Dans le contexte de la mondialisation et de l’économie de la connaissance, l’industrie pharmaceutique mondiale se trouve devant l’impératif de renouveler sa stratégie. Parallèlement, en tant qu’acteur du système de santé publique, son impact dépasse largement son rôle économique pour contribuer aux progrès sociétaux. Face aux fléaux des maladies tropicales négligées (MTN), l’industrie pharmaceutique est questionnée sur sa responsabilité vis-à-vis du manque d’accès aux médicaments dans les pays du sud. L’engagement actif des multinationales pharmaceutiques, depuis l’an 2000, dans la recherche et développement (R&D) de nouveaux médicaments pour combattre les MTN, témoigne de leur volonté de répondre aux demandes légitimes de la société. L’objectif de la thèse est d’étudier l’investissement dans la R&D pour les MTN comme un des nouveaux choix stratégiques des leaders pharmaceutiques. Nous montrons que cet engagement des multinationales pharmaceutiques dépasse le cadre de la philanthropie pour constituer une stratégie de création de « valeurs partagées » pour l’entreprise et pour la société. / In the context of globalization and of knowledge economy, the global pharmaceutical industry is faced with the need to renew its strategy. Meanwhile, as an actor in the public health system, its impact goes far beyond its economic role to contribute to societal progress. Faced with the scourge of neglected tropical diseases (NTDs), the pharmaceutical industry is questioned about his responsibility vis-à-vis access problems to medicines in southern countries. Since 2000, multinational pharmaceutical companies’ active involvement in new drug research and development (R&D) projects of to combat NTDs reflects their desire to meet the legitimate demands of society. This thesis aims to study R&D investment for NTDs as a new strategic choice of pharmaceutical multinational companies. We show that this commitment goes beyond the philanthropy scope to build a strategy to create "shared values" for business and for society.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 13, 2009). PDF text: v, 203 p. : col. ill. ; 2 Mb. UMI publication number: AAT 3358956. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains xv, 234 p. Includes bibliographical references.

This study examined instructional coaching and other variables on student achievement as perceived by teachers. The independent variables in the study were teacher efficacy, coaching individual teachers, coaching groups of teachers, instructional strategies, teacher-coach interpersonal relationships and teacher demographics. The dependent variable was student achievement. A quantitative survey was given to all third through fifth grade teachers of students participating in free, academic-based, elementary level classrooms in a large Atlanta metropolitan public school district. The three selected schools were Title I schools with over 85% student eligibility for free or reduced lunch and 92% minority student enrollment. Twenty-eight teachers responded to the coaching questionnaire. The results of the study indicated that there was a statistically significant relationship between teachers receiving individualized professional development and student achievement. A regression analysis found that the most impacting variables on student achievement in reading were ethnicity, teacher efficacy, individualized professional development and class size. A regression analysis was used to further determine which independent variables had the strongest impact on student achievement in English language arts. The regression showed that the strongest impacting variables again were ethnicity, teacher efficacy, individualized professional development and class size. Based on the results of the study, it is recommended that the district should provide more individualized professional development in the classroom and additional coaches are needed in order to spend significant amount of time to perform instructional strategies with teachers. To improve teacher efficacy in the classroom, the system needs to strengthen their professional development by providing the kind of instructional strategies that was used in this study. In order to meet the diverse needs of students and increase student achievement, it is recommended that the High Definition Lesson Planning Model and the Observation-Based Instructional Assessment (OBIA) be implemented. In order for a coaching program to remain effective, district officials and building level administrators need to provide clear, explicit, and consistent support. Finally, this study, showed that interpersonal relationships played a significant role in teacher perceptions of a coaches' effectiveness. Therefore, before hiring a coach the school should seek one that can balance a pleasant disposition with professional expertise.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.A.)--Brock University, 2005. / Includes bibliographical references (leaves 237-251). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.A.)--Brock University, 2005. / Includes bibliographical references (leaves 237-251)

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