19 resultados para Transversal skills
em Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland
Resumo:
Given the structural and acoustical similarities between speech and music, and possible overlapping cerebral structures in speech and music processing, a possible relationship between musical aptitude and linguistic abilities, especially in terms of second language pronunciation skills, was investigated. Moreover, the laterality effect of the mother tongue was examined with both adults and children by means of dichotic listening scores. Finally, two event-related potential studies sought to reveal whether children with advanced second language pronunciation skills and higher general musical aptitude differed from children with less-advanced pronunciation skills and less musical aptitude in accuracy when preattentively processing mistuned triads and music / speech sound durations. The results showed a significant relationship between musical aptitude, English language pronunciation skills, chord discrimination ability, and sound-change-evoked brain activation in response to musical stimuli (durational differences and triad contrasts). Regular music practice may also have a modulatory effect on the brains linguistic organization and cause altered hemispheric functioning in those who have regularly practised music for years. Based on the present results, it is proposed that language skills, both in production and discrimination, are interconnected with perceptual musical skills.
Resumo:
The Switched Reluctance technology is probably best suited for industrial low-speed or zerospeed applications where the power can be small but the torque or the force in linear movement cases might be relatively high. Because of its simple structure the SR-motor is an interesting alternative for low power applications where pneumatic or hydraulic linear drives are to be avoided. This study analyses the basic parts of an LSR-motor which are the two mover poles and one stator pole and which form the basic pole pair in linear-movement transversal-flux switchedreluctance motors. The static properties of the basic pole pair are modelled and the basic design rules are derived. The models developed are validated with experiments. A one-sided one-polepair transversal-flux switched-reluctance-linear-motor prototype is demonstrated and its static properties are measured. The modelling of the static properties is performed with FEM-calculations. Two-dimensional models are accurate enough to model the static key features for the basic dimensioning of LSRmotors. Three-dimensional models must be used in order to get the most accurate calculation results of the static traction force production. The developed dimensioning and modelling methods, which could be systematically validated by laboratory measurements, are the most significant contributions of this thesis.
Resumo:
The aim of the study was to create and evaluate an intervention programme for Tanzanian children from a low-income area who are at risk of reading and writing difficulties. The learning difficulties, including reading and writing difficulties, are likely to be behind many of the common school problems in Tanzania, but they are not well understood, and research is needed. The design of the study included an identification and intervention phase with follow-up. A group based dynamic assessment approach was used in identifying children at risk of difficulties in reading and writing. The same approach was used in the intervention. The study was a randomized experiment with one experimental and two control groups. For the experimental and the control groups, a total of 96 (46 girls and 50 boys) children from grade one were screened out of 301 children from two schools in a low income urban area of Dar-es-Salaam. One third of the children, the experimental group, participated in an intensive training programme in literacy skills for five weeks, six hours per week, aimed at promoting reading and writing ability, while the children in the control groups had a mathematics and art programme. Follow-up was performed five months after the intervention. The intervention programme and the tests were based on the Zambian BASAT (Basic Skill Assessment Tool, Ketonen & Mulenga, 2003), but the content was drawn from the Kiswahili school curriculum in Tanzania. The main components of the training and testing programme were the same, only differing in content. The training process was different from traditional training in Tanzanian schools in that principles of teaching and training in dynamic assessment were followed. Feedback was the cornerstone of the training and the focus was on supporting the children in exploring knowledge and strategies in performing the tasks. The experimental group improved significantly more (p = .000) than the control groups during the intervention from pre-test to follow-up (repeated measures ANOVA). No differences between the control groups were noticed. The effect was significant on all the measures: phonological awareness, reading skills, writing skills and overall literacy skills. A transfer effect on school marks in Kiswahili and English was found. Following a discussion of the results, suggestions for further research and adaptation of the programme are presented.
Resumo:
The roles of knowledge and customer involvement form distinct features in providing knowledge-intensive business services. The objective of this study was to investigate the customer-related skills and capabilities of knowledge-intensive business services. The research was carried out as case study, involving two polar cases. The other case represented customized services, and the other standardized services. The research method was qualitative, and included focus group workshops, individual interviews and a survey. The capabilities of business services have been mainly studied on organizational level. This study provides valuable insight into the role of individual skills as a part of capabilities of knowledge-intensive business services. According to this study, the most important capabilities are related to acquiring and integrating of knowledge, resource management, managing the customers role as a co-producer of the service, and active and effective communication. The study indicates that the level of tacit knowledge is high in the needed individual skills. Based on the study, the needed capabilities and skills are affected by the level of customization of the service, the demand for customer knowledge, the demand for consultation and the stage of the service providing.
Resumo:
This article discusses how educational institutions should prepare their students for 21st Century job market.
