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An empirical study of the impact of two antipatterns on program comprehensionAbbes, Marwen 11 1900 (has links)
No description available.
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Vérification formelle de programmes de génération de données structurées / Formal verification of structured data generation programsGenestier, Richard 01 December 2016 (has links)
Le problème général de la preuve de propriétés de programmes impératifs est indécidable. Pour deslangages de programmation et de propriétés plus restrictifs, des sous-problèmes décidables sontconnus. En pratique, grâce à des heuristiques, les outils de preuve de programmes automatisent despreuves qui sortent du cadre théorique de ces sous-problèmes décidables connus. Nous illustronscette réussite pratique en construisant un catalogue de preuves, pour des programmes et despropriétés de nature similaire et de complexité croissante. Ces programmes sont principalementdes générateurs de cartes combinatoires.Ainsi, ce travail contribue aux domaines de recherche de la combinatoire énumérative et dugénie logiciel. Nous distribuons une bibliothèque C de générateurs exhaustifs bornés de tableauxstructurés, formellement spécifiés en ACSL et vérifiés avec le greffon WP de la plateforme d’analyseFrama-C. Nous proposons également une méthodologie de test qui facilite la preuve interactive enCoq, une étude formelle des cartes originale, et de nouveaux résultats en combinatoire énumérative. / The general problem of proving properties of imperative programs is undecidable. Some subproblems– restricting the languages of programs and properties – are known to be decidable. Inpractice, thanks to heuristics, program proving tools sometimes automate proofs for programs andproperties living outside of the theoretical framework of known decidability results. We illustrate thisfact by building a catalog of proofs, for similar programs and properties of increasing complexity. Mostof these programs are combinatorial map generators.Thus, this work contributes to the research fields of enumerative combinatorics and softwareengineering. We distribute a C library of bounded exhaustive generators of structured arrays, formallyspecified in ACSL and verified with the WP plugin of the Frama-C analysis platform. We also proposea testing-based methodology to assist interactive proof in Coq, an original formal study of maps, andnew results in enumerative combinatorics.
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Analýza programů zahraniční rozvojové spolupráce Evropských společenství, role České republiky v rámci ZRS a možnosti účasti českých firem v programovacím období 2007-2013 / The Analysis of External Cooperation Programmes of the European Community, the role of Czech Republic in the external cooperation and the possible involvement of Czech firms throughout the years 2007 and 2013Kotiš, Tomáš January 2007 (has links)
The diploma thesis "The Analysis of External Cooperation Programmes of the European Community, the role of Czech Republic in the external cooperation and the possible involvement of Czech firms throughout the years 2007 and 2013" is basically about external aid and development programmes. The thesis is not just applied to participating development agencies in the Czech Republic or abroad, specific programmes and different ways of selection procedures which are published by the European Commission. Contribution of this thesis is a summary of various recommendations for new tenderers and gives us an unpublished look on statistical data regarding to the success of Czech companies in these procedures between years 2002 and 2008.
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Managing a full-time school within a correctional services environmentMkosi, Ntombizanele Gloria January 2013 (has links)
The objective of this study was to investigate and analyse the educators’ experience in managing
a full-time school within a Correctional Services environment. Provision of education in the
South African Department of Correctional Services is in terms of Section 29 (1) of the
Constitution of the Republic of South Africa (Act No.108 of 1996) which stipulates that
“everyone has a right (a) to basic education, and (b) to further education, which the state, through
reasonable measures, must make progressively available and accessible.” “This constitutional
imperative for schooling is not a right that is curtailed by incarceration” (DCS, 2005:137).
The researcher used qualitative research inquiry. This is a case study of the educators’
experience in managing a full-time school within a Correctional Services environment. To obtain
an in-depth understanding and gain more insight on the research topic, this study focused on one
full- time school within the South African Department of Correctional Services.
Literature reveals that “correctional centres are bureaucratic institutions that are characterised by
a number of factors that can potentially encourage or impede education programme success”
(Sanford &Foster, 2006:604). The environment makes learning difficult as there are frequent
lockdowns, headcounts and hearings that disrupt the consistency of classes and interrupt the
education process (Schirmer, 2008:29). Few learners attend classes and whilst in class they are
not really listening, instead, they would be sleeping and unproductive. In most cases, learners
would be present because they were forced to be in the education programme (Wright,
2004:198).
