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Dissertations / Theses on the topic 'Developmental states'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

MacNeil, Robert. "Neoliberal Climate Policy in the United States: From Market Fetishism to the Developmental State." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23587.

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The research question animating this project is ‘what is the nature of neoliberalism’s influence on recent and contemporary US climate change policy?’ Situating itself against several growing bodies of literature which have sought to underscore the fetishism of markets in recent environmental and climate policy agendas under neoliberalism – e.g., the work of Heynen et al (2007) on ‘neoliberal environments’; Paterson and Newell’s (2010) work on neoliberalism and carbon markets; and the work of Dryzek et al (2003) on state forms and ecological modernization – this project argues that any such analysis must be predicated on a considerably more nuanced conception of (a) ‘neoliberalism’, (b) the historic role of states in fostering accumulation, and (c) the nature of policy development within any specific neoliberal context. Applying these theoretical re-conceptualizations to the American context, the project argues that a central tension informing contemporary US climate policy under neoliberalism can be understood a stand-off between two prevailing logics in the federal policy process: on the one hand, Washington’s attempt to build on its tradition of using state power to foster high-tech market development by cultivating the alternative energy realm as a developmental state project, and on the other, the anti-regulationist bent of neoliberalism which seeks to delegitimize the ‘pull’ policies required to ‘creatively destroy’ conventional energy and animate domestic alternative energy markets. Against the general conception of the US as a ‘climate laggard’ whose policy options are restricted market mechanisms and generally anathema to progressive ecological modernization, this body of work shows how the US has managed to develop a robust set of interventionist ‘push’ and ‘pull’ climate policies along ‘alternative policy pathways’, despite the prevailing anti-state rhetoric of neoliberalism.
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2

Mukhopadhyay, Rituparna. "Chromatin Insulators and CTCF: Architects of Epigenetic States during Development." Doctoral thesis, Uppsala University, Department of Animal Development and Genetics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4241.

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A controlled and efficient coordination of gene expression is the key for normal development of an organism. In mammals, a subset of autosomal genes is expressed monoallelically depending on the sex of the transmitting parent, a phenomenon known as genomic imprinting.

The imprinted state of the H19 and Igf2 genes is controlled by a short stretch of sequences upstream of H19 known as the imprinting control region (ICR). This region is differentially methylated and is responsible for the repression of the maternally inherited Igf2 allele. It harbors hypersensitive sites on the unmethylated maternal allele and functions as an insulator that binds a chromatin insulator protein CTCF. Hence the H19 ICR, which plays an important role in maintaining the imprinting status of H19 and Igf2, was shown to lose the insulator property upon CpG methylation.

Another ICR in the Kcnq1 locus regulates long-range repression of p57Kip2 and Kcnq1 on the paternal allele, and is located on the neighboring subdomain of the imprinted gene cluster containing H19 and Igf2, on the distal end of mouse chromosome 7. Similarly to the H19 ICR, the Kcnq1 ICR appears to possess a unidirectional and methylation-sensitive chromatin insulator property in two different somatic cell types. Hence, methylation dependent insulator activity emerges as a common feature of imprinting control regions.

The protein CTCF is required for the interpretation and propagation of the differentially methylated status of the H19 ICR. Work in this thesis shows that this feature applies genomewide. The mapping of CTCF target sites demonstrated not only a strong link between CTCF, formation of insulator complexes and maintaining methylation-free domains, but also a network of target sites that are involved in pivotal functions. The pattern of CTCF in vivo occupancy varies in a lineage-specific manner, although a small group of target sites show constitutive binding.

In conclusion, the work of this thesis shows that epigenetic marks play an important role in regulating the insulator property. The studies also confirm the importance of CTCF in maintaining methylation-free domains and its role in insulator function. Our study unravels a new range of target sites for CTCF involved in divergent functions and their developmental control.

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3

Fournier, Jody Stanton. "Beliefs that emotion and need states influence perception : developmental differences /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124570332.

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4

Wundrak, Linda. "Developmental states als Modell Chancen und Hindernisse der neuen südafrikanischen Entwicklungsstrategie /." München : Lehreinheit Prof. Dr. Mir A. Ferdowsi, Geschwister-Scholl-Inst. für Politische Wiss, 2009. http://d-nb.info/994407785/34.

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5

Wundrak, Linda Ferdowsi Mir A. Opitz Peter J. "Developmental states als Modell Chancen und Hindernisse der neuen südafrikanischen Entwicklungsstrategie." München Lehreinheit Prof. Dr. Mir A. Ferdowsi, Geschwister-Scholl-Inst. für Politische Wiss, 2008. http://d-nb.info/994407785/34.

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6

Kim, Suweon. "Leadership and bureaucracy in developmental states : case studies of Korea and Ghana." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/3727.

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Includes abstract.
Includes bibliographical references (leaves 65-72).
This thesis argues that the emergence of a developmental state is contingent on a developmental bureaucracy, which is in turn spawned by a developmental leadership. A developmental leadership creates a developmental bureaucracy through the depoliticisation of economic issues and the insulation of the bureaucracy from political interference. In substantiating this central argument, two countries – South Korea under Park Chung-hee, and Ghana under Kwame Nkrumah – are studied. South Korea and Ghana present contrasting fortunes of progress on the path of development. In 1957 when Ghana gained independence, its per capita income was more than that of South Korea.
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7

Hall, James P. "The early developmental history of concrete block in America." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/613.

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8

Ngqebe, Vuyokazi Bulelwa. "Issues of developmental states : Integrated Development Plans and capacity in the Amathole District Municipality of South Africa." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62681.

