The remarkable economic success of the Cayman Islands is primarily driven by its large expatriate population. Expatriates make up over one-third of the total population of the Islands and half of the labor force. This has led some Caymanians to demand more opportunities for local individuals. However in April 2014, one of the two local newspapers commented that the problem was that the quality of local graduates was below the standard required by the private sector. This suggests that there is a serious dislocation between the Caymanian education system and the labor market. This also suggests that there may be increasing tension in the future between expatriates and locals with regard to job opportunities, hiring policies, the role of the educational system and the quality of its outputs. This case study examined how local higher education is perceived by the key stakeholders within the Cayman Islands, with a specific focus on its efficacy in preparing students for the labor force. The study also examined what the higher education institutions are doing to help students develop the skills that are required by employers and desired by the labor force; and where there might be opportunities to improve the quality and efficiency of higher education systems and ensure a closer match to the needs of employers in the future. The study examined perceptions primarily through the viewpoint of employers, using human capital development theory, with additional perspectives from social theory and systems thinking. The primary sources of data were semi-structured interviews with employers in major industries in the islands, university faculty in higher education institutions, and recent graduates from these institutions. / Educational Leadership

The present thesis investigates the music and career of Jeffrey Lewis (born 1942). The thesis is broadly divided into three sections. First is an account of the composer’s life, told mainly through an overview of his works, but also through a sketch of his early years in South Wales, his studies in Cardiff, Darmstadt, Kraków and Paris, his academic career in Leeds and Bangor, and his subsequent early retirement from academia. There follows a more detailed study of six works from the period 1978 – 1985, during which certain features of Lewis’s musical language came to the fore, perhaps most notably a very individual and instantly recognisable use of modal language. After an Epilogue, the thesis concludes with an Appendix in the form of a Catalogue in which all Lewis’s known compositions are listed, together with details of performances, broadcasts and recordings. Lewis’s music often plays with our temporal expectations; the close interrelationship between texture, structure, harmony and melody, and its effect upon our perception of the passage of time, are explored in the main analyses. These are conducted partly by means of comparison with other works by Lewis or his contemporaries. Memoria is examined in relation to a similarly tranquil score, Naaotwá Lalá, by Giles Swayne. The following chapter discusses the extra-musical inspiration for Epitaph for Abelard and Heloise, whose relationship to Tableau is then explored in the next. The difficulties of creating a large-scale structure that unifies the work’s various harmonic elements are also investigated. The analysis of Carmen Paschale considers it in relation to Lewis’s other choral music, whilst the final analytical chapter compares and contrasts two three-movement works, the Piano Trio and the Fantasy for solo piano. Lewis’s melodic writing in the Piano Trio is discussed in relation to that of James MacMillan, and the origins of the first movement of Fantasy in Oliver Knussen’s Sonya’s Lullaby are explored. In the Epilogue, the possible reasons for Lewis’s current neglect are explored, various influences on Lewis’s musical thinking are laid out, and his achievements are assessed.

No description available.

The aim of the essay is to examine how the student exhibitions of the Royal University college of Fine Arts in Stockholm has changed between 1962-2011, and what these changes can depend on. The questions are: What are the changes in the choice of examination work for the students of the Royal University college of Fine Arts, and what can they depend on? Is the school adjusting their education to the surrounding art world, and in what way is that noticeable? By studying the catalogs from the exhibitions, newspaper reviews and other literature, a shorter conclusion is given concerning the art world, the study situation and the student’s choices of examination works the affected years. The works has gone from being a submission of the study fields during the year, to becoming free projects where stories about important subjects are told. Pressures on the school from students and teachers to be able to keep up with the surrounding view of art in the society that is constantly changing, together with reforms and investigation has led to these changes.

No description available.

