and human intelligence is likely to become commonplace, in the shape of hybrid services where the best attributes of humans and AI work together. Keywords: Artificial Intelligence, asset management, financial advisory, machine learning, deep learning, automation, psychological bias

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15

Ramírez, Nieto Neus. "Processos d’assessorament en centre focalitzats en l’aprenentatge de l’alumnat". Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/454838.

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L’objectiu del treball d’investigació que presentem a continuació és proposar línies d’actuació per la millora dels processos d’assessorament en centre focalitzats en l’aprenentatge de l’alumnat. El document està organitzat en tres parts. A la Primera part presentarem el Marc teòric i contextual de referència que donarà lloc a l’estudi empíric posterior. A la Segona part presentem el Marc empíric utilitzat al llarg de la investigació, que inclou el desenvolupament de la investigació, el plantejament i la metodologia utilitzada. Finalitzarem amb el Marc conclusiu dels fonaments teòrics i dels resultats de l’estudi de camp. A continuació trobarem una proposta de línies d’actuació per la millora dels processos d’assessorament en centre focalitzats en l’aprenentatge de l’alumnat. Compartim la idea que hem de centrar els processos d’assessorament en centre a tres nivells d’actuació: les pràctiques diàries que es donen a les aules, l’increment de les habilitats i coneixement dels docents i finalment l’increment del lideratge per l’aprenentatge en l’organització del centre. Les nostres propostes de millora estaran focalitzades en aquestes tres vies, ja que són diversos els autors que ho defensen (Elmore (2010), Ainscow (2008), Wiggins i Mc Thige (2005), Navio (2005), Tejada (2007), Alsina, Esteve i Mielef, (2010), Iranzo (2012) et al. Esperem aportar pistes de com fer-ho.
El objetivo del trabajo de investigación que presentamos a continuación es proponer líneas de actuación para la mejora de los procesos de asesoramiento en centro focalizados en el aprendizaje del alumnado. El documento está organizado en tres partes. En la Primera parte presentaremos el Marco teórico y contextual de referencia que dará lugar al estudio empírico posterior. En la Segunda parte presentaremos el Marco empírico utilizado a lo largo de la investigación, que incluye el desarrollo de la investigación, el planteamiento y la metodología utilizada. Finalizaremos con el Marco conclusivo de los fundamentos teóricos y de los resultados del estudio de campo. A continuación encontraremos una propuesta de líneas de actuación para la mejora de los procesos de asesoramiento en centro focalizados en el aprendizaje del alumnado. Compartimos la idea que hemos de centrar los procesos de asesoramiento en centro a tres niveles de actuación: las prácticas diarias que se dan en las aulas, el incremento de las habilidades y conocimientos de los docentes y finalmente el incremento del liderazgo para el aprendizaje en la organización del centro. Nuestras propuestas de mejora estarán focalizadas en estas tres vías, dado que son diversos los autores que así lo defienden (Elmore (2010), Ainscow (2008), Wiggins y Mc Thige (2005), Navio (2005), Tejada (2007), Alsina, Esteve y Mielef, (2010), Iranzo (2012) et al. Esperamos aportar pistas de cómo hacerlo.
The research that presented below aims to propose lines of action for improving the processes in counselling centres focus on student learning. We believe that a contribution to improving education through closing the gap between the counselling centres in schools and student learning. The document is organized in three parts. The first part contains the theoretical framework that will result in further empirical study. The Second part presents the empirical framework used throughout the investigation, including research development, the approach and the methodology used. Thirdly, there is the conclusion. We present the most relevant conclusions derived from the results of the field study and propose 3 lines of action to improve counselling processes and professional development of the people involved. We share the idea that we should focus on three different strategies approaches to improve student learning: Daily practices in the classroom, improving the teachers’ skill and knowledge and finally to increase the effectives of the leadership with relation to the students learning. Our proposal focuses on improvement in these three ways, as there are several authors who advocate (Elmore (2010) Ainscow (2008), Wiggins and Mc Thige (2005) Navio (2005), Tejada (2007), Alsina, Esteve and Mielef (2010) Iranzo (2012) et al. that the most important way is to focus in the student learning.

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Williams, Dale, of Western Sydney Hawkesbury University, Faculty of Agriculture and Horticulture i School of Agriculture and Rural Development. "A participatory approach to evaluating voluntary rural community-based organizations is an effective tool for organizational learning and ensuing rural community development, as evidenced in the participative evaluation of the Southern Riverina Rural Advisory Service". THESIS_FAH_ARD_Williams_D.xml, 1995. http://handle.uws.edu.au:8081/1959.7/69.

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The central argument of this thesis is that participative approaches to evaluating voluntary rural community-based organisations are an effective tool for organisational learning and ensuing rural community development. This proposition is explored through the evaluation and strategic planning of the Southern Riverina Rural Advisory Service, a community-based counselling organisation. The Service works with families experiencing financial hardship and associated stress. The thesis is multi-faceted and generic issues included: the importance of commitment by rural communities and organisations to creating frameworks for understanding and acting in integrated ways to the diversity, inter-relatedness and conflict of issues, wishes and needs of members, and to develop the capacity to transform contexts of dependency-oriented crisis situations to ones of self-responsible, interdependent change; the need to view contexts through integration of local, regional, national and global perspectives and to develop networks to integrate understanding and action; and to continue learning how to better enhance organisational and community-based learning.
Master of Science (Hons)

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Seselskis, Erikas. ": E-patarėjas galimybėms socialinės atskirties terpėje pasirinkti. Mašinos apsimokymo algoritmų pritaikymas". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060622_150755-50866.

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At the moment social exclusion is a topical problem in a whole Europe. That’s why innovative decisions are prompted for social exclusive group of people in order to facilitate their integration process into the labour market. The stepping-stone of this work is e-advisor for choosing possibilities within social isolation environment. This e-advisor is created in accordance with artificial neural network and considering to individual person’s features give suggestions for the most suitable professions. Also in this work is presented disease diagnostic model, which is defined by artificial neural network.

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Williams, Dale. "A participatory approach to evaluating voluntary rural community-based organizations is an effective tool from organizational learning and ensuing rural community development, as evidenced in the participative evaluation of the Southern Riverina Rural Advisory Service /". View thesis View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030603.110449/index.html.

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Du, Pont de Romémont Aurelle. "Apprentissage et réflexion stratégique des producteurs agricoles : construction de la proactivité dans le conseil à l'exploitation familiale au Bénin". Thesis, Montpellier, SupAgro, 2014. http://www.theses.fr/2014NSAM0013/document.

