This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of Variance indicated teachers who had completed CDA training became significantly more developmentally appropriate on measures of beliefs and self-reported practices than a comparison group who did not attend CDA training. The CDA teachers held significantly fewer inappropriate beliefs and reported fewer inappropriate practices after training than the comparison group. Results suggest that the TBPS was a more sensitive measure than the ECSBP of beliefs and self-reported practices for these early childhood teachers, most of whom had no formal education. The decrease in developmentally inappropriate beliefs and self-reported practices on the TBPS subscales illustrates the importance of measuring not only increases in appropriate beliefs and self-reported practices but also decreases in inappropriate beliefs and self-reported practices. The Constant Comparative Method was used to organize and analyze the observation and interview data of the four case study participants. Three themes emerged which describe the effect of CDA training on the beliefs and self-reported practices of these teachers: Reflection on current practices describes the teacher who seemed to be actively considering how the material presented in the CDA training fit with her implicitly held beliefs and current practices. Confirmation of developmentally appropriate practices describes the teacher whose existing developmentally appropriate beliefs were reinforced by the training. Superficial changes describes two teachers who gained ideas for activities in the training but revealed no change in beliefs. This study suggests that CDA training decreases the developmentally inappropriateness of beliefs and self-reported practices of early childhood teachers. A change that past research suggests will ultimately impact classroom quality. Influences such as concurrent training, program requirements, and implicitly held beliefs may moderate the extent to which new concepts are accepted and existing practices are changed.

自「金融控股公司法」通過後，台灣共出現了14家金融控股公司。為了因應未來市場之劇烈競爭與組織規模之擴大，各家金控公司這幾年來除了透過購併與重組等活動以擴大金控之資產規模及業務範圍、禮聘外商銀行或國內金控之高階經理人以迅速提昇其競爭優勢外，也開始仿效外商銀行行之有年之儲備主管制度，自行招募並培養自己的儲備幹部。 本研究運用質化研究中之個案研究方法，以花旗集團、中國信託金控、台新金控、中華開發金控及建華金控等旗下子銀行已經實施儲備幹部制度達一年以上之金融機構為研究之個案，並以在2004年進入該金融機構服務之儲備幹部為該個案之受訪者，進行實際訪談，以瞭解儲備幹部在各家金融機構中之定位、其儲備幹部制度之設計內容、實行執行之方式、各家制度之差異，以及該制度可以成功執行之關鍵與可能潛藏之問題。 本研究結果發現，從公司之規劃及儲備幹部之實際運作中，可以歸納出幾項儲備幹部就組織而言所應具有之意義與價值為：培育組織內未來之中、高階經理人，培養迅速適應不同專業之彈性與能力，強化網絡關係之橫向聯繫，及激勵組織鬥志。而儲備幹部制度能在組織中順利推動之關鍵因素則包括有：公司對於儲備幹部之角色需有明確之定位、組織文化之認同、主管之認知與重視程度、公平的競爭環境與薪資福利、人數之控制、儲備幹部本身之正確認知。此外，以目前金融機構執行儲備幹部制度之情形，其所可能潛藏之問題則有：儲備幹部之流動率容易因同業之挖腳而提高、儲備幹部之「陣亡率」容易較一般新進行員為高、儲備幹部之整體素質將因人數與家數的增多而被稀釋、組織高層不易有長期推動儲備幹部制度之決心、儲備幹部制度內容未能隨著組織之變化而進行適當之調整，以及組織在後續的培訓上未能正確的以人才發展之角度進行。

The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision.

Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 113-115).

Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 113-115).

