Dissertations / Theses on the topic 'Negotiate'
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Mabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
Full textJones, Hannah. "Uncomfortable positions : how policy practitioners negotiate difficult subjects." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/6441/.
Full textShehryar, M. Omar. "Antecedents and consequences of consumers' desire to negotiate /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099633.
Full textYuen, Nancy Wang. "Performing authenticity how Hollywood working actors negotiate identity /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692357331&sid=13&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textCummings, Rebekah Aine Ruth. "Navigating the River: Preservice Teachers Negotiate Constructive Guidance." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28261.
Full textPh. D.
Fouten, Elron S. "Exploring how adolescent boys negotiate regulatory conceptions of masculinity." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
Full textKteily, Nour Sami. "Negotiating Power: Willingness to Negotiate in Asymmetric Intergroup Conflicts." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10914.
Full textPsychology
O'Rouke-Scott, Elizabeth Alice. "Family talk : Irish women across generations negotiate single motherhood." Thesis, Open University, 2018. http://oro.open.ac.uk/54913/.
Full textHutcheson, Tom C. "How lawyers negotiate : perceptions of effectiveness in legal negotiations." Thesis, University of Strathclyde, 2016. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=26547.
Full textMugweni, Esther. "Empowering married Zimbabwean women to negotiate for safer sex." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713514.
Full textWoodard, Paul B. (Paul Bonham). "To Negotiate or Not to Negotiate: an Evaluation of Governments' Response to Hostage Events, 1967-1987 and the Determinants of Hostage Event Frequency." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278633/.
Full textO'Driscoll, Kevin Michael. "Bomb, sanction, or negotiate understanding U.S. policy towards North Korea /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/645638365/viewonline.
Full textBonilla, Martha Isabel 1965. "Understanding developing countries' capacities to negotiate effective trade agreements : Colombia." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/30110.
Full textIncludes bibliographical references (leaves 81-82).
This thesis explores the obstacles (the negotiation machinery, the asymmetric context of power and the international and domestic context) for developing countries in negotiating international trade agreements with the US. By articulating key components of the negotiation theory with personal experience of economic diplomacy and illustrating them through the process of the World Trade Organization agreement in Colombia during 1994, this research contributes to the understanding of the conventional wisdom of international negotiations in developing countries. This work highlights the challenge of international trade negotiations for developing countries (the absence of critical thinking and prescriptive proposals, and the difficulties in making coalitions to challenge the economic powers) as well as the issues (the competitive race for production and trade of high value products), masked under the cold blood of negotiation protocols and the false flavor of choice.
Martha Isabel Bonilla.
M.C.P.
Altieri, Elizabeth M. "Learning to Negotiate Difference: Narratives of Experience in Inclusive Education." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29309.
Full textPh. D.
Burger, Johann Richards Vivian. "How do school leaders negotiate space in order to motivate teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79935.
Full textBibliography
ENGLISH ABSTRACT: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be co-produced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21st century ICT learning spaces, with flexible use of furniture and stimulating visuals. Outdoor learning spaces and safe “emotional zones” have been constructed At all three schools the entrances and receptions areas have been made into welcoming spaces in which learners can gather for meetings, and the schools‟ symbols and achievements are showcased. Clear signposting makes the visitor feel engaged. Braai areas for teacher and parent functions ensure that the school keeps parents involved. The main findings about the embodied spaces in the school are that the three school leaders have changed the physical spaces at their schools into new mental spaces which influence the perception, mood and motivation of the users of that space.
