Dissertations / Theses: 'Peer leader'

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Bears, Megan Ann. "Following the leader examining peer influence on sexual behavior /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9541.

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Thesis (M.A.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Vargas-Estrada, Eusebio. "Leader-follower consensus under peer-pressure in complex networks." Thesis, University of Strathclyde, 2015. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=25757.

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Synchronisation is an important process for different kinds of systems, such as biological, chemical, physical and social. Among the related synchronisation problems, consensus has received high attention because of the distributed properties shown by its models and the possibility they offer for controlling complex systems. When dealing with consensus processes in social networks, we known from empirical evidence that the formation of opinions is not free from being influenced by people around every actor, and more, it is well known that some of the actors may play a leading role and guide a social system to a final state different from the pure average consensus. A main paradigm while modelling interactions among actors in social networks is that every actor receives and transmits information from and to her nearest neighbours, thus implicitly assuming that the decisions of a given actor only are influenced by their directly connected peers, and not tking into account indirect influences coming from not directly connnected peers in the same social network, for example, the influence coming from the friend's friend of a friend. Our work studies consensus processes in the presence of influence coming from not only those directly connected actors, but from other ones in the same network. We call this influence peer pressure (PP). We propose a consensus model that takes into account direct and indirect PP modelled as a function of the social distance among actors. We apply this consensus model to different real social networks assuming three different decay laws for the strength of PP, and in the presence of leaders and without them. We choose those nodes acting as leaders according to different centrality criteria, as well as randomly, and compare thier performance for driving the system. Since it is natural that different leaders may diverge in their positions, we introduce a divergence parameter among the initial states of the leaders with respect to the avreage consensus of the system, to take the feature into account in our model. We then analyse the effects of PP on two different real cases of diffusion of innovation processes. We show that as the strength of indirect PP increases, the centrality criteria used to select the leaders has a decaying effect on the effectiveness of such leaders to better drive a consensus process, allowing random leaders to be as good as those with better centrality. Our work also shows that, despite divergence among leaders induces higher times for reaching consensus, this effect is reduced for stronger levels of PP present in the system. For the case of diffusion innovations our model reproduces the behaviour of the empirical data, and we demonstrate that certainlevels of PP are necessary to match the results coming from two different studies, supporting our hypothesis that indirect PP is an important factor to be taken into account when modelling opinion formations in social networks. Leaders emerging by global centrality criteria in networks with tightly connected groups can be counterproductive. This can be tackled by selecting node-leaders in a local basis. This effect is also reduced when indirect PP is allowed to be higher. This finding points to the fact that distance among nodes is an important characteristic for consenus processes. For the purpose of studying this structural feature, we propose a distance-sum heterogeneity index based on a fictional consensus process. We conjecture that an special type of graph, that we call complete split graph, is related with the maximization of the index, and based on this conjecture we study the relative distance-sum heterogeneity of random graphs and different real-world networks, which allows us to characterise them. We propose a spectral representation of the distance-sum heterogeneity index for networks that we call S-plots. We also study the relation between the time for consensus and the distance-sum heterogeneities in complex networks from different nature.

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Martz-Ludwig, Denise Michele. "Evaluation of a peer leader eating disorders prevention program for college sororities /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171547/.

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Martz-Ludwig, Denise M. "Evaluation of a peer leader eating disorders prevention program for college sororities." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38480.

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Prince, Celeste Marie. "Assessing Coalitional Value of a Peer to Group Members:The Role of Sex, Competence, and Peer Deference." Marietta College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1561119138597581.

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Eckart, Teresa McClain. "Productive Whole-Class Discussions: A Qualitative Analysis of Peer Leader Behaviors in General Chemistry." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003222.

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Lombard, David. "Skin cancer and preventive behaviors: effects of posted prompting, feedback, and peer leader modeling." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/42151.

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The present study applied peer leader modeling and the use of posted feedback and goals to increase the occurrence of protective behaviors for skin cance~ at two swimming pools. During the intervention phas~, the models, pool lifeguards, wore sunglasses and special t-shirts and hats, used zinc-oxide and sun screen, and sat in the shade. The posted feedback was the "Percentage of pool patrons from the previous day who engaged in two or more protective behaviors. The protective behaviors measured were wearing shirts, hats or sunglasses, using zinc-oxide, and being in a shaded area. The feedback also consisted of a goal percentage to reach for that day. The results indicated that for Pool 1, substantial increases from the baseline to the intervention phase in behaviors were observed. The most dramatic increases were observed for the remaining in a shaded area measure. from 20% to 55% during intervention. Adolescents increased Adults increased from 15% to 39% during intervention. No changes occurred at Pool 2 until the intervention was introduced.

Master of Science

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Bunting, Bryce D. "Being Transformed by Being a Peer Mentor: An Examination of High-Impact and Transformative Peer Mentor Experience." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5628.

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This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.

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Wong, Josephine Pui-Hing. "Empowerment through community participation, a case study of the Raising Sexually Healthy Children Chinese Peer Parent Leader Project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58854.pdf.

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Tidd, Charlene. "Staff Perceptions of the Effect of The Leader in Me on Student Motivation and Peer Relationships in Elementary School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3545.

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Staff and student surveys at Lane Elementary School (pseudonym) confirm that students lack motivation to complete class work and often struggle to interact appropriately with one another. Similar concerns are reported across the United States as indicated by national Gallup Poll results on student motivation, peer relationships, and feelings of connectedness in schools. The purpose of this qualitative case study was to determine if elementary school personnel believe than an initiative called The Leader In Me has had a positive impact on student motivation and peer relationships. Underpinning this study were Perrin's student motivation theory and research on social and emotional learning, school/classroom climate, and character education. Interviews were conducted with a combined total of 18 teachers, administrators, and other staff members from three schools in the southeastern region of the United States where this initiative has been fully implemented. The data was analyzed and coded by common themes. The results confirmed that key elements of The Leader In Me including (a) a common understanding of and pervasive use of Seven Habits language, (b) student goal setting and data tracking, (c) leadership opportunities for students, and (d) a school culture that promotes student ownership of learning do indeed increase student motivation and promote positive peer interactions. A white paper was prepared and will be shared with Lane Elementary and others in the larger educational community who seek ways to increase student motivation and enhance peer relationships. This focused attention on improving the learning environment will better equip students to leave school systems college, career, and life ready thereby preparing them to be productive members of a global society.

