Дисертації з теми "Social interaction tools"
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Miller, Andrew D. "Social tools for everyday adolescent health." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52238.
Повний текст джерелаCampano, Erik. "Online Shaming : Ethical Tools for Human-Computer Interaction Designers." Thesis, Umeå universitet, Institutionen för informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172899.
Повний текст джерелаEngfeldt, Aurora. "The Power of Talk : Creating Space for Social Interaction to Build Stress-Resilience." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171718.
Повний текст джерелаConstantin, Aurora. "Supporting practitioners in social story interventions : the ISISS Authoring Tool." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14193.
Повний текст джерелаMoore, Christopher R. "PRODUCTION, EXCHANGE AND SOCIAL INTERACTION IN THE GREEN RIVER REGION OF WESTERN KENTUCKY: A MULTISCALAR APPROACH TO THE ANALYSIS OF TWO SHELL MIDDEN SITES." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/130.
Повний текст джерелаMora, Guiard Joan. "Full-body interaction and autism : design, development and evaluation of experiences as tools for intervention on motivation and social initiation for ASD children." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395173.
Повний текст джерелаAquesta tesis es focalitza en el disseny, desenvolupament i avaluació d'una sèrie d'experiències d'interacció a cos sencer com a eines d'intervenció en motivació i inicialització social en nens amb Autisme. El Trastorn de l'Espectre Autista es caracteritza per dificultats en la socialització i comunicació. Per tant, és necessari de proveir eines de suport per a motivar l'aprenentatge i ús de conductes socials. Hem desenvolupat tres sistemes per a explorar les característiques i limitacions dels mitjans d'interacció a cos sencer per al desenvolupament d'aquestes eines. Aquesta tesis analitza les característiques de les tecnologies d'interacció a cos sencer a través de focalitzar-se en diferents configuracions físiques, i diferents aproximacions de disseny d'interacció. Hem focalitzat la nostra investigació en la motivació, a través del compromís i actituds exploradores, i actituds socials, a través d'encoratjar la iniciació social i la col·laboració en entorns multi usuari. Aquesta tesis és un primer pas en el disseny de sistemes d'interacció a cos sencer per a promoure la motivació i conductes socials.
Claassen, Hester. "Interactive tools supporting agriculture in the wine industry." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1310.
Повний текст джерелаTo design from a human perspective rather than from existing technological opportunities, and involving multiple stakeholders with their different perspectives, is an important aspect of participatory design and user-centered design. This thesis project was an explorative study done on a wine estate, in the Western Cape, South Africa, to find novel ICT solutions, for supporting co-operation and planning between multiple and individual work tasks in the work practice. This research explored potentials to manage multiple stakeholders and use their different perspectives to inform design research. The thesis project shows the ethnographic research gathered through video shadowing, workshop results involving the users to contribute to the development of the design by acting with a projection, leading up to a design opening and further focused on the concept development with the stakeholders.The thesis proposes a simulated concept namely the Visual Calculator (VC). This system is designed to involve several participators within a work practice. It supports calculation activities for spraying and buying chemicals. It saves the user time by incorporating standard calculations to output needed information faster. It supports planning, management and record keeping aspects of the farm manager’s work practice in the vineyard spraying process. Although the concept was more fully developed for the farm manager, the VC involves two other work roles including the owner and foreman. The concept focuses on a human centered perspective, instead of making the system fully automated, giving users control and not controlling the users. For this to be successful work should be divided and have equal responsibilities, each stakeholder can contribute and value their part of the work, knowing where it fits in, why it is important and how it influences other aspects of the work practice. The research outcome involves, envisioning the future potentials of the design (VC), design for participation, a way to identify design openings, problem solving and conceptualizing by utilizing user’s strengths.
Johansson, Veronica. "A time and place for everything? : social visualisation tools and critical literacies." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3638.
Повний текст джерелаAcademic dissertation for the Degree of Doctor of Philosophy in Library and
Information Science at the University of Borås to be publicly defended on Friday
14 December 2012 at 13.00 in lecture room C203, the University of Borås,
Allégatan 1, Borås.
Kerimo, Arido, and Joseph Chabo. "Pedagogiska arbetssätt för barn med ADHD." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32471.
Повний текст джерелаEhrenberg, Nils. "Designing the Militarization 2.0 research tool." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22160.
Повний текст джерелаKaradag, Ayla. "Hur bidrar Ipad till samspel i förskolan?" Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25639.
Повний текст джерелаOlsson, Anja, and Stina Wennberg. "Att arbeta för en inkluderande förskola : Vilket stöd kan specialpedagoger erbjuda förskollärare?" Thesis, Högskolan i Gävle, Pedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31449.
Повний текст джерелаGrassin, Jean-Francois. "Affordances d'un réseau social pour une formation en Français Langue Etrangère : pratiques discursives, modes de participation et présence sociale en ligne." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20079/document.
