Dissertations / Theses: 'Studio arts administration'

1

Lund, Kimberley Ann. "Multiple Case Study of (Re)Design and Restructuring of Studio Arts Schools and Departments in the Research University Environment." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/305123.

Full text

Abstract:

"Multiple Case Study of (Re)-Design and Restructuring of Studio Arts Schools and Departments in the Research University Environment" investigates the effect of a changing academic value system, as it is manifest through activities of studio arts program redesign and restructuring within the specific context of large, public research universities in the United States of America. A multiple case study (of three distinct American studio arts units) of the academic restructuring phenomenon within this specific locus, examining the interplay of studio arts culture with the larger institutional mandates in the restructuring process, this work approaches restructuring as a series of cultural and survivalist responses to a complex and changing environment.

APA, Harvard, Vancouver, ISO, and other styles

2

Cole, Kimberley W. "Principal Investigator and Department Administrator Perceptions of Services Provided by Offices of Research Administration at Research Universities." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1602.

Full text

Abstract:

The purpose of this research study was to determine what service attributes were perceived as important factors for a successful Office of Research Administration (ORA) to provide to principal investigators and department administrators. Initially established more than 50 years ago, The Office of Research Administration (ORA) has evolved into an integral component for the fiscal sustainability of many institutions of higher education. Existing performance metrics based on financial measures do not sufficiently capture the quality of the level of service demands placed on the ORA by the two internal user groups. The conceptual basis of the Balanced Scorecard modified for the non-profit sector served as the theoretical framework. The study involved 668 respondents (433 principal investigators and 235 department administrators) from 72 research universities. Principal investigators and department administrators agreed on 18 service items as important performance metrics for successful Offices of Research Administration. However, the two groups did vary somewhat in the degree of importance of these 18 service items. Four services, responding to email and phone messages within 24-48 hours, easy access to forms, and timely setup of the internal award account were identified as priority factors by greater than 90 percent of the principal investigators. In addition to these four items, another six items-trainings for new employees and training updates for existing employees, equal treatment by the ORA, easy access to policies, and promoting a team effort approach to research-were identified as prior factors by greater than 90% of the department administrators. Demographics did not display a significant relationship in the perceptions of either group. Principal investigators did display a higher satisfaction for level of performance for the items of importance, especially related to the priority factors at their current institutions.

APA, Harvard, Vancouver, ISO, and other styles

3

Chmielewski, Matthew D. "Successful Corporate Art Collections: Two Case Studies." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1270923865.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Xiao, Yan. "Exploring the Intricacies of International Performing Arts Exchange: Case Studies of Arts Programs between U.S. and China." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1575479293045226.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lee, Ra Won. "Interorganizational Relationships and Mergers of Nonprofit Arts Organizations: Two Case Studies of Mergers of Nonprofit Arts Organizations." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1451948476.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Benedetti, Cristina A. "Case Studies in Volunteer Management: Approaches from Three Ohio Arts Organizations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386000586.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Djumaev, Bekhan, and Rickard Sohlman. "Should the Plundered Arts be Restituted? : How international norms are interpreted differently in national contexts." Thesis, Högskolan Väst, Avd för juridik, politik och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3450.

Full text

Abstract:

The objective of this essay is to look at two cases where the debate rages regarding whether or not to restitute stolen art back to the states from which it was originally stolen. By looking at the debate in each country the essay focuses on gaining understanding in how one state might decide upon returning the cultural treasures and the other refuses to. In assisting the analysis of the debate, theories from social constructivism, norms and ideas of different national identities are assessed. More closely, this essay tries to examine the different ideas of national identity (Imperial Cosmopolitanism and Egalitarian Cosmopolitanism) and analyze the domestic interpretations of the international norm on restitution of plundered treasures that follow from these identities. In doing so, states of interest, Sweden and Great Britain, are chosen and the theoretical model for analysis developed by Bacchi (2010) will be used in order to present ―the problem‖, the causes to the problem and the solutions provided to solve the problem. Thereby, the essay aims to show how the actions, behavior and arguments of these states, in the question of restitution, are greatly dependant on the differences in the ideas of national identity that each state might possess or have inherited from past.

APA, Harvard, Vancouver, ISO, and other styles

8

Schleif, William. "Effects of Long-Term Administration of Caffeine in a Mouse Model for Alzheimer’s Disease." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/854.

Full text

Abstract:

A recent epidemiological study suggested that higher caffeine intake reduces the risk of Alzheimer's disease (AD). Caffeine, a widely consumed stimulatory drug, is a non-selective adenosine receptor antagonist that has been shown to increase plasma adenosine levels in rodents. To determine any long-term protective effects of caffeine in a controlled longitudinal study, caffeine was added to the drinking water of APPsw transgenic (Tg) mice between 4 and 9 1/2 months of age, with behavioral testing done during the last 6 weeks of treatment. The average daily intake of caffeine per mouse (1.5 mg) was the human equivalent of 5 cups of coffee/day. Across multiple cognitive tasks of spatial learning/reference memory, working memory, and recognition/identification, Tg mice given caffeine (Tg+Caff) performed significantly better than Tg control mice and similar to non-transgenic controls. Discriminant Function Analysis involving multiple cognitive measures clearly showed the superior overall cognitive performance of Tg+Caff mice compared to Tg controls. Analysis of Aβ in the hippocampus by ELISA revealed Tg+Caff mice had significantly less soluble Aβ1-40 and insoluble Aβ1-42. In a follow-up study involving neurochemical analysis only, caffeine was added to the drinking water of 17 month old APPsw mice for 18 days. In this study, Tg+Caff mice also showed a significant reduction of insoluble Aβ1-42 in the hippocampus. In contrast to the reduced extracellular brain levels of adenosine in Tg controls, caffeine treatment normalized brain adenosine levels in Tg mice to that of non-transgenic controls. Analysis of amyloidogenic secretase activity revealed the reduction in Αβ is likely because of a reduction in gamma secretase activity as a result of increased SAM silencing of PS1 expression. This study suggest that a modest, long-term caffeine intake of approximately 500 mg per day (5 cups of coffee) may reduce considerably the risk of AD by decreasing amyloidogenesis.

APA, Harvard, Vancouver, ISO, and other styles

9

Wang, Chen. "Film Diplomacy Under the Bush and Obama Administration: A Film Analysis of the American Film Institute’s Project: 20/20 and the Sundance Institute’s Film Forward Program." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436834287.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Blunt, Aurelia LaShawn. "Teachers' Perceptions of Integrating Social Studies Text During Reading - Language Arts Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1377.

