Based on the vocational personality trait, this study aims to explore the relationship between the vocational preference inventory conducted by new recruitment of T Bank and their individual performance, as well as the influences of professional training hours on different level of works. Furthermore, this study will search for the correlation between controlling variables and population variables. This study collects relevant information from database established at T Bank beginning from its establishment to the end of 2003, which are categorized as the following files: ¡§vocational preference inventory¡¨, ¡§educational training¡¨, ¡§employees¡¦ performance¡¨ and employees¡¦ basic information¡¨, then executes the statistic analysis for a total of 926 effective samples through one-way ANOVA, Pearson correlation analysis, multiple regression analysis. This study also uses the results of the vocational preference inventory, conducted by the T Bank new recruitment, as the independent variables, individual performance as dependable variables and the professional training hours, work classification as moderating variables, searching for the correlation and influence between them. Furthermore, this study searches for the moderating effects between each item of variables by using the professional training hours and work classifications as moderating variable. This study reveal that the variables such as ¡§gender¡¨, ¡§age¡¨, ¡§education¡¨ and ¡§work period¡¨ appear obvious discrepancy respectively in individual performance, while there is no obvious difference in the devotional degree of an organization. Then, there is an obvious correlation in some parts of professional personality trait, revealing a fact that the employees should be assigned for his or her work according to the results of the vocational preference inventory. In the ¡§work classification¡¨ to ¡§vocational personality trait¡¨, ¡§leadership¡¨ and ¡§challenge¡¨ show the moderating effects on ¡§indivisual performance¡¨. Finally, the study indicates that the ¡§professional training hours¡¨ has no moderating effects on the ¡§professional personality trait¡¨ and ¡§individual performance¡¨ and it also presents that the ¡§independence¡¨ in the ¡§professional personality trait¡¨ is the key factor for each employee¡¦s independent learning. The results of study also reveal that the vocational preference inventory and the professional training hours play in employees training. There are few studies for the vocational preference inventory, in particular its substantial experiment; therefore, this study aims to enhance and supplement the study for this part. On the other hand, this study also approves that the professional training shall be designed on a basis of short-term course in order to meet the actual requirements and efficiently carry out one special mission.

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Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 190-202). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--Lehigh University, 2009. / Adviser: Judith Lasker.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Steve Anderson. Includes bibliographical references (leaves 149-159) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 83-87).

In this essay i present a study on political learning of a minority ethnicity whose political history in the institutional form began in 1993. The ethnicity in question is the Sami’s and in 1993 the Sami Parliament was established. The establishment of the Sami parliament radically changed the preconditions for political work. Sami politics came to be pursued in an organized manner in the form of a public authority and democratically elected units. In these study Sami politician's perceptions of political learning is investigated. Special attention is directed towards individual- as well as organizational and institutional level. The theories used are Vygotsky's sociocultural perspective on learning complemented with a Foucault-inspired discourse analysis. The method used is semi-structured interviews. The results show that learning is essentially perceived to take place on an individual level and that the organizational and institutional level only to some extent supports the individual level of learning

Background:Rapid development of digital technologies creates innovative ways of learning, Massive Open Online Courses being one of them. To keep up with the development, two Swedish universities have launched their own courses despite lack of clear benefits for education. Exploring the adoption process of employees and identifying differences between universities are important as the acceptance of innovation among employees is crucial for success. Purpose:The purpose of this study is to explore the adoption process of a new innovation in the education sector, thus contributing to a more concrete research of individual adoption of an innovation in education context. Research question:What are the differences between the two Swedish universities in the adoption of an innovation, being MOOC, based on the individual perception of the employees? Methodology:A qualitative embedded multiple case study strategy, with deductive reasoning. Conclusion:The findings acknowledged that the adoption of MOOCs occurs on individual level at the universities despite unclear outcomes, absence of performance-based incentives and lack of managerial support. Hence, the findings suggest that non-financial incentives and innovativeness of the individuals were the important factors triggering the acceptance. Moreover, a presentation of potential outcomes and personal benefits of the MOOCs will enhance the adoption.

Driven by both applied and theoretical goals, scientific interest in canine cognition has experienced a rapid surge in popularity, especially over the last 15 years (Morell, 2009). Here we provide the most comprehensive review to date of dog cognition research, capturing all the articles (285) we could find on the subject going back to 1911. We begin by summarizing general research trends, first documenting the rapid recent growth in dog cognition research (particularly in the domain of social cognition), and then identifying a number of trends in terms of the cognition topics and dog populations studied. Next, we summarize and synthesize the substantive conclusions emerging from research on non-social (discrimination learning, object permanence, object learning, categorization, object manipulation, quantitative understanding, spatial cognition, memory) and social (responses to human cues, perspective taking, dog-human communication, social learning) cognition. In light of burgeoning research on individual differences in cognition and on the biological organization of cognitive domains, we highlight the potential impact of these topics on dog cognition. Finally, based on our syntheses, we outline some ideas for future research, including recommendations that studies focus on: (1) incorporating multiple sensory modalities (most notably olfaction); (2) using more diverse populations of subjects; (3) replicating studies where current knowledge is based on small study sets or on small samples; (4) identifying fundamental developmental patterns of cognitive development; (5) identifying individual differences in cognitive ability; and (6) identifying potential cognitive constraints (e.g., cognitive abilities that are non-independent due to pleiotropic biological organization). / text