Thesis (doctoral)--Universität Jena, 1919. / Includes bibliographical references (p. [5]).

Thesis (doctoral)--Universität Bern.

Thesis (doctoral)--Universität Greifswald, 1902. / Includes bibliographical references (p. [5]-6).

Univ., Diss.--Nancy, 1998.

No description available.

The purpose of this study was to describe a gifted program in a rural Mississippi county school district through the perceptions of its student participants. This study consisted of a total of 19 participants. Thirteen participants in this study were students in grades 7-8 who were currently enrolled in the gifted program and six participants were students in grades 11-12 who had previously been enrolled in the gifted program. The researcher interviewed each focus group on two separate occasions using a tape recorder to record the participants’ responses. Each focus group interview lasted about one hour. This study used qualitative research. Fraenkel & Wallen (2003) stated that “Qualitative researchers have a much greater flexibility in both strategies and techniques they use and the overall research process itself. Their designs tend to emerge during the course of the research” (p.16). Data in this study were collected using an Interview Protocol created by the researcher. The Interview Protocol was comprised of background information, topics regarding the gifted program, and topics regarding students’ perspectives. After transcribing the data, the researcher developed a matrix to determine the themes/patterns found in the study. Results suggested that most students entered the gifted program in the second grade by teacher recommendation and taking an IQ test. Results suggested that the perspectives of students who were presently participating in the gifted program, or who had previously participated in the gifted program, were positive in respect to the gifted program. Furthermore, results suggested that the rigorous content of the gifted program prepared 7 - 8 grade participants for the course content taught in their regular education classes and for entrance into high school. This study also suggested that students in the 11- 12 grades were better prepared for the course content taught in their regular education classes and the Advanced Placement classes offered in their school. Results from interviews indicated that some participants’ self-esteem rose due to being in the gifted program. Results also indicated that the participants felt a need to overachieve as a gifted student. It is recommended that a longitudinal study be conducted with a follow-up of gifted program graduates.

This thesis adopts Gideon Toury’s model of “Problem of Translation” (2013: 38-45) as a framework of analysis in interpreting research, extrapolating the notion of “translation as process” to community interpreting. Thus, as an attempt to broaden the framework of analysis in community interpreting, this study aims to: 1) Register and classify conflicting situations and coping strategies that community interpreters find and use before, during and after assignments. 2) Understand the types of norms that govern community interpreters’ work. 3) Observe the interplay between institutional norms and interpreters’ actions and interactions. For these purposes, I conducted an exploratory study using Grounded Theory Methodology with 14 participants (9 community interpreters and 5 service providers) in the cities of Toronto, Ottawa, Gatineau, and Montreal. Interpreters’ accounts were triangulated with those of service providers and with institutional codes of ethics for community interpreting. The dialectical analysis carried out across this thesis allowed me to discover that participant interpreters’ coping strategies are twofold: rule bending and rule validating. The major findings shed light on technical aspects of conducting briefings, debriefings, and introductions. Another major finding is the concept of assertiveness, its relevance in the actions and interactions of interpreters, and its potential as a technical competence rather than a social talent. Finally, the challenges and coping strategies presented in the graphics may serve as guidelines for future research.