Full text

Abstract:

In a large urban school system located in a metropolitan city in the southeastern United States, third- and fifth-grade minority students in Title I elementary schools are performing below proficiency in social studies on the statewide standardized assessments. The lack of exposure to the social studies curriculum continues to hinder minority students from successfully comprehending complex informational text, which is important to their success in the newly adopted Common Core State Standards (CCSS). The purpose of this qualitative study was to explore the problem teachers faced with an insufficient amount of time for teaching social studies content and the recent requirement to increase student exposure to informational text. The research used Lev Vygotsky's theory of social constructivism to provide a framework for the methods used in this paper. To address these problems, this study explored two third-grade and two fifth-grade language arts teachers' perceptions of integrating social studies text during their reading-language arts block. Further, the study observed teachers as they integrated social studies text to teach reading. Data for this case study were compiled from interviews, observations, and focus group discussions. The data were reviewed and coded to identify major themes and were then analyzed to generalize data findings. Teachers reported integrating social studies text afforded them the opportunity to maximize instructional time, teach the CCSS, and expose students to more informational text. Implications for positive social change include enabling teachers to identify the benefits of integrating social studies text during reading-language arts instruction and enabling minority students to increase their scores on the statewide social studies assessment.

APA, Harvard, Vancouver, ISO, and other styles

11

Cortell, Sarah Christine. "The Cost of Free Admission: A Comparative Study Examining the Feasibility of Eliminating Museum Admission Charges." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1307220379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Herber, Donna Lorraine. "Neuroinflammation in Alzheimer’s Disease: Characterization and Modification of the Response of Transgenic Mice to Intrahippocampal Lipopolysaccharide Administration." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1076.

Full text

Abstract:

Alzheimers disease (AD) is pathologically characterized by amyloid plaques, neurofibrillary tangles, inflammation, and neurodegeneration. According to the amyloid hypothesis of AD, the central mediating event of the disease is the deposition of amyloid. The inflammation hypothesis of AD states that it is the inflammatory response to plaques and tangles, rather than the actual lesions, which causes the disease. Studies described here combine the two approaches into a single model. Four studies are presented using a basic protocol of intrahippocampal lipopolysaccharide (LPS) injection to stimulate inflammation in transgenic mice. The first study looked at alpha7 nicotinic receptors during the glial response to Abeta deposits and LPS. Reactive astrocytes which immunolabeled for alpha7 were co-localized with Congophilic deposits in APP and APP+PS1 mice, and increased after LPS injection. Unfortunately, LPS injection into alpha7 knock out mice revealed the alpha7 labeling to be nonspecific. The second study evaluated the time course of protein and gene expression after LPS injection into nontransgenic mice. This experiment identified both a transient and chronic microglial inflammatory response, with changes in cell morphology. The third study evaluated a similar time course in APP mice. Concurrent with the inflammatory response, transient reductions in Abeta burden were seen, though compact plaque load was unaffected. The fourth and final study used dexamethasone to inhibit LPS-induced inflammation in APP mice. LPS injection reduced Abeta burden, but was completely blocked by dexamethasone co-treatment. Though dexamethasone inhibited LPS-induced CD45 and complement receptor 3 levels (markers of general microglial activation), dexamethasone had no effect on scavenger receptor A or Fc gamma receptor II/III levels. An overall hypothesis regarding LPS mediated reductions in Abeta can be proposed: It is not the presence of the LPS molecule, nor the upregulation of receptors involved in phagocytosis, but rather general glial cell activation that mediates Abeta removal. Thus, a phagocytic cell must not only bind Abeta (by various receptors) but must also be capable of engulfing the material (via general cell activation). Taken together, these studies suggest that some level of inflammation in AD is beneficial and responsible for maintaining a balance between amyloid deposition and removal.

APA, Harvard, Vancouver, ISO, and other styles

13

Eadens, Daniel Wayne. "The Intentions of Florida Educational Leadership Graduate Students to Pursue Administrative Positions." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3555.

Full text

Abstract:

This study examined the intentions of educational leadership students in Florida university graduate programs in regards to demographics and self-assessed leadership characteristics. The study employed a non-experimental design wherein Regression, ANOVA, and Multiple Regression statistical techniques were employed to explore intent. It examined the influences that self-assessed leadership behavior, gender, number of credits completed, and age had on respondent intentions as measured by the Leadership Practice Inventory and the Demographics and Intentions Questionnaire. The highest assessed priori sample size was 159 when power was set at 0.80, alpha was 0.05, and the expected effect size was set at .10. This study is important because it identified additional reasons administrative pools have perceived shortages of quality candidates using job choice theory as a frame of reference and identified. Results were made available in order to offer the Florida Department of Education, school district leadership academies, and university educational leadership departments valuable insight for reform of selection, recruitment, and retention.

APA, Harvard, Vancouver, ISO, and other styles

14

Jensen, Maren T. "Effects of A-beta immunotherapy and Omega-3 fatty acid administration in Alzheimer's transgenic mice." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001438.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

DeMent, Lisa. "The relationship of self -evaluation, writing ability, and attitudes toward writing among gifted Grade 7 language arts students." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/644.

Full text

Abstract:

Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttest, as well as a pre- and posttest Writing Attitude Survey (WAS) to 70 gifted Grade 7 students. Two classes formed the experimental group, and 2 classes formed the control group. Students in the first group participated in focused self-evaluation instruction and practice. A pre- and postwriting test patterned after the Georgia Grade 8 Writing Assessment was assessed with a standardized writing rubric, and the WAS provided the quantitative data. ANCOVA and an independent sample t test compared the average change from pretest score to posttest score between the groups in overall writing score, ideas, style, organization, and conventions. They showed a level of significance. A Cramer's V compared the average change from pretest survey score to posttest survey score between the groups in the areas of gender, ethnicity, and group. It showed a statistically significant difference. Findings from this study may directly influence the increased use of self-evaluation across language arts, as well as other content area subjects.

APA, Harvard, Vancouver, ISO, and other styles

16

Andrews, Alisa L. "Anything Goes: A Look Through Time at the Marketing Strategies and how One Show has Survived in a Changing Economy from 1934 to 2011." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1428315406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Nowacek, Shelley L. "A critical examination of practices and perceptions of current performance evaluation models for theatre arts teachers in Virginia." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618296.

Full text

Abstract:

Methods and models used to evaluate the teaching performance of theatre arts teachers appear to have limited applicability due to the specialized nature of theatre in the classroom. Instructional leaders whose responsibilities include observation and evaluation may find additional challenges when charged with evaluating theatre arts teachers using general educational evaluation models. This qualitative study explored the nature of the practices and perceptions of theatre arts teachers and the administrators charged with evaluating them through the backdrop of Joint Committee Standards of Educational Evaluation.;Though the Joint Committee outlined specific measures to ensure that teacher performance evaluation models and methods are properly designed and implemented through the personnel evaluation standards, this study concluded that those standards often are not used properly or do not apply to theatre arts teachers. Moreover, administrators are left to determine the best implementation of general evaluation instruments in specialized subjects such as theatre. Implications of this study indicate that better tools for theatre arts teacher performance evaluation must be provided so that theatre arts teachers can reflect, respond and grow professionally in order to provide students with the best arts education possible. By providing proper and effective evaluation tools, theatre arts teachers can educate students to meet the needs of a changing world.

