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Casper, Deborah M. "Participant Roles in Aggression: Analysis of the Overt and Relational Aggression Participant Role Scales with Confirmatory Factor Analysis." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311568.
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The peer group is a dynamic context within which children and adolescents have a wide range of experiences, both positive and negative. Friendships provide support and a sense of belonging; however, friendships can also be contexts within which competition and aggression occur. During childhood and adolescence, aggression and victimization are likely to occur in the school context and in situations where several members of the peer group are present and sometimes actively (or passively) participating. In the seminal work related to bullying as a group process, Salmivalli and colleagues identified distinct roles that children take when enacting aggression (Salmivalli et al., 1996). Salmivalli's work, in the area of participant roles, however, has focused on overt bullying, a specific subtype of aggression which has a specific meaning within the peer relations literature. To date, the participant roles have not been measured within the context of overt and relational aggression. The purpose of the present study is to examine the psychometric properties of the Overt Aggression Participant Role Scale (OAPRS) and the Relational Aggression Participant Role Scale (RAPRS), two new scales designed by the author, to measure the aggressor, assistant, reinforcer, defender, outsider, and victim roles during acts aggression, as opposed to bullying. Additional goals include: 1) exploring the associations among the roles, 2) examining measurement equivalence across gender and grade level, and 3) exploring associations of the participant roles with measures of sociometric status and depressive symptoms. Findings point toward the psychometric properties of the two scales being quite robust. The data fit the 12 factor model and the scales measure the constructs equivalently across gender and three grade groups. The aggressor, assistant, and reinforcer roles were strongly associated as were the aggressor and victim roles. Several relational roles were highly overlapping, suggesting reciprocity of roles. Few meaningful gender or grade level differences were found resulting in more similarity in the overt and relational roles than differences. The outsider role was the only role not associated with depressive symptoms. Implications for prevention and intervention are discussed.
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Hornblower, Kathryn. "Don't stand by, stand up : a peer group anti-bullying intervention to increase pro-defending attitudes and behaviour in students that witness bullying." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15576.
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Psychological research into bullying has highlighted the importance of considering the role of bystanders within this complex social interaction (see literature review). The aim of this paper was to apply this research to develop an anti-bullying intervention programme that increases pro-defending attitudes and behaviour, and consequently reduces bullying. The methodology was a design experiment; in this first iteration, the intervention programme was designed, implemented, and evaluated in collaboration with staff and students at a secondary school. Data were collected using a mixed methods approach via questionnaires, focus groups, an interview, and observation. The results showed that there was no significant difference in prevalence estimates of defending or bullying pre and post intervention. However, two thirds of participants reported that their attitudes and behaviour had become more supportive of defending victims since the intervention. Qualitative data revealed a diversity of perspectives regarding the effects and value of the programme. A model outlining factors that influence decisions to defend a victim of bullying was developed from the results and previous literature. The findings from this paper were used to inform modifications to the design of the intervention programme for implementation in the second iteration in paper 2.
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Baker, Matthew. "Cyberbullying and the bystander : what promotes or inhibits adolescent participation?" Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17324.
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Study One: Study One aims to better understand the roles that adolescents take during cyberbullying situations exploring the influence of attitudes towards cyberbullying, social grouping (being alone or with others), age and gender. Methods: Focus groups were used to adapt the Participant Role Scales (Salmivalli, 1998) and the Pro Victim Scale (Rigby & Slee, 1991) to explore cyberbullying. These adapted measures were completed by 261 participants across four year groups (year 7 to 10) via self report questionnaires. Results: Across social groupings an average of 73% of adolescents took participant roles in cyberbullying situations. There were significant differences between assistant, defender, outsider and victim behaviour when alone or when physically with others. In addition attitude towards cyberbullying significantly influenced the role taken and females were more likely to be defenders than males. Age significantly influenced outsider behaviour when participants were alone and defender behaviour when participants were physically with others. Study Two: Study Two aims to better understand what promotes or inhibits bystander involvement in cyberbullying situations. Methods: The study adopted an explorative approach to understand the experiences of 28 adolescents in a South West Local Authority in England. Data was collected via a semi-structured interview schedule administered in focus groups. Findings were analysed using latent thematic analysis (Braun & Clarke, 2006). Results: The decision for adolescent bystanders to actively join a cyberbullying situation was found to be complex. CMC, social influence (prior relationship, being alone or with others) and popularity and status of those participating in cyberbullying contribute to bystanders’ assessment of the risk and reward of participation. If reward outweighs risk an active role is taken (assistant, reinforcer, defender). However if risks are perceived to be higher than rewards then an outsider role is adopted.
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Morgan, Larry Douglas. "Effects of participant roles on input interactions and comprehensible output." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4431.
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The purpose of this thesis is to investigate what effect, if any, the social roles between second language learners and their conversational partners have on the types and frequencies of the following discourse categories: (a) input interactional modifications (b) corrections of language learners' linguistic errors by others and (c) language learners' production of comprehensible output. This study also seeks to corroborate previous research findings with regards to negotiation of meaning interactions (Pica, 1988; Pica, Holliday, Lewis & Morgenthaler, 1989) and other-corrections of language learners' linguistic errors (Chun, Day, Chenoweth & Luppescu, 1982).
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Crapanzano, Ann. "Understanding Bullying Participant Roles: Stability across School Years and Personality and Behavioral Correlates." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/108.
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This study investigated the factorial validity, stability, and social, behavioral and emotional correlates of several different roles that students can play in the context of bullying. Data were collected from students at two time points across two school years, April and May of 2006 (n=284) and again in November and December of 2006 (n=185). A confirmatory factor analysis provided evidence for the validity of 4 participant roles (i.e. bully, reinforcer, assistant, and defender). However, further analysis revealed that there was a strong degree of intercorrelation between the three bully factors (i.e., bully, reinforcer, and assistant). Analyses found that participant roles are fairly stable across school years and that the greater the percentage of same raters across the time points, the greater the stability. All of the bullying roles (i.e., bully, reinforcer, and assistant) were significantly related to callous unemotional traits, emotional dysregulation, positive expectations for aggression, conduct problems, reactive relational aggression, proactive relational aggression, reactive overt aggression, and proactive overt aggression, but these relationships were stronger in boys. It was also found that the defender role was associated with less aggression and more prosocial behavior. These associations were stronger in girls. Finally, a linear regression analysis of the interaction between participant roles and victimization revealed that at T1, the association between bullying roles and aggression was moderated by victimization. Specifically, the association was stronger in those low on victimization. At T2, the association between defending and lower aggression and greater prosocial behavior was stronger in those low in victimization.
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Walker, Taylor M. "Participant Navigation: Using an Ethnographic Approach to Explore Roles and Communicative Dimensions Surrounding Patient Navigation." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505148743564128.
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Nishizumi, Kanako. "The pragmatics of nominalization in Japanese : the n(o) da construction and participant roles in talk." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2922/.
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This thesis analyses the n(o) da construction and its use in Japanese talk. An empirical (rather than a rationalistic) approach to pragmatics is employed alongside a qualitative methodology in order to demonstrate how a speaker's uses of the n(o) da construction are related to intention and how they influence the trajectory of talk. This study proposes that the nominalizer no in the n(o) da construction is a propositionality-indicating particle used to convey the force 'here is a proposition’, effectively reifying propositional content. When a copula {da, darou, etc.) follows the nominalizer, it expresses the speaker's attitude or belief-state with regard to the reified status of the proposition. Two contrasting talk-types were collected for investigation: everyday talk-in-interaction in Japanese and group discussion involving both Japanese and English speaking participants. Based on the everyday talk data, the researcher first demonstrates how the pragmatic properties and sequential functions of the n(o) da construction contribute to talk-in-interaction. In the analysis of the Japanese group discussion data that follows, she examines the relationship between participant role and uses of the construction. In order to clarify the characteristic methods of Japanese talk organization, she discusses the different ways in which Japanese and English participants accomplish decision-making tasks and the extent to which the different structural affordances of the two languages enable them to assume comparable participant roles. Finally, the researcher considers the implication of this study for cross-cultural communication and for the teaching of Japanese as a foreign language.
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Hunsaker, Frank Gaines 1947. "Honesty attributions and deception detection accuracy of friends and strangers in the roles of observer and participant." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/558172.
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Chatters, Seriashia J. "Impact of Bullying Prevention Training on the Knowledge, Attitude, and Behavior of Pre-Education Majors (Future Trainers)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4007.
