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Made available in DSpace on 2016-04-25T16:44:28Z (GMT). No. of bitstreams: 1 Vasiliki Evangelou Calliyeris.pdf: 1496420 bytes, checksum: a342b524a305e962cb1286f267c52268 (MD5) Previous issue date: 2012-05-23 / This work has as objective analyze comparatively the respondents profile and the results obtained by two different data collection approaches: by internet (online) and face to face at home (offline). The criteria selected for this comparison were the response return rate for both methods, the answers quality obtained on the attributes evaluation questions and the results on habits and attitudes of the selected samples. The first two chosen criteria refer to a topic very discussed in the academy that is the relationship between the respondent and the electronic data collection method, on which is believed to be uncontrolled, causing low access rate and also compromising the quality of data collected. The last criteria selected refers to another theme approached by academics which is the respondents profile that both data collection methods reach, which is believed to be distinctive and in consequence, provides differences in consumption behavior of the approached targets. To reach the proposed objectives, initially some in depth exploratory interviews were conducted with executives of research institutes acting in Brazil, aiming to understand their point of view regarding the capability of the online research method. Subsequently a quantitative study was conducted through two data collection methods, electronic by internet and face to face at home, with two different samples, which results were compared. The hypotheses were confirmed once there were differences in answers return rates, bias on attributes evaluation caused by one of the targets and also differences in both social-demographic profiles that reflected in discriminant consumption habits and attitudes. This work is justified in a way that it presents a current and controversial subject in the academy and in the business world, which focus is debate the replace of the traditional date collection methods by the contemporary one by internet, or even its complementarity, in a moment that the virtual network is increasing its penetration in the relationship company-consumer / O presente trabalho tem por objetivo analisar comparativamente o perfil dos respondentes e os resultados advindos de duas abordagens distintas de coleta de dados: via internet (online) e via presencial face a face domiciliar (offline). Os critérios selecionados para essa comparação foram o índice de retorno das respostas de ambos os métodos, a qualidade das respostas obtidas nas baterias de avaliação de atributos e os resultados de comportamento e atitudes das amostras selecionadas. Os dois primeiros critérios escolhidos referem-se a um tema muito discutido na academia que é a relação do respondente com o método de coleta eletrônico, sobre a qual acredita-se não haver controle, o que pode ocasionar um baixo índice de adesão e também comprometer a qualidade dos dados coletados. O último critério selecionado refere-se a outro tema muito debatido que é o perfil de respondente que ambos os métodos de coleta alcançam, que acredita-se ser distinto e, em consequência, reproduz diferenças de comportamento de consumo e de atitudes entre os dois públicos abordados. Para se alcançar os objetivos propostos, em primeiro lugar foram realizadas entrevistas em profundidade exploratórias com executivos de institutos de pesquisa atuantes no Brasil, com o intuito de se entender seus pontos de vista em relação à aplicabilidade do método de coleta online. Posteriormente, conduziu-se um estudo quantitativo por meio de dois métodos de coleta, eletrônico via internet e presencial face a face, com duas amostras distintas, cujos resultados foram comparados. As hipóteses levantadas foram confirmadas, uma vez que houve divergência entre os índices de retorno das respostas obtidas, viés no preenchimento das baterias de atributos por um dos públicos, e também diferenças no perfil sociodemográfico das amostras abordadas, que refletem padrões de consumo e de comportamento distintos entre ambas. Este trabalho justifica-se na medida em que apresenta um tema atual e controverso no ambiente acadêmico e corporativo, cujo foco é debater a substituição dos métodos de coleta tradicionais pelo método contemporâneo via internet, ou sua complementaridade, em um momento no qual a rede virtual de comunicação ganha cada vez mais espaço na relação empresa-cliente

