Nemokumas bendrai suprantamas kaip finansinio arba turto balanso nepakankamumas t. y. kaip negalėjimas susimokėti skolų suėjus jų grąžinimo terminui ir/arba kai skolininko įsipareigojimai viršija visą jo turimą turtą. Nors nemokumas yra be galo dažnai vartojama kategorija, tiek Lietuvos, tiek daugelio užsienio valstybių teisėje nėra įtvirtintos vienareikšmės nemokumo sampratos. Toks vieningos nemokumo sampratos nebuvimas lemia teisinį neaiškumą bei komplikuoja subjektų susiduriančių su finansiniais sunkumais padėtį. Šiame magistro darbe analizuojama nemokumo instituto samprata Lietuvos bei užsienio valstybių teisėje. Pirmiausia nemokumas analizuojamas kaip bendrinė ir teisinė kategorija. Aptariama nemokumo sampratos istorija, nemokumui būdingi bruožai, įvardijami nemokumo ir panašių teisinių santykių, tame tarpe ir bankroto skirtumai. Antroje dalyje analizuojama nemokumo kaip pagrindo nemokumo procedūroms pradėti samprata Lietuvos teisėje. Trečioje darbo dalyje lyginami atskirų užsienio valstybių nemokumo sampratos teisiniai aspektai. Galiausiai suformuluojamos pagrindinės darbo išvados bei pateikiami siūlymai kaip būtų galima pagerinti esamą nemokumo sampratos teisinį reguliavimą bei išspręsti iš jo kylančias praktines problemas. / Insolvency is generally defined as a cash flow or balance sheet insufficiency, i.e. inability to pay one’s debts as they fall due and/or when liabilities exceed debts. Even though the term of insolvency is used very often in the law of Lithuania and other countries, there is no unanimous understanding of this notion. This results in legal uncertainty and severely complicates situation of those who are facing financial difficulties. The notion of insolvency in the legal system of Lithuania and other countries is analyzed in this master thesis. Firstly, the notion of insolvency is analyzed as an appellative and legal category. In this part the history of insolvency, main features, differences from similar notions including bankruptcy are discussed. In the second part of the thesis, notion of insolvency as a legal basis for insolvency procedures in Lithuania is analyzed. In the third part, legal aspects of the notion of insolvency in different countries are compared. Finally, conclusions and suggestions are formulated aiming to improve the existing situation and provide guidelines for solving practical problems.

The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was to determine the perceived incidence of sexual harassment of academic staff at higher education institutions in South Africa, as well as their awareness of the policies dealing with sexual harassment. The sufficiency of the grievance procedures designed to deal with complaints of sexual harassment was also evaluated. A cross-sectional survey design was used to reach the research objectives. The Sexual Harassment Questionnaire (SHQ) was randomly distributed amongst a sample of 710 academic staff members from 10 higher education institutions in South Africa. A response rate of 22,8 percent (n = 162) was achieved. The statistical analysis was carried out using the SPSS 15.0 program (SPSS 2007), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, /-tests, analysis of variance, correlation coefficients and multiple regression analysis. Article 1 focuses on the perceived incidence of sexual harassment. In this article, five categories of sexual harassment were used as indicators of the incidence thereof, namely verbal, non-verbal, physical, gender and quid pro quo harassment. A statistically significant correlation coefficient with a large effect was found between verbal and non-verbal harassment. A practically significant correlation of a medium effect was also found between physical, verbal, non-verbal and quid pro quo harassment and sexism, as well as between the control item of sexual harassment and physical, verbal, non-verbal and quid pro quo harassment. Analyses of variance were performed on the different demographic groups using various variables and the findings indicate no practically significant effect of gender, age, population group or years of service on sexual harassment. In Article 2, the awareness of sexual harassment policies and procedures were determined. Various aspects of policies were investigated, such as content, development, types and implementation. The results show that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective. In addition, few academic staff members receive training/guidance on the utilisation of these policies. Significant correlation coefficients were found between the elements of an effective policy and between population groups and some of the elements. Article 3 reports on findings regarding the sufficiency of grievance procedures in dealing with complaints of sexual harassment. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure. / Thesis (Ph.D. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2010.