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Les approches de conseil agricole favorisant le renforcement des compétences des producteurs sont au centre des préoccupations des acteurs du développement agricole, particulièrement au Sud. Le conseil à l'exploitation familiale (CEF) est une approche de conseil de gestion, basée sur des méthodes d'apprentissage et d'aide à la décision, favorisant l'évolution des producteurs dans leur réflexion stratégique. L'objet de cette thèse est l'analyse de l'évolution de la gestion stratégique des producteurs à travers l'accompagnement fourni par le CEF. Nous avons choisi d'analyser les processus d'apprentissage induits par le CEF en caractérisant l'évolution de la gestion stratégique de l'exploitation agricole chez dix-neuf producteurs du Sud-Bénin. Nous proposons d'analyser l'évolution de la réflexion stratégique comme un processus complexe, non linéaire et récursif, assimilable à un processus d'apprentissage. Nous analysons l'évolution de la réflexion stratégique à travers l'analyse de la construction de la proactivité dans le CEF, la proactivité étant définie comme la combinaison de la vision stratégique du producteur (incluant la source de changement perçue par le producteur) et de la mise en œuvre d'actions stratégiques. Pour caractériser la situation des producteurs avant le CEF, nous analysons la situation des producteurs selon trois niveaux : leur proactivité, leur système d'activités en lien avec leur niveau de ressources, et leurs pratiques de planification de gestion de l'exploitation agricole. Nous avons choisi d'adopter une posture interprétativiste d'analyse du discours des producteurs et des changements qu'ils attribuent au CEF. Les résultats de ce travail montrent tout d'abord que les trois niveaux de caractérisation des producteurs (la proactivité, le niveau de ressources et les pratiques de planification) ne sont pas directement liés. Notre travail montre ensuite que le CEF fait évoluer la proactivité des producteurs dans un temps court, en un an, principalement en révélant des marges de manœuvre existantes, en faisant évoluer leur vision de l'avenir et leur perception de leur pouvoir sur le changement. Enfin, les résultats valident la récursivité du processus d'apprentissage, le profil de proactivité au départ étant le facteur le plus important influençant la construction de la réflexion stratégique durant cette première année de participation au CEF. De nouvelles perspectives de recherche sont proposées, comme l'analyse de ces processus sur le temps long, l'analyse de la durabilité de la proactivité et de son lien avec la pérennité du projet des producteurs. Ces résultats alimentent également les réflexions plus opérationnelles sur le CEF, à la fois sur le ciblage de l'approche, sur l'adaptation des méthodes et des outils à l'accompagnement de cette réflexion stratégique, sur le renforcement de capacités des professionnels du CEF pour appréhender ces différentes dimensions des processus d'apprentissage
Agricultural advisory approaches enabling producers' capacity building are the center of interest of many development actors, especially in developing countries. Management Advice for Family Farms (MAFF – Conseil à l'exploitation familial / CEF) is a management advice approach, based on learning methods and decision support tools, helping producers to evolve on their strategic thinking. The aim of this research is to analyze the evolution of producers' strategic management through MAFF. We chose to analyze the learning processes induced by MAFF by characterizing the evolution of strategic thinking for nineteen producers in Southern Bénin. We consider the evolution of strategic thinking as a complex, non linear and recursive process, similar to a learning process. The evolution of strategic thinking is identified through the evolution of producer's proactivity through MAFF, proactivity being defined as the combination of producers' strategic vision (including their perceived source of change) and the strategic actions undertaken to reach this strategic vision. In order to describe the producers' situation before MAFF, we chose to focus on three main levels: their proactivity, their activity systems (including their resources for different types of capitals) and their planning practices for the management of their farm. From an interpretativist point of view, we analyzed producers' speech and representations, and the changes their spontaneously attributed to MAFF after one year of participation. The results of this research show first that the three levels of characterization of the producers' situation before MAFF started (proactivity, activity system and resources, planning practices) are not directly linked. This work also shows the evolution of producers' proactivity through MAFF in a limited time (one year), mainly by changing their perception on their perceived constraints and resources, revealing flexibility, changing their vision of the future and their perception of their power on their environment and change. Finally, those results substantiate the recursivity of the learning process, proactivity profile before MAFF being the main influence factor of strategic thinking building during this first year of participation to MAFF. Those results open new research perspectives, to analyze this strategic thinking building process on the longer term, the analysis of the persistence of proactivity, and the link between proactivity, performance and the sustainability of producers' projects. Those results also raise questions at the operational level, on the inclusivity of advisory approaches, on the adaptation of methods and tools to trigger this strategic thinking building, and on the necessary capacity building for all advisory system professionals, to comprehend the various dimensions of the producers' learning processes and to take into consideration producers' strategic thinking

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Rohde, Julia, Anne Töpfer i Michaela Gläser-Zikuda. "Vom "Ob" zum "Wie" - bedarfsorientierte Angebote für den Studienbeginn". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-212969.

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Der Übergang von Schule zu Hochschule verläuft unbefriedigend, wenn die Passung von Studieninteresse und Fähigkeiten der Studienanfänger_innen mit den Anforderungen des Studiums nicht optimal ist. An der Universität Jena werden ein Online Self-Assessment und ein lernbezogenes Beratungsangebot, aufbauend auf einer multimethodischen Bedarfsanalyse, entwickelt. Erste Ergebnisse zeigen den Zusammenhang von unrealistischen Erwartungen, geringer Studienzufriedenheit und erhöhter Abbruchneigung. Lernbezogene Präventionsstrategien hängen negativ mit erlebter Belastung durch Lernschwierigkeiten zusammen. Der Artikel stellt Ergebnisse der Bedarfsanalyse und die entstehenden Unterstützungsangebote vor.

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Majschak, Jens-Peter. "Rechnerunterstützung für die Suche nach verarbeitungstechnischen Prinziplösungen". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-105918.

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Die hier zur Verfügung gestellte Datei ist leider nicht vollständig, aus technischen Gründen sind die folgenden Anhänge leider nicht enthalten: Anhang 3: Begriffshierarchie "verarbeitungstechnische Funktion" S. 141 Anhang 4: Begriffshierarchie "Eigenschaftsänderung" S. 144 Anhang 5: Begriffshierarchie "Verarbeitungsgut" S. 149 Anhang 6: Begriffshierarchie "Verarbeitungstechnisches Prinzip" S. 151 Konsultieren Sie die Druckausgabe, die Sie im Bestand der SLUB Dresden finden: http://slubdd.de/katalog?TN_libero_mab21079933

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Feitosa, Douglas de Lima. "Um modelo computacional de combinação social aplicado ao processo de planejamento de orientadores em ambientes virtuais de aprendizagem". Universidade Federal de Alagoas, 2011. http://www.repositorio.ufal.br/handle/riufal/1616.

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Distance Education (DE) is a teaching modality capable of providing professional formation for people with limited access to university education. For this end, a set of computational tools is required in assisting the teaching and learning process (PEREIRA et al., 2006a). Moreover, some common obstacles for DE are the issues of identifying possible advisors for those students in the process of writing monographs and work overload. This has become an important issue for researches, placing their emphasis on the idea of working the interests of students, teachers and education managers. For such, this work used a quali-quantitative approach, in a way that data were collected in a Distance Learning Environment (DLE) and also by the application of a structured questionnaire to potential advisors. As such, this work has the objective of proposing a Computational Model of Social Combination that helps the DE Manager in the process of advisors planning for monograph works. This paper presents three computational tools developed by using genetic algorithms. These tools were applied according to the context of the DE undergraduate course of Information Systems offered by the Federal University of Alagoas and the Open University of Brazil. The results show that the proposed computational model can be used to help DE Managers to reduce the cases of students’ and advisors’ profiles incompatibility, as well as to reduce docent work overload.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A Educação a Distância (EAD) é uma modalidade de ensino capaz de viabilizar a formação de profissionais com dificuldades de acesso à formação universitária. Para tanto, esta modalidade necessita dispor de um conjunto de ferramentas computacionais que viabilizem o processo de ensino aprendizagem (PEREIRA et al., 2006a). A identificação de possíveis orientadores e a sobrecarga de trabalho são algumas das dificuldades existentes neste processo. Pesquisas nesta área investem na idéia de trabalhar os interesses de alunos, professores e gestores da educação. Para tanto, esta pesquisa utilizou uma abordagem quali-quantitativa, de maneira que os dados foram coletados em um Ambiente Virtual de Aprendizagem (AVA), bem como através da aplicação de um questionário estruturado aos orientadores em potencial. Desta forma, este trabalho tem o objetivo de propor um Modelo Computacional de Combinação Social que auxilia o Gestor de EAD no processo de planejamento de orientadores de trabalhos monográficos. São apresentadas três ferramentas computacionais, desenvolvidas por meio de algoritmos genéticos, que foram aplicadas no âmbito do Curso de Bacharelado em Sistemas de Informação a Distância, ofertado pela Universidade Federal de Alagoas e Universidade Aberta do Brasil. Os resultados obtidos apontam que o modelo computacional proposto pode ser utilizado para auxiliar os gestores de EAD na redução dos casos de incompatibilidades de perfis de alunos e orientadores, bem como na redução da sobrecarga de trabalho dos docentes.

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Li, Jheng-Gang, i 李政剛. "Deep Learning for Robo-Advisors in Portfolio Optimization". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4v68z5.

