Dissertations / Theses on the topic 'School crisis management'
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Lennartsson, Marie. "crisis management at one school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33721.
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För eller senare kommer man som lärare att ställas inför det faktum där man måste hantera en krissituation, där en eller flera barn behöver omsorg. Forskning inom ämnet krishantering är därför ett viktigt hjälpmedel för hur man på bästa sätt stöttar och hjälper barn och vuxna i svåra situationer. Mitt syfte med detta arbete har varit att ta reda på hur man inom skolan arbetar men krishantering för att på så sätt samla kunskap inom ämnet. Denna kunskap är ett viktigt redskap för mig i mitt kommande läraryrke men också för andra som är verksamma inom läraryrket. I min undersökning har jag använt mig av kvalitativa intervjuer och intervjuat två pedagoger och en rektor. Intervjuerna har tillsammans med den litteratur jag läst gett mig följande resultat: Ingen kris är den andra lik och det är därför svårt att förberedda sig inför eventuella kriser, dock är en krisplan ett väldigt bra hjälpmedel. Barn reagerar olika på kriser utifrån sin ålder och tidigare erfarenheter, det är därför viktigt att personal som jobbar inom skolan har kunskap inom ämnet barn och sorg. Den viktigaste känslan läraren kan förmedla är trygghet till den/dem som är drabbad. Känslan att vara förbered inför kommande kriser är varierad, några känner sig redo och andra skulle vilja ha mer utbildning inom ämnet krishantering.
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McKenzie, Karen. "School crisis and staff preparedness /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1594960281&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 67-71). Also available online in ProQuest, free to University of Oregon users.
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Green, Dawn Marie Klass Patricia Harrington. "School crisis plans in the state of Illinois." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134051&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177684825&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.
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Kim, Joon Hee. "Financial crisis : through various perspectives." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59137.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references.
The 2007 financial crisis can be viewed from various perspectives. First, it can be explained in a wider macroeconomic context, for example by looking at the housing bubble. Monetary policy can be explained according to the BB-NN and IS-LM models. Another way to view the crisis is from a banking perspective by analyzing the changes in the financial market and the deregulation of the banking industry. As the financial sector has grown enormously over the past years, the principle of "Too Big to Fail" should also be scrutinized. Wall Street's economic power was closely related to politics, and therefore it is very helpful to study the financial crisis from a political perspective. After looking at these perspectives, the regulation system should be considered in more detail, paying special attention to systemic risk. Apart from these perspectives, there is still another way to look at the financial crisis: as a Black Swan event. I will point out how the Black Swan event can provide a framework and meaning to interpret the financial crisis. Lastly, the problem of credit rating agencies will be addressed, as this is one of the main causes of the financial crisis. The goal of this thesis is to analyze the financial crisis from various perspectives, and find an appropriate solution to prevent the next financial crisis.
by Joon Hee Kim.
S.M.
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Croft, Ivan Akira. "Effectiveness of school-based crisis intervention : research and practice /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3123.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.
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Williams, Tomicka Nicole. "Crisis Communication Systems Among K-12 School Principals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6704.
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Crisis communication systems (CCS) in educational settings have been challenged by mass casualty events including shootings, natural disasters, and health outbreaks in the United States. The U.S. federal government and the U.S. Department of Education have created safety and security instructions to manage these complex and diverse security issues, yet they do not address the role of school leaders within a CCS. Using complex adaptive systems as the theoretical construct, the purpose of this qualitative case study was to examine CCSs utilized by school leaders within a single public school district in the United States. The research questions are focused on the influence of components in a CCS, CCS influence on safety and security, and the school leader's role. Data were collected through interviews with 20 school principals and assistant principals of the school district. Interview data were inductively coded and subjected to thematic analysis. Findings indicate that approximately 40% of interviewees believe that communication behavior was the most critical component in a CCS. Methods of communication are varied and include a combination of technologies and behaviors. In addition, the majority of participants reported that internal decision making used by human agents in a CCS influences safety and security in an educational environment. The positive social change implications stemming from this study include recommendations to the school district to enhance communication systems with both human and nonhuman methods, which may contribute to creating safer educational settings for students, faculty, and communities.
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Michaels, Olufunke. "Strategic relational communication in crisis : the humanitarian example." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/80693.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.Added subtitle in June 2013 MIT Degrees Awarded booklet reads: A Study of interactions between organizations and host communities in Haiti. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 127-146).
The discourse on Haiti is both vast and varied with public attention soaring when an earthquake hit the island in January 2010. Many questions have since been raised by global stakeholders as to how the situation was handled. The primary purpose of this work is to investigate communication cycles between aid organizations and the Haitian community, and to compare the effects on the execution of projects during and after the crisis. The objective is to gain entry into the psyche of both the helpless and the helper, and to show that sociocultural immersion makes for better trust building which as a direct derivative, smoothes the communication exchange between aid organization teams and the host community. Information was gathered in the narrative style, with story-telling as the major tool for collecting vital cues on thoughts, feelings, and expectations of respondents. This technique is particularly appropriate in Haiti's cultural context where stories are an integral part of social record-keeping. From the narrations, insightful answers are found to the research questions guiding this work: What communication gaps existed? What communication mistakes were made? What can be done to avoid such pitfalls in future situations? Building on these, results are presented within each chapter showing the problem or communication mistake, and how the application of my Strategy-Planning-Immersion-Communication-Execution (SPICE) theory addresses these shortfalls and makes for smoother project executions. In conclusion, this work shows that for aid work to have full effect (physical and psychological) on the receivers, team leadership must be immersed into the culture of the host community. The SPICE theory is therefore advanced as a process guide to integrating immersion as a key ingredient in the strategy-to-execution process.
by Olufunke Michaels.
S.M.
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Fiorina, Carleton S. (Carleton Sneed). "The education crisis : business and government's role in reform." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14471.
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Koh, Kyung Hee S. M. Massachusetts Institute of Technology. "Currencies' exchange rate trend-before and after financial crisis." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59301.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references.
Do financial crises tend to arise together? Recent financial crisis that has originated from credit crisis in US in 2008 spread throughout countries ranging from Asia, to Europe, to Africa. Generally a shock to one country's asset market that causes changes in asset prices in another country's financial market is called financial contagion. While financial turbulence from Lehman bankruptcy spread crisis over a large number of countries, can we say that there is financial contagion? Were countries in different regions of the globe affected in the same way? This thesis will analyze credit crisis by looking into the extent to which it affected 34 countries in six different regions of the world. Foreign exchange markets are often in conjunction with a banking system crisis. In recent credit crunch a banking problem led exchange rate movement. The thesis is particularly focusing on recent volatility of exchange rates in the world.
by Kyung Hee Koh.
S.M.
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Russ, Zelma. "The Val Verde financial crisis." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1117.
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Fryer, Anthony Raymond. "Effective secondary principal decision-making during crisis situations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198880.