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Hossain, Md Amjad. "DESIGN OF CROWD-SCALE MULTI-PARTY TELEPRESENCE SYSTEM WITH DISTRIBUTED MULTIPOINT CONTROL UNIT BASED ON PEER TO PEER NETWORK." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1606570495229229.

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Voorhees, Rhondie L. "The impact of a peer multicultural dialogue leader training program on cognitive development of college students and overall learning an evaluative case study /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8120.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Addison, Susan. "Dyadic trust and the accomplishment of organisational objectives : competence, benevolence and integrity salience and institutional cues in perceptions of peer and leader trustworthiness." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/3109.

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This thesis examines a number of aspects of dyadic trust in organisations, and discusses the ways in which levels and types of trust can affect the achievement (or not) or organisational objectives. Motivated by two specific frameworks from the management literature, this thesis reports on interviews with sixty interviewees in three cohorts: two of these were within the public sector and one was private sector but in receipt of public funding (in the case of the university setting). The joint objectives were to explain aspects of the contextual internal construction of trust and also to examine how these vary within and between the three cohorts. In applying these approaches, the effects of trust are explained in terms of organisational effectiveness and the achievement of strategic objectives. In examining the ways in which trust is internally constructed by sector, Mayer et al.’s (1995) framework was employed (trust is a function of the trustor’s perception of the trustee’s competence, benevolence and integrity, hereafter CBI). In addition, Schoorman & Ballinger’s (2006) scale of trust and vulnerability was employed to establish the nature of trust tolerance and intolerance in the three organisational contexts. This scale, in turn, was used to establish the dynamics of trust relationships in context. Three general research questions were formulated and these underpinned the method, which was based on semi-structured interviews with interlocutors in the NHS, in the RAF and in a UK higher education institution. The overall aim of this research was to explore CBI salience within diverse trust workplace dyads and in particular to further understanding of how managerial actions and institutional elements influence employee perceptions of leader trustworthiness; as such, of key consideration was how this affects workplace behaviour, decisions to trust and consequences for organisational effectiveness. Interviews were conducted using narrative and numerical forms of interrogation: narrative in terms of evidence gathered in response to the research questions, and Likert scale data designed for interlocutors to respond to specific scenario-based queries. These were transcribed and interpreted using textual analysis techniques and simple non-parametric statistical analysis. Selected key findings include the following: The weightings on the three Mayer et al. (1995) trust factors (competence, benevolence and integrity) varied by cohort. In higher interdependence situations, tolerance for integrity breaches is lowest. This had implications for how cohort members reacted to scenarios on breaches of trust and how those potentially affected organisational effectiveness. Accordingly, the mean Likert scores demonstrated that an extra-marital affair would impact trust most strongly on the RAF cohort, followed by those in the NHS with academics being least affected; the separation in this regard between the RAF and academia was statistically significant. The RAF cohort also had the highest score for integrity in research question two. The contention is therefore that stronger intra- hierarchical integrity might be associated with inter-hierarchical integrity intolerance. Amongst the academics, the mean score for personal integrity was less than 3 (e.g. half marks). This suggests a high integrity tolerance in inter- hierarchical relationships (or a low integrity intolerance in inter-hierarchical relationships). In the RAF cohort, 4.45 (out of 5) said the affair would affect the effectiveness of the team. 4.05 (out of 5) say it would affect the achievement of department objectives. Key contributions include the following: o Within the trust construct, the component integrity was found to incorporate both professional and personal dimensions. As such, a perceived loss of leader personal integrity was found to cause some interlocutors to recalibrate their assessments of leader workplace trustworthiness. o Expanding on Lapidot et al.’s (2007) work, CBI was explored in a range of trust situations involving differing levels of situational vulnerability. In line with calls for research from Burke et al. (2007) this study found differing CBI salience depending on the cohort, which were explained in reference to different contextual combinations of cognitive, affect and institutional trust incorporating differing levels of inter and intra-hierarchical vulnerability and interdependence. o In support of Redman et al.’s (2011) study, high levels of value incongruence were found to accompany low inter-hierarchical trust. This study built on this work in qualitatively exploring reasons for the onset of and differences in value congruence/ incongruence found. o It has previously been speculated in the literature that employee salience of leader BI increases with extent of vulnerability operating on three levels (Simons, 2002); these findings provided an empirical contribution to support these contentions with the RAF context having the highest levels of all three vulnerability types and therefore of both intra- and inter-hierarchical trust. o The importance of managerial transparency, even within unpopular agendas, was highlighted due to the destructive nature of perceived dishonesty where differences of agenda between professionals and management were not fully acknowledged; this provides clear practical implications for leaders involved in the management of a heterogeneous group of professionals (such as the NHS and academics). o The high salience which RAF personnel placed on having a line manager who had been promoted through the RAF ranks, and hence undertaken the full RAF training programme, was unanimously echoed throughout the cohort. This demonstrated that non-military trained managers would lack credibility within this cohort, due to low task-specific competence, which would be extremely damaging to trust.

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Klein, Bette. "The Value of a Peer-led Nutrition Education Program for Second Graders Addressing the Importance of Breakfast." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1239361213.

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Linscott, Paula A. "Building Bridges: A Qualitative Analysis of Undergraduate Orientation Leaders’ Experiences." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585911063727778.

