The Most Frequent Lenses To See Recent Program Planning For Adult: 1999-2003

The purpose of this study is to provide information regarding which theoretical framework has been frequently involved into healthy debate in the field of program planning for adults during the past decade. Also, which research methodologies have been used during that period needs to be answered for future study. By using the ERIC database, 14 articles and 11 proceeding papers were analyzed. The findings indicated that political negotiation approach has viewed as the most popular research issue. Integrative approach has also been frequently studied in recent years. However, the linear essence of the traditional model continues to play a dominant role for many practitioners. Until today, qualitative methods are mainstreams in this field. Also, in order to link practice and theory, both qualitative and quantitative studies are recently contributing to develop a theoretical framework and provide empirical evidences in various settings

Determining the Content of Induction Programs to Improve Instructional Performance: A Case in Seoul, Korea

This study represents an initial effort to determine the content of induction programs to improve beginning teachers' instructional performance. The study investigated the perception of beginning teachers' instructional performance problems and explored its relationships with demographic characteristics such as years of teaching experience and grade level. Two hundred, eighty-nine beginning teachers who were in their first four years of teaching experience in Seoul, Korea were analyzed. Results revealed (a) teaching students with special needs and with learning disabilities needs to be addressed as the most essential contents of induction programs; (b) unlike other items, these two items as instructional performance problems tend to be critical as years of teaching experience increase; (c) induction programs need to be continued for at least two years; and (d) no significant difference was found between new elementary teachers and new secondary teachers. Finally, the study includes some implications on practice and on future research.Cette étude constitue un premier effort visant à établir le contenu des programmes d'initiation au travail pour enseignants en début de carrière de sorte à les aider à améliorer leur pratique d'enseignement. L'étude a porté sur le rapport entre la perception qu'ont les enseignants en début de carrière quant aux problèmes liés à la pratique d'enseignement d'une part, et certaines caractéristiques démographiques telles le nombre d'années d'enseignement et le niveau scolaire enseigné d'autre part. Les analyses ont porté sur 289 enseignants débutants (quatre premières années d'enseignement) à Séoul, en Corée. Les résultats indiquent que (a) les éléments les plus importants des programmes d'initiation au travail sont ceux qui touchent l'enseignement à des élèves en difficulté ou ayant des troubles d'apprentissage; (b) à Y encontre des autres facteurs, les deux éléments cités ci-dessus tendent à devenir des problèmes de pratique d'enseignement de plus en plus critiques avec l'accroissement du nombre d'années d'expérience; (c) les programmes d'initiation au travail doivent se poursuivre pendant au moins deux ans; et (d) il n'existe aucune différence significative entre les enseignants débutants qui travaillent à l'élémentaire et ceux qui travaillent au secondaire. L'article se termine par la présentation de certaines implications sur la pratique et la recherche à l'avenir

Relationship between core self-evaluation and innovative work behavior: mediating effect of affective organizational commitment and moderating effect of organizational learning capacity

Focusing on employees, this study examined the respective mediating and moderating effects of affective organizational commitment and organizational learning capacity in the relationship between core self-evaluation and innovation work behavior. We collected data via an online survey from 330 office workers at midsize and large companies in a metropolitan area of South Korea. The results of analyzing the data using PROCESS macro were as follows: (1) core self-evaluation was positively related to innovative work behavior; (2) the relationship was mediated by affective organizational commitment; (3) the relationship was buffered by organizational learning capacity, such that a higher level of organizational learning capacity diminished the impact of core self-evaluation on innovative wok behavior; and (4) the conditional effect of core self-evaluation on innovative work behavior existed only in the group of a low level of organizational learning capacity. Based on these findings, we suggested implications for theory building, research, and practice

Visualisation of zero-emission neighbourhood for architects and the application to Nidarvoll Skole in Trondheim