AFRIKAANSE OPSOMMING: Hierdie studie verken hoe skoolleiers die verskillende ruimtes in hul skole kan aanwend ten einde onderwysermotivering, en gevolglik ook leerderprestasie, te bevorder. Die navorsing konsentreer op hoe drie skoolhoofde in die Wes-Kaapse provinsie ruimtes geskep of heringerig het om nuwe, produktiewe leeromgewings teweeg te bring wat die gebruikers van hierdie ruimtes op 'n positiewe manier by onderrig betrek. Ingevolge artikel 4 van die Wet op Indiensneming van Opvoeders, Wet 76 van 1998 (PAM), moet alle skoolhoofde 'n bevorderlike ruimte vir onderrig en leer skep. Ten einde vas te stel wat sodanige leierskapsverantwoordelikheid behels, probeer hierdie studie die dinamiese wisselwerking tussen fisiese of waargenome (“perceived space”) en voorgestelde of veronderstelde (“conceived space”) ruimtes beskryf soos dit in die sosiale of belewingsruimtes (“lived spaces”) in 'n skool vergestalt word. Die navorsing gebruik Lefebvre se ruimtelike triade as teoretiese lens. Benewens die studiedoelwit om ondersoek in te stel na watter wisselwerking daar tussen Lefebvre se verskillende ruimtes in skole plaasvind, val die soeklig ook op hoe skoolleiers die skepping van hierdie ruimtes kan hanteer. Belewingsruimtes in skole sal slegs oor die nodige vergestalte betekenis beskik om onderrig en leer te bevorder indien die gebruikers van daardie ruimtes dit help skep en as hul eie aanvaar. Die studie put uit 'n model van transformasionele leierskap om lig te werp op hoe skoolleiers dít kan bereik. Hierdie kwalitatiewe studie gebruik 'n fokusgroep, individuele onderhoude sowel as waarnemings in drie skole wat bekend is vir hul uitnemende leerderprestasie: 'n openbare laerskool, 'n openbare hoërskool en 'n onafhanklike hoërskool. Die hoofbevindinge is dat elk van die drie skoolleiers instinktief 'n transformasionele leierskapstyl volg en ruimtes geskep het wat professionele wisselwerking tussen hul onderwysers sowel as sterk kollegiale steun vir hul ruimtelike veranderinge aanmoedig. Die personeelkamers is modern ingerig met gemaklike meubels, platskermtelevisies, aantreklike versierings en stimulerende prente, wat alles ten doel het om personeel se geesdrif en energievlakke te verhoog. Voorts is professionele vergaderlokale en vertroulike werkruimtes vir onderwysers tot stand gebring. Klaskamers is omskep in aantreklike en funksionele, 21ste-eeuse IKT-leerruimtes, met buigsame gebruik van meubels en stimulerende visuele elemente. Buitelugleerruimtes en veilige "emosionele sones" is ook geskep. By ál drie skole is die ingange en ontvangslokale in aanloklike ruimtes verander waar leerders vir vergaderings kan byeenkom en die skole se simbole en prestasies ten toon gestel word. Duidelike aanwysings betrek besoekers onmiddellik by die skoolomgewing. Braaigeriewe vir onderwyser-en-ouergeleenthede verseker ook voortdurende skakeling tussen die skool en ouers. Die hoofbevinding oor die belewingsruimtes in die skole is dat die drie skoolleiers die fisiese ruimtes by hul skole in nuwe geestesruimtes omskep het, wat die opvattings, gemoed en motivering van die gebruikers van daardie ruimtes beïnvloed.
Gilman, Leah Isabelle. "Qualifying kinship : how do UK gamete donors negotiate identity-release donation?" Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25467.
Full textZhang, Yuening S. M. Massachusetts Institute of Technology. "Helping teams negotiate disruptions during task execution using distributed personal assistants." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122687.
Full textThesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 167-169).
People often collaborate on tasks, but they are also constantly overloaded. As humans, we find it particularly challenging when our local failures not only affect ourselves but also disrupt the smooth execution of the teams. This thesis provides a decision aid, d-Uhura, to help in these situations. d-Uhura is a set of computational assistants that help individuals adapt quickly to disruptions. Typically, automated systems resort to replanning when execution failures occur. However, replanning is too disruptive for human teams, and people often adapt to small failures by relaxing their requirements on the fly. By building upon Uhura, a personal assistant that helps users deal with plan over-subscription, d-Uhura can negotiate with its user to relax temporal constraints, such as deadlines, to quickly adapt to execution failures. However, Uhura is built for single users and does not consider their interaction with other individuals.
d-Uhura fills the gap by assisting users not only in their personal life, but also in their negotiation within and across the teams. d-Uhura achieves this with three major innovations. First, we recognize that negotiation is difficult and costly under the collaborative context because disruptions can propagate to the teams and many other individuals in the teams. In real life, people often try to handle disruptions locally to avoid disturbing the teams. Drawing insight from human teams, d-Uhura takes a decompositional approach where the negotiation process is broken into individual-level negotiation and task-level negotiation, where each individual determines how he or she can relax the requirements given what the teams need, and each coordinator for the task makes sure the individuals' adaptations together still works for the team. As a result, individuals can engage the teams in negotiation on an as-needed basis, only if they are unable to adapt locally.