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These qualitative case studies explore the experiences of leaders of local and international secondary schools in Hong Kong. The research questions guiding this study centre on Principal leadership during times of crisis and sought to explore how crisis was managed effectively and how if faced with a similar crisis could be improved. The author was interested in finding a similarity between the participant’s responses and whether external influences may have played a significant part their decision-making. The study also explores the relationship of leadership under crisis communication between Principal and staff and Principal and parents. The primary focus of this research is to understand if there was anything learnt during these crisis experiences among the participants as they relate to leadership development. The analysis of data resulted in the emergence of six primary themes: 1) the impact and extent of effective decision making under crises, 2) the quality of leadership after crisis experience and the ensuing consideration of what leadership means, 3) the role of teachers and administrators throughout the crisis, 4) the experiences related to improved leadership development and 5) correct communication among stakeholders, parents, students and staff. These themes were synthesized into three areas of discussion. First, the experiences and perspectives of the participants offer a unique, first hand, framework for exploring what leadership means in a time of crisis. Second, these same experiences begin to shed new light on the role of Principals in times of crisis. Third, the participants’ reflections on experiences related to leadership development provide a bridge between the ideas related to how leadership is learned and how these experiences become meaningful during times of crisis. The results reflect a need for further qualitative research into Principal crisis leadership as well as the opportunity to further examine the leadership role of educational leaders in crisis situations.published_or_final_version
Education
Master
Master of Education
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Jackson, Colleen Anne, and cjackson@outreachdev com au. "A salutogenic approach to the management of critical incidents an examination of teacher's stress responses and coping, and school management strategies and interventions." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050224.113610.
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This thesis addresses the identification of critical incidents in schools, the factors influencing teachers' coping, and the implications for crisis intervention and management. An argument is developed that school communities may be best served by a salutogenic (wellness) perspective for crisis response and recovery, which focuses on the personal and collective resources that contribute to successful coping and mental health. Three aims were addressed. First considered was the potential for commonly occuring events (e.g., the death or injury of a teacher or student, assault, vandalism or damage to school property, professional misconduct on the part of a teacher), to evoke stress, grief, or trauma responses in individuals and organisations. Emphasised was the nature of individual differences in responses to such critical incidents, and ways of dealing effectively with the varying character and intensity of such responses. The second aim was to examine the influence of pre-existing personal wellbeing and resources on individuals' responses, adjustment and growth after an incident. The third aim was to explore the interface between the individual and the organisation following critical incidents, and the nature and impact of intervention and management strategies on an individuals' sense of wellbeing and ongoing investment within the organisation. Two related studies investigated the impact of critical incidents on teachers. In Study 1, 245 teachers completed a self-report questionnaire that gathered quantitative data comprising three measures of personality and positive functioning (Psychological Wellbeing & Sense of Coherence), demographic data, and teachers' previous experience of critical incidents. Teachers also provided an autobiographical account of a personally significant critical incident. Results showed that commonly occuring events, such as the death of a student or teacher, and other issues such as professional misconduct of a colleague, professional conflict, theft and vandalism were regarded as critical incidents by teachers. The four distinct response categories indentified (negative feelings, positive cognitions, negative conditions, & negative impact on functioning) were characteristically grief or stress responses rather than those associated with psychological trauma. Significant relationships were identified among the personality variables and the measures of positive functioning. Extraversion was positively related to positive functioning, and introversion negatively related. The findings point to personal and collective issues that have the potential to facilitate and enhance coping and recovery after a critical incident. In particular, six management strategies (Wellness Factors), comprising both personal and organisational components, emerged as potential contributors to ongoing psychological wellbeing, sense of coherence, and posttraumatic growth outcomes. These Wellness Factors were identified as: (a) emotional and practical support; (b) active involvement; (c) responding according to individual need; (d) access to information; (e) readiness; and (f) leadership. Study 2 involved a more detailed examination of the experience of 30 teachers following a critical incident subsequent to the completion of Study 1. This study examined personality, posttraumatic growth and personal trauma history (gathered through a self-report questionnaire), in conjunction with the pre-event personal characteristics gathered in Study 1. The second component of Study 2 consisted of a semi-structured interview that explored the teachers' personal experiences of the critical incident. Results revealed that PCI Extraversion showed significant positive relationships with Psychological Wellbeing and Sense of Coherence. PCI Emotionality showed a significant positive relationships with Posttraumatic Growth. Interview data showed that 22.5% of teachers reported a high incidence of Acute Stress responses (DSM-IV-TR criteria). In addition, anger directed at the school's leadership, and conflict between disillusionment with authority and the impact of the event. Strong negative relationships were identified among Extraversion and Openness, and the Wellness factors. Results showed that moderate stress responses are associated with Posttraumatic Growth at a personal level. However, the same responses can evoke disillusionment and cynicism at an organisational level. The findings are discussed in terms of the personal and organisational factors that contribute to healing and recovery following critical incidents. Implications for critical incident management planning, intervention and recovery are considered, along with directions for future research.
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Trethowan, Vicki Jean. "School crisis management in the 21st century an examination of school counsellors' preparedness and implications for training /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56900.
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Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2009.Submitted as partial fulfillment of the requirements for the award of the Professional Doctorate in Counselling Psychology in the Faculty of Life and Social Sciences, Swinburne University of Technology, 2009". Includes bibliographical references (p. 168-189)
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Hoyme, David, and Joseph Farias-Eisner. "Turning around investment banks during the financial crisis : surviving apart from government bailouts." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99047.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015.Cataloged from PDF version of thesis.
Includes bibliographical references.
The principal topic of this paper addresses optimal turnaround strategies that businesses employ to reengineer value during times of financial distress. The scope of the paper focuses on investment banks during the financial crisis, which, according to the National Bureau of Economic Research, began in December 2007 and ended in June 2009. During that time, the world's financial system faltered and many banks and lending agencies across the globe faced turmoil. Governments were forced to step in to mitigate the disaster and to ensure that the largest businesses across industries did not cause a total collapse of the world economy. Amongst the largest investment banks some failed or were acquired and some survived the crisis. In this paper, we set out to answer the question: what turnaround strategies did investment banks employ to survive the financial crisis apart from taking government bailout money and restructuring legally? To answer this question we performed three levels of analysis: 1) researched the most effective turnaround 'levers' found through empirical academic studies; 2) researched accepted best practices from turnaround management firms; 3) interviewed numerous investment bankers, academics, and other financial industry professionals about their experiences during the crisis. Research and interviews revealed that one bank in particular, Goldman Sachs, took three steps that align with 'levers' found to be statistically significant in turning around financially distressed firms. It, 1) identified the root cause of the problem before taking a course of action; 2) took a growth oriented, strategic view and invested significant resources and time to ensure long term success; 3) communicated to clients and employees effectively and frequently about the short-term realities and its long-term commitments. We conclude that, while there are effective steps any business manager can take to turnaround a firm from financial distress, there is no set formula. The levers themselves are conceptually simple but difficult to execute in stressful and uncertain circumstances. Successful turnarounds arise when organizations execute prudent plans efficiently. Execution is efficient when organizations are able to unveil a problem at its core, adapt with the right sustainable solution, and unify individuals within an organization over a short time frame.
by David Hoyme and Joseph Farias-Eisner.
M.B.A.
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Wong, Ann Chai 1967. "Creating wealth in post currency crisis Asia : opportunities for financial services in Singapore." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9190.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Also available online on DSpace at MIT.
Includes bibliographical references (leaves 139-141).