The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was to determine the perceived incidence of sexual harassment of academic staff at higher education institutions in South Africa, as well as their awareness of the policies dealing with sexual harassment. The sufficiency of the grievance procedures designed to deal with complaints of sexual harassment was also evaluated. A cross-sectional survey design was used to reach the research objectives. The Sexual Harassment Questionnaire (SHQ) was randomly distributed amongst a sample of 710 academic staff members from 10 higher education institutions in South Africa. A response rate of 22,8 percent (n = 162) was achieved. The statistical analysis was carried out using the SPSS 15.0 program (SPSS 2007), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, /-tests, analysis of variance, correlation coefficients and multiple regression analysis. Article 1 focuses on the perceived incidence of sexual harassment. In this article, five categories of sexual harassment were used as indicators of the incidence thereof, namely verbal, non-verbal, physical, gender and quid pro quo harassment. A statistically significant correlation coefficient with a large effect was found between verbal and non-verbal harassment. A practically significant correlation of a medium effect was also found between physical, verbal, non-verbal and quid pro quo harassment and sexism, as well as between the control item of sexual harassment and physical, verbal, non-verbal and quid pro quo harassment. Analyses of variance were performed on the different demographic groups using various variables and the findings indicate no practically significant effect of gender, age, population group or years of service on sexual harassment. In Article 2, the awareness of sexual harassment policies and procedures were determined. Various aspects of policies were investigated, such as content, development, types and implementation. The results show that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective. In addition, few academic staff members receive training/guidance on the utilisation of these policies. Significant correlation coefficients were found between the elements of an effective policy and between population groups and some of the elements. Article 3 reports on findings regarding the sufficiency of grievance procedures in dealing with complaints of sexual harassment. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure. / Thesis (Ph.D. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2010.

Na aviação, os procedimentos para situações anormais e de emergência, geralmente organizados em checklists compilados no Quick Reference Handbook (QRH), são elaborados e revisados como mecanismos de controle organizacional. Esta abordagem, no entanto, tem mostrado limitações em servir como solução para todos os tipos de situações, principalmente para problemas não estruturados. Neste cenário, o conceito ‘procedimentos como recursos para a ação’ tem sido visto como uma abordagem alternativa, embora tenha sido desenvolvida apenas de forma incipiente. Assim, o objetivo geral desta tese foi propor um protocolo para revisão dos procedimentos disponíveis em cockpits de aviões comerciais como apoio aos pilotos durante a gestão de anomalia. Para atingir o objetivo, a pesquisa adotou a Design Science Research e foi dividida em quatro etapas: compressão do problema, sugestão e desenvolvimento, avaliação e conclusão. Um estudo etnográfico cognitivo conduzido em uma companhia aérea brasileira propiciou melhor entendimento do problema por meio de observações participantes, entrevistas retrospectivas, entrevistas em grupo, dados secundários e documentos técnicos. Os resultados mostraram como fatores contextuais fora do escopo do QRH geraram demandas extras e requereram estratégias de adaptação dos sistemas cognitivos correlacionados. Fragmentos do QRH e de recursos adicionais foram intercalados para apoiar essas estratégias. As sugestões de melhorias envolveram a reorganização do QRH, dos checklists e dos recursos adicionais, a fim de melhor apoiar o reconhecimento de anomalias, o diagnóstico de problemas e o curso de ação. As sete etapas do protocolo foram desenvolvidas com base nos princípios teóricos e empíricos derivados do estudo e, em seguida, o protocolo foi avaliado de acordo com cinco critérios. Enquanto o artefato teve um bom desempenho em dois critérios, três deles revelaram a necessidade de ajustes, que podem ser superados com novas aplicações em diferentes contextos. Em conclusão, o estudo atingiu os objetivos geral e específicos, contribuiu para a classe de problemas ao operacionalizar o conceito ‘procedimentos como recursos para a ação’ e contribuiu para solucionar o problema prático ao proporcionar um artefato para ajudar as companhias aéreas a revisar seus procedimentos e outros recursos de modo a melhor apoiar os pilotos na gestão de anomalias. / In aviation, procedures for abnormal and emergency situations, generally organized in checklists compiled in the Quick Reference Handbook (QRH), are designed and redesigned as mechanisms of organizational control. This approach, however, has shown some drawbacks as a solution for any situation, specially for unstructured problems. In this scenario, the concept ‘procedures and resources for action’ has been seen as an alternative approach, although it has been incipiently developed. Thus, the general objective of this thesis was to propose a protocol for redesigning the procedures available in commercial aircraft cockpits as means of supporting pilots during anomaly management. To achieve the objective, the research adopted the Design Science Research approach and was divided into four stages: awareness of the problem, suggestion and development, evaluation and conclusion. A cognitive ethnographic study conducted in a Brazilian airline provided better understanding of the problem through participant observations, retrospective interviews, group interviews, secondary data and technical documents as sources of data. The results showed how contextual factors beyond the QRH scope generated extra demands and required adaptive strategies from the joint cognitive systems. Fragments from the QRH and from additional resources were interleaved to support these strategies. The design implications involved the reorganization of the QRH, the checklist and the additional resources in order to better support the anomaly recognition, the problem diagnosis and the course of action. The seven steps of the protocol were developed based on the theoretical and empirical principles derived from the study and, then, the protocol was evaluated according to five criteria. While the artefact performed well in two criteria, in three of them revealed opportunities of improvement, which can be overcame with more applications in different settings. In conclusion, the study achieved general and specifics objectives, contributed to the class of problems by operationalizing the concept ‘procedures as resources for action’ and contributed to solve the practical problem by providing an artefact that help airlines to redesign procedures and other resources in order to better support pilots during anomaly management.