Despite the great advances science has made in developing selection decision aids practitioners’ generally remain reluctant to adopt them. This phenomenon is considered today one of the greatest gaps in industrial, work and organizational psychology. This thesis adopts a psychological approach to practitioners’ resistance toward hiring procedures with high predictive validity of work performance. Consequently, three specific research questions were examined, two of which highlighted aspects of self-regulation, and one focused on agency relation in order to study outcomes in terms of actual use of hiring procedures and intention to change hiring procedures. The present thesis comprises three studies. Questionnaire data is used in two studies (Study I and II) to study how 1) prototype beliefs and ability to evaluate the quality of own performance is related to use of selection decision methods; and also how 2) behavioral intention to change hiring practice is related to self-efficacy beliefs, causal attribution and past behavior. Data collected with semi-structured interviews is used in Study III in order to study practitioners’ experiences in collaborative contexts in employee selection. Study I found that prototype beliefs and task quality ambiguity perceptions varied across various hiring practices. The results from Study II showed that self-efficacy beliefs, external attributions of success and internal attributions of failure were related to intention to change hiring practices. Study III highlighted the prevalence of separate self-interests over more general organizational interests in the agentic relation between practitioners. In conclusion, the present thesis has implication for theory as well as practice when it concludes that conscious steered cognitive mechanisms are important for understanding practitioners’ resistance towards high standardized hiring practices. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Manuscript.</p>

Duomenų „surinkimas“ – tai procesai, skirti tam tikros informacijos, apie dominančią objektinę sritį, kaupimui. Tokių duomenų „apdorojimo“ sąvoka apima jų filtravimą, priežiūrą, saugojimą, analizę ir pan. Kriterijai pagal kuriuos duomenys yra renkami, taip pat metodika ir filtravimas juos padaro specifiniais arba „paskirstytais“. Paskirstytų duomenų surinkimo ir apdorojimo sąvoka yra gana plati ir apima ne tik elementariausius Web klausimynus ar testus, bet ir dideles sistemas, skirtas analizuoti ir apdoroti struktūrizuoto (pvz.: XML) duomenų srauto informaciją, prireikus ją konvertuoti, saugoti ir adaptuoti. / Term WIKI defines ideas and basis for data collection and management, necessary and mandatory methods required to ensure quality of collectible data. The purpose of this master work is analysis of existing solutions of data collecting and analysis systems in order to create a new unique WIKI community based system for price and other information (related to products on the market) analysis. System target – build up user manageable knowledge base for recognition of changes in the market, fast, easy and cheapest products information withdraw. It gives an overview of the best data collection approaches structure, techniques and logic, data analysis and collection methods (based on the system target), also proposes created model and defines means and tools, for model creation and realization.

This study focuses on the sense of self of adolescents when they are reintegrated into schools after dropping out. Dropout is a global phenomenon and yet very little research has been undertaken regarding reintegration and especially the successful reintegration of adolescents and how this reintegration affects their sense of self. The goal of the study was to determine how reintegrated adolescents experience their reintegration into schools, and how this has affected them in terms of how they see themselves. The research hoped to discover what personal difficulties the adolescents had overcome in their return to school as well as the motivating factors that would keep the reintegrated adolescents in school. The research was conducted from a phenomenological Gestalt, field approach and followed a qualitative research design within an interpretivist framework. This research design allows the participants to give meaning to their own experiences. A total of six adolescent boys between the ages of 13 and 17 were purposefully selected from the informal settlement of Groenheuwel, Paarl in the Western Cape. Five of the six adolescents had been reintegrated into schools in 2011 and 2012 by the Khula Development Group. One adolescent participant was a peer educator and although he had never dropped out, he contributed meaningful data on how reintegrated adolescents are experienced as seen from his role as a peer educator. Other participants in the research included the Headmaster of Groenheuwel Primary School and the President and Project leader of the Khula Development Group. The qualitative data were collected in the form of individual open-ended interviews with the adolescents, project leader and headmaster. The researcher’s objective was to understand and interpret the meanings the participants gave to their own experiences, which was further done through observation, member checking, and a reflective group discussion including the application of an art technique. The interviews were recorded on DVD. The reflective group discussion was held with the adolescent participants two weeks after the individual interviews. The group discussion included an art technique, where the adolescents were asked to create their experiences of their return to school in clay. This session was also recorded on DVD. Recordings were transcribed by the researcher to ascertain certain emerging themes and categories. Thematic data analysis was used to transform the transcribed data into meaningful information. The principles and strategies for enhancing the trustworthiness of the data were done through crystallisation. The findings of the study revealed the unrealistic expectations with which the adolescents view their sense of self. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013

