Indiana University-Purdue University Indianapolis (IUPUI) / Understanding the operating profile of different heavy-duty vehicles is needed by parts manufacturers for improved configuration and better future design of the parts. This study investigates the use of a tournament classification approach for both vocation and fleet identi- fication. The proposed approach is implemented using four different classification techniques, namely, K-Means, Expectation Maximization, Particle Swarm Optimization, and Support Vector Machines. Vocations classifiers are developed and tested for six different vocations ranging from coach buses to rail inspection vehicles. Operational field data are obtained from a number of vehicles for each vocation and aggregated over a pre-set distance that varies according to the data collection rate. In addition, fleet classifiers are implemented for five fleets from the coach bus vocation using a similar approach. The results indicate that both vocation and fleet identification are possible with a high level of accuracy. The macro average precision and recall of the SVM vocation classifier are approximately 85%. This result was achieved despite the fact that each vocation consisted of multiple fleets. The macro average precision and recall of the coach bus fleet classifier are approximately 77% even though some fleets had similar operating profiles. These results suggest that the proposed classifier can help support vocation and fleet identification in practice.

No description available.

Cette thèse vise à étudier les logiques d’accès, de socialisation et de carrière des futurs Officiers de la Marine Marchande dans un contexte de déréglementation du marché du travail et de reconfiguration de la formation. Dans une première partie, il s'agit de mettre au jour les conditions d'émergence et d'institutionnalisation de la formation des Officiers et son rôle dans la dynamique du groupe professionnel, depuis les tentatives d'enseignement des savoirs nautiques au cours de l'Ancien Régime jusqu'à la reconnaissance des titres maritimes en titres d'ingénieur au début du XXIème Siècle. Cette sociohistoire des écoles d’Officiers met en lumière le caractère structurel de la « crise » du groupe et permet d’étudier les rhétoriques développées et les ressources mobilisées et par ce dernier pour assurer sa « survie ». A partir de l’exploitation de deux enquêtes par questionnaires et de l’analyse d’entretiens avec des futurs et anciens navigants, il revient ensuite d’interroger dans quelles mesures les transformations de la formation, les mutations du marché de l’emploi et les évolutions du travail pèsent sur les cadres traditionnels de socialisation et de carrière. Après avoir réalisé une sociogenèse des dispositions sociales d’accès au métier, cette thèse décrit et analyse les mécanismes de socialisation au sein des établissements et à bord des navires marchands. Enfin, ce travail s’achève sur l’étude des trajectoires professionnelles des futurs et des anciens Officiers. Il est alors question de dégager les étapes de la carrière avant de se focaliser sur les facteurs qui expliquent les sorties du métier. / This thesis aims to study access, socialization and careers of future Officers of the Merchant Navy in the context of deregulation of the labor market and reconfiguration of training. In the first part, the aim is to expose the conditions for the emergence and institutionalization of training Officers and its role in the dynamics of the occupational group, from teaching nautical knowledge during the Old Régime, to the recognition of maritime engineering at the beginning of the XXI Century. This social history of the Officers school highlights the structural nature of the "crisis" of the profession and allows us to study the rhetoric developed and the resources mobilized to ensure its survival. From the analysis of the results of two surveys and interviews with former and future sailors, we question how transformations of training, mutations in the labor market and changes in work impact traditional frameworks of socialization and careers. After completing a socio-genesis of social access dispositions, this thesis describes and analyses the process of socialization within institutions and on board merchant ships. Finally, this thesis ends with a study of the careers of former and future Officers. The purpose of this last part is to identify the career phases before focusing on factors which explain the high numbers of professionals leaving the profession.