The Asian currency crisis revealed the structural weaknesses of the banking systems in Asia, following the devaluation of Thai Baht on 2 July 1997. With freedom of movement of capital, economies in Thailand, Indonesia and Korea were affected adversely by the liquidity squeeze when capital flowed out. Banks had to raise interest rates and nonperforming loans (NPLs) mounted, leading to severe stresses on banking systems. Post crisis, there were signs of limited recovery of the region in sight, but the region-wide reforms would take some time to complete. In the interim, Singapore could use the crisis to position the entire financial sector has to better respond to future challenges. The thesis would analyse the causes of the crisis as starting point to derive the directions the financial sector should take. Preserving the stability of the banking sector whilst engendering a more efficient use of capital remains a central issue in this thesis. The crisis has shown that an over-reliance on the debt capital model could lead to a systemic weakness in the economy, and this motivated the need to develop the financial market to ensure diversification. The thesis then evaluates the liberalisation measures adopted by the regulatory body (Monetary Authority of Singapore) in its bid to enhance the financial sector, and identifies some of the main opportunities and challenges ahead. Beyond leveraging on Singapore's time-tested regulatory, accounting and legal systems, financial institutions will need to take into account the impact of technology and financial innovation. Globalisation, electronic and online trading are potentially going to disrupt the traditional models of banking and exchanges. Consequently, both the banking and financial market industries need to respond to this new challenge, and the traditional advantages of geography were being eroded. To remain as a vibrant international financial market, banks and exchanges have to upgrade, creating new and more sophisticated value-added products and services through specialisation.
by Ann Chai Wong.
M.B.A.
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Nelson, Jeffrey. "Crisis Management Preparing School Leadership to Manage Critical Incidents| A Qualitative Case Study." Thesis, University of Phoenix, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859078.
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The purpose of this qualitative case study was to identify the critical information components that school leadership and first responders in K-12 schools must receive to support decisions leading to successful outcomes with managing critical incidents. Critical incidents are instances that range from a rumor of an incident may or may not happen such as manmade, natural disasters, severe weather, active threat or active shooter. These types of incidents can begin without a warning or notice, which conveys the essence of this study on preparing school leadership to manage critical incidents in K-12 schools. Methods for planning, preparation, and communication of critical information to school leadership and first responders were explored. There were 13 school leadership and seven first responders who were experienced in managing critical incidents in K-12 schools and were interviewed face-to-face or by telephone. The participants responses were recorded, transcribed, and evaluated to identify common themes identifiable to managing critical incidents. The rate of reoccurrence of word frequency were used to sort the interview transcripts. The analysis of the interviews revealed six themes; managing critical incidents/experience; planning/preparation; collaboration; communication; emergency crisis management team/implementation; and debriefings. School leadership for K-12 schools can gain understanding related to critical incident response and advance communication because of these findings.
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Hoheisel, Carol Buchholz. "A national survey of crisis management preparation in school counseling master's degree programs /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.
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AmÃncio, NivÃnia Menezes. "Management school in capital crisis background: Incorporation of the business model for Public School State of Cearà Network." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17657.
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nÃo hÃThis study aimed to examine the implementation process of the business model of management into the public school Cearà state system, based on the concepts and trends of the overall management approach, as well as their influences on the management of public schools, critically analyzing the adoption of these entrepreneurship mechanisms. Consonant with our line of research work and education, we chose a critical guiding framework of analysis of the object of study, the dialectical historical materialism. The dissertational study aimed at authors such as Marx (1998), MÃszÃros (2011), Harvey (1999), Antunes (2009), among others, the theoretical framework to understand the contextual factors related to socioeconomic sphere; Paro (2012), Behring (2001) and Oliveira (2002), the foundation necessary to elucidate theoretical conceptions of the school management in the capital of the times of crisis. The methodology to undertake such a study consisted of qualitative research, bibliographical and research has also made an empirical character through case study with the use of techniques such as observation and interview with the management team a school institution located in Fortaleza. From the data analysis and theoretical framework were identified as, over the years, the logic of school management tried to establish a fine line with the business logic, and in its development, advance to expedients increasingly committed to the market interests and companies, making capital of conveniences, in fact, needs of educational institutions, leading to the apparent distance of a critical educational model, emancipatory and transformative.
A presente pesquisa teve como objetivo examinar o processo de transposiÃÃo do modelo empresarial de gestÃo para o interior da escola pÃblica da rede estadual cearense, partindo da abordagem de conceitos e tendÃncias da gestÃo geral, assim como de suas influÃncias sobre a gestÃo das escolas pÃblicas, analisando criticamente a adoÃÃo desses mecanismos de empresariamento. Consoante com nossa linha de pesquisa Trabalho e EducaÃÃo, optamos por um referencial crÃtico orientador da anÃlise sobre o objeto de estudo, o materialismo histÃrico dialÃtico. O estudo dissertativo buscou em autores como Marx (1998), MÃszÃros (2011), Harvey (1999), Antunes (2009), dentre outros, o aporte teÃrico para compreender os elementos contextuais ligados à esfera socioeconÃmica; em Paro (2012), Behring (2001) e Oliveira (2002), o embasamento necessÃrio para elucidar concepÃÃes teÃricas acerca da gestÃo escolar em tempos de crise do capital. A trajetÃria metodolÃgica para empreender tal estudo se constituiu de pesquisa qualitativa, de tipo bibliogrÃfico, e a investigaÃÃo assumiu, tambÃm, um carÃter empÃrico por meio de estudo de caso, com o uso de tÃcnicas como a observaÃÃo e aplicaÃÃo de entrevista com a equipe gestora de uma instituiÃÃo escolar situada em Fortaleza. A partir da anÃlise dos dados e do referencial teÃrico, foi possÃvel identificar como, ao longo dos anos, a lÃgica da gestÃo escolar buscou estabelecer uma sintonia fina com a lÃgica empresarial e, no seu desenvolvimento, avanÃar para expedientes cada vez mais comprometidos com os interesses do mercado e das empresas, tornando as conveniÃncias do capital, de fato, necessidades das instituiÃÃes de ensino, ocasionando o evidente distanciamento de um modelo educacional crÃtico, emancipatÃrio e transformador.
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Sanial, Gregory J. "The response to Hurricane Katrina : a study of the Coast Guard's culture, organizational design & leadership in crisis." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39510.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2007."June 2007."
Includes bibliographical references (p. 109-111).
Hurricane Katrina slammed into the United States Gulf Coast early on August 28, 2005 killing almost 2,000 people and causing $81 billion in damages making Katrina the costliest natural disaster in United States history. The sheer magnitude of the devastation and destruction in New Orleans and the surrounding area remains incomprehensible to many disaster planners. The subsequent response to the destruction and needs of those caught in the storm's wake resulted in widespread criticism of local, state, and federal organizations and governments. One agency that received widespread praise for its response to Katrina was the United States Coast Guard. The Coast Guard rescued well over 30,000 people immediately following the storm and, later, after much criticism forced the head of the federal government's response effort to resign, President Bush placed a Coast Guard Vice Admiral in charge of the response efforts. Why was the Coast Guard so successful in its response to Hurricane Katrina when virtually every other organization failed? Why did the President turn to a Coast Guard Vice Admiral to coordinate the federal government's response when others had failed?
(cont.) This thesis examines the Coast Guard's Culture, Organizational Design, and Leadership Model in an effort to understand the ability, strengths and weaknesses of the service to respond to crises such as catastrophic disasters like Katrina. The research was conducted through a survey of available literature, interviews with Coast Guard members who responded to Katrina in a variety of capacities and at various levels in the organization, and personal experience and observation. The thesis concludes with a discussion of the implications for the future of the Coast Guard in both crisis response and everyday operations.
by Gregory J. Sanial.
