The APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and approaches support the aims and objectives of the Scottish Curriculum for Excellence, by analysing how they exemplify models of learning compatible with the CfE philosophy. It also includes the evaluation of a comprehensive literacy programme and a number of evaluation studies of early literacy initiatives the author undertook within the local authority. Module 2, the literature review, explores and extends my understanding of early literacy development, and studies various influences and core skills underpinning it. I also discuss some models of reading development, with a particular focus on the development of early reading. I discuss how these relate to instructional and intervention practices, especially in relation to pupils with weak early skills. The main research focus of Modules 3 and 4 is an evaluation of the use and usefulness of developmentally based screening tools for early reading I had developed, the degree to which they help identify children with poor skills, and the degree to which and conditions within which they support the development of these skills. By using a retrospective approach to gathering test data and investigating test use I identified a number of implementation factors which it is important to identify in order to understand how to promote and embed consistent practice across schools within real-world settings. The limitations I discovered in the mixed results from test use alone and my subsequent exploration of whole school factors led me to a deeper understanding about the many influences and factors that come together to develop literacy in children. The conceptual model and assessment/planning tool I developed in Module 5 thus aims to bring these broader elements within an ecological framework that could be useful for assessment and planning for practitioners. Results of the small feedback study in this module suggest this model and assessment/planning framework would be welcomed by educational practitioners working not only with pupils with ASN, but with a broad range of pupils.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

PURPOSE OF THE STUDY: Despite calls for the consideration of future time perspective (FTP) as a multidimensional construct, mostly unidimensional measurement instruments have been used. This study had two objectives: (a) to develop a brief multidimensional questionnaire for assessing FTP in adulthood and evaluate its psychometric properties; and (b) to examine age associations and age-group differences of the dimensions of FTP. DESIGN AND METHODS: Data were collected from 625 community-residing adults between the ages of 18 and 93, representing young, middle-aged, and older adults. The psychometric evaluation involved exploratory factor analyses (EFA) and confirmatory FA (CFA), reliability and validity analyses, and measurement invariance testing. Zero-order and partial correlations were used to examine the association of the dimensions of FTP with age, and multivariate analysis of variance was used to examine age-group differences. RESULTS: EFA and CFA supported a three-factor solution: Future as Open, Future as Limited, and Future as Ambiguous. Metric measurement invariance for this factor structure was confirmed across the three age groups. Reliability and validity analyses provided evidence of sound psychometric properties of the brief questionnaire. Age was negatively associated with Future as Open and positively associated with Future as Limited. Young adults exhibited significantly greater ambiguity toward the future than middle-aged or older adults. IMPLICATIONS: This study provides evidence in support of the psychometric properties of a new brief multidimensional FTP scale. It also provides evidence for a pattern of age associations and age-group differences consistent with life-span developmental theory.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 136-145).

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo / perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo / perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo / beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo / perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo / usage in classroom.

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

Les défis auxquels sont confrontés les différents secteurs de l’économie, répondent à l'évolution et à la spécialisation des consommateurs et des producteurs, dont les besoins sont de plus en plus complexes. À cet égard, au cours des 5 dernières années, les marchés de l'électricité ont subi un processus évolutif qui vise à répondre aux besoins de tous les intervenants dans des scénarios de développement durable.Aussi les agents impliqués dans les marchés de l'électricité, exposés à des risques opérationnels, juridiques, éthiques, financiers, entre autres, doivent‐ils se spécialiser pour s'approprier notamment de nouvelles technologies. Cette recherche porte principalement sur l'étude du risque financier tout à s'attachant à prendre en compte les nombreuses spécificités des marchés de l'électricité dans le but d'assurer le bon fonctionnement du marché et de ses participants.Dans les développements antérieurs, certains modèles se sont concentrés sur les phénomènes de pannes de courant électrique, d'instabilité du réseau, de variations de puissance, de réseaux intelligents, entre autres. D'autres études ont abordé la question de la prédiction de variables comme le prix et la stratégie d'entreprise, dans le but d'accroître les profits des participants. Ce projet de thèse propose un modèle financier complexe, qui se traduit par le calcul d'un équilibre de marché à partir des conditions initiales et des contraintes de risque. En utilisant la théorie des jeux, nous expliquons l'instabilité de l’équilibre. Nous montrons, en dépit de la complexité, qu'il est possible de trouver un scénario optimal en termes de rentabilité pour le système et les agents.Ce travail est structuré de la façon suivante. Dans le premier chapitre, une revue des études antérieures est présentée afin d’établir le contexte de la recherche. Le chapitre 2 décrit le marché de l'électricité colombienne avec ses particularités. Dans le chapitre 3, les indicateurs de risque (KRI) sont définis. Ils constitueront une partie fondamentale du modèle complet présenté dans le chapitre 4. Enfin, le chapitre 5, d'une part, présente les résultats obtenus et, d'autre part, discute de différentes voies d'approfondissement. / The challenges faced by different sectors of the economy, respond to the evolution and specialization of consumers and producers, where the needs are becoming more complex. In this sense, during the last 5 years the electricity markets have undergone an evolutionary pro- cess that aims to meet the needs of all stakeholders in the midst of sustainability scenarios.Thus, the agents involved in the electricity market, present a num- ber of exhibitions of operational nature, legal, ethical, financial, among others, which require a specialization allowing the entry of new tech- nologies. This research project focuses on the study of financial risk, which despite being so specific, consider many elements with the aim of ensuring the functioning of the market and its participants.In previous studies, some models have concentrated on the in- vestigation of blackouts phenomena, the stability of the network, the dynamic power system, and Smart grids, among others. Mean- while other investigations have addressed the problem of forecasting different variables like the spot price and corporate strategy, with the aim of increasing the profitability of the participants. Now, this project presents the proposal of a complex financial model, which results in calculating a market equilibrium considering initial condi- tions and risk constraints. Using game theory it demonstrates equi- librium instability and that through complexity it is possible to find an optimal scenario in terms of profitability for the system and the agents.In chapter 1 it carried out a review of previous studies in order to justify the investigation, then Chapter 2 includes a description of the Colombian electricity market, with different specifications. In chap- ter 3 the KRI are defined, and they will be integrated in Chapter 4 as a fundamental part of the comprehensive model. Finally, Chapter 5 includes the results of the study ending with some possible further studies and additional considerations.

The purpose of this diploma thesis is a proposal strategy of company development for a business company XY s.r.o. Analysis conducted was aimed at research of internal company resources and external environment. The results of the analysis show market position and identifies source of competitive advantage. Strategy implementation should support improvement of market position.

No description available.