Повний текст джерелаThis research aims at studying online interactions in a social network that is specific to teaching and learning French as a Foreign Language (FFL). It questions the way the virtual environment incorporates with the training device so to provide new contexts of interactions and language learning.The data used for this research belong to an academic and language learning context which enabled an ecological analysis of the uses.Furthermore a discourse analysis from various participants was undertaken to highlight their impressions of the device, the noticed affordances and their appropriation with the online environment. This study contributes at elaborating useful tools for the analysis of participation and a better understanding of social interactions in the case of a mediated communication in a pedagogical context.The analyses are based on (1) participative activities, their conversational and enunciative format, (2) the various participation modes and relationnal social commitment that flourishes in a socio-pedagogical network and (3) the spatial and attentionnal features that are specific to a virtual learning environment.The study shows that there are few uses of the socio-pedagogical network, and the various ones that have been noticed did not benefit from the network’s wide access, conversational and social design.As a certain number of affordances have been noted by the participants, few of them were used in the case of our study. Considering those limited uses, the analysis tries to spot the restraints and obstacles to these changing practices by taking into account the participant’s discourse and suggested activities. From this observation, the research suggests didactical guidelines that include this social and relational challenge - and to consider this socio-pedagogical network as an environment which mediates social activities and digital litteracy
Mukubvu, Luke. "Reflecting on a period of change in a governmental development agency : understanding management as the patterning of interaction and politics." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8968.
Повний текст джерелаElmahdi, Ismail Alam. "Computers as Roommates: The Ohio University Residence Hall Computer Project and the Lives of the First-Year Students." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1080658294.
Повний текст джерелаRodriguez, Donaire Silvia. "Social media, interactive tools that change business model dynamics." Doctoral thesis, Universitat Politècnica de Catalunya, 2012. http://hdl.handle.net/10803/83599.
Повний текст джерелаHamza, Amela. "STL- metoden- en social process som ökar motivationen hos elever i läs- och skrivsvårigheter : Några lärarens uppfattningar, strategier och förutsättningar för att arbeta med STL- metoden för elever i läs- och skrivsvårigheter." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67938.
Повний текст джерелаThe purpose of the study is to investigate some teachers' perceptions, strategies and conditions for working with the WTL (Writing to Learn) method for students in reading and writing difficulties in earlier years. The issues that are in focus is how the teachers in the study perceive that the method affects the learning of students in reading and writing difficulties such as, strategies and conditions required for working with the method and adjustments necessary for students in reading and writing difficulties, how they will get the most out of the method. The study is based on five semi-structured interviews with experienced teachers practising the WTL method, with different experiences of literacy teaching and different many years in the profession. The interviewer used an interview guide and follow-up questions were asked during the interview. The interviews were transcribed and then analyzed with hermeneutic from a sociocultural perspective. Results indicated some factors that are important in terms of the WTL method for students in reading and writing difficulties, such as adapting tasks, customize response work, organizing group or pair work, update compensatory aids and work with the climate in the class so that students in reading and writing difficulties feel themselves included as one in the community and motivated in their work.
Henriksson, Annika. "”Utan mobiler och datorer skulle ingenting fungera” : Elever i gymnasiesärskolan ger perspektiv på digitala verktyg i undervisningen, det sociala samspelet och i vardagslivet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69527.
Повний текст джерелаThe purpose of this study is to contribute knowledge about students’ perspectives on the use of digital tools in social interactions, education and everyday life. In order to examine this area, students in compulsory school for pupils with learning disabilities have been interviewed. The interest for this subject arose when I during my work in special school sometimes experienced a lack of knowledge, regarding digital tools, on how to support the students fully in their education. Previous research shows positive results for students with intellectual disabilities regarding use of digitals tools during education. There are also studies that show that using digital tools can contribute to increase the independence and connection to the society for these people. This study is based on a sociocultural perspective, where education and personal growth is developed by interaction between people. In order to collect empirical data, a qualitative semi-structured interview method was selected. The results indicate that the students are using common functions in both smart phones and computers in a variety of contexts. According to the students, the digital tools are necessary for their education as well as their participation in all parts of the society. The study did not result in any features or applications used specifically for educating students in compulsory school for pupils with learning disabilities. The students expressed that they learned to use the tools by themselves or from friends. They also stated that they themselves found appropriate strategies and area of use for the tools that compensate for different disabilities or other difficulties both inside and outside the school. Regarding future research in this area one suitable approach could be to use the special education teacher’s perspective as a main source and explore the possibilities to further develop the digital tools the students already are familiar with, towards a better education.
Susi, Tarja. "The puzzle of social activity : the significance of tools in cognition and cooperation." Doctoral thesis, Linköping : Department of Computer and Information Science, Linköping University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7283.
Повний текст джерелаSumme, Chad M. "Mixed-Class Co-Living: Using Social Interaction as a Design Tool to Combat Socioeconomic Segregation." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617107052139896.
Повний текст джерелаHedström, Peter. "Ensemblespel : Ett socialt redskap främjar såväl interaktion som integration." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33965.
Повний текст джерелаJensen, Danicka R. "Pivotal response treatment as a tool to increase social interactions among children with autism." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195940.
