Yes / The Final Year Project is an integral part of an engineering degree programme. At the University of Bradford's School of Engineering, Design and Technology (SoEDT), the project spans two semesters and is worth 30 credits or the equivalent of 300 hours of work. A student works under the guidance of a supervisor on a particular topic that usually involves some experimental activity, and is required to apply a variety of personal and technical skills as part of the project process. At Bradford, the Final Year Engineering Project (FYEP) concludes with summative assessment, in terms of a technical report and poster presentation, both of which occur at the end of the second semester. For most students the FYEP represents a new way of working, while the nature of supervision can vary from hugely rewarding to very disappointing. There is possible scope for improving the FYEP experience, from the perspectives of supervisor and student, through the use of e-portfolio tools, which make use of the Web to provide the means for maintaining communication, monitoring progress and developing a student¿s skills portfolio. If e-portfolio tools are to be considered as a possible integral part of the FYEP process, then an appreciation of the current FYEP experience among students and supervisors must first be gained. In this paper, quantitative and qualitative results are presented based on face-to-face semi-structured interviews with academic supervisors and responses to on-line questionnaires from supervisors and final year engineering students at the SoEDT. The results provide an insight into the practices and techniques employed as part of the FYEP, and identify where training is needed to develop particular project skills. The results provide a basis for the development of an e-portfolio application that supports the FYEP experience, which is introduced to conclude the paper. / National HE STEM Programme

No / A literature review of published case studies reporting progress file implementation was conducted with the intent of discovering how this is being interpreted and implemented in higher education institutions. The three studies found were analysed using an ideal type categorization developed by Clegg and Bradley (2006), that is, professional, academic or employment. All three case studies are examples of academics learning through experience about the process of personal development planning and how this integrates with current educational provision. As this is not a static process, an activity theory perspective may be a more useful framework to research how this understanding develops in a particular context. Currently the progress file is a contested object, which has not yet fulfilled its potential to place the student and their individual learning needs at the centre of the educational process.

This thesis focuses on personal development. Describes the elements of personal development in terms of psychological, social and moral. It includes communication, assertivity and comprehensively defines the issue of the role of coaching in personal development. In the practical part of this thesis are described in details issues of personal development in the company OVB Allfinanz, a.s. The analysis is conducted by questionnaire survey. It contains results and a proposal for improving the state of personal development within the company.

Syftet med den här magisteruppsatsen är att få en bild av hur skolledare och lärare ser på kommunikationsformen medarbetarsamtalet, kopplat till skolutveckling, i den svenska gymnasieskolan. Uppsatsen följer en fenomenologisk forskningsansats, i vilken en etnografisk modell med åtta kvalitativa intervjuer av tre skolledare och fem lärare på två gymnasieskolor setts som en fallstudie. Materialet har analyserats med hjälp av en narrativ metod och kritisk diskursanalys (CDA) och resultatet visar att skolledare och lärare talar om skolutveckling på disparata sätt i medarbetarsamtalet men också att förberedelser och feedback på medarbetarsamtalet skiljer sig åt och upplevelsen av medarbetarsamtalet är därför att det inte påverkar skolutvecklingen på de två gymnasieskolorna. / The purpose of this essay is to get a picture of how school principals and teachers look upon the particular communication that is known as discussions about personal development and the connection with school development at upper secondary school in Sweden. The essay follows a phenomenological research concept, in which eight qualitative research interviews within an ethnographical model have been obtained with three school principals and five teachers, as a case study. The data has been analyzed by a narrative method and Critical Discourse Analysis (CDA) and shows that school principals and teachers talk about school development in different ways in their discussions about personal development, but also that preparations and feedback on the discussions differ. Discussions about personal development therefore have no impact on school development, according to the participants in this study.

This study focuses on volunteers within the non-profit organization ‘WWOOF’ World Wide Opportunities on Organic Farming, which provides individuals the opportunity to experience a sustainable organic farming through volunteering.  As sustainability needs to be more valued within society and as individuals are seen to develop similar values from their social surrounding, the study examines how being a volunteer on a WWOOF farm influences the volunteer’s personal development. The material findings of 20 semi-structured interviews from previous WWOOF volunteers were collected and indicated four main outcomes: increased environmental awareness, community awareness, a sustainable lifestyle and personal growth among the volunteers. The outcomes are discussed in relation to the following main theories and concepts: sustainable worldview theory, symbolic interactionism, social identity theory, the Third Space and narrative identity theory. The sustainable societal values achieved among the volunteers indicated that being a volunteer on a WWOOF farm, can contribute to improve the global community