Building, transportation, and human activities are main sources to generate greenhouse gas (GHG) emissions in neighbourhood. In order to reduce GHG emissions in neighbourhoods, architects plays an important role particularly in the early design phase since this is when the architect has the greatest opportunity to make design decisions that directly lead to a reduction in the GHG associated with the consumption of energy and embodied emissions of materials used in zero emission neighbourhoods. However, it is not easy for architects to easily understand and visualise how their design contributes to the overall GHG emissions for the neighbourhood since the origin of the emission is out of architectural scope. Thus, this thesis develops a tool visualizing the relationship between the neighbourhood design and GHG emissions, which can be easily utilized by architects. This thesis is aligned with the Research centre on Zero Emission Neighbourhoods in Smart Cities (FME-ZEN). A ZEN is defined as a group of interconnected buildings with associated infrastructure, located within a confined geographical area, aiming at reducing its direct and indirect greenhouse gas (GHG) emissions towards zero. Life cycle assessment (LCA) is used to estimate the potential environmental impacts of a product or service system throughout its life cycle. The methodology was initially developed and used for zero emission buildings and has now been expanded to include zero emission neighbourhoods (ZENs). The FME-ZEN research centre has already developed a set of ZEN assessment criteria and key performance indicators (KPIs) that can quantify and qualify neighbourhood performance. This work defined the new criteria and indicators based on KPIs of ZEN and other assessment tools in order to apply to the visual tool developed in this work. The main objective of this thesis is to develop a conceptual visual tool and User Interface which enable architects to holistically integrate quantitative and qualitative assessments of GHG emissions in the decision-making process considering neighbourhood-oriented designs based on the ZEN KPIs. The visual tool was developed in main two platforms (small-neighbourhood platform and large-neighbourhood platform). The small-neighbourhood platform visualises building energy performance and the GHG emissions as a quantitative assessment tool while the large-neighbourhood platform displays urban information related with the emissions as a qualitative assessment tool. The platforms of this thesis as a conceptual assessment tool do not develop the actual interconnection with the computing tools for the GHG emission assessment. However, as one of the contributions of this thesis, proper tools and database are selected and their detailed connection plan is established for practical use of the dashboard in near future. Through the case study of Nidarvoll Skole in Trondheim region of Norway, this thesis shows how the new school design is associated with GHG emissions and how the relationships can be effectively visualised to help the decision-making process for architectural design toward zero-emission neighbourhoods. By using the visual tool developed in this thesis, the most environmentally friendly design option was able to be selected, which delivers less energy consumption and CO2 emission, compared to the original school design. The savings in the two KPIs reached to 20,508 kWh/yr and 1,871 kgCO2eq/yr respectively, compared to other design options

Visualisation of zero-emission neighbourhood for architects and the application to Nidarvoll Skole in Trondheim

Building, transportation, and human activities are main sources to generate greenhouse gas (GHG) emissions in neighbourhood. In order to reduce GHG emissions in neighbourhoods, architects plays an important role particularly in the early design phase since this is when the architect has the greatest opportunity to make design decisions that directly lead to a reduction in the GHG associated with the consumption of energy and embodied emissions of materials used in zero emission neighbourhoods. However, it is not easy for architects to easily understand and visualise how their design contributes to the overall GHG emissions for the neighbourhood since the origin of the emission is out of architectural scope. Thus, this thesis develops a tool visualizing the relationship between the neighbourhood design and GHG emissions, which can be easily utilized by architects. This thesis is aligned with the Research centre on Zero Emission Neighbourhoods in Smart Cities (FME-ZEN). A ZEN is defined as a group of interconnected buildings with associated infrastructure, located within a confined geographical area, aiming at reducing its direct and indirect greenhouse gas (GHG) emissions towards zero. Life cycle assessment (LCA) is used to estimate the potential environmental impacts of a product or service system throughout its life cycle. The methodology was initially developed and used for zero emission buildings and has now been expanded to include zero emission neighbourhoods (ZENs). The FME-ZEN research centre has already developed a set of ZEN assessment criteria and key performance indicators (KPIs) that can quantify and qualify neighbourhood performance. This work defined the new criteria and indicators based on KPIs of ZEN and other assessment tools in order to apply to the visual tool developed in this work. The main objective of this thesis is to develop a conceptual visual tool and User Interface which enable architects to holistically integrate quantitative and qualitative assessments of GHG emissions in the decision-making process considering neighbourhood-oriented designs based on the ZEN KPIs. The visual tool was developed in main two platforms (small-neighbourhood platform and large-neighbourhood platform). The small-neighbourhood platform visualises building energy performance and the GHG emissions as a quantitative assessment tool while the large-neighbourhood platform displays urban information related with the emissions as a qualitative assessment tool. The platforms of this thesis as a conceptual assessment tool do not develop the actual interconnection with the computing tools for the GHG emission assessment. However, as one of the contributions of this thesis, proper tools and database are selected and their detailed connection plan is established for practical use of the dashboard in near future. Through the case study of Nidarvoll Skole in Trondheim region of Norway, this thesis shows how the new school design is associated with GHG emissions and how the relationships can be effectively visualised to help the decision-making process for architectural design toward zero-emission neighbourhoods. By using the visual tool developed in this thesis, the most environmentally friendly design option was able to be selected, which delivers less energy consumption and CO2 emission, compared to the original school design. The savings in the two KPIs reached to 20,508 kWh/yr and 1,871 kgCO2eq/yr respectively, compared to other design options