S.M.
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Gjelsten, Craig A. "Homeland security planning for urban area schools." Thesis, Registration and login required, 2008. https://www.hsdl.org/homesec/docs/theses/08Mar_Gjelsten.pdf&code=0b11819a26de4946f5547907991d6aad.
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Swaminathan, Shuba. "Women & early-stage entrepreneurship : examining the impact of the venture funding crisis on male and female-led technology start-ups." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59152.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 25-25).
Women in technology have always been a minority and the number of women who are founders of venture backed start-ups is even lower. This research empirically investigates venture capital funding received by entrepreneurs along the twin dimensions of gender and geography. The ideal experiment would have been to study the numbers of entrepreneurs who pitch their ideas to venture capitalists by gender, and correlate that number with attrition rates during each stage, and finally study the funding outcome, fully accounting for survivor bias. This data could not be accessed. Therefore, we decided to use the financial crisis of 2008 which resulted in illiquid capital markets as a proxy, and studied pre- and post-crisis funding outcomes. The study assumes Q3'08 as date of crisis. The results indicate that gender does not affect the chances of receiving follow-on funding. The key factors that affected funding were the participation of reputed investors in the pre-crisis funding event, and geographic location of the venture. Men founders were more likely to receive follow-on funding in Massachusetts compared to women founders, while women had a significantly better chance of receiving funding in California compared to their male counterparts. We then investigated the cause of the surprising results. Our analysis indicated that the majority of the women founders who received pre-crisis funding in California were either experienced entrepreneurs with prior founding experience, or possessed an advanced technical degree (Ph.D.). This was in sharp contrast to the women who founded technology companies in Massachusetts who were mostly first time founders, and the majority did not possess advanced technical degrees.
by Shuba Swaminathan.
M.B.A.
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Annandale, Neil O. "States' School Crisis Planning Materials: An Analysis of Cross-Cultural Considerations and Sensitivity to Student Diversity." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1484.pdf.
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Muffet-Willett, Stacy L. "Waiting for a Crisis: Case Studies of Crisis Leaders in Higher Education." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1290118943.
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Vikberg, Victoria. "Krishantering i skolan : En studie om hur skolan som helhet arbetar med krishantering." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31215.
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The purpose of this thesis is to investigate how the school as a whole is working with crisis management. The purpose includes examining the readiness of both school teachers and leisure educators when it comes to dealing with crises that children undergo and also to study how they best can provide support for those children. Accordingly, this thesis aims to provide an insight into what the school's work with crisis management might look like. The basis of this thesis consists of six qualitative interviews with a principal, a school counselor, two class teachers and two leisure educators. The study shows that it is important to have a functioning crisis team and a well-made emergency preparedness plan, which the school in this study is considered to have. The crisis group is responsible throughout the crisis work, attends trainings and updates the emergency plan. It is also the crisis group's responsibility to ensure that the other staff knows about the emergency plan and its content and how they should proceed if a crisis were to occur. Some staff members participating in this study do not feel fully prepared to handle a crisis situation. However, it seems they have more knowledge of handling such situations than they think, since they know how to proceed if a crisis occurs. They also have good thoughts on how to support children who are in a crisis.Syftet med detta examensarbete är att undersöka hur skolan som helhet arbetar med krishantering. I syftet ligger att studera vilken beredskap såväl skola, som lärare och fritidspedagoger har när det gäller att hantera barns krissituationer, samt hur de på bästa sätt kan vara ett stöd för barn som genomgår någon form av kris. Detta examensarbete syftar därmed till att ge en inblick i hur skolans krishanteringsarbete kan se ut. Undersökningen i detta arbete har bestått av sex kvalitativa intervjuer med en rektor, en skolkurator, två klasslärare samt två fritidspedagoger. Resultatet av undersökningen har visat att det är viktigt med en fungerande krisgrupp och en välarbetad krisberedskapsplan, vilket skolan i undersökningen anses ha. Krisgruppen är den som ansvarar över hela krisarbetet, går på utbildningar och uppdaterar krisplanen så att den är aktuell. Det är även krisgruppens ansvar att se till så att övrig personal känner till krisplanen och dess innehåll, samt hur de ska gå tillväga om en krissituation skulle uppstå. Några på skolan som deltagit i denna undersökning känner sig inte helt förberedda inför att hantera en krissituation. Däremot verkar de ändå ha mer kunskap om det än vad de själva tror, då de vet hur de skulle gå tillväga om en krissituation uppstår, samt att de har goda tankar om hur man ska stödja barn som befinner sig i en kris.
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Mkhomi, Moses Sipho. "The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2304.
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School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
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Chun, Hans H. "Crisis planning at private residential institutions of higher education in Northern California." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2371.
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The purpose of this study was to analyze critical elements for crisis planning at seven private four-year residential colleges and universities in Northern California. The researcher reviewed each campus's written crisis plans and interviewed campus officials in charge of leading their respective institution's crisis planning efforts. The data revealed that the threat of natural disasters was a common impetus for formal crisis planning. Institutions borrowed information from other campuses and public and private organizations to develop institutional crisis plans. Outside agencies both contributed to and gained from collaboration with these institutions, although all institutions sought a degree of self-sufficiency for food and water supplies. Emergency Operations Centers were designed to focus staffing and resources in a single, in some cases moveable, location in the event of a crisis. Campuses in this study invested considerable resources in systems of communication with students, faculty, and staff, including sirens, digital displays, and Connect-ED, but individual subscription remained a barrier to the smooth functioning of Connect-ED. Multi-layered communication systems enhance a campus's ability to communicate with all stakeholders. Philosophies varied on specificity versus flexibility as the framework for crisis planning. Campuses used threat assessment teams as proactive intervention to identify students who pose a threat to themselves or others. The State of California Standardized Emergency Management System (SEMS), which became a template for the Federal National Incident Management System (NIMS), has become the unifying factor for crisis planning among these institutions. SEMS/NIMS, while not a mandate, emerged as a driving force for planning, because compliance with SEMS/NIMS is a requirement for receiving federal disaster emergency reimbursement for property damage. Practicing the plan, through tabletop and functional simulation exercises, allowed campus officials and civic safety agencies to develop a shared vocabulary and procedures. Crisis planning is a means to help a campus prepare for and respond to an incident in an effective manner, thus reducing harm to people and property damage. Although crisis planning cannot completely prevent incidents from occurring, appropriate and advanced planning and preparation can allow campus leaders to contain both the duration of and the damage caused by major crises.
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Fonseca, Thomas Allen. "Professional school counselor perception of preparedness in stabilizing a student in specific crisis situations a random sample of American School Counselor Association members /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-145743.
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Jacobs, Juan. "What contributions can housing co-operatives make to managing the South African housing crisis?" Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6778.
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Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This thesis sets out to explore housing co-operatives as an alternative housing delivery mechanism in South Africa. This is done by critically examining the housing policy post 1994, as well as the various mechanisms government implemented in an attempt to manage the service delivery within the housing sector. The thesis also explores the role that co-operatives played in South Africa’s history and draws some historical comparisons in relation to the establishment of housing co-operatives internationally and locally. In exploring the various types of housing co-operatives, insights emerge about their structure, potential and limitations. The thesis examines the themes of public service delivery and explores possible alternatives to the failing traditional model of public service delivery. The thesis focuses on the experiences and perceptions that South Africans have with regards to local government process in housing service delivery. The thesis concludes that local government should play an active role in creating more collaborative partnerships; one that focuses on training and facilitating the efforts of civil society to establish entities such as housing cooperatives. This requires a fundamental shift in the manner in which local government approaches service delivery in the housing sector.
