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The theme of this thesis is to design a managing system of a particular group of financial advisors through managing a development of competences. In this work, you will learn about financial advisory field, the broker group and the specific business team, for which the proposal was created. To be successful as a financial advisor, an associate needs to master variety of competences. The ability to manage the work results is especially connected with manager's skills to control the team members' capability of achieving the targeted results and therefore his ability of controlling their competence levels. The suggested competence model is created for needs of the particular business team and is based on objective methods. The model is further used as a management tool. This is allowed by adding a rule of use and an evaluation system. The design of the system implementation contains a recommendation for introduction into the firm and a financial evaluation of the implementation investments.

Face à l’échec des fusions volontaires de communes en France, il a été choisi d’encourager massivement leur regroupement à partir de 1999, grâce à la formule déjà ancienne des établissements publics de coopération intercommunale à fiscalité propre. En une quinzaine d’année, l’évolution du cadre juridique et des pratiques de terrain ont permis l’émergence d’un bloc communal à deux niveaux. L’organisation administrative actuelle de ces structures témoigne de la volonté de faire coïncider, à l’échelle intercommunale, bassin de vie et circonscription administrative, afin de constituer de véritables « territoires ». Au cours de la dernière décennie, la possibilité de mutualiser les moyens au sein de chaque bloc communal a également été reconnue par le droit positif. Toutefois, l’analyse des pratiques démontre que cet objectif de complémentarité entre les communes et leur groupement d’appartenance se révèle insuffisant au regard des enjeux actuels, tant démocratiques que financiers. / The failure of voluntary groupings of communes in France has been an incentive to massively promote these groupings since 1999 throughout the longstanding formula of intermunicipal groupings with its own taxing power. In fifteen years, the evolution of the legal framework and local practices have enabled the emergence of a two-tier intermunicipal system. The current administrative organization of these structures displays the will to match the living area with the territorial administrative unit at the scale of the intermunicipal boundaries, in order to create genuine « territories ». During the last decade, the scope and effect to pool resources within the two-tier municipal units have also been recognized by positive law. However, the analysis of local practices shows that this objective of complementarity between the communes and their groupings proves insufficient in view of the current challenges, both democratic and financial.

Au moment où les échanges interculturels s’intensifient, les expériences de mobilité commencent à un âge de plus en plus jeune, et l’accès à l’Internet permet des rencontres interculturelles sans aucun déplacement géographique, l’enseignement du chinois laisse apparaître une nouvelle attente : le développement des compétences culturelles et interculturelles qui permettent aux apprenants d’avoir une plus grande ouverture envers d’autres cultures et de maintenir une relation non-conflictuelle avec l’Autre. Pourtant, la réalité nous fait voir qu’il existe un décalage entre les objectifs culturels et interculturels des matériaux pédagogiques, des enseignants, des élèves et de leurs parents, et leur mise en place dans l’enseignement, un décalage entre les objectifs théoriques préconisés par les documents officiels et les objectifs dans la pratique, ainsi qu’un décalage entre les compétences culturelles et interculturelles et leur reconnaissance par le système scolaire français.La présente recherche s’inscrit dans une didactique des langues et des cultures ouverte à la pluridisciplinarité et emprunte notamment à l’anthropologie, à la sociologie et à la psychologie. Elle prend comme terrain d’étude la cité scolaire Emile Zola de Rennes et s’appuie sur un corpus mixte d’entretiens, de matériaux pédagogiques et des documents officiels. Considérant comme acteurs sociaux les 5 enseignants, les 20 élèves et les 16 parents, elle a pu montrer l’importance les facteurs non-scolaires dans le développement des compétences culturelles et interculturelles des apprenants dans l’enseignement du chinois face au contexte secondaire français. / In the current context when the cultural exchanges increase, the mobility experiences start at a young age and the use of Internet allows the intercultural encounters without any geographical movement, the Chinese teaching reveals a new expectation : the development of cultural and intercultural competences that enables learners to have a greater openness towards other cultures and maintain a non-conflictual relationship with the other. However, the reality shows us that there is a gap between the cultural and intercultural objectives of teaching materials, teachers, students and parents, and their implementation in teaching, a gap between the theoretical objectives recommended by official documents and the objectives in practice, and also a gap between cultural and intercultural competences and their recognition by the French education system.Our research falls under the didactics of languages and cultures, open to pluridisciplinarity, and borrows especially from anthropology, sociology and psychology. It takes as study field the middle school Emile Zola of Rennes and relies on a mixed corpus of interviews, teaching materials and the official documents. Considering as social actors the 5 teachers, 20 students and 16 parents, the study was able to show the importance of social factors in the development of cultural and intercultural competences of learners in Chinese teaching of French secondary education.