APA, Harvard, Vancouver, ISO, and other styles

18

Scherson, Ami Tamar-Santo. "“From a Human Doing to a Human Being”: The Impact of Nonprofit Arts Education Programs in Rural Appalachia." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1556201465865917.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Brickler, Abigail. "Social Engagements: Facebook, Twitter, and Arts Marketing." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555949375427389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Koehoorn, Adrie Danique. "The European Union and Famine Crimes in Yemen : A Case Study of EU Arms Export to Saudi Arabia." Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447525.

Full text

Abstract:

The humanitarian crisis in Yemen is a man-made famine. The concept of famine crimes has been introduced to problematise and criminalise conduct that leads to the creation of famine. According to an analytical framework proposed by Marcus (2003) there are four categories of famine crimes, which constitute four degrees of conduct through which famines are created, sustained or not prevented. A pivotal role in the creation of the famine in Yemen is played by Saudi Arabia, that relies on the import of military equipment to conduct a military intervention in Yemen. Through Common Position 2008/944/CFSP, the European Member States committed themselves to eight criteria against which arms licence applications are tested. This aims to prevent arms deliveries to questionable receivers, yet various EU Member States export military equipment to Saudi Arabia. In this thesis, the famine crimes framework is applied to foreign actors in a case study of the EU arms trade to Saudi Arabia between 2015 and 2019. The research project answers the question: what insights about the European Union’s role in the creation of famine in Yemen can be gained from the application of the famine crimes framework to the European Union’s arms trade to Saudi Arabia? Since Saudi Arabia violated international humanitarian law in Yemen and used EU-produced arms to do so, the Common Position requires EU Member States to pursue restraint in arms export to Saudi Arabia. Accordingly, the number of licences that were approved by European Member States, as well as their value, declined after 2015. However, there were notable fluctuations and the Member States adopted differing approaches. As such, the EU as a collective body appeared unable to prevent arms exports to Saudi Arabia. In the application of the famine crimes framework, it becomes clear that this inability can be interpreted as a famine crime.Altogether, this exploratory study provides insights into the role of foreign actors in the creation of famine by applying the famine crimes framework. Further research on the extent to which the EU as a collective body could enhance compliance with the Common Position and prevent exports to questionable receivers could be performed to better categorise its conduct within the framework. Further research could also explore the role of other foreign actors and apply the famine crimes framework to other case studies.

APA, Harvard, Vancouver, ISO, and other styles

21

Yoon, AhYoung. "Aging and Arts Policy: Interrogating Perceptions of Older People in South Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503016550067467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Thomas, Demetria Lucille. "Teachers' Perspectives about Infusing Music into Language Arts Instruction." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/169.

Full text

Abstract:

Reading and writing curricula in more than 50% of America's schools have not been successful in assisting students to meet mandated academic performances for a number of reasons, including lack of student motivation and self-esteem. Research studies indicated that music can influence student motivation and academic performance in subjects such as language arts and that a music-infused curriculum could generate the positive difference between academic failure and academic success. For this qualitative case study with a constructivist paradigm, the purpose was to observe, document, and analyze music-infused lessons used by 4 teachers from prekindergarten to 5th grade with the goal to enhance students' language arts skills. The study examined teachers' perspectives and the instructional tools they used to stimulate and motivate students to strive toward academic success. It included interviews, a focus group, and observations with the participants. Data were coded, transcribed, analyzed, and evaluated for the final documented results, which revealed the benefits teachers experienced and the positive changes they noticed in their students from using music infusion in language arts. Findings revealed that students were more motivated, exhibited better attitudes, and had sustained attention and better retention of lessons taught with a music-infused structure. A recommendation is that administrators allow teachers more opportunities and flexibility to collaborate and assist with developing music-infused lessons to align with their language arts curriculum. Overall, the implications for social change were significant for educators, administrators, and students by providing an alternative method to teaching language arts that can increase motivational levels and academic success of struggling students.

APA, Harvard, Vancouver, ISO, and other styles

23

Roberts, Kristopher. "your little voice: An autoethnographic narrative on philosophy, technology, relationships, and the arts." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525293031814062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Sullivan, Janice. "Global Leadership in Higher Education Administration: Perspectives on Internationalization by University Presidents, Vice-Presidents and Deans." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3370.

Full text

Abstract:

The purpose of the study was to identify international university administrators' perspectives on organizational strategies to support higher education internationalization. Internationalization is the conscious effort to integrate international, intercultural, and global dimensions into the ethos and outcomes of higher education (NAFSA, 2008). A descriptive survey design method was used and the instrument entitled "Strategic Internationalization Priority Scale" was developed for this research. This study is quantitative and cross-sectional. The online survey was sent to 1,043 top university administrators at 149 universities in 50 countries. These universities had active international agreements with the University of South Florida at the time of the study. Approximately 350 university presidents, vice-presidents, and deans, from 33 countries, and 65 universities, participated in the study. ANOVA, MANOVA, and Multiple Regression analyses were used to examine data in the three dimensions of internationalization: 1) Planning and operations, 2) Student Education, and 3) Teaching and Faculty Development. The statistical programs used for data analysis were SAS 9.2, SPSS 18.0 and Mplus 5. In general, the study participants perceived the three dimensions as having a medium priority level. Planning and operation strategies, and student education strategies, were rated higher than those for teaching and faculty development. Four of the 34 strategies were perceived as having a high priority level: 1) Motivating students to participate in study abroad programs, 2) Establishing institutional collaboration with foreign universities, 3) Communicating an institutional global vision, and 4) Increasing visibility of international focus on institution's web site. In contrast, the following strategies were perceived as having a low priority level: 1) Creating a branch campus abroad, and 2) Considering foreign language fluency in salary and promotion decisions. The research findings revealed that there were differences in perceptions based on the following demographic characteristics: 1) Institutional description, 2) Institution's world region, 3) Institutional status, 4) Number of international undergraduate students, 5) Administrators' position, 6) Administrators' English proficiency, and 7) Administrators' International experience. Furthermore, the participants identified the following top difficulties in achieving internationalization at their institutions: 1) Lack of economic resources, 2) Lack of faculty involvement, 3) Lack of planning and coordination, and 4) Lack of governmental support. The implications of these results are presented as they relate to the research and practice of higher education administration, educational leadership and policy development.

APA, Harvard, Vancouver, ISO, and other styles

25

Maxwell, Karen Elizabeth. "Designing the Plane While Flying It: A Case Study on Nursing Faculty Development during Academic Electronic Health Records Integration in a Small Liberal Arts College." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1930.

Full text

Abstract:

The expectation of graduating nurses today is to be knowledgeable and responsive to rapidly changing technology in the health care environment. Although federal mandates, Institute of Medicine (IOM) recommendations, and nursing program accreditation initiatives are pushing an "informatics" healthcare agenda by promoting the implementation of electronic health record (EHR) systems by 2014 in all healthcare facilities, very few US nursing schools provide students with access and training in, EHR systems. In addition, nursing faculty may not have a clear understanding of healthcare informatics; the use of information and technology to communicate, manage knowledge, mitigate error, and support decision-making. Nursing education must address faculty issues related to this innovative paradigm in order to keep pace and participate as co-creators of relevant informatics technology curriculum that prepares graduates for real life workforce. Understanding the challenges, concerns, and successes in implementing informatics may help nurse educators as they develop curriculum and teach in this environment. This case study explores and describes, with nursing faculty of a small liberal arts college, faculty knowledge, skills, and attitudes (KSAs) as they participate in an action research framed curriculum development program for informatics academic EHR (AEHR) integration. The research question:What is the experience of nursing educators and nursing faculty members involved in the integration of an AEHR project framed in the Learning by Developing model at a small liberal arts college school of nursing? Significant insights as participants in the study influenced nurse educators' ideas regarding collaborative curricular design, meaningful assignments, and the importance of feedback.

