No description available.

The purposes of this study were to explore the preference of the Chinese undergraduate music majors (N = 27) for Chinese Xi-Qu and Western opera audiovisual examples, the reasons for preference, influence of familiarity on preference, and the relationship between preference ratings and the emotions as detected by FaceReader. The mixed research method, convergent parallel design, was used to explore this topic in depth. As Xi-Qu and opera integrate multiple art forms, eight audiovisual examples (Xi-Qu, n = 4, opera, n = 4) were selected as the stimuli to show the characteristics of the two genres. The participants watched the audiovisual examples individually and responded to a questionnaire meanwhile their facial expressions were recorded for FaceReader analysis. The semi-structured interviews were administered to collect qualitative data pertaining to participants’ general opinions about the musical examples, familiarity, reasons for preference, and the emotions encompassing when watching the musical examples. Descriptive and inferential statistics were used to analyze the data obtained from the questionnaire. The facial expressions video files were analyzed by FaceReader. The qualitative data obtained from interviews were coded to find themes. The quantitative findings suggested that the operatic examples received higher mean preference ratings than the Xi-Qu examples. The top three preferred examples were all operatic pieces while the three least preferred examples were Xi-Qu pieces. Results of one-way ANOVA showed that the difference among the preference mean ratings showed the statistical significance, F (7, 208) = 14.15, p < .01. The operatic examples also received higher familiarity ratings than Xi-Qu examples. The difference among the familiarity mean ratings also showed the statistical significance, F (7, 208) = 2.99, p < .01. The preference and familiarity ratings showed a modest but statistically significant relationship (r = .45, p < .01). A statistically significant relationship was found between the preference ratings and tempo (r =. 23, < . 01). Furthermore, singing was always among the top three most liked elements in the operatic examples, but singing was always among the top three most disliked elements in the four Xi-Qu examples despite that singing was also among the top three liked elements in two Xi-Qu examples. Numerical FaceReader results showed a strong negative relationship between “angry” and preference (rho = -.976, p < .01). The moderate relationship was found between “sums of negative emotions” and preference (rho = .741, p < .05). No statistically significant relationship was found between valence and preference and between arousal and preference. The results of temporal FaceReader analysis showed that the participants’ emotional response to the audiovisual examples changed with the unfolding visual and audio information. The qualitative analysis revealed a model of Xi-Qu and opera preference. The model contained the factors influencing preference for Xi-Qu and opera, including personal factors, cultural and environmental factors, visual factors, musical factors, and musical response. Formal voice training was the most reliable indicator of preference for operatic examples. Familiarity gained through guided listening instead of random repetition was positively related preference for Xi-Qu examples. The unexpected findings were the influence of religion and static perspective on preference for music. Implications and recommendations were discussed, and the suggestions for future research were included.