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Bullying is a persistent problem that negatively affects the academic performance, and the psychological, social, and emotional well-being of targeted students. Research indicates most bullying is prejudice-based. Bullying and prejudice reduction interventions used in school systems encourage empathy towards the target student to reduce these behaviors, and current national and international interventions recommend focusing on bullies, targets (or victims), and bystanders. Interventions are conducted by individuals (trainers) trained to implement such programs, a model known as train-the-trainer. Teachers and pre-education majors usually volunteer to become trainers. Effectiveness of interventions may depend on the trainees' knowledge, empathy, and adherence to the program. Research reports that the impact of the training on the trainer significantly impacts its implementation and effectiveness. Yet, the impact of the training on the trainer is rarely the focus of research. The Bullying Amongst Diverse Populations (BADP) training was conducted to study its impact on the trainees. The results show the BADP training had an overall positive impact on participants' knowledge of and skills to respond to situations involving bullying and prejudice, sense of efficacy, and likelihood to intervene. Pre- and post-test assessments demonstrate reductions on prejudicial attitudes and increments in participants' defender roles. Implications for future research are discussed and implications for university and K-12 administrators, counselor educators, school counselors, and program coordinators of teacher education programs are also reviewed.
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Seifried, Bettina. "Talkshow als Subjekt-Diskurs." Doctoral thesis, Humboldt-Universität zu Berlin, 2004. http://dx.doi.org/10.18452/14996.
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Nach einem Überblick über die theoretischen Erklärungsmodelle der diskursiven Subjektkonstitution von Émile Benveniste über Louis Althusser und Michel Foucault zu linguistischen Ansätzen in der Gesprächsanalyse und social semiotics angelsächsischer Provenienz, werden zwei erfolgreiche US-amerikanische "Ratgeber"-Talkshowreihen der neunziger Jahre ("Oprah Winfrey" und "Rolonda") einer umfassenden pragma-linguistisch orientierten Gesprächsanalyse unterzogen. Dazu war es nötig, je drei Sendungen dieser Shows zuerst vollständig zu transkribieren, sie dann in Phasen einzuteilen und Vergleichskriterien zu bestimmen. Die Ausgangshypothese ist, dass trotz großer Ähnlichkeiten im Format, beide Shows erhebliche Unterschiede in der öffentlichen Darstellungsform bzw. Repräsentanz ihrer Teilnehmerrollen (Talkmaster, Gäste und Publikum) und deren Verhältnis zueinander aufweisen, und dass diese erheblichen Abweichungen dem Mikrobereich der lexiko-grammatisch systematisch erfaß- und beschreibbaren Redeweisen und Gesprächsstrukturen implizit eingeschrieben ist. Kernstück der Arbeit ist die Herausarbeitung von Ebenen, auf denen sich diskursiv show-spezifische Teilnehmer-Identitäten konstituieren: Dialogsequenzierung und -organisation, Gebrauch von Personalpronomen und Anredeformen, Fragetypen, narrative Strategien, lexikalische (Selbst-) Kategorisierungen, sämtliche Bereiche der Modalität. Auf dieser Ebene der interpersonellen Funktion von Sprache werden innerhalb der Show-Sendungen und zwischen den beiden Show-Reihen sehr unterschiedliche Gesprächsstrategien deutlich, die sich erstaunlich plausibel mit Foucaults diskursiven Subjektivierungs- vs. Objektivierungsstrategien korrelieren ließen, und also als unterschiedliche Machttechnologien zur Hervorbringung und Reproduktion spezifischer "öffentlicher Subjekte" darstellen, wie sie in medialen Formaten als Abbilder des "Durchschnittsmenschen" in Erscheinung treten. Sie signifizieren Varianten eines "Alltags"-Subjekts (repräsentiert durch die in der Show zu Alltagsproblemen befragten Gäste in ihrem Verhältnis zu Talkmaster und Studiopublikum), das einmal - neoliberal-protestantisch - als rational-einsichtsfähig sich selbst disziplinierend im Diskursfeld des Neoliberalismus-Protestantismus konstituiert und gezeichnet wird, im anderen Falle als irrational-verantwortungslos fremden Regulierungsinstanzen und außengelenkten sprachlichen Disziplinierungs- und Abbitteritualen unterworfen wird und somit eine Teilnehmerrolle innerhalb autoritär-feudalistischen Diskurse charakterisiert.
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Gilmore, Devin. "Testing a Model of Participant Retention in Longitudinal Substance Abuse Research: The Moderating Role of Participant Characteristics." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/94.
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Longitudinal substance abuse research has often been compromised by high rates of attrition, thought to be the result of the lifestyle that often accompanies addiction. Several studies have used a standardized follow-up protocol to minimize attrition, however it is unclear whether this protocol is equally effective for participants struggling with varying levels of housing stability, support for sobriety, and substance abuse severity. The current study extends research supporting the effectiveness of this protocol by demonstrating the importance of two central aspects of the follow-up protocol: locator form completion and continual verification contacts. Results indicated that each additional piece of locator form information and verification contact significantly and independently increased the odds for completing a follow-up interview, and that these effects were not moderated by participant characteristics. Practical and theoretical implications for longitudinal substance abuse research are discussed.
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Henderson, Tia S. "The Foundation to Collaborate: Understanding the Role of Participant Interests." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2.
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Collaborative processes are widely used to harness resources for addressing community problems. Despite their positive potential, collaborative projects can fragment. Sources of fragmentation include participant misperception of facts, difficulties in defining the problem, and misunderstandings among stakeholders. Disruptions from these elements may impede a group's progress in fostering and implementing agreements. Theoretical and empirical research from conflict resolution has shown that discussing participant interests and the use of facilitation techniques can help negotiators engage in innovative problem solving. Interests are participants' underlying needs, concerns, and desires that shape how individuals perceive issues and the stances they take. Less attention has been given to designing multi–party collaborative processes so that participant interests are explicitly defined and addressed. This comparative case study used mixed methods to examine the role of interests on the evolution of five successfully implemented multi-party collaborative cases. The research examined how participant interests were identified, how facilitation techniques were used, and how stakeholders' interests were addressed in each case. Results show that in all cases, identifying participant interests helped participants understand the central problems, seek information, and use creative problem solving. The use of techniques such as clarifying questions and shared learning experiences in the context of regular face-to–face meetings fostered participant understanding of the issues and each others' interests. In four of the five cases, participants' understanding of other stakeholders' interests affected their perspective on the issues, improved understanding of individual barriers, shaped the agreement, and motivated participants to stay committed to the project. Project staff members and participant leaders used facilitation techniques for identifying actors'’ substantive interests and clarifying issues. These techniques addressed participant relationship and process interests. In the cases with higher levels of fragmentation, participant interests were connected to values, individuals used competitive bargaining tactics, and trust influenced the willingness of participants to share interests. Facilitation techniques were crucial for encouraging trust building among stakeholders and for managing disruptions. These findings indicate that managers will increase problem solving capacity in collaborative processes by explicitly using negotiation-–based facilitation techniques to identify and address participant interests.
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Aschenbrennerová, Lucie. "Občanská participace a role správního managementu města." Master's thesis, Vysoká škola ekonomická v Praze, 2006. http://www.nusl.cz/ntk/nusl-92.
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Práce shrnuje problematiku řízení institucí ve veřejné správě, zaměřuje se na spoluúčast občanů na řízení města a rozhodování o jeho rozvojových aktivitách. Pozornost je věnována specifické agendě manažera veřejné správy a manažerským metodám a konceptům řízení používaným ve veřejné správě. Jsou shrnuta základní fakta o procesu komunikace a spolupráce zástupců radnice s občanským sektorem, včetně pojednání o jejich pozitivních a negativních stránkách.V práci je věnována pozornost i historickému vývoji veřejné správy na našem území se zaměřením na řízení měst a problematice typologického členění měst. Na základě znalosti souvislostí na národní úrovni se práce věnuje veřejné správě a jejím trendům i z evropského úhlu pohledu. Práce vyúsťuje v praktickou část, kde se autorka pokouší charakterizovat situaci v městské části Praha 19.
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Holland, Mark Joseph Greer. "The role and development of life skills in young sports participants." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3449/.