Second, we identify that the key to enabling the above decomposition is to reduce the dependency between individuals during their execution so that they have the flexibility to adapt without affecting others. d-Uhura draws insight from temporal decoupling research to assist the individuals in reaching consensus on the temporal constraints under which each of them will act before execution. Third, privacy is often an essential requirement when we assist multiple people in their negotiation. d-Uhura is a distributed system, with one assistant for each individual, that also preserves the individual's privacy. d-Uhura contributed two schemes to preserve privacy for distributed algorithms for temporal decoupling and multi-agent negotiation, which is through conflict extraction and market-based optimization approach.
by Yuening Zhang.
S.M.
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
Cronje, Franci. "Border crossings : how students negotiate cultural borders during digital video production." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10299.
Full textThis thesis explores emerging patterns of communication in student video production and the extent to which such patterns signify cultural border crossings in a South African upper income group school context. The investigation was carried out with specific reference to the politics of difference, an educational philosophy defined by Henry Giroux (2006) as border pedagogy. Within the framework of multimodal pedagogy, four learners from diverse cultural backgrounds collaborated with one another in a timeframe of three days to create digital video productions using guidelines provided by the researcher. The production unit was observed in order to answer questions around the utilisation of video production in the classroom, as well as how learners interact and negotiate cultural issues while producing video. The data was analysed with a custom-made multimodal toolkit as proposed by Baldry and Thibault (2006). By employing Kress and Van Leeuwen's four strata of Discourse, Design, Production and Distribution various types of data illuminated themes around social memory, race, the influence of class difference, and gender representation. Assessment techniques in terms of the multimodal theories of Kress and Van Leeuwen (2001) also enabled the researcher to look at the way in which meaning is made "in any and every sign, at every level, and in any mode" (Kress & Van Leeuwen, 2001: 4). The classroom intervention was designed to encourage adolescents as "unique hybrids" (Bhabha 1994) to cross borders of cultural identity, hypothesising that difference might emerge more clearly in the negotiation and video production process, than what might crystallise in analyzing the final video production. Metaphorical border crossing in a cultural and racial sense might become more apparent in production than final product. The negotiation of Border Difference took preference over the ultimate erosion of these borders.
Shelton, Mythianne. "Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51285.
Full textPh. D.
Hope, Stacy A. A. "Polarities of difference : how Wapichannao negotiate identities within a creole state." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/3018.
Full textThompson, Susan Alexandra. "Where am I? How migrant students negotiate the B.C. social studies curriculum." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44016.
Full textNajarian, Cheryl G. DeVault Marjorie L. "'Between worlds' How college educated deaf women negotiate education, mothering, and work /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
Full textUlrich, Monika Jean. "How Low-Income Fathers Prioritize Children, Define Responsibility, and Negotiate State Surveillance." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195005.
Full textBlackburne, Brian. "FROM TEXTBOOKS TO SAFETY BRIEFINGS: HELPING TECHNICAL WRITERS NEGOTIATE COMPLEX RHETORICAL SITUATIONS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2170.
Full textPh.D.
Department of English
Arts and Humanities
Texts and Technology PhD
Withers, Marie. "How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?" BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7387.
Full textScattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.
Full textWiebe, Brandy Michelle. "Competent sexual agency and feminine subjectivity : how young women negotiate discourses of sexuality." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/3991.
Full textJegannathan, Bhoomikumar. "‘Striving to negotiate… dying to escape’ : suicidal expressions among young people in Cambodia." Doctoral thesis, Umeå universitet, Psykiatri, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88195.
Full textMalloy, Todd Webster. "Why the United States should negotiate a ban on naval tactical nuclear weapons." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28652.
Full textHuggett, Michael J. "How women diagnosed with Borderline Personality Disorder negotiate identity in relation to risk." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/b89bdeec-8ef7-43d2-8b74-0a77ef602b52.