<p>Social workers interact with clients, colleagues, policies and organizational structures regularly in their practice. There are times throughout a social worker’s field experience that she or he may encounter a difficult or challenging practice moment. Although there is an existing literature about ‘critical incidents’ in practice, there is minimal exploration of how social workers describe, experience, reflect upon and understand these difficult practice moments. What happens when we encounter difficult moments? Do we feel prepared and confident in our abilities? Do we experience it as a learning opportunity? How do these moments impact our practice moving forward? This study is based on six one-to-one, narrative-based interviews with social workers from various fields of practice and seeks to better understand how social workers experience difficult practice moments. I explore the personal ways in which the social workers chose to share their stories to demonstrate the significance of the moment to them individually. I also explore themes identified by the social workers including: emotional journeys, working through the moment, discomfort with uncertainty and theoretical versus practice wisdom. The themes identified by this particular group of social workers reveal the complexities and impacts of experiences with difficult practice moments. Furthermore, the social workers’ narratives revealed that a shift in language from ‘critical incident’ to ‘moment of tension’ would better conceptualize the fluidity of these experiences. Because social workers will continue to experience challenging moments in practice, it is essential that we enhance our understanding of these experiences. We must also appreciate the significance of these moments to social workers and promote the inclusion of their voices in further exploration of moments of tension in practice.</p> / Master of Social Work (MSW)

Keičiantis visuomenei, keičiasi ir mokykla, taip pat ir pedagogai, kurie rengia jaunąją kartą gyvenimui. Nuo dabartinių vaikų priklauso ne tik jų pačių, bet ir mūsų ateitis. Formuojat naujos mokyklos įvaizdį, jos vadovams iškyla būtinybė skatinti pedagogus įgyti ne tik profesinių, bet ir vadybos žinių bei įgūdžių.Ir tai gali būti laikoma viena svarbesnių ugdymo proceso modernizavimo ir optimizavimo prielaidų. Norint apsaugoti ugdytinius, juos išauklėti dorais žmonėmis ir ištikimais piliečiais mokytojas turi nuolat mokytis, tobulinti profesinę kvalifikaciją. Darbo tikslas ištirti pedagogų požiūrį į mokymasi visą gyvenimą galimybes sociologiniu aspektu.Tyrimo metu pasitvirtino abi iškeltos hipotezės, t.y.Lietuvoje nėra vieningos motyvuotos sisteminės metodikos, kuri kryptingai užtikrintų pedagogų norą mokytis visą gyvenimą ir tobulėti; mokymasis visą gyvenimą neatsiejamas su asmenybės saviraiškos saviugdos bei perspektyvesnėmis karjeros galimybėmis bei švietimo darbuotojų mokymasis, kvalifikacijos kėlimas yra prioritetiniai sistemos funkcionavimo veiksniai užtikrinantys tikslų bei kokybiškų resultatų efektyvumą.Išanalizavus ir apibendrinus respondentų atsakymus į klausimus, galima teigti, jog iš vadovų patirties pedagogai tobulinant kvalifikaciją susiduria su įvairiais sunkumais:metodų parinkimas seminarų metu,laikas,vieta,dokumentacijų gausa,finansavimas, motyvacija . / Changing society, changing school, including teachers, who are preparing the young for life. Since children today depends not only on their own, but also our future. In shaping the image of the new school, its leaders seem necessary to encourage teachers to acquire not only professional, but also the management of knowledge and skills. And it may be regarded as one of the more important of the educational process of modernization and optimization possibilities. To protect personnel, to educate people honest and loyal citizens, teachers must continually learn, improve their professional qualifications. Aim - To investigate the sociological aspect of teachers attitudes to lifelong learning opportunities for Lithuania. The study confirmed both hypotheses set in the beginning, that Lithuanian schools is not a single substantiated in a systematic methodology that focused teachers willingness to provide lifelong learning and improvement, lifelong learning is integral to personal freedom and self career opportunities and education staff learning and qualifications are the priority system element for ensuring the objectives of quality and performance efficiency. The analysis and synthesis of survey responses to questions, it appears that the leaders of the experience of educators to improve the qualifications are facing various difficulties: the use of selection workshops, time, location of the documentation is abundant, funding, motivation.