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Finnegan, J. Michael. "A phenomonological study of class leaders." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15591.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Doris Wright Carroll
Learning communities are considered a high impact practice. Most research has focused on the benefits for the students within learning communities. This study sought to explore what learning community leaders learn from their experiences in a learning community. The central research question was: What do student leaders experience in a classroom learning community? A phenomenological qualitative research approach was used to explore this question. Twenty-five students who had recently been a leader of a learning community in a large lecture course at a Midwest landgrant university were interviewed. The participants reflected on their position as a class leader and described in detail their experiences. To analyze the data, significant statements from each of the transcripts were organized into meaning units. The meaning units were used to formulate two codes: (a) learning communities and (b) personal development. Seven themes emerged from the data: 1) environmental elements of a learning community, 2) responsibilities of a class leader, 3) class leader roles within a learning community, 4) caring relationships, 5) self-awareness, 6) vocation, and 7) impact. Participants described learning communities as a small group of diverse students engaged in the process of learning. Participants emphasized the need for a safe learning environment, and an environment that leaders need to cultivate. Skills that were developed from learning community leaders’ responsibilities include time management and small group facilitation and throughout the experience, leaders can look forward to the development of caring and long lasting relationships with students, other peer leaders, and faculty. Participants identified that being a learning community leader impacted one’s affective, cognitive, and behavioral development, all of which resulted in one’s self-understanding and self-confidence. The experience of being a learning community leader shaped or affirmed future plans and goals and strengthened one’s identity formation as a leader. The study explored the experiences of undergraduate student leaders in the classroom. The findings of this study challenged institutions to rethink large lecture classrooms and consider integrating learning communities within large lecture classes while being intentional to provide the necessary resources and support to train peer teachers who would be asked to lead the learning communities.

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Gottschalk, Marcus G. "How do business leaders learn in peer-group coaching?" Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/a50cc807-f4ce-4ad8-97f5-c93a8567f5bd/1/.

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Peer coaching has been established as a useful tool in educational learning. Peer-group coaching practice among business leaders is historically built on peer coaching practice and has received little academic attention so far. This study aims to understand the processes within peer-group coaching and the factors that participants experience as influencing their learning in order to develop a theoretical framework of how business leaders learn in peer-group coaching. The methodology employed to achieve this aim is grounded theory. Data for this research came from two sources, focus groups and interviews. The processes of peer-group coaching were explored in four focus groups and twelve leaders from two private organisations were interviewed using a semi-structured interview approach to investigate individual aspects of learning in peer-group coaching. The accounts of leader experiences were used to develop a theoretical peer-group coaching framework, conceptualising leaders’ learning, applying grounded theory coding cycles and strategies, and identifying, comparing and connecting different categories. Core aspects of how leaders learn during peer-group coaching included the sharing of information, various forms of self-reflection and emotional reactions. The matching of peers, group-dynamics, and specific peer-group coaching processes are considered as factors that shape learning through influencing the learning environment. Psychological factors, such as trust and respect among peers, openness, empathy, and motivation were also identified as inter-connected with the learning experience. The results of the learning from peer-group coaching were manifested in new behaviour in leaders’ daily work. This thesis contributes to the academic debates on the role of peer-group coaching in the learning of leaders. A proposed theoretical framework adds new elements to the currently accepted models of experiential learning. Furthermore, the findings of this study are used to develop specific recommendations for practice on how to increase leader’s learning and personal growth by introducing an extended definition of peer-group coaching and key methods for initiating peer-group coaching. A proposed framework can add value for practitioners and for organisations who plan to employ this coaching method for leader development. Further research is suggested to explore pragmatic conditions for peer-group coaching sessions and to understand what influences might jeopardise learning in peer-group coaching.

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Bue, Erik C. (Eric Christophe) 1973. "Leverage viral growth inherent in mobile peer-to-peer telematics to strategic advantage." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/34747.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2004.
Includes bibliographical references (p. 136-139).
Telematics, defined as the vehicle features and services made available through a wireless connection to data or other resources not onboard the vehicle, provides one of the most promising areas of innovation and value creation in the automobile market today. However, up to now the US market has only experienced successful telematics businesses in the quazi-insurance field of Safety and Security. In contrast, Consumer Telematics, defined as the confluence of consumer electronics and vehicle telematics, presents a much more exciting market opportunity. In spite of this, inadequate bandwidth, poor usability, fragmented standards and excessive cost have together created sufficient barriers so as to deter any automakers from entering the market. In this thesis, we argue that the viral growth inherent in Wi-Fi class mobile peer-to-peer (mP2P) telematics presents an opportunity for an automotive OEM with significant marketshare to transcend these barriers, and thus capture significant value from this up-to-now elusive market. To do so, we analyze the proposed business through the filters of technology, value chain, applications and market dynamics in order to craft a comprehensive strategy for entering the market and insuring sustained return through its maturation. The technology analysis both presents the potential benefits and limitations of mP2P as well as likely competitors and substitutes. It suggests that mP2P has a sustainable cost and bandwidth advantage over other architectures. Our examination of the Telematics value chain indicates that the wireless connectivity and IP backhaul segments of the chain are predisposed towards commodization and thus should be outsourced in a manner that retains flexibility to switch carriers and even technologies as the market
(cont.) evolves. By segmenting the most promising applications according to their connectivity demands, we plot out how service offerings should evolve in concert with the quality of wireless connectivity and market adoption. Finally, analyzing the market dynamics indicates the critical mass threshold where customer willingness-to-pay exceeds the cost, and thus the trade-offs between investment and strategy necessary for success. We conclude that this critical mass where viral growth ensues exists at only 3-5% market penetration, a target easily achieved by an Automotive OEM with dominant marketshare such as General Motors. The proposed strategy resulting from this analysis endeavors to ensure sustained return by embracing an evolving business model. While initial value is captured through vehicle differentiation, it then shifts to primarily service revenue. Eventually, if the business is successful in garnering widespread adoption, value would eventually be principally derived through hardware licensing and operating system revenue. In the end, the key to success for the OEM is to set aside its traditional ways of doing business in order to leverage the complementary market forces that drive viral growth. Without this, this business is daunting and risky ...
by Erik C. Bue.
S.M.
M.B.A.

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Knight, Paula Jean. "Teachers as leaders : a descriptive study of the peer assistance and review consultant teacher leaders /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204966912.

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Smith, Daniel R. "Implicit personality and leadership in stressful and dangerous situations: a first step." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43693.