This study focuses on the sense of self of adolescents when they are reintegrated into schools after dropping out. Dropout is a global phenomenon and yet very little research has been undertaken regarding reintegration and especially the successful reintegration of adolescents and how this reintegration affects their sense of self. The goal of the study was to determine how reintegrated adolescents experience their reintegration into schools, and how this has affected them in terms of how they see themselves. The research hoped to discover what personal difficulties the adolescents had overcome in their return to school as well as the motivating factors that would keep the reintegrated adolescents in school. The research was conducted from a phenomenological Gestalt, field approach and followed a qualitative research design within an interpretivist framework. This research design allows the participants to give meaning to their own experiences. A total of six adolescent boys between the ages of 13 and 17 were purposefully selected from the informal settlement of Groenheuwel, Paarl in the Western Cape. Five of the six adolescents had been reintegrated into schools in 2011 and 2012 by the Khula Development Group. One adolescent participant was a peer educator and although he had never dropped out, he contributed meaningful data on how reintegrated adolescents are experienced as seen from his role as a peer educator. Other participants in the research included the Headmaster of Groenheuwel Primary School and the President and Project leader of the Khula Development Group. The qualitative data were collected in the form of individual open-ended interviews with the adolescents, project leader and headmaster. The researcher’s objective was to understand and interpret the meanings the participants gave to their own experiences, which was further done through observation, member checking, and a reflective group discussion including the application of an art technique. The interviews were recorded on DVD. The reflective group discussion was held with the adolescent participants two weeks after the individual interviews. The group discussion included an art technique, where the adolescents were asked to create their experiences of their return to school in clay. This session was also recorded on DVD. Recordings were transcribed by the researcher to ascertain certain emerging themes and categories. Thematic data analysis was used to transform the transcribed data into meaningful information. The principles and strategies for enhancing the trustworthiness of the data were done through crystallisation. The findings of the study revealed the unrealistic expectations with which the adolescents view their sense of self. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013

In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research. The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation. For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions. The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students. Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods. / Mot bakgrund av den svenska skolans dubbla uppdrag, det vill säga att möjliggöra för elever att utveckla både ämneskunskaper och ett demokratiskt förhållningssätt, är syftet med denna avhandling att undersöka i vad mån vuxna högskolestudenter med olika språklig och kulturell bakgrund under sin utbildning i svenska som andraspråk förmår lösa gemensamma skrivuppgifter med hjälp av deliberativa samtal, och i vad mån de därigenom också utvecklar ett deliberativt förhållningssätt. Utbildningens dubbla uppdrag är giltigt också för dem. Samtidigt som det redan finns viss forskning om deliberativa samtal när det gäller undervisning i skolan, saknas fortfarande ett högskoledidaktiskt perspektiv i denna forskning. Föreliggande studie ska ses som ett första högskoledidaktiskt bidrag till denna forskning. Studien tar sin teoretiska utgångspunkt bland annat i tidigare forskning om deliberativa samtal genom att vidareutveckla en befintlig modell när det gäller kriterier för deliberativa samtal, till exempel att det föreligger en strävan efter att komma överens, även om konsensus är temporär, att skilda uppfattningar kan ställas mot varandra, att tolerans och respekt för andra åsikter än de egna kommer till uttryck, och att traditionella synsätt kan ifrågasättas. Studien omfattar 18 timmars observationer av nio studenters, det vill säga tre gruppers samtal i samband med gemensam textskrivning vid olika tillfällen. Olika etnografiska datainsamlingsmetoder har använts, till exempel videoinspelningar, deltagande observationer, fältanteckningar och intervjuer i anslutning till samtalen. Av analysen framgår att de tre grupperna utvecklade sin deliberation allteftersom samtalen kring den gemensamma uppgiften pågick, och att de flesta av de nio studenterna dessutom gav uttryck för en deliberativ beredskap inför fortsatta samtal. Studenternas fokus på sina betyg påverkade emellertid i viss utsträckning deras deliberation och kan betecknas som störningar i samtalen. Inför ett eventuellt framtida didaktiskt arbete med deliberativa samtal inom svenska som andraspråk på högskolan skulle dessa störningar behöva lyftas fram och medvetandegöras både för lärare och studenter.

