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Does time matter? : a search for meaningful medical school faculty cohortsGuillot III, Gerard Majella January 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties.
Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction).
Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups.
Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.
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High school learners' perceptions of accounting as a career path in the Mafikeng areaOben, James Ako 02 1900 (has links)
Summaries in English, Afrikaans and Setswana / The study was prompted by the decline in accounting enrolments and the ongoing
criticism due to learners’ poor performance in the Accounting subject in South Africa.
Given the increasing need for accounting graduates and, more importantly, qualified
accounting professionals, this study investigated the preconceived perceptions
participating high school learners in selected schools in the Mafikeng area had about
the accounting profession at the time of this study.
The study drew on a rich body of existing literature and adopted the social cognitive
career theory of Lent, Brown and Hackett (1994) to explore the factors influencing
career interests of learners in accounting as a career path. A quantitative research
approach with a survey questionnaire, framed within a positivist paradigm, was used
to elicit opinions from learners. The findings revealed that work satisfaction, earnings
potential, self-efficacy, personal interest, offering Accounting as a subject and having
an accountant in the family are among the factors that significantly influenced
participating learners’ career interests in accounting / Die studie is aangespoor deur die afname in rekeningkunde-inskrywings en die
deurlopende kritiek van leerders se swak prestasie in rekeningkunde in Suid-Afrika.
Gegewe die toenemende behoefte vir rekeningkundegegradueerdes en, meer
belangrik, gekwalifiseerde rekeningkundepraktisyns, ondersoek hierdie studie die
huidige vooropgestelde persepsies wat hoërskoolleerders in Suid-Afrika van die
rekeningkundige beroep het.
Die studie benut die omvattende bestaande literatuur en aanvaar die sosiaal
kognitiewe loopbaanteorie van Lent, Brown en Hackett (1994) om die faktore te
ondersoek wat die belangstelling van leerders in rekeningkunde as 'n loopbaanrigting
beïnvloed. 'n Kwantitatiewe navorsingsbenadering met 'n opnamevraelys, binne 'n
positivistiese paradigma, is gebruik om menings van leerders te ontlok. Die bevindings
het gewys dat werksbevrediging, verdienstepotensiaal, selfwerksaamheid, persoonlike
belang, die aanbied van rekeningkunde as 'n vak en 'n rekeningkundige in die gesin
van die faktore is wat leerders se loopbaanbelangstelling in rekeningkunde beduidend
beïnvloed. / Thutopatlisiso e tlhotlheleditswe ke kwelotlase ya ikwadiso ya dithuto tsa Palotlotlo le
go kgalwa go go tswelelang pele ga tiragatso e e bokoa ya barutwana mo Palotlotlong
mo Aforikaborwa. Ka ntlha ya tlhokego e e oketsegang ya dialogane tsa Palotlotlo le,
sa botlhokwa tota, baporofešenale ba ba nang le borutegi jwa palotlotlo, thutopatlisiso
eno e batlisisa megopolo e e gona ya ga jaana ya barutwana ba dikolo tse dikgolwane
mo Aforikaborwa malebana le porofešene ya bobalatlotlo.
Thutopatlisiso e dirisa letlotlo le le gona la dikwalo mme e dirisa tiori ya tselana ya tiro
ya tlhaloganyo ya loago ya ga Lent, Brown le Hackett (1994) go sekaseka dintlha tse
di susumetsang kgatlhego ya tselana ya tiro ya barutwana mo palotlotlong jaaka
tselana ya tiro. Go dirisitswe mokgwa wa patlisiso o o lebelelang dipalopalo ka
dipotsolotso tsa tshekatsheko, mme e agilwe mo mokgweng wa kelotlhoko go bona
megopolo ya barutwana. Diphitlhelelo di bontsha gore go kgotsofalela tiro, kgonagalo
ya letseno, go ikemela, dikgatlhego tsa sebele, go rebolelwa Palotlotlo jaaka serutwa
le go nna le mmalatlotlo mo lelapeng ke dingwe tsa dintlha tse di nang le tshusumetso
e kgolo mo dikgatlhegong tsa barutwana tsa tselana ya tiro mo palotlotlong. / Centre for Accounting Studies / M. Phil. (Accounting Sciences)
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Motivation & Motivierung zum Alterssport / Motivation & motivating to sport and exercise at advanced ageDahlhaus, Jörg 12 November 2004 (has links)
No description available.
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From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films / Från Snövit till Frost : En utvärdering av populära könsrepresentations-indikatorer tillämpade på Disneys prinsessfilmerNyh, Johan January 2015 (has links)
Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods. / <p>Betyg VG (skala IG-VG)</p>
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