AFRIKAANSE OPSOMMING: Hierdie tesis het ten doel behuisings kooperatiewe te verken as ’n alternatiewe behuisingsmeganisme in Suid-Afrika. Dit is gedoen deur n kritiese ondersoek van die behuisingsbeleid na 1994, sowel as die verskeie meganismes wat die regering probeer implementeer het in ’n poging om die dienslewering binne die behuisingsektor te beheer. Die tesis ondersoek die rol wat koöperatiewe gespeel het in Suid-Afrika se geskiedenis en het ’n historiese vergelyking gemaak met betrekking tot die stigting van behuisingskoöperatiewe op internasionale sowel as op plaaslike vlak. In die tesis van die verskillende tiepe behuising koöperasies het sekere ideas na vore gekom ten opsigte van hul struktuur, potensiaal en beperkinge. Die tesis ondersoek die temas van publieke dienslewering en het ook na die alternatiewe gekyk ten opsigte van publieke dienslewering. Die tesis fokus op die ervarings en persepsies van Suid- Afrikaners met betrekking tot die plaaslike regering se proses van behuisings dienslewering. Die tesis word afgesluit met voorstelle waarin plaaslike regering 'n aktiewe rol speel in die skepping van meer samewerkende vennootskappe, een wat fokus op die opleiding en die fasilitering waarin pogings van die burgerlike samelewing entiteite tot stand bring soos byvoorbeeld behuising koöperasies. Dit vereis ’n fundamentele verandering in die wyse waarop plaaslike regering dienslewering benader in die behuisingsektor.
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Kramešová, Petra. "Analýza krizové připravenosti organizace působící v oboru školství." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76172.
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The content of this thesis is an analysis of crisis preparedness organizations in the field of education. It consists of a theoretical - methodological part and a practical part. The theoretical part discusses the specifics and peculiarities of crisis management, and analyzes the objectives and nature of crisis preparedness organizations of this type. The practical part presents the current research shows the strengths and weaknesses, as well as the threats and opportunities, which significantly limits the status and level of crisis preparedness of schools surveyed. The penultimate section focuses on the design methodology to ensure crisis preparedness in schools. Conclusion then summarizes and evaluates the investigation. For the sake of better illustration is the work of the Annex attached to the issue more closely.
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魏奇. "從中小學校處理 學生傷害事件 的方法探討學校教師及行政人員的危機管理策略." Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636467.
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Mifsud, Denise. "Raising the curtain on relations of power in a Maltese school network." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21710.
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This study concerns school reform in Malta. Under the policy framework ‘For All Children to Succeed’ (Ministry of Education, Youth & Employment, 2005) [henceforth referred to as FACT], Maltese state schools embarked on the process of being organized into networks called ‘colleges’. These consisted of primary and secondary schools according to geographical location, under the leadership of the Principal – a newly-designated role hierarchically above that of the individual Heads of School. The purpose of my research is to explore relations of power in a Maltese college. My study gives prominence to both theory and methodology. The theoretical research question investigates how networking unfolds among the various leadership hierarchies in school governance in a Maltese college. This is explored through the performance of policy-mandated collegiality; the circulating relations of power; and leadership distribution. My study is framed within a postmodern paradigm and adopts a Foucauldian theoretical framework, more specifically his concepts of power, discipline, governmentality, discourse, and subjectification. Data for my case study are collected through semi-structured, in-depth interviews; observation of a Council of Heads meeting; and a documentary analysis of FACT. Narrative is not only the phenomenon under exploration, but also the method of analysis, and mode of representation. Thus, I attempt to answer my methodological research question that investigates the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry in order to construct knowledge differently. The Maltese college is viewed as a surveillance mechanism by both the Principal and the Heads, with collegiality being regarded as a straitjacket imposed by the State through a policy mandate. However, there is unanimous agreement on conscription being the only way forward for Maltese state schools. Different degrees of ‘support’ and empowerment exist, according to the directives of the Principal and the State. College setup is problematized on geographical clustering and college streaming, due to which it may end up defying the primary aim of networking by clustering students from particular areas in isolation, resulting in social injustice and educational inequality. This study exposes a strong sense of sectoral isolation among the Heads – a situation being mirrored at macro-level with very few opportunities for inter-networking among colleges. There is an asymmetrical power flow among the college schools, both within the same level and across different levels. Despite the policy FACT mandating distributed leadership, hierarchical forms of accountability are still inherent within the system, bringing out a tension between autonomy and centralization.
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MacNeil, Wilson K. "Crisis management for schools." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/809917ee-b66a-44d5-acd1-6f9a22869f4c.
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Initial modules review the literature on critical incidents or crises with emphasis on a school context where possible and appropriate. A widely accepted four-stage model is used as a basis for the review. In the field of crisis management, practice appears to be based mainly on clinical judgement and the related best practice literature provides valuable insights. A number of specific programs are discussed which do have some founding in research. For a range of reasons, mental health promotion in the school context is gaining attention and appears a particularly promising area that can be used effectively. A number of interventions are of questionable efficacy. Youth Suicide is considered as an issue of specific importance to schools. In module 4, a skills-based training workshop is developed around a scenario of an evolving crisis. With the intent of giving school staff the skills to undertake the multiplicity of tasks that may be required, the workshop uses evidence-based and best practice recommendations to create a coherent path through crisis situations. The following module takes this process further by creating a comprehensive, step-by-step process for producing a school crisis management plan that sets out how the Crisis Management Team will operate, the tasks it will perform and the support that will be available, Module 6 looks at school safety and the link to crisis management. Critical questions are considered in relation to the value of a safety audit to a school and to the Crisis Management process, and, whether taking actions based on an audit leads to a safer school. Finally, consideration is given to how the school can support recovery after a crisis. Practical actions are identified for immediate and ongoing actions based on particular models where there is some supportive evidence as to effectiveness. Limitations are noted, particularly that much of the research is based on disasters and focuses on Post Traumatic Stress Disorder.
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Mrali, Amos Mzoxolo. "Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006232.
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The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
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Von, Bueren Konstantin Peter Oliver. "Accelerators, startup performance, and crises." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104509.
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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-72).
New accelerator programs have developed globally over the last decade. The accelerator concept is widely discussed in the media and receives increasing interest from researchers. However, the performance and impact of accelerators is often debated. This paper's objective is to offer a qualitative overview of different accelerator types and empirical analysis of the performance of two popular accelerators: Y Combinator and Techstars. Based on characteristics of the accelerators and the economic environment, this paper presents a first attempt to understand the influence of economic shocks on accelerated startups in the context of the recent Great Recession (2007-2009). Three core findings were identified in this research. First, the death rate of startups accelerated during the recession is significantly greater than of startups accelerated before or after the recession. This finding questions the added value of attending an accelerator program during a recession and calls for crisis-specific initiatives to increase the resilience of the accelerated startups. Second, the scarce VC funding in a location during the crisis is associated with the increased death rates. Third, the two accelerators seem to have changed their business model, increasing the number of later stage startups (i.e., those with prior funding) accepted in their programs.
by Konstantin Peter Oliver Von Bueren.