Full textKhumalo, Senziwani. "An investigation into how Zimbabwe's Bulawayo viewers negotiate the gay storyline in Generations." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017784.
Full textReid, Lydia Jane. "'The secular delusion'? : how religious students negotiate their faith in a university context." Thesis, University of Manchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677738.
Full textHawkins, Beverley. "Recruitment agents : how to self-managed teams of recruitment consultants negotiate gendered organizational culture." Thesis, Keele University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496329.
Full textMartin, Erin Deann. "Tweens, sexualization and cyborg-subjectivity : New Zealand girls negotiate friendship and identity on Facebook." Thesis, University of Canterbury. Department of Sociology and Anthropology, 2014. http://hdl.handle.net/10092/10201.
Full textTwineham, John. "An investigation into the way education welfare officers understand and negotiate non-school attendance." Thesis, University of East London, 2000. http://roar.uel.ac.uk/1256/.
Full textManu, Amanda. "HOW DO BLACK FEMALE ATHLETES PERCEIVE, NEGOTIATE, AND RECONCILE THE SOCIAL EXPECTATIONS OF FEMININITY?" Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464072.
Full textM.S.
Faced with a unique oppression due to their racial and gender identity, a great disservice has been done to Black female athletes (BFAs) within the sporting literature as they have historically been silenced and rendered invisible, either in failure to include them in research, or in fragmenting their identities along racial or gender lines, thus presenting incomplete and inaccurate representations of their experiences. Employing a theoretical framework grounded in Black feminist standpoint theory, this study explored BFAs’ conceptualizations of femininity and microaggressions, as well as how their racial, gender, class, and athletic identities affect them within and outside of sporting environments. This study sought BFAs at 83 Division I institutions, asking them to complete a survey including the Bem Sex Role Inventory-Short (BSRI-S), the Racial and Ethnic Microaggressions Scale (REMS), and the Black Racial Identity Attitude Scale (BRIAS). Six BFAs opted-in to a qualitative interview. These BFAs presented multiple interpretations of femininity, discussed experiences with microaggressions, and spoke to how they navigated various contexts given their racial, gender, and athletic identities. While identifying hardships of being BFAs on college campuses and Black women in the United States, interview participants also discussed how their ability to withstand the unique mistreatment of BFAs and Black women left them feeling empowered and resilient. Implications for practitioners and researchers are also included.
Temple University--Theses
Kaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.
Full textKyeyune, Henry Edward. "In Search of Home: How Kenyans Domiciled in the USA Negotiate Transnational Identities Online." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/833.
Full textJohnson, Jacob. "How Couples Raising Children on the Autism Spectrum Negotiate Intimacy: A Grounded Theory Study." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64290.
Full textPh. D.
Cligrow, Carrie M. "Pediatric Chronic Illness: How East Indian Children and Their Mothers Negotiate Culture and Hospitalization." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1269884573.
Full textKau, Chin-Cheng. "Adaptive locomotion algorithms for hexapod walking machines to autonomously negotiate irregular large-scale obstacles /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215808206.
Full textBelliappa, Jyothsna. "Relational identities : middle class Indian women negotiate the consequences of globalization and late modernity." Thesis, University of York, 2009. http://etheses.whiterose.ac.uk/14204/.
Full textDemáre, Deborah M. "From thinspiration to opposition how do women in recovery from anorexia negotiate the thin ideal? /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022795.
Full textOjo, Kike. "Finding a place in the sun, young Black women negotiate their identities in oppositional spaces." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ46180.pdf.
Full textHungwe, Caroline. "An analysis of how Zimbabwean women negotiate the meaning of HIV/AIDS prevention television advertisements." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/912/.
Full textRylands, Carole. "How young men negotiate schooling : the role of significant events, masculinities and influence of home." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520442.
Full textShrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.
Full textID: 030646207; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track
Hewitt, Kimberly Kappler. "How evangelical Christian women negotiate discourses in the construction of self a poststructural feminist analysis /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1259981731.
Full textWilliam-White, Lisa Yvette. "Walking the tightrope : how high achieving African American students negotiate their social and academic identity /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.
Full textRussell, Lauren Ann. "Latina magazine how do Latinas negotiate the magazine's ideology of what it means to be Latina? /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011842.
Full text