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The successes of the East Asian Tigers in constructing developmental states have become a prototype for developing countries in building their own models for social and economic development. This research study investigates the challenges that face developing countries such as South Africa in creating their own developmental state. The 2011National Development Plan set out the intention to transform South Africa into a capable and developmental state that can intervene to correct historical inequities. For this reason the local sphere of government plays a significant role in enhancing social and economic development in South Africa. This research study pays particular attention to the Amathole District Municipality. It is impossible to discuss the notion of a developmental state and state intervention without analysing the policies that the post-apartheid government introduced in South Africa since the dawn of the democratic dispensation in 1994. The research will study the RDP, GEAR, ASGISA and JIPSA macro-economic policies that were introduced after 1994 to redress inequalities and promote socio-economic development in South Africa. In spite of the achievements in improving the lives of South African communities by providing greater access to water and sanitation, housing and public health care to a larger number of citizens from various backgrounds, South African municipalities are faced with ever-increasing backlogs and a dissatisfied citizenry that have turned to municipal protests to raise their concerns. Given the structure of the South African economy, harsh poverty and inequalities that have plagued South African communities for decades, it is of significance to assess the challenges that local government faces in implementing policy that will successfully progress socio-economic development and make the developmental state vision feasible in South Africa. This research study concentrates on the varying capacity challenges in previously marginalised South African municipalities that often hinder efficient implementation of policy such as the Integrated Development Plan (IDP). The National Capacity Building Framework for Local Government is utilised in this research study to assess whether the Amathole District Municipality is capable of implementing the IDP that will realise a developmental state in South Africa. The purpose of this study is to analyse the capacity that the Amathole District Municipality has to implement sound Integrated Development Plans and identify the obstacles that affect its ability to implement policy with a view to providing recommendations that will assist the municipality and other South African municipalities improve policy implementation. The 5-C Policy Implementation Protocol Model will be utilised in the research study.
Dissertation (MPhil)--University of Pretoria, 2017.
School of Public Management and Administration (SPMA)
MPhil
Unrestricted
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9

Finn, Fran A. "Leadership development through executive coaching: The effects on leaders' psychological states and transformational leadership behaviour." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/17001/1/Fran%20Finn%20Thesis.pdf.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders' psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group's high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders' developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders' transformational leadership behaviour after executive coaching. There were no significant changes in leaders' self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders' psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders' behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants' ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members' perceptions of their leader's transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.
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10

Finn, Fran A. "Leadership development through executive coaching : the effects on leaders' psychological states and transformational leadership behaviour." Queensland University of Technology, 2007. http://eprints.qut.edu.au/17001/.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders’ psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group’s high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders’ developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders’ transformational leadership behaviour after executive coaching. There were no significant changes in leaders’ self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders’ psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders’ behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants’ ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members’ perceptions of their leader’s transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.
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11

Aragon, Arthur J. "A comparative analysis of developmental test and evaluation in the United States Army." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA285719.

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Thesis (M.S. in Management) Naval Postgraduate School, September 1994.
Thesis advisor(s): Thomas H. Hoivik, Michael Sovereign. "September 1994." Includes bibliographical references. Also available online.
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12

Lewandowski, Jeffrey David. "Evolutionary transitions between states of structural and developmental characters among the algal Charophyta (Viridiplantae)." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2144.

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Thesis (M.S.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Dept. of Cell Biology and Molecular Genetics. 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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13

Noble, Lanetia (Sam). "Evaluating a college developmental reading program recommendations for improvement /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 158 p, 2008. http://proquest.umi.com/pqdweb?did=1456290441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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14

McAteer, Heather N. "Mentorship of women in the United States Army| A qualitative case study." Thesis, The University of the Rockies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242247.

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Mentorship in the workplace is a critical component of leader development that benefits both the individual and organization. While the United States Army’s mentorship program takes an informal approach to initiating mentoring connections, active mentorship is an expectation of all leaders. Women in the army remain underrepresented in the senior ranks, creating a situation that may lead to more limited opportunities for the female-to-female interactions that would result in a diverse mentoring experience. This qualitative case study explored the mentoring experiences of a purposive sample of interviews with 10 women officers assigned to Brigade Combat Teams while stationed at Fort Hood, Texas. Results were analyzed using two cycles of inductive coding and pattern-matching techniques. The six themes that emerged provide insight into the conditions and mechanisms that may create more effective professional mentoring relationships for military leaders.

Key Words: female mentoring, women’s mentorship, United States Army officers, U.S. Army officers, leader development, qualitative

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15

Zechella, Anusha N. "Parenting of Children with Developmental Disorders in Asian Indian Families in the United States of America." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407773610.

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16

Kacar, Khamush Basak Kacar Khamush. "Identity and Career Experiences of Muslim Immigrant Women: The United States Context." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1502756371357156.

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17

Xie, Huichao. "Adapting and Validating a Parent-Completed Assessment: A Cross-Cultural Study of the Ages & Stages Questionnaires: INVENTORY in China and the United States." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20679.

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The Chinese government has announced the 2013 Guidelines for developing a national system for early detection of disability among children under 6 years of age. However, given limited resources, challenges exist with developmental measures required in the 2013 Guidelines. In order to meet the needs for a more accurate and cost-efficient measure for developmental assessment, the Ages & Stages Questionnaires:INVENTORY was translated into Simplified Chinese, and validated on a regional sample of 812 Chinese children ages from 1-25 months. Psychometric properties were examined; data from previous studies on the ASQ:INVENTORY in the U.S. were compared to identify differences between the two countries. Results indicated that the Chinese ASQ:INVENTORY was an instrument with sufficient internal consistency, reliability and validity. It was well accepted by parents and professionals in China. Findings suggested that the Chinese ASQ:INVENTORY provides a promising alternative measure for screening and diagnosing developmental delays in young children in China. Implications for future research and implementation are discussed.
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18

Freeman-Gutierrez, Ileana M. "Parenting styles, parents' level of acculturation, and developmental outcomes among Cuban American adolescents in the United States." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354642.