In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research. The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation. For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions. The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students. Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods. / Mot bakgrund av den svenska skolans dubbla uppdrag, det vill säga att möjliggöra för elever att utveckla både ämneskunskaper och ett demokratiskt förhållningssätt, är syftet med denna avhandling att undersöka i vad mån vuxna högskolestudenter med olika språklig och kulturell bakgrund under sin utbildning i svenska som andraspråk förmår lösa gemensamma skrivuppgifter med hjälp av deliberativa samtal, och i vad mån de därigenom också utvecklar ett deliberativt förhållningssätt. Utbildningens dubbla uppdrag är giltigt också för dem. Samtidigt som det redan finns viss forskning om deliberativa samtal när det gäller undervisning i skolan, saknas fortfarande ett högskoledidaktiskt perspektiv i denna forskning. Föreliggande studie ska ses som ett första högskoledidaktiskt bidrag till denna forskning. Studien tar sin teoretiska utgångspunkt bland annat i tidigare forskning om deliberativa samtal genom att vidareutveckla en befintlig modell när det gäller kriterier för deliberativa samtal, till exempel att det föreligger en strävan efter att komma överens, även om konsensus är temporär, att skilda uppfattningar kan ställas mot varandra, att tolerans och respekt för andra åsikter än de egna kommer till uttryck, och att traditionella synsätt kan ifrågasättas. Studien omfattar 18 timmars observationer av nio studenters, det vill säga tre gruppers samtal i samband med gemensam textskrivning vid olika tillfällen. Olika etnografiska datainsamlingsmetoder har använts, till exempel videoinspelningar, deltagande observationer, fältanteckningar och intervjuer i anslutning till samtalen. Av analysen framgår att de tre grupperna utvecklade sin deliberation allteftersom samtalen kring den gemensamma uppgiften pågick, och att de flesta av de nio studenterna dessutom gav uttryck för en deliberativ beredskap inför fortsatta samtal. Studenternas fokus på sina betyg påverkade emellertid i viss utsträckning deras deliberation och kan betecknas som störningar i samtalen. Inför ett eventuellt framtida didaktiskt arbete med deliberativa samtal inom svenska som andraspråk på högskolan skulle dessa störningar behöva lyftas fram och medvetandegöras både för lärare och studenter.

School of Medical Practice and Population Health. CD contains supplementary materials. Includes bibliographical references (leaves 266-318)

The purpose of this diploma thesis is to provide a complex overview for the network status visualization topic. The diploma thesis is structured into four parts. The first one is dedicated to the definition of the most important terms, together with the description of several visualization methods, network metrics and last but not least to the discussion of visualization risks and benefits. In the second part, an own visualization process is at first proposed and then the particular steps of this process are discussed. Easy to understand examples are applied through this part. In the third part, several method of data collection protocols and visualization tools are briefly described. The analyzed tools are graphic libraries, as well as standalone applications and Network Management Systems. The last part is dedicated to the analysis of the current visualization tools used on the VŠE network. A short analysis of the university's network is also made. According to this analysis, an own solution is proposed for a particular part of network.