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Leadership in stressful and dangerous situations is vitally important in terms of lives, property, and national strategic objectives. But our understanding of effective leadership in these and other contexts is limited. Part of the problem is that interactionist theoretical perspectives are not reflected in contemporary leadership thinking. In addition, the impact of individual differences on leadership is often misrepresented or hidden by linear correlations and regressions conducted on continuous scores. This study employed new, innovative, indirect conditional reasoning measures to assess the personalities of 627 leaders entering the militaryâ s most challenging and stressful combat leader development course (the US Army Ranger School). These innovative measures predicted compelling differences in leadership, attrition, and in the peer evaluations made during the training. Analyses conducted on the continuous personality scores demonstrate that these findings are misrepresented or hidden by linear correlations and regressions. As an alternative, I present a configural scoring scheme, couched in a poker analogy, to explain how these individual differences combine to predict the odds of success for each of the 18 personality types studied.

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Nordkvist, Sara. "Peer Review in the English Classroom -A Learner Perspective." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75537.

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This degree project essay presents a lesson study where a group of learners of English 6 in upper secondary school try peer review as a part of their writing process during two lessons and share their experience. The aims of this degree project essay are to find out how learners of English in upper secondary school feel about peer review as a strategy to develop their writing skills, and how it can be taught in a successful way. The lesson study includes peer review sessions where the students are provided with instructions on what peer review is, how to conduct a peer review, and material to support them through the peer review process. The lessons and materials are designed to meet the issues brought up in previous research on the use of peer review in the L2 classroom and students’ attitudes regarding it. A focus group share their thoughts in semi-structured interviews and their answers are discussed in relation to previous research. Data collected after the first lesson is used to design the second lesson to better meet the students perceived needs. The second lesson is then evaluated by the same focus group. The main issues brought up in the source material as well as in the focus group interviews are as follows: how peer review can succeed, why it is useful, anxiety in giving and receiving feedback and how to ease the anxiety among the students. The data collected shows that the learners are overall positive and see several benefits of using the method of peer review in the English class. One prominent issue brought up in the focus group interviews is anxiety and several suggestions on how to avoid and overcome that issue are discussed.

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Farag-Davis, S. Ayesha. "School Leaders and Networks| Understanding Principal Peer Dialogue as a Resource for Professional Learning." Thesis, Lesley University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602609.

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Because their role is highly complex, school principals require ongoing professional learning to lead effectively and respond to the challenges inherent to school leadership. Networking among principals is frequently identified as a valuable source of professional learning for school leaders. Nevertheless, existing literature applies the term to a wide variety of principal relationships and affiliations, and there is little research that examines networking among principals and its effects upon their skills, knowledge, and convictions. This qualitative study, based on phenomenological research methods, investigates how networking promotes experienced principals’ professional growth through an exploration of what principals report about the nature, characteristics, and benefits of peer dialogue. Participants identified through purposeful selection included twenty-one practicing elementary or middle school principals from Maine and Massachusetts with at least five years experience who indicated that dialogue with role-alike peers is useful to them in their practice. Data were collected through focus group sessions, individual interviews, participant responses to a writing prompt, and work artifacts.

Participants in this study report that their practice is most influenced through interactions with peers characterized by high levels of trust. Findings indicate that peer learning networks provide instructive and affective support through dialogue that promotes principals’ development within three domains: leadership inventory, leadership judgment, and leadership integrity. Moreover, while peer learning networks can be a resource for principals’ learning, the manner in which they engage in dialogue may have consequences for whether they experience transformative learning that makes them more able to address adaptive challenges in their schools. Principals’ accounts suggest that superintendents are well situated to create conditions principals need to develop their skills, knowledge, and attitudes to effectively lead. Additional research is recommended to further explore peer dialogue processes as well as the factors that enhance or impede the development of school leaders’ adaptive capacity through participation in peer learning networks.

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Balboa, Álvarez Carolina. "The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35535.

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This study investigates teachers’ perceptions about the value of peer and self-assessment as tools for enhancing EFL writing in the context of upper-secondary education in Sweden. In addition, this study examines the relationship between teachers’ beliefs, knowledge of the methods, and their reported teaching practices. Based on teachers’ comments, this paper identifies the ways in which peer and self-assessment can be effectively implemented in EFL classrooms. A mixed-methods approach was used in the study. Three qualitative, semi-structured interviews were conducted. The interviews were complemented with a questionnaire survey in order to check the generality of the interview findings. Through a process of triangulation, the datasets obtained from the questionnaires and interviews were analysed and interpreted in light of theory and recent research on peer and self-assessment. Results show that these teaching and learning tools are appreciated by teachers as a way to enhance learning in relation to EFL writing. However, the investigation showed significant inconsistencies regarding teachers’ usage of the method. The results obtained showed that, in order for these practices to be effective, careful training is needed. Moreover, in order to provide proper training for their students, teachers themselves need to understand the value of the tools, and to be trained in how to effectively implement them. Therefore, the study concluded that information about peer and self-assessment should be included in teacher education and in-service training in Sweden.

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Hillman, Laketa Monique. "Experiences of Chronic Disease Self-Management Program Leaders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3105.

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Chronic conditions are public health threats. The Chronic Disease Self-Management Program (CDSMP) is an evidence-based disease management program that addresses personal self-management of chronic conditions. The CDSMP involves peer trainers who instruct and assist with chronic disease preventive measures. Although disease management demonstrates promise to improving patient self-maintenance, previous researchers have not evaluated how the program affects program leaders. The purpose of this study was to discover how self-help leaders feel about the CDSM program. The overarching research question asked about perspectives that self-help leaders had toward the program. Through a narrative qualitative approach, the perceptions of peer leaders were examined to determine if the program was personally beneficial. Guided by the social cognitive theory, a purposeful convenience sample of 20 participants completed the study. The participants were practicing peer trainers in the CDSMP program. Data analysis included hand coding using open and axial coding and content analysis. Study findings included themes surrounding how the CDSMP program benefits health in general as well as the management of facilitators' own chronic diseases, health behaviors, and increased quality of life. The ability for chronic disease management leaders to experience positive effects of the program they administer may result in positive social change. This awareness can positively affect social change by enhancing an already established evidence-based community health program with stronger and better-equipped leaders.

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Carmichael, Catherine M. "On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195390.