Resumo:
Tutkielmassa ksitelln kaksikielist lastenkasvatusta ja siin kytettvi kasvatus-strategioita, erityisesti ns. OPOL-strategiaa, eli yksi henkil yksi kieli -strategiaa (one person one language). Tarkoituksena oli selvitt, mill tavoin kaksikielisen perheen vanhemmat voivat tukea vhemmistkielen oppimista sellaisessa ympristss, jossa kielen oppimista ei tueta kodin ulkopuolella. Tutkielman alussa mrittelen keskeiset termit. Useita aiheeseen liittyvi termej mritelln yleiskieless eri tavoin jo termist kaksikielisyys lhtien, joten termien rajaaminen tmn tyn tarkoituksen mukaan oli tarpeen. Mrittelen mys tekstiss esiintyvt kaksikielisyyden eri tyypit ja taustat, kuten mys eri strategiat, joita kaksikielisess kasvatuksessa voidaan kytt. Tmn jlkeen esittelen aikaisempia kaksikielisyystutkimuksia sek ksittelen OPOL-strategiaan liittyvi kytnnn ongelmia, sek niden ongelmien mahdollisia ratkaisuja. Lopuksi ksittelen tutkimuksen empiirist osiota, joka koostui shkisest kyselylomakkeesta sek haastatteluista. Tutkimuksen kohderyhm koostui Skotlannissa asuvista skotlantilais-suomalaisista perheist, jotka pyrkivt kasvattamaan lapsistaan kaksikielisi. Tutkimus tehtiin kahdessa osassa: ensimmisen osan kyselylomakkeeseen vastasi 17 eri puolilla Skotlantia asuvaa suomenkielist vanhempaa, ja toisessa osassa haastateltiin 10:t Edinburghin ja Glasgown alueilla asuvaa kaksikielist (suomi-englanti) perhett. Molemmissa osioissa keskityttiin siihen, mill tavoin perheet tukevat lasten suomen kielen taitoa ja miten suomenkielist sytett yritetn list. Tutkimuksen tuloksista ky ilmi, ett Skotlannissa asuvat suomenkieliset vanhemmat ovat hyvin motivoituneita tukemaan lastensa kielellist kehityst eri tavoin, mm. lukemalla kirjoja, katsomalla elokuvia ja kymll Suomi-koulussa. Suurin osa perheist mys ky Suomessa snnllisesti, mik nyttisikin olevan yksi keskeisimmist kaksikielisyytt tukevista tekijist. Eri perheiden lapset olivat saavuttaneet eri tasoja suomen kieless, mik viittaa siihen, ettei lapsen kielitaito ole seurausta ainoastaan OPOL-strategian tarkasta seuraamisesta, vaan siihen vaikuttavat mys monet muut tekijt.
Resumo:
The objective of this research was to identify the skills and competences required by Chief Information Officers in their professional life and whether these skills can be developed by means of postgraduate education pro-grams. Although the changing role of the CIO has been studied for years by the academia, the ways of necessary skills development have not been paid significant attention. In order to obtain understanding of the topic and its main issues qualitative method was implemented and questionnaires and interviews were conducted with CIOs and other C-level executives to-gether with analysis of the curricula of postgraduate educational programs in the field of business designed for executives. Business skills and knowledge along with developed communication and leadership skills are among the most discussed and required from CIOs. According to the collected data and its further analysis, although the most important competences of an IT executive are technological, the im-portance of business related skills is emphasized by the majority of re-spondents and supported by the existing theory. Postgraduate educational programs have curricula that can develop the required competences, alt-hough not equally.
Resumo:
This doctoral dissertation investigates the adult education policy of the European Union (EU) in the framework of the Lisbon agenda 20002010, with a particular focus on the changes of policy orientation that occurred during this reference decade. The year 2006 can be considered, in fact, a turning point for the EU policy-making in the adult learning sector: a radical shift from a wide--ranging and comprehensive conception of educating adults towards a vocationally oriented understanding of this field and policy area has been observed, in particular in the second half of the so--called Lisbon decade. In this light, one of the principal objectives of the mainstream policy set by the Lisbon Strategy, that of fostering all forms of participation of adults in lifelong learning paths, appears to have muted its political background and vision in a very short period of time, reflecting an underlying polarisation and progressive transformation of European policy orientations. Hence, by means of content analysis and process tracing, it is shown that the new target of the EU adult education policy, in this framework, has shifted from citizens to workers, and the competence development model, borrowed from the corporate sector, has been established as the reference for the new policy road maps. This study draws on the theory of governance architectures and applies a post-ontological perspective to discuss whether the above trends are intrinsically due to the nature of the Lisbon Strategy, which encompasses education policies, and to what extent supranational actors and phenomena such as globalisation influence the European governance and decision--making. Moreover, it is shown that the way in which the EU is shaping the upgrading of skills and competences of adult learners is modeled around the needs of the knowledge economy, thus according a great deal of importance to the new skills for new jobs and perhaps not enough to life skills in its broader sense which include, for example, social and civic competences: these are actually often promoted but rarely implemented in depth in the EU policy documents. In this framework, it is conveyed how different EU policy areas are intertwined and interrelated with global phenomena, and it is emphasised how far the building of the EU education systems should play a crucial role in the formation of critical thinking, civic competences and skills for a sustainable democratic citizenship, from which a truly cohesive and inclusive society fundamentally depend, and a model of environmental and cosmopolitan adult education is proposed in order to address the challenges of the new millennium. In conclusion, an appraisal of the EUs public policy, along with some personal thoughts on how progress might be pursued and actualised, is outlined.
Resumo:
Julkaisumaa: 578 NO NOR Norja