APA, Harvard, Vancouver, ISO, and other styles

26

Warren, Krystal Te Rina Fain. "Runanga: Manuka kawe ake: a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Development Studies at Massey University, Palmerston North, New Zealand." Massey University, 2004. http://hdl.handle.net/10179/955.

Full text

Abstract:

This thesis examines the location and role of the runanga institution. As a prominent contemporary organization for Maori development, relevant theory locates runanga with regard to a broader developmental framework and their potential to function within it. The position of runanga, as a facilitator of Maori development, is assessed with reference to Dependency theory, World Systems theory and Modes of Production. These theories highlight the systematic historic dis-empowerment of Maori through the processes of colonisation with particular regard to runanga. The thesis also considers the evolution of the runanga since its migration from Hawaiki, its utilisation as a forum of colonial resistance, its co-option into the governmental system and its contemporary resurgence. This provides a historical overview of the runanga as an institution. In addition, Te Runanga 0 Ngati Whitikaupeka has been used as the case study which considers the issues of becoming a runanga and includes what the structure of the runanga might look like for Ngati Whitikaupeka as an iwi. The theories of Community Development and Empowerment are offered as means to counter the further dis-empowerment of Maori, where institutions such as runanga can utilise these notions to facilitate positive outcomes for iwi and Maori development. Field research contained in this thesis identifies some of the specific concerns and aspirations of Ngati Whitikaupeka iwi members. In utilising the notions of empowerment and community development the field research provides an explicit statement of Iwi aspirations to maintain the connection between Ngati Whitlkaupeka Iwi members at the flax-roots and Te Runanga 0 Ngati Whitikaupeka as a representative body that can facilitate those aspirations. Supplementary to this the iwi aspirations that have been identified in this study are intended to provide some direction for the runanga as the representative decision-making body moving into the future.

APA, Harvard, Vancouver, ISO, and other styles

27

Bordo, Vanessa C. "Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Polk, Michele E. "Gender and generational differences in the self-ratings of leadership practices by elementary school administrators within four Florida counties." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001257.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Knobl, Stephen J. Jr. "Perceptions of the Roles, Professional Development, Challenges, and Frustrations of High School Principals." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3649.

Full text

Abstract:

The purpose of this study was to investigate the current perceptions of high school principals regarding their perceived roles, professional development experiences that impacted their careers, and the challenges and frustrations they face when enacting their roles as high school leaders. This qualitative study investigated perceptions of high school principals and addressed three research questions: (1) What are the perceptions of high school principals regarding their role as school leaders? (2) What professional development experiences do high school principals report are most important in impacting their careers? (3) What do high school principals perceive are their greatest challenges and frustrations? Three in-depth qualitative interviews were conducted with each of eight high school principals. The results were based on analysis by the researcher and the two expert panels. The high school principals perceived that they had a tremendous number of roles and responsibilities within their positions. The roles and responsibilities that were identified with the greatest importance were: providing a safe learning environment, ensuring quality teachers and quality instruction, high accountability expectations for all and mandates, and leadership within the school and system. Professional development opportunities and personalized support systems were perceived to be vital to the success of the high school principal. Principals in the study reported that both formal and informal professional development experiences were beneficial for their improvement as school leaders. The principals perceived that when they created relationships with mentors and established strong networks, they improved the likelihood of sustained support and success. High school principals perceived the greatest challenges were management of time, balancing leadership and management of the school, and navigating the legislative mandates and accountability requirements. High school principals perceived the greatest frustrations were issues related to time and legislative mandates dictated to them by the local, state, and federal systems. They faced constant pressures that could be directly tied to student achievement and accountability measures. High school principals need to be prepared to assume various roles. Further research may determine if roles and challenges identified by the eight participants mirror other states’ results.

APA, Harvard, Vancouver, ISO, and other styles

30

Ragnar, Svensén Emilia. "Vem hålls ansvarig? : En studie av de förändrade förutsättningarna för ansvarsutkrävande med avseende på svensk krigsmaterielexport." Thesis, Försvarshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-3445.

Full text

Abstract:

This thesis explores the changing prerequisites for accountability in terms of Swedish arms export. The study aims to uncover what has happened with the conditions for accountability in Sweden since the responsibility for export control was transferred from the government to the public administration. By investigating how the term “accountability” has been used in the literature of democratic theory, an abstract ideal model is being created. Comparing the changed structural arrangements, with each other and the ideal model, it is concluded that the prerequisites for accountability now seems to be in a worse state than they were before.

APA, Harvard, Vancouver, ISO, and other styles

31

Edwards, Robert Lawrence. "A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.

Full text

Abstract:

Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.

APA, Harvard, Vancouver, ISO, and other styles

32

Härdig, Carl Anders. "Brothers in Arms: An Analysis of the Syrian Military and Political Domination of Lebanon." Thesis, Linköping University, Department of Management and Economics, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1483.

Full text

Abstract:

The Syrian de facto occupation of Lebanon since 1976 is usually interpreted as the expression of the Syrian regime's adherence to traditional power considerations, rather than to the ideology of the ruling Ba'th party. In particular since Syria originally intervened on the side of the pro-status quo Lebanese Christians, and helped them defeat the anti-status quo Lebanese Muslims and Palestinians. In other words, they intervened against its traditional allies. The central question posed in this study is: Why is Lebanon so important to Syria that it is willing to make large human and material sacrifices in order to retain its grip on this small strip of territory? The traditional answers to this question are not satisfactory; the need for an alternative approach is apparent. While not refuting the description of Syrian policies as being based on pragmatic considerations, this analysis attempts to show that Syrian policies toward Lebanon in fact originate in the fundamental values promoted by Ba'th ideology. By employing a cognitive theoretical approach, the perceptions held by the Syrian leadership at the time of Syrian intervention are taken into account. This approach allows a number of key images to emerge, notably the image of an external plot against the Arab nation; one of the cornerstones of Ba'th ideology. When studying the modern day relationship between Syria and Lebanon, the same focus on Arab unity and the historical brotherly ties between the two countries can be identified. Hafez al-Asad's death and the rise to power of his son, Bashar al-Asad, has not lead to a radical change in Syrian policy, rather it is apparent that the same considerations and the same underlying images still guide the Syrian decision-makers. The result is that although pragmatism guides Syrian policies, the ideology of the Ba'th party sets the frames for this pragmatism and that a traditional two-state model cannot be applied on the relationship between Syria and Lebanon. The central finding in this study is that the Syrian leadership will go to great lengths to ensure Lebanon stays Arab and preserve the last remains of Arab unity in the face of the Zionist enemy. In the struggle against Israel, Syria and Lebanon are to remain Brothers in Arms.