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The purpose of this qualitative, ethnographic case study was to learn the nature of the discursive practices of English learners in playground peer cultures. Additionally, it sought to understand the relationship between these practices and ideology, gender, and school performance. Three questions guided this study: (1) what is the nature of the actual discursive practices of English learners in peer culture, playground interactions? (2) how do gender and ideology play a role in children's games? and (3) what is the relationship between these discursive practices and school performance?This inquiry was conducted over ten months at a school in Northern California where four English learner second graders were observed playing each day during their lunchtime recess. Data sources included audio and video taped observations and field notes, audio taped interviews, and artifact collection. Data analysis was ongoing, characterized by member-checking, peer review, and multiple codings.The findings of this study reflected the dynamic, sophisticated nature of discursive practices which were co-constructed in peer culture settings. These practices included the exploration and explanation of new games, uses of imitative and counter-imitative behaviors, performed rule talk, integrated displays of gesture, pitch and silences, and code-switching strategies. Students employed these for a variety of purposes, including the facilitation of alignment within groups, the manipulation of social organization, the orchestration of inclusion or exclusion, and the creation of positions of power.This research also proposed a working model within which the playground became a site for the interpretive reproduction of ideologies. Students at Westside demonstrated that they had appropriated adult ideologies in creative ways. They negotiated these in their peer cultures, and preserved and transformed adult culture.Finally, this study revealed that, based on the discursive practices observed on the playground, proficiency levels and instructional goals, as determined by the California English Language Development Test (CELDT) and the state English Language Development (ELD) standards were inaccurate and underestimated student ability. Policy reform reflecting greater awareness, both of the social nature of discourse, as well as the power of peer cultures, was recommended.

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Griciūtė, Asta. "Lyderystės vystymas per ugdantį vadovavimą skirtingo tipo organizacijose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_151038-45334.

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Pagrindinis darbo tikslas yra vadovo, kaip lyderio, bruožų analizė ir remiantis atliktu tyrimu aprašyti galimus lyderystės vystymo metodus šiuolaikinėje organizacijoje. Darbas sudarytas iš trijų dalių : teorinės analizės, situacijos analizės ir projektinių sprendimų. Atliktas vadovų, kaip lyderių bruožų skirtingo tipo organizacijose tyrimas atskleidė, jog skirtinga situacija lemia skirtingą vadovo elgesį, ir norint būti efektyviu vadovu lyderiu būtina mokėti pritaikyti skirtingus valdymo metodus skirtingose situacijose. Savo ruožtu, kiekviena situacija organizacijoje reikalauja skirtingų vadovo kompetencijų ir savybių pritaikymo, kurias reikia nuolat ugdyti ir tobulinti, net ir sėkmingai vykdant veiklą. Trečiojoje darbo dalyje pateikėme metodus ir priemones ugdyti lyderio savybes naudojant ugdančiojo vadovavimo metodiką.
The main target of this diploma paper is analysis of skills of manager as a leader and basing on investigation results to provide possible measures and tools to improve leadership skills in contemporary organisation. There are three parts of diploma paper: theoretical analysis, research and solutions proposal part. The investigation of manager skills of different type of organisation displayed that different situation needs different management skills, and to be effective leader it is needed to adapt skills according to situation. Only when leaders come to see themselves as incomplete – as having boh strenghs and weakness, then they will be able to improve their skills. The points for improvement we had provided in tha last part of our diploma paper, which we found the most important after the analysis that we have made.

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Crown, Margaret. "Peer leaders' perceptions of their role in the implementation of a high school smoking cessation program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24825.pdf.

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Mawlawi, Diab Nuwar. "The effects of peer-versus self-editing on learner autonomy in ESL writing." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7426.

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This thesis reports on an action research study carried out with students attending an English medium university. The action research comprised three cycles, each presented here as a Study. Study One, which investigated the effects of peer-editing on students’ revised drafts as well as on new essays, revealed that the students did not benefit from peer feedback in improving their revised drafts. However, peer-editing helped them write new better quality essays. Results of Study One led to Study Two, which investigated the reasons for the students’ failure to benefit from their peers’ feedback in revising their essays. It showed that the students’ culture of learning played a major role in their giving and receiving of peer feedback. The insight gained from Study Two led me to modify my method of teaching peer-editing before embarking on Study Three, which investigated the same questions as Study One but with two new aspects: 1) Study Three employed an experimental group which engaged in peer-editing, and a comparison group which practiced self-editing, and compared the effects of peer-editing to that of self-editing on the students’ writing. 2) It also tested the students’ ability to correct specific types of language error. Compared to the comparison group, the experimental group significantly improved their writing in revised drafts as well as in new essays. Since both groups received teacher instruction, but only the experimental group had engaged in peer-editing, these results may be attributed to peer-editing. More specifically, the experimental group significantly reduced rule-based language errors in revised drafts but not in new essays. However, non rule-based errors were not significantly reduced either in revised drafts or in new essays. The thesis grounds the results of this action research study in a socio-cognitive theoretical framework of Second Language Acquisition. The study contributes to research by demonstrating the important role of both teacher intervention and peer interaction in developing the students’ writing skills in a way which may lead them to become autonomous writers. It also has important pedagogical implications for teachers as it reveals the benefit of correcting specific, rather than all, language errors in order to bring about some language development in their students’ linguistic knowledge.

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Boren, Michael S. (Michael Stuart). "Lean principle application in an automotive product development process with special emphasis on peer reviews." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49787.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2009.
Includes bibliographical references (p. 94).
Global Automotive, a large US based, global manufacturer of automobiles, has made significant gains in manufacturing competitiveness, in part through application of a lean manufacturing approach to high volume assembly. A similar approach applied to product development can result in significant improvements in product design throughput, speed, cost, design quality, and innovation. With major product programs taking in excess of 36 months and a billion dollars to complete, the potential impact of process improvements is substantial. This thesis examines elements of Global Automotive Product Development Process. Some general guiding principles for Lean product development are also reviewed from the existing literature. Special attention is given to metrics for measuring product development performance at Global Automotive. The thesis focuses on the role of peer reviews in the development process. The analysis is performed using a work order data set for two automotive development programs. Score cards from Peer Review and a survey of the component engineering community are also used to assess the effectiveness and current state of the peer review process. The study found evidence that high scores on peer reviews do not guarantee that late changes will occur, if anything component groups with average lower scoring peer reviews generated led to consistent levels of late stage changes. The objective of peer reviews should clearly be to find as many problems as possible and participants should be encouraged to delivery "low scoring" reviews. Keywords: Product Development, Lean, Peer Reviews, Design Defects.
by Michael Boren.
S.M.
M.B.A.