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碩士
淡江大學
經濟學系碩士班
106
This research aims to develop the system for Robo-Advisor to perform time-series forecasting and portfolio optimization in automated investment management. We designed the core algorithm, artificial intelligence to perform time-series forecasting in the financial market, as part of the system for Robo-Advisor in automated investment. There are many studies in algorithmic trading and portfolio management in various forms of applications; however, there is a paucity of literature focusing on the applications which are designed for Robo-Advisors. In this research, we used a deep learning approach, Long Short-Term Memory (LSTM), to develop our algorithm to solve the complexity of sequence dependence in time-series forecasting. We developed an automated system to perform time-series forecasting and used the result to construct a day trading strategy and to perform portfolio optimization to show that LSTM based algorithm added value. The system we built is expandable and can be used as a framework when developing Robo-Advisors for automated investment management.

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"Experiential Learning: Perspectives from Undergraduate Peer-Advisors Pursuing Careers in Higher Education". Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.42059.

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abstract: The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on students who plan to pursue higher education careers and experiential programs that prepare them for the field. Thus, this action research study is designed to examine the influence of a peer-advising program on participants who have identified their interest in various careers in the college setting. Employing a mixed-method approach to inquiry, the study connects Kolb’s (2005) Experiential Learning theory, and Chickering’s (1964) Vectors of Student Development to a hands-on learning experience designed to improve participants’ competency and clarity in their potential career choice. This study was conducted with the purpose of illustrating the role of experiential learning opportunities in higher education, particularly with a unique focus on undergraduate students desiring careers in the higher education field. Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2017

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"Towards the design of a workplace RPL implementation model for the South African insurance sector". Thesis, 2008. http://hdl.handle.net/10210/360.

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Recognition of Prior Learning (RPL) is an internationally accepted process of assessing non-formal learning with the intention of matching it to academic credits. This allows the candidate to earn either a full or partial qualification based on knowledge and/or skills acquired outside of the formal classroom. The South African insurance sector was faced with legislation requiring all financial advisers to earn academic credits before they could continue in the industry. The sector believed that the RPL process would suit their circumstances because most financial advisers had many years of workplace experience and had mostly attended many internal, but often unaccredited, product training programmes. However, there was no RPL implementation model to guide a workplace implementation of this nature as most RPL models followed the practices set by formal higher education providers and there was no consideration of the many variables that have an impact in the workplace. This research set out to design a logic model to guide the implementation of workplace RPL in the insurance sector. The data was collected during the evaluation of an RPL implementation programme that had good results but which used the more individualistically inspired RPL approach of formal education. The data was analysed using grounded theory data analysis techniques (Strauss & Corbin, 1998 and Glaser & Strauss, 1967) and the result was the identification of 18 broad categories. Further analysis reduced these to five categories, i.e. reaction to the circumstances requiring the RPL, personal mastery, team support, changing perceptions towards the RPL process, and perceived outcome of the RPL process. These categories were researched by looking at the most influential traditional and workplace learning theorists, as well as the most influential RPL theorists. Finally, a secondary data analysis was conducted on 18 workplace RPL case studies described by Dyson and Keating (2005). The results of this research were formulated into a logic model to guide RPL implementation in the insurance sector. Using this logic model as a guide, further recommendations were made to guide workplace RPL implementation in the future.
Prof. W.J. Coetsee Dr. L. Beekman

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CHEN, CHUAN-YIN, i 陳傳引. "Study on a Two-Stage Model of Machine Learning and Black-Litterman for Robo-Advisors". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/n996j3.

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碩士
輔仁大學
統計資訊學系應用統計碩士在職專班
107
In recent years, financial robots have been the subject of fissure in the field of technology finance (FinTech). The purpose of finding and using technology and achieving investment and financial management is the goal that the financial industry is currently pursuing. However, in order to serve more customers and reduce the manpower of operations, the full programmatic investment and financial planning has become an important issue. This research hopes to study how to use the full programmatic integration of existing investment asset allocation models and machine learning methods to allocate investment assets. In response to this goal, this paper studies three kinds of machine learning LSTM, SVR, BPN, compares the accuracy of stock price prediction, compares the time required for forecasting, and so on. It is a two-programmed important parameter to facilitate the establishment of a truly feasible full-program investment financial planning plan. . The results show that the average predicted MSE, BPN = 1.9147; LSTM = 2.7146; SVR = 2.7970, but the two methods of BPN, LSTM, the error of the two sample prediction results is too large, resulting in an unreasonably high annual return. The averaging time of the model is SVR=1.1297 microseconds; BPN=419.782 microseconds; LSTM=125, 911.772 microseconds, the fastest difference is 100,000 times faster than the slowest. Combining the above two points, the SVR method is a machine learning method that can establish a full programmatic asset allocation.

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Chen, Tzu-yu, i 陳梓渝. "Effects of Learning Behaviors and Advisors'' Judgments During Imagination Development of Design College Freshmen". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/57vwy9.

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Chen, Tzu-yu, i 陳梓渝(紙本延後至1090119止公開). "Effects of Learning Behaviors and Advisors'' Judgments During Imagination Development of Design College Freshmen". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/568847.

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Yang, Yun-Yi, i 楊允羿. "A Study of Relationship between Elementary School Advisors’ Leadership and Students’ Self-Regulated Learning─Taoyuan County as An Example". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/3378w9.

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碩士
中原大學
教育研究所
99
In elementary schools, class is the most basic unit in school systems. An advisor is the soul in a class. Therefore, to face the diversified backgrounds of students, An advisor has to maintain a good interaction with students to bring the status and function of leadership into full play. The focus of current education should be on assisting students in exhibiting learning behaviors in their life and improving their ability in planning management and self-regulated learning as the criteria for instructing students. The main purpose of this study is to understand the correlation between elementary school Advisors’ leadership style and students’ self-regulated learning, and Taoyuan County was given as an example. The questionnaire survey in this study was conducted by performing an empirical study and collecting data. The correlation between Advisors’ leadership styles and grade 6 elementary school students’ self-regulated learning was investigated from the perspective of elementary school students. One grade 6 class of each school was randomly selected as the subjects in this study. A total of 470 questionnaires were distributed, and 468 questionnaires were returned, with a return rate of 99.1%. After eliminating 4 incompletely answered questionnaires, there were 464 valid questionnaires; the valid return rate was 98.7%. In addition, statistical methods, such as mean, standard deviation, t-test, one-way ANOVA, Scheffe’s post hoc comparison, and Pearson product-moment correlation were used. It was found that Advisor’s leadership style is highly correlated with students’ self-regulated learning. In addition, mentors’ leadership styles are affected by different background variables (gender, school district, and years of service), and students’ self-regulated learning is affected by parents’ level of education. Suggestions on families, schools, elementary school teachers, and future studies were proposed respectively based on these research findings.

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Ou, Hsueh-Fen, i 歐雪芬. "A STUDY ON THE MENTORING RELATIONSHIP BETWEEN EMBA STUDENTS AND ADVISORS-THE EFFECTS ON PERSONAL TRAITS, AFFECTION INTERFLOW, AND LEARNING SATIFACTION". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46168659829730535753.

