Concluding Remarks: Problems and PerspectivesThe text doesn´t have an abstract / El artículo no presenta resumen

Suele considerarse a las teorías de la racionalidad, las teorías de la teoría y las teorías de la simulación mental como diversas estrategias de atribución mental, cada una de las cuales, desde una concepción tradicional, sería única y exhaustiva. En este trabajo examino algunas versiones de la teoría de la simulación mental y, particularmente, la perspectiva desde la cual estas describen la atribución mental. Finalmente, a partir de ciertas críticas, reformulo el sentido de la perspectiva de la primera persona que estas teorías, según mi parecer, detentan. Intento mostrar que una teoría de la atribución mental basada únicamente en la perspectiva de la primera persona no podría abarcar todos los casos de atribución mental y no sería una estrategia exhaustiva, única e independiente, quedando un espacio abierto para acudir a otras estrategias interpretativas.---Some Reflections on Mental Simulation and the First-Person Perspective”. It is usual to consider the theories of rationality, the theories of theory and the theories of mental simulation as diverse strategies of mental attribution, each one of which, from a traditional conception, would be unique and exhaustive. In this paper I examine some versions of the mental simulation theory and particularly the perspective whence they describe mental attribution. Finally, from certain critiques, I reformulate the sense of the first-person perspective that these theories, in my view, sustain. I attempt to show that a mental attribution theory based solely in the first-person perspective could not include all mental attribution cases and would not be an exhaustive strategy, unique and independent, leaving an open space for other interpretative strategies.

Este estudo teve por objetivo desenvolver um Balanced Scorecard para uma indústria de alimentos do Vale do Taquari. O Balanced Scorecard é um sistema de avaliação de desempenho através de indicadores, desenvolvido pelos autores Robert S. Kaplan e David P. Norton. Através da identificação de um quadro equilibrado de indicadores, o Balanced Scorecard apresenta um conjunto de medidas que fornece uma visão rápida e abrangente da empresa, buscando eliminar o excesso de informação e concentrando a atenção naquelas medidas que são fundamentais. Além das medidas financeiras, que informam sobre os resultados das ações já tomadas, apresenta também medidas operacionais de satisfação do cliente; dos processos internos e atividades de inovação e aperfeiçoamento da organização. A metodologia adotada foi de natureza qualitativa voltada ao estudo de caso. Foram realizadas entrevistas e visitas à empresa buscando os dados necessários para o desenvolvimento do trabalho e definição dos indicadores, suas metas e responsáveis, para cada uma das perspectivas. O resultado do trabalho é um Balanced Scorecard, que contempla as quatro perspectivas (financeira, cliente, processos internos e aprendizado), demonstrando a relação de causas e efeitos entre os indicadores destas perspectivas, apresentando um mapa estratégico que permite visualizar o desempenho da organização frente a sua estratégia e metas definidas. / This paper aimed to develop a Balanced Scorecard for a food industry of the Taquari Valley. The Balanced Scorecard is an evaluation system of the performance through indicators, developed by the authors Robert S. Kaplan and David P. Norton. Through the indication of a balanced chart of indicators, the Balanced Scorecard presents a set of measures that provides a fast and an overall view of the company, trying to eliminate the excess of information and concentrating the attention on those measures that are fundamental. Besides financial measures, that inform about the results of actions that have already been taken, they also show operational measures of the customer’s satisfaction; internal processes and innovation activities and improvement of the company. The methodology used was of qualitative case study. Interviews and meetings to the company were carried out searching for datas that are necessary for the development of the study and the definitions of the indicators, their purposes and people who are responsible for each perspective. The results of the study is a Balanced Scorecard, which contemplates four perspectives (financial, customer, internal processes and learning), showing the relationship of cause and effect among the indicators of these perspectives, presenting a strategic map that allows to visualize the performance of the company according to their strategies and defined purposes.

Background: The eHealth era has fully arrived and initiatives to increase and improve utilization of ICT in health care organizations are made in Sweden as in many other countries. However, much focus in research take place after implementation, evaluating the effects of these initiatives, and very little focus is regarding why development projects actually result in certain functionality. Also, few are problematizing the concept of what eHealth services are and what their contribution shall be on the health care environment. Aim and Objective: The main aim of this research was to explore and understand different perspectives and assumptions regarding aims in an eHealth service development. Further, the aim was to create an understanding for how these trough social interaction and activity in an actual development project will construct actual functionality. Method: A qualitative research method was chosen and conducted from a social constructivist point of view. A case, consisting of an eHealth service development project in Jonkoping County Council, where used for data collection through observations and interviews with the participants in the project team. To support formulation of research questions and thematization, a research metaphor was developed. Results: The result of this thesis contains several theoretical and empirical based perspectives and assumptions on eHealth services. eHealth services are expected to support efficiency, information security, extensive usage, pushing bigger changes in the health care environment, be a new and exciting way of working, changing the roles of patients and caregivers and creating empowered and motivated patients. Other result show that, even if all participants felt pleased with the project result, it was hard to relate all choices in functionality to their effect on use quality and expected outcome from using them. Implications are made for how soft system aspects should be included in the project process in development of eHealth services for defining and managing use quality and its relation to system quality.