Made available in DSpace on 2015-04-16T14:48:53Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1270065 bytes, checksum: 1dd795fc5ce49721d8a73577e9a317b5 (MD5) Previous issue date: 2011-10-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The constant changes in the economic and social updates and require flexibility in the workplace, both in industry and services sector. In the latter, it is essential to good professional preparation, because of its good performance and good service, the results of customer satisfaction and loyalty. Given this, it becomes clear that the positioning takes formal training as a contributor to professional development and thus for organizational development. Given this, the present study aimed to demonstrate the main focuses of the need for formal training in accordance with the perception of managers of restaurants in the city of Joao Pessoa, based on the context of rationalization of work processes (production management) and development people. To pay attention to the objectives of the study the type of inquiry was used survey, when a basic / descriptive approach is adopted, by means of application of semistructured questionnaires, near 154 managers of restaurants of the border of the above-mentioned city. The instrument used was a structured questionnaire that investigated the activities of the managers in the workplace, the level of difficulty in performing them and the need for involvement or participation in formal training, for better performance of those activities. The method of data treatment applied was anchored on the use of SPSS software, through which he obtained, in addition to the frequencies and percentages, t-tests and Pearson correlation tests. The results show that in their daily lives, respondents develop a range of management activities distributed among the centers of production management and people development, and more activities are contained in this second focus, and that it has a more prominent when pointed out the activities that result in greater difficulty in achieving it. Still obtained as a result of the fact that the majority of respondents participated in formal training financed by the companies they work for and that, perhaps due to this participation, there is little interest in participating in further training. However, in response to the overall objective of this study revealed that, when they point to the need for formal training, managers also perceive as necessary to carry out training activities contained in both the focus of management in production and development of people. Finally, we present some suggestions and recommendations, aiming to contribute a better planning of formal management training, through the perspective of the managers themselves. / As modificações constantes no cenário econômico e social requerem atualizações e flexibilidade no âmbito do trabalho, tanto no setor industrial quanto no setor de serviços. Neste último, se faz essencial o bom preparo do profissional, pois, de sua boa prestação e do bom atendimento, resulta a satisfação e fidelização da clientela. Diante disto, torna-se claro o posicionamento que o treinamento formal ocupa como colaborador para o desenvolvimento profissional e, consequentemente, para o desenvolvimento organizacional. Diante disto, o presente estudo objetivou demonstrar os principais focos de necessidade de treinamento formal de acordo com a percepção de gerentes de restaurantes da cidade de João Pessoa, tomando como base o contexto de racionalização dos processos de trabalho (gestão da produção) e de desenvolvimento de pessoas. Para atender aos objetivos do estudo foi utilizado o tipo de pesquisa survey, adotando-se um enfoque básico/descritivo, mediante aplicação de questionários semiestruturados, junto a 154 gerentes de restaurantes da orla da referida cidade. O instrumento utilizado foi um questionário estruturado que investigava as atividades realizadas pelos gerentes no ambiente de trabalho, o nível de dificuldade em realizá-las e a participação ou a necessidade de participação em treinamentos formais, para um melhor desempenho das referidas atividades. O método de tratamento dos dados aplicado ancorou-se no uso do software SPSS, através do qual se obteve, além das freqüências e dos percentuais, Testes-T e testes de Correlação de Pearson. Os resultados revelam que, em seu cotidiano, os respondentes desenvolvem uma gama de atividades gerenciais distribuídas entre os focos de gestão da produção e desenvolvimento de pessoas, sendo que mais atividades estão contidas neste segundo foco; e que o mesmo tem um maior destaque quando são apontadas as atividades que acarretam maior dificuldade em sua realização. Ainda se obteve como resultado o fato de que a maioria dos respondentes participou de treinamentos formais financiados pelas empresas em que trabalham e que, talvez devido a esta participação, há pouco interesse em participar de novos treinamentos. Contudo, em resposta ao objetivo geral deste trabalho, revelou-se que, quando apontam para necessidade de treinamento formal, os gerentes percebem como igualmente necessários treinamentos para realização de atividades contidas tanto nos focos de gestão da produção quanto no de desenvolvimento de pessoas. Por fim, foram apresentadas algumas sugestões e recomendações, objetivando contribuir um melhor planejamento dos treinamentos gerenciais formais, através da perspectiva dos próprios gerentes.