In this study, the researcher used semi-structured one on one interviews, and document analysis
as data collection strategies. Purposeful sampling was utilized to select respondents. A total of
six respondents who are full-time educators employed by the Department of Correctional
Services were interviewed. The study reveals that managing a full-time school within a
Correctional Services environment seems to be challenging because education is not respected
and not prioritized. This finding appears to be consistent with literature which reveals that the
uniqueness of correctional centre culture with a correctional centre management characterized by a focus on security measures such as lockdowns and head counts constraints the possibilities of
learning (Watts, 2010:57). Based on the findings in this study, the researcher recommends that
educator development should be prioritized within the Department of Correctional Services and
school management should be informed about learners that are released from the correctional
centre. This study concludes that managing a full-time school within a Correctional Services
environment is challenging due to Correctional Services environment being not conducive for
teaching and learning and inadequate resources. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted
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L'éducation interculturelle dans le programme de formation du premier cycle du secondaire : définition et analyseGosselin, Patricia 17 April 2018 (has links)
Dix ans après la publication de la politique d'intégration et d'éducation interculturelle, nous voulons voir comment l'éducation interculturelle s'est traduite dans la dernière réforme. Le but de notre recherche est d'analyser et de comprendre la place, le rôle et le sens de l'éducation interculturelle dans la version définitive du programme de formation du premier cycle du secondaire. Notre cadre théorique repose sur les travaux d'Abdallah-Pretceille (1999, 2001) qui nous permettent de distinguer trois axes (sujet, dialogue et interaction, et raisons communes). Nous avons procédé à une analyse de contenu de certaines sections du programme de formation du premier cycle du secondaire. Les énoncés sélectionnés dans chaque section ont été classés dans chacun des trois grands axes, puis analysés en tenant compte de la définition de chacun des axes. Ce mémoire démontre que l'éducation interculturelle est une philosophie pour apprendre à vivre dans une société marquée par le pluraliste.
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Läsförståelse och studieresultat : En jämförelse mellan olika gymnasieprogram / Reading comprehension and academic performance : A comparison of different upper secondary school programmesLarsson, Anette January 2015 (has links)
The results for the Swedish children and adolelscents in International surveys of literacy has since 2009 indicated a decrease. The aim of this thesis is to examine if there is a correlation between the education achievement and the level of reading comprehension for students at the upper secondary school. Vocational programmes and programmes preparing for higher education are compared. The scores and marks of two different reading comprehension tests and the average score for 58 students from a public upper secondary school has been studied and compared. The results shows development for students with a weak reading comprehension on both programmes and comparative good study achievments. Students with the highest measured reading comprehension shows higher study achievements but with an overall lesser impact in the vocational programmes compared to the programmes preparing for higher studies. There is no significant level difference in grades between the vocational compared to the theoretical courses. The reading test indicates to a greater extent accordance with the study achievement compared with the national exam. The existing differences between the reading test and the national exam may be explained by the elements of open answers in the national exam. The study indicates that girls at the programmes preparing for higher education with weak reading comprehension develops more and achieve higher results compared to the boys in the same group.
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Le programme-cadre d'enseignement religieux catholique francophone de l'Ontario de 1988 : contexte historique, processus de production et analyse du contenuGareau, Gertrude. 09 December 2021 (has links)
Ce mémoire porte sur le Programme-cadre d’éducation de la foi pour les écoles catholiques de langue française de l’Ontario publié en 1988. La première partie retrace les grandes lignes de l’histoire « lointaine » de la production de ce programme-cadre, à partir de 1791, période durant laquelle les Franco-Ontariens ont eu constamment à défendre leur langue, leur religion et leur culture. La deuxième partie suit l’histoire de la production du programme-cadre et passe en revue les neuf ébauches successives qui ont mené au texte définitif. La troisième partie fait une présentation générale du programme-cadre : les orientations de base, les objectifs, les contenus à transmettre, les attitudes pédagogiques. Cette production réalisée en Ontario rejoint un mouvement général en catéchèse. Le programme- cadre est un document important pour l’affirmation de l’identité des Franco-Ontariens. Il est l’expression du dynamisme d’une communauté culturelle croyante. Cependant certaines améliorations devraient lui être apportées dans la révision proposée par les auteurs.
