Author(s)Johnson, Bobbie L.
Contributor(s)NAVAL POSTGRADUATE SCHOOL MONTEREY CA
KeywordsGovernment and Political Science
*UNITED STATES GOVERNMENT
*DEPARTMENT OF HOMELAND SECURITY
DHS(DEPARTMENT OF HOMELAND SECURITY)
Full recordПоказать полную информацию
AbstractThe Department of Homeland Security (DHS) and some of its components have gained less than favorable reputations since DHS was stood up in 2003. Based upon the available literature on reputation and data collected from a Delphi survey of public affairs officers within DHS and its components, this thesis addresses the value, measurement, and management of reputation for DHS and its components. It also looks at the relationship between the reputation of DHS and that of its components. The thesis shows that reputation has a strong impact on such areas as public trust, Congressional funding, and employee morale. It offers several recommendations for how DHS and its components can manage their reputations more effectively. These recommendations include understanding the value of reputation, identifying key stakeholders, measuring stakeholders' perceptions, and addressing "reputation spillover." It also adds to the available literature on reputation, which comes primarily from the private sector.
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Learning outcomes from online learning in Malaysia: a case study on physics students’ perception of satisfaction, perception of interaction and perceptions of individual features of online learningFauziah Sulaiman, (International Journal of Humanities and Social Science Invention, 2013-05)This paper aims to investigate differences and reports results of a study concerning of Malaysian undergraduate science physics students’ perceptions of learning through online. Specifically, it required to ascertain whether students had positive perceptions of a new teaching and learning medium. 61 physics students were involved in this study from the School of Science and Technology (SST) under a programme offered in University Malaysia Sabah (i.e., Physics with Electronic programme). The students then followed all learning activities for sixteen weeks through online (i.e., N=30, PBL approach; N=31, traditional approach). The online learning environment was using learning management system (LMS) as the main medium to carry-out the whole learning process throughout the second semester of 2008/2009 academic year. Data gathered from an established open-ended questionnaire with 5 points Likert Scale that administered after they completed with the learning activities at the end of the semester.Students’ perceptions after experiencing the online learning were analysed into three main themes: students’ perception of satisfaction; perception of interaction; and perceptions of individual features of online learning, and the main purpose was to seek the difference between PBL online and the traditional online learning approach. The findings of the study showed physics student that exposed in PBL online shows positive perceptions in all three themes as compared to traditional approach, except for sub-theme of the online assignment arrangements, and the content available on the Web. Thus, it suggests that some of the PBL’selement did contribute to the physics students’ satisfaction where they made a meaningful interaction and developed some individual features. However more consideration needs to be contemplated particularly in technical syllabus arranging via online.
Perception, time of perception, perception of the timeBARATA, André (Consejo Superior de Investigaciones Científicas, 2009-04-01)From a conceptual point of view, time is independent of its experience. That is: it can be given a conceptual description of time without any reference to terms related to the subjective consciousness of time. But concerning a phenomenology of that subjective experience of time, it can it be showed that such experience of time is, in itself, temporal. The very same terms employed in a conceptual description of time – terms like “change” and “duration”– are implied in the phenomenological description of every perception, including perception of time. This authorizes a characterization of subjective time experience as subjective time. At last, based on temporal nature of perception of time, I will suggest an explanation for our common experience of asymmetries subjective time and objective time.<br><br>Desde un punto de vista conceptual, el tiempo es independiente respecto de la experiencia del tiempo. Es decir: puede darse una descripción conceptual del tiempo sin referencia ninguna a términos relacionados con la conciencia subjetiva del tiempo. Pero en lo concerniente a una fenomenología de esa experiencia subjetiva del tiempo, puede revelarse que tal experiencia de tiempo es, ella en sí misma, temporal? Los mismísimos términos empleados en una descripción conceptual del tiempo, como “cambio” y “duración”, están implicados en la descripción fenomenológica de toda percepción, incluida la percepción del tiempo. Esto autoriza una caracterización de la experiencia subjetiva del tiempo como tiempo subjetivo. Finalmente, sobre la base de la naturaleza temporal de la percepción del tiempo, sugeriré una explicación racional de nuestra experiencia común de asimetrías entre el tiempo subjetivo y el tiempo objetivo.