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Under the umbrella of positive youth development, life skills represent an important area of research for young people. The personal competencies a young person possesses determine his or her capacity to effectively navigate the turbulence of adolescence and grow into adulthood. An increased understanding of the role, function, and enhancement of life skills therefore serves a great purpose in the design and evaluation of youth development programs. This thesis aimed to extend the current knowledge and practices through targeting the gaps in the life skills literature. First, using a qualitative design, the specific needs of young elite athletes were investigated while outlining a proposed methodology for future needs analyses. The importance of developing life skills in young athletes was emphasised as it was found that young athletes required a range of both sport specific and life skills. Second, an investigation into the function of life skills found that reported possession of key life skills partially mediates the relationship between youth experiences and well-being, illustrating this role for the first time. However, within youth samples there was a broad range in the degree to which these skills are applied and transferred, reinforcing the call for deliberate developmental programming. The lack of adequate measures in life skills research was addressed through the validation of BRSQ with young sports participants. Support for the utility of this measure allows for the greater investigation into the mechanisms through which life skills function. Finally, a life skills program was designed following the recommendations of the predominant youth development frameworks and comprehensively evaluated. This thesis progresses existing literature regarding the role and function of life skills as well as providing insight into how to best promote and evaluate the teaching of life skills in applied research programs.
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Middlemiss, Lucie Kate. "The role of community-based organisations in stimulating sustainability practices among participants." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507647.
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Cooper, Gerald Anthony. "Online assistance for problem gamblers, an examination of participant characteristics and the role of stigma." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58899.pdf.
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Sanders, Rachael. "The role of transliminality, emotional states as targets, and participant interaction in an ESP task /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.pss2156.pdf.
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Pitt, Jessica. "An exploratory study of the role of music with participants in children's centres." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploratory-study-of-the-role-of-music-with-participants-in-children’s-centres(64b318b6-76ce-452c-92c1-89498380e38d).html.
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This three-phase, mixed-methods exploratory study explored parents’ and Children’s Centre practitioners’ attitudes towards and perceptions of the role of parent-child music activities in Children’s Centres in England. A socio-cultural theoretical framework was adopted which views children’s learning as socially and culturally situated: cognitive development is interlinked with social activity. A qualitative interview study (phase one) generated initial themes that were investigated further in a questionnaire study (phase two) so as to establish a rationale for music groups in Children’s Centres from the perspectives of parents and practitioners. The themes to emerge were: social, emotional, learning, teaching, parenting, musical, links to home, and organisational. Differences were found between parents and professionals through analysis of the questionnaire study data. Although both groups were very positive overall in their attitudes to music, practitioners were more positive about the perceived benefits to parents than parents reported themselves, and were slightly more positive overall about the benefits of music for children. Parents perceived the emotional benefits for children as most important, and practitioners the learning benefits: both groups perceived the social benefits for children as being of secondary importance. Phase three was a behavioural observation study that compared a parentchild music group with a similar art and outdoor-play group, and found that the music group worked in a way which was distinct from those of the other two groups. This research led to the proposal of a ‘musical-social-learning model’ which describes the social, cultural, emotional and cognitive learning environment that musical activities afford, in which parent-child pairs co-participate in the musical activities through synchronised use of symbolic actions. This leads to a group symmetry of interaction and shared emotional experiences that may reinforce learning, self-assessment and contribute to positive feelings in the participants.
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Almansour, Mansour. "The participant role of external powers in protracted social conflicts : the case of Lebanon 1973-1982." Thesis, University of Newcastle Upon Tyne, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262988.
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Holden, Brianne. "Third Country Study: The Role of Degree-Seeking International Students as Study Abroad Participants." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22305.
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This thesis is exploratory in nature and examines the perspective of graduate and undergraduate matriculating international students at the University of Oregon as they consider, prepare for, reflect on, and participate- or not- in study abroad programs. The three-phase model design of this study assesses the opportunities, obstacles and resources international students experience as they consider or do not consider studying abroad by analyzing online survey responses from University of Oregon graduate and undergraduate international students; quantitative data sets; semi-structured interviews with University of Oregon graduate and undergraduate international students, as well as with staff members from the Office of International Affairs.
International student areas of opportunities include receiving academic credit towards degree; practicing a language abroad; learning about new cultures; and developing new friendships. The challenges include difficulty in academic planning; limited financial resources; lack of family approval or support; and having to make difficult decisions between going abroad or visiting home. International student resources include major applicable coursework that is only open through specific study abroad programs; some available funding; and receiving practical support from staff members at the Office of International Affairs on campus. Recommendations include how international educators may be more inclusive and more sensitive to international students needs and challenges as they consider study abroad.
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Teixeira, Otávio Ferreira Borges. ""Why not together?" How different roles regulate inclination to participate in a peer-to-peer access-based market." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17774.
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This study is about markets (supply and demand) based on sharing, a type of exchange that is going through an innovation process. In an access-based market, people diminish the traditional way of buying and selling the ownership of products and start (or increase) to buy and sell the access to these goods. Despite the well-known practice of sharing things, the internet not only changed this dynamic but also multiplied its adoption. Surprisingly, the relationship between people’s possible roles and their shared goods has not been explored in several academic perspectives. This article addresses part of these gaps, hypothesizing that people still carry on feelings of gains and losses when they are sharing as is commonly observed in situations in which they are buying or selling, enlarging previous researches. More than that, this study is attentive to the roles of people (consumer x provider) and intensity of sharing on willingness to share, checking the effort that each role makes to change (or not) the intensity of sharing and, mapping the main antecedents that determined the judgments of each role when about to share. Results suggest that the higher (or lower) the intensity of sharing, the higher is the providers’ (or consumers’) propensity to share; this because the psychological ownership manifests divergently between roles: providers value their assets more and the control over them, while consumers value their money and the privacy acquired with it. In this realm, five groups of antecedents represent 80% of all reasons for whether or not people engage in sharing.
Este estudo trata de mercados (na perspectiva de oferta e de demanda) baseados na partilha de bens, um tipo de comércio que está passando por um processo de inovação. Resultado das relações de partilha, o mercado baseado no acesso caracteriza-se pela diminuição da tradicional maneira de comprar e vender a propriedade de produtos e começo (ou aumento) da compra e venda do acesso a esses bens. Apesar do compartilhamento ser uma prática bem conhecida, a internet não só mudou a dinâmica como ela acontece como também multiplicou sua adoção. Surpreendentemente, análises dos possíveis papéis que as pessoas adotam e como esses papéis se relacionam com os itens compartilhados ainda não foram feitas em moldes acadêmicos. Este artigo cobre parte dessas lacunas, levantando a hipótese de que as pessoas continuam tendo sentimentos de ganhos e perdas quando estão compartilhando, o que é comumente observado em situações em que estão comprando ou vendendo. Mais do que isso, este estudo está atento às diferenças nos papéis das pessoas (consumidor x provedor) e às intensidades de compartilhamento e como isso interfere na propensão a compartilhar, verificando o esforço que cada papel faz para mudar (ou não) de condições distintas de intensidade da partilha e, mapeando os principais antecedentes que determinaram os julgamentos de cada papel quando inseridos em um processo de compartilhamento. Os resultados sugerem que quanto maior (menor) a intensidade da partilha, maior a propensão dos fornecedores (consumidores) a compartilhar; isso porque a propriedade psicológica se manifesta de forma distinta entre os papéis: os provedores estão ligados aos seus bens e ao controle sobre eles, enquanto os consumidores valorizam mais o dinheiro envolvido na troca e a privacidade como benefício adquirido com ele. Neste contexto, cinco grupos de antecedentes representam 80% de todas as razões para se inserir ou não de um processo de partilha.
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Zoontjens, Andrea. "Exercise dependence : the role of fitness, self image and motivation to participate /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsz879.pdf.
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Shaw, Julia W. "Perceptions of participants enrolled in adult education programs regarding the role of computer-based instruction /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404356071&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Workforce Education and Development." Keywords: Adult education, Computer-based instruction, Computer-based education, Retention Includes bibliographical references (p. 78-87). Also available online.
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Bowles, Susan S. "The perceived influence of the STARR teacher program on professional growth of program participants and their subsequent career roles." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5575.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.
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Graff, April. "The role of food variety on perceived quality of life in Dunn County congregate meal participants." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008graffa.pdf.
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Hyde, Sara Alexandra. "Do I Date My Dance Partner: An Examination of Marital Satisfaction Among Serious Leisure Participants in Partner Dancing." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4213.