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Experiences of the recipients of Reach For A Dream Foundation projects / Debra Anne MyburghMyburgh, Debra Anne January 2014 (has links)
In children, life-threatening illnesses (LTIs) present with both physical and psychosocial side
effects, which seem to contribute to the perpetuation of hopelessness and fear among the
children and their families. Children with LTIs often experience regular and painful treatment
routines. A LTI not only impacts on the child but also on the family. LTIs put families in a
critical and vulnerable situation, evoking emotions such as shock, disbelief and fear. Hope
and coping strategies appear to be crucial for both children and their families when facing the
effects of a LTI on a child. While medical intervention strategies are used to alleviate
physical side effects, psychosocial intervention strategies (as referred to in this research
study) that are focused on improving the well-being of the child and family, appear to be
limited. Psychosocial interventions are defined as any intervention that emphasizes
psychological or social factors, rather than biological factors. Psychosocial intervention
strategies, such as „dream-come-true‟ projects, appear to ameliorate distress, offer respite,
decrease isolation, empower individuals, increase self-confidence and give the children
unique opportunities to connect with their families in a positive, normal way. Such a
psychosocial intervention strategy is offered by the Reach For A Dream Foundation (RFAD)
in South Africa. The experiences of the recipients of RFAD „dream-come-true‟ projects were
the focus of this study. The goal of this research study was to study the „dream-come-true‟
psychosocial experiences of children/adolescents and their families, by means of a narrative
enquiry design. This design allowed participants to tell their stories truthfully, giving the
researcher the opportunity to immerse herself in the personal experience of each participant.
Participants were purposively, and then randomly, selected from an RFAD client list. A
total of six children/adolescents, between the ages of 8 and 18 years, were randomly selected
from Johannesburg and the surrounding areas. The children/adolescents and both parents
were interviewed, except for one father who was not present (17 participants in total).
Child/adolescent interviews included the use of fun, tactile emotive cushions to assist the
participants to recognize emotions they had felt „pre-dream‟, during the „dream‟, and „postdream‟.
Semi-structured, individual in-depth interviews were used to interview parent
participants. The parent‟s story was not interrupted, thereby providing the opportunity for a
fluid narrative. In addition to interviews, the researcher made field notes of the participant‟s
reactions, body language and emotions after each interview. All interviews were recorded and
transcribed. Tesch‟s (1990) approach was used to identify, analyse and report patterns within
the data. The findings of this study suggest that intervention strategies improve emotional
health and overall wellness in participants. „Pre-dream‟ feelings of fear, sadness, loneliness
and a lack of normality in everyday life, were prominent themes. Participating parents
expressed anger, helplessness and guilt about being unable to help their children.
During the „dream-come-true‟ experience, the predominant themes that emerged were
excitement, amazement and gratitude. The theme of disbelief in the reality and experience of
the „dream‟ was also prominent. „Post-dream‟, the participants reported a more positive,
confident and hopeful outlook. This research appeared to yield some important information
on the possible benefits of psychosocial intervention strategies, as they seemed helpful in
addressing the challenges presented by LTIs in children/adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2015
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Modelling team excellence to sustain emotionally and socially intelligent team performance / Ruléne Marinda NelNel, Ruléne Marinda January 2014 (has links)
Sustainable organisational performance imperatives that generate shareholder value are strategy, execution, culture, structure, talent, innovation, leadership and growth. These superannuated management practices are still valid. Today it is even more vital to contrive and rethink these imperatives to renew business excellence in an undefined market space, the circular economy, and to reverse engineer product offerings.
At the root of performance remain team members, team leaders and managers with their neurological representations, states of consciousness, abstract levels of awareness and the higher levels of thought. These thoughts create their reality and the way they create meaning of and contributing to this world. It also provides choice and generates excellence, performance and the success of the organisation.
The principal purpose of this research has been to develop an Integrated Meta-model of Team Excellence by aligning the life-cycle of an employee, management-leadership, team culture, diversity and climate in view of the pressures of the business environment in order to execute an excellent performance outcome at the operational level to provide customer service and drive shareholder value.