APA, Harvard, Vancouver, ISO, and other styles

33

Tuten, Elizabeth M. "A case study of the perceived decision-making practices and patterns of secondary administrators using four scenarios." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001592.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Albritton, Sherri. "Perceptions by Heartland Educational Consortium (H.E.C.) Elementary Title I School Principals and Assistant Principals: Data Use in Their Role as Achievement-Related Decision Makers." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2980.

Full text

Abstract:

In the age of accountability and assessment, there is a need to ensure that data provided regarding student achievement can be effectively and appropriately utilized by school site administrators in a systematic way to improve student achievement. This study identified Heartland Educational Consortium Title I principals' and assistant principals' perceptions of their use of data as decision-makers in raising student achievement, with primary emphasis on Florida's Differentiated Accountability Model. Quantitative results revealed statistically significant differences in data use by administrators. Use of data by administrators for professional development was statistically significantly different from school improvement, leadership, or data skills. Data monitoring processes differed statistically significantly from school improvement. School improvement was identified by administrators as the area in which they use data most. Professional development was identified by the administrators as the area in which they use data least. No statistically significant differences occurred between principals and assistant principals in use of data measured by subscales. Principals and assistant principals suggested that professional development, provided by school, district, and state personnel, supported their use of data. Overwhelmingly, time was cited most often by principals and assistant principals as a barrier to data use. Findings suggest that administrators should continue to use data for achievement-related decision making for school improvement. Specifically, administrators should continue to work with leadership teams, school staffs, and School Advisory Councils to identify school improvement strategies using multiple sources of data and analyzing trends. Contradictory findings imply that administrators reevaluate how they use data for professional development. School district personnel should reevaluate their professional development programs for administrators. An additional implication from the findings is that district personnel must support school level administrators in "finding time" to analyze data. District administrators should consider strategies for school level administrators which eliminate time as a factor mitigating using data. The limited sample size provides a need to replicate with a larger size. A larger sample might provide insight into statistically significant differences between perceptions of assistant principals and principals.

APA, Harvard, Vancouver, ISO, and other styles

35

Maldonado-Devincci, Antoniette Michelle. "Repeated Binge Pattern Ethanol Administration During Adolescence or Adulthood: Long-term Changes in Voluntary Ethanol Intake and Mesolimbic Dopamine Functionality in Male Rats." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3228.

Full text

Abstract:

Binge alcohol consumption is a rising concern in the United States, especially among adolescents as during this developmental period alcohol use is usually initiated and has been shown to cause detrimental effects on brain structure and function. These findings have been established through the use of binge models in animals, where animals are repeatedly administered high doses of ethanol typically over a period of three or four days. While such work has examined the effects of a four-day and repeated three-day binge, there has been almost no work conducted aimed at investigating the long-term behavioral and neurochemical and/or functional consequences of repeated binge pattern administration during adolescence relative to adulthood on later ethanol-induced behavior and neurochemistry in adulthood. The present set of experiments aimed to examine the dose-response and age-related differences induced by repeated binge pattern ethanol administration during adolescence or adulthood on voluntary ethanol consumption (Aim 1), changes in ethanol metabolism following ethanol pretreatment (Aim 2) and mesolimbic dopamine functionality (Aim 3) in adulthood. In both experiments, adolescent and adult male rats were intragastrically administered ethanol (0.5, 1.0 or 2.0 g/kg/ig) or isovolumetric water on postnatal days (PND) 28-31, PND 35-38 and PND 42-45 for adolescent rats and PND 60-64, PND 67-70 and PND 74-77 for adult rats. In both experiments all rats underwent fourteen days of abstinence (PND 46-59 or PND 78-91, respectively). Subsequently, in Experiment 1, all rats underwent voluntary ethanol consumption procedures, in which animals were exposed to 10% ethanol combined with decreasing saccharin concentrations across days from PND 60-82 for adolescent-exposed rats and PND 92-114 for adult-exposed rats. Finally, on PND 83 and PND 115, respectively, all animals were challenged with 2.0 g/kg ethanol and trunk blood samples were collected at 60 and 240 minutes post-injection. Results indicate there was a significant increase in voluntary ethanol intake in adolescent ethanol-exposed rats pretreated with 2.0 g/kg relative to their adult ethanol-pretreated counterparts. Faster ethanol metabolism was observed in adolescent rats pretreated with 2.0 g/kg during adolescence relative to adolescent-exposed rats pretreated with 0.5 g/kg and adults pretreated with 2.0 g/kg. For Experiment 2, all rats underwent surgery (PND 60 for adolescent-exposed and PND 92 for adult-exposed rats). From PND 61-64 for adolescent-exposed and PND 93-96 for adult exposed rats, all animals underwent recovery from surgery. Finally, all rats underwent in vivo microdialysis on PND 65 for adolescent-exposed and PND 97 for adult-exposed rats, with K+ (100 mM) infused into the ventral tegmental area and accumbal dopamine overflow assessed in the nucleus accumbens septi. The results from Experiment 2 indicate lasting changes in mesolimbic dopamine functionality with a trend for decreased potassium-stimulated dopamine overflow in the nucleus accumbens septi in adolescent-ethanol pretreated rats and a trend for increased potassium-stimulated dopamine overflow in adult ethanol-pretreated rats. The results from the present set of experiments show the dose-dependent impact of binge-pattern ethanol exposure during adolescence on subsequent ethanol consumption and ethanol metabolism in adulthood. These findings indeed determine adolescence as a period of vulnerability to the long-term changes in ethanol consumption relative to similarly-exposed adult male rats. Importantly, the results of Experiment 2 indicate an alteration in the functionality of the mesolimbic pathway in adulthood following adolescent binge pattern ethanol exposure, which demonstrates a long-term depression in mesolimbic dopamine functionality following adolescent binge pattern ethanol exposure.

APA, Harvard, Vancouver, ISO, and other styles

36

Cairone, Cinzia, and Ida Sjödin. "Konst och företagande : En studie av konstsamlingars betydelse inom företag." Thesis, Södertörns högskola, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38420.