Le christianisme traverse aujourd’hui des moments de tumulte. Il peut être attaqué mais il est surtout de plus en plus ignoré. Nous avons oublié que la religion qu’il est a engendré une sagesse, sagesse qu’il faut en retour connaître et vivre pour être à même de le servir pour ce qu’il est. Cette sagesse est le fruit de la rencontre de la foi en Jésus-Christ et de la raison grecque qui donne à notre humanité de rentrer dans l’intelligence de la Révélation. Cependant, le Christianisme demeure Mystère qui appelle et prévient, qui invite et laisse à distance. En acceptant la transcendance de Dieu et donc en creux notre finitude, la sagesse se fait ici prudence. Mais par essence, elle est folie et scandale parce que confrontée à l’Homme-Dieu crucifié pour le salut des hommes égarés par le péché. Tant qu’elle ne fait pas son lit dans ce scandale pour engager la véritable conversion, la sagesse en quête de Dieu est manquée. Il s’agit alors de vivre par cette sagesse, d’une vie qui est d’abord rapport de soi à Dieu, et c’est l’authenticité de ce rapport qui est à conquérir. La relation de soi aux autres vient ensuite, et parce qu’elle est nourrie du service rendu à Dieu, elle peut témoigner de son effectivité si elle se prête avec charité au souci du prochain et de manière plus générale du bien commun. Aujourd’hui, la sagesse est confrontée au modernisme qui ignore le principe qu’est Dieu et donc remet en cause la possibilité même de l’humaine sociabilité. Parce que la sagesse est présence à la vie, et à la Vie de Dieu, il faut au chrétien non pas éluder mais prendre en compte cette insociabilité croissante qu’il finit par ressentir comme intenable. Ré-accorder la sagesse à la vie demande donc d’abord de se préserver soi-même et pour cela de rompre avec la vie du monde, ce monde dont le Christ disait dès l’origine qu’il n’était pas venu y apporter la paix, mais le glaive. / Christianity is undergoing a troubled period. It may be attacked, but most of all, it is more and more ignored. We have forgotten that, as a religion, it has given birth to wisdom. A wisdom one has in return to know and experience in order to serve what it is. This wisdom results from the meeting with Jesus-Christ faith and the Greek reason, which allows our humanity to enter the intelligence of Revelation. However Christianity remains Mystery which calls and warns, invites and keeps us at distance. Through accepting God’s transcendence and hence our finitude, wisdom becomes prudence here. But by essence, it is madness and scandal when confronted to Man-God crucified for the salvation of men, misled because the sin. Wisdom while searching for God is unwise when avoiding this scandal to reach true conversion. One has thus to live by this wisdom, first as a relationship of one with God, and the truth of this relationship has to be deepened. One’s relation to others comes as a consequence, and because it bears God’s service, it can witness its effectiveness if used charitably for one’s neighbour, and more specifically for general interest. Today, wisdom is confronted to modernism, which ignores God as a principle, and questions the very possibility of human sociability. As wisdom is present to life, and to God’s life, a Christian must not avoid but take into account this growing incivility, which becomes intolerable. To link wisdom to life means first to protect one’s self, hence to break off with this world’s life, faithful to Christ, who said from the beginning that he came on Earth not to bring peace, but sword.

La prose et la poésie de Wolfgang Hilbig mobilisent un grand nombre de topoï, clichés et scénarios de l’existence poétique et de lavocation artistique, qui revêtent à la fois une fonction légitimante et critique. Ils répondent à l’improbable vocation de cet autodidacte est-allemand d’origine prolétaire. Les figures de poètes ou d’écrivains sont les supports d’une poétologie auctoriale héritière du romantisme et de la modernité, incarnée en particulier par la figure paradoxale de Kaspar Hauser. Interprétée comme une construction littéraire, fantasmatique et mythique située en aval de l’oeuvre, l’auctorialité est ici une théorie de la littérature incarnée dans des personnages et des modèles figuratifs de vies vouées à l’art. Les figures de la rupture d’équilibre, le motif de la lettre et le dispositif narratologique de la métalepse d’auteur se lisent comme des mises en scène de la condition poétique, de la relationtexte/auteur et de la transformation de l’auteur en fiction, sur lesquelles repose le projet existentiel de littérarisation de soi qui fonde l’écriture de Hilbig. Enfin, les textes esquissent des scénarios de vie faisant pièce au modèle de la prédestination. Ils explorent des possibilités de figurer la vocation improbable à travers les formes du cercle, de l’explosion, du saut et de l’événement, opposées au schéma linéaire de la prédestination, qui a partie liée avec la temporalité. Face à cette biographie extérieure, à cette vie exotérique, l’oeuvre de Hilbig piste les mouvements de la vie ésotérique, secrète, illisible et