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碩士
大同大學
事業經營學系(所)
98
Confucius, the founder of Confucianism, was the very first person who founded the educational form of “providing education for all without discrimination” in our domestic private education . He broadly gathered 3000 people including civilians and nobles who craved for knowledge. At the age of 50, Confucius imparted knowledge and resolved doubts to his disciples by both teaching by words and through life’s example over a decade and a couple of more years when he travelled around the countries with 72 disciples. The way that a senior person as Confucius brought junior staff members along and provided them with knowledge and mental development, via close interaction of the mentor and mentee to imperceptibly achieve the learning effects, is so-called “mentoring relationship”. In another way, it can be a process and a form of establishing affection by senior members supporting and helping junior members with learning. With the announcement of domestic recurrent education policy, courses for in-service graduates have been established in colleges. Regardless of the motivation of the learner is desire for knowledge, career progression, escape or stimulation, social service, external expectations, interpersonal relationship (Huang,1985), what can be sure of is the personal characteristic of graduates has a striking change. People with lots of working experiences retuning to campus have prominent differences in personal traits, learning manifestation, and social experiences from general graduates. The motivation of the research is to aim at the aforementioned problem in an attempt to break through the insufficiency of the mentoring relationship in campus of the past. This research is to study the three variables related in operation of mentoring relationship of in-service graduates’ personal characteristic, affection interflow, learning satisfaction. The conclusion and managerial implication is drawn from a single management college of an intermediate university in Taipei, Taiwan. The motivation of the research is to aim at the aforementioned problem in an attempt to break through the insufficiency of the mentoring relationship in campus of the past. The research reveals that the mentoring relationship can achieve psychosocial, instrumental, and networking mentoring functions. Moreover, the perception of psychosocial function of an in-service graduate is higher than that of instrumental and networking functions. For in-service graduates, learning is not a pursuit for stability of life anymore, it’s a development of career and growth of an individual. Although in-service graduates boast abundant working experiences, under the wave of globalization and internationalization, the life-long learning goal and increase of self-competitiveness, acquiring counseling channel, diploma, or professional knowledge in order to get professional progress is a more important demand for mentoring relationship. The in-service graduate students put more emphasis on demand of mentoring functions; therefore, they focus more psychosocial functions than instrumental functions and networking functions. The needs for an in-service graduate are different from those of a general graduate. The former one is a full-time worker with family responsibilities. An in-service graduate making use of part time to further studies needs an advisor to gain access to opportunities and ways more in order to obtain such assistance as guidance, counseling, and information. The relationship of advisors and students in campus is equipped with the prototype of mentoring relationship in the workplace. The advisor play a mentoring role who not only delivers knowledge and solves problems, but also directs right direction, exact value to students.

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Pan, Pei-Chun, i 潘姵君. "A STUDY ON THE MENTORING RELATIONSHIP BETWEEN GRADUATE STUDENTS AND ADVISORS－THE EFFECTS ON LEARNING SATISFACTION, AFFECTION INTERFLOW, AND CAREER CONSULTATION". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/54040639090024822934.

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碩士
大同大學
事業經營學系(所)
97
Mentoring relationship is a relationship in which a junior staff member is attached to a senior person in the organization, and receives job skills and mental training and a great deal of help. The origin is from the well-known Greek Homer’s epic, The Odyssey, where the hero Odysseus entrusted his son to the credible friend Mentor for protection and education while he was going to fight the Trojan War. Then it made for a relationship that Mentor was like both a teacher and a friend to his son. Afterward, a mentoring relationship, no matter if in eastern or western culture, has had some typical examples. For instance, Confucius and his 72 disciples are in eastern culture, and philosophers Socratic and Plato are in western culture. These examples are enough to explain the existence and impact of the mentoring relationship. However, most existing research on the mentoring relationship has been set in a career environment and usually discusses the mentoring relationship from the student’s perspective to see how the mentoring function works. From the survey done for this study, there is no research discussing the effects of the mentoring relationship from both sides until now. This study is to make a breakthrough in the lack of the existing research on the mentoring relationship through field surveys by using the questionnaire survey. All the assistant professors and professors which had experience in thesis mentoring, and the first and second year graduate students were surveyed in one of the private universities in Taipei. There were a total of 150 and 665 questionnaires distributed to teachers and students, respectively, after two months tracing and collecting, the retrieved qualified questionnaires are 83 and 413, respectively. Data Analysis of this study was conducted through the AMOS 6.0 Structural Equation Modeling Analysis and SPSS14.0 was used for the registration of information and descriptive statistics calculation. This study finds that the recognition of the mentoring function among the mentoring professor and the master’s students will positively affect career consultation and affection interflow; the affective interflow among the mentoring professor and the master’s students will positively influence the level of learning satisfaction of the latter. First, one different point of this study from the previous research is that “On the recognition of the mentoring function, the mentoring professor’s and the master’s students’ recognition of the instrument function are higher than the recognition of the psychosocial and networking functions.” The point we can realize from this is that the domestic education for the master’s is required by completing the thesis. This is different from the European and American education for the master’s. They are required to get the fixed academic credits and join the specified seminars. The domestic education for a master’s is still a typical traditional learning of graduate school, focusing on theory development and application. In addition, professors face stresses from evaluation and promotion, and they can get the points for promotion by publishing papers abstracted from the students’ theses that they guided. Therefore, it makes the education for the master’s trend to practical orientation that is the professors’ advising capacity is respected. Second, both teachers and students must believe in the mentoring function strongly, and then the affection interflow and career consultation will be influenced positively. In other words, when only the mentoring relationship exists and works well, both teachers and students will get the positive affection interflow, and also students will have career consultations further from the teachers. Finally, affection interflow has the mediating effect on the learning satisfaction of the students, it proves that a professor’s respect, concern, sharing, and encouragement will influence a student’s attitudes for the learning environment and further increase its effects on learning.

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32

CHIANG, YA-CHEN, i 江雅真. "The Influences of Perception of Advisors’ Sense of Humor and Ways of Discipline on Classroom Climate and Learning Motivation for Junior High School Students". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84kvgc.

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碩士
國立臺灣師範大學
教育心理與輔導學系碩士在職專班
97
The main purpose of this research is to explore how junior high school students perceive their advisors’ sense of humor and ways of discipline and how their perception influences the classroom climate and students’ learning motivation. There are four purposes included in this research: (1) Develop a scale which is able to evaluate the students’ perceptions of their advisors’ sense of humor and ways of discipline, the classroom climate, and students’ learning motivation to realize the influence between them. (2) Explore the differences of the above-mentioned perceptions in different genders of advisors and different graders. (3) Probe the relations among students’ perceptions of their advisors’ sense of humor and ways of discipline, classroom climate, and learning motivations. (4) Acquire prognosis for classroom climate and students’ learning motivation with varying students’ perceptions. This research adopts questionnaire investigation and uses four scales as research tools, which are “Perception of Advisors’ Sense of Humor Scale”, “Perception of Advisors’ Discipline Scale”, “Classroom Climate for Junior High Students Scale”, and “Learning Motivation of Junior High Students Scale.” The subjects involve 956 students from 7th to 9th grade of 13 junior high schools in Taipei City, Taipei County and Keelung City. Data obtained in the study were analyzed by quantitative analysis. The major findings of the study are as below: （1）In terms of students’ gender: In ways of teachers’ discipline, male students perceived more “neglect” and “strict” ways. （2） In terms of advisors’ gender: The female advisors have more sense of humor in their discipline and the classroom climate is better; however, the male advisors adopted “neglect” way more. （3）In terms of graders, the 7th graders perceive advisors’ sense of humor, open classroom climate, and “liberal” and “strict” ways of discipline more than other graders. Besides, they have higher learning motivations. （4）Students whose advisors adopt the “liberal” way of discipline have better perception for the advisors’ sense of humor, classroom climate. They have better learning motivations and higher values as well. （5）Except the “neglect” way, students’ perception of advisors’ sense of humor and ways of discipline, classroom climate, and students’ learning motivation have positive correlation in all ways. （6） The perception of advisors’ sense of humor and ways of discipline can efficiently predict the classroom climate and students’ learning motivation.

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Hung, Feng-Mei, i 洪鳳美. "The study of the junior high school advisors'' transformational leadership, classroom atmosphere and learning motivations - the students of junior high school in Taipei as an example". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/2883zq.

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碩士
銘傳大學
教育研究所碩士在職專班
93
Abstract The junior high school advisors face the key time of students’ personality development. They have to do well on the basic work such as developing students’ value, delivering knowledge and solving their confusion. At the same time, they have to face the unstable elements in students’ mind. So it is a challenge to make students to learn happily and grow up healthily. The researches mean to realize the state, correlation and interaction of the advisors’ transformational leadership, classroom atmosphere and learning motivations. And then offer concrete suggestions to the junior advisors and referential members. The research is using the methodology of survey questionnaire. The 1040 subjects are the students of one junior high school in Taipei. The data are analyzed by various methods of statistic analysis including descriptive statistic analysis, reliability analysis, independent-sample t-test, one-way ANOVA, correlation analysis, regression analysis. The important results are as follows: 1. The junior high school advisors’ transformational leadership, classroom atmosphere and learning motivations are above average. 2. The basic data of sample including students’ sexuality and grade show significant differences in the junior high school advisors’ transformational leadership, classroom atmosphere and learning motivations. 3. The background data including advisors’ sexuality, marriages and past services. Present show significant differences in the junior high school advisors’ transformational leadership, classroom atmosphere and learning motivations. 4. A positive correlation between the junior high school advisors’ transformational leadership and positive classroom atmosphere. 5. A positive correlation between the junior high school advisors’ leadership behavior and learning motivations. 6. A positive correlation between classroom atmosphere and learning motivations. 7. The junior high school advisors’ transformational leadership shows significant effects on the classroom atmosphere. 8. The junior high school advisors’ transformational leadership shows significant effects on the learning motivations. 9. The between classroom atmosphere has significant effects on the learning motivations.

