Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Regional accounting firm leaders face challenges with employees who possess strong technical skills, but lack nontechnical communicating and teamwork skills. The purpose of this multiple case study was to explore strategies regional accounting firm leaders use to train technical staff on soft skills. The human capital theory was the conceptual framework supporting the study. Data were collected from semistructured interviews with partners, leaders, managers, and human resource personnel with 5 years or more of experience who participated in the hiring, training, and professional development process at 3 regional CPA firms. The review of company documents and company website postings triangulated the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member checking to ensure the trustworthiness of interpretations. Based on the data collected, 3 themes emerged after the analysis including soft skills needed for success, mentoring and leadership programs, and team building initiatives. Findings from this study may contribute to social change by providing strategies regional accounting firms could use to provide soft skills training and mentoring initiatives to technical staff. Improvement in soft skills training may improve employees' lives by increasing their employability, career progression, and transition within the workplace, which may improve the economic wellbeing of local communities.

he purpose of this study was to determine if age and/or gender differences in the performances of typically developing preschool children on a measure of primary literacy skills (phonological awareness and alphabetic knowledge) were significant. A second purpose was to ascertain which primary literacy skills can be completed most successfully at specific age intervals. An additional purpose was to determine which predictor variables accounted for significant variance in performance on the primary literacy skills measure. Participants for this study were 91 typically developing preschool children ranging in age from 3 years 0 months to 5 years 11 months. Primary literacy skills, print concepts, and receptive vocabulary were assessed. Information about home literacy experiences were obtained by caregiver questionnaire. Differences in performance of primary literacy skills (measuring both phonological awareness and alphabetic knowledge) were significant for age but not for gender, with older children performing better than younger children. Differences in performance on phonological awareness tasks were also significant for age but not for gender. Differences in performance on alphabetic knowledge tasks were significant for age and also for gender, with girls outperforming boys. Primary literacy tasks completed most successfully by children at each of six 6-month age intervals were identified, with rhyme detection the only task that was completed successfully at all age levels. Results of a stepwise multiple regression analysis indicated that out of seven predictor variables (age, gender, receptive vocabulary, print concept skills, mother's education level, father's education level, and/or home literacy experiences), print concept skills accounted for the greatest amount of variance in children's performance on primary literacy tasks. Father's education level, receptive vocabulary, and age accounted for a small but significant additional variance. / Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders. / "December 2006." / Includes bibliographic references (leaves 61-78)

Objectives¡GThe purposes of this study were to understand the circumstance of the learner about ambulatory care education and to realize the demand and attitudes of learning from the medical students, meanwhile to explore the effectiveness after receiving this education. Besides, this study is also combined with the six core competencies as principles to find out the attitudes of the education from the medical students and the factors of upgrading their clinical skills. Methods¡GThis cross-sectional study employed quantitative method to conduct the research, and this population included medical students from a medical canter of the southern of Taiwan. Structured questionnaires were conducted to medical students, a total of 78 uestionnaires were distributed with 67 questionnaires being returned.The data is analyzed by SPSS 12.0 and used descriptive statistics, factor analysis, t-test, and ANOVA, correlation analysis, and multiple regression analysis. Results¡GThe major findings were as following¡G The results of this study show that most of the time, the medical students participated 1 to 2 times per month, and they also considered the implementation of 2 times one month is appropriate.The medical students also thought that the most ideal number of patient are three, and the result also showed that there were 36¡]53¢H¡^ persons encountered three patients. Besides, the method which the students met was the medical student conducted diagnosis the patients first, and the teacher taught the students then. And there were 52¡]77.6¢H¡^ persons encountered this situation. The study found that the six core competences applied to the ambulatory care education will be classified into three abilities were¡¨ basic medical expertise¡¨¡B¡¨advanced medical diagnostic skills¡¨and¡¨medical knowledge of professional application¡¨. And the result also showed that after ambulatory care training, the basic medical expertise benefited best to the students, and then was the advanced medical diagnosis and medical knowledge of professional application.The study found that the best benefits of clinical competence of medical students was "history taking" followed by "physical and special inspection" and "clinical diagnostic ability", the lowest score was "the administrative processes". And these three abilities were in compliance with the results of clinical ability from this study which pointed to the ¡§basic medical expertise¡¨. It can be found that the goal of the ambulatory care education for the medical student was aimed to the basic medical ability, this result of the research was matched with the direct and discontinuous properties of the outpatient clinic. Conclusion¡GThe study found that the most beneficial factors which could enhance the students the overall clinical skills are the frequency of participating ambulatory care education and the attitudes and enthusiasm of the teaching physicians. If we could measure the demand of involving in the ambulatory care education from the trainee, we could effectively distinguish from the clinical operations and clinical teaching schedule, in this way, it will make the system of ambulatory care education perfect. In addition, the guidance of teachers such as the enthusiasm¡Bcommunication skills¡Bfriendly attitude¡Bteaching ability and the other personal characteristics will affect the effectiveness of the implementation of ambulatory care education. It was recommended to strengthen the capacity of training instructors about teaching, the manager could regularly organize various workshops, seminars, case report, continuous education to train the enthusiastic teaching physician and made them have the teaching skills of instructors in order to enhance the effectiveness of the ambulatory care education.

Thesis (DPhil(Social Work)--University of Pretoria, 2002. / Includes bibliographical references.

Thesis (Ed. D.)--Seton Hall University, 2000. / Includes bibliographical references (leaves 105-115). Also available online from the Seton Hall University web site. Address as of 7/24/02: http://library.shu.edu/dissertations/Russomano-Laura.pdf.

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 37-42). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR45973

Thesis (Ph.D.)--York University, 2008. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 178-198). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR46009

Inaug.-Diss.--Münster. / "Sonderdruck aus dem 'Archiv für die gesamte Psychologie' Bd. xvii, Hft. 3/4." Lebenslauf. "Literaturverzeichnis": p. 65.

The following report draws on previous research as a rationale for a proposed study investigating the link between social skills and academic achievement for individuals with attention deficit/hyperactivity disorder (ADHD). The literature lends basis to the hypothesis that social skills may ameliorate the negative outcomes associated with ADHD. ADHD is related to negative outcomes in academic and social domains, including underachievement and exclusion. This is of particular importance because of the prevalence of ADHD and the frequency of social demands. In this report, the literature on academic achievement of individuals with ADHA is reviewed and a study is proposed that would contribute to establishing social skills as a moderator of the relationship between ADHD and academic achievement. Suggestions for other areas of research are also considered. / text