The prominent shifts towards greater flexibility in work arrangements as well as in organizational forms have had profound effects on the labor market for engineers, and given rise to the technical consulting industry. The technical consulting firm is becoming increasingly important in many technology-based industries, as a growing number of technology-based firms rely on technical consulting firms to produce their outputs. In that respect, the technical consulting firm is an important actor for the organization and development of engineering knowledge, as well as for the transfer of knowledge to and among technology-based firms. However, despite its growing importance, the technical consulting firm has received scant scholarly attention. Hence, the purpose of this thesis is to enhance the understanding of the roles of the technical consulting firm and the technical consultants for the transfer of knowledge among problem-solving contexts and client organizations. This thesis is comprised of a compilation of three papers and an extended summary. It draws upon a qualitative single-case study in one of Scandinavia’s leading technical consulting firms. This thesis takes a multilevel perspective, and utilizes an embedded case study design to study both the organizational and the individual level of analysis. In total, it builds on 54 interviews with managers and consultants, 14 observations of a competence development program for engineers who are in the beginning of their careers as technical consultants, and 2 workshops with managers. This thesis identifies two primary capabilities, developed through the interaction between the firm and the individual level: swift transition and knowledge cycling. The findings indicate that the link between the respective capabilities creates the foundation for the successful organization of engineering knowledge. Hence, these capabilities illustrate that the technical consulting firm has other roles to play than merely solving the problem of numerical and functional flexibility. Moreover, this thesis develops the process of knowledge cycling. The knowledge cycling process addresses the role of the individual consultant in the transfer of knowledge within and among problem-solving contexts, and consists of three distinct knowledge processes found prominent during the different phases of a consulting assignment: (1) knowledge acquisition, (2) knowledge integration, and (3) knowledge transfer. Furthermore, this thesis provides insight into how formal training affects the technical consultants’ ability to transfer knowledge. The findings suggest that this ability is developed through a three-stage process: (1) identifying the core of an assignment, (2) broadening the scope of action, and (3) becoming more self-confident in the role of consultant.

Användarutbildning är en viktig faktor vid affärssystemsimplementation, eftersomdet kan bidra till att företag når önskade fördelar med sitt nya affärssystem. Därför är användarutbildning en betydande faktor under hela affärssystemsimplementationen från pre-implementationen till post-implementationen. Trots användarutbildningens betydelse vid affärssystemsimplementation är den användarutbildning som genomförs bristande, då den inte skapar förutsättningar för användaren att effektivt och självständigt nyttja affärssystemet efter att utbildningen avslutats. Syftet med studien är att undersöka hur användarutbildning genomförs under affärssystemsimplementation och identifiera utmaningar som beställarorganisationer ställs inför i samband med användarutbildning. Studien utgick från en kvalitativ ansats där semistrukturerade intervjuer genomfördes. Resultatet indikerar att den användarutbildning som genomförs pre-implementation skiljer sig från den som sker under post-implementation. Den huvudsakliga delen av utbildningen genomförs pre-implementation och består av formella utbildningsmetoder. Under post-implementationen genomförs ingen eller lite formell utbildning, men visst informellt lärande sker. Att genomföra användarutbildning under affärssystemsimplementation kan innebära utmaningar. Studien visar att följande utmaningar kan identifieras för beställarorganisationer i samband med användarutbildning “otydlig ansvarsfördelning gällande användarutbildning”, “ansvarsåtagande i rollen som nyckelanvändare”, “användarens ansvar för lärande” samt “användarens motivation och engagemang”. / End User Training (EUT) is an important part of the implementation of an Enterprise Resource Planning system (ERP system), since it is a prerequisite for companies to reach the expected benefits of their new ERP system. Therefore, EUT is an important factor during the whole ERP implementation, from pre-implementation to post-implementation. Despite the importance of EUT during ERP implementation the conducted EUT is inadequate since it does not create conditions for the users to effectively and independently use the ERP after the completion of training. The purpose of this study is to examine how EUT is conducted during ERP implementation and to identify challenges that client organizations face in connection with EUT. This study was based on a qualitative approach in which semistructured interviews were conducted. The result indicates that the EUT provided pre-implementation differs from that which occurs during post-implementation. The main part of the EUT is conducted pre-implementation and consists of formal training methods. During post-implementation, none or little formal training is performed, but some informal learning takes place. To conduct EUT during ERP implementation can entail challenges. In this study, following challenges can be identified for clientorganizations connected to EUT: "unclear responsibility for EUT", "responsibility in the role of key user", "user responsibility for learning," and "user motivation andcommitment".

