Le gouvernement international des frontières d’Asie centrale (Kirghizstan, Tadjikistan, Ouzbékistan, Kazakhstan, Turkménistan) comprend les projets de gestion des frontières conduits par l’OSCE, la Commission européenne, l’ONUDC et l’OIM entre 1992 et 2012. Ils organisent l’import/export d’une expertise alignant les limites étatiques dans cette région sur un double impératif de mobilité et de sécurité. Comment ces savoirs sur la frontière circulent-ils à travers ces dernières ? Les projets passent par trois univers distincts. Ils prennent attache sur les sociétés centrasiatiques aux intersections entre flux et contrôle. Les équipements qu’ils fournissent n’encadrent toutefois les pratiques de vérification que dans une mesure très variable. Ces investissements sont décidés dans des comités de pilotage situés dans un microcosme qu’on appelle le champ d’opérations. Cet espace se configure selon un capital dont le volume décrit l’autonomie des opérateurs, et dont la structure signale leur niveau de spécialisation dans les mondes du développement et de la sécurité. Sa structure sanctionne positivement les acteurs qui accumulent la plus grande quantité de capital social. Les enceintes d’autorisation sont quant à elles encastrées dans un espace transnational gravitant autour de Bruxelles et de Vienne. Tandis que l’Asie centrale est construite comme un enjeu d’intérêt secondaire au sein du champ de l’Eurocratie, les acteurs de la place viennoise lui accordent une importance plus grande. Les élites transnationales les plus subalternes sont incitées à s’établir dans cette zone de relégation, car elles peuvent plus facilement y rétablir leurs positions respectives. / The international government of Central Asian Borders (Kyrgyzstan, Tajikistan, Uzbekistan, Kazakhstan, Turkmenistan) refers to projects in the field of border management that have been implemented by the OSCE, the European Commission, the UNODC and IOM between 1992 and 2012. These activities import and export a type of expertise aimed at bringing state boundaries in line with an imperative of mobility and security. But how does this border knowledge circulate across borders in the first place? During their life cycle, projects go through three different social universes. Firstly, they connect with Central Asian societies where control and flows intersect. They provide some equipment which only frames checks and controls to some extent. The steering committees deciding over these investments are embedded in a particular social universe that we call the field of operation. This second space is configured according to a capital whose volume corresponds to the level of autonomy that each implementing agency holds, and whose structure refers to their specialization in development and/or security. The practical logic of this field positively sanctions the accumulation of social capital by individual brokers. The authorization-giving arenas, finally, are situated in a transnational space polarized around Brussels and Vienna. Whilst Central Asia is constructed as a place of secondary interest within the field of Eurocracy, actors working from Vienna perceive this region as a more important issue. Subaltern transnational elites tend establish themselves in such unattractive areas because they gain leeway where they can re-establish themselves as important players from there.

No description available.

Thesis (MPhil)--University of Stellenbosch, 2011. / Introduction: Objective Structured Clinical Examination (OSCE) examiner training is widely employed to address some of the reliability and validity issues that accompany the use of this assessment tool. An OSCE skills course was developed and implemented at the Stellenbosch Faculty of Health Sciences and the influence thereof on participants (clinicians) was evaluated. Method: Participants attended the OSCE skills course which included theoretical sessions concerning topics such as standard-setting, examiner influence and assessment instruments, as well as two staged OSCEs, one at the beginning and the other at the end of the course. During the latter, each participant examined a student role-player performing a technical skill while being video recorded. Participants‟ behaviour and assessment results from the two OSCEs were evaluated, as well as the feedback from participants regarding the course and group interviews with student role players. Results: There was a significant improvement in inter-rater reliability as well as a slight decrease in inappropriate examiner behaviour, such as teaching and prompting during assessment of students. Furthermore, overall feedback from participants and perceptions of student role-players was positive. Discussion: In this study, examiner conduct and inter-rater reliability was positively influenced by the following interventions: examiner briefing; involvement of examiners in constructing assessment instruments as well as viewing (on DVD) and reflection, by examiners, of their assessment behaviour. Conclusion: This study proposes that the development and implementation of an OSCE skills course is a worthwhile endeavour in improving validity and reliability of the OSCE as an assessment tool.

Approved for public release, distribution is unlimited / This thesis examines the role of the Organization for Security and Cooperation in Europe (OSCE) among organizations dealing with security issues, such as the United Nations, the European Union, and NATO. This study further analyzes the OSCE commitments in the fields of human rights, democracy, rule of law, and national minorities. This analysis is performed in order to promote the OSCE to a broader public. The thesis further analyzes and describes the origins of the Conference for Security and Cooperation in Europe (CSCE) and its development since 1975, when the Helsinki Final Act was signed by the Heads of State or Government of all participating States. The development of the international situation in Europe, the end of Cold War, and escalation of violence, especially in South Eastern Europe, Caucasus, and Central Asia, caused fundamental changes in the European, and subsequently, the world security environment. The CSCE identified and responded to this new situation, resulting in a dramatic growth of its own role in shaping a common security area. Consequently, the CSCE changed its name to the Organization for Security and Cooperation in Europe. However, some critics think that OSCE is a "dead" organization, lacking tangible results and the necessary "teeth." It is necessary to review the main ideas why the CSCE was established and to properly identify the role of the OSCE in the European Security Architecture. Therefore, the main part of the thesis focuses on the European Security Architecture, the OSCE itself, and the OSCE missions, three of which are detailed and evaluated as case studies. / Lieutenant Colonel, Czech Republic Army