Na aviação, os procedimentos para situações anormais e de emergência, geralmente organizados em checklists compilados no Quick Reference Handbook (QRH), são elaborados e revisados como mecanismos de controle organizacional. Esta abordagem, no entanto, tem mostrado limitações em servir como solução para todos os tipos de situações, principalmente para problemas não estruturados. Neste cenário, o conceito ‘procedimentos como recursos para a ação’ tem sido visto como uma abordagem alternativa, embora tenha sido desenvolvida apenas de forma incipiente. Assim, o objetivo geral desta tese foi propor um protocolo para revisão dos procedimentos disponíveis em cockpits de aviões comerciais como apoio aos pilotos durante a gestão de anomalia. Para atingir o objetivo, a pesquisa adotou a Design Science Research e foi dividida em quatro etapas: compressão do problema, sugestão e desenvolvimento, avaliação e conclusão. Um estudo etnográfico cognitivo conduzido em uma companhia aérea brasileira propiciou melhor entendimento do problema por meio de observações participantes, entrevistas retrospectivas, entrevistas em grupo, dados secundários e documentos técnicos. Os resultados mostraram como fatores contextuais fora do escopo do QRH geraram demandas extras e requereram estratégias de adaptação dos sistemas cognitivos correlacionados. Fragmentos do QRH e de recursos adicionais foram intercalados para apoiar essas estratégias. As sugestões de melhorias envolveram a reorganização do QRH, dos checklists e dos recursos adicionais, a fim de melhor apoiar o reconhecimento de anomalias, o diagnóstico de problemas e o curso de ação. As sete etapas do protocolo foram desenvolvidas com base nos princípios teóricos e empíricos derivados do estudo e, em seguida, o protocolo foi avaliado de acordo com cinco critérios. Enquanto o artefato teve um bom desempenho em dois critérios, três deles revelaram a necessidade de ajustes, que podem ser superados com novas aplicações em diferentes contextos. Em conclusão, o estudo atingiu os objetivos geral e específicos, contribuiu para a classe de problemas ao operacionalizar o conceito ‘procedimentos como recursos para a ação’ e contribuiu para solucionar o problema prático ao proporcionar um artefato para ajudar as companhias aéreas a revisar seus procedimentos e outros recursos de modo a melhor apoiar os pilotos na gestão de anomalias. / In aviation, procedures for abnormal and emergency situations, generally organized in checklists compiled in the Quick Reference Handbook (QRH), are designed and redesigned as mechanisms of organizational control. This approach, however, has shown some drawbacks as a solution for any situation, specially for unstructured problems. In this scenario, the concept ‘procedures and resources for action’ has been seen as an alternative approach, although it has been incipiently developed. Thus, the general objective of this thesis was to propose a protocol for redesigning the procedures available in commercial aircraft cockpits as means of supporting pilots during anomaly management. To achieve the objective, the research adopted the Design Science Research approach and was divided into four stages: awareness of the problem, suggestion and development, evaluation and conclusion. A cognitive ethnographic study conducted in a Brazilian airline provided better understanding of the problem through participant observations, retrospective interviews, group interviews, secondary data and technical documents as sources of data. The results showed how contextual factors beyond the QRH scope generated extra demands and required adaptive strategies from the joint cognitive systems. Fragments from the QRH and from additional resources were interleaved to support these strategies. The design implications involved the reorganization of the QRH, the checklist and the additional resources in order to better support the anomaly recognition, the problem diagnosis and the course of action. The seven steps of the protocol were developed based on the theoretical and empirical principles derived from the study and, then, the protocol was evaluated according to five criteria. While the artefact performed well in two criteria, in three of them revealed opportunities of improvement, which can be overcame with more applications in different settings. In conclusion, the study achieved general and specifics objectives, contributed to the class of problems by operationalizing the concept ‘procedures as resources for action’ and contributed to solve the practical problem by providing an artefact that help airlines to redesign procedures and other resources in order to better support pilots during anomaly management.