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The purpose of this study was to compare marital satisfaction among serious leisure participants in partner dancing and their spouses based on their participation patterns in dance (both dancers or only one dancer), with covariates of spousal support, satisfaction with leisure, and leisure-family conflict. This study not only found a significant relationship between marital satisfaction and participation patterns for dancers (participating together β =.2125), but the averages for joint and individual participation patterns fell on either side of the non-distressed versus distressed cut-off score for marital satisfaction, suggesting that participation in a serious leisure activity, like partner dancing, without your spouse was associated with marital distress, and participating with your spouse can help reduce or avoid that stress. Results also suggest that it is role support felt for a specific leisure activity (in this case, dance) that was related to marital satisfaction (β =.4925), but not support felt for general leisure activities or levels of support given. Finally, retiring to bed at the same time was confirmed as an important couple ritual that positively relates to marital satisfaction (β =.1548).
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Benoit, Benjamin. "Le contrôle capacitant : le cas du réseau de coopération et d'action culturelle français à l’étranger." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1059/document.
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Le réseau de coopération et d’action culturelle français à l’étranger (RECAC), qui relève du ministère des Affaires étrangères, est une organisation publique opérant dans le monde entier depuis la première partie du XXème siècle. Objet de nombreuses réformes, il est confronté depuis le début des années 2000 à de fortes restrictions. Pourtant, cette organisation menacée dans sa pérennité et dont le champ d’activité n’a cessé de s’élargir parvient toujours à remplir sa mission dans un contexte incertain et concurrentiel. Il ressort de cette étude que le sommet stratégique du RECAC a actionné le levier organisationnel en mettant en place une démarche nouvelle de contrôle de gestion. Pour saisir cette démarche, cette recherche déploie une méthodologie mixte à dominante qualitative en s’inscrivant dans le courant épistémologique interprétativiste. Elle mobilise le modèle du contrôle capacitant (Ahrens et Chapman, 2004), adapté de recherches réalisées par Adler et Borys (1996), autour de l’idée de « permettre aux employés de mieux maîtriser leur mission ». À partir de données secondaires produites pour le RECAC, de données primaires issues de 66 entretiens semi-directifs mobilisant le cadre étendu proposé par Ferreira et Otley (2009) avec l’application NVivo10, d’une description épaisse et d’une analyse factorielle des correspondances, la construction de l’assemblage d’un « système de maîtrise de gestion » (SMG) est analysée au travers des interactions SMG—manager-utilisateur. Basée sur une compréhension fine d’une organisation peu explorée en sciences de gestion, cette recherche doctorale, au travers de son guide d’entretien appréhendé comme un « point de rencontre » entre les acteurs, propose un « remodelage » du modèle du contrôle capacitant perçu comme un méta-contrôle de gestionThe French cooperation and cultural network abroad, which operates under the Ministry of Foreign Affairs, is a public entity that has been operating globally since the early 20th century. Subject to numerous reforms, it has suffered from major budget cuts and downsizing since the early 2000s. However, this organization, whose very existence has been threatened and whose field of activity has nevertheless continued to widen, manages to fulfill its mission in an uncertain and competitive environment. This study shows that its senior leadership responded by an organization redesign that introduced a new approach to management control. This interpretive research uses a predominantly qualitative mixed methodology to assess this new approach. It mobilizes the enabling control model (Ahrens and Chapman, 2004) adapted from the research of Adler and Borys (1996). This model characterizes the systems that enable employees better to master their tasks. The nature of the organization’s management control seen as a package is analyzed through an investigation of the users’ experience, using secondary data produced for the organization, primary data from 66 semi-structured interviews that put into practice the extended framework proposed by Ferreira and Otley (2009) and exploits NVivo10 software, a thick description and a correspondence analysis. This doctoral research is based on a thorough understanding of an organization that has not been studied much in management science. Through its interview guide perceived as a "meeting point" between the actors, it offers a refinement of the enabling control model seen as a meta-management control
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Burt, Charles Wesley. "Identification of critical variables in developmental testing and an experimental examination of the number and roles of participants in testing sessions." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75951.
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A large sample (N = 206) of expert instructional designers was surveyed in order to determine how developmental testing is designed and conducted. The majority of respondents indicated that they did conduct formative testing of prototype instructional materials for purposes of revising them. Both one-to-one and small group testing were recommended with both the developer and the test subjects assuming active roles during the testing sessions. Both quantitative and qualitative (including attitudinal) data are gathered with an emphasis placed on the analysis of the posttest data. Based on a review of the literature and the results of the survey, an experiment was conducted in order to investigate the effects of different roles that the participants might play during testing sessions with different numbers of participants within sessions. Individuals assigned to small groups did not produce as many comments during instruction as the one-to-one procedure. A content analysis of the qualitative data revealed that test subjects generally comment by indicating comprehension/recall problems. As a source of feedback, the attitudinal survey provided a considerable amount of data especially with small groups which were reluctant to make critical comments during instruction.
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Västi, K. (Katja). "Verbittömät tapahtumanilmaukset:suunnannäyttäjinä LÄHDE- ja KOHDE-konstruktio." Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789526200248.
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Abstract My thesis discusses the semantic and syntactic properties of Finnish verbless expressions of events in the light of two examples, the SOURCE construction (e.g. Oikeusasiamieheltä huomautus lit. ‘From the ombudsman a complaint’) and the GOAL construction (e.g. Pakistanille rangaistus lit. ‘For Pakistan a punishment’). I show that they express dynamic events in a way comparable to finite constructions. However, they are not elliptic structures but genuinely verbless constructions. The study is founded on Cognitive Construction Grammar and frame semantics, and the analysis is based on two types of data and two methods. First, I collected three sets of 500 newspaper headlines mostly from the Finnish Language Bank (the SOURCE construction, the GOAL construction, and several different verbless constructions), and analyzed them intuitively. Second, I collected paraphrases of 15 instances of the SOURCE construction and 20 instances of the GOAL construction in order to obtain information on how other native speakers of Finnish construe the data which I analyzed intuitively by myself. As a result of this experimental semantic test, I had 169–215 paraphrases per instance of the SOURCE construction and 133–165 paraphrases per instance of the GOAL construction. I then analyzed these paraphrases both semantically and syntactically. The thesis comprises four articles. In the article A case in search of an independent life: The semantics of the initial allative in a Finnish verbless construction, I show that the GOAL construction is polysemous and define eight senses for it. With the help of the established senses, I also justify analyzing the construction as an independent argument structure construction and not as an elliptic structure. The article Elävä LÄHDE: Alkuasemaisen ablatiivin merkitystyypit verbittömässä konstruktiossa is a similar treatment of the SOURCE construction for which I define four senses. In the article Mihin verbittömien konstruktioiden merkitystyypit perustuvat? Skemaattiset ja polyseemiset tapahtumanilmaukset, I connect the previous results explicitly with my theoretical framework. I provide an explanation for these constructions’ polysemy and mechanisms of expressing events. Usually, both of these properties of argument structure constructions are associated with verbs. In the joint article Semantic roles and verbless constructions: A Finnish challenge for verb-centered approaches written with Seppo Kittilä, the discussion is extended to cover also other Finnish verbless constructions. The article provides a more theoretical perspective on the topic: we link the dynamic meanings of the constructions to the concept of semantic roles and argue for the view that the concept should be divided into the concepts of argument roles and participant rolesTiivistelmä Käsittelen tutkimuksessani suomen kielen verbittömien tapahtumanilmausten semanttisia ja syntaktisia ominaisuuksia kahden esimerkkitapauksen avulla: LÄHDE-konstruktion (esim. Oikeusasiamieheltä huomautus) ja KOHDE-konstruktion (esim. Pakistanille rangaistus). Osoitan, että ne ilmaisevat dynaamisia tapahtumia siinä missä verbilliset konstruktiotkin mutta eivät kuitenkaan ole elliptisiä rakenteita vaan aidosti verbittömiä. Tutkimukseni rakentuu kognitiivisen konstruktiokieliopin ja kehyssemantiikan sekä kahdenlaisen aineiston ja menetelmän varaan. Ensinnäkin koostin pääasiassa Kielipankin osakokoelmista mutta osin myös muista lähteistä kolme 500 otsikon kokoista toteutuma-aineistoa (LÄHDE-konstruktio, KOHDE-konstruktio ja useat erilaiset verbittömät konstruktiot). Niiden analyysi perustuu intuitiiviseen semanttiseen luokitteluun. LÄHDE- ja KOHDE-konstruktiosta käytössäni olivat lisäksi kokeellisen semantiikan tuottamat parafraasiaineistot: selvitin, miten koehenkilöt tulkitsevat 15 LÄHDE-konstruktion ja 20 KOHDE-konstruktion intuitiivisesti analysoimaani toteutumaa. LÄHDE-konstruktion testi tuotti 169–215 parafraasia otsikkoa kohden, KOHDE-konstruktion 133–165. Analysoin ne sekä semanttisesti että syntaktisesti. Tutkimukseni koostuu neljästä artikkelista. Artikkelissa A case in search of an independent life. The semantics of the initial allative in a Finnish verbless construction esitän, että KOHDE-konstruktio on polyseeminen. Määrittelen sille kahdeksan merkitystyyppiä, joiden avulla myös perustelen, miksi kyseessä on itsenäinen argumenttirakennekonstruktio eikä elliptinen rakenne. Artikkelissa Elävä LÄHDE. Alkuasemaisen ablatiivin merkitystyypit verbittömässä konstruktiossa käsittelen vastaavasti LÄHDE-konstruktiota, jolle määrittelen neljä merkitystyyppiä. Artikkelissa Mihin verbittömien konstruktioiden merkitystyypit perustuvat? Skemaattiset ja polyseemiset tapahtumanilmaukset kytken tulokset selvemmin teoreettiseen viitekehykseeni. Selitän, miksi tarkastelemani konstruktiot ilmaisevat tapahtumia ja ovat polyseemisia, vaikka niissä ei ole verbiä, johon sekä tapahtuman ilmaiseminen että argumenttirakennekonstruktion polyseemisyys yleensä yhdistetään. Seppo Kittilän kanssa kirjoittamassani yhteisartikkelissa Semantic roles and verbless constructions. A Finnish challenge for verb-centered approaches laajennamme suomen verbittömien konstruktioiden tarkastelun LÄHDE- ja KOHDE-konstruktion ulkopuolelle ja yhä teoreettisemmalle tasolle. Liitämme verbittömien konstruktioiden tapahtumamerkitykset semanttisen roolin käsitteeseen sekä perustelemme, miksi se pitäisi jakaa argumentti- ja osallistujaroolin käsitteiksi
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Baglien, Ronald E. "The Role and Perception of Risk in High-risk Sports Participants: A Grounded Theory Study of Rock Climbers." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4916.