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This study examined whether the widely reported positive relation between "authoritative" parenting and adolescent adjustment among middle class white American families was also present among Cuban Americans, and whether this relationship was moderated by various degrees of parents' acculturation, including biculturalism. A sample of 112 adolescents of Cuban origin who attended high schools in South Florida was included in the study, along with their mothers and fathers, for a total of 336 participants. Three different standardized measures were employed—the Parental Authority Questionnaire (PAQ), the Bicultural Involvement Questionnaire (BIQ), and the Child Behavior Checklist/6-18 (CBCL/6-18)—as well as a Demographic Information Sheet (DIS). Scores from the PAQ and the BIQ were examined first to determine any relationship between parenting styles and parents' level of acculturation/biculturalism. Parenting styles and level of acculturation/biculturalism scores were later analyzed to predict adolescents' developmental outcomes as measured by the Total Competence and Total Problem scales of the CBCL/6-18. Multiple Regression Analyses revealed that no significant relationship was present between parenting styles and parents' level of acculturation/biculturalism, and that these two variables in turn did not significantly predict adolescents' developmental outcomes. Given that participants resided in an area with unique cultural characteristics as compared to the rest of the United States, the possibility of the acculturation/biculturalism variable masking the true effects of parenting styles was considered. Therefore, additional analyses were conducted without including the acculturation/biculturalism variable. In this case, results indicated that the positive correlates of authoritative parenting transcend the middle class white American culture and can be found in the population of Cuban Americans studied. According to these findings, as adolescents perceived their parents to be more authoritative, parents rated their adolescents as demonstrating higher levels of competence and lower levels of behavioral and emotional problems. In addition, as adolescents perceived their parents to be more authoritarian, parents found more behavioral and emotional problems in their children. Limitations in the study, and implications for future research and practice were also discussed.
Department of Counseling Psychology and Guidance Services
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19

Despetorich, Dayna Renee. "NUTRIENT INTAKES IN CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDERS COMPARED A NATIONALLY REPRESENTATIVE SAMPLE OF UNITED STATES’ CHILDREN." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243882450.

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20

Hicks, Janice Marie. "The Lived Experiences of African American Community College Achievers in Developmental Education." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984146/.

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Developmental education courses are typically defined as courses offered at postsecondary institutions below college level instruction. More than 60% of community college students are deemed non-college ready and required to enroll in non-credit bearing developmental education courses. Research shows that developmental education can be either a bridge or barrier to degree attainment for racial/ethnic minority students, particularly African Americans, who require developmental education more than any other racial/ethnic groups. The purpose of this study was to explore the lived experiences of African American community college achievers who were required to enroll in two or more developmental education courses. Achievers were defined as students who passed all developmental education courses and were enrolled in their final college gateway course at the time of the interviews. Utilizing a phenomenological approach and anti-deficit framework, 15 semi-structured interviews were conducted to capture the essence of how African American achievers described, interpreted, and understood their journeys from developmental education to becoming college ready to completing college level courses. Twelve participants were female and three were male, ranging from 20 to 52 years old. Results revealed seven major themes. The first research question addressed how achievers described their developmental education experience from pre-collegiate years through inside the classroom, and four themes emerged: (a) Achievers experienced difficulty from childhood through college matriculation; (b) achievers experienced support from familial and institutional agents; (c) achievers experienced chilly instructional environments; and (d) achievers experienced positive interactions with peer tutors. The second research question addressed factors that contributed to the persistence of achievers, and three themes emerged: (a) Achievers persisted because of clearly defined goals; (b) achievers persisted because of help seeking behaviors; and (c) achievers persisted because of intrinsic motivation that stemmed from difficult life experiences. Although the majority of participants were discouraged by the requirement to enroll in two or more non-college level courses, all stated that developmental education courses served as a bridge to their success in college level courses. Because developmental education is positioned at the intersection of secondary and postsecondary education, recommendations for policy, practice, and future research are presented for both educational levels.
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21

Ward, Monica Suzette 1963. "The effects of a computer-based higher order thinking skills curriculum on inferential comprehension." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276692.

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Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.
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22

Osborne, Daniel L. "An analysis of developmental plasticity in structural geometry at the proximal femur in adolescent females living in the United States." [Bloomington] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3264308.

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Thesis (Ph.D.)--Indiana University, Dept. of Anthropology, 2007.
Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 2031. Advisers: Della Collins Cook; David Burr. Title from dissertation home page (viewed Jan. 9, 2008).
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23

Erdogdu, Muammer Mustafa. "Developmental capacity and role of states in technological change : an analysis of the Turkish and South Korean car manufacturing industries." Thesis, University of Manchester, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488280.

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It is argued that the neo-classical approach of regarding the market economy as a largely sufficient means of optimising technological and economic development is quite unrealistic and market forces alone cannot assure rapid technological and economic development. It is suggested instead that the pace of technological change and industrial transformation can be accelerated by well-directed pro-active State intervention. To do so, the State must allocate resources, articulate goals, identify time frames, design and implement appropriate policies as well as establish linkage and integrative mechanisms. This thesis focuses on defining the characteristics of a State that can stimulate technological advancement in carefully selected sectors to achieve mastery of particular technologies in the drive for economic development. According to the argument of this thesis, it is by means of a developmental State, that technological development can become endogenised and it is differences in State capacity that largely explain variations in economic performance amongst developing countries. State actions that create coherence between the public and private sectors, so leading to a synergistic interaction promoting the strengths of both to the detriment of neither are also defined and described. From the starting position that it is the developmental State that is best positioned to co-ordinate and prioritise in order to bring about rapid technological and economic development, the thesis explores what are the defining characteristics of such a State. In addition to the three features recognised in the literature: - relative autonomy, capacity, and embeddedness - the thesis argues that for a State to become developmental, four other features are required. These are: - legitimacy of the State, unity in society, motivation for economic development, and political stability. The essence of this thesis's theoretical contribution is that it is the extent to which these seven features are developed, as well as the manner and extent of their interaction with one another, that determines the level of developmental capacity of a State in any particular period. By means of this theoretical framework, the socio-historical and political processes in the South Korean and Turkish States are analysed with reference to their car manufacturing industries. Technical changes implemented throughout the history of the three Turkish passenger car plants are investigated, together with the firms' characteristics and performance. The nature and objectives of technological changes generated in the plants are explored and both macro and firm-level factors that affect the firms' technological efforts are identified. The focus of the case studies is to uncover the precise nature of the means and mechanisms whereby the South Korean State's interventions proved to be so much more effective than those of the Turkish State.
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24