sans nom dans laquelle se joue la vocation désormais comprise comme promesse d’éternité. / Wolfgang Hilbig’s prose and poetry bring into play a large number of topoï, clichés and scenarios of the poetical life and of theartistic calling, both in a critical and in a legitimating way. They function as a response to the unlikely vocation as a writer of a selftaught,East German proletarian. In Hilbig’s work, poet or writer characters convey an authorial poetology that appear as a legacy of Romanticism and Modernity, which the paradoxical figure of Kaspar Hauser particularly stands for. Interpreted as a literary, phantasmatic and mythical construct resulting from the work itself, authorship consists here in a theory of literature embodied by models of art-dedicated lives. The figures of the loss of balance, the motif of the letter and the narratological device of the authorial metalepsis are read as means of staging the situation of the poet, the text/author relationship and the fictionalization of the author.Those are the bases of Hilbig’s existential project of self-literarization. Finally, Hilbig’s texts sketch life scenarios that thwart the predestination model, exploring the unlikely vocation through figures such as the circle, the explosion, the jump and the event, all of which go against the linear model of redestination that rely on temporality. As an alternative to this outward biography, this exoteric life, Hilbig’s work tracks the movements of a secret, unreadable and nameless esoteric life where vocation develops as a promise of eternity. The question of authorship in Hilbig’s work cannot be separated from a meditation on time and an idealistic perception of the world.

This ethnographic case study explored the vocation discernment process for Latina women who have entered a religious order. The researcher spent three months participating in and observing the daily lives of religious sisters and conducted interviews. The eight religious sisters interviewed for the study were predominately of Mexican and Central America descent. Similar to Lester’s (2005) findings, sisters describe persistent feelings of inquietud before entering the religious life, and sought fulfillment through religious means. Participants often feel joy and admiration when they met a religious sister for the first time. Participants recount a religious or sensory experience which provided clarity to her decision. The participants indicate a sense of urgency to enter the religious life as soon as possible. The results are compared with other studies on religious life and vocation discernment through a sociological and psychosocial perspective. / Department of Counseling Psychology and Guidance Services

This dissertation identifies and rank orders key factors that motivate and influence Campus Crusade for Christ Staff members, during their college experience, to accept the calling of God and enter vocational Christian service. By investigating these factors, this study can aid in developing laborers for the harvest. The research consisted of administering the research instrument with one hundred and eighty-five research participants. The instrument provided both demographic and motivational factor data for analysis. The targeted population for this study was the new staff of Campus Crusade for Christ in the summer of 2004. The analysis and findings of the data relate to four motivational factors: Theological, Relational, Mentoring, and Ministry experiences. The first research question measured six theological motivational factors: the lostness of man, eternal perspective, lordship of Christ, stewardship of life, the great commission, and spiritual calling. The findings of the study indicated the eternal perspective factor as the most influential theological factor. A casual observation from the research also found that of the four motivational factors, (e.g., Theological, Relational, Mentoring, and Ministry experiences) the Theological motivational factors were ranked the most important. The second research question tested the influence of six relational factors: current church, small group, other peers, parental, mentor, and professional minister. The mentor relationship was found to be the most influential relational factor. Along with the relational factors, the third research questioned measured the type of mentoring and the influence of mentoring on the participants. The intensive staff mentoring category was found to be the most influential category of mentoring. The last motivational factor measured in the study involved eleven different ministry experiences. The findings found that the ministry experiences were the second most influential category of motivational factors. It was concluded that the ministry experiences had a cumulative impact on the participants as the experience was often accomplished in a relational atmosphere. The current study indicates that numerous factors motivate one to accept the call of God and enter Vocational Christian Service. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