Повний текст джерелаThe purpose of this research was to determine if implementation of Pivotal Response Treatment (PRT) is effective in improving the social skills of children with autism. Data was collected in the context of an alternating treatment design across three children who had deficits in social skills; specifically, in initiating play, taking turns, and sustaining length of engagement. The intervention included using preferred stimuli, child choice, task variation, reinforcing attempts, natural environment, and natural reinforcers. Results of the study indicated that all three children increased their number of turns taken and length of engagement during intervention. The effects of PRT are discussed in relation to existing research.
Nihlén, Maria, and Löwenberg Frida Larsson. "To Work Quitely in the Classroom- The verbal interaction as a tool in teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29842.
Повний текст джерелаDesai, Urvashi. "Student Interaction Network Analysis on Canvas LMS." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588339724934746.
Повний текст джерелаÓ, Duibhir Conall. "Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systems." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105265.
Повний текст джерелаHoskin, Rachael. "Employing the opinion-based group interaction method as a social intervention tool against modern and old fashioned sexism." Thesis, Hoskin, Rachael (2013) Employing the opinion-based group interaction method as a social intervention tool against modern and old fashioned sexism. Honours thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/26993/.
Повний текст джерелаGalotti, Boetti Victor Leandro. "Use of Social Network Analysis as a tool to evaluate success on construction projects and team interactions." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453527.
Повний текст джерелаCotoranu, Alexandru. "Supporting Interaction Designers through the Accomplishment Support Tool: IxD Companion." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23765.
Повний текст джерелаJansson, Ove. "Using social network analysis as a tool to create and compare mental models." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119369.
Повний текст джерелаPatanè, Ivan. "L'espace péripersonnel : un espace pour inter-agir." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1060.
Повний текст джерелаThe zone that surrounds our body is of vital importance: we carefully monitor the objects (both animate and inanimate) that enter the boundaries of the immediate space around the body to interact with them. In the neurocognitive field such a space is captured by the concept of peripersonal space (PPS), a highly plastic representation that integrates tactile and visual stimuli presented on, and close to, the body. This system seems to contribute to the efficient guidance of actions, yet, a clear demonstration of a prominent role of PPS in control of actions is critically lacking. Strong support for this would derive from evidence that PPS plastic changes occur before rather than after movement onset. The results from the first study (Chapter II) reveal that visual and tactile information strongly interact already during the planning phase of action and this visuo-tactile interaction is further enhanced during subsequent movement phases. Such a visuo tactile remapping of PPS that temporally precedes and subsequently accompanies overt motor execution is ideally suited to planning and guiding actions. Recently, it has been suggested a possible involvement of PPS in the guidance of motor interactions between individuals. In social psychology, the space around the body is termed interpersonal space (IPS), defined as the area individuals maintain around themselves into which others cannot intrude without arousing discomfort. Because of some similarities between the PPS and IPS constructs, some authors have raised the question of whether they share some functional features. The second aim of my thesis is to test this hypothesis by taking advantage of another PPS remapping, namely that one induces by tool-use. The results of the second study (Chapter IV) show that “standard” tool-use ‘extends’ PPS, as measured by reaching distance toward a peer, but does not affect IPS, as measured by the comfort distance toward the same peer. In the third investigation (Chapter V), we introduced a novel form of “social” tool-use setting to test for both sensorimotor and social plasticity of the two spaces. The findings that social tool–use ‘extends’ PPS and ‘reduces’ IPS, inducing opposite changes on each representation, clearly disconfirms the hypothesis . that there might be functional overlap between these sectors of space. Such examples of functional dissociation may therefore be sufficient to warn scholars to refrain from risky conflations between the two concepts. If the assumption of functional identity with IPS does not appear to be legitimate, it is true that PPS is sensitive to social features. The last study (Chapter VII) is thus aimed at probing this sensitivity of PPS to a so far unexplored but fundamental social dimension: ownership. The results from the forth study indicate that, whether considered to be as individual or shared property, ownership of an object is critical for the PPS dynamic properties to emerge. Visual stimuli affected touch perception more strongly at the movement onset than before, but only when the object belonged to the acting participant. Interestingly, a similar remapping was found when simply observing the peer acting on her own belonging. In a follow-up experiment we investigated PPS plastic changes when property of the target object was shared between the two agents. In this case, PPS remapping emerged not only when acting in first person, but also when observing the peer acting upon the shared object. Taken together, these findings critically inform current theoretical models about space around our body and about its function in our sensorimotor and social inter-actions
Spuck, Timothy S. "What do Astronomers Do| A Survey of U.S. Astronomers' Attitudes, Tools and Techniques, and Social Interactions Engaged in through their Practice of Science." Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616586.