Bartoszuk, Karin. "Emerging Adulthood in North America: Identity Status and Perception of Adulthood Among College Students from Canada and the United States." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4.

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Alkahtani, Zuhair M. "A Comparative Study of the Attitudes of Dental Students in Saudi Arabia and the United States towards Individuals with Developmental Disabilities." Thesis, Tufts University School of Dental Medicine, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1543454.

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Background: Individuals with developmental disabilities (DD) experience poorer dental health than the general population. They have limited access to health care services and face barriers to maintaining good oral health. Dental schools provide minimal didactic and clinical training to prepare their students to manage individuals with disabilities. As a result, future dentists may not feel well prepared to provide dental care to these individuals.

Objective: This study was conducted to compare the attitudes of senior dental students at the Faculty of Dentistry at King Abdulaziz University (KAU), in Jeddah, in Saudi Arabia, and students at Tufts University School of Dental Medicine (TUSDM) in Boston, in the United States. The authors also aimed to determine if there was an association between pre-doctoral training in treating individuals with special needs, and having positive attitudes toward providing dental care to individuals with DD.

Methods: The authors surveyed 617 senior dental students at both schools using a 40-item online survey questionnaire. The questionnaire asked students about their experiences with individuals with DD, their pre-doctoral education in managing these individuals, and their attitudes toward these individuals. Data was analyzed using Chi-square tests, Independent Sample t-tests, Mann-Whitney U tests, and Spearman's rank correlation coefficient tests.

Results: Only 214 students responded to the online survey, with a response rate of 34.6%. Seventy six respondents (36.7%) were TUSDM students with a response rate of 21.2%, and 131 respondents (63.3%) were KAU students with a response rate of 50.8%. Only 15 (11.6%) of KAU students, compared to 64 (86.5%) of TUSDM students (p<0.001), reported treating an individual with a DD. Seventy one (58.2%) of KAU students, compared to only 10 (13.5%) of TUSDM (p<0.001), reported not receiving any training in treating individuals with DD. Fifty six (57.1%) of KAU students, compared to only 15 (20.3%) of TUSDM students (p<0.001), reported that their education had not prepared them effectively to treat individuals with DD. There was a significant difference in the attitudes between students at KAU and students at TUSDM. Students at TUSDM had more positive attitudes, compared to students at KAU. Fifty six (45.9%) of the KAU students, compared to 47 (67.2%) of the TUSDM students (p=0.047), "strongly disagreed" or "disagreed" that they would not desire individuals with DD in their practice. Forty two (34.4%) of the KAU students, compared to 60 (85.7%) of the TUSDM students (p<0.001), "strongly disagreed" or "disagreed" that dental services for individuals with DD should only be provided in a hospital.

Discussion: Students at TUSDM had more positive attitudes toward individuals with DD, compared to KAU students. These differences in the attitudes may be attributed to the significant differences in students' experiences, education, and training in treating individuals with DD at both schools.

Conclusions: There is a significant difference in the attitudes between students at TUSDM and students at KAU. There is an association between pre-doctoral training in treating individuals with special needs, and having positive attitudes toward providing dental care to individuals with DD.

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Stark, Manuel [Verfasser]. "The Emergence of Developmental States from a New Institutionalist Perspective : A Comparative Analysis of East Asia and Central Asia / Manuel Stark." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042470936/34.

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Purnell, Jean Alberts. "A developmental conceptualization of the concerns of faculty members in higher education : implications for the design of faculty development programs." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/564.

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This study examined the concerns of faculty members related to their university positions at beginning, middle, and late career stages to determine whether there are distinct differences between the concerns at the three stages. Concerns were identified through a quantitative method involving the use of the Faculty Concerns Checklist (FCCL), a list of 74 concerns assessed by respondents according to a five-point Likert scale from "not concerned" to "extremely concerned." A qualitative method was also used and involved interviews with faculty about work-related concerns and forms of assistance they perceived as helpful. Faculty concerns and responses regarding preferred types of assistance were analyzed to determine how these concerns might be best addressed by faculty assistance and development programs. Relevant data were obtained from 136 (32 early, 57 middle, and 47 late career stage) faculty from three American universities classified as Doctoral/Research Universities-Intensive who responded to the Faculty Concerns Checklist and 18 interviews with faculty. Analysis of the FCCL found that the concerns of faculty were differentiated according to self and task scales but that impact scales were not significantly different. Concerns of all types were highest at the early career stage and lower at later stages, showing evidence of a developmental continuum that was consistent with Erikson's concept of adult development stages and Loevinger's ego developmental levels. Common to all stages were high levels of concern for balancing time between teaching and research and for student learning and growth. Early career stage faculty were greatly concerned about understanding expectations for performance. The study concludes that faculty concerns can be addressed by extended orientation programs that help new faculty learn to allocate time among various workload responsibilities, faculty development programming that focuses on one-on-one attention to the needs of individuals within their classrooms, mentoring programs that encourage formative feedback on performance, and direct supervision that explicitly communicates performance expectations and detailed feedback following performance reviews. Recommendations for additional research include exploration of future uses of the Checklist, advanced age faculty entering the teaching career, faculty views on the vagueness of evaluation criteria, teacher preparation, compensation concerns, and diversity issues.
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Lee, Daphnee Hui Lin. "From Cradle to Playpen: the management of Chineseness in developmental state Singapore." Phd thesis, Canberra, ACT : The Australian National University, 2010. http://hdl.handle.net/1885/49385.