A origem da controladoria no Brasil está relacionada a instalação das primeiras empresas multinacionais norte-americanas no país. Na época a função do profissional da controladoria estava ligada à área financeira ou da contabilidade, devido à habilidade de trabalhar com informações econômico-financeiras, bem como, pelo conhecimento sistêmico da organização. Do surgimento da controladoria no Brasil até os dias atuais, o país passou por grandes transformações, especialmente nos aspectos econômicos e sociais, pois o mundo se globalizou, reduzindo as fronteiras entre os países. Para que o país pudesse se inserir neste contexto globalizado foi necessário que o brasileiro se adaptasse a uma nova forma de fazer negócios a nível mundial. Além do que, para se manterem competitivas, as organizações brasileiras passaram a demandar, cada vez mais melhorias em seus processos e controles. Diante disso, este trabalho tem como objetivo evidenciar como ocorreu a evolução da controladoria no Brasil, através do estudo da sua origem, evolução do perfil, atribuições do controller e identificação das principais atribuições da controladoria no país. Quanto ao método classifica-se esta pesquisa como descritiva, sendo conduzida através de pesquisa bibliográfica. Os resultados demonstram que a evolução da controladoria no Brasil, acompanhou a evolução da controladoria a nível mundial, uma vez que ocorreu a partir das necessidades de informações e controles que acompanharam a evolução natural da economia brasileira. Neste contexto, a controladoria passou a ser um importante player da gestão empresarial, pois auxilia os gestores durante todo o processo decisório a fim, de garantir a eficácia do negócio. Entretanto no campo semântico conclui-se que a controladoria ainda precisa evoluir, pois não existe consenso entre os pesquisadores sobre o que é a controladoria, sobre as suas funções e atribuições. / The origin of controllership in Brazil is connected to the settlement of the first US multinational companies in the country. Back then, the function of a controller was linked to finance or accounting, because of the ability to work with economic and financial pieces of information as well as the systemic knowledge of the company. From the beginning of controllership in Brazil to nowadays the country has gone through major changes, especially economic and social aspects as the world has globalized, reducing the boundaries between countries. For the country to enter this globalized context it was necessary for the Brazilian one to adapt to a new way of doing business globally. Moreover, to remain competitive Brazilian companies began demanding more and more improvements in their processes and controls. Thus, this work aims to show how the evolution of controllership was in Brazil, through the controllership origin study, profile evolution checking and the controller assignments and identifying the main tasks of controllership in the country. As for the method this research is descriptive, driven by bibliographic search. The results show that the evolution of controllership in Brazil followed the global controllership evolution once it occurred from the information requirements and controls that followed natural Brazilian economy evolution. In this context, controllership has become a major player in business management, as it assists managers throughout the decision-making process in order to ensure business effectiveness. However, in the semantic field controllership still needs to evolve as there is no consensus among researchers about what controllership is, on its functions and tasks.

A common practice in multi-national enterprises is to staff important managerial roles in overseas operations with personnel from the company’s country of origin: expatriate managers. Homecoming expatriates often experience that the competence they have acquired abroad is not recognized when returning home. The purpose of this thesis is to explore how expatriates experience that international assignments affect their careers. The theoretical framework used includes sociological theories from neo-Marxist theory, Bourdieuan career theory and expectancy theory. This thesis uses qualitative methodology and a phenomenological approach to investigate the purpose and the research questions. The empirical part of the thesis has been conducted in two phases where five international mobility managers have been interviewed in the first phase. In the second phase interviews where held at a multi-national Swedish headquartered company where five interviews were conducted. The results indicate that there is a discrepancy between how company representatives (managers) and employees consider international assignments and expatriation in relation to employee careers. There seems to be a lack of clear understanding of the impact of expatriation on employee careers and also of the career value of an international assignment for an employee.

Globalization has cause organizations between nations to be more integrated and interdependent than before. Taiwan, being an economy based on international trade, has abundant experience in international assignments among business organizations. Due to the changing environments, organizations developed various forms of international assignments. Other than the standard expatriate assignments, short-term assignments, international business travelers (IBT), commuter assignments, rotational assignments and virtual assignments are emerging alternatives to deal with international issues. The IBT is likely to be a big portion of international assignment used in Taiwan, as the number of business travel rises. A qualitative research was held and 11 IBTs from Taiwanese firms was interviewed. The findings are as follow: 1. The proportion of time spent overseas per year differs from IBTs with different backgrounds. 2. The positive factors of IBT work are increase of specialties training, increase of job satisfaction and the rise of personal development. 3. The negative factors of IBT work are pressing work schedules, culture and cognition gaps, time differences and abnormal work schedules, health and safety concerns, separation of family and friends and confliction between work and personal schedules. 4. The standard of travel class influences IBTs¡¦ perspective towards the job and also their life style. 5. IBT cannot totally be substituted.