Повний текст джерелаAstronomy is one of the oldest STEM enterprises today. It is a discipline through which technology has been advanced, as well as our understanding of the universe. Further, astronomy is a gateway science that inspires the imagination of young learners, and can be used to promote STEM careers. In order to advance the astronomy enterprise, we must maintain an informed citizenry. The practice of astronomy has changed over time; astronomy today is much different than it was 50 years ago. In an effort to identify the current practice of astronomy, or what it is that today’s astronomers do, 478 U.S. astronomers participated in the study focusing on their engagement in three areas of scientific practice; science attitudes, tools and techniques, and social interactions. In addition, astronomers’ perceptions about career choice, work-related activities they engage in, motivations for doing astronomy, and changes needed in education were also explored. Data were collected over a 3-month time period via an online survey and telephone interviews. Data provided by survey participants provides a solid foundation from which findings and conclusions are drawn. Today’s population of astronomers is largely white, male, and older, however moving toward gender balance. The population as a whole places great importance on the practice of attitudes such as thinking critically, respecting the evidence, honesty, and objectivity. Unlike many might think, astronomers spend little time at the telescope collecting data, but rather the vast majority of their time is spent working at a computer. Further, engaging in administrative duties, writing, use of mathematics, searching for funding, mentoring others, and collaborating with colleagues are all critical tools/techniques and social skills in the practice of astronomy today. Finally, pop culture and personal experience plays a significant role in attracting individuals to a career in astronomy, and exploration and uncovering that which is unknown, the thrill of discovery, is what keeps them motivated. This study identified and quantified the activities in which professional astronomers engage, and the findings can be used to design formal and informal learning experiences K through adult to more closely reflect the science of astronomy and the people who engage in the practice.
Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.
Повний текст джерелаMayer, Miriam. "Democratising the City: Technology as Enabler of Citizen-Led Urban Innovation." Thesis, Ludwig-Maximilians-Universitat Munchen, 2018. https://eprints.qut.edu.au/115908/1/Masterarbeit%20Miriam%20Mayer_final_opt.pdf.
Повний текст джерелаDefreitas, Jillian. "Acceptance and Commitment Training to Enhance a Behavioral Parent Training with Parents of Children with Autism." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5934.
Повний текст джерелаGIL, VENEGAS IVONNE CRISTINA. "LIGHT AS A TOOL TO STRUCTURE URBAN PLANNING : A Socially-Oriented Approach." Thesis, KTH, Ljusdesign, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-230654.
Повний текст джерелаКухній, Леся Степанівна, L. S. Kukhnij та Л. С. Кухний. "Формування синергетичного механізму функціонування підприємства як складової частини соціально-економічної системи". Thesis, Тернопільський національний технічний університет ім. Івана Пулюя, 2017. http://elartu.tntu.edu.ua/handle/123456789/18605.
Повний текст джерелаРобота виконана на кафедрі економіки та фінансів Тернопільського національного технічного університету імені Івана Пулюя Міністерства освіти і науки України
Дисертаційну роботу присвячено розробленню науково-методичних засад і практичних рекомендацій щодо формування синергетичного механізму функціонування підприємства як складової соціально-економічної системи України. У роботі поглиблено та доповнено понятійний апарат синергетичного механізму функціонування підприємства. Визначено типи синергії та можливі напрями формування синергетичного ефекту на підприємстві. Запропоновано концептуальну модель синергетичного механізму функціонування підприємства. Здійснено аналіз динаміки розвитку електротехнічної промисловості на вітчизняному та світовому ринках як передумови їх успішного функціонування. Представлено методику проведення внутрішніх змін на цих підприємствах, які пов’язані з впровадженням концепції синергії. Запропоновано поетапний процес формування синергетичного механізму взаємодії підприємств вітчизняної електротехнічної галузі. Апробовано методику оцінки синергетичного ефекту взаємодії підприємств означеної галузі. Запропоновано удосконалення процесу структуризації підприємств. Визначено особливості узгодження взаємодії у синергетичному механізмі функціонування структурних підрозділів підприємства. Представлено процес удосконалення існуючого механізму функціонування підприємств електротехнічної галузі наближенням до синергетичного.
The thesis is devoted to development of scientific and methodological foundations and practical recommendations on forming synergistic mechanism of the enterprise as part of the socio-economic system of Ukraine. The paper clarified and improved conceptual framework of the synergistic mechanism of the enterprise. Types of synergies and possible ways of forming synergistic effect on the company. A conceptual model of synergistic mechanism of the enterprise. The analysis of the dynamics of the lighting industry in the domestic and international markets as a prerequisite for their successful operation. The methods of internal changes in the domestic lighting industry enterprises that are associated with the introduction of the concept of synergy. The algorithm of forming synergistic mechanism of interaction between enterprises of domestic lighting industry. Techniques synergy of interaction between enterprises the designated area. The system of coordination in synergetic interaction mechanism of functioning of enterprises of lighting industry. The algorithm analysis and improvement of the functioning of enterprises of lighting industry in accordance with synergistic. The features of realization of the synergistic mechanism of functioning of enterprises of lighting industry.