No description available.

Esta pesquisa tem como eixo norteador as discussões acerca da formação e atuação dos pedagogos no Brasil, parcialmente expressas na implementação de diretrizes curriculares nacionais. Buscamos identificar quais mudanças são evidenciadas na formação inicial e na percepção dos pedagogos quanto às contribuições da formação inicial para a sua atuação profissional, fomentadas em alguma medida pelas Diretrizes Curriculares Nacionais para o curso de Pedagogia, que reestruturou o curso por meio do Parecer CNE/CP nº. 3/2006 e Resolução CNE/CP nº1/2006. A pesquisa, de natureza qualitativa, envolveu os seguintes procedimentos: análise documental, questionários e entrevistas junto a dois grupos de pedagogos formados e concluintes do curso nos períodos anterior e posterior à promulgação dos referidos documentos legais. Inicialmente é feita a análise do contexto no qual foram implementadas as DCNP, buscando situar este documento na história do curso de Pedagogia; num segundo momento foi realizado um levantamento das percepções dos sujeitos da pesquisa, por meio dos questionários e entrevistas junto aos pedagogos formados em uma Universidade privada de caráter confessional, situada na cidade de São Paulo, nos dois períodos destacados acima. Por fim, realizamos a análise comparativa de documentos curriculares do curso de Pedagogia da mesma Universidade, dos dois períodos anteriormente definidos. O objetivo central era identificar e caracterizar elementos que ajudassem a identificar as mudanças no curso de Pedagogia e na perspectiva dos egressos e concluintes quanto às contribuições do curso para a sua atuação profissional, relacionadas em alguma medida com as determinações curriculares de produção central. Evidenciou-se uma série de mudanças significativas na composição do currículo do curso de Pedagogia desta Universidade, influenciadas essencialmente pelas demandas do trabalho docente, que conferiu ao currículo do curso uma base docente, especialmente em função de necessidades materiais impostas pelo contexto histórico e social. Concluiu-se que as mudanças evidenciadas alteram diretamente a natureza e a organização do curso de Pedagogia, de forma que esta foi a principal mudança ao longo de sua história no Brasil, por buscar romper, no plano das intenções formativas, com a dualidade entre o bacharelado e a licenciatura. E como consequência dessa mudança em relação à natureza do curso, evidenciaram-se também mudanças em relação a sua organização, o que se deu por meio de um processo de redução do tempo de formação, sustentado por um enxugamento do currículo. Por fim, identificou-se uma mudança na percepção dos pedagogos quanto às contribuições da formação inicial para sua atuação profissional, que se volta essencialmente para as atividades docentes no âmbito escolar. / This research presents as its guiding axis the discussions about training and performance of pedagogues in Brazil, partially expressed in the implementation of national curriculum guidelines. We looked for identifying the changes that stand out in the initial formal training and the perception of pedagogues concerning what that initial training adds to their professional performance, to a certain extent fomented by the Diretrizes Curriculares Nacionais para o curso de Pedagogia (DCNP) [National Curriculum Guidelines for the Pedagogy Course], which has restructured the course by means of Opinion CNE/CP nº 3/2006 and Resolution CNE/CP nº 1/2006. The research of qualitative nature involved the following procedures: documentary analysis, questionnaires and interviews with two groups of graduated and graduating pedagogues before and after the aforementioned legal documents were enacted. First, we analyzed the context in which the DCNP were implemented, in the attempt at placing this document within the history of the Pedagogy Course; second, we conducted a survey on the perceptions of the research subjects by means of questionnaires applied to and interviews conducted with pedagogues graduated from a private University of confessional nature, located in the city of São Paulo - in the two periods highlighted above. Finally, we