S.M. in Management Studies
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Mousavizadeh, Nader Alexander 1969. "Sovereignty and intervention in financial crises." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17893.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004."June 2004."
Includes bibliographical references (leaves 82-86).
Sovereignty today is conditional, compromised and contractual in ways that require a reassessment of the doctrine of sovereignty in an era of globalization and global capital markets. Taking as a case study Indonesia during its financial crisis in 1997-1998, this thesis explores the sovereign ability of a state such as Indonesia to act effectively and independently in its own economic interest in a crisis. The argument of this thesis that sovereignty today is conditional, compromised and contractual to an unprecedented degree rests on two pillars: first, that a universal awareness of human rights increasingly has imposed a contract on sovereign leaders demanding, as a condition for the right to sovereign non-interference, that they respect the most fundamental human rights of their citizens. Second, as the case of Indonesia will demonstrate, that in the global economy where contagion is a real and dangerous phenomenon, countries must accept IMF conditionality or find themselves cut off not only from assistance from the International Financial Institutions but, more importantly, from private investors whose loss of confidence in an economy can trigger a serious financial crises with severe long-term consequences for the society as a whole.
by Nader Alexander Mousavizadeh.
M.B.A.
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Molapo, Diakanya Cecel. "An investigation into the management of reading culture in primary schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60962.
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This study was prompted by the reading crisis prevailing in South African schools. The aim
of the study is to investigate how primary schools promote and manage a reading culture in
selected primary schools in the Limpopo Province.
A purposive, qualitative research approach was used with the aim of understanding and
developing a holistic picture of how School Management Teams (SMTs) support, promote,
develop and manage a reading culture. A multiple case study design was used in three
primary schools in one circuit (Sekgosese East Circuit). Eighteen participants took part in
semi-structured interviews. Documents were analysed. Artefacts in the classroom were
viewed with the intention of establishing how a reading culture can be propagated.
The findings indicate that SMTs monitor reading progress by using class visits and by
motivating team language teachers. Learners are encouraged to participate in reading
competitions. It has also been highlighted that a lack of parental support in the promotion of a
reading culture is an impediment to development. Challenges such as overcrowded classes,
and shortage of reading material in the classrooms and libraries are experienced; some of
these are beyond the control of the school as an organisation. It is important to determine the
role played by teachers in planning, organising, leading and controlling matters related to a
reading culture at their schools. Heads of Department have to take leadership in this matter by
preparing, together with their teaching and library staff, policies and guidelines related to
reading activities in the school. In this manner an appropriate environment will promote a
reading culture in schools. A reading culture can be described as the creation of conditions
that are favourable for ongoing reading. Such conditions require sufficient reading material,
space and time for the support, development and nurturing of reading practices. How best can
the school manage the situation without compromising a reading culture and the quality of
reading and writing? A reading culture has to be sustainable. One of the primary aims is to
promote enthusiasm for reading in the school and in the community.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Odunuga, Morisola. "Executing strategy in the face of crises : the case of the African Development Bank." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99044.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015.Sub-title as is reads in June 5, 2015 Commencement Exercises program: Lessons from the African Development Bank. Cataloged from PDF version of thesis.
Includes bibliographical references (pages 61-63).
Several research studies on strategy execution have examined corporate establishments with hierarchical organizational structures. These organizations often have refined goals of effectively generating revenue and maximizing shareholder value. Absent from the literature, however, are effective means to manage multiple stakeholders institutions with complex structures and strong political influences. This paper fills this void by examining how the African Development Bank Group (AfB) developed and executed strategies, as well as factors that helped the bank avoid strategic drift while managing the seven major crises during Donald Kaberuka's tenure (2005-2015). This paper explores: (1) The impact of the bank's complex organizational structure (2) Political influences on crisis management, strategy development and execution (3) Challenges and tradeoffs to select a viable strategy consistent with the Bank's mission. This paper found that the AfDB under Kaberuka's leadership took deliberate steps to develop and execute well-established and interconnected strategies that led to effective crisis management and business continuity, increased operational efficiency, and expanded regional impact in all 54 African member countries.
by Morisola Odunuga.
M.B.A.
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Zyontz, Samantha. "Making the cut : the rate and direction of CRISPR innovation." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123571.
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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 162-168).
This dissertation explores, in real time, key institutional factors contributing to the diffusion and impact of a breakthrough technology from its very first days. The studies combine rigorous quantitative empirical methods with a deep understanding of the institutions of a novel setting that allows for a nuanced picture of the actors, institutions, technologies, and rules necessary to make recommendations on policies and strategies for the diffusion of emerging innovations. The first chapter examines whether the introduction of a breakthrough technology, the CRISPR DNA-editing system, affects the trajectory of a scientific field through project selection and new entry. Using proprietary data from the primary distributor of CRISPR to academic scientists, Addgene, the study shows that the relative proportion of scientists focusing on editing mammalian cells after the introduction of CRISPR increased over their counterparts working in bacteria and other eukaryotes.
The shift towards mammalian research may result mostly from entry of new authors. The second chapter (with Neil Thompson), explores whether characteristics of individual scientists who experiment with CRISPR differ from those who incorporate that experimentation into a new project. Using Addgene data we separately observe both groups by matching CRISPR orders to scientists' publication histories. We find that some characteristics (e.g., proximity to the discoverers) do not impact experimentation but do influence the ability to publish, empirically showing that access to a complex new tool does not automatically translate into the ability to use the tool. The third chapter builds on the previous two by noting that many new tools require specialized complementary know-how to be applied effectively and delving into how teams form to acquire that know-how.
Teams in any research domain face the tradeoff of either acquiring this know-how themselves or working with scarce external tool specialists who also have a choice over domain teams. CRISPR enables identification of external tool specialists on research teams by exploiting natural difficulties of applying the tool across disease domains. External tool specialists appear more often in teams for difficult diseases, especially in subsequent innovations, suggesting that external tool specialists may be more attracted to complex but influential problems.
by Samantha Zyontz.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Sloan School of Management
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Zyontz, Samantha. "Technological breakthroughs, entry, and the direction of scientific progress : evidence from CRISPR/Cas9." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105073.
Full textAbstract:
Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 56-59).
Understanding the direction of technical progress is a central issue for the study of innovation. In this paper, I examine how the introduction of a breakthrough research tool affects the trajectory of a scientific field through new entry and project selection. Specifically, I examine the impact of the genome editing system CRISPR/Cas9 (CRISPR), called the "biggest game changer to hit biology since PCR" (Ledford 2015). Introduced in 2012, CRISPR/Cas9 enables precise DNA editing and carries the potential to develop everything from blight resistant crops to targeted genetic drug therapies. Although biologically CRISPR/Cas9 provides more benefits to researchers working on mammalian organisms than to researchers working on bacterial organisms. I hypothesize that its impact on the direction of genetic engineering research depends on its relative value across animal models. To investigate CRISPR/Cas9's impact, I use two novel datasets on genetic engineering research histories. The first comes from the biological resource center, Addgene, that identifies researcher experimentation with CRISPR/Cas9. The second uses publication histories for academics that eventually adopt CRISPR/Cas9. The Addgene data demonstrate that the introduction of CRISPR/Cas9 corresponded to an immediate increase in experiments with mammalian organisms relative to bacterial organisms. The publication data demonstrate that the shift towards mammalian genetic engineering research results neither (a) from an increase in the productivity of researchers who had previously worked on mammalian models nor (b) from incumbent bacterial authors switching their focus to mammalian research after the discovery. Instead, the data suggest that the shift towards mammalian genetic engineering research results from entry, i.e., from new authors attracted to the field. Given strong qualitative evidence that CRISPR/Cas9 increased mammalian researcher productivity, the lack of empirical support is surprising. Since CRISPR/Cas9 is recent, more data is needed before it is possible to see delayed effects. The paper lays the groundwork for subsequent research on the effect of new innovations on the rate and direction of scientific progress in this new and rapidly changing setting.
by Samantha Zyontz.