Submitted by Regina Correa (rehecorrea@gmail.com) on 2016-09-26T18:34:50Z No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:28:30Z (GMT) No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:28:37Z (GMT) No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5) / Made available in DSpace on 2016-09-27T19:28:44Z (GMT). No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5) Previous issue date: 2016-04-11 / Não recebi financiamento / This thesis is a result of a study with the objective to analyze the founding and consolidation process of the University College of the Federal University of Viçosa (COLUNI), in the period between 1965 and 1981. The time frame refers to the period from its founding year until the last year that it offered just the third year of high school. We looked to understand how COLUNI integrated itself into the Brazilian education context in the 1960's and 1970's and its relationship with the structural duality of high school in Brazil. We built on the hypothesis that COLUNI, under the argument of preserving the excellence of the university in comparison to the low quality of regular public education, characterized itself as a point of resistance as much as with the school model and pedagogical vigor of the time as with the reforms implanted by the military regime in the national education system by Law 5692/71, that proposed a professional formation at the middle level of education. The methodological option of historical study, starting with the approach by the dialectic method, is justified by looking to investigate the tension relationships between society and the school institution studied here. The search for understanding of the present contradictions in the relations of production led us to believe that the chosen method would be adequate for the analysis in order to understand the history of COLUNI. The methodological procedures are based on historical study. Therefore, the fieldwork consists of data collection from documents - reports, correspondence, class plans, course syllabi - and interviews. Twenty-nine interviews were conducted with former students, former tutors as well as former employees (both teaching staff and secretaries). We arrived to the thesis that the consolidation process of COLUNI was possible in reason by an alignment of the UFV objectives - to form youth prepared to enter the undergraduate course - and the expectations of the military government of technical course training directed toward the Brazilian economy. / Este trabalho é resultado da pesquisa que teve por objetivo analisar o processo de criação e consolidação do Colégio Universitário da Universidade Federal de Viçosa (COLUNI), no período entre 1965 e 1981. O recorte refere-se ao período que vai desde o ano de sua criação até o último ano em que ofertou apenas o terceiro ano do segundo grau. Buscamos ainda compreender como o COLUNI se insere no contexto da educação brasileira dos anos 1960/1970 e sua relação com a dualidade estrutural do ensino médio do Brasil. Partimos da hipótese de que o COLUNI, sob o argumento de preservar a excelência da Universidade diante da baixa qualidade da escola regular, caracterizou-se como um foco de resistência ao modelo escolar e pedagógico vigente à época, e às reformas implantadas pelo regime militar no sistema educacional nacional, pela Lei 5.692/71, que propunham uma formação profissional no nível médio de escolarização. A opção metodológica pela pesquisa histórica, a partir da abordagem pelo método dialético, se justifica por investigarmos as relações de tensão entre a sociedade e a instituição escolar estudada aqui. A busca pela compreensão das contradições nas relações de produção nos levou a adotar o método escolhido analiticamente para compreender a história do COLUNI. Os procedimentos metodológicos basearam-se na pesquisa histórica. Para tanto, a pesquisa implicou na coleta de dados em documentos – relatórios, correspondências, diários de classe, planos de curso – e entrevistas. Foram realizadas vinte e nove entrevistas semi-estruturadas, com ex-alunos, ex-monitores, e exservidores. E chegamos à tese de que o processo de consolidação do COLUNI foi possível em razão de um alinhamento dos objetivos da UFV – formar jovens para o ingresso nos seus cursos de graduação – e das expectativas do governo militar pela formação de quadros técnicos para o direcionamento da economia no Brasil.

Abstract The thesis presents a case-study through which the linguistic purpose and historical and social context of the University of London Holiday Course in English Language for Foreign Teachers, is analysed and interpreted. The study foregrounds the context, content and development of one of the smallest academic units, a four-week short course, to contribute to our understanding of how international students of English language were taught and assessed in a particular university context in the early 20th century. The period from 1903 to 1952 is examined in order to understand why the course was successful and the impact of the work of Walter Ripman (1869-1947) who directed the course until 1939. Ripman is better known as a teacher of German and a significant figure in the German Reform Movement, which originated in 19th century Germany, but his approach to culture, phonetics and vocabulary acquisition in English language teaching and learning is less well known. The study goes beyond a history of his methodology to investigate and critically assess the formula that Ripman developed for the design of the short, university English language course and compares it with a similar course run at University College London by Daniel Jones. The changes that were made to the content and purpose of the course, following Ripman’s retirement in 1939, are examined as to how far they reflected the effects of war and the continued desire to internationalise the University itself by aligning the content of the courses more closely to the University programmes. The nature and importance of the web of relationships between staff in the success and longevity of the course are analysed and in particular the contribution of women to better understand their role in the learned world at that time. / Tiivistelmä Tässä tapaustutkimuksessa analysoidaan ja tulkitaan Lontoon yliopiston ulkomaisille opettajille suunnatun englannin kielen lomakurssin kielellisiä tavoitteita sekä historiallista ja sosiaalista kontekstia. Tutkimus nostaa tarkastelun kohteeksi yhden pienimmistä akateemisista opintokoko-naisuuksista eli neliviikkoisen lyhytkurssin ja sen kontekstin, sisällön ja kehityksen. Tavoitteena on syventää ymmärrystä siitä, kuinka kansainvälisiä englannin kielen opiskelijoita opetettiin ja arvioitiin tässä yliopistokontekstissa 1903–1952. Tutkimuksen tarkoituksena on selvittää, miksi kurssi oli menestyksekäs ja mikä rooli tässä oli Walter Ripmanilla (1869–1947), joka johti kurssia vuoteen 1939 asti. Ripman tunnetaan saksan kielen opettajana ja tärkeänä hahmona kieltenopetuksen uudistustyössä, joka alkoi 1800-luvulla Saksassa, mutta hänen englannin opetukseen ja oppimiseen liittyvät näkemyksensä kulttuurista, fonetiikasta ja sanaston oppimisesta ovat vähemmän tunnettuja. Tutkimuksessa tarkastellaan Ripmanin metodologian historiaa mutta arvioidaan myös kriittisesti yliopistollisen englannin kielen lyhytkurssin toimintamallia, jota hän kehitti. Mallia verrataan vastaavaan kurssiin, jota Daniel Jones johti Lontoon University Collegessa. Työssä tutkitaan niitä muutoksia, joita tehtiin kurssin sisältöön ja tavoitteisiin sodan jälkeen, kun Ripman oli jo siirtynyt eläkkeelle. Muutoksia tarkastellaan suhteessa yliopiston kansainvälistämispyrki¬myksiin ja toiveisiin suunnata kurssisisältöä yliopiston tutkinto-ohjelmien mukaisesti. Lisäksi tutkimuksessa kiinnitetään huomiota henkilökunnan keskinäisten verkostojen luonteeseen ja merkitykseen kurssin menestykselle ja pitkäikäisyydelle sekä erityisesti naisten panokseen ajan akateemisessa maailmassa.