The thesis focuses on a concept of communicative competences in the curricula at the stage of pre-school education and introduces the possibilities of development of these competences in kindergarten. The theoretical part outlines issues of curriculum, key competences and communicative competences in the context of pre-primary education. The research is a presentation of qualitative-quantitative research, which aimed to analyze the concept of communicative competences in the curricula of kindergartens and based on direct observation to find out, how kindergarten teachers meet the communicative competences at this stage of education, how to diagnose them and what opportunities provides kindergarten environment to develop pre-school children communication competences. Based on the analysis of curriculum documents of selected kindergartens we found that schools include communicative competences in their conceptual materials and attach great importance to them, even if these documents have different content and formal level. From our observations and interviews with respondents, we concluded that kindergartens and their teachers usually provide good conditions for children to develop their communicative competences (positive communication climate, proper teacher speech pattern, primary prevention,...

Syftet med denna studie var att undersöka vilka matematiska kompetenser och nivåer inom geometriskt tänkande som främjas i olika resursmaterial, inom utomhusmatematik. För att få reda på detta gjordes en innehållsanalys av sex resursmaterial, med en kvantitativ ansats. Studien är inriktad på det matematiska området geometri, med en tyngdpunkt på geometriska objekt, då forskning visar att elevernas kunskaper inom detta område är bristfälliga. Resultatet visar att vissa kompetenser främjas mer än andra i dessa resursmaterial, där bland annat representationskompetensen och kommunikationskompetensen lyfts fram i stor utsträckning. Studiens resultat visar också att de flesta uppgifter hamnar på nivå 1 av geometriskt tänkande, vilket medför att majoriteten av uppgifterna ligger på en grundläggande nivå. Slutsatsen utifrån resultatet, är att det bör finnas en växelverkan mellan den traditionella klassrumsundervisningen och utomhuspedagogik, samt att läraren reflekterar över uppgifterna som används, för att eleverna ska kunna utvecklas på bästa sätt. / The purpose of this study has been to examine which mathematical competences and levels of geometric thinking that are promoted in various materials for outdoor math. To examine this, a content analysis of six different sources was done using a quantitative approach. The study focuses on the mathematical field of geometry, with an emphasis on geometric objects, since research shows that students’ knowledge in this area is inadequate. The result shows that some competences are promoted more than others in the sources, such as representation skills and communication skills. The study also shows that most of the data end up on level 1 of geometric thinking, which means that the majority of the data is on a basic level. The conclusion of the analysis shows that there should be an interaction between the traditional classroom training and outdoor education, and that the teacher reflects over the used assignments, so that the students could develop in the best way possible.

Cette thèse présente une étude des représentations et des attitudes linguistiques des étudiants envers les langues répandues à l’université marocaine. Nous nous sommes intéressée à leur rapport avec leur langue d’origine et les langues étrangères, à savoir le français et l’anglais. Les résultats révèlent que ces jeunes ont une attitude très favorable envers les langues étrangères. Notre étude vise également à examiner la valeur économique des langues ainsi que les facteurs qui déterminent l’emploi des compétences linguistiques dans les entreprises. Les résultats montrent queces dernières privilégient les langues étrangères et le multilinguisme en général pour les échanges dans leur société. Elles escomptent de leurs employés une parfaite connaissance des langues étrangères. Cette étude traite également du contact et du conflit des langues et on prend comme cas l’université marocaine, nous somme intéressée à savoir s’il existe un contact ou conflit entre les langues répandues dans l’université marocaine. Notre étude pose enfin un regard sur l’interculturel, nous voulons savoir ce qui se passe lors d’une interaction entre des locuteurs appartenant, au moinspartiellement, à des communautés culturelles différentes même s’ils parlent la même langue. / This thesis presents a study of the representations and attitudes of students towards languages studied in Moroccan university. It focuses on their relationship to their language of origin and foreign languages, namely French and English, and to cultural diversity. Our study also aims at examining the economic value of the languages as well as the factors which determine the use of language skills in companies. The results reveal that these students have an attitude too favorable towards foreign languages. The results reveal that these last ones privilege the foreign languages and the multilingualism in general for the exchanges in their company. They esteem from their employees a perfect knowledge of the foreign languages. This study also treats the contact and the conflict of the languages and we take as case the Moroccan university, we are interested to know if there is a contact or a conflict between the languages spread in the Moroccan university. Our study also puts a glance on the intercultural; we want to know what happens during an interaction between speakers belonging, at least partially, to different cultural communities even if they speak in the same language.