The first objective of the research was to model team excellence to enable performance so that the current performance level in a team can be determined, developmental opportunities can be identified and excellent performance parameters can be deliberated on for emulation, recruitment team fit and placement.
Two instruments were applied for profiling. The thinking preferences were profiled with the Inventory of Work and Attitude Motivation Instrument (iWAM®) and the Values System Questionnaire (VSQ®) was used to profile and analyse the complexity of value structures as drivers of organisational performance.
Contrastive analyses were conducted for the managers, team leaders and teams with the conclusion that a manager, a team leader and team members can create the fundamental conditions for emotionally and socially intelligent ability and capacity to facilitate performance.
The capacity to model thinking preferences of outliers and poor performers and engineer a contextual Model of Excellence for a specific team in a specific environment distinguishes the work of Merlevede in that it has at its core a more accurate approach to identify areas of development, selection, team fit, design of appropriate coaching and mentoring interventions to improve and sustain team performance. / PhD (Business Administration), North-West University, Potchefstroom Campus, 2015
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The role of an adventure-based experiential programme on the personal functioning of adolescent youth with mentally mild learning disability / Johanna Adriana SwanepoelSwanepoel, Johanna Adriana January 2014 (has links)
Approximately forty percent of youths’ waking hours are unrestricted and not
committed to activities such as eating, sleeping or going to school. Many of this
free time is spent without companionship or supervision from adults, which puts
them at risk of spending their time out on the streets, where the risk of
succumbing to peer pressure and becoming involved in inappropriate or illegal
activities is increased. The absence of structured activities, stimulation and
support can lead to youth becoming involved in rebellious and unwanted
behaviour, partly due to their continuous search for adventure and excitement.
Learners with Mentally Mild Learning Disabilities (MMLD) can be seen as youth
at risk because of their academic and behavioural problems. Learning disabilities
can increase the risk factors for delinquency and substance dependence.
Previous research suggests that adventure-based experiential programmes
(AEPs), which are highly structured, can thus be a very powerful intervention or
prevention medium to empower youth at risk to overcome obstacles through the
acquisition and practise of skills.
The purpose of the study was firstly to determine what the personal functioning
profile of MMLD youth looks like, which was done in order to gain insight into the
different aspects of the personal functioning, which were focused on when
developing the AEP. The study was secondly done to determine what the role of
an AEP is on the personal functioning of learners with MMLD. Books, journals,
dissertations, theses and internet sources were used to do a thorough literature
review. The literature review was done in order for readers to understand the link
between MMLD youth and an AEP. The literature review gave an introduction to
the phenomenon of MMLD youth and also explained how an AEP could be
beneficial towards them.
A qualitative research design was used by the researcher in the form of an
instrumental case study. Case studies make it possible for the researcher to use
qualitative as well as quantitative constructs for data gathering purposes.
Sampling of participants was done in two steps. A school for Learners with
Special Education Needs (LSEN) (Die Wilge High School) was sampled through
purposeful sampling by means of criterion-based sampling techniques. The
second step was to sample fourteen male learners from Die Wilge High School
through purposive sampling. The personal functioning was determined by using
the Youth at Risk Assessment Scale (YAR3) Questionnaire 3. The researcher
made use of semi-structured, one-on-one interviews and field notes in order to
gather data. The field notes and transcribed interviews were analysed in order to
obtain a clear picture of the content, which was then used to identify the codes.
After the data was analysed four main themes, each with its own categories,
were identified. The themes related to the personal functioning of the youth and
consisted of interpersonal relationships, trust, self-worth and perseverance.
The learners had positive feedback regarding their interpersonal relationships,
trust, self-worth and perseverance before participation in the AEP. This was
attributed to the Strengths-based Approach which the researcher followed in the
development of the AEP. Despite this positive feedback, the learners still felt that
there was an improvement after the AEP in all of the areas. Most of the learners
attributed the improvement to learning more about each other, learning to work
together and building friendships among each other. These new found
friendships made it easier to trust each other and believe in themselves. The
learners also realised that they experienced more positive feelings from
persevering than when they quit. The results were used to discuss the objective
of the study and to determine if the researcher met the objective. / MA (Recreational Science), North-West University, Potchefstroom Campus, 2015
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