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Hsieh, Hey-Chin, i 謝惠卿. "The study of the junior high school advisors'' leadership behavior, classroom atomsphere and learning satisfaction - The students of junior high school in Kaohsiung to be the example". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/68896832092318782998.

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碩士
國立中山大學
人力資源管理研究所
90
Abstract The junior high school advisor face the key time of student’s personality development. They have to do well on the basic work such as develop student’s value, deliver knowledge and solve their confusion. At the same time, they have to face the unstable element in students’ mind. So it is a challenge to make students’ learn happily and grow up healthily. The research mean to realize the state, correlation and interaction of the advisor’ leadership behavior, classroom atmosphere and learning satisfaction. And then offer concrete suggestion to the junior of advisor and referential members. The research is using the way of survey questionnaire. The subjects are 769 from the students in one junior high school in Kaohsiung. The date is analyzing with various methods of statistic analysis including descriptive statistic analysis, reliability analysis, factor analysis, independent-sample t-test, one-way anova, correlation analysis, regression analysis, After statistic analyze, the important results are as follows: 1.The junior high school advisors’ leadership behavior, classroom atmosphere and learning satisfaction is above average. 2.The sample basic data including students’ sexual and grade. They show significant difference in the junior high school advisors’ leadership behavior, classroom atmosphere and learning satisfaction. 3.The sample background data including advisors’ sexual, marriage and past service. They show significant difference in the junior high school advisors’ leadership behavior, classroom atmosphere and learning satisfaction. 4.There is a positive correlation between the junior high school advisors’ leadership behavior and positive classroom atmosphere. Besides, there is a negative correlation between the junior high school advisors’ leadership behavior. 5.There is a positive correlation between the junior high school advisors’ leadership behavior and learning satisfaction. 6. There is a positive correlation between positive classroom atmosphere and learning satisfaction. Besides, there is a negative relationship between negative classroom atmosphere and learning satisfaction. 7.There is a significant influence between the junior high school advisors’ leadership behavior and classroom atmosphere. 8. There is a significant influence between the junior high school advisors’ leadership behavior and learning satisfaction. 9. There is a significant influence between classroom atmosphere and learning satisfaction.

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"University Club Advising: Learning and Connecting Through Formal Practices". Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.56970.

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abstract: This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was to understand what skills and motivations Club Advisors had and after an intervention occurred, observing whether their self-efficacy around club advising increased. While there has been growth in the area of student affairs and focus on student involvement outside of the classroom, there is currently limited research in the field of university Club Advising as the resources exist informally. The formal literature which does exist does not agree on what skills are needed to be a Club Advisor and does not bridge the gap between theory and practice. The lack of formal research on Club Advising impacts the student experience through Club Advisors not receiving the resources they need. Ensuring the Club Advisors who do volunteer their time are set-up to develop their students successfully requires additional research. This research study used surveys, interviews, memos, and workshop interventions to understand where Club Advisors were developmentally and how to develop them further. Club Advisors in the study wanted to use the resources and connect with others, but before this study did not know how or where to connect. Future cycles of research beyond this study would expand upon the findings and create a foundation for Club Advisor development.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2020

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36

Janakk, Lisa. "A management model for the recognition of prior learning (RPL) at the university of South Africa". Diss., 2011. http://hdl.handle.net/10500/5801.

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This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual.
Teacher Education
M. Ed. (Education Management)

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Beck, Joseph Edward. "ADVISOR: A machine-learning architecture for intelligent tutor construction". 2001. https://scholarworks.umass.edu/dissertations/AAI3012111.

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ADVISOR is a machine learning architecture for constructing intelligent tutoring systems (ITS). ADVISOR is able to automate some of the reasoning about how the student will probably perform, and all of the reasoning about which teaching action should be made in a particular context. The benefit of this approach is that it works by observing students using an ITS. By observing students, ADVISOR constructs a model of how a student will respond to a particular teaching action in a given situation. With this model, ADVISOR is able to experiment and determine a policy for presenting teaching actions that tries to achieve a customizable teaching goal. We experimented with a variety of approaches for constructing a model of how students behave, and we found that sophisticated approaches such as Multiple Adaptive Regression Splines (MARS) are only slightly better than linear regression. We also examined a variety of ways ADVISOR can reason with the model of student performance and determine how to teach. We used including temporal difference learning, heuristic search, and the use of rollouts. If little is known a prior about the teaching goal, rollouts are a strong choice as they require little prior knowledge and are robust. Given prior knowledge of the teaching goal, some type of temporal difference learning is a good option since this requires less computation time than using heuristic search or rollouts. ADVISOR was tested in the context of the AnimalWatch tutor for grade school arithmetic. However, the architecture is generic and applicable to a variety of ITS. As part of AnimalWatch, ADVISOR was tested in a grade school and achieved the specified teaching goal of minimizing the amount of time per problem. The ADVISOR architecture is also useful for evaluating what components of the tutoring system are responsible for performance, and what components of ADVISOR are constraining performance. In this way, engineering effort can be directed to where it is most profitable. Thus, the ADVISOR architecture has the potential to benefit a wide range of ITS (and possibly other adaptive systems) in several ways. In addition to determining which components limit performance, our hope is ADVISOR's ability to automate the construction of the knowledge of how to teach will result in a decreased cost to construct ITS.

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Fernandes, José Marcelo da Silva Lopes. "ISABELA: IoT Student Advisor and BEst Life Analyser". Master's thesis, 2017. http://hdl.handle.net/10316/83251.