S.M. in Management Research
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Cargill, Barbara Joan. "Leadership in institutions of higher education, 1988-1991 : on the experience of coping with crises /." Connect to thesis, 1995. http://eprints.unimelb.edu.au/archive/0002040.
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Chen, Ching-An, and 陳慶安. "Establishing a model of school crisis management and school crisis management capability indicators in vocational industrial high school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/47442024966299896542.
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博士國立彰化師範大學
工業教育與技術學系
95
ABSTRACT This study aimed to construct a model for school crisis management, developed crisis management capability indicators in vocational industrial high school, and examined the difference of the variables and the indicators. As a result, this study verified the indicators of school crisis management capability. This study utilized interviews and Delphi Technique to identify the indicators of school crisis management capability and the weight system by Analytic Hierarchy Process. Stratified random sampling was conducted for “The questionnaire of school crisis management status” and “The questionnaire of school crisis management capability” to survey the principals and teachers in vocational industrial high schools. Moreover, principal’s cognition of indicators, factor analysis and canonical correlation were also verified for suitability. The data were analyzed by using descriptive statistics, MANOVA, canonical correlation, and factor analysis to test hypothesis. According to the suitable model of school crisis management, this study applied the model to develop the indicators of school crisis management capability and to analyze the weight of indicators. a. A model of school crisis management of vocational industrial high school should involve school crisis prevention and core school crisis management. The school crisis prevention involved school culture and crisis sense, human and public relationship. The core school crisis management involved crisis preparedness, crisis response, crisis recovery, crisis learning. b. According to model of school crisis management, developed the weigh system of school crisis management capabilities. The study established school crisis management capability indicators for vocational industrial high school from two levels. The first level involves two indicators such as school crisis prevention capability, school crisis management core capability. c. The indicators in the second level were six, which involve school culture and crisis sense (.35), crisis learning (.18), crisis preparedness (.14), human and public relationship (.13), crisis respond (.10), crisis recovery (.08). (ordered by their importance) d. Principals had quiet unanimous view on the crisis management capability indicators. As the result of questionnaire, it verified school crisis management capability indicators. From the factor analysis result, it can get a variation of the explanation to 74%; from the canonical correlation, it can get a variation of the explanation to 68%. e. The critical incident of the school had happened in a half of school in the past four year. There were only less than half of principals who trained during the term of service; the status of school crisis management was fine in vocational industrial high school. f. The most annoying problem of school crisis management was an improper report in the media. Secondly, the shortage of colleague’s crisis sense to school; the rule of relevant decrees was too difficult to understand totally; less critical incidents training in the daily lift; Insufficient experiences of the school critical incident. g. The principals thought the meanings of crisis of the school were disasters, difficult to predict and happening promptly, the positive meanings were an opportunity, preventable, learnable, news, could be managed, and could be detected. h. The principal didn’t achieve to the obvious significance differences in the sense of school crisis management capability, variable of population, and the environment background. i. There was no significant difference in the status of school crisis management to the difference variables of teachers, such as education variable, school property variable, school location variable. There was significant difference in the sense of status of school crisis management to the difference variables of teachers, such as age variable, year of service variable, position variable, and school scale variable.
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Lin, Su-hui, and 林素華. "The Research of School Crisis Management." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/79191949822154477480.
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碩士南華大學
非營利事業管理研究所
91
Education is the power of democratic, economical development and social prosperity. School is the place of education implement. Therefore, a safe campus is a basic element for the teachers and students to concentrate on their teaching and learning. However, there are a lot of natural disaster and accidents in the campus. It is easy to harm and weak the campus safe. According to the report, there are 85% accidents caused by artificial careless, devious judge or innocent. Therefore, how to teach the crisis management in the education process, how to inspire the conscience of crisis management, how to hinder the accident’s happen, how to insure the safe of the teachers and students in the campus. This is the very important issue in the education. The more knowledge and prepare, the less harm and damage. Nowadays under the command of education bureau, every school administrator has planned the emergency management plan and developed a Campus Crisis Management Team. However, it doesn’t have the practical implement. Because of the natural disaster or artificial element caused the harm in the campus is sometime happened. If the school couldn’t set up a system of crisis or risk management, the problem of the campus would be arise and get worse and worse. In order to insure the safe and health, the educator chould emphasis the important of campus crisis management. For the campus safe, the school administrator should establish a clear deadline to have a journal and casual examined in the activities and faculty in the campus. The school administrator should use the necessary methods to handle the crisis. We hope the crisis management would reduce the probability of the campus crisis ir reducc the harm during the campus crisis. The purpose of the case study investigates the school crisis management by Lou-li elementary school in Cyai-yi County. It also reveals the problem of the old, broken and dangerous classroom. In order to protect the students’ safe ,that school’s administrators asked the students to wear the helmet in class. By the mass media’s report, the management of campus crisis development’s stage is showed. In this study, the researcher interviewed the staff in that school and used all kinds of information to do more analysis. The research also showed the personal opinion in the crisis management. We do hope these suggestions will give further information of school Crisis Management.
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Chen, Ming-Chieh, and 陳銘傑. "The Research of School Crisis Management in Taichuang County Senior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/90142335869610739662.
Full textAbstract:
碩士國立中興大學
國家政策與公共事務研究所
96
This study intends to investigate the theoretical framework, meaning, and practice of campus crisis management. This study also intends to investigate the awareness, the practice, and the problems concerning campus crisis management in the high schools in Taichung County. In the end, suggestions are made for improving campus crisis management in high schools based on the research results. Questionnaires are used in this study to achieve these aims. First, relevant literature is reviewed to examine the theoretical framework, meaning, application, and practice of campus crisis management. Second, based on the literature review, the Questionnaire for the High Schools in Taichung County is designed to survey the current situation of campus crisis management in high schools and the faculty’s viewpoints on the application of campus crisis management. In the end, some suggestions are made based on the research results. The objects are the high school faculties except for those in the schools for the visually impaired. 27 schools are surveyed. 1,201 questionnaires were sent out while 1,092 effective questionnaires were returned. SPSS software package was used for data analysis. The study makes the following suggestions based on the conclusions above. 1.In school crisis management, it is of utmost importance to raise the crisis awareness among the faculty. 2.The faculty is not familiar with the crisis control procedures. 3.For the faculty, the number one crisis event is accidents. 4.It is imperative to implement crisis education and training and improve the crisis control abilities of teachers. 5.Faculty members with different backgrounds have different understandings towards school crisis management. 6.The drawbacks and problems in school crisis management still need to be addressed and solved. 7.Seminars or workshops for the faculty should be held based on the school safety management plan. 8.Crisis response manuals should be compiled to heighten the faculty’s familiarity with crisis control procedures. 9.Crisis education and training should be designed to address the frequent crisis events. (1)Reset the priority of overall campus crisis management education and training. (2)Crisis management education and training should be designed based on the features of the frequent crisis events. 10.Inter-office communication should be strengthened for better coordinated seminars and workshops. 11.Teachers’ crisis control abilities should be improved. (1)Provide crisis management-related information. (2)Offer opportunities for participating in school crisis management. (3)Encourage teachers to attend crisis management-related activities and training held by the Ministry of Education or by the school.