This thesis explores the perspectives of people on psychogenic non-epileptic seizures (PNES). It is presented in three separate papers: a systematic literature review; an empirical research paper and a critical reflection of the research process as a whole. The systematic literature review aimed to provide a detailed understanding of stakeholder perspectives on PNES. A systematic search identified relevant studies that were subsequently synthesised using thematic analysis and the broader principles of narrative synthesis. Three broad themes relating to stakeholder perspectives were identified: the nature of PNES as a condition; diagnosis; and management and treatment issues. It was found that both patients and professionals experienced uncertainties in relation to understanding and managing the condition. This highlighted the need for further information and awareness of PNES and the development of clear treatment guidelines. Important differences in opinion were also identified between patients and professionals and consideration was given to how these may disrupt the development of effective partnerships in care. The research into patients' and families' perspectives was found to be lacking and further research was identified as being needed in this area. The empirical paper reports an exploratory qualitative study that aimed to provide an in-depth understanding of the perceived treatment needs of patients with PNES. Semi-structured interviews were conducted and findings were analysed inductively using the principles of thematic analysis. Four key themes were identified: return to normality; post-diagnostic limbo; uncertainty and apprehension about therapy; and need for validation. Patients with PNES described clear goals for their recovery and clear ideas about their treatment needs. However, following their diagnosis, many felt caught in 'limbo' due to uncertainties about their diagnosis and as a result of a lack of post-diagnostic support. Being in 'limbo' also linked to patients' uncertainties about psychology meeting their needs and for some there was apprehension about the potential negative consequences of therapy. The clinical implications of the research are discussed and recommendations for future research are made. The third paper is a critical reflection of the research process as a whole. It provides an overview and evaluation of the first two papers and personal reflections of the lead researcher are offered throughout. Implications for further research and clinical practice are offered and a summary of the research as a whole is offered.

The College Board’s Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking end-of-course AP exams, in hopes of earning college credit and strengthening high school transcripts. As the College Board promotes increased minority student participation (specifically African-American and Hispanic students) in AP courses, AP teachers face new challenges as potential first-generation college students enter their classrooms with below-level reading scores and a lack of essential critical-thinking skills needed for college-level assessment. The participants in this study are five AP U.S. History Teachers from urban, suburban, and rural Title I high schools. In this inquiry, I explore how their backgrounds and experiences shape their approaches to curriculum and pedagogy in their respective environments. I conducted two separate interviews with each teacher: the first addressed their formative years and educational experiences, while the second focused on their teaching philosophies and how they deliver course content. The data revealed similar instructional practices among the participants, all of whom choose student-centered teaching models to varying degrees to enhance student engagement. This discourse highlights the need for further inquiry into the perspectives of AP teachers in Title I schools to inform future policymaking decisions within schools and school districts to enhance historically marginalized student populations’ college and career opportunities.

Doctor of Philosophy / Department of Curriculum and Instruction / Michael Holen / Research shows the practice of incorporating English language learner (ELL) students’ native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 predominantly English-speaking (PES) teachers in the state of Kansas were surveyed on their perspectives and self-reported behaviors related to this practice. Participants were divided among three targeted teacher groups: pre-service teachers with no ESL-specific university preparation (PS), experienced teachers with no ESL-specific university preparation (No-ESL), and experienced teachers with significant (at least three courses) ESL-specific university preparation (C-ESL). Findings from descriptive analyses indicated that while teachers generally supported L1 use in instruction, they tended to show stronger support for its underlying theory than for its practical implementation. Results from a series of ANOVA’s suggested a clear link between ESL-specific university preparation and an increased support for the theory and practice of L1 use in instruction. Findings further suggested links among some combination of teaching experience and an increase in support for this practice. A series of inter-correlations produced various modest to moderate significant relationships among experienced teachers’ perspectives and demographic variables (gender, experience with ELL students). While both No-ESL and C-ESL teachers reported behaviors incorporating L1 use into instruction to some degree, results from independent samples t-tests showed that CESL teachers reported these behaviors significantly more often than No-ESL teachers. For both experienced teacher groups, inter-correlations showed modest to moderate significant relationships among a number of perspective items and behavior items. Results further indicated that although both groups shared some common relationships among variables, for the most part, the relationships shown to be significant varied considerably by group. Open-ended questions revealed a variety of approaches used by teachers as well as a number of obstacles perceived by teachers in incorporating L1 use in instruction. Findings from this study are discussed in relation to strategies and directions for teacher educators with the responsibility of preparing PES teachers to effectively serve increasing ELL student populations.