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Previous research examining high-risk sports participation has yielded discrepancies between the role assigned to risk and the perceptions of climbers regarding risk. Risk, as it applies to high-risk sport participation, has not been sufficiently defined in the literature. The current study sought to develop, by means of a grounded theory approach, a new, dynamic operational definition of risk as it applies to rock climbers, and to examine the role of risk management as a modifying factor in the perception of risk and its impact on motivation and participation. Nineteen subjects (twelve male and seven female) averaging 14.7 years of climbing experience were interviewed. A model for the processing of risk in high-risk sports participants is presented in which risk is perceived by the participant as operating on three levels: actual risk, assessed risk, and mental or perceived risk. The exposure to actual and assessed risk does not appear to be a goal of the climbers interviewed, but does provide meaning to decisions made by the participant, as well as defining limits and boundaries. Mental or perceived risk serves to provide a mental challenge to be overcome by the climber, and may provide a thrill or "adrenaline rush" that is sought out by some participants. The elimination of risk would change most participants' perceptions of climbing. Motivation would be negatively affected in most cases. The model presented describes a process of risk awareness, assessment, acceptance, mitigation, results, and consequences that is situation specific. The perception and assessment of risk varies from individual to individual, as well as across time. Individual climbers have a well defined risk threshold: a point at which the risk to which they are exposing themselves becomes too great and the decision will be made to reject risk. This threshold is stable and does not shift as the result of experience. It is suggested that future research which seeks to examine the role of risk in high-risk sports participation focus on the process by which risk is identified, evaluated, and accepted, as this will be of the most benefit to the participants.
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Benetti, Cristiane. "The role of accounting information and the relevance of IFRS : an international survey of financial officers, financial analysts and auditors." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENG010.
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L'objectif principal de cette étude est de déterminer comment les individus impliqués dans le processus de vue comptable, regardent le rôle de l'information comptable dans un environnement économique où les marchés financiers sont dominants. L'étude tente également de déterminer si International Financial Reporting Standards (IFRS) parti dans l'accomplissement de ce rôle. À cette fin, on compare les perceptions des directeurs financiers, les analystes financiers et les auditeurs de deux environnements de marché très différents, l'Europe comme une variable pour un environnement de marché de capitaux très développés et le Brésil comme une variable pour un environnement de marché des capitaux moins développé. Par le biais d'une enquête, nous voulons déterminer si les producteurs de données comptables (directeurs financiers), les utilisateurs de ces données (analystes financiers) et les contrôleurs de l'information comptable (auditeurs) partagent les mêmes vues sur l'utilité et les objectifs du processus de la comptabilité financière. L'extension de l'étude à plusieurs pays est un des moyens possibles pour déterminer si et comment l'environnement économique affecte l'opinion des personnes interrogées sur des informations comptables. Notre instrument d'enquête a été validé en trois langues (anglais, français et portugais) et utilisé dans six groupes de pays (un pour le Brésil, quatre groupes différents pour les pays européens et un pour les autres participants volontaires). Nous avons utilisé des statistiques descriptives et l'analyse des correspondances multivariée (ACM) pour faire notre analyse et interprétation des résultats. Nos résultats suggèrent que l'activité de nos répondants ont moins d'impact sur leurs réponses que les pays ou ils sont placésThe main objective of this study is to determine how individuals involved in the accounting process view the role of accounting information in an economic environment where capital markets are dominant. The study also attempts to determine whether International Financial Reporting Standards (IFRS) play a part in fulfilling this role. To this end, we compare the perceptions of financial officers, financial analysts and auditors from two distinctly different market environments, using Europe as a proxy for a highly developed capital market environment and Brazil as a proxy for a less developed capital market environment. By means of a survey, we want to identify whether producers of accounting data (financial officers), users of that data (financial analysts), and controllers of accounting information (auditors) share the same views on the usefulness and goals of the financial accounting process. Extending the study to several countries is a potential means for determining whether and how the economic environment affects the respondents' views of accounting information. Our survey instrument was validated in three languages (English, French and Portuguese) and applied in six groups of countries (one for Brazil, four distinct groups for European countries and one for other voluntary participants). We used descriptive statistics and multivariate correspondence analysis (MCA) to analyze and interpret the results. Our results suggest that the activity of our respondents has less influence on their answers than the country they work in
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Savoie, Roskos Mateja R. "The Role of Farmers' Market Incentives on the Fruit and Vegetable Intake and Food Security Status of Supplemental Nutrition Assistance Program Participants." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4895.
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Socioeconomic status strongly impacts food choices and eating patterns of both adults and children. Low-income individuals tend to eat diets high in calories and fat, and low in nutrient dense foods such as fruits and vegetables. Barriers such as cost, access, availability, and knowledge are commonly reported reasons for limited intake of fruits and vegetables. Low-income individuals are more likely to experience food insecurity, which can also limit the consumption of nutrient dense foods. As a result, low-income individuals are at an increased risk for obesity and chronic diseases.
Farmers’ market incentives were found to significantly increase food security status among program participants and although fruit and vegetable consumption among those participants did increase, the change was not statistically significant for fruit and most types of vegetables. However, mean carotenoid levels were found to increase among participants who received an 8-week intervention that included weekly farmers’ market incentives. Data collected through qualitative interviews indicates that farmers’ market incentives helped participants overcome barriers associated with poor fruit and vegetable intake. Furthermore, parents expressed value in the opportunity for children to select, purchase, prepare, and consume fruit and vegetables purchased at the farmers’ market. However, qualitative and quantitative data suggest that farmers’ market incentive programs would have greater participation if individuals were not required to match their federal nutrition assistance benefits. Further research should be conducted using a completely randomized design and larger sample sizes to determine changes in fruit and vegetable intake among participants of farmers’ market incentive programs. The combination of nutrition education and farmers’ market incentives should be investigated to determine if program participants would further benefit from a combination of two intervention strategies.