Em momentos de mudanças velozes e de instabilidade do mundo do trabalho, investigações sobre constructos, como a autoeficácia e os interesses profissionais, são relevantes, objetivando maior entendimento no que se refere ao desenvolvimento de carreira de jovens e adultos. No âmbito dos modelos sóciocognitivos da carreira de Lent, Brown e Hackett (1994), este estudo visa analisar a relação entre interesses e crenças de autoeficácia, bem como estudar os interesses e a autoeficácia em função da procedência escolar, sexo e nível socioeconômico familiar. Os participantes da pesquisa foram 241 alunos, de ambos os sexos, do terceiro ano do ensino médio, regular e técnico, com idades entre 16 a 20 anos, provenientes de duas instituições públicas de ensino, de uma cidade do interior do estado de São Paulo. Os instrumentos aplicados coletivamente foram: (a) Questionário de Identificação; (b) Inventário de Autoeficácia em Desenvolvimento da Carreira (CD-SEI) - versão brasileira e (c) Avaliação dos Interesses Profissionais (AIP). Os resultados não apontaram diferenças significativas na percepção da autoeficácia em desenvolvimento da carreira em relação à procedência escolar e ao sexo; no entanto, em relação ao nível socioeconômico familiar verificou-se que alunos de condições socioeconômicas mais elevadas se percebem mais capazes de lidar com questões relativas ao desenvolvimento da carreira que alunos do nível socioeconômico mais baixo. No que se refere aos interesses profissionais, não foram identificadas diferenças estatisticamente significativas em função da variável nível socioeconômico, porém, verificou-se que os estereótipos de gênero ainda predominam na formação dos interesses dos adolescentes e que os alunos provenientes do ensino médio técnico possuem interesses mais claros que alunos do ensino médio regular. Foram verificadas correlações baixas, mas estatisticamente significativas entre as dimensões e escore total da autoeficácia e as escolhas reais em alguns campos de interesses. Estes resultados indicam pistas para intervenções baseadas no referencial da Teoria Social Cognitiva de Carreira, que visem o trabalho da autoeficácia em desenvolvimento de carreira, principalmente, com estudantes de níveis sociais e econômicos mais baixos e que contemplem também questões relativas às diferenças de gênero, no que se refere aos interesses profissionais. No futuro será indicado o estudo das variáveis investigadas em diferentes amostras e inclusão de outras variáveis consideradas importantes para perspectiva da Teoria Social Cognitiva de Carreira, tais como as expectativas de resultado, os objetivos, o desempenho escolar, dentre outras. / At moments of fast changes and instability in the world of work, investigations about constructs such as self-efficacy and career interests are relevant, aiming at a better comprehension of young peoples and adults career development. According to Lent, Brown and Hacketts socio-cognitive models of career (1994), this study aims at examining the relationship between interests and self-efficacy beliefs, as well as studying the interests and self-efficacy, according to school type, sex and family socioeconomic status. The subjects were 241 students, male and female, aged between 16 and 20 years old, attending the 3rd grade of high school and 3rd grade of technical schools in two public schools located in a city in the state of São Paulo, Brazil. The instruments applied collectively were: the Identification Questionnaire (Questionário de Identificação), the Career Development Self-Efficacy Inventory - CD-SEI- Brazilian version (Inventário de Autoeficácia em Desenvolvimento de Carreira) and the Evaluation of Professional Interests - EPI (Avaliação dos Interesses Profissionais- AIP). The results have not shown any significant differences between selfefficacy in career development related to the type of school or gender. However, the study pointed that higher socio-economic level students consider themselves more capable to deal with career development issues than lower socio-economic level students. Regarding career interests, significant differences were not identified when considering the socio-economic level variable; however, gender stereotypes were still found to prevail with the teenagers interest development, and the results also showed that technical school students have their interests better defined than regular high school students. Low but statistically significant correlations were verified between the dimensions investigated and the total score of selfefficacy and true choices in some fields of interests. The results suggest clues to interventions based on the Social Cognitive Career Theory that aim at the development of self-efficacy, especially with lower social and socio-economic level students, as well as regarding gender differences issues concerning career interests. Future studies are suggested that include other variables which are considered important in the Social Cognitive Career Theory, such as: outcomes expectations, goals, school performance, among others, in different samples.