Supervision is the process in which the supervisor helps supervisees to use their skills and knowledge to deliver effective services to the clients, thus achieving organisational objectives. For the organisation to render effective and efficient services to their clientele, supervision is necessary to all employees to ensure that they receive the relevant education and support for effective job performance. This study was conducted to explore the perspectives of social workers regarding supervision in the Department of Social Development in Johannesburg. The study was conducted amongst social workers working for the Department of Social Development in Johannesburg. The researcher’s motivation for choice of study emanates from the observation and experience she had regarding supervision during her deployment as a Social worker in the Limpopo Department of Health and Welfare, and during her deployment in the Department of Social Development in Johannesburg. The researcher never received formal supervision, and this resulted in development of interest by the researcher in determining the viewpoints of other social workers regarding supervision within the Department. In undertaking this research, a quantitative approach was utilised to understand the social worker’s perspectives, with the intention of making practical recommendations to the Department of Social Development on how to offer quality supervision. In this context, an applied research method was used as the findings will directly benefit the Department in improving service delivery by social workers by offering them effective supervision. A quantitative-descriptive design was used whereby a questionnaire was used to collect data from the respondents. No sampling was done for this study as all the social workers were made part of the study because of the small population. Relevant ethical procedures were taken into account such as ensuring that the respondents complete a written consent form, Confidentiality and anonymity were guaranteed, and no harm was posed to respondents whether emotionally or physically. Literature review regarding the study of supervision focusing on the functions, methods, roles, phases and model of supervision was done. The researcher consulted various sources to obtain different viewpoints about social work supervision. The study was conducted by distributing 90 questionnaires to the supervisors to give to social workers and only 45 respondents participated in the study. Returned questionnaires were analysed by means of a computer. Data was presented by means of tables, bar chart, graphs, and pie chart. The data was interpreted using the researcher’s viewpoints and the views from the literature. The research findings indicated that social workers regard supervision as necessary and important because they will receive guidance and support in performing their duties. Though the study confirmed that supervision within the Department of Social Development was not formalized, most social workers felt that the supervision they received was effective. This could be attributed to lack of knowledge by social workers on what supervision entails or it could be that the social workers are comfortable with the structure of supervision as it is currently in the Department. It was also revealed by this study that the highest qualification of social workers was a four year B.A. (SW) degree. None of the social workers furthered their studies in MA Supervision. It was found that there was lack of knowledge on supervision process by the supervisee and supervisors. With this lack of knowledge on supervision, it is possible that the social worker’s expectations of the supervisors have diminished, thus impacting on their views about supervision. / Dissertation (MSD (Management))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

In recent years EFL education within Saudi Arabia has come under increased scrutiny, due to government efforts to reform the broader education system within the country, and the perceived importance of English as a global language of commerce and enterprise. EFL education within Saudi Arabia suffers from a number of problems, including low standards and a tendency within the Saudi education system to rely upon prescriptive and authoritarian teaching paradigms. In addition to this, there is no cohesive national strategy for EFL teacher training and education, and little emphasis on professional development opportunities for teachers within the EFL field. This study focuses attention on EFL teacher quality within Saudi Arabia as a critical component in improving English language education across the country. The study presents a case study of Umm al-Qura University, in Mecca, Saudi Arabia, in which the perspectives of students, teachers and managers were explored in depth in order to shed light on the current mechanisms for ensuring teaching quality in EFL. Adopting a mixed-methods approach, the study engaged in an in-depth case study of the English Language Centre (ELC) at the Umm al-Qura University. A quantitative questionnaire was distributed to students within the ELC, and semi-structured interviews were undertaken with teachers and academic managers, in addition to classroom observations conducted by the researcher. The findings corroborated recent research on educational paradigms within Saudi Arabia, and highlighted a number of cultural factors that impacted upon teacher quality within the ELC. The findings of the study form the basis of a series of recommendations for improving English language teaching quality within the Kingdom of Saudi Arabia.

The diploma thesis deals with the analysis of international economic relations between the Czech Republic and Mexico. The goal of the thesis is to evaluate Mexico as a business territory in general and then in relation to the Czech Republic. It means the balance of trade between the both countries which are the perspective export and import items if there are any investment flows and where is it possible to find opportunities for deepening of bilateral relations-either at business or investment level.