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DIETRICH, REBECCA KATHLEEN. "THE ROLE OF SELF-EFFICACY AND THE STAGES OF BEHAVIOR CHANGE AS RELATED TO PHYSICAL ACTIVITY LEVELS OF SENIOR CITIZEN CENTER PARTICIPANTS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1194635948.
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Camargo, Maria Eugenia Seixas de Arruda. "Jogos de papéis (RPG) em diálogo com a educação ambiental: aprendendo a participar da gestão dos recursos hídricos na Região Metropolitana de São Paulo." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/90/90131/tde-15042008-095124/.
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Os jogos de papéis (role-playing games) têm sido utilizados em diversos projetos de gestão participativa dos recursos naturais em processos de formação, pesquisa e intervenção de apoio à negociação de conflitos em várias partes do mundo. Uma série de estudos demonstram o potencial destas metodologias para lidar com temas complexos num processo de Educação para a participação, principalmente de atores locais da sociedade civil. Partimos do pressuposto de que os fóruns de negociação de conflitos socioambientais exigem um aprendizado técnico e social para uma participação efetiva da sociedade civil. O objetivo da pesquisa consiste em analisar os potenciais e limites destas metodologias em relação aos princípios da Educação Ambiental. Primeiramente realizamos um levantamento e comparação de experiências brasieliras de formação relacionadas à gestão urbana e ambiental. Em seguida, analisamos de forma mais aprofundada um protótipo de jogo de papéis, com enfoque na modelagem de acompanhamento, que corresponde ao foco do trabalho - O Jogo dos Mananciais. O jogo em destaque trata da problemática da gestão dos recursos hídricos em áreas de mananciais peri-urbanos. Os resultados da análise mostram que o jogo apresenta diversas potencialidades como metodologia de apoio à formação, embora seus limites estejam relacionados à complexidade da ferramenta e ao tempo dispendido na sua elaboração. Além disso, como uma metodologia didática, o jogo de papéis (RPG) deve estar inserido num processo de formação mais amplo.Role playing games in natural resources management have recently been tested as training, research and intervention tools all over the world. Various studies point out their potential to deal with complex issues and to contribute on the training processes. We believe that a social learning process is necessary to empower the local communities to take part on the negotiation channels. The objective of this contribution is to briefly analyze the limits and potential of games within environmental education from the critical perspective. The analysis begins by a comparison of four Brazilian experiences, which are \"regular\" RPGs, developed to deal with the complexity of urban and environmental management. They were used within an educational process focusing on either local communities or technicians. The comparison of these experiences is based on (i) an analysis of the materials (game support) provided by the developers, (ii) interviews with authors and game developers and (iii) participation in game sessions whenever possible. Then we deeply analyze the RPG (Jogo dos Mananciais), the research focus. This game is a prototype based on Companion Modeling Approach. It deals with the water resources management in peri-urban catchments. The results show role-playing games have many possibilities as a training methodology, however their limits are related to the complexity of the toll. So, the RPG must be inserted into a wider educational process.
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Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.
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The main purpose of this study was to examine the roles that college
supervisors perform in the Field Experience programme with particular
reference to the Field Experience programme in a Catholic College of
Education. Through clarification of the roles it was expected that
the effectiveness of college supervisors would be improved resulting
in a more efficient and productive Field Experience programme at the
institution concerned.
The overall aims of the study were:
(1) to clarify the roles of college supervisors
(2) to improve the quality of the Field Experience programme
(3) to give the programme more meaning in the teacher education
course at the College concerned and
(4) to make it clear to participants in such a programme that
there is an important role for college supervisors to play.
The study involved the co-operation of 62 student teachers, 45
classroom teachers (country and city) and 10 college lecturers
(totalling 117). A questionnaire was designed on the basis of
discussions with Field Experience participants, on a survey conducted
the previous year, and on an open-ended survey conducted immediately
after the mid-year Block Practicum. The final questionnaire was then
distributed to 82 student teachers (75.5% return), 76 classroom
teachers (58.5% return) and 11 college lecturers (90% return).
The study made use of earlier work by Waters (1973) and also by Duck
and Cunningham (1985). In the study, student teachers, classroom
teachers and college lecturers were surveyed by means of a
questionnaire to rate the frequency with which specific supervisory
tasks (already identified in a pilot study) were performed.
This involved rating each of the supervisory tasks twice; firstly
rating , the 'actual' occurrence of the task and secondly by rating
the 'ideal' occurrence of the task.
Results of the study showed that there are differences of
perception surrounding role expectations for college supervisors and
that these roles require clarification. What were perceived to be
the roles for and the behaviour of college supervisors contrasted
with what was actually exhibited. Students and teachers (country and
city) perceived college supervisors to be actually performing an
Evaluator role; while lecturers perceived a Manager role. The 'ideal'
role for college supervisors was perceived by all respondent groups
to involve the functions and tasks of Manager. The degree of role
conflict present indicates that follow-up measures deserve
consideration and clarification and that orientation and learning
programmes need to be conducted for all Field Experience participants
in order to give the Field Experience programme more significance and
to improve its overall effectiveness.
A result of the study and one which could be emphasised in
order to improve the quality of the programme was the indication
of 'desirable' and 'undesirable' characteristics of college
supervisors who were involved in the Field Experience programme at
the College concerned. These results were similar to the earlier
work of Beer et al. (1983) and were indicated by' the use of openended
comments being included at the conclusion of the
questionnaire. These comments concerned the personal and
professional characteristics of college supervisors and together
with this author's work could form the basis of further study as a
step towards increasing the efficiency of Field Experience programmes.
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Friesz, Kenneth Michael. "Operation mobilize guiding members of Glidewell Baptist Church to find spiritual fulfillment through a workshop designed to help each participant discover his role in the Body of Christ /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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McDonough, Daniel Patrick. "The role of short-term missions in the Great Commission a study of the effects of STEM ministries' short-term mission program on the participants /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Balzac, Stephen R. "An exploration into how live action role-playing game (LARP) participants experience leadership, decision making, and working within a group in non-game social interactions." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130761.
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Roleplaying activities of various sorts are frequently used to train specific skills or to conduct social science studies. The research on the use of roleplays finds that the more realistic the roleplay, the more effective it is as a teaching tool, at least for easily definable behaviors. Activities such as leadership, decision making, and working with a group are all behaviors that are difficult to precisely define but which are also critically important to the ability of a group to accomplish a task. Research on groups finds that groups are more effective when group members are better educated about each of these topics. Viewed from a Dramaturgical perspective, leadership, decision making, and working with a group can be seen as group members filling certain roles and engaging in role appropriate activities in order to accomplish the tasks of the group and manage the impressions group members have of one another. This study employed a qualitative, grounded theory methodology to explore how participants in Live Action Role Playing (LARP) games, a form of immersive, complex, plot-driven roleplay perceive leadership, decision making, and working with a group. A total of 14 participants provided rich, detailed responses to an open-ended questionnaire that explored their perceptions of each of the three topics being investigated, and also explored how they perceived LARP as influencing those perceptions. Based on the results of the study, a theory was developed connecting LARP participation to an enhanced ability to understand leadership, decision making, and working with a group.
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Simpson, Elaine. "The development of critical thinking in saudi nurses: an ethnographical approach." Queensland University of Technology, 2002. http://eprints.qut.edu.au/15868/.
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Introduction
Saudi Arabia is the largest country in the Middle East occupying the majority of the Arabia Peninsula. In 1934 the exploration of oil propelled this country from one of the poorest to one of the highest in per capita income. Islamic law forms the basis of Saudi Arabia's constitution, its civil and penal codes and guides the Saudis in their daily and family lifestyles, governing morals, dress, eating habits and business dealings. Between 1970 and 1980, there was a sharp increase in the rate of population. Currently the population is estimated at 20.8 million with a projected increase to 44.8 million by the year 2025, with approximately 49% under the age of 20. This rise in population has implications for the health care industry, of which expatriates make up more that 85% of the country's health care system.
Purpose
The purpose of the study was to examine the social and cultural experiences associated with living and working as a registered nurse in a major teaching hospital in Saudi Arabia and to identify and understand how to develop critical thinking skills in Saudi nurses during a nursing education/intervention program in Saudi Arabia.