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The way Chineseness is managed by the state in ethnic Chinese majority nations is examined as a late-industrializing initiative. Using Singapore as the case study, identifications with Chineseness were studied for the key themes within late-industrializing discourse constructions. Chinese Singaporean respondents were asked for their interpretation of Chineseness in relation to their Western expatriate and Chinese mainlander colleagues. In some cases, Orientalist constructions emerged. This inquiry found the moderating factors of Orientalist discourse replications to be the respondent’s childhood socioeconomic background and linguistic primacy. The findings lent insights to the persistence of Orientalist constructions amongst individuals in late-industrializing societies. Insights as to how late-industrializing discourses constructions are moderated by factors distinctive from first-mover ones were sought. These insights enrich the theoretical framework of nation branding studies, a recent offshoot of nation studies with a marketing slant. Sociological considerations on the reproduction of late-industrializing predispositions were integrated through the concept of marcotted developmentalism. Marcotted developmentalism is advanced as the thesis’ conceptual framework. It explains the mediation of the late-industrializing landscape by two distinctive features. Firstly, ethnic management initiatives communicate the urgency of accelerated economic development amongst late-industrializing societies. Secondly, it emphasizes the presence of dual hegemony (i.e. Western dominance and Chinese ascendency) within the late-industrializing political economy.
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Celimli, Seniz. "A Comparative Study Of Family Functioning Processes Of Families With A Child With Autism In Turkey And In The United States." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610735/index.pdf.

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This study aimed to investigate the differences in parenting stress, coping ways, and family functioning variables of families with a preschool-aged child with autism from Turkey and from the United States (U.S.) and to find out how the factors of parenting stress, coping ways, and social support predict the adaptability of the families in terms of cohesion and flexibility in families of children with autism from Turkey and from the U.S. For this study, only the mothers of a child with autism aged between two and seven years old are included from both cultures. Multivariate Analyses of Covariance (MANCOVA) were conducted for comparing the mothers from both cultures in terms of parentig stress, coping ways, and family functioning variables. According to these analyses, while mothers did not diffenentiate for parenting stress variable, both groups of mothers were found to use different coping ways and to show different family functioning characteristics. Turkish mothers were found to use more problem-focused coping ways than their American counterparts. Moreover, mothers from Turkey were found to report higher flexibility and enmeshment than mothers from the U.S. In order to find out the predictors of family cohesion and flexibility, series of Hierarchical Multiple Regression Analyses were conducted for both groups of mothers separately. These analyses revealed different predictors of family cohesion and flexibility for mothers of children with autism from Turkey and from the U.S. The differences in group comparison and regression analyses were discussed in accordance with the relevant literature.
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Dailey, Anne C. "A developmental perspective on the ideal of reason in American constitutional law." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/116475.

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The ideal of reason is central to contemporary accounts of citizenship in American constitutional law. The individual capacity for reasoned choice lies closely aligned with the constitutional values of personal liberty and democratic self-government as they have evolved in Supreme Court decisions over the past century. Yet as presently conceived, the ideal of reason in constitutional law overlooks the process by which individuals actually acquire the capacity to choose their own values and commitments or to engage in reasoned thinking about collective ends. This paper argues that we cannot hope to sustain and foster a constitutional polity committed to the principles of individual liberty and democratic self-government without knowing something about how individual citizens come to possess this requisite skill of mind. A developmental perspective on reason in constitutional law provides a framework for examining the source and contours of the psychological skills that make it possible to lead an autonomous, self directed life and to participate meaningfully in the processes of democratic self-government. Developmental psychology, together with research in related fields, provides empirical support for the proposition that the psychological capacity for reasoned thinking has its roots in the early caregiving relationship. Thus, a comprehensive and integrated constitutional family law must recognize the role of early caregiving in the political socialization of children. This developmental approach offers a substantial reworking of constitutional doctrine in the areas of family privacy, parental rights, congressional power, and affirmative welfare rights.
El ideal de la razón es central a las nociones contemporáneas de ciudadanía en el derecho constitucional estadounidense. La capacidad individual de hacer elecciones razonadas es afín a los valores de libertad personal y de autogobierno democrático, tal como se han desarrollado en las decisiones de la Corte Suprema a lo largo del último siglo. Sin embargo, en su concepción actual, el ideal de la razón en el derecho constitucional estadounidense ignora el proceso mediante el cual los individuos adquieren efectivamente la capacidad de escoger sus propios valores y compromisos, o de razonar acerca de sus objetivos colectivos. Este ensayo sostiene que no podemos fomentar y mantener un cuerpo social entregado a los principios de la libertad individual y del autogobierno democrático sin entender cómo es que los ciudadanos adquieren esta habilidad mental necesaria. Una perspectiva del desarrollo acerca de la razón en el derecho constitucional nos proporciona un marco para examinar el origen y el perfil de las habilidades psicológicas que permiten llevar una vida autónoma y autodirigida así como participar significativamente en los procesos de autogobierno democrático. La psicología del desarrollo, en conjunto con la investigación en áreas relacionadas, proporciona un sustento empírico a la proposición de que la capacidad psicológica para el pensamiento razonado tiene sus raíces en la relación temprana de cuidado. Por ello, un derecho constitucional de familia integral e integrado debe reconocer el rol del cuidado infantil temprano en la socialización política de los niños. Esta perspectiva de la psicología del desarrollo ofrece un replanteo de la doctrina constitucional en lo que respecta a privacidad familiar, derechos parentales, facultades del Congreso y derechos de bienestar social afirmativos.
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31

Standish, Leisa Gaye. "The influence of quality day care on early academic achievement." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/969.