Esta dissertação tem por escopo estudar a interface do Acordo TRIPS com o a Convenção sobre Diversidade Biológica, sob a perspectiva dos países em desenvolvimento. Para tanto, resgata a construção epistemológica Ocidental do conhecimento, direito, propriedade intelectual e desenvolvimento. Esta base teórica constituída é questionada pela CDB, que apresenta direitos relativos ao acesso de recursos genéticos e / ou conhecimento tradicional que subvertem a ordem estabelecida de geração do conhecimento e acumulação econômica. Tal subversão é parte integrante de movimento maior que questiona o próprio modelo de desenvolvimento e a relação Norte e Sul. Esta pesquisa contextualiza a estruturação legal e organizacional do tema e revisa as contribuições de autores que estudam este, sistematizando-as. Com este arcabouço, ela levanta hipóteses e reflete sobre as respostas destas, identificando paradoxos, compatibilidades e desafios. Apresenta (ndo) se, por fim, uma análise da governança institucional deste tema, através de uma nova configuração cognitiva e legal do mesmo. / This MA dissertation aims at studying the interface of the \'TRIPS Agreement\' with the \'Convention on the Biological Diversity\', under the view of the developing countries. As such, it ransoms the epistemologic building of the Ocidental knowledge, as well as the rights, intelectual property and development. This theoretical basis is questioned by \'CDB\', which presents rights related to the access of genetic resourses/ and the traditional knwledge, which subvert the established order of knowledge generation and economic accumulation. Such subvertion is part of a larger movement that questions its own development model and the North/ South relation. This research contextualizes the legal orgazing structuralization of the theme and revises the contributions of authors that study it, systematizing them. With this backbone, it rises hypotheses and thinks of these hypotheses, identifying paradoxes, compatibilities and challenges. It finally presents an analysis of the institutional governing of this theme, via a new cognitive and legal configuration of the same.

S rostoucím množstvím shromažďovaných a ukládaných dat roste také potřeba a zájem majitelů těchto dat o využití jejich potenciálu k dalšímu rozhodování. Proto se vyvíjí nové přístupy a způsoby vycházející z informatiky, statistiky a oblasti strojového učení, které se této potřebě snaží vyhovět. Cílem této diplomové práce je uvést proces dobývání znalostí dat z databází na medicínských datech Tinnitus a představit systémy LISp-Miner a Weka, které daný proces podporují. Obsahem teoretické části diplomové práce je shrnutí základních charakteristik a přístupů procesu dobývání znalostí. Praktická část diplomové práce je věnována realizaci celého procesu v jednotlivých krocích. V samotném kroku modelování jsou využity již zmíněné systémy akademické LISp-Miner a Weka. Poslední část praktické části práce patří prezentaci dosažených výsledků a vlastnímu zhodnocení systémů.

Researchers in the field of educational administration have given little attention to the role of the associate principal. The research reported in this dissertation sought to fill that void through a close examination of the roles of the associate principals on two campuses in two different school districts. In addition to illustrating the role of the associate principal, the research examines how experience as an associate principal influences the careers of educational administrators. Data were collected primarily by means of semi-structured interviews with principals and district administrators as well as the associate principals themselves to provide multiple perspectives. Data were summarized in detailed interview logs, coded to discover the themes that were characteristic of each case, then analyzed to identify the patterns within and across the cases. The interviews were also analyzed as narratives reflecting on how experience as an associate principal can shape an educational administrator's career. The interview data were supplemented with documents relating to the associate principals, their campuses, and their districts. The results suggest that the associate principal position is a crucial step on the career ladder to a secondary principalship. Assistant principals with knowledge and skills in curriculum, instruction, and assessment are more likely to be selected as associates, and associates are more likely to be selected for principalships. The results also indicate that instructional leadership for associate principals in Texas focuses primarily on improving students' performance on the Texas Assessment of Knowledge and Skills and on increasing participation in and performance on other standardized tests, in particular Advanced Placement, SAT (formerly the Scholastic Aptitude Test), ACT (formerly American College Testing), and the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test).