Methodology
The researcher reviewed the literature on critical thinking, which allowed the construction of a conceptual model (Appendix 1) to guide teaching and evaluation of critical thinking skills and maintained the focus on dialogue to stimulate interaction and participation in order to promote critical thinking abilities in Saudi nurses. This study adopted ethnography as a methodology and utilised Spradley's (1979)ethnographic research cyclical tasks for data collection and analysis, which are explained in the exploratory, descriptive and explanatory phases of the research. The researcher was a participant observer and collected ethnographic data in the social situation. A variety of data collection methods were employed, which included observation of students and clinical instructors, evaluation of clinical instructors teaching techniques in utilising critical thinking strategies, evaluation of students' responses in the use of critical thinking strategies, focus group interviews of students and clinical instructors and informal interviews conducted within the hospital setting with relevant informants. The use of multi-methods provided the opportunity to examine more fully the richness and complexities of the culture, by gathering data from various sources to validate the consistency of information to reflect the multiple realities of this cultural group. Cultural domains were identified after examining field notes and interviews for terms and clues repeatedly verbalised by informants, in particular students. The researcher organised the domains to formulate taxonomies, leading to cultural themes, which are answered within the research questions in Chapter 8. The research questions for this study are as follows:
Research questions
1. What are the issues related to the implementation of critical thinking in a Professional Development Program to improve critical thinking in Saudi nurses?
2. What major elements are involved in creating and sustaining the Saudi Arabian nursing profession?
3. How might Saudi culture be used to support the development of professional nursing identity?
Implications for the study
This study has the potential to make a significant contribution to nursing education in Saudi Arabia in promoting critical thinking in nurses and in curriculum development for the following reasons. First, didactic instruction was replaced with an interactive approach by utilising critical thinking strategies and devices to facilitate the development of critical thinking abilities. Second, working with a conceptual framework or model made it easier to manage complex multifaceted concepts, such as critical thinking. The model maintained the focus on dialogue and experiential learning thereby assisting students and staff to integrate theory and practice. This model was effective for the program and if duplicated by other programs, could create a learning environment that would allow the effective development and evaluation of critical thinking. The model is reflected in Appendix 1.
Recommendations for the nursing profession in Saudi Arabia
* To establish the Nursing Practice Act which subsequently leads to the formation of a National Nursing Registration Board.
* To transfer nursing into the higher education sectors, to be on par with their Western counterparts. To foster career incentives for men to meet the cultural needs of the people, increase Saudi nurses in the workforce and to raise the image of nursing.
* To enact Saudiisation policy.
* To incorporate Islamic nursing history into diploma nursing and other nursing educational programs and implemented into the workplace, government policy and the media.
* To construct separate male and female hospitals to solve the gender issues.
* To systematically collect, collate and analyse nursing data.
* To develop continuing education programs to meet educational needs of nurses.
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Garcia, Amada Angela. "Fostering the success of learners through support programs| Student perceptions on the role of TRIO Student Support Services from the voices of active and non-active TRIO eligible participants." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702543.
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This study examined the experiences of first-generation, economically disadvantaged, and disabled students’ utilization of TRIO Student Support Services and their perceptions related to factors associated with the services. The populace studied were Mexican-Americans, a subgroup of the Latin@ population as it is the fastest growing racial/ethnic minority group in the United States totaling approximately 12.5% of the nation and expected to almost double to 24% by 2050 (U.S. Census Bureau, 2000). Due to the abundance of Latin@s enrolling at community colleges (Fry, 2002; Tierney, 2005), it is important to do individualized studies on student experiences on their perspective of college interventions as a means to find ways to retain higher numbers of students, leading to higher graduation and transfer rates.
Using a qualitative, multiple case study approach, the researcher explored a border, rural community college. Social capital was used as the theoretical framework. Six, Mexican-American students served as the participants. The data collection methods were through semi-structured interviews over the course of the summer semester of 2013 at a Hispanic-Serving institution. The expected results were that students’ perceptions would validate the necessity for programs such as TRIO Student Support Services to serve as a tool for retention and completion at the two-year college or transferring to a university and completing.
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Chambers, Angela, and not supplied. "Human rights - education and implementation in a commercial organisation." RMIT University. Management, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070207.163032.
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This case study explored the process of incorporating human rights into the operation of an international commercial organisation. Constructing a dialogue to bridge the gap between human rights discourse and commercial realities, this case study identified the unique roles required to develop dialogue and created a model as a diagnostic and educational tool. The roles specific to human rights consulting, of interpreter, Champoin and Enabler afforded effective penetration into the participating industry partner's operational levels. These roles emerged from the process of constructing a human rights discourse and tensions therein where the existing theory of organisational change and consulting was found to be inadequate for human rights intervention. Based on the data of industry partner's existing practices and human rights concerns and on the process of collecting and analysing this data, the model for education and implementation was constructed. It is a flexible tool for examining human rights practices from bottom up as well as top down of an organisation. This research showed that having a comprehensive picture of the complexities involved sas an effective method of exploration and making sense of human rights education and implementation in a multinational industrial setting. The construction of the roles and of the model relied on the central premise of willingness of a multinational corporation to examine its practices and take an autonomous position of corporate citizenship and responsibility. This was consistent with the participatory research design of the study. Theretically this research challenges the appropriateness of traditional organisational change concepts when dealing with human rights; provides a diagnostic and educational tool for human rights consulting; and points to further research in this area.
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Ratna, Tercia Christiana Verfasser], and Thorsten [Akademischer Betreuer] [Teichert. "Consumer Intention to Participate in Mobile Based Word-of-Mouth Activities : the Role of Incentive and Tie-Strength from Senders and Receivers Perspectives / Christiana Ratna Tercia. Betreuer: Thorsten Teichert." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2015. http://d-nb.info/1070624837/34.
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Koper, Marcel, and thekopers@gmail com. "Clinical supervision in the Alcohol and Other Drugs sector as conducted by external supervisors under a social work framework: Is it effective?" RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091106.113121.
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In this thesis, I explore the impact and effectiveness of clinical supervision provided by external clinical supervisors, on workers from a variety of practice backgrounds in a residential rehabilitation centre, in the AOD sector. This thesis uses the framework of social work supervision, as defined by Kadushin (1985; 2002), with the administrative, educative and supportive elements. The research focuses closely on the latter two elements. For this purpose, I employ qualitative research methods, via a triangulation of methods, being guided by Participatory Action Research (PAR) and then conducting semi-structured interviews and focus groups as well as acting as a participant observer, to gather the data. The data was analysed using grounded theory. This research was based upon a clinical supervision project that was fully funded and provided free clinical supervision by external supervisors, providing both individual and group supervision, for a period of 10 months. There were a total of 16 respondents with varied roles and training backgrounds as well as an additional six supervisors, interviewed throughout different stages of the project. The various roles undertaken by me throughout the research process provided essential viewpoints on supervision, as well as the place of boundaries and need for support. The power of such a large scale intervention is discussed and ultimately highlights and identifies the particular benefits of supervision in this research arena. This thesis places clinical supervision in the context of workforce development in the Alcohol and Other Drug (AOD) sector. Thus, while this research elucidates a number of benefits and the factors involved with this experience, the clear separation of other modalities such as training, mentoring and Critical Incident debriefing are seen as integral additional avenues of support and professional development. This research concludes also with what the difficulties and hindrances were for people to continue with regular ongoing clinical supervision, and warrants the argument for interminable supervision in this setting. This research points to an overall paucity of literature on efficacy studies, especially in the AOD context in Australia. This research significantly adds to this dearth and examines the factors unique to the AOD sector in Australia, as well as what factors make for effective supervision. The particular impact of external supervisors and group supervision are explored, which underwrites the forwarded concept of a customised supervision for this setting. By making explicit in this research what the efficacy is on those new to supervision, it provides greater clarity for future studies. A number of recommendations are proposed as result of this research. New definitions of the supportive function of supervision and of clinical supervision are forwarded, as is a new look at the evolving history of social work supervision. This thesis highlights the impact of external supervisors and the unique contribution they offer.
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Chen-HsinChang and 張忱芯. "Response Timing Decision and Addressee Selection Considering Participant Roles in Multiparty Conversations." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jjkx3a.