conducted a comparative analysis of curriculum documents from the Pedagogy Course held at the same University from the two periods defined previously. The core goal was to identify and characterize the elements that would aid in identifying the changes to the Pedagogy course and to the perspective graduated and graduating students have of what the course adds to their professional performance, to a certain extent related with the centrally produced curriculum determinations. A series of significant changes to what constitutes the curriculum of this University\'s Pedagogy course stood out, and were essentially influenced by the demands from the work of educators, which granted the course curriculum a teaching base, particularly as a result of the material needs imposed by the historical and social context. It was concluded that the highlighted changes were those directly altering the Pedagogy course\'s nature and organization in such a way that how the course is organized was the main change occurring throughout the curriculum history in Brazil, since it aimed at ending the duality between a Bachelor\'s degree and a Teaching degree, within the plan of formative intents. And, as a result of that change in relation to the nature of the course, a significant change stood out also concerning the course organization, which occurred by means of a process of reduced time needed for graduating, supported by \"streamlining\" the curriculum. Finally, we identified a change to the perception the pedagogues have of what the initial formal training adds to their professional performance, which is essentially oriented toward teaching activities within the school environment.

Bakgrund: I ett alltmer mångkulturellt samhälle blir det märkbart hur förutsättningarna för en god hälsa skiljer sig mellan olika samhällsgrupper. Hälso- och sjukvården har som uppgift att främja hälsan hos alla patienter oavsett bakgrund. Detta ställer nya krav på den svenska sjukvården, då en mångkulturell utveckling leder till fler transkulturella möten i vården. Dessa möten innehåller ofta hinder som kan vara svåra att överbrygga, vilket kräver en kunskap om vilka faktorer som påverkar mötet och en medvetenhet om kulturens betydelse hos sjuksköterskan.   Syfte: Syftet med studien var att utifrån ett sjuksköterskeperspektiv belysa de faktorer som påverkar vårdrelationen i transkulturella möten.   Metod: En litteraturstudie baserad på 13 vetenskapliga artiklar var av nio kvalitativa och fyra kvantitativa. Resultatet analyserades och sammanställdes genom ett kvalitativt analysinnehåll.  Som teoretiska utgångspunkter användes en definition av kulturell kompetens och vårdrelation.   Resultat: Resultatet visar att kommunikation och språkbarriärer utgör det största hindret i den transkulturella omvårdnaden. Användning av tolk som hjälpmedel visade sig ha både för- och nackdelar. Organisatoriska hinder försvårade förutsättningen för en fungerande vårdrelation och kulturella skillnader visade sig kunna leda till konflikter i vårdmötet. Sjuksköterskan använde sig av olika strategier som hjälpmedel vilket illustrerade en viss kulturell medvetenhet, medan bristen på förståelse ledde till generaliseringar som resulterade i en diskriminering av patienter. Många sjuksköterskor saknar utbildning i transkulturell omvårdnad, vilket efterfrågades av merparten. De sjuksköterskor som genomgått en utbildning i kulturell kompetens uppgav positiva effekter som lett till en ökad medvetenhet.   Diskussion: Sjuksköterskan behöver bli medveten om de negativa konsekvenser som en bristande kommunikation och kulturella konflikter har för etablerandet av en vårdrelation till patienten. Enligt de dokument som styr professionen har sjuksköterskan en skyldighet att skapa de bästa förutsättningarna för en god omsorg om patienten. Okunskap och oförståelse leder till en diskriminering av patienten som inte hör hemma i vården. Utbildning i kulturell kompetens har bevisligen positiva effekter för att motverka generaliseringar och öka medvetenheten hos sjuksköterskan. För att främja en kulturell medvetenhet bör mer fokus läggas på dessa frågor i sjuksköterskans grund – och fortutbildning.