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32

Lunde-Whitler, Joshua Harrison. "Making Disciples, Constructing Selves: A Narratival-Developmental Approach to Identity and its Implications for the Theology, Pedagogy, and Praxis of the Present-Day Church in the United States." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108090.

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Thesis advisor: Jane E. Regan
This project explores the concept of identity through the lens of narrativity, a multifaceted concept that describes the way the consciousness makes meaning about life, throughout life. Narrativity depicts meaning-making as both an intensely personal and communal endeavor, epitomized in the way people tell and listen to life stories together. Narrativity is endemic to who we are as humans; yet it dramatically evolves over time. Indeed, it must continuously evolve, so that we might continue to learn, love, and maintain hope amidst the myriad circumstances and exigencies we face. And so when theologians and researchers in the social sciences alike speak of an “identity crisis” at work in the United States today, they are speaking directly to a deficiency in the way people make meaning together—a deficiency that, in the present view, is indelibly linked to the country’s history of hegemonic, colonizing practices of exclusion and domination by those in power. This history, which is also our present, has profoundly shaped the capacities of people from every walk of life to co-create meaning. Understood in this way, identity formation must be seen as a pivotal task for Christian religious educators in the United States. Of course, such educators are typically interested in the formation of a “Christian identity,” and rightly so. But this work makes the case that nurturing narrativity—that is, personhood and personal identity-development—is part and parcel to Christian identity formation, which in turn is inseparable from social and political engagement. In this view, narrativity is actually ingrained into the very pedagogy and praxis of the discipling community that Jesus cultivated through his ministry. Present-day Christian communities should likewise consider themselves as discipling communities, who embody this collective (or communal) identity precisely to the extent that they cultivate narrativity through their missional-pedagogical practices. This will require most US churches to radically re-imagine their structure and aims. The primary tasks of this work are threefold: (1) It defines identity in terms of the psychosocial and spiritual notion of narrativity—and Christian identity in terms of discipleship, which awakens and restores narrativity. These definitions inform a holistic philosophy of narratival meaning-making, and a practical and liberationist approach to theological anthropology, ethics, and ecclesial mission. (2) It attempts to depict narrativity as it evolves through the lifespan, with the help of current research in neuroscience and narrative developmental psychology. This is articulated in terms of a “narratival-developmental” perspective. (3) Guided by these definitions, it suggests ways that churches in the present-day United States might begin to re-orient their missional and teaching practices around these notions of narrativity and narratival-development. Chief among these suggestions are four hypothesized principles for teaching for narrativity, which emerge at project’s end
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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33

Maestre, Carlos. "Autonomous and Online Generation of Skills Inferring Actions Adapted to Low-Level and High-Level Contextual States." Electronic Thesis or Diss., Sorbonne université, 2018. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2018SORUS123.pdf.

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Les robots sont censés nous aider dans nos tâches quotidiennes. À cette fin, ils peuvent devoir effectuer différentes tâches dans des scénarios changeants. Le nombre de scénarios dissemblables auxquels un robot peut faire face est illimité. Par conséquent, il est plausible de penser qu’un robot doit apprendre de manière autonome pour effectuer des tâches. Une tâche consiste à générer un changement attendu, c’est-à-dire un effet, dans l’environnement, la configuration du robot, ou les deux. Par conséquent, le robot doit apprendre à effectuer la bonne action sur l’environnement pour obtenir l’effet attendu. Une approche de l’apprentissage de ces actions est à travers une interaction continue du robot avec son environnement en se concentrant sur ces actions produisant des effets sur l’environnement. La relation acquise de l’application d’une action sur un objet pour obtenir un effet est appelée affordance. Au cours des dernières années, de nombreux efforts de recherche ont été consacrés à l’apprentissage des affordances. Les travaux connexes couvrent l’apprentissage de simples actions saissir sur des scénarios de table à la définition d’architectures cognitives complexes. Ces travaux s’appuient sur différents blocs de construction, comme méthodes de vision pour identifier la position des objets ou des compétences sensorimotrices prédéfinies pour générer des effets sur un environnement contraint. L’utilisation d’actions prédéfinies facilite l’apprentissage des affordances, produisant une information riche et cohérente des changements produits sur un objet. Cependant, nous affirmons que l’utilisation de ces actions limite l’évolutivité des expériences disponibles aux environnements dynamiques et bruyants. Le travail actuel porte sur l’apprentissage autonome d’un ensemble de compétences sensorimotrices à travers des interactions avec un environnement. Chaque compétence doit générer une action continue pour reproduire un effet sur un objet, adapté à la position de l’objet. En outre, chaque compétence est simultanément adaptée aux perturbations de bas niveau, par ex. un changement dans la position de l’objet, et des changements contextuels de haut niveau, par ex. un poêle s’allume [...]
Robots are expected to assist us in our daily tasks. To that end, they may need to perform different tasks in changing scenarios. The number of dissimilar scenarios a robot can face is unlimited. Therefore, it is plausible to think that a robot must learn autonomously to perform tasks. A task consists in generating an expected change, i.e. an effect, in the environment, the robot configuration, or both. Therefore, the robot must learn to perform the right action on the environment to obtain the expected effect. An approach to learning these actions is through a continuous interaction of the robot with its environment focusing on those actions producing effects on the environment. The acquired relation of applying an action on an object to obtain an effect is called affordance. During the last years many Research efforts were devoted toaffordance learning. Related works cover from the learning of simple push actions on tabletop scenarios to the definition of complex cognitive architectures. These works rely on different building blocks, as vision methods to identify the position of the objects or predefined sensorimotor skills to generate effects on a constrained environment. The use of predefined actions eases the learning of affordances, producing a rich and consistent information oft he changes produce don an object. However, we claim that the use of these actions constrains the scalability of the available experiments to dynamic and noisy environments. The current work addresses the autonomous learning of a set of sensorimotor skills through interactions with an environment. Each skill must generate a continuous action to reproduce an effect on an object, adapted to the object position. Besides, each skill is simultaneously adapted to low level perturbations, e.g. a change in the object position, and high-level contextual changes, e.g. a stove gets on [...]
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34

Brosius, Logan Robert Thomas. "On the Rise of China, The Reconfiguration of Global Power, and the Collapse of the Modern Liberal Order." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1453337681.