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碩士國立成功大學
資訊工程學系
107
The dialogue system is very popular in this field of artificial intelligence, and the research of the dialogue system has expanded from the previous mono-dialogue to multi-party dialogue. As there are more participants involving in the multiparty dialogue system than the one-to-one dialogue system, there are more interactive issues that need to be explored. The system proposed in this thesis is aimed at the influence of different participant roles on response timing decision and addressee selection in multi-party dialogue systems. The corpus collected in this thesis is multi-party dialogues on medical consultation for the elderly, with a total of 131 dialogues and 1622 turns. In the collected corpus, there are two users and one system in each dialogue. The multiple users have different participant roles, playing the patient and a companion in the task roles, and the system is a medical expert. There are different combinations of ages and family relationships in social roles. The age is divided into five different structures, and the family relationship is categorized into four relationships and eight roles. This thesis mainly discusses the influence of participant roles, task roles and social roles on the response timing decision and conversation role in addressee selection. We regard the user intent of each sentence as important historical information. Therefore, we use Google’s BERT for intent detection. The user's different social roles are also encoded as the user's initial vector. Considering task roles, we use three Gated Recurrent Units (GRUs), each for one task role, to update different user history information. Referring to history information and the current user utterance, we decide whether to respond in this turn after the last GRU, and the last hidden layer of GRU is used as the response timing decision embedding. In addressee selection, we improve the model by considering the concept of a conversation role, and the response timing decision embedding is considered as the interaction behavior information when selecting the addressee. We use the reinforcement learning to select the system act and decision tree to select the appropriate output template to build a multi-party dialogue system, which could have a good performance in the task of medical consultation for the elderly. The experimental results showed that the use of social role embedding and task role modeling in response timing decision could increase the accuracy by 10% compared to the system without the use of social role embedding and task role modeling. Using the information of the response timing decision, addressee selection was increased by 3.7% using Five-fold Cross-Validation experiments compared to the existing methods.
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Sürig, Inken. "Students as Actors in Supporting Roles - Video Analysis of Classroom Interaction Systems as Multi-Participant Events." Doctoral thesis, 2013. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2013011710666.
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This doctoral thesis is concerned with multi-participant interaction systems of school lessons in a seventh grade comprehensive school German class. The multi-participant factor is assumed to be crucial for the school lesson and thus for its analysis not only because the mere presence and specific ratification of school lesson participants constitute the very event in general. It is, moreover, argued that each participant is a co-producer of the social event as it emerges, develops, and turns out, and that only the cooperation of all the participants ensures the successful execution of the social event. With a conversation-analytical approach, the mechanisms of multi-participant cooperation in the classroom are primarily investigated with regard to all participants’ individual strategies of coping with the requirements of being a student or being a teacher during lesson discourses, which constitute the major part of the school lessons under scrutiny. Based on this, participation in classroom interaction can be described along the lines of leading and supporting activities conditioned by mutual attestations of inconspicuousness.
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Chen, Yiling, and 陳儀玲. "The study on the Houfantzkeng Ecotechnology Learning Area environmental education promotion and its participants' role form the observer-as-participant." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/75139708139473304743.
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碩士國立臺灣師範大學
環境教育研究所
94
This study was to analyze the the role of participants in the environmental education (EE) promotion at the Houfantzkeng Ecotechnology Laering Area (HELA) of Taiwan. The researcher as a observer-as-participant from September 2003 to May 2006, collected and investigated the key issues and participants’ roles contributing to the EE of HELA by qualitative research methology including documentary analysis, observation and in-depth interviews. The participants were grouped as “giver,” “medium,” and “acceptor,” and their functional and interactive roles were identified by triangulation method. The triangulation analysis showed that the main force for establishment and educational impetus of HELA come from three aspects: (1) the professionals and scholars proposed that the learning area should belong to Soil and Water Conservation Bureau and develop continually; (2) the government adopted the advisory opinions. The analysis of the education promotion process revealed that the educational resources of HELA included manpower, field, treasury and information. The manpower was the promoter for HELA and the environmental education participator was the key factor of influence on field, treasury and information. According to the role analysis, we classified the participants into four groups: (1) the governmental departments, (2) the professionals and scholars, (3) the local schools and (4) the locals. At the first stage, the phenomenon was occurred that the roles of participants were transferred and their functions were conditioned between the “giver”, “medium” and “acceptor” of ecotechnology education. At the second developing stage, the professional and scholars provided environmental education resources and encouraged the government to support the training activities for seed-teachers and narrators. Finally, the participative mechanism of sustainable administration of HELA was made up. Key word: Houfantzkeng Ecotechnology Learning Area Environmental Education participator
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Lai, Cian-Ding, and 賴仟定. "The study on the stream habitat ecological research in Li-chi stream of Nantou county and its participant's role from the observer-as-participant." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/63342846232668598314.
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Turk, Don R. "The role of participant debriefing in social research : an exploratory experiment." 2002. http://purl.galileo.usg.edu/uga%5Fetd/turk%5Fdonald%5Fr%5F200205%5Fphd.
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Ball, Michelle. "Cognitive processing during sleep the role of signal significance and participant characteristics /." 2007. http://eprints.vu.edu.au/1503/1/Ball_M.pdf.
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Fire fatality statistics show that being asleep in a residential home is a serious risk factor for death in a fire. These statistics also show that this risk is increased according to individual factors such as being very young, or being under the influence of alcohol. Research has shown that sleeping children do not reliably respond to a smoke alarm signal (Bruck, 2001). No previous research has investigated the effect of alcohol on the ability to respond from sleep to a smoke alarm. The current project consists of a series of five studies that investigate the response from sleep of vulnerable populations such as children and young adults under the influence of alcohol to a smoke alarm signal. The purpose of the five studies included: 1. The development and testing of a new signal to be compared to existing manufactured beeping signals in the further studies; 2. Investigating the effect of alcohol on the ability of young adults to respond from deep sleep to three different auditory signals (highpitched Australian Standard Alarm (ASA), a female voice alarm, and a mid-pitched signal in the temporal-three (T-3) pattern) under three alcohol conditions (sober, .05 blood alcohol concentration (BAC) and .08 BAC); 3. Testing several alarms with sleeping children including a message recorded by their mother using the child’s name and stating there was a fire, a female voice alarm, and the T-3. This was then compared to existing data for the ASA from Bruck & Bliss (2000); 4. Investigating the response of sleeping young adults to a male voice alarm and a high-pitched T-3 in two alcohol conditions (sober and .08 BAC); 5. Ivestigating the response of sleeping young adults to naturalistic fire cues including a naturalistic house fire sound, a flickering light, and a combination of the two in two alcohol conditions (sober and .08 BAC). Major findings from the series of studies include that alcohol significantly affected the ability of sleeping young adults to respond to a smoke alarm, even at .05 BAC, and that this effect was worse for males than for females. This effect persisted across all studies were alcohol was used, regardless of signal. The response of sleeping children to the ASA (57%) was significantly poorer than to a voice alarm recorded by their mother (100%), a female voice alarm (94%), and the T-3 (96%). The male voice alarm and high-pitch T-3 were both significantly better than the ASA in waking young adults, but methodological concerns may have affected results for the high-pitched T-3. Finally, light was found to be a poor stimulus in waking people from sleep, and there was no advantage to combining naturalistic stimuli in producing a response. It was concluded that alcohol significantly affects a person’s ability to respond to their smoke alarm signal. Pitch and tonal complexity emerged as potentially important parameters that need to be further explored in relation to smoke alarm signal design.
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Cheng, Chiau-yue, and 鄭喬月. "A Study of Role Conflict for Female Participant in NTNU Bike Activity." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/53500245871391576738.
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碩士國立臺灣師範大學
運動與休閒管理研究所
96
NTNU Bike Activity is considered a challenging, risky, and masculine activity. Hence, the objective of this study was to find if female participants face role conflicts in the activity and how to deal with situation.In-depth interviews were conducted with six female participants by asking their role expectation, role conflicts and the solutions they tried to make. Based on the result of interviews, the study found that the sexual roles of these six female participants, including behavior, manner correspond to social expectation. Only one interviewee suffered from some pressure and inconvenience because of her looks doesn’t correspond to social expectation and chose to change her faith about the concept of gender to escape the outside pressure. When it comes to the role in participating NTNU Bike Activity, these interviewees participated in the activity for they got safety and economy guarantee and emotional support by peers. They challenged their limit with positive attitude during the process. However, two kinds of role conflicts occurred. The first role conflict occurred when she had to play the role of a student and a participant at the same time; this caused the problem in allocation of time and role overloading. The second was between gender and athlete including different role expectation and actual change. The participants tried to deal with the conflicts through transform their faith, separate the roles, escape the outside pressure and mark female characteristic.