Thesis (M.A.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 89-91).

Thesis (M.A.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 89-91).

Thesis (Psy. D.)--Wheaton College Graduate School, 2008. / Abstract. Includes bibliographical references (leaves 45-48).

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007 / In 1998 the Department of Labour launched a skills revolution in the South African workplace. The Skills Development Act of 1998 introduced the 'Learnership' model of workplace training, which has been promoted as a creative vehicle for addressing high unemployment rates and a serious skills shortage. The Act proposed a very ambitious new framework through the creation of a new institutional regime with strong links forged between learners, employers, govemment and the new intermediary training bodies, SETAs. This new institutional mechanism for delivering training was termed 'Learnerships'. This dissertation explores the perceptions of the staff of two FET colleges around the Fitting and Turning learnership in which they are involved, with a particular focus on their roles and responsibilities in managing the Fitting and Turning learnership. Their perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the stakeholders' roles and responsibilities; learnership accreditation e.g., SETA training policies, physical and human resources, bUdget and finance; structured learning and assessment e.g. logbooks, continuous assessment and work relevant training, partnerships with industry and other skills programmes; the learner monitoring process e.g. administration system, quality management, learner support, recruitment and selection, throughput rate and communication; and limitations and recommendations to improve the management of learnerships.

CAPES / Este trabalho tem como objetivo geral verificar se os Estágios Curriculares Supervisionados Obrigatórios são potenciais geradores de temas de Trabalho de Conclusão de Curso (TCC) nas engenharias, com foco em transferência de tecnologia. Para o presente estudo realizou-se uma pesquisa aplicada, exploratória e descritiva. Os dados da pesquisa foram coletados junto aos alunos matriculados na disciplina de TCC II, nos cursos de Engenharias da UTFPR – Câmpus Ponta Grossa. Para a coleta de dados utilizou-se um questionário semiestruturado com perguntas abertas. O trabalho está dividido em etapas e cenários para facilitar o entendimento dos resultados. A etapa 1 descreve a situação do estágio e do TCC de acordo com as respostas dos alunos participantes da pesquisa. Essa etapa gerou o cenário 1, representando os alunos que estão realizando o fluxo que melhor favorece o processo para a transferência de tecnologia dentro dos cursos pesquisados. O cenário 2 representa a possibilidade do estágio influenciar na escolha do tema do TCC, que por já estar em andamento, é quase nula. A partir do resultado do cenário 1 elaborou-se a Etapa 2 e 3. A Etapa 2 procura entender o motivo pelo qual o Estágio não gerou o tema do TCC. A Etapa 3 tem o propósito de conhecer, através de uma entrevista estruturada com os respondentes, os motivos que os levaram a desenvolver o TCC baseados no Estágio. Essa pesquisa constata que a relação entre o Estágio e o TCC são mínimas. Uma das barreiras identificadas é a possibilidade que o aluno tem realizar o TCC antes do estágio, amparado pela diretriz curricular dos cursos de engenharia da UTFPR, descrito no referencial teórico e confirmado com as respostas de dez alunos no resultado da etapa 2. Desenvolver um trabalho voltado para a empresa cedente do estágio pode também ser considerado um facilitador para o processo de transferência de tecnologia. Como sugestão, esse trabalho propõe a criação de um repositório onde seja possível depositar todos os relatórios de estágios e os trabalhos de conclusão de curso dos cursos de engenharia, com o objetivo de proporcionar pesquisas aos futuros alunos. / This paper has the general objective of checking if the Mandatory Supervised Internships are potential generators of themes for Final Term Papers in engineering majors, with focus on technology transfer. The present study employed an applied research, exploratory and descriptive. The research data was collected from students enrolled in the class Final Term Papers II, in the Engineering Majors of UTFPR – Ponta Grossa Campus. For the data gathering, a semi-structured questionnaire with open questions was used. The paper is divided in stages and scenarios in order to facilitate the understanding of the results. Stage 1 describes how is the internship and final term paper situation according to the responses of the students participating in the research. This stage generated the scenario 1, representing the students who are performing the flow that best furthers the process for technology transfer in the researched majors, and the scenario 2, where the possibility of the internship influencing the choice of theme for the Final Term Paper, which is already underway, is almost null. Stage 2, Elaborated from the result of scenario 1, seeks to understand the reason why the internship did not generate the Final Term Paper theme. Stage 3, also elaborated from the result of scenario 1, approached the students, through a structured interview, with the purpose of getting to know the reason that led them to develop the Final Term Paper through the internship. This research finds that the relation between the internship and the Final Term Paper is minimal, presented by the result of scenario 1. One of the identified drawbacks is the possibility of the student being able to write the Final Term Paper before the internship, supported by the curriculum guidelines in the engineering majors of UTFPR, described in the theoretical framework and confirmed by the responses of ten students in the result of stage 2. Developing a paper focused on the company assigning the internship may also be considered a facilitator for the technology transfer process. The respondent R3 believes that it may be a differential for the intern as well as for the company. The student developed a project in which he had to study coding and understand how transmission equipment works. Adding to this Idea, the respondent R5 comments that, when developing a project for the company, the intern must show the obtained results and prove that these results can generate profits for the organization. As a suggestion, this paper proposes the creation of an archive where it would be possible to store all the internship reports and the Final Term Papers of the engineering majors, intending to provide researches for future students. As a suggestion for future papers, to participate in public defenses of internship reports as well as in Final Term Papers presentations, delimiting by major.