Much has been done to promote the use of management techniques designed to develop human resources within the business enterprise. Unfortunately, most of these procedures are applied after the individual has become an employee of the firm. Similar management techniques are needed for the proper recruitment and placement of each new employee. A major source of employee dissatisfaction and turnover lies in the incapacity of some jobs to satisfy the aspirations and job values of certain types of employees. Therefore, one key to employment stability for the college graduate is the relative compatibility between his job values and the capacity of the job to provide fulfillment for those aspirations. Much needs to be done in the areas of predicting the job values of a college senior and matching the individual graduate with that job which is most apt to provide a productive and meaningful career. The purpose of this study is to investigate the relationships between grade point averages, job values, and career decisions as perceived by the Ma3 1973, graduating seniors of the College of Business Administration at North Texas State University, their professors, and their employment recruiters. The students provided background data such as grade point average, SAT scores, and marital status in addition to Likert-type rankings of family experiences and job values. The professors also provided rankings of their job values. Those employers who had interviewed seniors through the Business Employment Services office during the spring semester of 1973 ranked the same job values and selected student characteristics in accordance with the emphasis placed upon them during recruitment. Significant relationships were identified through the calculation of product-moment correlation coefficients. Comparisons were made utilizing t-tests of significance.

Project documentation is about a university college and commercial facilities. It is a detached building, built in close proximity to the University of Economics in Olomouc. The building has five floors. The first floor is used for commercial purposes and another four floors for student accommodation. Roof is flat. The structural system consists of reinforced concrete columns and beams and bricks Ytong. Ceilings are reinforced concrete slabs. The roof is a single casing. The construction is based on reinforced concrete footings and the walls are passports.

2008年底源自於美國信貸市場的金融風暴席捲全球，影響層面襲擊實體經濟，無論在投資、消費、產出與貿易上都出現驟降的表現，世界經濟遭逢二次大戰以來最嚴重的衰退，勞動市場同樣受到嚴重的打擊，不過，因為年齡、性別、教育程度等條件的差異，不同群體所承受的就業風險也不盡相同。面對百年罕見的經濟危機，青年因先天上存在著缺乏技術、工作經驗、社會網絡、求職知識、經濟支持等劣勢，無疑成為景氣動盪下受衝擊最大的族體。 台灣青年在就業市場上的艱困處境，在金融海嘯的侵襲下更顯艱難。比較經濟危機的發生前後，青年失業率增漲達3.84％，高於全體失業率的漲幅1.94％，而2009年青年的平均失業率是全體平均失業率5.85％的2.48倍。其中值得注意的是，在青年失業者中，大專及以上學歷的人數為15萬1千人、佔55.73％，高居各教育程度之冠。政府為消除金融風暴下大專青年進入職場的障礙，於2009年4月推出「大專畢業生至企業職場實習方案」，補助企業聘僱員工時的薪資與社會保險等人事成本，短期目標是平衡勞動市場供需，長期則是期待透過實習經驗提升實習員的就業能力，達成促進就業的治理目的。 本研究擬針對教育部所規劃推動的「大專畢業生至企業職場實習方案」作為分析對象，其係屬積極勞動市場政策下針對雇主的薪資補貼政策，已在OECD國家行之有年，無論在推動經驗或評估報告上，都累積十分豐碩的資源，可作為後進國家之政策制訂者與研究者的參考依據。因此，在擬定寫作策略上，先行回顧各國曾經施行的方案制度和評估報告，緊接著整理我國近年相關的薪資補貼政策的制度差異，以作為分析「大專畢業生至企業職場實習方案」的基礎工作。最後，在「大專畢業生至企業職場實習方案」的成效評估上，採取積極勞動市場政策評估中的「績效檢視」與「過程評估」，透過質量並重之研究途徑，以問卷調查的研究方法以檢視企業職場實習方案之實習者離開方案後的再就業成效，同時為彌補量化取徑之限制與理解政策執行面，佐以深度訪談來獲得在研究主題上更寬廣的理解。