Full text

Abstract:

Syftet med uppsatsen är att ta reda på hur företags konstsatsningar har initierats och vad syftet är med konstsamlingarna. Det här ansåg vi intressant att undersöka då näringslivets involvering i konst har blivit allt större runt om i världen. För att uppfylla syftet valde vi att göra en flerfallsstudie av företagen Cederquist, Folksam, IBM och SEB, där vi utförde kvalitativa intervjuer med respondenter som arbetade med konsten inom respektive företag. Resultatet visar på att initieringen av konstsamlingarna i samtliga företag genomförts då de bytt kontor, initiativen har kommit från högt uppsatta personer inom det aktuella företaget med ett konstintresse. Det främsta syftet med konsten var som en personalfrämjande åtgärd, där konsten ska bidra med kreativitet och inspiration till de anställda, ytterligare kom vi fram till att konsten används i syfte att förbättra företagets varumärke.
What caught our attention when initiating this study is the fact that business interest in art has increased globally. This study examines how corporations are starting to prioritize investing in art and the purpose and value of art collections in established organisations. To conduct this study we decided to do a case study of the companies’ Cederquist, Folksam, IBM and SEB. The method used in this study is qualitative interviews with participants that have experience in procuring at least one art collection within each company. The results are clear, that art collections are mainly obtained due to senior executive’s individual passion for art, as well as when companies relocate offices. We found that the main purpose of art is to create a nice work atmosphere, where art can inspire and contribute to creativity amongst the staff. Conclusively, art within companies can also strengthen their own brand-image.

APA, Harvard, Vancouver, ISO, and other styles

37

Crawford, Jessie A. "Art for One or Art for All? Exploring the Role and Impact of Private Collection Museums in the United States." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460929598.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Fuhriman-Ebert, Xochitl Monteen. "Overlooked and uninformed| Discovering what the parents of long term ELL students perceive and understand about their child's education." Thesis, Lewis and Clark College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149692.

Full text

Abstract:

The problem that undergirds this study is the communication and understanding gap that exists between parents of Long Term English Language Learners (LTELL) and educational institutions. The purpose of this qualitative study was to uncover what Latino parents of LTELLs understood about their children’s language development as well as their academic standing. Using focus groups and interviews, the study examined how five parents of LTELL students communicated with their children’s schools and what understanding they held about the educational programs and policies in the district. The study included gathering parents’ ideas for how to improve the current system of communication between parents of LTELLs and the schools.

By exploring parents perceptions, through counter-story telling, of what was communicated to them about their children’s linguistic progress and academic placement, they made sense of current practices and determined future expectations between them and the school. Additionally, the study helped parents understand the academic trajectory and linguistic development of their children and the impact they can create by having their voices heard.

The analysis revealed four overarching themes. First, parents moved to the U.S. because they desired for a better future for their children. Second, the notion of education versus la educación was explored, where parents expressed cultural and linguistic teaching expectations at home and at school. Third was the theme of self-blame, where parents tended to blame themselves, rather than the system, for their children’s lack of language proficiency. Finally, parents highlighted communication, which they described as the core cultural and linguistic barrier at home and school.

Although the parents of LTELLs may unintentionally experience being uniformed and overlooked, they are highly concerned about their children’s English language proficiency and academic placement. Their collective voices expressed the hope for a good education leading to a successful future.

APA, Harvard, Vancouver, ISO, and other styles

39

Hellmark, Ulrik. "Vem talar för den svenska vargen? : Om svensk vargförvaltning." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64611.

Full text

Abstract:

Sveriges vargförvaltning som är en del av viltförvaltningen har genom årengenomgått flertalet förändringar. En av de största reformerna genomfördes år 2010då regeringen beslutade att införa så kallade Viltförvaltningsdelegationer vid samtligalänsstyrelser. Trots att syftet med dessa är att nå acceptans och samförståndmisslyckas detta och förvaltningsarbetet består fortfarande av konflikter och måletuppfylles därmed inte. Tidigare forskning gällande Viltförvaltningsdelegationernavisar att jaktsidan är överrepresenterad och att koalitioner som stöder vargjakt ärbetydligt större än de som önskar att bevara den svenska vargstammen.Den här uppsatsen tar avstamp i tidigare studier och undersöker utfallen av deregelförändringar som ägt rum inom svensk vargförvaltning, vilket är det mestkonfliktfyllda området inom viltförvaltningen. Ett skifte gällande vilka aktörer som fårdelta samt vilken instans som beslutar i överklaganden genomfördes 2016 ochformellt har miljöintresset stärkts, detta till följd av en dom från högstaförvaltningsdomstolen. Med hjälp av IAD-ramverket har frågor ställts till textmaterialoch domar har granskats, både från allmän domstol och från Naturvårdsverket somtidigare var överklagandeinstans. Vilka är då utfallen? Uppsatsen visar att reformeninte alls varit till den fördel för vargens varande i Sverige som det formella regelverketger en fingervisning om. En tydlig diskrepans finns mellan Naturvårdsverketsbedömningar (vilka gällde för 2016) och allmän domstols beslut, som gäller idag.Trots att EU:s art- och habitatdirektivet ska beaktas i större utsträckning efterreformen dömer allmän domstol i högre utsträckning till jaktintressets fördel än vadNaturvårdsverket gjorde när de prövande överklaganden.

APA, Harvard, Vancouver, ISO, and other styles

40

Neale, Jenifer E. "To See and Be Seen: Exploring Layers of Instructional Leadership and Supervision in the Enactment of a District-wide Teacher Evaluation Reform." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3261.

Full text

Abstract:

This dissertation analyzes instructional leadership and evaluation protocols from a large, diverse district in the Southeastern United States in order to investigate layers of accountability and tensions created when principals are asked to fill the dual roles of both instructional leader and supervisor in a newly implemented teacher evaluation system reform. For this dissertation I investigate the role of the principal as a colleague and mentor and compare this with the role of the principal as supervisor and evaluator in hierarchical systems. I include the role of the peer evaluator, a new position, in my analysis. Critical discourse analysis is utilized, primarily informed by Fairclough's Three Dimensional Framework for investigating discourses of instructional leadership and attendant Foucauldian notions of governability. The analysis shows that district administrators, principals, peer evaluators, and teachers employ nuanced definitions of instructional leadership. These definitions are impacted by deeply entrenched norms of what it means to be a principal and a teacher within the hierarchy of the school district of interest. Principals in this study were able to navigate the dual roles of instructional leadership and supervision largely due to how they and teachers defined the role of instructional leadership. The teacher evaluation reform has brought with it a new perspective on the hierarchy coinciding with new power dynamics. The results of this study have implications for our understanding of the role of the principal and how that role is constructed by principals and teachers as well as district administrators and peer evaluators.

APA, Harvard, Vancouver, ISO, and other styles

41

Dixon, Decia N. "Perceptions of school based mental health services by directors and supervisors of student services." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Kittendorf, Lorie Anne. "An Exploration of Undeclared Students' Expectations of Experiences for Faculty Interactions and Co-Curricular Involvement." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4100.