O presente estudo teve como linha de raciocínio o triângulo de sábato e os relatórios de estágio Curricular Supervisionado do Curso de Engenharia na Universidade como ferramenta de estudo a fim de verificar a possibilidade de este tornar-se um mecanismo de transferência de tecnologia. O objetivo geral dessa pesquisa foi verificar se os relatórios de Estágio Curricular Supervisionado dos Cursos de Engenharia estão sendo ou poderiam ser mecanismos de transferência de tecnologia. Acredita-se que a compilação, organização e divulgação de dados obtidos através dos relatórios podem provocar uma mudança de comportamento nos atores envolvidos no processo do Estágio Curricular Supervisionado. Neste trabalho optamos por uma pesquisa aplicada com abordagem qualitativa, pela relação dinâmica entre o mundo real e o subjetivo. A pesquisa foi documental (Relatórios de Estágio Curricular Supervisionado) dos Cursos de Engenharia da Universidade Tecnológica Federal do Paraná – Campus de Cornélio Procópio. Entrevistas com os professores supervisores dos estágios foram feitas a fim de identificar quesitos para o trabalho de orientação e supervisão de estágio profissional, pois tais relatórios poderiam viabilizar a interlocução entre as Instituições de Ensino e as Empresas. Sugere-se um novo olhar para o Estágio Curricular Supervisionado, e o relatório do mesmo, inovando-o, disponibilizando as informações e o conhecimento adquirido e transformando o período acadêmico à sociedade como um todo. / The present study has takeninto account the reasoning of Sábato triangle and reports from Supervised Training Curriculum of Engineering Course at the University as a study tool to verify the possibility of becoming a mechanism for technology transfer. The general objective of this research was to verify whether the Supervised Training Curriculum Reports of Engineering Courses have been or could be mechanisms for technology transfer. It is believed that the collection, organization and dissemination of data obtained through the reports may cause a change on the behavior of the actors involvedin the Supervised Training process. In order to achieve such a goal it was chosen an applied qualitative research approach by considering the dynamic relationship between the real world and the subjective one. The research was documentary (Supervised Training Curriculum Reports) from Engineering Courses of Federal Technological University of Paraná - Campus CornélioProcópio. Interviews with supervisors teachers have been made in order to identify requirements to the work of guidance and supervision of professional training since such reports could facilitate the dialogue between Education Institutions and Labor Market. It is suggested a new way of “seeing” theSupervised Training Curriculum and its reports by innovating and providing the acquired information and knowledge as well as adapting the academic period to society as a whole.