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35

Kavulic, Michael A. "From Pilot to Permanent: A Case Study of the Institutionalization of a Grant-Funded Transition Program for Individuals with Intellectual Disabilities in a Public Research Institution in the Midwest of the United States." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491735132473102.

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36

Reed, Daniel L. "Environmental and renewable energy innovation potential among the states : state rankings /." View online version, 2009. http://ecommons.txstate.edu/arp/291.

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37

Lee, Lung Sheng. "Status and anticipated development of technology teacher education programs in the United States." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507505268.

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38

Lalonde, Gloria Marjorie Lucy. "National development and the changing status of women in India : a state by state analysis." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66067.

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39

Henricksen, Natalia. "The status of the Commonwealth of Independent States in achieving the Millennium Development Goals /." View online version, 2009. http://ecommons.txstate.edu/arp/316.

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40

Ethington, Kalene Mears. "Developmental Stages Associated with Organizational Learning: An Instrument Development Study." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8287.

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Background: Previous research has identified four distinct developmental stages associated with organizational learning in high-performing hospital units: identity and ownership, team and respect, accountability and support, and reliability and sustainability. We designed a research instrument to measure these constructs. The purpose of this thesis was to establish the content and predictive validity of this instrument.Methods: The Organizational Learning Development Instrument (OLDI) consists of a total of 35 items in Likert-scale format. Item-level and instrument-level content validity were assessed using three cycles of cognitive interviewing with 28 nurses, and eight expert ratings. The OLDI was administered to nurses in Magnet® hospitals via a web-based survey. National Database of Nursing Quality Indicators (NDNQI) and Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) reports were used for comparison of hospital performance. Predictive validity was tested using multiple linear regression. Based on a power analysis for multiple linear regression, reaching 80% power, with a medium effect size of 0.15, an alpha of 0.05, and five predictor variables, the target sample size was 92 hospital units.Results: Results from 63 inpatient units in 11 Magnet® hospitals were used. The scale- level content validity for this instrument was 0.95 and item-level content validity index scores ranged from 0.86 to 1.0, suggesting excellent content validity. No significant relationships were found between OLDI results and NDNQI measures. Significant correlations (P<.05) were found between several OLDI constructs and HCAHPS composites.Discussion: Correlations with HCAHPS scores help validate the OLDI, as well as the theory underlying the instrument. The OLDI may not have predicted NDNQI measures due to a lack of instrument sensitivity or because NDNQI results are strongly influenced by other factors. Nurse managers can use the OLDI to predict unit performance related to patient satisfaction and to determine actions that may improve unit performance. Replicating this study with a larger sample size and more diverse hospital performance and more uniform unit type could further validate this instrument.
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41

Giwa-Amu, Steven Jr. "Re(-)forming the centers of power : a critical interpretation of the form and development of American's state capitols." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/23731.

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42

Bolesta, Andrzej. "China as a post-socialist developmental state : explaining Chinese development trajectory." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/536/.

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This thesis is intended to contribute to the discussion on China’s socio-economic development during the post-socialist period of reform and opening up. It is aimed at providing an explanation of the Chinese contemporary development trajectory, by establishing an institutional and policy model, which China is believed to have been following. This model is also believed to offer some general solutions to the underdeveloped countries in systemic transformation. The thesis argues that China’s post-socialist development trajectory has been determined by the provisions of the Developmental State (DS) model, as far as state development policies, state ideology, and state institutional arrangements are concerned, and to the extent, that China has become a genus of the Post-Socialist Developmental State (PSDS) model – this model being an alternative to the post-socialist neoliberalism. In the course of scholarly enquiry, China’s development trajectory is analysed against the paths of historical developmental states, and against the general and developmental aspects of the process of post-socialist transformation. I start by analysing the features of the historical developmental states and by investigating whether the provisions of the DS model are viable contemporarily and how the model extends to the discussion on China’s development. I then examine China’s post-socialist transformation, partly in its DS context. Next, I analyse the features of China’s development trajectory in comparison with the features of historical developmental states, as far as ideology and political and economic arrangements as well as state development policies are concerned. Finally, based on the previous analyses, I explain the DS-determined postsocialist development trajectory of China, address the causal relation between the DS institutionalisation and post-socialist transformation, and construct the PSDS model, as a general guideline for states in transition.
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43

Jalota, Annie. "India: Subsidy State or Developmental State?" Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/645.

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India does not fit easily into existing models of thought on the nature of a state and defies ease of understanding. Though India is most often considered to be a subsidy state, I show in this thesis the notion of the subsidy state does not capture the true nature of the Indian state. Chapter two of the paper looks at various models of understanding the nature of the Indian state and draw out three essential features: competing interest groups, how economic liberalization facilitates corruption and works against India’s aim of equalizing the capabilities and freedoms of all its citizens, and the role of the Indian state in development and how the failure to engage its citizens in the process has resulted in the current system. Chapter three looks at subsidies and cash transfers, discussing the problem of targeting and the design of programs. The fourth chapter, I share the methodology I used to categorize 581 centrally sponsored schemes. I did this to be able to disaggregate centrally sponsored schemes. For each scheme, I identified the state associated with each scheme, the target groups (intended beneficiaries) of each scheme, the types of benefits delivered, whether the receipt of the benefits were conditional or not, and the relevant policy areas of each scheme. I concluded that a closer look at the Indian state reveals that India may actually be more accurately identified as a developmental state which facilitates the enhancement of its citizens’ capabilities and freedoms.
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Maundeni, Zibani. "Development and the developmental state : a comparative analysis of Botswana and Zimbabwe." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323505.