Full text

Abstract:

Student persistence and achievement are areas of significant concern for institutions of higher education. With national college graduation rates hovering in the 50% range, it is important for colleges and universities to understand which student characteristics and campus environments lead to greater success, as well as the expectations students have of the college experience. Research on undeclared students is vast and dates back more than 70 years, and many of the seminal studies and respected research data have led to the perception that they are at higher risk of attrition and have lower levels of academic achievement than their declared peers. Research also shows that the two most important ways to help students connect to institutions is through faculty interactions and involvement in clubs and organizations. A new and growing body of research on student expectations posits that students who have unmet expectations of the college experience are also at higher risk of attrition. This study sought to integrate those three research concepts and analyze the expectations of undeclared students to determine if undeclared students had lower expectations of the college experience than their declared peers, specifically as those expectations relate to interactions with faculty and involvement in clubs and organizations. This study also sought to determine if undeclared students had lower levels of academic achievement or persistence than their declared peers. Using the College Student Expectations Questionnaire (CSXQ), this research analyzed the expectations of 3,219 first time in college (FTIC) students at a large, metropolitan, public university in the South who responded to the CSXQ during summer 2008 orientation. Results indicated that although differences were discovered between undeclared and declared students for expectations of student-faculty interaction and for expectations of involvement in clubs and organizations, the low effect sizes indicated that the differences could not be attributed directly to declaration of major. Results also indicated that undeclared students did not persist at rates statistically significantly different than their declared peers, nor did they achieve lower GPAs or fewer credit hours. While this study did not reveal statistically significant differences for any of the dependent variables, this research is beneficial in that these results contribute to the research findings that undeclared students are not attrition prone or less likely to achieve. More current research is needed on the population of undeclared students to determine if the perceptions are outdated and no longer generalizable to today's generation of students. Additionally, more research is needed on the expectations of students, in general, to determine what impact, if any, those expectations have on student interactions with the college environment and on the outcomes of persistence, achievement, and graduation.

APA, Harvard, Vancouver, ISO, and other styles

43

Lineberry, Matthew. "Expatriates' Acculturation Strategies: Going Beyond "How Adjusted Are You?" To "How Do You Adjust?"." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4128.

Full text

Abstract:

Expatriates' degree of adjustment to living and working in a foreign country is well-accepted as an important outcome variable in expatriate management research. However, measures of degree of adjustment do not capture the breadth of strategies expatriates may use to achieve such adjustment, which may be critical for understanding whether expatriates have achieved a healthy and productive orientation to life abroad. Borrowing from research on immigrant populations, this study examines the construct of expatriate acculturation strategies, which characterize expatriates' mode of adjustment along two independent dimensions reflecting maintenance of one's home culture and engagement of the host culture, respectively. One hundred U.S. expatriates were recruited and completed an index of acculturation strategies. In addition, participants completed survey and reaction-time based measures of proposed antecedents, correlates, and outcomes of varying acculturation strategies. Results suggest that expatriates largely pursue either a maintenance-focused or engagement-focused strategy and that acculturation strategies are not redundant with degree of adjustment. Relationships between acculturation strategies and relevant individual differences, characteristics of expatriate positions, and outcomes are discussed.

APA, Harvard, Vancouver, ISO, and other styles

44

Ottengren, Helga. "Scenkonstens geografi : En explorativ studie över lägets betydelse för producerande scenkonstkompanier." Thesis, Blekinge Tekniska Högskola, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16128.

Full text

Abstract:

Syfte: Att undersöka huruvida scenkonstkompanier bildar industrispecifika kluster som ger upphov till gemensamma fördelar och därmed kan höja den konstnärliga kvaliteten. Metod: En kvantitativ enkätundersökning bland aktiva svenska scenkonstkompanier som analyserats genom principalkomponentanalys. Slutsatser: Det tycks finnas ett kluster av scenkonstverksamhet i Stockholm. Klustret inkluderar dock inte alla kompanier som finns på platsen, vilket indikerar att scenkonst inte är ett bra begrepp för att avgränsa kluster. Genre, professionalitetsgrad och närvaron av en konstnärlig ledare som inte också ingår i ensemblen tycks vara viktiga faktorer för att förstå vilka verksamheter som bildar gemensamma kluster.
Purpose: To determine whether the Performing Arts form industry specific clusters that share positive externalities and improve artistic quality. Method: A quantitative study based on a survey among active Swedish performing arts companies, analyzed by means of a Principal Components’ Analysis. Results: A cluster of Performing Arts’ companies seems to exist in Stockholm. However, the cluster does not include all Performing Arts’ activities present in the area, indicating that Performing Arts is not a good delineator of the specific activities prone to form a common cluster. Genre, professionality and the presence of an Artistic Director who doesn’t take part in the ensemble seem to be important factors to predict liability to form local clusters.

APA, Harvard, Vancouver, ISO, and other styles

45

Beck, Paula D. "Fourth-Grade Students' Subjective Interactions with the Seven Elements of Art| An Exploratory Case Study Using Q-methodology." Thesis, Long Island University, C. W. Post Center, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666682.

Full text

Abstract:

The purpose of this exploratory study was to examine if any relationship exists between a cross-section of 48 fourth-grade elementary-school students in one suburban intermediate school, thirty miles from a large northeast metropolitan city, and their artistic judgments regarding the seven elements of art; color, form, line, shape, space, texture, and value. Each of these elements of art affects our senses and might offer a better understanding of an individual. This study employed a mixed methods interdisciplinary approach, to identify viewpoints that were shared among children, and the works of art. Four Q-models emerged from the data, and were identified as: (1) Colorful and Eye-catching; (2) Perplexity and Animals; (3) Multiple Components; and (4) Nature.

Q-methodology, a form of factor analysis, was utilized for its suitability in facilitating children's participation in research. The use of Q-methodology allowed participants to be competent contributors regarding their behavior without speaking. These findings lead to a better understanding of students' likes; which can increase awareness and engagement; strengthen motivation; and lead to better performance in school.

Participant characteristics included: gender, ethnicity (Asian, Black, Hispanic, and White students), socioeconomic status (SES), academic and artistic ability. Findings showed that each of these characteristics were salient factors. The results of this study support the visual arts in schools; can contribute to curriculum development; teacher education; policymaking; text book visuals; and to the field of neuroaesthetics. Keywords: behavior, fourth-grade students, seven elements of art, Q-methodology

APA, Harvard, Vancouver, ISO, and other styles

46

Carter, Kelly E. "Capital Structure, Credit Ratings, and Sarbanes-Oxley." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3033.

Full text

Abstract:

Since Sarbanes-Oxley (SOX) is an exogenous shock to the information environment of U.S.-listed firms, those firms might adjust their capital structures to reflect the new information environment. Using univariate and multivariate tests, including differences-in-differences, I examine SOX's effect on the capital structure of U.S.-listed firms relative to Canadian firms listed in Canada, which are treated as control firms since they are not subject to SOX. The results indicate that, after the passage of SOX, U.S.-listed firms raise their long-term debt ratios by two to three percentage points, relative to the control group. U.S. firms listed in the U.S. drive this result, while Canadian firms cross-listed in the U.S. do not alter their long-term leverage ratios after SOX. The higher debt ratios do not occur because of lower rates of growth in equity and short-term debt after SOX for U.S.-listed firms, relative to control firms. In addition, firms that heavily (lightly) manage earnings prior to SOX use less (more) debt after SOX. Previous research argues that the Sarbanes-Oxley Act (SOX) could require managers to reveal bad news about their firms. Bad news may cause market participants, including credit rating agencies, to update their beliefs about those firms and conclude that their outlook is not as profitable as initially thought. In this paper, I examine short- and long-term credit ratings after SOX. The main finding is that, in the SOX era, aggressive earnings management is associated with lower short- and long-term credit rating levels. This result is robust to size and suppliers' outlook on the economy.