CAPES / Este trabalho tem como objetivo geral verificar se os Estágios Curriculares Supervisionados Obrigatórios são potenciais geradores de temas de Trabalho de Conclusão de Curso (TCC) nas engenharias, com foco em transferência de tecnologia. Para o presente estudo realizou-se uma pesquisa aplicada, exploratória e descritiva. Os dados da pesquisa foram coletados junto aos alunos matriculados na disciplina de TCC II, nos cursos de Engenharias da UTFPR – Câmpus Ponta Grossa. Para a coleta de dados utilizou-se um questionário semiestruturado com perguntas abertas. O trabalho está dividido em etapas e cenários para facilitar o entendimento dos resultados. A etapa 1 descreve a situação do estágio e do TCC de acordo com as respostas dos alunos participantes da pesquisa. Essa etapa gerou o cenário 1, representando os alunos que estão realizando o fluxo que melhor favorece o processo para a transferência de tecnologia dentro dos cursos pesquisados. O cenário 2 representa a possibilidade do estágio influenciar na escolha do tema do TCC, que por já estar em andamento, é quase nula. A partir do resultado do cenário 1 elaborou-se a Etapa 2 e 3. A Etapa 2 procura entender o motivo pelo qual o Estágio não gerou o tema do TCC. A Etapa 3 tem o propósito de conhecer, através de uma entrevista estruturada com os respondentes, os motivos que os levaram a desenvolver o TCC baseados no Estágio. Essa pesquisa constata que a relação entre o Estágio e o TCC são mínimas. Uma das barreiras identificadas é a possibilidade que o aluno tem realizar o TCC antes do estágio, amparado pela diretriz curricular dos cursos de engenharia da UTFPR, descrito no referencial teórico e confirmado com as respostas de dez alunos no resultado da etapa 2. Desenvolver um trabalho voltado para a empresa cedente do estágio pode também ser considerado um facilitador para o processo de transferência de tecnologia. Como sugestão, esse trabalho propõe a criação de um repositório onde seja possível depositar todos os relatórios de estágios e os trabalhos de conclusão de curso dos cursos de engenharia, com o objetivo de proporcionar pesquisas aos futuros alunos. / This paper has the general objective of checking if the Mandatory Supervised Internships are potential generators of themes for Final Term Papers in engineering majors, with focus on technology transfer. The present study employed an applied research, exploratory and descriptive. The research data was collected from students enrolled in the class Final Term Papers II, in the Engineering Majors of UTFPR – Ponta Grossa Campus. For the data gathering, a semi-structured questionnaire with open questions was used. The paper is divided in stages and scenarios in order to facilitate the understanding of the results. Stage 1 describes how is the internship and final term paper situation according to the responses of the students participating in the research. This stage generated the scenario 1, representing the students who are performing the flow that best furthers the process for technology transfer in the researched majors, and the scenario 2, where the possibility of the internship influencing the choice of theme for the Final Term Paper, which is already underway, is almost null. Stage 2, Elaborated from the result of scenario 1, seeks to understand the reason why the internship did not generate the Final Term Paper theme. Stage 3, also elaborated from the result of scenario 1, approached the students, through a structured interview, with the purpose of getting to know the reason that led them to develop the Final Term Paper through the internship. This research finds that the relation between the internship and the Final Term Paper is minimal, presented by the result of scenario 1. One of the identified drawbacks is the possibility of the student being able to write the Final Term Paper before the internship, supported by the curriculum guidelines in the engineering majors of UTFPR, described in the theoretical framework and confirmed by the responses of ten students in the result of stage 2. Developing a paper focused on the company assigning the internship may also be considered a facilitator for the technology transfer process. The respondent R3 believes that it may be a differential for the intern as well as for the company. The student developed a project in which he had to study coding and understand how transmission equipment works. Adding to this Idea, the respondent R5 comments that, when developing a project for the company, the intern must show the obtained results and prove that these results can generate profits for the organization. As a suggestion, this paper proposes the creation of an archive where it would be possible to store all the internship reports and the Final Term Papers of the engineering majors, intending to provide researches for future students. As a suggestion for future papers, to participate in public defenses of internship reports as well as in Final Term Papers presentations, delimiting by major.