The field view is an identification procedure that was recently acknowledged in a national report assessing eyewitness identifications. However, the field view has not been empirically examined to date. In fact, very little is known regarding the effectiveness of the procedure. Because it is an exploratory procedure - used by police when they do not have a suspect in mind - it is important to determine how the field view fares in comparison to the traditional procedures such as lineups and showups, whereby police do have a suspect. Using a controlled, lab-based methodology, Study 1 examined correct and false identifications elicited from the field view procedure and whether filler similarity affects identification accuracy. Results revealed that the exploratory field view can be a harmful procedure, particularly when the perpetrator is not present in the location, as it produced significantly more false identifications (36%) than both the lineup (13%) and showup (5%) procedures. The reason for this alarmingly high rate of mistaken identifications is that in an exploratory procedure, there is not an a priori suspect, and thus, nobody in the location is known to be innocent, as fillers are in a lineup. Because of this, anyone identified would come under suspicion. A second study further examined whether the field view may be an acceptable identification procedure under a different circumstance, namely, when police do have a suspect. Study 2 used a more ecologically valid methodology to examine the hypothesis that this confirmatory field view procedure may fare superior to the showup under the condition that the field view is administered by someone who is blind to the identity of the suspect. Contrary to our predictions, however, all three procedures (i.e., field view with non-blind administration; field view with blind administration; showup) produced comparable correct and false identification rates. Overall, results indicate that a field view may be a viable procedure when it is used as a confirmatory procedure and includes fillers similar to the suspect. More research is needed to determine under what conditions exploratory procedures may be acceptable.

In this thesis I'm focusing on current world trends in the field of quality management in industrial production and services. Further I'm applying introduction of ISO standards in a concrete building company and I'm evaluating its efficiency. The thesis also offers a "manual" for introduction of ISO standards.

The central theme of this thesis is the construction of simultaneous confidence regions (SCR) corresponding to stepwise multiple comparison procedures (MCP). The first chapter is devoted to the theory of multiple comparisons, including the class of closed testing procedures which contains every MCP that strongly con- trols the familywise error rate. The second chapter is concerned with the gene- ral principle of construction of SCR corresponding to closed testing procedures. These general results are used in the third and the forth chapter for deriving the SCR corresponding to a subclass of closed testing procedures which are based on weighted Bonferroni tests. The SCR corresponding to the Holm, the Holm(W), the fixed-sequence and the fallback MCP are derived explicitly. The theoretical results are numerically illustrated on a bioequivalence study. In the fifth chapter we briefly discuss the SCR corresponding to the Hommel, the Hochberg and the step-down Dunnett MCP.

Made available in DSpace on 2016-07-27T14:19:52Z (GMT). No. of bitstreams: 1 Maria Aparecida Suma Pedrosa Carneiro.pdf: 482821 bytes, checksum: 27bddfbd076a170d6731793b28434434 (MD5) Previous issue date: 2005-04-15 / Considering the previous history of success of the use of procedures based on the Behavioral Approach in the work with children with developmental disabilities, some procedures of this theoretical approach were combined with techniques of speech therapy to make it possible the acquisition of mands abilities by two children, 5 and 7 years old with specific language delay. In the intervention were used procedures of Positive Reinforcement, Shaping, Modeling and Fading. Of the speech therapy techniques, the most frequently used were those of Phonetic Placement that included point demonstration and articulating forms of the phonemes that were part of the trained mands. The study was implemented in two phases, Intervention I and Intervention II, and in two settings: clinical setting and residential setting. The first phase of the intervention was conducted only in the clinical setting with the intervention of the researcher as therapist. In this phase, the parents did not have an active participation. The second phase of the intervention was conducted in the clinic as well in the children s residence with the participation of the therapist and of the parents as co-therapists. The parents began to watch the therapist in action in the clinical setting and in their residences. The therapist had the opportunity to observe the parents in action as well. They received orientation about how to encourage and reinforce the children in all settings they attended to, to favor the acquisition and the development of language. The two children s performance was measured in terms of frequency of occurrence of mands present in the verbalizations registered during four weekly sessions of 30 minutes each. The results show efficiency of the procedures used in both phases of intervention. In the second phase, the results were even more evident, suggesting that parents participation as co-therapists resulted in an acceleration of the therapeutic process. / Considerando-se a história prévia de sucesso do uso de procedimentos baseados na Abordagem Comportamental no trabalho com crianças com atraso no desenvolvimento, alguns procedimentos dessa abordagem teórica foram combinados com técnicas fonoaudiológicas para tornar possível a aquisição de habilidades de mando por duas crianças, de 5 e 7 anos de idade, com atraso específico de linguagem. Na intervenção foram utilizados procedimentos de Reforçamento Positivo, Modelagem, Modelação e Esmaecimento. Das técnicas fonoaudiológicas, as mais frequentemente usadas foram as de Colocação Fonética que incluem demonstração de ponto e modo articulatório dos fonemas que faziam parte dos mandos treinados. O estudo foi implementado em duas fases, Intervenção I e Intervenção II, e em dois ambientes: ambiente clínico e ambiente residencial. A primeira fase da intervenção foi conduzido somente no ambiente clínico com a intervenção da pesquisadora como terapeuta. Nessa fase os pais não tiveram uma participação ativa. A segunda fase de intervenção foi conduzida tanto na clínica quanto nas residências das crianças com a participação da terapeuta e dos pais como co-terapêutas. Os pais passaram a assistir a terapeuta em ação no ambiente clínico e em suas residências. A terapeuta também teve a oportunidade de observar os pais em ação. Eles receberam orientações sobre como estimular e reforçar a criança em todos os ambientes freqüentados por elas para favorecer a aquisição e o desenvolvimento da linguagem. O desempenho das duas crianças foi medido em termos de freqüência de ocorrência de mandos presentes nas verbalizações registradas durante quatro sessões semanais de 30 minutos cada. Os resultados mostram eficácia dos procedimentos utilizados nas duas fases de intervenção. Na segunda etapa, os resultados foram ainda mais evidentes, sugerindo que a participação dos pais como co-terapêutas resulta na aceleração do processo terapêutico.

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SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 1" /> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision" /> <w:LsdException Locked="false" Priority="34" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="List Paragraph" /> <w:LsdException Locked="false" Priority="29" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Quote" /> <w:LsdException Locked="false" Priority="30" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Quote" /> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 1" /> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1" /> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1" /> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1" /> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 1" /> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 1" /> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 1" /> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 1" /> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 2" /> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 2" /> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 2" /> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2" /> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2" /> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 2" /> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 2" /> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2" /> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2" /> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2" /> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 2" /> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 2" /> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 2" /> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 2" /> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 3" /> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 3" /> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 3" /> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3" /> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3" /> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 3" /> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 3" /> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3" /> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3" /> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3" /> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 3" /> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 3" /> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 3" /> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 3" /> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 4" /> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 4" /> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 4" /> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4" /> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4" /> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 4" /> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 4" /> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4" /> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4" /> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4" /> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 4" /> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 4" /> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 4" /> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 4" /> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 5" /> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 5" /> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 5" /> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5" /> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5" /> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 5" /> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 5" /> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5" /> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5" /> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5" /> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 5" /> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 5" /> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 5" /> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 5" /> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 6" /> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 6" /> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 6" /> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6" /> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6" /> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 6" /> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 6" /> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6" /> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6" /> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6" /> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 6" /> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 6" /> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 6" /> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 6" /> <w:LsdException Locked="false" Priority="19" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis" /> <w:LsdException Locked="false" Priority="21" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis" /> <w:LsdException Locked="false" Priority="31" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference" /> <w:LsdException Locked="false" Priority="32" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Reference" /> <w:LsdException Locked="false" Priority="33" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Book Title" /> <w:LsdException Locked="false" Priority="37" Name="Bibliography" /> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading" /> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal" / mso-tstyle-rowband-size:0 / mso-tstyle-colband-size:0 / mso-style-noshow:yes / mso-style-priority:99 / mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>