Syftet med min studie var att undersöka hur elever i årskurs 7 upplever att utvecklingssamtal och dess förberedelser är en del i deras lärandeprocess, om uteblivna skriftliga omdömen påverkat lärprocessen, samt vilka likheter och skillnader det finns mellan elevledda jämfört med lärarledda utvecklingssamtal. Med en enkätundersökning jämfördes attityder hos elever från två olika skolor; Tätortsskolan som använde skriftliga omdömen och lärarledda utvecklingssamtal och Storstadsskolan utan skriftliga omdömen och med elevledda utvecklingssamtal. Mina resultat visar: Att större andel av eleverna som fått skriftliga omdömen anser att de fått information om hur de ligger till i de olika ämnena. Att skriftliga omdömen är mindre bra på att kommunicera till elever hur de ska göra för att utvecklas. Att en stor del av elever med lägre betyg inte förbereder sig inför elevledda utvecklingssamtal och är svåra att engagera i sin lärprocess. Att det är stor skillnad på elevledda respektive lärarledda samtal beträffande vem eleverna tycker pratar mest, men det är inga signifikanta skillnader i hur de olika typerna av samtal bidrar till elevernas lärprocess. / The main goal of my study was to investigate how pupils in lower secondary school appreciate parent-teacher conferences with preparations as part of their learning process. The main issues were how written assessments affect the parent-teacher conferences and how pupils value teacher-led parent-teacher conferences compared to student-led parent-teacher conferences. A written survey-investigation was used in order to compare the attitudes of pupils from two different schools. One school used written assessments and teacher-led conferences; the other school did not use written assessments and had student-led conferences. My findings show: That a bigger part of the pupils receiving written assessments think that they are informed about their knowledge levels in relation to the requirements. That written assessments are not optimal to communicate to pupils how to improve their work. That a major part of pupils with lower grades did not prepare themselves for the student-led conferences and thus were difficult to involve in this type of learning. That the pupils in student-led conferences are more involved in the conversations but that there were no significant differences between the different types of conferences in the perspective of their learning processes.

This thesis investigates the impacts of introducing creative experiences in a rigid organization. Based on the methodology suggested by Strauss and Corbin (1998) I have conducted a qualitative study through 8 semi-structured interviews of heterogeneous profiles in an organization where I worked for two years as an apprentice. Specific creative experiences were introduced in order to improve the internal communication, facilitate an organizational change transition and sustain a better social climate. I aimed at understanding the impacts resulting from experiencing such activities both at an individual and organizational level. My findings reveal three positive categories (well-being, corporate affiliation and organizational change facilitation) and three negative categories (individual irritations and a lack of coherence with the corporate identity). I conclude my work with the possible reasons justifying unexpected negative results, stating that trustworthy leadership and the corporate culture are essential when introducing such collaborative activities. My thesis might contribute to the discussions of creative problem solving for the sake of communication and values-added resulting from creative interventions in organizations.

In this thesis I ́m trying to to find out whether we need to make our art into a product and I am using myself and my career as an example of a product. I wanted to use the word “product” in a positive way and inspire people to think about music management and personal branding as something they could use as a tool when working with something creative. I ́m writing about my own journey as a folk musician and solo artist and wish to turn something personal into something common and shared. ! I approached my research question “How much of a product would you have to be in order to be a successful artist at the Nordic folk music scene?” from three angels. Firstly, I ́ve gathered information that I have from my years as a freelance musician. Secondly, I interviewed a few professionals, and finally I read a lot of material and wrote about the basics of music business and working life of a folk musician in the Nordic countries. My theory is that we ́re all selling a product when selling our music and playing for money, that is why we need to know this product, love and respect it and have a need to share it. I believe that finding your artistic me is a spiritual journey and when you start searching for your “core” you ́ll become a better musician since you ́re getting better in recognising and handling your own emotions. I ́m trying to diminish the polarisation between music business and being a genuine artist. I believe that knowing your core gives you power to work better in the field which is continually changing and demands a lot. This spiritual journey into yourself is also an artistic journey and I see personal branding as a fun and inspirational tool for anyone who wants to get to know oneself and build a personal brand which is true, likeable and also selling. / <p>Master konsert: ILMOI; medverkande Anna Fält, Joonas Ojajärvi, Jenni Venäläinen</p>

Notre travail de recherche présente une étude des rapports père/enfant, ayant comme cible le développement psychosocial du sujet. Nous retenons l’approche qui attribue à la famille un rôle prépondérant dans le processus de développement personnel de tous les sujets psychologiques. Ce sont analysées les caractéristiques et les conséquences de la relation entre un père et son enfant (en termes quantitatifs et qualitatifs), ainsi comme s’identifie un ensemble des caractéristiques que les enfants associent au rôle du père. Nous avons utilisé une méthodologie mixte qui consiste en une analyse cognitive (à partir de la réalisation d’un « Pré-étude » et d’un « Questionnaire des rapports père/enfant ») et en une analyse clinique (de par la réalisation d’études de cas) vis-à-vis de la population Portugaise en tant que base de référence. L’analyse des donnés cognitives et cliniques révèlent que la qualité, la quantité des rapports et le fait que père et enfant habitent ensemble constituent des facteurs essentiels au niveau de la dynamique relationnel père/enfant, et confirment que le père biologique assume une importance décisive pendant la vie de son enfant. / Our research introduces a study on father/child relationship, having as objective the psychosocial development of the subject. We adopt the approach which allots to the family a paramount role in the personal development process of all the psychological subjects. It is analyzed the characteristics and the consequences of the relation between a father and his child (in quantitative and qualitative terms), thus as is identified a whole of the characteristics which the children associate with the role of the father. We used a mixed methodology which consists of a cognitive analysis (through the accomplishment of a “Pilot-study” and a “Questionnaire of father/child relationship”) and of a clinical analysis (through the accomplishment of case studies) having the Portuguese population as a reference index. The analysis of given cognitive and clinical data reveals that the quality, the quantity of father/child relationship and the fact that father and child live together constitute crucial factors on the father/child relational dynamic, and confirms that the biological father assumes a decisive importance during the life of his child.

Made available in DSpace on 2016-04-04T18:27:22Z (GMT). No. of bitstreams: 1 THAIS ANTUNES.pdf: 427113 bytes, checksum: d1f598d1e920e59696fe46b0f0c6f195 (MD5) Previous issue date: 2005-11-24 / The Psychology of Religion within the area of Human Sciences aims at studying the psychological aspects related to human religious experience. It does not seek to define religious behaviour but how the meanings of such behaviour take place inside the psychological structure. Psychologically speaking, religion can either trigger or block human development. For a science that seeks to understand man as a whole, to exclude the religious dimension of the human being from the psychological thinking is not to evaluate and understand the real influence of the religious development in mental functioning, in health and in psychological treatment. In this aspect, the aim of this study was to analyse phenomenologically the religious experience of Catholics in their relationship with personal development. For this, a qualitative approach was used, and, through statements collected in non-directive active interviews, phenomological analyses were made. Four people over 18 were interviewed. They were indicated by religious leaders and considered by them practicing Catholics . The result of the study showed that the participants religious experience is related to personal development. Such a relationship occurs in subjective and specific changes that resulted into the change of the behaviour of the subjects, who reported an improvement in life quality. Thus, we can understand that the religious experience gave these subjects a personal development. / A tarefa da Psicologia da Religi?o no ?mbito das ci?ncias humanas ? estudar os aspectos psicol?gicos relacionados ? experi?ncia religiosa humana Ela n?o procura definir o que ? a conduta religiosa, mas sim como os significados desta conduta se d?o no interior da estrutura psicol?gica. Psicologicamente, a religi?o pode ser uma mola propulsora ou bloqueadora do desenvolvimento humano. Para uma ci?ncia que procura entender o homem na sua totalidade, excluir do pensar psicol?gico a dimens?o religiosa do ser humano, ? deixar de avaliar e entender a real influ?ncia do desenvolvimento religioso no funcionamento mental, na sa?de e no tratamento psicol?gico. Neste sentido, o objetivo deste trabalho foi analisar, fenomenologicamente, a experi?ncia religiosa de cat?licos em sua rela??o com o desenvolvimento pessoal. Para isso, foi utilizada uma abordagem qualitativa e, atrav?s de depoimentos colhidos em entrevistas n?o diretivas ativas, realizou-se an?lises fenomenol?gicas. Foram entrevistadas quatro pessoas, maiores de 18 anos, indicadas por l?deres religiosos e consideradas, por estes l?deres, cat?licas praticantes envolvidas . O resultado deste estudo mostrou que a experi?ncia religiosa dos participantes est? relacionada com o desenvolvimento pessoal. Esta rela??o ocorre num sentido de mudan?as subjetivas, particulares e singulares que trouxeram como conseq??ncia, mudan?as no comportamento dos entrevistados, os quais relataram sentir uma melhora na qualidade de vida. Dessa maneira, podemos entender que a experi?ncia religiosa proporcionou, para estes sujeitos, crescimento pessoal.