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Gauna, Reyes. "The Peer Leaders Uniting Students (PLUS) Program| The Impact on School Climate, Student Engagement, and Student Mentoring." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604062.

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Educators are always evaluating how students connect to their school, trying to identify strategies and intervention programs that will help students be success and linked to their school. A school’s culture and student engagement opportunities provide areas that can be impacted, especially when mentoring is added to the model being implemented. Educators go into the profession with the goal of having an impact on the lives of students. Key to the success of making an impact is the importance of connecting with students, providing student engagement opportunities, and maximizing mentoring with younger peers.

Peer Leaders Uniting Students program is helping districts address day-to-day issues in a collaborative manner using data. This study evaluated the impact the PLUS Program had from the perception and knowledge of adults (teachers, counselors, administrators, and support staff), assessing school climate, student engagement, and student monitoring. The researcher used quantitative and qualitative measurement instruments. A survey was provided to teachers, counselors, administrators, support staff, and PLUS advisors. The survey was followed by interviews that had questions created using data from the adult participants’ survey responses.

This grounded theory approach guided the researcher to conclude that even though the PLUS Program is proving to be effective for students, adults need additional training to use the program data. The researcher created a professional development session to meet this need.

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Albers, Lauren F. "Power, Immediacy, and Compliance Gaining in Peer Groups." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429702539.

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Stegall-Harris, Patricia Kate. "The effects of peer leaders and social cognitive skills components in a safer sex intervention on a college campus." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2798.

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This study investigated whether an AIDS/safer sex intervention using peer-led presentation and social-cognitive skills suggestions would have a greater effect on increasing safer sex practices among heterosexuals than a similar adult-led presentation without skills suggestions. An additional condition using only printed materials and videos served as a control group. Participants included 18 female and 12 male sexually active undergraduates between the ages of 17 and 24. AIDS knowledge, self-efficacy for safer sex, perceived susceptibility to HIV, and actual safer sex behavior were assessed by premeasures and postmeasures. It was predicted that the scores for all four dependent variables would be higher for subjects in the Peer-Skills Condition than in the other two conditions. ANOVAS run on data from each of the dependent measures revealed no significant group effect or group by trials interaction.

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Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.

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This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation. The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors. The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments. A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies. This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.

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Måchtens, Björn. "Språkliga interaktionens betydelse för identiteterna ledare och följare hos förskolebarn." Thesis, Högskolan i Gävle, Utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23160.

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Language is power. Especially among preschool children, where one of the most coveted identities sought during social interactions is that of the leader. Leadership is not taken; it is given when individuals accept instructions from someone else and let them lead. These individuals then become followers. I decided, after reading various literature and scientific research about children’s peer talk and linguistic interactions, to study how preschool children use linguistic interactions and strategies to form the identities of leaders and followers during free play; scheduled points during the day where activities are based on the children’s interests and not led by preschool teachers, which aids in trying to see things from the children’s perspective. I did a video-enabled microethnographic study over the course of a week as a complete observer to capture the strategies used by five children (ages 5 to 6) to form the identities of leaders and followers during their peer talk and peer group interactions. After transcribing the recorded material where these social interactions were most apparent, I then analyzed at which points the children were given these identities and what strategies were used as resources from a sociolinguistic perspective. Three primary strategies were identified; speech genres, code-switching and language play. I also discovered that the children were inspired by their surroundings and the available materials in choosing what to play and base their linguistic interactions on. I concluded that leadership is closely related to expertise about various subjects and that followers allow individuals with more expertise than them to lead. This is how our society typically works. The children used their various levels of expertise regarding the subject matter and strategies like speech genres, code-switching and language play as resources to raise their own status and attempt to lower the status of others, forming the identities of leaders and followers.

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Borrelli, Pietro. "Analisi delle aziende leader di settore della mobilità nel prossimo ventennio nel campo dell’energia rinnovabile." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.

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La mia tesi ha come scopo quello di voler analizzare la realtà della mobilità a carattere rinnovabile, nello specifico dell’elettrico nel panorama mondiale. Analizzando quali sono le aziende leader di questo settore, oltre ad identificare le proprie scelte strategiche per una politica che prediliga le fonti di energie rinnovabile a quelle endotermiche, identificare le nuove tecnologie introdotte e brevettate dalle aziende produttrici di automobili, capire quali saranno le scelte per la ricerca di una sostenibilità ambientale che preme riportare alla normalità e quale ruolo avranno i governi nel dettare nuove politiche istituzionali per il rispetto dei limiti delle emissioni di CO2. Le politiche di attuazione, tipo gli incentivi degli stati ai singoli cittadini per preferire l’acquisto di automobili elettriche/ibride a quelle endotermiche, insieme alla diminuzione del costo delle batterie, mette a dura prova le industrie petrolifere. Un grande ostacolo che si oppone, ad oggi, ad un aumento esponenziale delle auto elettriche è il loro prezzo, in gran parte determinato dal costo della batteria. Un’auto elettrica che percorre 6 km per ogni kWh di elettricità immagazzinata richiede una batteria da 50 kWh per avere un’autonomia di 300 km. Tuttavia, una batteria simile, che oggi costa 10.000 euro, nel 2025 costerà circa 4.000 euro e renderà competitivo il prezzo delle auto elettriche rispetto a quelle a benzina o gasolio. Nel 2040 il 90% delle automobili saranno elettriche e l’energia accumulata nelle loro batterie potrà anche essere riversata, a un prezzo conveniente, nella rete per bilanciarla. Come conclusione andrò a identificare quali aziende a livello mondiale oggi ricoprono la posizione di leader di settore nelle vendite di veicoli elettrici, inoltre, quali sono state le scelte strategiche di successo che hanno portato ad esserlo.