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Trabalho de Projeto do Mestrado Integrado em Engenharia Biomédica apresentado à Faculdade de Ciências e Tecnologia
Os objetos e aparelhos do dia-a-dia estão cada vez mais inteligentes e interligados. Conceitos como a Internet das Coisas (IoT) e sistemas ciber-físicos (CPS) estão a ser usados para dar a tecnologia, que usamos todos os dias, capacidades de comunicação e sensoriais. Permitindo que estes dispositivos sejam utilizados como sensores, que podem ser usados para obter informação sobre as atividades do dia-a-dia das pessoas. Isto por sua vez, constitui uma grande oportunidade para se fazer investigação nesta área e para criar tecnologias que possam ajudar as pessoas. Porém, estas tecnologias ainda não são muito centradas nos seres Humanos e a maioria dos sistemas veem o ser Humano como um elemento externo ao sistema. Contudo, ao utilizar o conceito de Human-in-the-loop Cyber-Physical System (HITLCPS) podemos criar sistemas que são mais focados nas pessoas. Este conceito consiste em integrar o Humano como parte dos CPS, isto é, fazer com que o sistema reconheça o Humano: os seus parâmetros físicos,as suas possíveis ações, intenções e estados emocionais. Ao adicionar o ser Humano como parte do sistema nós podemos obter informações sobre ele, processar essa informação para prever estados futuros e fechar o ciclo de controle ao devolver essa informação ao ser Humano. O principal objetivo desta tese era implementar o conceito de HITLCPS num sistema, capaz de monitorizar os estudantes e de os ajudar a melhorar o seu desempenho académico. Este tese focou-se principalmente no desenvolvimento da estrutura necessária para a obtenção e armazenamento da informação e no desenvolvimento do front-end da plataforma (aplicação Android). Contudo, durante este projeto nós também desenvolvemos alguns algoritmos e aplicamos técnicas de machine learning. Este projeto incluiu o desenvolvimento de duas aplicações Android (uma aplicação para Smartphone e uma aplicação para Smartwatch), a utilização da plataforma FIWARE e a utilização de dispositivos embebidos (Raspberry Pi e Arduino). Nós utilizamos o Smartphone e o Smartwatch para obter informação sobre os estudantes e o dispositivos embebidos para obter dados do ambiente. A partir desta informação nós inferimos/classificamos a atividade, localização, sociabilidade e padrões de sono. Nós também recolhemos informação de sensores virtuais/sociais, nomeadamente do Facebook. Tanto quanto sabemos, este projeto é uma das primeiras tentativas de juntar HITLCPS, IoT e machine learning para criar aplicações centradas nas pessoas.
Everyday objects and devices are becoming, more and more, intelligent and interconnected. Concepts like Internet of Things (IoT) and Cyber-Physical Systems (CPS) are being used to empower the technology, we use everyday, with sensors and communication capabilities. Allowing these devices to be used as sensors, that can collect information about people's day-to-day activities. This of course, constitutes a great opportunity to perform research on this area and create new technologies to help people. However, these technologies are still not very Human centric and the majority of the systems sees the Human as an external factor to the system. Although, by applying the concept of Human-in-the-Loop Cyber-Physical Systems (HITLCPS) we can create systems that are more centered on people . This concept consists in integrating the Human as part of the CPS, that is, make the system aware of the Human: his physical parameters, his possible actions, intents and emotional states. By adding the Human as part of the system we can collect information about him, process that information to infer future states and close the loop by giving that information to the Human. The main objective of this thesis was to implement the concept of HITLCPS in a system capable of monitoring students and help them enhance their academic performances. This thesis was mainly focus on developing the necessary structure for collecting and storing data and on developing a front-end for the users (Android application). However, during this project we also developed some algorithms and applied machine learning techniques. This project included the development of two Android applications (one Smartphone application and one Smartwatch application), the use of the FIWARE platform and the use of embedded devices (Raspberry Pi and Arduino). We used the Smartphone and the Smartwatch to collect the personal data from students and the embedded devices to collect data about the environment. From the data, we collected, we infer/classify the student's Activity, Location, Sociability and Sleep. We also collected data from social/virtual sensors, namely from the Facebook. As far as we know, this is one of the first attempts to use HITLCPS, IoT and machine learning together to create people centric applications.

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Chia-HuiLin i 林家輝. "Constructing Robo-Advisor for Foreign-funded Financial Derivatives with Reinforcement Learning Algorithms". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/c5r2kh.

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Banda, Patricia Thifulufhelwi. "Utilisation of training programmes by health advisers". Diss., 1999. http://hdl.handle.net/10500/18058.

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Most of the training programmes received by the health advisers in the Gauteng health promotion directorate, are delivered in a lecture form, whereby trainers prepare their presentations according to themes chosen by management, without the involvement of trainees. After training, the health advisers adopt the same attitude with the individuals they educate. This study describes how participatory research was carried out to investigate how health advisers in the Gauteng Province experience and utilise these training programmes. It articulates the roles of the researcher and participants in the research process. The study showed that while it is true that trainees must receive theoretical information, it is equally true that they must be able to relate that information to their practical situations. The study indicates that this can occur by introducing a form of training in which the focus is on both the trainer and trainees as co-learners in the learning situation.
Social Work
M.A. Soc. Sc. (Mental Health)

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41

KUO, CHAO-LUN, i 郭兆倫. "Performance Tuning of Expert Advisor Programs for Foreign Exchange Trading Using Reinforcement Learning". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v5em68.

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碩士
國立臺灣海洋大學
資訊工程學系
107
In this paper two approaches, i.e. “Deep Q Network (DQN) of Deep Reinforcement Learning” and “Deep Residual Network (DRN) of Deep Learning,” are proposed to improve the effectiveness of existing automated trading strategies. The foreign exchange transaction as an example demonstrates the effectiveness of the proposed methods. An expert advisor (EA) is a kind of foreign exchange transaction program that involves a trading strategy inside. EA programs are expected to complete transactions automatically and precisely. The trading strategy of an EA program can be defined by various indicators, or directly using signals from any existing trading programs. Labor work for human-based foreign exchange often requires tedious tape reading. This difficulty can be solved by an EA program, which also avoids the trading decision affected by public opinions of market investment. EA programs are expected to execute the investment strategy inside precisely. On the contrary, EA programs fail in giving correct trading judgment when the recognition accuracy of trading signals is poor. How to improve the accuracy of the trading signal recognition base on technical indicators captured from the data market on the fly is a big challenge. This paper uses two methods to improve the recognition performance of trading signals in EA program, i.e. Deep Q Network and Deep Residual Network. Each method is further divided into four parts: obtaining foreign exchange data from the data market, data pre-processing and cleaning, prediction model training, and prediction model testing. First, we use the predictive model to diagnose the correct trading signals. Next, the system uses the signal transmission bridge to pass the trading signals to the existing automated trading program. This achieves the goal of performance improvement. The experimental environment of the system is implemented on Metatrader 4 using Python. The system is implemented to reduce the probability of the liquidation of stocks which often happen in the well-known Blessing EA program. Both the deep Q network and the deep residual network are proved to be able to avoid the above problem and increase the trading profits. The deep Q network can improve the performance of any kind of EA program, which learns the control of the purchase lot by reinforcement learning. The actions of the system include to trade with one lot, to trade with two lots and to trade with three lots. Experimental results demonstrate the effectiveness of the proposed methods.

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Doerr, Kayla Marie. "Forming Peer Advisory Groups in Agriculture: An Alternative Application of Cluster Analysis". Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11029.

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A "peer advisory group" essentially melds a business advisory board with a peer group. Peer advisory groups consist of business managers who meet together for the purpose of mutual self-improvement and learning through the sharing of experiences. The entire peer advisory group concept encompasses many variations and this research focuses on groups consisting of farm managers. Unfortunately, some farm managers who wish to participate have expressed frustration with group formation: they find it difficult to identify suitable individuals to participate in a peer advisory group with. Peer advisory groups can take many forms, and experts have suggested an individual should specifically seek out people interested in the same type of group. For example, an individual who wants to strictly focus discussion on production issues should seek out other individuals who also seek to focus on production discussions. Some individuals have suggested that some type of "clearinghouse" organizations could be beneficial in assisting individuals with the peer advisory group formation problem. Such an organization would likely need to adapt some sort of method for identifying individuals who have interest in a similar type of group. Although this could be approached from several different angles, one possible approach involves the practice of cluster analysis?a wide set of procedures intended to break down a set of objects into "clusters" of individuals with similar attributes. Cluster analysis comes with several attractive benefits; however, literature includes countless variations in the methods and criticisms of certain aspects of the methodology. This thesis focuses on using cluster analysis to assist with peer advisory group formation. More specifically, this thesis seeks to answer the following question: how could a clearinghouse organization apply cluster analysis methods to a pool of candidates to effectively create peer advisory groups congruent to the individuals' needs and wants? An approach was proposed which differs slightly from traditional cluster analysis methods, and this was applied to a hypothetical pool of candidates, along with several control methods. The proposed approach was found to most effectively create peer advisory groups which fulfilled the desires of the individuals.

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Richardson, Kristyn. "A gendered perspective of learning and representation in forest management advisory committees in Canada". 2009. http://hdl.handle.net/1993/29776.

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Tjozongoro, Assaria Twiwane. "Perceptions of selected Namibian subject advisers on their role in supporting teaching and learning". Diss., 2019. http://hdl.handle.net/10500/26616.

