A Strategical Study of Some Management

As has been told, industry is roughly composed of three elements: man, money and machine. Along with a macroscopically slow development in social democracy on each microscopically quantum stage, management and administration in almost enterprise they have been exceptionally concerned with one after another. From machine to man, from man to money and then from money to machine, cyclically the tentative subject has been transfered as though we are nondescending the spiral stair with ever divergent radii. (Fig.1

Heterogeneidade não-observada na analise da historia de eventos

Orientador: Aida C. G. Verdugo LazoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação CientificaResumo: Não informadoAbstract: Not informedMestradoMestre em Estatístic

An Empirical Study on Trainees' Concern about Teaching in Physical Education at the Attached Primary Schools of the Hiroshima University

This study aims to grasp the extent of the implementation about trainees' planning and teaching in PE lessons at the attached primary schools of the Hiroshima University. Furthermore this study aims to clarify the change of trainees' concern about teaching in PE lessons before and after the school experiences.The results are summarised as follows: 1)During the school experiences, over half trainees(55%) taught PE lessons and also over half trainees(61%) planned the PE lessons. It is expects that more trainees teach and plan the PE lessons by introducing the team teaching method into the way of teaching by trainees. 2)In our initial teacher training course for primary school teachers, it seems that the PE programme should be improved to make the relationship with the school experiences and deal with the trainee students' concern about teaching PE lessons after the school experiences

2年課程看護専門学校教員の教育ニードに関する研究―教育経験年数別にみた現状と関係する特性の解明―

本研究の目的は，2年課程看護専門学校教員の継続教育の充実に向け，2年課程看護専門学校教員の教育ニードの現状及び関係する特性を教育経験年数別（以下，経年別）に明らかにすることである．文献検討に基づき概念枠組みを構築した．測定用具には，「教育ニードアセスメントツール- 看護学教員用-」（舟島ら,2006）（以下，FENAT）と本研究において作成した「特性調査紙」を用いた．全国の2年課程看護専門学校120校に所属する教員721名に質問紙を配布した．回収された質問紙492部（68.2%）のうち，有効回答462部を経年別に6群に分け，統計学的手法を用い分析した．FENAT 総得点の結果は，2年課程看護専門学校教員の教育ニードが，1年未満群が最も高く，以下，1年以上2年未満群，5年以上10年未満群，2年以上3年未満群，3年以上5年未満群と続き，10年以上群が最も低いことを示した．また，FENAT 総得点と特性の関係を経年別に探索した結果は，［授業への研究成果活用の有無］等が1年未満群および5年以降，［臨床経験年数］が2年以上3年未満群，［学会所属の有無］が3年以上5年未満群の教育ニードに関係したことを示した（p ＜ .05）．これらを考察した結果，継続教育の充実に向け，授業への研究成果活用，学的基盤に基づく準備状態の調整，看護実践能力の向上に関わる自己学習を充実する必要性を示した．This study aimed to clarify the current educational needs and related characteristics of teachers at two-year nursing schools by number of years of educational experience in order to enhance the continuing education of two-year nursing school teachers. 　A conceptual framework through a review of the literature was developed.　As a measurement tool, we used the Educational Needs Assessment Tool for Nursing Faculty (FENAT) by Funashima et al (2006) , and a“ Characteristics Survey Form” prepared in the course of our research.　Questionnaire forms were distributed to 721 teachers at 120 two-year nursing schools throughout Japan.　Of the 492 (68.2%) forms that were collected, the 462 forms with valid responses were separated into six groups based on number of years of educational experience and statistically analyzed the data.　The total FENAT scores indicated that educational needs for teachers at two-year nursing schools were highest for those in the group with ＜1 year of experience, followed in descending order by those with 1‒2 years of experience, those with 5‒10 years of experience, those with 2‒3 years of experience, and those with 3‒5 years of experience.　Those with ≥10 years of experience had the least educational needs.　In addition, the results from an investigation the relationships between total FENAT scores and characteristics for different numbers of years of educational experience indicated that the“ use/non-use of research results in classes” was associated with educational needs in those with ＜1 year of experience and in those with ＞5 years of experience,“ number of years of clinical tests” was associated with educational needs in those with 2‒3 years of experience, and“ membership/nonmembership in an academic society” was associated with educational needs in those with 3‒5 years of experience (p＜.05) .　 These results demonstrate that in order to enrich continuing education, it is necessary to use research results in classes, adjust preparatory states based on academic foundations, and enhance self-education involved in improving practical nursing skills.