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Melel, George T. "A model for equipping lay leaders for Christian counseling as part of church growth and missionary outreach strategy in the Calvary Baptist Church of Madras, India." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Bedula, Nomanani Doris. "Analysis of the influence of peer education programmes on learner behaviour, the case of Bulelani high school, Queenstown." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/1165.

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This study focuses on the influence of peer education programmes on learner behaviour. Peer education is a critical approach for behaviour-change. The presentation had two objectives. The first objective was to determine the nature and extent of peer education programmes policy implementation in the school under study. The second objective was to determine the impact of the policy on learner behaviour. A questionnaire which was administered to all trained peer educators at Bulelani High School indicated that all respondents agreed that peer education was educationally relevant and offered accurate information. Furthermore, results indicated that older learners strongly agreed that peer education programmes have an impact on behavioural changes than younger learners who merely agreed on that. The results also showed that the duration of involvement in peer education programmes influences the opinion on the impact of peer education on behavioural changes. Looking at the respondents ’gender, the researcher could not find any evidence that the impact of peer education on behavioural change depends on the gender of the respondent and therefore concludes that opinions are independent of gender. The study shows that in schools where peer education programmes are well implemented and monitored, they do impact on learner-behaviour in a positive way.

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Sherman, Gerald S. "Home Bible Fellowship leader's guide for inductive Bible study lessons on I Peter." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Kratzer, Jan, and Christopher Lettl. "Distinctive Roles of Lead Users and Opinion Leaders in the Social Networks of Schoolchildren." University of Chicago Press, 2009. http://dx.doi.org/10.1086/599324.

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Prior research has shown that both lead users and opinion leaders may propel the diffusion of innovation. This raises the question of whether lead users and opinion leaders are positioned similarly in social networks, which we address using a sample of 23 school classes consisting of 537 children. Research among children is very scarce in this particular domain. Our statistical analyses based on hierarchical linear modeling reveal two general results: first, lead users among children appear to possess a variety of links between clusters; second, opinion leaders are locally positioned within clusters of children and have many direct links. (authors' abstract)

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Hansen, Darren M. "Effect of Latinos in Action Peer Tutoring on Elementary Student Oral Reading Fluency Scores." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5504.

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The Latino population is the largest minority group in the United States, making up 16.3% of the total population. As the Latino population of the US grows, the Latino student population within schools across the nation is also growing, accounting for 10.5% of the student population. While the Latino student population continues to grow, there is evidence that this group is not achieving academically at the same rate as other groups. Latino statistics in Utah showed a similar situation within public schools. Fifty-one percent of Latino fourth graders were reading below the expected levels, compared to 22% for Caucasian students. Latino student dropout rates were higher than other groups at 28%, compared to 13% for African American students and 7% for Caucasian students. Students who fail to learn to read are more likely to fail in school. One reason why Latinos graduate at a lower rate is that Latino literacy rates in the U.S. and Utah are lower than other groups. An effective literacy program was needed to assist Latino elementary school students in literacy. Latinos in Action (LIA), a secondary school tutoring program, trained Latino secondary students as tutors for Latino elementary school students. Students' progress was tracked using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) measure. LIA tutored ELL students' ORF progress was compared to the ORF scores of ELL students who did not receive LIA tutoring, ELL students in Spanish dual-immersion instruction who did not receive LIA tutoring, and native English speakers who did not receive LIA tutoring or dual-immersion instruction. Results showed that LIA tutoring was not statistically more or less effective that general instruction on dual-immersion instruction for improving ORF scores for ELL students. Larger sample sizes are needed to increase the validity of this study.

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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Caiuli, Lorenzo. "Analisi sull'adozione di un nuovo ERP da parte di un'azienda leader nella produzione di macchine per la lavorazione del legno." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016.

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Il lavoro che segue si inquadra nella mia esperienza personale di tirocinio svolta presso Deloitte, multinazionale leader nell’ambito della consulenza. Il tirocinio nella sua intera durata si è incentrato sulla trasferta presso la sede centrale dell’azienda cliente SCM di Rimini, gruppo che si distingue nel settore della produzione di macchine per la lavorazione del legno. Il fulcro di questo lavoro consiste nell’analizzare il progetto di implementazione di un nuovo Erp. La mia tesi si articola in tre macro-aree: introduttiva, centrale e conclusiva. La prima fase vede la presentazione dell’azienda cliente, corredata dalle sue principali tappe storiche Nel primo capitolo, emerge la filosofia aziendale, caratterizzata da una preminente specializzazione nell’industria del legno. Nel prosieguo viene definito il progetto nella sua fase attuativa illustrando gli obiettivi e l’ambito in cui ha luogo l’implementazione. Il corpo centrale della Tesi intende rispondere a tre quesiti che scaturiscono dalla sezione introduttiva: chi, che cosa e come. Il terzo capitolo, infatti, si configura come una breve descrizione di Deloitte. La seconda domanda trova invece risposta nel capitolo successivo, dove viene spiegato approfonditamente che cosa sia un sistema Erp, mentre l’ultimo paragrafo si incentra su quello che verrà implementato: Dynamics AX. A tale sezione ne segue una dedicata alle principali differenze tra il sistema precedente e Dynamics AX, con particolare attenzione al configuratore di prodotto. La metodologia di implementazione di sistemi ERP utilizzata nel progetto è quella dell’Enterprise Value Delivery, che viene illustrata nel sesto capitolo e soddisfa il terzo e ultimo quesito. La parte conclusiva vede passare in rassegna i vantaggi e gli svantaggi dei sistemi Erp e il Change Management necessario al fine di ottenere un buon esito in un progetto di tali dimensioni. Il mio elaborato termina con delle riflessioni sulla necessità o meno di implementare un Erp moderno.

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Mukuna, Kananga Robert. "Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa." University of the Western Cape, 2016. http://hdl.handle.net/11394/5696.