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Abstract in English, Afrikaans and Zulu
The purpose of this interpretive study was to explore the perceptions of selected Namibian subject advisers on their role in supporting teaching and learning. There are limited studies on the roles of subject advisers in supporting instruction. Delivery of quality teaching and learning prompts subject advisers to support teachers. The study is important to build upon the body of literature on instructional support and how subject advisers elsewhere support instruction. International and national scholastic literature was interrogated to seek more insight into the research topic. This qualitative study was located within a phenomenological/interpretive paradigm. The study explored the purpose of subject advisory support, how teachers’ support needs are identified, the roles of subject advisers, character traits of subject advisers, formats of support used by subject advisers, and the challenges as well as support provided to subject advisers. The study was conducted at three Regional Offices of Education, Arts and Culture in Namibia and included ten subject advisers selected through purposive sampling. The data was collected through semi-structured interviews and document analysis. Key findings emerged through the data analysis by identifying categories and themes. These findings emphasised that subject advisers understand the nature of instructional support differently. The findings revealed that subject advisers face challenges that make them less effective in teaching support. It was further evident that subject advisers receive limited support and that they need to be supported through training, provision of resources and reduction of workload. These conclusions and others informed the recommendations that are aimed at improving subject advisers’ practice.
Die doel van hierdie vertolkende studie was om die persepsies van uitgesoekte Namibiese vakinspekteurs oor hul rol in onderrig- en leerondersteuning te ondersoek. Die bestaande studies oor die rol van vakinspekteurs in onderrigondersteuning is beperk. Die lewering van gehalte-onderrig en -leer spoor vakinspekteurs aan om onderwysers te ondersteun. Hierdie studie is belangrik omdat dit op die bestaande literatuur oor onderrigondersteuning en hoe vakinspekteurs elders onderrig ondersteun, moet voortbou. Internasionale en nasionale skoolverwante literatuur is geraadpleeg om meer insig oor die navorsingsonderwerp te kry. Hierdie kwalitatiewe studie val binne ŉ fenomenologiese/vertolkende paradigma. Die studie het ondersoek ingestel na die doel van vakinspekterende ondersteuning, hoe onderwysers se ondersteuningsbehoeftes geïdentifiseer word, die rol van vakinspekteurs, karaktereienskappe van vakinspekteurs, ondersteuningsformate wat deur vakinspekteurs gebruik word, en die uitdagings wat vakinspekteurs te bowe moet kom sowel as die ondersteuning wat hulle ontvang. Die navorsing is gedoen by drie streekskantore van Onderwys, Kuns en Kultuur in Namibië, en tien vakinspekteurs is deur doelbewuste steekproefneming gekies vir hierdie doel. Die data is deur halfgestruktureerde onderhoude en dokumentontleding ingesamel. Sleutelbevindings het deur die data-ontleding aan die lig gekom deur die identifisering van kategorieë en temas. Hierdie bevindings beklemtoon dat vakinspekteurs die aard van onderrigondersteuning verskillend verstaan. Verder onthul die navorsingsresultate uitdagings wat vakinspekteurs minder doeltreffend maak in hul onderrigondersteuning. Dit was ook duidelik dat vakinspekteurs beperkte bystand kry en dat hulle ondersteun moet word deur opleiding, voorsiening van hulpbronne en verminderde werkslas. Bogenoemde en ook ander gevolgtrekkings het aanleiding gegee tot die aanbevelings wat gedoen is en wat gemik is op die verbetering van vakinspekteurs se manier van doen.
Lolu cwaningo oluhlaziyayo beluhlose ukuthola imiqondo yesihloko sabaluleki bezifundo baseNamibia abakhethiwe ngendima yabo yokuxhasa uhlelo lokufundisa nokufunda. Luncane kakhulu ucwaningo olwenziwe mayelana nendima edlalwa ngabaluleki bezifundo ekuxhaseni uhlelo lwezemfundo. Ukwethulwa kohlelo lokufundisa nokufunda kuphoqa abaluleki bezifundo ukuba baxhase othisha. Ucwaningo lubalulekile ekwakheni uhlaka lombhalo wobuciko ohlelweni oluxhasa ezemfundo nangendlela abeluleki bezifundo kwezinye izikhungo baxhasa izinhlelo zemfundo. Umbhalo wobuciko emhlabeni kanye nasezweni waphenywa ngenhloso yokufuna ulwazi olubanzi ngaphakathi kwesihloko socwaningo. Lolu hlobo locwaningo olwencike kwizingxoxo lwatholakala ngaphakathi kwepharadayimu yefenomenoloji/ yokuhlaziya. . Ucwaningo luye lwaphenya inhloso yohlelo oluxhasa ngezeluleko, indlela izidingo zothisha zivezwa ngayo, izindima ezidlalwa ngabaluleki bezezifundo, izimpawu zesimilo sabaluleki bezifundo, izinhlaka zokuxhasa ezisetshenziswa abaluleki bezifundo, kanye nezinselelo ezibhekene nabaluleki, kanyenoxhaso olunikezwa abaluleki bezifundo. Ucwaningo lwenziwa kumaHovisi eSiyingi ezeMfundo, eZobuciko kanye neZamasiko eNamibia kanti luye lwaxuba abeluleki bezifundo abayishumi abakhethwe ngohlelo lwesampuli olunenhloso. . Idatha yaqoqwa ngohlelo lwenhlolovo embaxambili kanye nokuhlaziywa kombhalo. Kuye kwavela ulwazi olubalulekile olutholakele ngokusebenzisa uhlelo lokuhlaziya idatha ngokukhipha izigaba kanye nezindikimba. Lolu lwazi olutholakele lugcizelela ukuthi abeluleki bezifundo banolwazi ngobunjalo bohlelo oluxhasa ezemfundo ngendlela eyehlukile. Ulwazi olutholakele lukhombisa ukuthi abeluleki bezifundo babhekene nezinselelo ezibenza ukuba bangakwazi ukusebenza kahle ohlelweni lokufundisa oluxhasayo.. Ngaphezu kwalokho kuye kwacaca ukuba abeluleki babengaxhaswa ngokwanele mayelana nokuqeqeshwa, ngokuhlinzekwa ngemithombo yezemfundo kanye nangokunciphisa umthamo womsebenzi. Lezi ziphetho kanye nokunye yikho okuye kwakha izincomo ezenziwe futhi ezazihlose ekuthuthukiseni imisebenzi yabeluleki bezifundo.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)

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賴登農. "The Study of Elementary School Teachers' Learning Motivation and Learning Satisfaction about Mathematics Advisory Group on "Education Teaching and Coaching"". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10276401042357772360.

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碩士
國立彰化師範大學
商業教育學系
99
This study investigated the associated between learning motivation and satisfaction of elementary school teachers on the Mathematics Advisory Group counseling . The specific objectives include examinating of elementary teachers’ learning motivation about mathematics advisory group counseling ,and understanding of elementary school teachers’ learning satisfaction about mathematics advisory group counseling. And to explore the relationship between learning motivation and satisfaction of elementary school teachers on the mathematics advisory group counseling ,and finally make proposals based on the results, as a reference for relevant units. Keywords:learning motivation, learning satisfaction, Mathematics Advisory Group,teaching counseling. This study used questionnaires, namely, 525 questionnaires were sent surveying. 498 valid questionnaires were returned 94.86%, SPSS 14.0 statistical analysis of descriptive, t test, one way ANOVA, Pearson related Analysis and regression analysis were used to analyze, from the result: First, the descriptive statistical analysis, include: 1.Satisfying the learning motivation of elementary school teachers on the mathematics advisory group counseling achieves rate of seventy-five percent. 2.Identification degree about elementary school teachers of mathematics learning advisory group counseling to the overall satisfaction achieves rate of eighty one percent. Second, the basic properties difference analysis between individual motivation and satisfaction, include: 1.There are significant differences between these teachers’ learning motivation about mathematics learning counseling group due to different genders, age, education, current position, school size.Others background variables on learning motivation were no significant difference. 2.There are significant differences between different ages of elementary teachers on use of teaching mathematics counseling group; different variables of present positions in administrative support ,counselors teaching ,the use of the course content and other dimensions; different variables on school size in administrative support, counselors teaching ,the use of learning environment, curriculum content, and dimensions .Other background variables on learning satisfaction were no significant difference. Third, learning motivation and learning satisfaction between the correlation analysis: 1.Changhua County elementary school teachers’ motivation and satisfaction on the integrated activities counseling group of school service showed a significant positive correlation . 2.There are higher prediction of satisfaction on desire to learn the "administrative support"," counselor teaching ", "teaching application "," curriculum content "and"learning environment ".

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Lin, Hsiao-Chun, i 林香君. "A study of Hualien County Compulsory Education Advisory Groups’ Involvement in Professional Learning Community Activities". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/68441305426529750892.