Thesis advisor: James F. Keenan / This dissertation examines the significance of work and leisure from the perspective of Christian theology and ethics. Specifying work as obligatory activity and leisure as discretionary activity, the dissertation argues that a theological vision for work as a form of service and leisure as a form of peace can challenge some of the most damaging assumptions about paid employment and the use of free time. In the process, the dissertation also identifies the personal and social transformations necessary to make the theological vision a reality, and it proposes a distinct methodology for linking ethics with both lived experience and substantive theological claims. Chapter one outlines the current state of work in the United States, asserting that changes in the nature of work, the demographics of the workforce, and the structure of business have made workers more dependent on paid employment and less secure in their jobs. After discussing the implications of these changes for gender assumptions and family life, this chapter argues that the root causes of dependence and insecurity lie in an increasingly individualistic culture and its concomitant spirit of consumerism. Responding to the problems identified in chapter one, chapter two offers a theological vision for what work could become if Christian theological convictions were integrated more fully into this sphere of life. A critical overview of the traditional language of vocation yields a "charismatic-vocational" understanding of work, which stresses the dynamic nature of both God's call and an individual's response. This vision is further refined with insights about the relational nature of the human person and about Jesus' work for the kingdom of God. Christians, then, are encouraged to see their work as an intrinsic good that uses their particular charisms to serve God and neighbor. Chapter three uses the virtue of justice--biblically defined as right relationship--to pinpoint the structural reforms needed to make the theological vision for work more viable. In conversation with Catholic social teaching, this yields a constructive vision for just remuneration and a necessary critique of executive compensation practices. The result is a more relational understanding of work for employers and employees alike. Shifting to leisure, chapter four notes that the two most common leisure activities (watching TV and using digital media) are defined by superficiality and isolation. The former is described in opposition to depth and "flow," and the latter in contrast to robust community ties. In both cases, relationships are identified as the key casualty. Chapter five distinguishes leisure (flow-like activities) from recreation (non-flow activities) and engages Christian eschatology to insist that leisure is properly a temporary prefiguration of peaceful rest in God while recreation serves as a form of recuperation that helps one fulfill his or her charismatic-vocational responsibilities. Augustine's classic categories of enjoyment and use are then adapted to create a balanced approach to leisure and recreation that avoids idolatrous extremes. Chapter six develops a general ethics for leisure and recreation by relying on the virtue of solidarity. The distinctively Christian notion of this virtue yields a defense of a weekly day of rest for every worker. Parallels with Aquinas then create an ordering of leisure as well as guidelines for the ethical evaluation of particular recreational pursuits. The conclusion addresses the central benefits of the overall project, highlighting the value and necessity of promoting the practice of ethical discernment in everyday life. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Thesis advisor: Thomas H. Groome / No amount of curriculum drafting, standardized testing, or technological aids are sufficient to make a good school. A school is only as good as its participants – students, parents, auxiliary staff, leaders, and of course, teachers. Teachers teach for life – perhaps decreasingly the duration of a professional lifetime, but for the very life of the school and the lives of those who participate in it. So much depends on the spirit of the teacher and therefore on what is likely to sustain their spirits. Fostering the spiritual lives of teachers is crucial; healthy spirituality can be a sustaining force, helping teachers to thrive rather than simply survive in our schools today. In this dissertation I address the need for intentionally engaging and nurturing the spirituality of teachers. I see spirituality as central to every teacher (indeed, every person), no matter who they are, where they work, or who or what they teach. It does not assume any particular religious tradition or religious faith at all. But it does account for the search for what is meaningful in life, and places this search within a transcendent horizon. The issue is important both for the personal and vocational development of teachers themselves and because their spiritual lives dynamically affect the educational life and experience of the whole school community. The dissertation goes on to suggest a spiritually inspired pedagogy drawn primarily but not exclusively from the Ignatian tradition. Chapter 1 sets out to describe the lived reality for teachers today, and lifts up the desire to serve and relationality as two great motivators in the decisions to enter and stay in the teaching profession. Chapter 2 re-frames these motivators as age-old and honored spiritual themes. In order to help craft a spiritual pedagogy to sustain teachers, Chapter 3 turns to the rich tradition of Ignatian spirituality. I hold up the Ignatian tradition as just one example of how the spiritual potential of education can be appropriated by any school and the teachers therein. Chapter 4 proposes five dynamic and overlapping configurations of a spiritual pedagogy. The idea is that when certain spiritual commitments in the form of these five configurations become operative for educators, they cannot but become realized in their teaching. Chapter 5 names and describes some general practices that can support the five configurations of a spiritual pedagogy. It follows with some specific suggestions, first for the teacher, and finally for the leadership of the school community. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.