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Immigrant adolescent learners are at risk for loneliness, isolation, rejection, and interpersonal distress from being perceived as outsiders or not belonging to the groups. This may be explained by host country or setting discriminating against them and also the immigrant adolescents' initial tentative engagement of host setting others. This study aimed to determine the relationship between psychosocial factors (psychological factors: emotional regulation, aggressiveness, sympathy, empathy; social support; and cultural differences), and peer interactions through demographic details (gender, age, and grade level) among francophone adolescent learners in the selected high schools in the Western Cape. It further purposed to determine the positive and negative factors that can affect their peer interactions at high schools. This study established the feasibility of recruitment procedures and developed a new model instrument of psychometric properties to measure the psychosocial factors scale and peer interaction scale for francophone adolescent learners in the selected high schools in the Western Cape Province.

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McCourt, Claire A. "Learner use of French second-person pronouns in synchronous electronic communication." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9753/.

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This study analyzes students' use of the French second-person pronouns tu (T) and vous (V) in small-group (2-3 students) inter-learner online chat sessions. The influence of internal linguistic factors (i.e., turn type and morphosyntactic environment) on learners' appropriate vs. inappropriate use of these pronouns is considered. The study also investigates the influence of Instructional Level on tu-vous use and the extent to which students from different instructional levels provide various types of peer assistance (e.g., lexical, morphosyntactic, and sociolinguistic/pragmatic) . Pronoun use was extremely unstable for learners of all levels, and a Kruskal-Wallis analysis revealed that Instructional Level did not significantly affect appropriate T/V use overall. Instructional Level and Syntax did, however, significantly affect interrogative T/V use, as shown through multivariate analyses. Peer-assisted performance was limited to lexical retrieval. Pedagogical recommendations are presented for teaching and learning second-person pronouns in French.

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Smith, Dustan A. "Preparation and evaluation of the CASPiE Project at Ball State University : with special consideration on the development and preparation for peer leaders in the laboratory." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1349768.

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In the typical general chemistry environment, the use of lecture and laboratory are important components to the instruction. The Center for Authentic Science Practice in Education (CASPiE) Project, now being implemented at Ball State University, uses a research module approach to provide laboratory instruction. This new approach not only engages students in authentic research practices but applies the Peer Led Team Learning (PLTL) concept to the learning environment. In this study, the implementation of training techniques and the overall development of the peer leaders at Ball State were investigated. As a result, several recommendations are presented to improve the overall experience of the peer leaders and the students they serve. These include the continuation of current training techniques with more emphasis given to reflection with the peer leaders and the faculty of their impact and the institution of a training schedule for peer leaders that includes student learning styles, module content and instrumentation, and techniques for interacting with students.
Department of Chemistry

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Roux, Hilda Maria. "Graad nege-leerders se beskrywing van negatiewe groepdruk / H.M. Roux." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9694.

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The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure.
Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

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Rugira, Janvier. "Development and evaluation of a psychological well-being programme for university students in Tanzania / J. Rugira." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9695.

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The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure.
Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

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Shaffer, Ashley Rose. "Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/600269.

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Spanish
Ph.D.
In the context of language instruction and learning, L2 willingness to communicate (WTC) is a relevant factor in learners’ language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focuses on either trait or state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two though less research exists on how WTC manifests in classroom interaction. This study investigates such differences by examining learners’ self-reported, perceived trait WTC and situational state WTC. It treats WTC as a dynamic entity which is shaped by learners’ investment in language learning and the identity they take on as language learners. It considers the relationship of WTC to its three most influential trait variables: motivation, L2 perceived competence, and L2 anxiety. It presents findings of additional variables influencing state WTC. Data were comprised of questionnaire surveys, focal participant interviews, and classroom observations. Quantitative data consisted of 39 participants, and qualitative data consisted of 12 focal participants. The importance of the present study lies in its investigation of WTC in relation to trait and state factors, and its stance that investment in L2 learning is a key factor in fostering classroom WTC. Finally, it explores how WTC can be positively fostered to optimize the learner’s language experience.
Temple University--Theses

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Rhyne, Jacob Daniel. "FACTORS DETERMINING PER ACRE MARKET VALUE OF HUNTING LEASES ON SIXTEENTH SECTION LANDS IN MISSISSIPPI." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-12062007-123838/.

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Valuation of leases based on the contingent valuation may be biased because hypothetical data has limitations. This study used the hedonic method to evaluate factors affecting the value of hunting leases on Sixteenth Section Lands in Mississippi that are auctioned to the public. Due to the competitive nature of the issuance of these leases, this study provides a comprehensive and unbiased estimate of the impact that cover type, game quality, distance to urban areas, and location have on hunting lease prices. The implicit prices of these characteristics indicate that land managers should adopt shorter lease lengths, smaller lease sizes and improve habitat to increase lease revenue.

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Sahu, Bindia, Jaya Prakash Alla, Gladstone Christopher Jayakumar, Kalarical Janardhanan Sreeram, and Jonnalagadda Raghava Rao. "Optimization of chamois oxidation process of leather using benzoyl per oxide as oxidizing agent - 70." Verein für Gerberei-Chemie und -Technik e. V, 2019. https://slub.qucosa.de/id/qucosa%3A34255.

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Content: Chamois leathers are basically oil tanned leathers, usually requires 10 to 15 days to process from raw skins. In chamois making, air oxidation plays a major role, free radicals initiate the oxidation process in oil, which oxidizes the double bond of the fatty acid and then the oxidized oil interacts with collagen to stabilize the skin by coating the fibers (Fig 1). In the present study an attempt has been made to reduce the time for chamois leather processing. A common oxidizing agent (Benzoyl peroxide (BPO) was utilized to enhance the oxidation of oil and reduce the time duration. It has been observed that the oxidation of oil in the presence of benzoyl peroxide has significantly reduced the duration of process from 15 to 4 days. Strength properties such as tensile, percentage elongation and organoleptic properties were found to be on par with control leather. The water absorption values of the experimental leathers improved by 1-26 %, compared with control leather. Microscopic analysis (SEM) was employed to study the fiber alignment of the chamois leathers. Take-Away: 1. Time reduction in chamois leather processing 2. Inexpensive and common oxidising agents were employed 3.Improved water absorption of chamois leather

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Dissertations / Theses on the topic 'Peer leader'

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