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Occupational Therapy is a client centred, holistic allied health profession in which the quality of a supportive, empowering therapist-client relationship is seen as having a key and central role in effective therapy. A minimum of a 1000 hours of practice placement education (PPE) must be successfully completed in pre-registration programmes, which are charged with ensuring graduates are fit for practice and purpose. This Work Based Project focussed on how pre-registration education can best equip students for a first PPE in terms of sufficient inter-personal communication skills. Primary data collection was conducted between November 2008 and March 2010. The project firstly employed thematic content analysis of data elicited from two rounds of focus group surveys of practice placement educators (PPEds) to identify a baseline of inter-personal communication skills required prior to embarking on a first PPE. This data was used to formulate an objective structured clinical examination (OSCE) checklist of inter-personal communication skills, which was then utilised as a formative assessment and in role play scenarios in taught sessions with one first year pre-registration occupational therapy cohort. This cohort was surveyed via a questionnaire and in addition five students were interviewed. Subsequently a group of third year students, who role played clients for the OSCE, participated in a facilitated discussion on their perceptions of the OSCE. The data on students’ perceptions and an analysis and comparison of staff and student ratings of performance in the formative OSCE, were utilised in a critical evaluation of the use of this OSCE as a teaching and assessment tool. The findings indicate a level of agreement on the content of the OSCE checklist, providing content validity to this particular assessment. PPEds, and first and third year students are positive about the use of an OSCE when it is used as a formative experience. Students recommend that if used as a summative assessment the OSCE is combined with a reflective piece. Objective structured clinical examinations have long been established in other health care professions such as medicine and nursing. This project has provided evidence indicating that an OSCE of inter-personal communication skills is a valid assessment tool for occupational therapy pre-registration students, and that it can also facilitate student reflection, self-awareness and learning. It has also identified profession specific inter-personal communication skills required for embarking on a first PPE.

No description available.

This thesis examines the perceptions and experiences of pre-registration nursing students with dyslexia in one university in relation to one specific assessment: the Objective Structured Clinical Examination (OSCE). In September 2013, all United Kingdom pre-registration nursing training moved to degree level university programmes. Universities must also ensure that all nursing students meet the fitness to practise criteria laid down by the Nursing and Midwifery Council (NMC, 2015). Current national higher education policy aims to widen participation; this includes those with disabilities. Statistics show that 10% of students attending university in England have a declared disability, the main one being dyslexia. The study university has its own widening participation policy, with 19% of its children’s nursing students currently registered as having dyslexia. The Nursing and Midwifery Council (2010) states that all pre-registration nursing programmes should contain a variety of assessment strategies, to ensure students meet the academic and clinical standards required by the professional nursing and midwifery register. One of the final assessments at the study university, as with many other medical and nursing degrees, is the Objective Structured Clinical Examination, a method of assessment that requires students to perform clinical assessments and answer questions within standardised conditions, within a set time limit. This study aims to explore the ways in which nursing students with dyslexia perceive and experience the OSCE as an assessment method, and to draw conclusions on ways to develop it further. Using a two-phase mixed methods approach, a purposive sample of 24 nursing students in year 3 of their course, was approached to participate in an online questionnaire, with 12 responding. Six students participated further in object elicitation interviews, which were analysed using a ‘Framework’ method. The findings highlight the unique OSCE journeys of study participants, the impact of dyslexia on the individual and the OSCE assessment process. The thesis offers discussion and recommendations around the OSCE as an ‘inclusive’ teaching and assessment method, considering how the design of curricula and assessments assists in recognising students’ individualism and in reducing potential issues. It is the first study to consider the OSCE with regard to such students and offers an opening for future studies focussing on learning difficulties and OSCE assessments within nursing.

This multifaceted study documents validates, and verifies the changes in oral surgery teaching in Dundee University Dental School, which have changed with time to accommodate the demands of an ever increasingly complex discipline. Availability of instructive teaching material in hard copy and as video and text on the internet combined with close clinical supervision and detailed assessment with feedback allows students to attain competency in exodontia with falling patient numbers. It has been demonstrated that the undergraduate training in the oral surgery clinics still attains competency or BDS standard of ‘safe beginner’ for simple extractions and minor oral surgery, despite fewer procedures being carried out. The criteria used for undergraduate assessment and marking of exodontia have been validated in house and nationally. These are appropriate, objective and reliable. Using Thiel cadavers is a valid and reliable method of teaching undergraduate students the technique of extraction with forceps prior to their clinical exposure. Further employment of the cadavers for continuing practice and the introduction of new skills has been mooted. The use of the ‘Blackboard’ was investigated and found not to be well used; the effort to produce the work was not well directed since it was not taken advantage of by the whole year nor very frequently by those who do use it. Alternative methods of engaging the student to investigate and research the discipline have been suggested. Encouragement of the students to interact more when the exodontia clinic time is available for this opportunity has been introduced and suggestions to increase this activity to enhance the teaching of core topics have been made. From apprehension to enjoyment our student assure us that they find this discipline worthwhile whilst acknowledging that it will not be a practice builder and that they are equipped to deal with simple oral surgery procedures.