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碩士
國立東華大學
課程設計與潛能開發學系
99
Abstract The author carried out a study of Hualien County compulsory education advisory groups’ involvement in professional learning community activities. The target advisory groups were 13 elementary and topic ones. The author interviewed 6 members of the advisory groups and conducted a document analysis of foreign advisory groups’ strategic plans and the results. This study aims at: 1) understanding how foreign advisory groups get involved in empowerment activities, 2) exploring the problems foreign advisory groups face and their supplementary measures during empowerment activities, 3) exploring the fact that foreign advisory groups get engaged in empowerment activities in the mode of teacher professional learning community, 4) providing suggested strategies for compulsory education advisory groups’ empowerment activities in the mode of professional learning community. The results of this study show that: 1) Compulsory advisory groups’ empowerment activities and the teacher professional learning community share the same theoretical foundations, goals, and values. Both focus on the action procedure of reflection and cooperation, developing professional capacity, and student learning outcomes. 2) Empowerment activities in the mode of professional learning community can utilize available resources in no need of subsidies, develop advisory group members’ professional skills, improve advisory groups’ professional efficacy through cooperation, create a good environment for advisory groups, and follow the general trend.

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Makhanya, Hlengiwe Delicia Bawinile. "Preparing for the implementation of Foundations for Learning : a self-study of a subject advisor". Thesis, 2010. http://hdl.handle.net/10413/6202.

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This dissertation reports on a self-study in which I aim to better understand and improve my own practice as a Department of Education subject advisor, specifically in relation to preparing for the implementation of the Foundations for Learning (FFL) programme in the Foundation Phase (Grades R-3). FFL is a National response to persistent unacceptable low levels of literacy and numeracy in the Foundation Phase in South African schools. The programme is designed to focus attention on key activities that lead to effective literacy and numeracy development. Through memory work and critical reflection, I re-examine my lived experiences of learning and teaching in order to understand what impact these experiences have had on my practice as a teacher and a subject advisor. In addition, I work with a focus group of teacher participants to examine their experiences of learning and teaching as well as their current needs as Foundation Phase teachers in relation to the implementation of the Foundations for Learning programme. Through the self-study, I distinguish areas where I need to improve on my practice and also set out key strategies for change. Areas for improvement include closing the gap between policy and practice, conducting effective workshops, encouraging networking, enhancing communication and addressing specific barriers in rural schools.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

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Zhang, Hanwen. "Role of the Ventral CA1 to Primary Auditory Cortex Projection in Associative Learning". Thesis, 2020. https://thesis.library.caltech.edu/13817/25/advisor%20ok%20to%20release%20the%20metadata%20-%20Hanwen%20Zhang%202020.txt.

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As we understand more about individual brain regions, more studies begin to focus on how different regions communicate with each other. Having long been established as the center for learning and memory, the hippocampus has connections to most of neocortex as well as many subcortical regions. Some recent findings revealed that the hippocampus not only receive input from primary sensory cortices but also provide feedback projections to these areas. Do these projections play a role in sensory associative learning? Our project focused on the role of hippocampus to primary auditory cortex (A1) projections in auditory associative learning. Optogenetics was used to study the function of a direct projection from the ventral CA1 region of the hippocampus to primary auditory cortex (A1) in an auditory go/no-go task using head-fixed mice. Preliminary results show that activation of this projection does not affect task acquisition or generalization. Our next step is to investigate the effect of inhibiting the CA1 to A1 projections on auditory associative learning.

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Wong, Gina N. "A school advisor’s pedagogical reflections : towards a framework of learning to teach and teaching to learn". Thesis, 2003. http://hdl.handle.net/2429/14281.

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This self-study analyzes the reflections of a school advisor's perspective on issues and challenges of teaching future teachers how to teach during the practicum period. This research paper is based on the following three questions: What are the issues and challenges of a school advisor? What have I learned about teaching/learning in the role as a school advisor? How can identifying and recognizing these issues help other school advisors? As a result of analyzing a school advisor's pedagogical reflections, a three phase conceptual framework is developed to make sense of the dynamic processes of learning to teach and teaching to learn. Having struggled with the responsibility of guiding and supporting student teachers in the educational profession, I questioned the effectiveness of the knowledge, skills, and understanding of the school advisor's role in teacher education programs. There is substantial research focused on the issues, challenges, experiences, and development of student teachers during teaching practicum. Whenever research studies address the school advisor's role in the teacher training triad, they are often positioned from the view of the student teacher; few research studies present the perspective of school advisors who play a significant role in teacher education programs. The research data was gathered from the collection of practicum cycles of pre-and post-lesson conferences between a school advisor and a student teacher. Each conference was audio and video taped. The conferences focused on the reflective practice or thinking of the school advisor while guiding a student teacher through the practicum. School advisors must address pedagogical issues such as educational beliefs and values, curriculum planning, lesson implementation, child development, classroom management, and extracurricular activities. In addition, interpersonal challenges such as interpersonal skills, communication abilities, and social/emotional interactions contribute to the dynamics of all members involved in the learning process. A tentative framework is developed to encompass the dynamic processes of learning to teach and teaching to learn. The framework has three phases that progress in chronological order from initiation, advancing teaching development, and closure/launching. In summary, this self-study of pedagogical reflections from a school advisor contributes one voice to a neglected perspective in the conversations to advance our collective knowledge and understanding of teacher education.

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Atkins, Daniel. "Revolutionizing Science and Engineering Through Cyberinfrastructure: Report of the National Science Foundation Blue-Ribbon Advisory Panel on Cyberinfrastructure". 2003. http://hdl.handle.net/10150/106224.

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This 84-page report defines the Cyberinfrastructure program proposed by the National Science Foundation (NSF). Here is the text of the news release from the University of Michigan School of Information: " Atkins committee issues NSF report on development of cyberinfrastructure (Feb 2003) A National Science Foundation (NSF) committee chaired by University of Michigan professor Daniel Atkins has recommended the organization spend an additional $1 billion per year developing the nation's "cyberinfrastructure" to support scientific research. The Advisory Committee on Cyberinfrastructure argues that investment in a comprehensive cyberinfrastructure can change profoundly what scientists and engineers do, how they do it, and who participates. Its recommendations are detailed in a newly released report titled Revolutionizing Science and Engineering through Cyberinfrastructure. In the same way society now depends on highways, water systems, and power grids, the panel contends, scientific research in the coming years will depend on the quality of the cyberinfrastructure -- the integrated information, computing, and communications systems that tie us together. "It's not just the raw technology, but also the organization and the people," says Atkins, who is professor in the School of Information and the Department of Electrical Engineering and Computer Science at U-M. It's also the standards for interoperability that will allow different disciplines to use the same infrastructure, "just the way we agreed long ago on a standard gauge for railroad tracks." "The path forward that this report envisions ... truly has the potential to revolutionize all fields of research and education," says Peter Freeman, assistant director of the NSF for Computer and Information Sciences and Engineering (CISE), the NSF arm that commissioned the report. The report was issued on the same day the NSF submitted its $5.48 billion budget request for fiscal year 2004. "NSF has been a catalyst for creating the conditions for a nascent cyberinfrastructure-based revolution," says Atkins, a revolution being driven from the ground up. "We've clearly documented extensive grass-roots activity in the scientific and engineering research community to create and use cyberinfrastructure to empower the next wave of discovery." The committee cites NSF support for such projects as the Network for Earthquake Engineering Simulations (NEES), the TeraGrid effort, and the Digital Libraries Initiative as seminal in the development of a cyberinfrastructure. At the same time, the report makes clear that the cyberinfrastructure needed cannot be built with today's off-the-shelf technology, and it argues for increased NSF support for fundamental research in computer science and engineering. The report emphasizes the importance of acting quickly and the risks of failing to do so. Those risks include lack of coordination, which could leave key data in irreconcilable formats; long-term failures to archive and curate data collected at great expense; and artificial barriers between disciplines built from incompatible tools and structures. The NSF has a "once-in-a-generation opportunity," according to the committee, to lead the scientific and engineering community in the coordinated development and expansive use of cyberinfrastructure."

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