Cooperative learning is one of the main medicines in education: the student takes an active role in their own learning process. Methodological issues are very important within university, since the development project of the European Higher Education Area proposes very profound changes in the educational paradigm, changes in the role of teachers and students inside and outside the classroom. To give force to this argument, the implementation of Cooperative Learning Questionnaire Arellano, Navarro and Sosa (2007) was taken to 692 students enrolled in first grade of primary education in 2010-2011. The sample coincides with the universe of freshmen in the Bachelor of Primary Education, comprising 87% of women with a mean age of 19 years, which yielded an index of 0.83 for internal consistency of the instrument. The results point to the importance of strengthening cooperative learning in university classrooms, given that there are few occasions when they can put into play. / El aprendizaje cooperativo se plantea como una de las principales medicinas de la educación: el estudiante adopta un papel activo en su proceso de aprendizaje. La cuestión metodológica es trascendental dentro de la universidad: el proyecto de construcción del Espacio Europeo de Educación Superior plantea cambios profundos en el paradigma docente, debiendo cambiar los roles del profesor y del alumno, dentro y fuera del aula. Para reforzar este argumento, se procedió a la aplicación del Cuestionario de Aprendizaje Cooperativo de Arellano, Navarro y Sosa (2007) a los 692 estudiantes matriculados en primero de Grado de Educación Primaria1 en el curso 2010/2011. La muestra coincidió con el universo de los estudiantes de primer año en el Grado de Educación Primaria, constituida por un 87% de mujeres y con una edad media de 19 años, lo cual permitió obtener un índice de consistencia interna de 0.83 para el instrumento. Los resultados recalcaron la importancia de potenciar el aprendizaje cooperativo en las aulas universitarias, teniendo en cuenta que son pocas las ocasiones en las que puede ponerse en juego.

The present article constitutes a reflection about the University as a space for intervention in vocational and professional orientation, taking into account the work presently done as well as the actual theoretical discussions and taking as a reference the experiences that are being developed at the Peruvian University of Applied Sciences nowadays. Professional orientation is conceived as the meaning and importance that the vocational development of a person has, understanding that this does not necessarily corresponds to one moment in your life, but that it develops in a permanent manner during your entire life cycle. Given that, in the world that we live in, the generation of knowledge and the demands for training are continuous, orientation takes a primordial role in the professional formation of the students and thus, in the University’s system that shelters us too. Therefore, it becomes necessary to generate new job offers that contemplate jointly: the educational model, the professors’ job, the services of the jobs that are available and the Orientation Area. / El presente artículo constituye una reflexión acerca de la universidad como un espacio de intervención en la orientación vocacional y profesional. Ha sido realizada a la luz de los trabajos y la discusión teórica actual, tomando como referencia la experiencia desarrollada por la Universidad Peruana de Ciencias Aplicadas1. La orientación profesional es una continuación de la orientación vocacional que tradicionalmente se circunscribe al momento de elección de la carrera. En la actualidad dada la acelerada generación de conocimientos y las demandas de capacitación continua, la orientación cobra un papel primordial en la formación profesional de los estudiantes y, por lo tanto, en el sistema universitario que los alberga. Se hace necesaria entonces la elaboración de nuevas propuestas de trabajo que contemplen conjuntamente el modelo educativo, la labor de los docentes, los servicios de bolsa de trabajo y el Área de Orientación.

The aim of this thesis was to find which factors prevail to influence the decisions that nurses make in intensive care and on what basis they decide. The work is divided into theoretical and empirical part. In the theoretical part the terms such as decision, decision-making situations, mistakes in decision-making have been determined, and the issues concerning the decisions in nursing and in the competences of nurses connected with decisions have been analysed. In the empirical part the results of questionary regarding the decisions of nurses in intensive care have been processed and analysed. 97 subjects among the nurses in intensive care have taken part in the testing. From the analysis of the data received from the questionary there comes out that the majority of nurses in intensive care (74 %) are not convinced that the school has prepared them for making decisions from both the theoretical and practical point of view. On contrary, the majority of nurses in intensive care are convinced that their education (79 %) and practice (97 %) may enable decisions. The majority of nurses in intensive care (96 %) are able to make independent decisions mostly in the area of basic nursing care. The majority of nurses in intensive care (72 %) experience stress during their decision-making. The nurses are...