O presente estudo teve como linha de raciocínio o triângulo de sábato e os relatórios de estágio Curricular Supervisionado do Curso de Engenharia na Universidade como ferramenta de estudo a fim de verificar a possibilidade de este tornar-se um mecanismo de transferência de tecnologia. O objetivo geral dessa pesquisa foi verificar se os relatórios de Estágio Curricular Supervisionado dos Cursos de Engenharia estão sendo ou poderiam ser mecanismos de transferência de tecnologia. Acredita-se que a compilação, organização e divulgação de dados obtidos através dos relatórios podem provocar uma mudança de comportamento nos atores envolvidos no processo do Estágio Curricular Supervisionado. Neste trabalho optamos por uma pesquisa aplicada com abordagem qualitativa, pela relação dinâmica entre o mundo real e o subjetivo. A pesquisa foi documental (Relatórios de Estágio Curricular Supervisionado) dos Cursos de Engenharia da Universidade Tecnológica Federal do Paraná – Campus de Cornélio Procópio. Entrevistas com os professores supervisores dos estágios foram feitas a fim de identificar quesitos para o trabalho de orientação e supervisão de estágio profissional, pois tais relatórios poderiam viabilizar a interlocução entre as Instituições de Ensino e as Empresas. Sugere-se um novo olhar para o Estágio Curricular Supervisionado, e o relatório do mesmo, inovando-o, disponibilizando as informações e o conhecimento adquirido e transformando o período acadêmico à sociedade como um todo. / The present study has takeninto account the reasoning of Sábato triangle and reports from Supervised Training Curriculum of Engineering Course at the University as a study tool to verify the possibility of becoming a mechanism for technology transfer. The general objective of this research was to verify whether the Supervised Training Curriculum Reports of Engineering Courses have been or could be mechanisms for technology transfer. It is believed that the collection, organization and dissemination of data obtained through the reports may cause a change on the behavior of the actors involvedin the Supervised Training process. In order to achieve such a goal it was chosen an applied qualitative research approach by considering the dynamic relationship between the real world and the subjective one. The research was documentary (Supervised Training Curriculum Reports) from Engineering Courses of Federal Technological University of Paraná - Campus CornélioProcópio. Interviews with supervisors teachers have been made in order to identify requirements to the work of guidance and supervision of professional training since such reports could facilitate the dialogue between Education Institutions and Labor Market. It is suggested a new way of “seeing” theSupervised Training Curriculum and its reports by innovating and providing the acquired information and knowledge as well as adapting the academic period to society as a whole.

The journey towards becoming a counselling psychologist, in South Africa, includes the completion a 12 month internship. The internship year holds many challenges and demands for novice professionals and aims to assist them in making the transition from student to professional. This study aims to explore the subjective experiences of intern counselling psychologists and the critical incidents which assist them in making this transition. In addition, it aims to identify experiences impacting on the interns’ professional development and professional identity. Three registered counselling psychologists, who completed their internship at a South African university counselling centre within the last year, were recruited and participated in individual interviews. These interviews were semi-structured and followed the Critical Incident Technique method. Each interview was voice recorded and transcribed. The data collected was analysed using thematic content analysis. As the research design is qualitative, using a phenomenological approach, the focus is on presenting information-rich and detailed descriptions of participants “lived” experiences of their internship year. It attempts to understand significant incidents or events which influenced the participants’ professional and personal development as they navigate through this ambiguous period to become independent and ethical practitioners. Four predominant themes emerged from the data collected, which include a discussion pertaining to professional boundaries and limitations, learning within the internship environment, the effects of professional and personal support and, lastly, the transition from dependent to independent professional functioning.

This study examines the development of science identity and understanding of science inquiry among a sample of high school and college-aged students of color, a majority of whom were female, during a yearlong informal science research internship. Formal science settings often have structures that form barriers between students and science, by removing these structures, informal science settings transform the science process into a relevant learner-centered experience. Informal science education (ISE) programs have been commonly studied for simple affective outcomes. These programs have been shown to improve interest, confidence, and motivation in science in addition to improving general attitudes toward science. However, the outcomes of ISE programs on deeper affective outcomes such as identity have yet to be thoroughly explored. Additionally, research on the impact these programs have on cognitive growth and science inquiry development is extremely limited. With the importance of ISE programs becoming increasingly recognized, the need to develop a deeper understanding of the program impacts is imperative. Lastly, the impact these programs have on students of color is of keen interest as ISE programs show potential for combatting their persistent underrepresentation in science. Guided by Carlone and Johnson’s (2007) science identity framework, this study utilized a case-study approach, which included a mixed-methods data collection process. Observations and semi-structured interviews were used in conjunction with an open-response questionnaire and quantitative survey to analyze the interactions within the informal science setting more deeply. Findings showed that participants experienced a positive statistical change in their understanding of science inquiry and science identity. Qualitative analysis of the data revealed two over-arching themes of the research experience: (1) Students’ Self-Development; and (2) The Learning Environment. Lastly, structural implications, such as program duration and same-race mentorship, are discussed as methods for retaining students of color in science.