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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

An exploration of the individual characteristics and abilities that contribute to competent professional performance in social work practitioners

Schuurman, Shelley D. January 2008 (has links)
Thesis (PH.D.)--Michigan State University. Social Work, 2008. / Title from PDF t.p. (viewed on Aug. 11, 2009) Includes bibliographical references (p. 169-173). Also issued in print.

Personal purpose as self-management a biblical argument and practical implementation /

Walker, Steven A. January 1996 (has links)
Thesis (D. Min.)--Western Conservative Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaves 291-295).

An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy /

Ness, Bryan, January 2009 (has links)
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 109-117). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

The interaction of temperament and childhood sexual abuse in predicting symptoms of borderline personality disorder

Robertson, Christopher. January 1900 (has links)
Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Directed by Rosemery Nelson-Gray; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 32-42).

The examination of an empowerment approach in a healthy living initiative of a non-profit organization

Lawrence, Tamara. January 2006 (has links)
Thesis (M. A.)--University of British Columbia, 2006. / Includes bibliographical references.

An assessment of personnel accountability within manufacturing at Continental Tyre South Africa

Liebenberg, Johann January 2007 (has links)
South Africa as a country producing certain commodities is experiencing profound changes as a result of globalisation. Globalisation refers to the sourcing of goods from locations around the world to take advantage of national differences in the cost and quality of factors of production, such as labour, energy, land and capital. By doing this, companies hope to lower their overall cost structure and improve the quality or functionality of their product offering, thereby allowing them to compete more effectively. To remain competitive in a global environment, having personnel who are accountable for what they have control over, can help revitalise the business character, strengthen the global competitiveness of corporations, heighten innovation, improve the quality of products and services produced by companies’ world wide, and increase the responsiveness of organisations to the needs and wants of customers. Continental Tyre South Africa (CTSA) is a local and global supplier of tyres, and the global sourcing for tyres by sales divisions, requires CTSA to remain competitive on price in the global market. The overall purpose of the research was to assess the current level of personnel accountability on all levels within manufacturing at CTSA and to formulate recommendations to address the shortfalls identified through the research. The research methodology for this study comprised of the following steps: Firstly, the contextual elements that define accountability were researched; Secondly, the appropriate research methodology techniques were researched and applied. The current level of accountability was assessed in an empirical study which involved completing a questionnaire during structured interviews with respondents; and Thirdly, the data obtained from the questionnaires were analysed showing some areas of accountability, but shortfalls in other areas. The final step of this study entailed the formulation of recommendations to address the shortfalls identified in the different levels and elements of accountability namely: Responsibility, Ability, Means, Authority and Measurement.

The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders

Baker, Pamela, 1962- 12 1900 (has links)
The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

Evaluation of the Preparation for Adult Living Training Program for Severely Emotionally Disturbed Adolescents in a Residential Treatment Center

Hunter, Robert A. (Robert Allan) 05 1900 (has links)
The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.

Modes of self-directed attention: dynamic model of self-regulation

Unknown Date (has links)
Establishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic model of self-regulation that explains how humans manage to arrive at and maintain a coherent understanding of who they are and what they are like despite the abundance and constant influx of often contradictory self-relevant information. The dynamic model of self-regulation emphasizes the role of selective attention to specific regions of the self-concept as a prerequisite for self-concept adaptive development and functional expression. From a dynamical systems perspective the self-concept is conceptualized as a dynamic cognitive structure of knowledge that becomes organized into meaningful self-aspects (i.e., identities, self-perceived traits, roles) that differ with respect to evaluative coherence. Some self-aspects are coherent and comprise exclusively positive or exclusively negative elements, while other do not achieve evaluative coherence and are comprised of self-beliefs with mixed evaluations. As the focus of conscious attention changes between coherent and incoherent areas, the experience of Self and implications of self-concept for ongoing processes change accordingly. The total number of 296 participants took part in four studies conducted in Poland and in the United States. / The studies utilized interesting procedures to investigate the dynamics and structure of the self-concept and the consequences of the evaluative differentiation of the self-concept for intrapersonal and interpersonal processes. Participants filled out personality and self-concept measures on-line, performed the cardsorting and mouse procedure tasks, and interacted with a chat-bot conversational program. Results of the studies attest to the validity of the model and suggest that individuals focus their attention on incoherent self-aspects to facilitate the formation and development of the self-concept and that focus on coherent self-aspects facilitates effective use of the self-concept for the regulation of ongoing processes. / by Urszula Strawinska. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Attitude and valence dynamics in response to changes in perceived similarity vs. difference: implications for human conflict

Unknown Date (has links)
Despite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and emotional valence would exhibit stable dynamics when people encountered a neutral, continually cooperative, or continually competitive interaction. However, attitudes and emotional valence were expected to exhibit perturbation in response to transitions from cooperation to competition and vice-versa. These predictions were tested in four experiments. The first study verified most predictions, finding that people have little attitude or valence reaction to interactions that are neutral, continually coo perative or continually competitive. This study also established that people's attitudes are significantly unstable when faced with an interaction shifting from cooperation to competition, and this is experienced with negative emotions. However, interactions shifting from competition to cooperation resulted in stable attitudes and emotional valence. The remaining three experiments sought to explain the lack of psychological reaction to the development of cooperation in a previously competitive interaction. In Study 2, interaction expectancy was ruled out as a factor. Study 3 demonstrated that the reactivity to sudden competition and lack of reactivity to sudden cooperation developed regardless of interaction history. Finally, Study 4 offers evidence indicating that the lack of reaction to sudden cooperation results from factors other than the duration of cooperative feedback. The research has several important implications. First, the results provide evidence that competition is / not necessarily a key factor in promoting heightened psychological reaction in conflict. Rather, transitions between peace and conflict likely hold greater influence on psychological processes in disputes. Furthermore, the experimental evidence provides the first empirical test of the model predictions and offers insight into how the model may be improved. By combining experimental results with the model, the research provides much needed information about how mental dynamics unfold and differ in response to cooperation versus competition. / by Jay L. Michaels. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

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