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Anderson, Shirley Esther. "The status of faculty development programs in community colleges in the state of Washington /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7571.

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46

Engelhardt, Marie von. "Dealing with fragile states." Doctoral thesis, Humboldt-Universität zu Berlin, Juristische Fakultät, 2016. http://dx.doi.org/10.18452/17426.

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Das politische Phänomen ‚fragiler Staaten’ betrifft die Grundfesten des Völkerrechts, und hat dennoch wenig Beachtung in der Rechtswissenschaft gefunden. Staaten, die formal rechtlich anerkannt sind, aber faktisch kaum in der Lage sind, grundlegende staatliche Funktionen auszuüben, beeinträchtigen Funktion und Effektivität der Völkerrechtsordnung. Die Völkerrechtsordnung hängt entscheidend von der Existenz einer effektiven Regierung ab, die zumindest in der Lage ist, Rechte und Pflichten auszuüben und an den internationalen Beziehungen teilzunehmen. In der Entwicklungszusammenarbeit beispielsweise ist die Existenz eines Staates mit rechtlich anerkannter und faktisch handlungsfähiger Regierung eine Grundvoraussetzung für den Transfer finanzieller Ressourcen. Diese Arbeit zeigt mit Blick auf Recht und Praxis der Entwicklungszusammenarbeit, dass ‚fragile Staaten’ zwar kein rechtliches Phänomen sind, aber der Umgang von Internationalen Organisationen mit den Herausforderungen fragiler Staatlichkeit durchaus von rechtlicher Relevanz ist. Sie untersucht die formellen und informellen Regeln, die Entwicklungsorganisationen wie die Weltbank für den Umgang mit Staaten mit kaum handlungsfähiger Regierung erlassen haben. Das Resultat ist eine kritische Analyse des sozial konstruierten Phänomens und seiner folgenreichen Übersetzung in rechtliche Regularien.
The political phenomenon of ‘fragile states’ concerns international law’s very foundations, and has yet received little attention from legal scholarship. States that have the legal status of states, but are in fact unable to fulfill even the most basic functions, pose a fundamental problem to the functioning and effectiveness of the international legal order. It crucially depends on the existence of governments with the minimum level of capacity necessary to exercise rights and obligations, and to partake in international cooperation. In development cooperation, for instance, the existence of a state with an authorized and competent government is a basic condition for the transfer of financial assistance. This study looks at the law and practice of development cooperation to show that ‘fragile states’ are a phenomenon beyond law, but how international organizations have addressed the challenges of engaging with fragile states may well be of legal significance. It analyzes the formal and informal rules that development organizations – the World Bank, and a range of regional organizations – have adopted to address the lack or severe limitation of government effectiveness in certain countries. The result is a critical analysis of the discourse on fragile states, and how it has shaped the rule-making activities of international organizations.
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47

Frisk, Mårten. "Economic bureaucracy and the South Korean developmental state." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-23814.

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South Korea underwent a period of high economic growth which propelled it from low to high income status in just a few decades. Instrumental in this process of rapid industrial transformation was the economic bureaucracy which formulated and implemented policies. This thesis details the role played by bureaucratic organizations in South Korea’s development and how they were able to formulate successful economic policies. In analyzing the economic bureaucracy in South Korea, a framework is used to determine its level of autonomy from special interests as well as the degree of public-private cooperation. The study finds that the high levels of corporate coherence and autonomy from special interests within the economic bureaucracy can partially be ascribed to the meticulously meritocratic recruitment and promotion process which was established prior to the first years of high economic growth. At a higher level of abstraction, the study concludes that South Korea benefited from having a strong imperative to develop its economy due to numerous external and domestic conditions. Although the level of applicability in other contexts is found to be limited, the emergence of a competent and relatively incorrupt bureaucracy remains one aspect which could possibly be reproduced elsewhere.
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48

White, Linda Ann. "Welfare state development and child care policies, a comparative analysis of France, Canada, and the United States." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/NQ35368.pdf.

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49

Eldev-Ochir, Erdenechimeg. "Socioeconomic development in the Southeast region of the United States from 1995 - 2000 a structural equation modeling and a GIS modeling approach /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11072007-170641.

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50

Latif, Philip. "Inclusive development in landlocked states." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78930.

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We estimate the effects of the landlocked dummy on inclusive improvements in living standards using the recently developed Inclusive Development Index (IDI). Utilizing cross-country regression models from recent literature, contributions of income, institutional quality, trade and relevant controls are used to examine the effects of the landlocked trap on inclusive development. Our findings indicate that institutions and geographical conditions have statistically significant effects on the IDI score, while we find no such effects from sea port access or trade. We relate these findings to recent literature and its relevance to poverty reduction in LLDCs.
Vi uppskattar effekterna av inlandstatsdummyn på inkluderande förbättringar avlevnadsstandarder genom det nyligen utvecklade inkluderande utvecklingsindexet IDI, Inclusive Development Index. Med hjälp av tvärsnittsregressionsmodeller från aktuell litteratur, använder vi oss av inkomst, institutionell kvalitet, handel och relevanta kontroller för att undersöka inlandsstatsfällans effekter på inkluderande utveckling. Våra resultat antyder att institutioner och geografiska förhållanden har statistiskt signifikanta effekter på ens IDI betyg, medan vi inte kan påvisa någon sådan effekt för varken hamnsstadsåtkomst eller handel. Vi knyter an dessa resultat till aktuell litteratur och dess relevans till fattigdomsbekämpning i kustlösa utvecklingsländer.
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