APA, Harvard, Vancouver, ISO, and other styles

47

West, Nicole Mary-Ella. "The African American Women's Summit: A Case Study of a Professional Development Program Developed by and for African American Women Student Affairs Professionals." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3405.

Full text

Abstract:

While African American women have been participating in American higher education for more than a century, they remain significantly underrepresented among college and university administrators. Researchers have noted that when these women are able to secure administrative positions, many of them contend with intense isolation and marginalization, which compromises their personal well-being and jeopardizes their professional success. Black feminist scholars have suggested that African American women may be assisted by involving themselves in supportive networks that provide them the opportunity to connect with other African American women. Further, these scholars contend that these activities should be facilitated by African American women. The African American Women's Summit (AAWS) is a national professional development program that has been developed by and for African American women student affairs professionals. The AAWS is offered during the National Association of Student Personnel Administrators' (NASPA) Annual Conference and provides a venue for African American women student affairs administrators to connect with one another and exchange information related to the successes and struggles they face on their respective campuses. The purpose of the present study was to explore and describe how the AAWS assisted African American women student affairs professionals employed at predominantly White institutions resist challenges related to the underrepresentation, isolation, and marginalization they face as higher education administrators, and contributed to their personal well-being and professional success. This purpose was accomplished by conducting a qualitative case study, which included an analysis of AAWS participant interview data. In addition to themes relevant to the purpose of the study, an in-depth description of the case of interest (i.e., the AAWS) was also constructed, which included the history philosophy, and curriculum of the AAWS as well as 2006-2011 participant demographic data. The demographic profile of the African American women student affairs professionals who participated in the study closely resembled that of the African American women student affairs professionals who participated in the AAWS between 2006-2011. Findings revealed that there were common ways in which participating in the AAWS assisted the African American women student affairs professionals in this study to resist challenges related to the oppressions they face as higher education administrators at PWIs. Themes related to this research question included the identification and validation of oppressive experiences, the dissemination of strategies to resist oppressions, and the fortification of African American women's standpoint. The three themes that emerged relative to how the AAWS contributed to the personal well-being of the participants (research question #2), focused on the centrality of the participants' own physical, spiritual and interpersonal wellness. Participants' responses in regards to how the AAWS had contributed to their professional success (research question #3) were centered on mentoring and networking opportunities created by the AAWS, as well as encouragement to engage in professional development initiatives. The findings of this study seem to suggest that African American women student affairs professionals may be able to derive tremendous strength from culturally affirming environments that are created when they assemble in intentionally-designed spaces created by and for themselves. Thus, these women are encouraged to pursue opportunities to develop and participate in professional development opportunities similar to the AAWS. Higher education institutions, as well as student affairs professional associations, that are committed to promoting and facilitating the personal well-being and professional success of African American women student affairs professionals should look to these women to define the types of support they need and then facilitate the creation of programs that have been developed by and for us.

APA, Harvard, Vancouver, ISO, and other styles

48

Norton, Janel Lynn. "Global CSR And Photographic Credibility: Exploring How International Companies Portray Efforts Through Photographs in CSR Reports." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4185.

Full text

Abstract:

We are living in the age of the visual. Imagery is an important element in constructing and deriving meaning through symbols, colors, and context. Images may hold persuasive power, be used as evidence, or simply provide a moment of beauty. Organizations rely on photographs to help them convey an image to their stakeholders within annual reports. Telling an organizations' story through photographs has become an intrinsic part of their efforts to convey sustainability. We live in the age of transparency, and organizations that construct an image that is not truthful will face consequences in today's socially connected and conscious world. Corporate social responsibility has become the triple bottom line in many global organizations, but they have yet to embrace the ethics of visually conveying these efforts in a truthful way. This study explored organizations that have been deemed the most open and honest in their CSR reporting to determine if that extends to the use of photographs within these reports. Findings suggest that although truthful photographs do exist within CSR reports, few can be validated due to lack of photo credit or caption information. Publications who do not provide this level of transparency in their visual reporting run the risk of producing skeptical CSR reports.

APA, Harvard, Vancouver, ISO, and other styles

49

Walker, Erin J. "The Mediating Role of Regulatory Focus in the Relationship between Transformational/Transactional Leadership and Follower Work Outcomes." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4249.

Full text

Abstract:

The purpose of this research was to integrate the areas of leadership and motivation by examining how leaders' behaviors affect their followers' regulatory foci. Specifically, a separate laboratory experiment and field survey were conducted to determine whether leader transformational and transactional behaviors shape followers' work-based promotion and prevention regulatory foci, which in turn affect followers' outcomes at work. Overall, there was limited evidence that inspirational motivation and contingent reward leader behaviors were related to follower work-based regulatory focus, and work-based regulatory focus was related to several work-related outcomes. The moderating role of chronic regulatory focus on the relationship between leader behaviors and work-based regulatory focus as well as the mediating role of work-based regulatory focus between leader behaviors and work-based outcomes were also explored. Implications and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Daniel, Edwing Delamour. "Perceived Leadership Practices of Student Affairs Professionals: An Analysis of Demographic Factors." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3060.

Full text

Abstract:

Student affairs professionals in higher education are expected to provide leadership in many ways on their campuses. Obtaining a more complete picture of the leadership characteristics of the profession is therefore important in informing those in the profession who provide continuing professional development programming and for those who teach in graduate student affairs programs. The purpose of this quantitative research study was to determine whether there were differences in the perceived leadership practices of student affairs professionals when analyzed by the independent variables of race, gender, level of current position, age, and highest degree earned. The instrument used in this survey was the Leadership Practices Inventory-Self (LPI-Self) originally developed by Kouzes and Posner (1988) and updated in 2003. The LPI contains 30 statements, organized into five subscales, describing behaviors rated on a 10-point Likert-type scale. The five subscales are Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The instrument measures an individual's perceived use of the different behaviors in each leadership practice. An email was sent to 2,807 student affairs professionals in the Southern Region (Region III) of NASPA containing an invitation to participate in this study. A total of 713 surveys were completed for an overall response rate of 25.4%. A significant statistical difference was found in the leadership practice Encourage the Heart for race. Black student affairs professionals' perceptions of their leadership practice of Encourage the Heart were statistically significantly higher than their Hispanic and White counterparts. In addition, a significant statistical difference was found for the independent variable level of current position where senior-level student affairs professionals scored statistically higher than mid- and entry-level professionals. Furthermore, for the independent variable highest degree earned, student affairs professionals with doctoral degrees scored significantly higher on all five leadership practices than student affairs professionals with masters' or bachelors' degrees. However, no significant differences were found between student affairs professionals with bachelors' or a masters' degrees. This study supports the idea that leadership development may be enhanced through experience and graduate work which results in obtaining a doctorate. The findings also suggest that student affairs professionals in mid- and entry- positions may benefit from development and pre-service programs where the leadership practice inventory is administered and professionals are made aware of their leadership practices .

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Studio arts administration'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles