Dissertations / Theses on the topic 'Engagement collectif'
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1
Grimard, Élise. "La féminism de George Sand, engagement individuel ou collectif?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0028/MQ35682.pdf.
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Grimard, Élise. "Le féminisme de George Sand engagement individuel ou collectif?" Mémoire, Université de Sherbrooke, 1998. http://savoirs.usherbrooke.ca/handle/11143/2046.
Abstract:
Les femmes du XIXe siècle, qui militaient dans les premières associations féminines, voyaient en George Sand la représentante de leurs revendications tant civiles que civiques. Or, l'écrivaine s'est toujours défendue de ces allégations. Par cette étude, nous démontrons le caractère paradoxal des idées sandiennes prônées dans sa correspondance, ses textes politiques (Les Lettres à Marcie (1837), À propos de la femme dans la société politique (1848), Questions politiques et sociales (1879)) et ses actions formulées dans son autobiographie (Histoire de ma vie). Trois cadres (sphère privée, symbolique, sphère publique) décrivent la nature du féminisme de Sand. Ils sont à la source des éléments de réponse amenés au cours de l'étude. Le caractère paradoxal du féminisme sadien réside dans la difficulté à classer l'essence de l'engagement. En effet, qu'elle soit individuelle ou collective, la démarche de l'écrivaine s'appuie sur son vécu. Quand on comprend que son féminisme passe par un socialisme convaincu, la dissociation entre engagement individuel et engagement collectif n'est plus aussi évidente. Par sa pondération, l'écrivaine délimite son féminisme à son vécu d'une part et à la condition des femmes d'autre part. Elle a su conduire son engagement à un heureux mariage entre intérêts personnel et collectif.
3
Grimard, Elise. "Le féminisme de George Sand : engagement individuel ou collectif?" Sherbrooke : Université de Sherbrooke, 1998.
4
Levillain, Kevin. "Les entreprises à mission : Formes, modèle et implications d’un engagement collectif." Thesis, Paris, ENMP, 2015. http://www.theses.fr/2015ENMP0010/document.
Abstract:
Depuis plusieurs années, on observe une vague d'adoption de nouveaux statuts de société dans le droit commercial de plusieurs Etats. En stipulant dans leurs statuts leurs finalités, ces sociétés réinterrogent les buts de l'entreprise et apparaissent comme un paradoxe pour la littérature sur la gouvernance : un tel engagement n'est-il pas de nature à restreindre la flexibilité stratégique et à nuire au contrôle de l'action des dirigeants ? Ne risque-t-il pas de dissuader les associés ? L'objet de cette thèse est d'expliquer le phénomène des « entreprises à missions », leurs motivations, mais aussi de caractériser le modèle de gouvernance alternatif qu'elles dessinent et sa portée en sciences de gestion.L'analyse du processus de conception des premières formes de société à mission américaines vient, en premier lieu, enrichir le modèle du contrat de société, en montrant que celui-ci peut avoir des effets restrictifs sur les finalités du collectif s'il ne contient que des engagements sur les ressources investies, ou une répartition des droits et des intérêts des parties prenantes.La thèse propose, en second lieu, une modélisation de la mission : en spécifiant des propriétés désirables, mais potentiellement inédites, de l'action collective, la mission appelle la conception de nouvelles stratégies pour construire des intérêts collectifs et des biens communs nouveaux. Ce modèle rend visible, au-delà des nouvelles formes de société, une classe plus large d'organisations « à missions » dont on retrouve de nombreuses déclinaisons, dans l'histoire et actuellement.Enfin, la thèse examine les outils de gouvernance des entreprises à mission. L'étude d'une série de cas contrastés montre des dispositifs originaux articulant contrôle de l'exploration stratégique et mécanismes de solidarité. La mission ouvre ainsi des perspectives fécondes sur les régimes possibles de la solidaritéIn recent years, several states have introduced new corporate forms into their commercial law, which requires the commitment of shareholders towards a “mission”. By stipulating their purposes in their documents, these companies appear as a paradox for literature on corporate governance: would such a commitment not hamper strategic flexibility and undermine the monitoring of management? Is it not likely to deter shareholders' investments? The aim of this thesis is to explain the emergence of "mission-driven companies", to understand their motivations, but also to characterize the alternative model of governance they draw and the significance of this model in management science.First, the analysis of the process of emergence and design of these mission-driven forms in the United States enables us to enrich the classical model of the corporate contract, by showing that such a contract can have restrictive effects on the collective purposes if it only contains a commitment on invested resources, or provisions on the distribution of decision rights or value created to stakeholders.The thesis proposes, in a second step, a model of the "mission": by specifying desirable, yet potentially inventive, properties of the upcoming collective action, the mission calls for the design of novel strategies aiming at building new commons and collective interests. This model reveals, beyond the new legal forms, a wider class of “mission-driven” organizations, of which we can observe numerous variations both historically and currently.Finally, the thesis examines the systems of governance of mission-driven companies. A study of contrasting cases shows original devices combining control of the strategic exploration and solidarity mechanisms. The mission thus opens fruitful perspectives to explore new possible systems of solidarity
5
Toupin-Guyot, Claire. "Modernité et christianisme : le Centre catholique des intellectuels français (1941-1976) : itinéraire collectif d'un engagement." Lyon 2, 2000. http://theses.univ-lyon2.fr/documents/lyon2/2000/toupin_c.
Abstract:
Né en 1945, le Centre catholique des intellectuels français se définit par apports et rejets successifs. Soucieux d'élever la culture profane au niveau de la culture religieuse, il prend dès la fin des années 1940 une dimension plus réflexive, cherchant à faire dialoguer modernité et christianisme. Il organise alors des activités intellectuelles originales fondées sur l'interdisciplinarité et le dialogue avec les intellectuels croyants et non-croyants. Ce travail se propose ainsi d'étudier l'attitude d'un groupe spécifique en tenant compte d'une double chronologie : chronologie d'abord culturelle où s'épanouissent, entre 1945 et 1975, des modernités successives et une chronologie religieuse, marquée par l'intransigeance pacellienne, l'aggiornamento de Vatican II et la crise post-conciliaire. Il se place ainsi à l'interface du culturel et du religieux par l'étude de l'itinéraire collectif d'une intelligentsia spécifique qui, la plupart du temps, a préféré le stade de l'expertise, et, plus rarement, a choisi l'engagement. La disparition de ce foyer de réflexion au milieu des années 1970 souligne à la fois la crise du modèle intellectuel tel qu'il s'était mis en place après la Seconde Guerre mondiale et l'implosion du catholicisme français. Ce travail étudiera les milieux intellectuels sollicités par ce foyer de réflexion en utilisant les instruments d'analyse élaborés pour l'étude de ces milieux, mais il cherchera tout autant à rendre compte du contenu de la réflexion théologique, philosophique, politique ou encore littéraire formulée pendant ces trente ans. Cette double analyse permettra de voir le degré d'ouverture de cette intelligentsia à la modernité, tout en distinguant son originalité au sein de la cléricature françaiseCreated in 1945, the Catholic Center for French Intellectuals defined itself by what it successively accepted and rejected. Concerned with elevating wordly culture to the level of religious culture, it adopted starting in the late 1940s a more reflective dimension, seeking to establish dialog between modernity and Christianity. It organized, then, original intellectual activities based on interdisciplinarity and dialog with intellectulas, both believers and nonbelievers. This work thus proposes to study the attitude of a specific group within the framework of a double chronology : first, a cultural chronology wherein, between 1945 and 1975, blossomed successive modernities , and a religious chronology marked by the intransigence of Pius XII, the aggiornamento of Vatican II, and the post-Conciliar crisis. It thus places itself at the interface of the cultural and the religious, through the study of the collective itinerary of a specific intelligentsia which, most of time, preferred the stage of expertise, and more rarely opted for commitment. The disappearance of this forum for reflection in the middle of the 1970s underscores at once the crisis of the intellectual model such as it was established following the Second World War, and the implosion of French Catholicism. This work will study the intellectual milieus solicited by the forum for reflection by using the instruments of analysis developed for the study of these milieus, but it will seek just as much to take into account the content of the theological, philosophical, political and even literary reflection formulated during these thirty years. This double analysis will enable us to see the degree to which this intelligentsia opened itself to modernity, while at the same time keeping its originality within the French clergy
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Blanc, Delphine. "La construction du collectif dans les orchestres classiques professionnels. Représentations et coulisses des pratiques orchestrales." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH060/document.
Abstract:
Il existe aujourd’hui, peut-être plus encore que par le passé, de multiples façons de faire de l’orchestre. Orchestres symphoniques permanents, orchestres dit « par projet », orchestres associatifs, ensembles ayant une démarche historisante, les formes de pratiques orchestrales se répartissent en des catégories complexes, organisées selon leurs constructions juridiques, les modes de recrutements de leurs artistes et bien entendu, leurs projets musicaux. Les conventions ayant lieu au sein de ces structures diffèrent totalement, tant du point de vue musical que social. Cette thèse propose d’observer ces pratiques orchestrales en questionnant les différents modes de construction du collectif à l’œuvre dans les orchestres professionnels. Par-delà cette interrogation, mon but est d’observer comment et dans quelle mesure l’organisation de chaque orchestre peut influencer l’engagement des musiciens (socialement mais aussi musicalement) et la prestation artistique. Cette recherche puise son influence dans les travaux anglo-saxons, en s’intéressant notamment aux interactions entre le cadre organisationnel propre à chaque orchestre et les stratégies qu’y développent les individus. Pour cela je questionne, outre les artistes, ceux qui travaillent à leurs côtés : l’orchestre est envisagé en tant que processus de coopération entre techniciens, administrations et musiciens. L’observation de ces mécanismes met en relief les relations particulières que les orchestres et les individus entretiennent avec l’idée d’un engagement artistique obligatoirement corrélé au risque socialThe orchestra exists in many forms today, perhaps even more so than in the past. Permanent symphony orchestras, so-called "project" orchestras, self-governing orchestras, historically informed performance ensembles, the forms of orchestral practice are divided into complex categories, organized according to their legal status, recruitment procedures and, of course, musical mission. The agreements within these structures are totally different, as much from the musical as the social point of view.This thesis aims to observe these orchestral practices by questioning the various modes of constructing the collective in the professional orchestras. Beyond this interrogation, my purpose is to observe how and to what extent the organization of every orchestra can influence the commitment of the musicians (socially but also musically) and the artistic performance. This research draws its influence from Anglo-Saxon sources, focusing particularly on the interactions between the organizational framework specific to each orchestra and the strategies which the individuals develop therein. For this I question not only the artists but those who work by their side: the orchestra is envisaged as a process of cooperation between technicians, administrations, and musicians.The observation of these mechanisms emphasizes the particular relations which the orchestras and the individuals maintain with the idea of an artistic commitment necessarily correlated with social risk
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Ernst-Vintila, Andreea. "Dynamique de la représentation sociale d'un risque collectif et engagement dans les conduites de réduction du risque : le rôle des pratiques, de l'implication et de la sociabilité." Paris 5, 2005. http://www.theses.fr/2005PA05H031.
Abstract:
Les individus qui ont l'expérience du séisme élaborent une représentation sociale du risque plus structurée et plus fonctionnelle et ils expriment d'avantage d'émotions. Cette représentation permet de reconnaître et d'utiliser une information plus diversifiée notamment à finalité pratique (conduites collectives de réduction du risque). C'est aussi le cas des participants fortement impliqués par le risque sismique. Toutefois, les effets de l'implication personelle sont conditionnés par l'existence de pratiques de référence relatives au risque. Enfin, les individus qui s'engagent le plus dans les conduites collectives de réduction du risque sont ceux qui ont le sentiment d'avoir une prise sur lui et qui sont adhérents d'associations. Telles sont les conclusions de cette recherche expérimentale conduite dans la perspective structurale des représentations sociales, qui retrace des processus psychosociaux généraux dans un cas spécifique de risque collectif. Au plan théorique, elle montre les effets des pratiques et de l'implication sur la dynamique des représentations sociales. Au plan pratique, elle préconise des stratégies destinées à favoriser l'engagement du public dans les conduites de réduction du risqueIndividuals who experienced earthquake build a more functional social representation of risk, and exhibit more negative emotions. This representation is more structured and enables higher recognition and use of a more diversified risk-related information especially for practical purposes (risk mitigation collective behaviour). Pending on risk-related practices, the same structural effects were found in individuals who are highly concerned with seismic risk (high personal implication). Furthermore, individuals who are the most likely to engage in collective risk mitigation behaviour are those who feel having a higher capacity to act towards risk and who are already members of associations. This research is based on experimental studies that were conducted within the structural approach to soacial representations. It identified general psychosocial processes in a specific case of collective risk. On a theoretical level, this research shows the effects of prior risk-related experience and of on the dynamics of social representations of risk. On a practical level, it recommends several strategies to encourage public engagement in risk mitigation behaviour
8
Daboussi, Asma. "Le comportement innovant au travail : le rôle de la justice du groupe." Thesis, Pau, 2018. http://www.theses.fr/2018PAUU2047/document.
Abstract:
Dans cette recherche, nous examinons l'effet de la justice interpersonnelle du groupe de travail sur les comportements innovants. D'abord, nous nous interrogeons sur le rôle médiateur joué par l'identification au groupe dans cette relation au niveau individuel d'analyse. Ensuite, nous examinons le rôle modérateur de la réflexivité sur ce mécanisme de médiation au même niveau d'analyse. Enfin, nous nous interrogeons sur le rôle de l'identification au groupe et l'engagement collectif au travail comme médiateurs en série des effets de la justice interpersonnelle du groupe sur les comportements innovants au niveau du groupe d'analyse sous l'angle des climats de justice. Deux études ont été menées afin de tester notre modèle. La première étude a été menée auprès de 204 employés d'hôpitaux tunisiens. Ses résultats montrent que l'effet indirect de la justice interpersonnelle du groupe de travail sur les comportements innovants, à travers l'identification au groupe, sera modéré par la réflexivité du groupe. La deuxième étude a été menée auprès de 528 étudiants regroupés dans 114 groupes de travail. Les données de cette étude ont été testées en utilisant une approche de modélisation multi niveaux par équations structurelles. Ses résultats montrent l'impact du climat de justice interpersonnelle du groupe sur les comportements individuels innovants à travers l'identification au groupe et l'engagement collectif au travail. Les implications théoriques et pratiques seront discutéesIn this research, we examine the effect of the interpersonal justice of the working group on innovative behaviors. First, we question the mediating role played by group identification in this relationship at the individual level of analysis. Next, we examine the moderating role of reflexivity on this mediation mechanism at the same level of analysis. Finally, we question the role of group identification and collective engagement at work as serial mediators of the effects of group interpersonal justice on innovative behaviors at the level of the analysis group in terms of climates of justice. Two studies were conducted to test our model. The first study was conducted among 204 Tunisian hospital employees. His results show that the indirect effect of the interpersonal justice of the working group on innovative behaviors, through identification with the group, will be moderated by the group's reflexivity. The second study was conducted with 528 students in 114 working groups. The data from this study were tested using a multi-level structural equation modeling approach. His results show the impact of the group's interpersonal justice climate on innovative individual behaviors through group identification and collective engagement at work. Theoretical and practical implications will be discussed
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Vankeerberghen, Audrey. "Etre agriculteur bio: engagements individuels, engagements collectifs." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209890.
Abstract:
Cette thèse se propose d'explorer ce que signifie "être agriculteur bio" aujourd'hui en Wallonie. Après une analyse socio-historique du développement de l'agriculture biologique dans cette région d'Europe, la première partie s'attache à comprendre en finesse les parcours de vie des agriculteurs bio wallons, leurs pratiques ainsi que la construction de leurs identités professionnelles. La deuxième partie se penche quant à elle sur les aspects institutionnels de l'agriculture bio :sur la structuration du secteur syndical et associatif ainsi que sur les interactions entre les pratiques des agriculteurs et la législation encadrant l'agriculture biologique.Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished
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Morales, Aguirre Barbara de Los Angeles. "Le conflit et l’action collective comme une expérience de citoyenneté : anthropologie des processus de construction de citoyenneté dans les conflits environnementaux au Chili : le cas CELCO (Mehuín et Valdivia)." Electronic Thesis or Diss., Paris, EHESS, 2021. http://www.theses.fr/2021EHES0014.
Abstract:
Cette thèse explore le rapport entre les conflits environnementaux et la question de la citoyenneté, à différentes échelles et temporalités. Depuis une approche anthropologique, cette thèse a pour objet la saisie empirique des processus de citoyenneté à l’œuvre dans deux cas de conflits environnementaux qui se déroulent dans la ville de Valdivia et dans le village côtier de Mehuín, au sud du Chili, à cause de la construction et mise en fonctionnement d’une usine de cellulose. En reprenant l’historicité des conflits ainsi que les ruptures qu'ils ont traversées, cette thèse s'attache à analyser la manière dont différentes formes de citoyenneté se sont fabriquées, évoluent et se transforment lors des conflits.Dans cette recherche, les constructions de citoyenneté se jouent au moins en trois domaines d'analyse, lesquels rendent compte en même temps des différents niveaux, lieux et moments des conflits où elles prennent forme. Tout d’abord, l’analyse attire l'attention sur les constructions de citoyenneté qui se donnent à voir lors de la discussion publique qui s'ouvre à l'occasion des conflits. Ce faisant, l'analyse va porter une attention particulière aux registres de citoyenneté ou « registres de légitimité » (Fourniau, 1996 ; Carrel, 2007) mobilisés par les acteurs engagés pour à la fois renforcer leur position dans le conflit et entreprendre la défense des sites. En deuxième lieu, cette recherche s'attache à analyser les constructions de citoyenneté identifiées dans le domaine des formes d'action et d'organisation mises en place par les collectifs dans le cadre de la contestation. Le troisième et dernier domaine d'analyse des citoyennetés qui se donnent à voir au cours des conflits, est celui de l'engagement collectif. L'enquête pose ici la question des « trajectoires d’engagement » (Bertheleu et Neveu, 2005 ; Douat et al. 2012), c’est-à-dire, de savoir comment l'engagement collectif se construit et évolue au cours des conflits.Cette thèse essaie ainsi d'apporter à la compréhension de la fabrique de la citoyenneté, ou des « citoyennetés mouvantes », ainsi que du rôle que jouent les conflits environnementaux dans la construction democratique au ChiliThis thesis explores the relationship between environmental conflicts and the issue of citizenship, at different scales and temporalities. From an anthropological approach, this thesis aims at the empirical capture of citizenship processes in action in two cases of environmental conflicts that take place in the city of Valdivia and in the coastal town of Mehuín, in southern Chile, due to the construction and commissioning of a cellulose factory. By taking up the historicity of conflicts, as well as the ruptures they have gone through, this thesis focuses on analyzing the way in which different forms of citizenship have been made, evolved and transformed during the conflicts.In this research, the constructions of citizenship are played out in at least three areas of analysis, which at the same time account for the different levels, places and moments of the conflicts in which they take shape. In this way, the analysis will pay special attention to the citizenship registers or “legitimacy registers” (Fourniau, 1996; Carrel, 2007) mobilized by the actors involved to strengthen their position in the conflict and undertake the defense of the sites. Second, this research focuses on analyzing the constructions of citizenship identified in the field of the forms of action and organization established by the collectives in the context of the protest. The third and final area of analysis of citizenships that emerge during conflicts is that of collective engagement. The research raises here the question of “engagement trajectories” (Bertheleu and Neveu, 2005; Douat et al. 2012), that is, to now how collective engagement is built and evolves during the conflicts. This thesis thus seeks to contribute to the understanding of the fabric of citizenship, or of “moving citizenships”, as well as the role played by environmental conflicts in the democratic construction in Chile
11
Bonanni, Leonardo Amerigo 1977. "Beyond transparency : collective engagement in sustainable design." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61931.
Abstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 97-104).
For a timely answer to the question of sustainability, or how to provide for future generations, there needs to be shared accounting of our social and physical resources. Supply chain transparency makes it possible to map resource flows and ensure dependable production while avoiding social and environmental problems. Open channels of communications can support a collective effort to account for the impacts of supply chains and engage more people in the invention of long-term solutions, or sustainable design. This thesis proposes a crowd-sourced approach to resource accounting through the democratization of sustainable design. A web-based social network called Sourcemap was built to link diverse stakeholders through an open forum for supply chain transparency and environmental assessment. The scalable system points the way towards comprehensive sustainability accounting through the distributed verification of industrial practices. Sourcemap was developed over a two-year period in partnership with regional organizations, large businesses and SME's. Small business case studies show that an open social media platform can motivate sustainable practices at an enterprise level and on a regional scale. The public-facing supply chain publishing platform actively engages communities of producers, experts, consumers and oversight groups. Thousands of user-generated contributions point towards the need to improve the quality of transparency to form a broadly accessible resource for sustainability accounting.
by Leonardo Bonanni.
Ph.D.
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Farrell, John L. "Community Engagement for Collective Resilience : The Rising System." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/17363.
Abstract:
Approved for public release; distribution is unlimitedSince the inception of the United States Department of Homeland Security, the American public has been told that it has a prominent role to play in the War on Terror. However, this role has not been clearly defined. This thesis explores the viability of community engagement as a tool to promote public safety and homeland security. Research was primarily conducted through a literature review (to understand how engagement impacts safety), and a comparison of four case studies of safety-centric engagement programs in the U.S. and United Kingdom. While several of the programs in the case studies have proven to be effective at developing trust and improving security, the U.S. federal government has not effectively worked with these resources to improve its understanding of the domestic security landscape. This thesis contends that a new system is necessary to connect the federal government to local engagement programs. This may be accomplished with a domestic coordination and engagement system, referred to as the Rising System for the purposes of this thesis. The goal of the Rising System would be threefold To link federal, state, and local governments; to build on existing community policing and outreach efforts to help at-risk communities identify their greatest challenges; and to provide a forum where community members can safely work with their government to develop solutions.
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Datchary, Caroline. "Les situations de dispersion au travail." Paris, EHESS, 2006. http://www.theses.fr/2006EHES0150.
Abstract:
Cette thèse étudie les situations de dispersion au travail, définies comme des situations où la personne est fréquemment confrontée à des engagements multiples dans un empan temporel serré. L'introduction de cette nouvelle catégorie descriptive permet d'analyser comment le salarié réalise au quotidien des compromis dans son activité pour pallier le recul du plan sous ses formes les plus prescriptives. L'analyse repose sur la comparaison de quatre situations de travail : traders, conducteurs de travaux > dans l'assainissement, salariés d'agences d'événementiel et managers. Elle donne à voir des comportements rarement mis en exergue dans la littérature et apporte de nombreuses contributions à des thèmes classiques de la sociologie du travail comme les TIC, le temps, le collectif, les compétences ou les charges. Sa portée est également épistémologique, puisqu'elle permet d'interroger la question de l'intégration d'une personne plurielleThis research questions dispersion situations in the workplace, defined as situations where the worker must face numerous engagements in a short time span. With this new descriptive category, we can analyse how the worker makes arrangements to cope with the decline of the most prescriptive forms of planning. The empirical inquiries compare four complex work situations: traders in dealing rooms, foremen in the sewerage industry, workers in agencies specializing in organizing events and managers. The strong contrast between these work situations is essential to put to the test the fertility of this new descriptive category. This comparative analysis puts the light on work behaviours scarcely documented in literature and contributes to various important themes of work sociology such as ICT, time, coordination, skills or work intensification. It also has epistemological implications since it deals with pragmatic versatility and the way a person integrates multiple short-term « engagements »
14
Alsalam, Marisa. "Fashion Branding: Strategies for Individual and Collective Brand Engagement." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297491.
Abstract:
In the fashion industry, brands must engage consumers based on their method of consumption. The different methods of consumption are represented by four constructs, which depend on whether the consumption is individual or collective. Individual consumption can either be based on a brand or on a relationship with a brand ambassador. Collective consumption, on the other hand, involves people consuming in a social context. In this case, the focus can either be on the brand or on an activity (the brand is secondary). This study confirmed the existence of these constructs in the fashion industry by analyzing data from interviews, observation, forums, and secondary sources. This research led to the discovery of strategies brands can use to engage consumers within each of these constructs. When targeting individual consumers who are focused on a brand, companies can use quality, consistency and brand image as ways to build brand loyalty. When engaging individual consumers who have a relationship with a brand ambassador, brands must utilize strategies based on communication, authenticity, and knowledge. Brands can engage consumers who consume collectively, based on a brand, by implementing strategies that focus on social differentiation, narratives, entry points and exclusivity. Finally, fashion brands can connect with consumers that collectively consume based on an activity through marketing itself as a resource, building social affiliations, and providing a platform for this consumption.
15
Walden, Rachel R., Nakia J. Woodward, and Rick L. Wallace. "Reevaluating Point-of-Care Resources: Community Engagement in Difficult Collection Choices." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8676.
Abstract:
Rising collection costs sometimes necessitate tough decisions regarding cancellation of popular products. In 2015–2016, the East Tennessee State University Medical Library subscribed to UpToDate and DynaMed Plus, both clinical point-of-care products, with the understanding that one product would be canceled at the fiscal year end. The librarian team undertook a year-long community engagement campaign to inform library users about the pending product cancellation decision. Ultimately, DynaMed Plus was selected and UpToDate was cancelled. The campaign generated user engagement with the decision making, along with perceived benefits including increased awareness of the library's budget constraints, increased discussion of scholarly publishing, and greater faculty/student knowledge of evaluating evidence-based products.
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Walden, Rachel R., Nakia J. Woodward, and Rick L. Wallace. "Reevaluating Point-of-Care Resources: Community Engagement in Difficult Collection Choices." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8702.
Abstract:
Objectives: The objective of this study was to better understand the needs of users of an academic health sciences library.
Methods: A focus group was conducted using structured interviews. The groups interviewed consisted of three students each from Medicine, Pharmacy, and PhysicalTherapy. Interviewees were probed as to their experience with the library facility and the information training they received in their professional schools. Another focus group was conducted with six participants. Two faculty members each from Medicine, Pharmacy, and Physical Therapy were interviewed. Faculty were asked about the information training they provided students. The data was analyzed for trends using qualitative software.
Results: Better relationships were developed between library users and staff. Staff enjoyed learning the focus group methodology and thought it was a valuable tool. New insights were gained for current and future library operations.
Conclusions: A focus group is an excellent research tool for assessing the information needs of users, the degree to which the library is filling those needs, and learning of new needs
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Williams, Wendy R. "Perceptions of discrimination and engagement in collective action among low-income women /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.
18
Shephard, Landon P. "Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5493.
Abstract:
Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE & Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE & Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE & Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.ID: 031001433; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell.; Title from PDF title page (viewed June 24, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 167-171).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education
19
Bossé, Anne. "L'expérience spatiale de la visite : engagement dans l'action, épreuve collective et transformations urbaines." Thesis, Tours, 2010. http://www.theses.fr/2010TOUR1501/document.
Abstract:
Cette thèse saisit comme une opportunité d'enquête, le constat de l'absence de questionnement global sur la visite. Posée comme expérience spatiale particulière, la visite est renseignée comme un registre de la spatialité des individus. Cette recherche est structurée en deux parties. La première est un travail de construction d'une approche géographique de la visite et du visiteur. Volontairement exploratoire, elle compile et collecte les exemples et les cas, et remet cette expérience dans le contexte du XIXe siècle. La deuxième partie restitue les données empiriques en privilégiant, arrimée aux courants pragmatistes, le visiteur en action, la visite dans son déroulement et l'activité de transmission du « voir la ville en train de se faire ». Les actes d'énoncer, de voir sont ainsi saisis depuis leur contexte de production obligeant à prendre en considération toute l'exigence de la situation comme la dynamique commune. Le dernier chapitre revient sur l'urbain à l'épreuve de la visiteThis doctoral thesis has exploited the opportunity to study the known fact that exploring the act of visiting in itself has been somewhat neglected. This act understood as a unique spatial experience is analysed as a register of the spatiality of individuals. This research piece is divided into two parts. The first part is a study built around a geographical approach of the act of visiting and the visitor. Pinned th the pragmatic vein, the second part brings toghether empirical data, prioritising the visitor in his/her process, the visit in its process and the activity of « seeing th town/city in construction ». During the visit, discussing and viewing are acts taken into account from their very contextual origins, forcing us to consider every demand revolving around this situation as a common driving force. The final chapter conceptualised urban space through the lens of the visit
20
Koenig, Nick. "Employee Engagement, Job Attitudes, and Work Behavior: A Meta-Analytic Test of the Incremental Validity of Employee Engagement." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5800.
Abstract:
Although the commercially-popular construct of employee engagement has gained attention in scholarly work in recent years, several questions about the construct remain unresolved. In the current paper, I addressed several issues with previous engagement research by (a) meta-analyzing the relationship between employee engagement, task performance, contextual performance, absenteeism, and turnover, (b) using these meta-analytic estimates to fit a series of models in which engagement predicts both specific and broadly-defined work behaviors, and (c) estimating the unique predictive validity of engagement above and beyond job attitudes. Several regression equations and structural equation models were tested using a combination of previous meta-analytic correlations (k = 95) and original meta-analytic correlations (k = 12). Results of the study found that engagement does offer unique incremental validity over several work-related behaviors (task performance, ΔR2 = .037; contextual performance, ΔR2 = .025; turnover, ΔR2 = .083), however this incremental validity has been over-stated in previous research. Results also found that the A-factor (higher order attitudinal construct) is strongly related to behavioral engagement (higher order behavioral construct) (Γ = .62) suggesting that when attitudes and behaviors are examined on the same level of specificity there is a strong predictive relationship between the two. These results suggest that although engagement may not be as unique as previous research has implied it does offer utility in the sense that it acts as a proxy for the A-factor.Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational
21
Ernst, Michael. "RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4317.
Abstract:
Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
22
Li, Xu. "Consumer Engagement in Travel-related Social Media." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5806.
Abstract:
The term of “consumer engagement” is extensively used in the digital era. It is believed that engaged consumers play an important role in products/services referral and recommendation, new product/service development and experience/value co-creation. Although the notion of consumer engagement sounds compelling, it is not fully developed in theory. Different interpretations coexist, resulting in confusion and misuse of the concept. This study attempts to define consumer engagement and develop a conceptual framework of consumer engagement, addressing antecedents of consumer engagement in online context. Moreover, some situational and social media usage-related factors are incorporated into the framework. A set of propositions are presented based on literature review and the conceptual framework to illustrate the relationship between consumer engagement and related factors. To provide empirical evidence for the conceptual model, an online survey is conducted. Participants complete the self-administered survey by answering questions concerning their online experience with the travel-related social media website they visit most. Two-step structural equation modeling is employed to analyze the data. The results show that both community experience and community identification have significant and positive relationship with consumer engagement. Community experience is also a strong predictor of community identification. Attitude toward using social media and travel involvement influence the relationship between consumer engagement and its antecedents. With focus on the interactive and experiential nature of consumer engagement, this study expands current understanding of consumer engagement and provides insights for hospitality and tourism businesses regarding how to engage consumers through travel-related social media.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Hospitality Education
23
Conway, Joan Margaret. "Collective intelligence in schools: an exploration of teacher engagement in the making of significant new meaning." University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00004965/.
Abstract:
[Abstract]: It is universally acknowledged that teachers are a critical key in the enhancement of student achievement in our schools. Less accepted is that teachers are key knowledge workers in emerging 21st century societies, demonstrating understandings of how new knowledge is created as well as what it looks like. The related issue of how schools actually function as productive professional learning communities, and how teachers engage in their own learning processes, remains at best vaguely understood.The research on which this dissertation was based sought to establish new insights into the dynamics of how teachers who are engaged in a process of successful development and revitalisation create new knowledge and make significant new meaning. The research acknowledged that meanings ascribed to the processes in question might well be influenced by issues of ideology. Thus, in addition to drawing heavily on recent literature relating to the concepts of professional learning communities, distributed leadership and collective intelligence, the study incorporated a multiperspective dimension. The following research problem was established to guide the creation of research questions, a research design and related methodology:What emerges as a construct of collective intelligence in schools when teacher engagement in a pedagogical knowledge formation process is viewed from different ideological perspectives?The collective in this study was constituted of the membership of two professional learning communities independently engaged in a widely used process of school revitalisation, the IDEAS (Innovative Designs for Enhancing Achievement in Schools) process. IDEAS utilises a number of distinctive educational constructs, including parallel leadership, alignment of key organisational elements and a schoolwide approach to teaching and learning, to engage the professional community of a school in the creation of significant new knowledge in the form of vision statements, values and pedagogical frameworks.The data collected from each school community’s knowledge-generating experiences are presented in two case study bricolages. Interpretation of these data led to identification of particular characteristics associated with professional learning processes for successful meaning-making. Further analysis of the data, through the lenses of three ideological perspectives (critical reflection, hermeneutic phenomenology and orgmindfulness) resulted in the proposal of a construct for collective intelligence in schools.Of particular significance as a result of the research is the postulation of a new image of the professional teacher – one who recognises his/her capacity for engagement in collective and reflective practices through the exercise of new ways of thinking and acting in support of student achievement. The findings prompt further inquiry into the deep meanings associated with the dynamics of successful professional learning communities in both schools and a spectrum of other organisations.
24
Crupi, Samuel Jr. "Gifted Students' Engagement in a Middle School Research and Critical Thinking Course." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5175.
Abstract:
This action research was an analysis of a group of eighth grade gifted students' classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton & Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement sub-types. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.ID: 031001557; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed August 26, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 90-95).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science
25
Atiyeh, Stacey A. "Training Direct Care Employees in Active Engagement." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423396.
Abstract:
PsychologyEd.M.
Active engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees.
Temple University--Theses
26
Lilley, Terry Glenn. "The collective display of war-related ribbons as symbolic participation Social patterns of engagement /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdweb?did=1400423521&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
27
Mastnak, Lynne. "The process of engagement in non-violent collective action : case studies from the 1980s." Thesis, University of Bath, 1995. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307114.
Abstract:
This thesis examines the process of engagement in nonviolent collective action. It is a cross- cultural study - using the methods of life history interview, participant observation and archival research - of twelve individuals drawn from three anti-militarist movements that emerged in the 1980s. The movements were: in Britain, the Greenham Common women; in Poland, Wolnosc i Pokoj: and, in Guatemala, the Runujel Junam Council of Ethnic Communities. Its aim is to understand how individuals move from belief to collective action and how their values are incorporated into the movements in which they engage. My findings challenge the global model of protest behaviour that fails to separate non-violent collective action from other forms of protest. They also challenge the idea of a unitary explanatory model of commitment: in particular, both the psychopathological model - in which political engagement is a decontextualised, irrational process - and the hypothesis that engagement is simply a response to structural injustice. MY findings suggest that political engagement may be not only the result of psychological processes within the individual or merely a response to the external world, but, rather, a unique combination of the two: it is a particular individual's response to a particular set of historical circumstances that produces engagement. Three possible models are proposed: they involve both affective and cognitive processes and depend on the interplay of historical events with the individual's own life circumstances. There are cross-cultural continuities, but also significant differences in the role of fear which are crucial to understanding the timing of initial involvement. Finally, I examine the relationship between choice of method of action and the process of commitment. cuIture can have an overriding influence on the development of a particular moral perspective but no one moral perspective is especially associated with non-violence. Engagement in nonviolent action can foster awareness of the importance of connection and relationship. Moreover, moral perspective and thinking about the useful limits of non-violence appea~ to be related.
28
Botts, Mary. "Levels of engagement among male, college basketball players." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5137.
Abstract:
This study examined the engagement of male, college basketball players within the National Collegiate Athletic Association (NCAA). The literature review shows a connection between engaging in educationally purposeful activities and student retention. Because some student athletes, male collegiate basketball players in particular, struggle to graduate at the same rate as their fellow student athletes, student engagement offers one lens to examine the educational experiences of basketball players. The National Survey of Student Engagement (NSSE) was used to collect levels of engagement along four identified variables. These four variables, part of Chickering and Gamson's Seven Principles for Good Undergraduate Education, were relevant to the study as they were factors student athletes could control. These factors included: active learning, cooperation among students, interaction with faculty, and time on task. Student athlete responses were analyzed by three factors including NCAA athletic division, race, and highest level of parental education. This study found no significant difference in levels of engagement among the NCAA's three athletic divisions. Additionally, no significant differences in engagement were found based on the highest level of education reached by the student athlete's parents. Last, ethnic background presented only one significant difference within the active learning variable. The other three variables showed no significant difference based on race. The lack of statistical differences is meaningful as it signifies the strength of the basketball culture. The culture of this sport permeates all divisions of college basketball and transcends the background of its players. Thus, players who should display different levels of engagement based on institutional or background characteristics display similar levels of engagement.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education
29
Lichet, Thierry. "Mouvement associatif étudiant et transformations des modes d’engagements collectifs." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20004/document.
Abstract:
Cette thèse porte sur le mouvement associatif étudiant, et son impact sur les autres formes d’engagements collectifs des individus dans le monde social. Elle s’attache à montrer que le mouvement associatif étudiant génère des projets, des formes d’engagements dans le collectif, que l’on voit réapparaître quelques années plus tard dans les associations, ONG, syndicats, partis politiques, … Outre la capacité transitive du message associatif étudiant, c’est la place de préfigurateur des engagements collectifs qu’occupe le mouvement associatif étudiant qui sont les objets principaux de cette recherche. La démonstration s’établit sur deux chapitres. Le premier s’attache à démontrer la réalité historique de cette proposition, de la fin du XIXème siècle jusqu’aux années 80. La seconde partie en démontre l’actualité, notamment au travers des pratiques à l’œuvre au sein du réseau FAGE. Ce travail, alliant quantitatif et qualitatif, s’appuie sur la catégorie du sujet tourainien, démontrant notamment la participation du mouvement associatif étudiant à l’émergence du Sujet. Les aspects historiques de ce travail s’appuient sur les travaux de Monchablon, Fischer, et plus largement, du GERME. Les problématiques relevant du tiers-secteur sont décryptées à l’aune des travaux de Ion, Archambault, ainsi que ceux du MAUSS. La capacité transitive du message associatif étudiant s’appuie enfin sur les travaux de Fillieule, Mayer et Agrikoliansky. Il ressort de ce travail la capacité du milieu associatif étudiant à bousculer les consensus sociaux en matière d’engagement collectif des individus, et à agir pour l’institutionnalisation progressive de modalités innovantes et performativesThis thesis focuses on the student union and its impact on other forms of individual devotion towards collective commitments in the Social world. It aims to demonstrate that the student union generates projects and forms of commitments in the collective, that reappear several years later in unions, NGOs, political parties. Although the student union message is transitive, the precursor nature of collective engagements, central to student union movement, is the focus of this research. The demonstration spans two chapters. The first demonstrates the historical reality of such proposal, from the end of the nineteenth century to the 80s. The second demonstrates its topicality, mainly through the activities within the network FAGE. This work, combining quantitative and qualitative analysis, is based upon the subject of Touraine category, with a particular emphasis on the participation of the student union in the emergence of the Subject. The historical aspects of this thesis are based on the work of Monchablon, Fischer, and more broadly, GERME. The problems associated with the third sector are considered under the point of view of Ion, Archambault and Mauss. The transitive capability of the student union message builds on Fillieule, Mayer and Agrikoliansky works. This work demonstrates the ability of the student union to disturb the social consensus in the area of collective commitment of individuals, and to favour the gradual institutionalization of innovative and performative modalities
30
Wu, Jun-deh. "Repression, Civic Engagement, Internet Use, and Dissident Collective Action: the Interaction Between Motives and Resources." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115186/.
Abstract:
This dissertation investigates three questions: First, what conditions make dissident collective action such as protest, revolt, rebellion, or civil war more likely to happen in a country? Second, what conditions make citizens more likely to join in dissident collective action? Third, does Internet use play a role in dissident collective action, and if so, why? I argue that motives and resources are necessary rather than sufficient conditions for dissident collective action. I develop an analytical framework integrating motives and resources. Specifically, I theorize that state repression is an important motive, and that civil society is critical in providing resources. Four statistical analyses are conducted to test the hypotheses. Using aggregate level data on countries over time, I find that civil war is more likely to occur in countries where both state repression and civil society are strong. Moreover, the effect of civil society on civil war onset increases as the repression level rises. at the individual level using 2008 Latin American Public Opinion Project surveys from 23 Latin American and Caribbean countries, I find individuals more likely to join in protest when they experience both more repression and greater civic engagement. Moreover, civic engagement’s effect on protest participation increases as people experience more repression. I further find that Internet use constitutes a kind of civic engagement and has effects similar to voluntary group involvement. the effect of Internet use on protest participation decreases as a person’s civic engagement increases. Finally, an individual is more likely to join in protest when experiencing more repression and using the Internet more frequently. Moreover, the effect of Internet use on protest participation increases as a person experiences more repression.
31
Dumpson, Donald. "FOUR SCHOLARS' ENGAGEMENT OF WORKS BY CLASSICAL COMPOSERS OF AFRICAN DESCENT: A COLLECTIVE CASE STUDY." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261236.
Abstract:
Music EducationPh.D.
The purpose of this research was to investigate ways classical composers of African descent have been included in the mainstream academic canon. I examined the insights of four scholars who have been committed to including classical composers of African descent throughout their music careers. The initial research questions of this study were: 1) How do participants describe their frameworks for making the commitment to include classical composers of African descent throughout their careers? 2) What have been the challenges and benefits associated with their commitment? 3) What might contemporary scholars view as strategies for integrating classical composers of African descent into the mainstream academic canon? Four musicians, who have contributed to the scholarship related to classical works by composers of African descent in very different ways, participated in this qualitative collective case study: Dr. Ysaye Maria Barnwell, a composer and performer; Dr. Dominique-Rene de Lerma, musicologist; Dr. Anthony Thomas Leach, educator, conductor, and organist; and Mr. Hannibal Lokumbe, composer, trumpeter, and visionary. Through two in-depth interviews with each of the four scholars, a related question emerged: How have the participants contributed to the inclusion of classical composers of African descent throughout professional careers and personal lives? I transcribed the interviews, returned them to the participants for member checks, and prepared final, revised transcripts based on their feedback for analysis. I examined the interview data to obtain a collective representation related to the research questions. I analyzed the data for emerging codes, categories, and themes until details considered substantive to the research emerged. Themes that emerged focused on the need to identify the importance of seeing the contributions for classical composers of African descent from an Afrocentric as well as a Eurocentric perspective; the impact of the Civil Rights Movement on how each participant engaged the music throughout their lives; the importance of informal and formal education and the roles family, community, and school played in their relationship with the music they shared; and, the significance of creating access to their works through publications and professional associations.
Temple University--Theses
32
Mc, Mullen Vickie. "Community engagement through Collective Efficacy: Building partnerships in an urban community to encourage collective action to increase student achievement in a neighborhood school." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718709.
33
Tello, Roberto. "RAPPROCHEMENT: THE NECESSARY ENGAGEMENT WITH THE ISLAMIC REPUBLIC OF IRAN." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4271.
Abstract:
This study examines the decision making process in Washington which led to the current non-existence of political and economic relations between the Islamic Republic of Iran and the United States. The study examines the U.S.-Iran relationship at three levels-of-analysis: the individual, state, and system levels. From a geopolitical perspective, Iran and the United States have often been natural allies that pursued similar policy goals. After 9/11, the U.S. entered Afghanistan and Iraq which further necessitated the reengagement of Tehran. Iranian regional clout would play a vital role in stabilization of Iraq and Afghanistan and without Iran's assistance; peace will not likely be realized in those states. Amongst the most compelling reasons for Washington to engage in meaningful dialogue with Tehran are: terrorism, the war on drugs, the Iranian sponsorship of militant groups, and Tehran's pursuit of a nuclear program. The study concludes that rapprochement should occur in two phases. The first being cooperation in areas of mutual concern such as the war on drugs. The second phase promoting confidence building methods, which would lead to a strategic partnership based on mutual interests.M.A.
Department of Political Science
Sciences
Political Science MA
34
Simmons, Jessica. "Interdisciplinary studies students' academic and social engagement a quantitative study." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4708.
Abstract:
This study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student engagement that were positively related to satisfaction and confirmed that requiring core interdisciplinary studies courses had a positive impact on engagement. A quantitative instrument, the Interdisciplinary Studies Student Engagement Survey, was adapted from the National Survey of Student Engagement questionnaire to collect self-reported responses. The following eight factors of student engagement were found to be relevant: (a) diversity-related activities, (b) shared understanding and experiences, (c) interaction with peers, (d) interaction with faculty members, (e) active and collaborative learning, (f) integrated learning, (g) out-of-class experiences, and (h) academic challenge. Respondents reported the most frequent participation in integrated learning and the least frequent participation in out-of-class experiences. It was determined that students with nontraditional characteristics tended to participate more frequently in academic engagement, whereas students with traditional characteristics tended to participate more in social engagement. In addition, enrollment in mandatory interdisciplinary core courses was found to positively influence engagement in seven of the eight identified factors. Enrollment in core courses was also positively related to satisfaction. Finally, all eight engagement factors positively correlated with satisfaction to some degree.ID: 030646249; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 311-339).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
35
Dunaj, Jon. "Investigating Flow, Presence, and Engagement in Independent Video Game Mechanics." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1587.
Abstract:
Video games are being studied today more than ever before. The engagement that they generate with the user, if harnessed, is thought to have applications across numerous other fields. Educators especially wish to implement elements of gaming into supplemental activities to help further interest students in the learning process. Many claim that this is because classroom’s today are in direct contradiction with the real home life of students. Student’s today were born into the fast paced world of the digital realm, frequently multi-tasking between watching television, playing games, doing homework, and socializing. As educators begin to create game like experiences to drive student engagement they will seek to create interactions that foster the psychological phenomena of flow, presence, and engagement. Each of these three processes helps play a key role in what makes video games the attention-grabbing medium that they are. When creating games it would be beneficial to know which type of game mechanics reinforce these phenomena the most. The goal of this study is to investigate, Super Meat Boy and Limbo, two very similar games with very different mechanical representations and see which game is more engaging in these three areas. Twentynine
participants played one of the two games for forty-five minutes, completed three separate measurements, and were observed throughout the process. The results were analyzed and found one game to indeed be more engaging than the other.B.A.
Bachelors
Visual Arts and Design
Arts and Humanities
36
Snell, Corinne M. "DRIVERS OF ENGAGEMENT IN PROFESSIONAL DEVELOPMENT ACTIVITY: A STUDY OF UNDERGRADUATE BUSINESS MAJORS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/167256.
Abstract:
Educational AdministrationEd.D.
Since college and university students typically vary in their utilization of student services and resources, the variance in undergraduate business student engagement levels in professional development activity was explored by this quantitative study. Professional development is defined as career-related preparation of students for entry into the professional business environment and is accomplished through coaching, workshops, mentoring, student professional organization involvement, and internships that complement the content knowledge taught in the classroom. The results of a mandatory student satisfaction survey were analyzed to identify drivers/correlates of engagement, specifically relative to participation in professional development activity at a mid-Atlantic, urban research institution with an undergraduate business school population of approximately 5,700 students. The goal was to assess the demographic, organizational and motivational drivers (using a distal to proximal flow of relevance) that serve as potential initiators of variance in engagement levels related to professional development activity. This study attempted to provide insight as to the types of students who are engaged or disengaged by examining a combination of student background characteristics, pre-college credentials, college credentials, and organizational/motivational factors. The existing literature has concentrated on identification of "good practices" leading to engagement, as well as the impact of educationally purposeful activities on the higher education experience, but has not clearly identified the precise drivers of student engagement. Academic research on undergraduate student engagement in professional development activity is even more challenging to locate and is practically non-existent. The study population consisted of 864 graduating seniors who completed the mandatory senior student satisfaction survey. Student demographic data from the University's information system as well as self-reported survey responses comprised the independent variables. This information was used to create thirty drivers of engagement categorized into five variable sets. The dependent variables, identified as behavioral indicators of engagement in student professional development activity, were derived from self-reported responses in the senior survey. A factor analysis was used to create a Total DV score relative to student engagement in professional development activity. Descriptive statistics provided a picture of each group of students. ANOVA and correlational analyses were used to determine the predictive factors (by variable sets) for professional development activity engagement (PDAE). Twenty-five of the thirty independent variables produced significant correlations (.000) spanning the five variable sets thereby indicating that multiple factors are ultimately involved in this complex model of student engagement in professional development activity.
Temple University--Theses
37
Pohler, Nina. "Collective Firms between Collective and Company." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22260.
Abstract:
Diese Arbeit möchte verstehen, was es bedeutet gleichzeitig eine Gemeinschaft und ein Unternehmen zu sein, und welche Herausforderungen dadurch für die intraorganisationale Koordination entstehen. Wie vereinbaren alternative Betriebe unterschiedliche Menschen und Rationalitäten miteinander, ohne auf formale Hierarchien zurückzugreifen? In einer vergleichende Fallstudie von drei kleinen, direkt-demokratisch organisierten Kollektivbetrieben wird der Beziehung zwischen Koordination, Bewertung und Moralvorstellungen nachgegangen.
Die Arbeit nutzt hierfür Laurent Thévenots pragmatischer Soziologie des Engagements.
Die Ergebnisse der Arbeit liefern einen Beitrag zu drei Forschungsbereichen:
Die Arbeit liefert einen Beitrag zum Feld der „valuation studies“. Es wird gezeigt, dass die mit Bewertung verbundene Unsicherheit zu Prozessen führen kann, die mehr einer kollektiven Entdeckung, als einem Konflikt entsprechen. Darüber hinaus wird die zentrale Rolle von legitimen Differenzierungs- und Äquivalenzprinzipien für Kommensuration aufgezeigt.
Die Arbeit liefert einen Beitrag zur Forschung zum Verhältnis von Koordination, Bewertung und Moralvorstellungen in Organisationen. Sie zeigt, dass ein theoretischer Rahmen, der unterschiedliche Grade der Generalisierung von Koordination beachtet, wichtige Erkenntnisse für das Verständnis intraorganisationaler Koordination liefert.
Die Arbeit liefert einen Beitrag zur Forschung über Kollektivbetriebe und Genossenschaften. Indem die eingenommene Perspektive über die Analyse von Governance-Strukturen hinausgeht, wird die Dualität von Kollektivbetrieben als ein Problem der Balance zwischen unterschiedlichen Koordinationsmodi gerahmt. Aus dieser Perspektive ist die zentrale Spannung, die Kollektivbetriebe ausbalancieren müssen, eine zwischen auf Vertrautheit basierender Koordination und Koordination, die auf Generalisierung von Beziehungen beruht.This thesis wants to understand how alternative firms deal with the complexity of balancing different rationalities in their intraorganizational coordination, in the absence of formal hierarchies. In a comparative case study of three small, democratically governed collective firms, the relationship between coordination and morality is analyzed. The majority of research on collective firms focuses on democratic governance structures, which risks to underestimate the importance of coordination that is based on intimate knowledge and personal relations. This is especially important to understand collective firms, which are dependent on lateral accountability and cooperation between their members. Consequently, this work is informed by the work of Laurent Thévenot which allows to understand coordination based on different levels of generalization. The results of this thesis contribute to three different areas of research: First, contributions are made to the field of valuation studies, by further developing insights on the notion of the test. The thesis also points out the central role of legitimate principles of difference and equivalence for successful commensuration, and the tension between particularity and generalization in standardizing evaluation devices. Second, the study contributes insights for scholarship on coordination and morality in organizations. It demonstrates that considering coordination based on different degrees of generality yields important insights on intraorganizational coordination. Finally, this study contributes to scholarship on cooperatives and collectivist organizations. The often noted duality of collective firms is reframed as the need to balance and mediate different modes of coordination. The study develops a heuristic concept, the composite relation, which explains how collectives are held together despite their central tension between particular and collective goods.
38
Sharifi, Dryaz Massoud. "De la résistance microscopique à l'action collective organisée : engagement et désengagement des militants dans l'espace kurde." Paris, EHESS, 2015. http://www.theses.fr/2015EHES0048.
Abstract:
Cette thèse porte sur l'apparition, l'évolution, les crises internes et les transformations du mouvement kurde en Turquie. Nous avons choisi d'étudier ce mouvement selon une conception qui implique d'introduire à la fois les dimensions structurées, organisationneiles et visibles et les aspects moins visibles, non structurés et peu centralisés de l'action contestataire kurde. Pour compléter cette vision, nous nous sommes également intéressés à l'expérience et à la subjectivité des acteurs du mouvement. La thèse s'inscrit au croisement de la sociologie de l'action, des théories de l'action collective et des subaltern studies. D'un point de vue méthodologique cette thèse s'appuie sur une démarche qualitative et favorise l'entretien semi-directif. Le corpus se compose de soixante-dix-sept entretiens, complétés par le dépouillement des sources secondaires. La thèse suit trois axes principaux et est découpée en six chapitres. Dans un premier temps, la thèse se concentre sur la phase d'émergence et d'évolution du mouvement kurde en Turquie. Dans un second temps, l'analyse porte sur le processus d'engagement, le militantisme, la scission collective et le désengagement au sein de l'espace kurde. Enfin, revenant à un niveau macro d'analyse, le dernier axe de cette thèse est consacré à démontrer comment le mouvement kurde voit s'élargir et se diversifier les espaces des activités kurdistes. Dans ce nouvel espace transnational, investi différemment par les divers acteurs, le discours, la rhétorique, la perception identitaire et la stratégie des acteurs du mouvement sont ébranlés et parfois transformesThis dissertation focuses on the appearance, evolution, internal crises and transformations of the Kurdish movement in Turkey. This work sits at the crossroads of the sociology of action, theories of collective action and subaltern studies. The study design introduces structured, organizational and visible dimensions of Kurdish protests on one side, and less-visible, unstructured and non-centralized aspects of these actions on the other. To complete this perspective, the experience and subjectivity of individual actors in the movement are analyzed. The methods used in this thesis are primarily qualitative, including semi-directed interviews. The corpus studied consists of 77 interviews with members of Kurdish associations and political parties in Turkey, as well as with guerrillas and former militants from the PKK. Secondary sources, documents and newspapers are also analyzed. The thesis follows three main lines of thought and is divided into six chapters. Firstly, this study focuses on the emergence and evolution of the Kurdish movement in Turkey. In the second section, the analysis focuses on processes of engagement, activism and disengagement in the Kurdish space. Finally, the last section examines how the space of Kurdish collective action is expanding and diversifying. Discourse, rhetoric, perceptions of identity and strategies are challenged and sometimes transformed in this new transnational space
39
Lubensky, Micah Elan. "An unplanned trade-off? : the potential conflict between reducing prejudice and supporting engagement in collective action /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2004. http://uclibs.org/PID/11984.
40
Pettit, John Robert. "Digital History and Community Engagement: In Theory and in Practice." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/166051.
Abstract:
HistoryM.L.A.
In this paper, I explore digital history and community engagement. I do so by exploring intersections between public history and new media theory, distilling a set of nine best practices, and applying these to several digital history initiatives: Historical Society of Pennsylvania's PhilaPlace, Baltimore County's Baltimore '68: Riots and Rebirth, and two projects initiated and hosted by Temple University.
Temple University--Theses
41
Osagie, Shelley E. "Student Engagement and Academic Success in Veterans' Post-Secondary Education." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378340.
Abstract:
Educational LeadershipEd.D.
The major purpose of this study was to investigate whether the level of engagement, as measured by the National Survey of Student Engagement (NSSE) correlates with veterans’ academic success as measured by cumulative Grade Point Average (GPA). Participants were senior college students, at a four-year urban public university who completed the National Survey of Student Engagement (NSSE). The design compared two years that the survey was administered, 2011 and 2013. The NSSE was also used to examine differences in perception among veterans, nontraditional and traditional students. Based on the quantitative analysis it was determined that the more engaged veterans are the better their GPA. While there was no statistical significance, there were positive correlations for veterans between GPA and their relationships with students, faculty, and administrative personnel in the 2011 sample; the 2013 sample showed a negative correlation. The analysis also determined that perceptions in quality of interaction with faculty, advisors, and administration changed from 2011 to 2013. Additionally, perceptions of veterans showed they felt the campus was supportive in 2011, however did not feel the same in 2013. The results of this quantitative study provide higher education institutions and researchers additional insight into which areas of their university services need attention in order to assist in the academic success of student veterans.
Temple University--Theses
42
Johnson, Abigail. "Hendrick ter Brugghen’s Musicians and the Engagement of the Viewer." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/461409.
Abstract:
Art HistoryM.A.
Hendrick ter Brugghen (1588-1629), a Dutch Baroque painter, is known as one of the more prominent artists among the Utrecht Caravaggisti, so-named for the city in which he worked and as a follower of Caravaggio. The Caravaggesque style swept through Northern Europe during the cusp of the sixteenth and seventeenth centuries, and genre scenes of half-length figures could be found in every art fair and open market. The label of Utrecht Caravaggisti, however, is a limiting descriptor for ter Brugghen, who created works in response to the changing art market and tastes of a growing Dutch middle class, not motivated solely out of admiration for the Italian painter and his style. Hendrick ter Brugghen’s works featuring musicians at play are prime examples of how an artist in the competitive art market of the northern Netherlands engaged the viewer in a multitude of ways. With the rise of the middle-class merchants, professionals, and city officials, as well as the establishment of music and art academies, the subject of lower class musicians likely would have appealed to a range of buyers. Ter Brugghen’s use of half-length figures find their roots in earlier Dutch and Flemish artists, such as Hieronymus Bosch and Quentin Massys, who preceded Caravaggio in this type of composition by nearly a century, and certainly would have appealed to the market of a newly formed Dutch Republic seeking its own artistic lineage. Ter Brugghen employed allegorical themes and invoked a modern and vernacular variant of the pastoral mode in his string musicians, which would have been instantly recognizable to the learned buyer. In addition to engaging the viewer on a contemplative level, I shall argue that ter Brugghen’s musical compositions also enticed the viewer by activating his innate ideasthetic responses through visual cues and multisensory stimulation. By examining ter Brugghen’s musician paintings within the context and history of Dutch art production, we can more fully understand how his works engage the viewer so effectively and how they extend well beyond a dialogue with Caravaggio to assert his own inventiveness and modernity.
Temple University--Theses
43
Lee, Shara. "Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5393.
Abstract:
Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education
44
Hardin, Stacey. "Predictors of School Engagement for Females with Emotional and Behavioral Disabilities." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6288.
Abstract:
Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, & Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females.
To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks—the Culturally Responsive Theory Framework (Wlodkowski & Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created.
During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting.
The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track
45
Farmer, Wesley S. "The motivators and the motivated: what mechanisms do nonprofit organizations use to spur engagement, and do they work? An exploratory case study." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260815.
Abstract:
Political SciencePh.D.
The political engagement of citizens with their democratic government is fraught with difficulties of inertia, cynicism, lack of knowledge, access and efficacy. This research attempts to address questions of how people occupying a lower socio-economic status (SES) classification might improve their engagement. The research question is, "The motivators and the motivated: what mechanisms do non-profit organizations use to motivate individuals to become politically engaged, and, do they work?" Through a qualitative exploratory case study of five human social-serving nonprofit agencies, and capitalizing on the scholarship of other political scientists, five criteria predictive of outcomes for engagement efforts by agency staff attempting to assist their clients to express their voice in their own governance is presented. The findings demonstrate that effective recruitment or encouragement of clients, coupled with the provision of education and skills, the use of "bridging" social capital, capitalization on client's rational particularistic self-interest and the presence of an effective agency leader or internal organizational entrepreneur may combine to produce engagement on the part of clients within lower SES classifications. Additionally, the strengths of the exploratory case study method resulted in at least six potential future research questions. As with any research, there are study limitations, and this is no exception. However, some useful broad policy recommendations are also provided.
Temple University--Theses
46
Ross, Caryn. "THE EFFECT OF MATHEMATICAL MANIPULATIVE MATERIALS ON THIRD GRADE STUDENTS' PARTICIPATION, ENGAGEMENT, AND ACADEMIC PERFORMAN." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3662.
Abstract:
This study is the summary of research conducted in a third grade classroom during a unit on multi-digit addition and subtraction. The classroom teacher utilized mathematical manipulative materials throughout the course of this unit as a supplement to aid in the conceptual understanding of addition and subtraction. This study showed the effects of those manipulatives on third grade students' participation, engagement, and academic performance. Data collected from teacher observations and video recordings indicated a positive relationship between manipulatives and student participation and engagement. A pre-test/post-test and student work samples were used to determine effects on academic performance. Data showed students' academic performance increased, however the relationship between academic performance and manipulatives was found to require further research and study.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
47
Zeller, Christelle. "Mobilisation collective des professionnels et représentations sociales de la performance organisationnelle : le cas des enseignants-chercheurs dans les universités françaises." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM1095.
Abstract:
La littérature a souligné à quel point la mobilisation collective des professionnels dans le sens de la performance de leur organisation pose question. En effet, les auteurs sont partagés sur la compatibilité entre engagement envers l’organisation et engagement envers la profession. Cette thèse cherche à comprendre la mobilisation collective des professionnels envers la performance de leur organisation, en interrogeant leur représentation sociale de la performance organisationnelle. Notre étude interroge les enseignants-chercheurs des universités françaises, confrontés depuis plusieurs années à d’importantes réformes, qui ont mis en place un management basé sur la performance. Des logiques managériales ont alors pris place aux cotés des logiques professionnelles pré-existantes. Les résultats révèlent que les enseignants-chercheurs ont une représentation largement partagée de la performance de l’université, mais deux groupes s’opposent : un premier groupe, majoritaire, est favorable au concept de performance, et un deuxième groupe, minoritaire est défavorable. Dès lors, quatre profils de mobilisation collective émergent, révélant ainsi des hybridations identitaires distinctes. Ainsi, l’identité professionnelle des enseignants-chercheurs évolue. Ils s’identifient davantage à leur établissement et intègrent ses besoins. Toutefois, des résultats émergents soulignent que ces quatre profils de mobilisation sont plus ou moins soutenus par une forte mobilisation au service public et que les profils les plus mobilisés ont un besoin fort de reconnaissance organisationnelleLiterature emphasized how much the professional’s collective mobilization towards the performance of their organization is problematic. In fact, the authors have divided opinions about the compatibility between the professional commitment and the organizational commitment. This thesis seeks to understand the professional’s collective mobilization to their organization performance by asking the social representation of the organizational performance. Our study of quantitative and exploratory nature question the academics of the French University who are facing, since previous years, significant reforms which implemented a management approach based on the performance. Therefore, the managerial logics took a place beside the prevailing professional logics. The results reveal that the academics defined the performance of the university as being the scientific publications and the student’s integration into the workplace. In the face of this representation widely shared about the performance of the university, two opposing groups: the first one, the majority group, is favourable to the concept of the performance, and the second one, in the minority, is unfavourable. From then on, four different profiles of collective mobilization emerge from the results, thus, revealing different identity hybridizations. So, the academics’ professional identity evolves. They identify more to their institution and integrate its needs. However, the emerging results stress, on one hand, that these four mobilization profiles are, more and less, supported by a strong Public Service Motivation. On the other hand, the most mobilized profiles need a high organizational support
48
Park, Sarah. "Utilizing iPads to Enhance Student Engagement in Vocabulary Learning: A Case Study." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5999.
Abstract:
According to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, & Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated the essential link between the words students know and students' ability to use those words to understand what they read. Therefore, researchers and educators have both agreed the importance of minimizing vocabulary gaps in order for students to be able to succeed academically and deal with rigorous content (Sparks, 2013).
This case study examined the effects of how utilizing an iPad would enhance a student's engagement in vocabulary learning. A third grade student performing below grade level in reading comprehension and vocabulary participated in this study. The research took place at the University of Central Florida, College of Education, Reading Clinic. This research study concentrated on five different iPad applications that focused on enhancing the student's engagement in ways to use the iPad to engage students with vocabulary learning. The data obtained from this research were gathered through pre and post vocabulary test developed by the researcher to assess the student's learning gains. In addition, multiple sources such as attitude pre and post survey, game results, and observations were also collected. At the end of the research, the participant displayed tremendous learning gains in vocabulary. In addition, the researcher concluded that utilizing an iPad significantly enhanced the student's engagement in vocabulary learning.M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
Reading Education
49
Almon, P. Catherine. "English Language Learner Engagement and Retention in a Community College Setting." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/84590.
Abstract:
CITE/Language ArtsEd.D.
This multi-method study explored English Language Learner (ELL) enrollment and engagement in a community college to address a dearth of research on ELL retention in this context. Quantitative analyses were performed on four fall semester transcripts of ELLs (N = 161) and on samples of ELLs and non-ELLs (n = 139) matching in age, enrollment status, and race/ethnicity. Quantitative analyses were also performed on The Community College Survey of Student Engagement (CCSSE) instrument for another set of ELLs (N = 45) and matched samples of ELLs and non-ELLs (n = 34). Qualitative analyses of interviews with a third set of ELLs (N = 28) were also conducted. Results suggest that ELLs overall do well as implied by their high GPAs and engagement scores, yet most do not persist long enough to complete the ESL program or graduate. GPAs were well above the minimum for graduation (2.00) and significantly higher (p < .05) than the non-ELLs. ELLs scored higher than the nation in all five benchmarks, and significantly higher than the non-ELLs in the support for learners benchmark. However, even though the majority of ELLs expressed that they wanted an associate's degree, only 43% successfully exit the ESL program and 13% graduate from the college. The graduation rate is significantly less (p < .05) than college (23%) and nation (25%).To explain, certain groups presented higher risk. Students who began in lower levels of ESL were five times less likely to complete the ESL program (p < .05). Nontraditionally aged ELLs had lower GPAs, persisted fewer fall semesters, and graduated less than their counterparts (all significant at p < .05). Also found were risk factors to which students attribute their leaving college: lack of finances, full time work, and family obligations. Interviews revealed implicit risk factors of linguistic challenges and their ELL status at the college, both of which affected their engagement, as well as a lack of procedural knowledge for navigating US colleges that could enable their retention. Students who persist, graduate, or transfer attribute this success to seeking tutoring and investing extra effort. Implications for practice and research are given.
Temple University--Theses
50
Kaci, Maxime. "À la croisée des politiques : circulation des mots d'ordre et engagements collectifs à la frontière septentrionale (1791-1793)." Lille 3, 2011. http://www.theses.fr/2011LIL30024.
Abstract:
La séquence 1791-1793 de la Révolution française constitue un moment d'incertitude et de refondation dans les engagements politiques. Du département du Pas-de-Calais à celui des Ardennes, les territoires frontaliers français peuvent être envisagés comme un carrefour de circulation des hommes et des supports d'expression entre Paris, l'Angleterre et la Belgique. L'analyse quantitative des thématiques présentes dans les pétitions, les adresses, les chansons souligne le partage, par des groupes sociopolitiques différents, de mêmes références : la défense de la Patrie ou encore la lutte contre les complots. Toutefois, l'étude des émeutes et des cérémonies civiques révèle les usages concurrents de ces références. L'appropriation politique, c'est-à-dire l'adaptation partisane et locale de mots d'ordre généraux, s'intensifie durant une période où s'affirment de nouveaux intermédiaires tels que les membres des sociétés poltiiques ou les soldats. Cette adaptation de thématiques politiques générales aux aspirations matérielles et aux craintes militaires des populations encourage les identifications collectives et provoque des engagements élargis. En même temps, les appropriations induisent des détournements de sens qui empêchent tout encadrement strict des interventions collectives. Les impératifs de Salut public et les stratégies partisanes conduisent alors les détenteurs de fonctions officielles et les militants à mettre en œuvre de nouvelles structures de contrôle pour stabiliser l'ordre local et national. Nous proposons donc une contribution à l'histoire de la politisation et des dynamiques révolutionnaires qui restitue la multiplicité des interactions et des possiblesThe French Revolution's period that stretches from 1791 to 1793 stands as a time of uncertainty and reconstruction as far as political commitments are concerned. From Pas-de-Calais to Ardennes, French border territories may be considered as a crossroads where men and ideas circulate between Paris, England, and Belgium. The quantitative analysis of the themes tackled in petitions, adresses, songs underscores the fact that groups from different socio-political origins share the same references : the defence of the motherland or the struggle against conspiracies. However, the study of riots or civil ceremonies reveals thet the various ways of using these references compete against each other. The political endorsement, which can be defined as the local adaptation of general topics, becomes more obvious at a time when new intermediaries - such as soldiers or members of political societies - manifest themselves more openly. This adaptation of general political themes to the material aspirations as well as the military fears of population encourages collective identifications and causes wider commitments. At the same time, these endorsements entail distortions of meaning, making it impossible for any collective entity to control them. The neccesary public safety, as well as politically biased strategies, thus lead officials and political activists to establish new structures of control whose aim is to stabilize local and national order. Therefore, we offer a contribution to the history of politization and revolutionary forces, whose ambition is to account for the numerous interactions and possibilities