Диссертационная работа посвящена разработке научно-методических основ и практических рекомендаций по формированию синергетического механизма функционирования предприятия как составляющей социально – экономической системы Украины. Объектом диссертационного исследования выступал процесс формирования синергетического механизма функционирования предприятия как составляющей социально – экономической системы. Предметом исследования является теоретико-методические основы формирования синергетического механизма функционирования предприятия и практические аспекты их применения. В работе исследованы понятийный аппарат синергетического механизма функционирования предприятия, в частности предложено определение понятий «синергия», «синергетический эффект», «синергетический механизм функционирования», а также обобщено и дополнено типологию синергии, в соответствии с которой они разделены на две группы – внешние и внутренние. Предложенный на основе обобщения исследований ученых, синергетический механизм функционирования предприятия как составляющей социально – экономической системы формируется из следующих составляющих – источники и условия реализации синергии, инструменты и результаты синергии, которые основываются на принципах синергии. Используя этот механизм специалисты смогут обобщить информацию о внешних и внутренних связях элементов предприятия, определить потенциал взаимодействия этих элементов, упорядочить согласование их взаимодействий организационно-мотивационными средствами путем установления согласованной зависимости результатов и оплаты труда его структурных элементов, обеспечить оптимальность управления предприятием как составляющей социально- экономической системы. Проведен анализ динамики развития электротехнической промышленности на отечественном и мировом рынках как предпосылки их успешного функционирования. В диссертационном исследовании представлена методика проведения внутренних изменений на предприятиях отечественной электротехнической отрасли, связанные с внедрением концепции синергии. Предложен поэтапный процесс формирования синергетического механизма взаимодействия предприятий отечественной электротехнической отрасли. Проведена апробация методики оценки синергетического эффекта взаимодействия предприятий указанной отрасли в результате реализации ими объединенных операционной, финансовой и инвестиционной деятельности, которые предстоит рассчитать на основании их отчетности. Эта методика позволяет специалистам осуществлять аналитическое обоснование эффективности интеграции, определить динамику денежных потоков в результате объединения предприятий и спрогнозировать их динамику роста от объединения капиталов предприятий. Для установления оптимальных форм взаимодействия между структурными единицами предприятия электротехнической отрасли предложено усовершенствовать иерархическое строение путем введения организационного уровня, который предполагает единство объекта и субъекта управления, что дает возможность согласовывать взаимодействие структурных единиц этих предприятий по вертикали. Согласованное взаимодействие между подсистемами образуется путем установления целей подсистемы низшего иерархического уровня, которые являются средствами достижения целей вышестоящих подсистем. Для реализации этих взаимодействий в работе впервые разработана модель механизма функционирования элементарной социально - экономической системы (ЭСЭС, структурной единицы)) предприятия электротехнической отрасли, которая отражает взаимодействие социальной и экономической функций преобразования и устанавливает зависимость личных интересов от интересов производства, а единство всех механизмов ЭСЭС всех иерархических уровней создает синергетический механизм целого предприятия. В работе представлено формальное отражение этого механизма в виде логического выражения. Представлено алгоритм совершенствования механизма функционирования предприятий электротехнической отрасли соответственно концепции синергии, что дает возможность определить меры направленные на совершенствование организационной структуры этих предприятий и механизмов функционирования их ЕСЕСов приближением их к синергетическим. Предложено для практического воплощения синергетического механизма функционирования предприятий электротехнической отрасли применять в соответствии организационные документы, а также разработана система оплаты и система мотивации труда, которая ориентирует персонал на достижение целей предприятий за счет синергетического эффекта от установки функциональной зависимости вознаграждения за результат конкретного труда
Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.
Повний текст джерелаSuarez, Karlsson Camilla, and Celine Nordenhed. "Interaktion och goda relationer – viktiga inkluderingsaspekter i förskolan : Hur skattningsprogrammet Inclusive Classroom Profile kan synliggöra och skatta inkluderande verksamheter i förskolan." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146908.
Повний текст джерелаSuarez, Camilla, and Celine Nordenhed. "Interaktion och goda relationer – viktiga inkluderingsaspekter i förskolan : Hur skattningsprogrammet Inclusive Classroom Profile kan synliggöra och skatta inkluderande verksamheter i förskolan." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143801.
Повний текст джерелаInkluderande Lärandemiljöer och Tidiga Insatser
Schumacher, Marinita. "Proposition of a Tool to Build Virtual Teams : Virtual Team Building Support System : Considerations of Virtual Project Management, Competence Management and Virtual Team Interaction." Phd thesis, Ecole Centrale Paris, 2011. http://tel.archives-ouvertes.fr/tel-00997402.
Повний текст джерелаTshuma, Sibhekinkosi Anna. "Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.
Повний текст джерелаVelor, Tosan. "A Low-Cost Social Companion Robot for Children with Autism Spectrum Disorder." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41428.
Повний текст джерелаPAIANO, Valessa Cristiane. "Investigando Ferramentas Síncronas e Assíncronas na Interação em Educação a Distância." http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/2960.
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The current study investigated the point of view of teachers and students about interactive tools in distance education. Two different kinds of tools were chosen: a synchronous (chat) and a non- synchronous (discussion board). A questionnaire was filled by a universe of 100 teachers and students from distance education courses, aimed to identify how these tools were used, their potential and limitations which define the choice by this or that tool. Results show that the majority of the participants prefer the discussion board for the time flexibility because it does not require all users to be connected at the same time.
O presente estudo investigou a perspectiva de professores e alunos acerca das ferramentas de interação em Educação a Distância. Optou-se por duas ferramentas que representam modos de comunicação diferenciados: o Chat (síncrono) e o Fórum (assíncrono). Foi aplicado um questionário num universo de 100 professores e alunos de cursos na modalidade a distância, visando identificar a forma como essas ferramentas são utilizadas, as potencialidades e limitações que determinam a preferência por esta ou aquela ferramenta. Os resultados apontaram maior preferência dos participantes pelo Fórum. O motivo principal foi a flexibilidade de tempo que o mesmo permite, pois não depende que todos os usuários estejam conectados ao mesmo tempo.
Ming-Shian, Chang, and 張銘憲. "Integrating Social Interaction Tools in the Online Community of Teachers and Behavioral Analysis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/73960647354256308365.
Повний текст джерела國立臺灣師範大學
資訊教育學系
99
In recent years the increase in research reports and papers on professional development of teachers highlights its important as a subject in education research. Through an informal online community, the professional development of teachers can more effectively meet the just in time demands of the teacher. The current online community of teacher has developed to support teachers in the function of knowledge management and sharing, but according to related research results, the social interaction of teachers are generally below standard. This has resulted in problems such as the lack of motivation and content in knowledge sharing in teachers. This study implements social interaction mechanisms and tools into the online community of teachers, hoping to improve the effectiveness of social interaction among teachers. In this study, 266 teachers were studied using empirical observation. The system imports the data indicators of before and after phases of knowledge management and social interaction, and analyzes the difference between the numbers. The results of the study show that social interaction mechanisms and tools significantly improved the social interaction indicator for the online community of teachers; however it did not improve the usage of teachers and knowledge management and sharing indicators. Through the teachers’ usage of social interaction mechanisms and tools, it is found that there is an increase in the usage, showing that teachers have gradually developed the habit of using interactive tools. This study expects future teachers, through the increase of familiarity and usage of social interaction tools, to improve the effectiveness of personal knowledge management and sharing.
Lambert, Ninon. "Designing companions, designing tools : social robots, developers, and the elderly in Japan." Thèse, 2018. http://hdl.handle.net/1866/21239.
Повний текст джерелаDiaz, Andrade Antonio. "Interaction between existing social networks and information and communication technology (ICT) tools : evidence from rural Andes." 2007. http://hdl.handle.net/2292/2357.
Повний текст джерелаSimister, Heather Dawn. "Converting from a web-based teaching tool to a teaching modality for social anxiety." 2010. http://hdl.handle.net/1993/4166.
Повний текст джерелаMarcelo, Ana Patrícia Correia Romana. "Peer interaction as an inclusive tool in the english as a foreign language classroom." Master's thesis, 2021. http://hdl.handle.net/10451/52217.
Повний текст джерелаThis report describes the Supervised Teaching Practice (STP) related to the Master’s in Teaching Portuguese and a Foreign Language at the University of Lisbon. The STP took place in the academic year 2020/2021, between the 20th of November 2020 and the 16th of April 2021. The STP was conducted at Escola Secundária Padre António Vieira, part of the Agrupamento de Escolas de Alvalade, with an 8th grade English as a foreign language (EFL) class, and it comprised five 100-minute lessons and five small group sessions. For these lessons, the didactic unit “Good Living!” (Frias et al., 2014) was selected. It focused on vocabulary related to, for instance, healthy or unhealthy habits, mental health, social media addiction, and peer pressure. The grammar content mainly comprised the Present Perfect Simple. The aim of the STP was to verify whether peer interaction would contribute to a more inclusive foreign language classroom. For that, based on Adams’ (2018) study on the benefits of peer interaction, the main methodologies adopted were the Cambridge Supervision System (University of Cambridge, 2021), the task-centered proposal (Ur,1981), and the cooperative learning (CL) approach (Johnson & Johnson, 2017). Emphasis was also placed on developing students’ communicative competence and on the acquisition of communicative strategies (Vettorel, 2007), since interactions are fundamentally social exchanges (Hymes, 1972; Halliday, 1978). The results obtained through direct observation and the learners’ feedback indicate that at the end of the STP students preferred working in pairs or groups because they felt more confident with their answers, which motivated them to participate more, hence feeling more included in the EFL classroom. After the small group sessions, learners also claimed to have felt more confident as users of English, and to have become better communicators.
O presente relatório descreve a Prática de Ensino Supervisionada (PES) realizada no âmbito do Mestrado em Ensino de Português e Língua Estrangeira – Inglês da Universidade de Lisboa. A PES decorreu no ano letivo de 2020/2021, na Escola Secundária Padro António Vieira, do Agrupamento de Escolas de Alvalade (AEA), entre 20 de novembro de 2020 e 16 de abril de 2021. A sequência didática da PES foi selecionada de acordo com as orientações do AEA e aplicada a uma turma de 8.º ano na disciplina de inglês, durante cinco aulas de 100 minutos e cinco sessões de interação em pequenos grupos, com a duração de 20-25 minutos para cada grupo (supervisões). A unidade didática lecionada, “Good Living!” (Frias et al., 2014), pressupunha a lecionação de vocabulário sobre hábitos saudáveis e não saudáveis (como praticar exercício físico, meditar, ter uma alimentação saudável, fumar, jogar computador até tarde), incindindo também sobre temas como a saúde mental, a pressão social, o vício das redes sociais, entre outros. Relativamente aos conteúdos gramaticais, a unidade previa a lecionação dos tempos verbais Present Perfect Simple e Past Simple. A PES foi precedida por um breve período de observação, entre o início do ano letivo em setembro e o início da lecionação da sequência didática, em novembro de 2020. Durante este intervalo de tempo, foi possível verificar que os alunos da turma em questão, na sua maioria, resistiam a falar na língua estrangeira, preferindo sempre optar por responder em português, embora compreendessem o que lhes era solicitado em inglês. Além disso, outras vezes, era frequente os alunos interrogados permanecerem em silêncio, sem manifestarem saber aplicar qualquer estratégia comunicativa. Concluiu-se, assim, tratar-se de uma turma com dificuldades na oralidade, na interação social e com baixo nível de confiança nas suas capacidades enquanto falantes da língua inglesa. Era, além disso, possível a eminente instauração de um ciclo pouco propício à interação; os alunos menos proficientes permaneciam em silêncio e sem iniciativa de participação, o que incentivava os mais proficientes a intervir para preencher o silêncio, o que, por sua vez, minava ainda mais a confiança dos primeiros. A componente investigativa da PES debruçou-se, deste modo, sobre um principal objetivo: avaliar se a interação entre pares poderia contribuir para a inclusão de todos os alunos na sala de aula de inglês. Adicionalmente, procurou-se desenvolver nesses momentos de interação as competências comunicativas dos alunos, de forma a equipá-los com estratégias de comunicação, para que pudessem aprender a ultrapassar obstáculos comunicativos e usufruir dos benefícios da interação entre pares. Incluir todos os alunos nas atividades da aula e providenciar igual oportunidade para todos participarem é um desafio para qualquer professor, dado o número de alunos por turma muitas vezes ser elevado. Pode tornar-se ainda mais desafiante nas aulas de línguas estrangeiras, pois ter-se-á de lidar também com a discrepância de níveis de língua de cada estudante. Deste modo, neste relatório, propõe-se a interação a pares como método de amenizar estes conflitos na sala de aula. Segundo Adams (2018), a interação entre pares comporta inúmeros benefícios para os alunos que não são encontrados na interação entre professor e aluno. Primeiramente, os alunos produzem discursos mais longos por não se sentirem tão intimidados entre si. Além disso, ao interagirem, estarão, essencialmente, a socializar e, de acordo com Hymes (1972) e Halliday (1978), é importante compreender que o uso da língua ocorre em contexto social e é influenciado por este. Em terceiro lugar, a interação entre pares simula um contexto de conversação real fora da sala de aula e sem o apoio do professor. Adicionalmente, é dada oportunidade aos alunos de praticarem os conteúdos que adquirem nas aulas num ambiente menos propício a causar ansiedade e embaraço, aumentando a sua confiança. Por fim, a interação entre pares manifesta um grande potencial para promover a inclusão na sala de aula, por dois principais motivos: o primeiro é que os estudantes acabam por ter mais confiança de que as suas respostas estão certas, após discussão entre colegas, o que os motiva a participar mais na aula; o segundo é que, se algum aluno estiver com dúvidas ou se tiver mais dificuldades na aquisição da língua, poderá usufruir de apoio de forma mais imediata dos colegas mais proficientes, o que o auxiliará a acompanhar a aula. Tendo em consideração os benefícios enumerados acima, as metodologias selecionadas procuraram promover e potenciar a interação entre pares e a inclusão na sala de aula, a saber: Community Language Learning, Communicative Language Teaching (Larsen-Freeman & Anderson, 2011), Cooperative Learning (Johnson & Johnson, 2017) e o método do Laboratório Gramatical (Duarte, 2008) para o ensino de gramática. Além destas metodologias aplicadas em sala de aula, foram ainda executadas as supervisões – sessões de interação em pequenos grupos em sala separada –, baseadas no Cambridge Supervision System (University of Cambridge, 2021), com dois principais objetivos; o primeiro foi disponibilizar um ambiente mais confortável e propício à interação e conversação em inglês; e o segundo foi proporcionar igual oportunidade a todos os alunos de participação e de inclusão nas atividades. Nas supervisões foram aplicadas atividades de interação propostas por Ur (1981) em Discussions that Work, baseadas na metodologia Task-centred fluency practice. Este relatório está dividido em quatro capítulos, sendo que, no primeiro capítulo, se aborda o enquadramento teórico da PES. Primeiramente, é explicada a importância e a relevância de desenvolver a competência comunicativa dos alunos, seguida de um subcapítulo que expõe o que a interação a pares pode trazer aos alunos. São igualmente expostos os argumentos que fundamentam a possível relação entre a interação a pares e a inclusão na sala de aula. Por fim, são apresentadas sugestões de atividades em grupo que promovem a interação e o desenvolvimento das competências comunicativas dos alunos, segundo Ur (1981). No segundo capítulo, é descrito o contexto educativo da PES, ou seja, é feita uma descrição do Agrupamento de Escolas de Alvalade, assim como da Escola Secundária Padre António Vieira, nos dois primeiros subcapítulos. Aqui são relatados os valores e a missão do agrupamento, a sua localização, as instalações, os recursos ou materiais educativos disponíveis e os objetivos pedagógicos da escola. Por fim, no terceiro subcapítulo, apresenta-se uma descrição detalhada do perfil da turma, mais especificamente, os aspetos demográficos, a relação entre os alunos, o seu historial na disciplina de inglês e o seu desempenho escolar no geral. No terceiro capítulo do relatório, apresenta-se a unidade didática selecionada, assim como o seu fundamento de acordo com as orientações nacionais para o ensino baseadas nos seguintes documentos: Metas Curriculares de Inglês – Ensino Básico: 2.º e 3.º Ciclos (Cravo et al., 2013), Programa de Inglês 3.º Ciclo LE I (Ministério da Educação, 1997), Aprendizagens Essenciais 8.º ano (Ministério da Educação, 2018), e Perfil dos Alunos à Saída da Escolaridade Obrigatória (Martins et al., 2017). De seguida, são discutidas as metodologias que foram executadas na PES, assim como a justificação para a sua escolha. Por fim, é elaborada uma descrição dos variados materiais aplicados nas aulas. No quarto e último capítulo, são apresentados os sumários das cinco aulas lecionadas, assim como das cinco supervisões organizadas. Aqui é também apresentada uma breve reflexão das atividades executadas em cada aula. Posteriormente, são apresentados os métodos de avaliação, neste caso de avaliação informal, e são também apresentados os resultados do quiz online realizado no final das aulas. Paralelamente, são também analisados os efeitos da PES e, especificamente, das supervisões nos alunos, examinando-se o feedback fornecido pelos alunos, através da elaboração de um questionário anónimo. O último subcapítulo destina-se à elaboração de uma análise SWOT, em que os pontos fortes, os pontos fracos, as ameaças e os obstáculos na PES são apresentados. Esta é reflexão crítica sobre a experiência de ensino contemplada neste relatório, bem como sobre os seus resultados. No final da PES, através do feedback dado pelos alunos, confirmou-se que os estudantes se sentiram mais confortáveis para comunicarem em inglês em pequenos grupos e em sala separada. Também se sentiram mais apoiados por estarem a trabalhar com os colegas e não individualmente. Além disso, revelaram estarem mais confiantes das suas capacidades de comunicação após as supervisões. Assim, concluiu-se que há potencial na interação a pares para contribuir para a inclusão na sala de aula de inglês.
KUO, HSIU-YI, and 郭秀怡. "Using Social Media LINE on School’s Faculty Interaction as a Communication Tool-A Case Study of an Elementary School in Hsinchu." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k56q4c.
Повний текст джерела玄奘大學
傳播學院碩士班
106
The pervasiveness of mobile phone in the digital age, all school teachers are using the application of the LINE to communicate each other as a tool of communication. Due to its characteristics of free of charge, convenient and diverse, almost every organization applies LINE to its workplace and also well received. The purpose of this research is to explore the current practice of the LINE about its advantages and limitations. The in-depth interview approach has been conducted with the given elementary school faculty and staff. The results shows as follows: First, LINE could facilitate the user’s interaction frequency and broadness with cost and time effective and free of charge. Second, conversation atmosphere in the same group makes people comfortable but the attitude will be affected if the group is open to public and with different people from other group. Third, using LINE may have some faults of expressions, so it needs other media equipment to fix the problems. Forth, don’t count on it for everything to avoid working pressure. By upgrading the communication efficiency set up manual rules to follow.
Hsueh, Hui-Ling, and 薛惠齡. "A study of correlation between Social network structure, Strategic alliance members’ interaction and Co-brand marketing-- A small and medium enterprise of hand tool as a case study." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62443512520212317498.
Повний текст джерела東海大學
管理碩士在職專班
97
Taiwan, in the global competition of OEM manufacturing business has long lost its place to China in the last decade. In light of the experience in Japan and the States, the manufacturing sector in Taiwan would have to choose the path of establishing a private brand that is well known in a global scale or at least a leading one in a specific region if it wants to stay competitive. It is however noted that about 97% of the manufacturing sector in Taiwan is of Small and Medium Enterprise (SME) with very limited resources to spend on branding which usually takes long and endurable resource including time and finance to support. It is as such that co-branding may be a desirable approach to address the problem. This essay is a case study of conceptual and qualitative nature that, by looking into a hand tool company which is co-founded for co-branding globally by eight hand tools manufacturers in Taiwan, purports to make research on the obstacles the designated company may encounter on strategic alliance. It also takes a close look, from the point of view of Social Network Structure and Strategic Alliance, how the allied members adapt to cooperation in the process of co-branding. This essay, by identifying the true causes of the mentioned obstacles, aims at providing constructive suggestions for the designated company in its future development of co-branding. It is thus found in this research that the centrality of the social network, the diversity of the social network and the mutual adaptability would bring about higher controllable benefit and power and would help promote the co-branding. Whereas the embedded tie among the members and the diversity of social network could create more resources and ability hence facilitate the co-branding, better adaptability among the allied members and the capability in solving the conflict among the members would result in better consensus toward the objectives hence to be beneficial for achieving co-branding as well.