En kvalitativ studie om förändringarna i den sociala arbetsmiljön under hemarbetet på grund av coronapandemin, utifrån ett medarbetarperspektiv.   Studiens syfte är att undersöka hur den sociala arbetsmiljön har förändrats vid arbete hemifrån genom att lyssna på medarbetarnas hittills insamlade upplevelser om hemarbete under coronapandemin. Syftet besvaras med följande frågeställningar: 1. Hur har den sociala arbetsmiljön sett annorlunda ut under hemarbetet jämfört med arbete på arbetsplatsen enligt intervjupersonerna? 2. Vilka faktorer påverkar intervjupersonernas upplevelser om hemarbete enligt resultaten från intervjuerna, och på vilket sätt? Empirin består av tidigare forskning kring den sociala arbetsmiljön, och speciellt kring faktorer som har visats att påverka den sociala arbetsmiljön. De faktorerna som har valts ut att tillämpas i den här studien på grund av dess relevans är motivation, arbetsgruppen, kommunikation och socialt stöd. Återkommande forskare kring dessa ämnen är Heide, Rubenowitz, Lennéer Axelson och Thylefors. Datan samlades in genom fem semistrukturerade intervjuer med fem intervjupersoner från fem olika organisationer. De utvalda intervjupersonerna är medarbetare som jobbar vanligtvis i en kontorsmiljö, men har på grund av coronapandemin jobbat hemifrån i minst två månader på heltid under år 2020. Alla intervjuer hölls på distans på grund av att det var det enda alternativet med tanke på den rådande pandemin. Datan analyserades utifrån en kategorisering som grundade sig på de fyra relevanta teoretiska faktorerna som kan påverka den sociala arbetsmiljön: motivation, arbetsgruppen, kommunikation och socialt stöd. Författarna bytte intervjumaterialet efter transkriberingen så att den andra författaren fick göra analysen för att inte omedvetet påverka resultatet utifrån känslorna som vi fick i intervjuerna eftersom endast språket skulle analyseras. Studieresultaten visade att hemarbetet kan göras till en mer trivsam upplevelse för medarbetare genom att ordna regelbundna socialt distanserade tillfällen för audio-kontakt i arbetsgruppen, och genom att uppmuntra medarbetare till att tänka igenom deras egen kontorslösning vid hemarbete. Andra sätt att öka trivseln i hemarbete för medarbetare är att skapa tydliga online-rutiner för distanserad kommunikation inom organisationen, samt uppmuntra och stötta medarbetare i positivt tänkande. / This is the final assignment for a Bachelor's Degree in Leadership and Organization at Malmö University. The aim of this study is, through qualitative interviews with associates from different organizations, to examine the changes in the social work environment while working from home during the corona pandemic. The aim will be answered with the following research questions:    1. How do the interviewees describe the changes in the social work environment during work from home?   2. Which factors seem to affect the interviewees’ experiences of working from home, and in what ways do they affect their experiences of working from home?    The theoretical background consists of factors that have been detected to affect the social work environment in earlier studies considering the social work environment. The factors that have been chosen to be applied in this study are inner motivation, workgroup, communication and received social support. Researchers that are recurring in this study are Heide, Rubenowitz, Lennéer Axelson and Thylefors. The data was collected by five semi-structured interviews with five individuals from five different professions. All interviewees are associates (not leaders) and have been working from home due to the corona pandemic for at least two months full-time during 2020.  Data analysis was grounded on the four relevant theoretical factors that have in previous studies seen to affect the social work environment: motivation, workgroup, communication and received social support. Only the language was analyzed, and the writers did therefore switch the collected interview material after the transcript, to ensure that unconscious experiences from the interviews would not affect the analysis and therefore the results of the study. The results of the study indicated that making working from home a more positive experience for the associates can be done by focusing on organizing regular social distanced opportunities for audiocontact between the work group, and by encouraging associates to reflect on their own office set-ups during work from home. Other ways to make working from home a more positive experience for associates is creating online routines for distanced communication within the organization, as well as encouraging and supporting the associates in positive thinking.

The purpose of this study was to examine the perceptions of preservice students completing their associate’s degree (AS) in early childhood education (ECE). My intent was to discover, from the preservice teacher’s perspective, what skills and knowledge preservice students consider necessary to teach young children. I was also interested in how they viewed their professional preparation at the completion of their AS program. The methods included participant interviews, documents and assignments completed by students, and program contextual data (faculty focus group and program documents). Seven themes were identified that represented the student’s perceptions of the skills and knowledge needed for working with young children (child development, learning environment, guidance, curriculum, teaching, assessment and experiences with children). All students reported the development of knowledge and skills through their participation in the ECE program. Each of these themes identified student support and belief in the philosophy of developmentally appropriate practices. Three themes were identified that supported the overall perception of their professional development (reflection, National Association for the Education of Young Children [NAEYC] New Teacher Standards, becoming a professional). All preservice students identified development of professional skills, and reported increased confidence in their preparation to be early childhood classroom teachers. All identified NAEYC New Teacher Standards as part of their professional development and understanding. This study provides the perspective of the AS degree seeking ECE preservice student. Little research is available on 2-year students. Further research in this area would aid in understanding and preparing teachers who are likely to work with the youngest in our society.