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"When a crisis hits, will Hong Kong secondary schools be ready?: crisis management and response capabilities in secondary schools in Hong Kong." 2002. http://library.cuhk.edu.hk/record=b5890951.
Full textAbstract:
by Sou Meng Kei, Yu Cheng Yuan, Yung Yin Ting, Evelyn.Thesis (M.B.A.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves [83-85]).
ABSTRACT --- p.ii
LIST OF APPENDICES --- p.iii
ACKNOWLEGMENTS --- p.iv
TABLE OF CONTENT --- p.v
Chapter
Chapter I. --- INTRODUCTION --- p.1
Literature Review --- p.2
Objectives --- p.4
Definition of Terms --- p.4
Background Information --- p.6
Secondary School in Hong Kong --- p.6
Existing Guidelines on School Crisis Management --- p.8
Common Crisis-prone Teenage Problems in Hong Kong --- p.9
Recent School Crises in Hong Kong --- p.10
Significance of Study --- p.11
Chapter II. --- METHODOLOGY --- p.12
Research Design --- p.12
Description of the Sample --- p.13
Definition of Grouping Items --- p.14
Definition of Constructs and Their Relationship --- p.16
Chapter III. --- LIMITATION --- p.18
Chapter IV --- DATA ANALYSIS AND DISCUSSION --- p.20
General Findings --- p.20
Comparative Findings --- p.34
Additional Statistical Findings --- p.50
Chapter V --- RECOMMENDATIONS & IMPLICATIONS --- p.52
Chapter VI --- CONCLUSION --- p.57
APPENDIX
BIBLIOGRAPHY
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Wu, Hsin-Ying, and 吳欣穎. "A Study on School Crisis Management of Senior High Schools in Miaoli County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/71874865831435334775.
Full textAbstract:
碩士中原大學
教育研究所
100
This research aims to investigate the current situation of campus crisis management at senior high schools in Miaoli County, analyze the differences among variables, and discuss educators’ predicaments and demands in campus crisis management. This research took senior high schools educators in Miaoli County as study subjects. 343 valid copies out of a total of 357 copies of questionnaires were collected—a return rate of 96%. The data were organized and then analyzed with descriptive statistics, t-test, One-Way ANOVA, and Scheffé method. The main conclusions of the research are as follows: 1. On the current school crisis reasons at senior high schools in Miaoli County, the greatest internal factors are“force majeure” and “students opinions can not communicate”, and the greatest external factor is “family factor”. 2. On the current school crisis types at senior high schools in Miaoli County, “students accident events” is most frequently. 3. On the current school crisis timing at senior high schools in Miaoli County, is “break time” most frequently. 4. On the current school crisis place at senior high schools in Miaoli County, “outside campus” and “restroom” are the ones that occur most frequently. 5. On the current school crisis predicaments at senior high schools in Miaoli County, “educators lack of crisis perception” and “educators lack of deal with crisis experience” are the ones that occur most frequently. 6. In general, educators at senior high schools in Miaoli County, have good cognition on “crisis-prevention phase”, “crisis-response ongoing phase” and “crisis-recovery phase”, especially during the “crisis-response ongoing phase”. 7. Educators of different gender, years of service, positions, and school sizes show statistically significant differences in campus crisis management. 8. “The support on crisis-response ongoing phase”, “crisis training programs”, and “improve the supervisory system” are the most items need to support in schools. 9. “The support on crisis-learning resource” is the most need to support by government organizations and educational organizations.
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Lu, Long-I., and 呂隆義. "Campus Crisis Management of Elementary School Principals in Tainan County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/83970149458203019237.
Full textAbstract:
碩士致遠管理學院
教育研究所
96
Questionnaire survey was adopted for this study. The subjects were elementary school principals from Tainan County. The instrument, Questionnaire on Campus Crisis Management of Elementary School principals, was designed to investigate the status, the perception and the performance of elementary schools when employing “Crisis Management”. According to the results, we further provided suggestions to enhance the management in crisis prevention and crisis coping for elementary schools principals. The major findings of this study were summarized as below: 1. The Performance on Crisis management of elementary school principals was found in the upper level. 2. Principal’s background variables of gender, age, educational background, years of serving, school size and school location revealed no significant difference on campus crisis coping before the crisis, at the onset or after the crisis. . 3. In the aspect of facilities management before the crisis, there was a significant difference in ages 51 and over. But no significant differences revealed in ages 31-40 group and ages 41-50 group. 4. The perception on crisis management of elementary school principals was found in the upper level. 5. The major cause of campus crisis was the harm occurred in play. 6. While coping with campus crisis, the lack of budget in improving the campus dangerous fields was the main problem needed to be solved and valued. In order to assist elementary school principals to effectively handle the emergency or crisis situations on the campus, educational administration authority should put more concerns to resolve the difficulty. Keywords: campus crisis, campus crisis management
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Chuang, Hui-Lan, and 莊惠嵐. "The Study of Crisis Management in Yunlin County Elementary Schools by International Safe School Viewpoint." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82711812663648641711.
Full textAbstract:
碩士國立雲林科技大學
防災與環境工程研究所
100
The purpose of this study is to investigate the type of campus crisis in Yunlin County, and analyze the current situation of campus crisis management by International Safe School Viewpoint. Based on this study, we provided suggestions for Education institution and to further research the campus crisis management theory. The research method is based on the past literature, questionnaires survey. According to International Safe School indicators, design questionnaires to investigate the teachers’ opinions. We chose three public elementary schools in Yunlin County as our main samples. 32 questionnaires are issued in total, and 32 effective ones are obtained. The effective returns-ratio is 100％. The data is analyzed by the statistics analysis software. We can gain the following conclusions: 1. The student Accident is the main type of campus crisis. Campus accident is often occurred in the Finishing class time, and is often occurred in the campus. 2. The current situation of campus crisis management in Yunlin County Elementary Schools is medium to high class. They are approximately had whole campus crisis management mechanism. 3. The predicament of campus crisis management in Yunlin County Elementary Schools improved, and the strategy had medium to high degree. 4. The teachers in Yunlin County Elementary Schools are strange to International Safe School, but wish to understand and join it. According to the conclusions, we provide suggestions to the education institution: 1. The rotation of school administration carries out. 2. The classes of campus crisis management should be taken place. 3. Replenish the school manpower, lighten the teachers’ burden, rich the campus funds. 4. Strengthen the relationship of school, Community, family, teachers and students. 5. International Safe School should be advanced.
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Huang, Chien-Chung, and 黃健忠. "A Study of School Accident Crisis Management of Junior High School Teachers in Taipei City." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/88474414062140194636.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
93
A Study of Campus-Crisis Management for Taipei Municipal High School Teachers Graduate student: Huang, Chien Chung Advisor: Lin, Kuo-Jui Abstract The purpose of this study was to (a) understand the knowledge and capability and the need of campus-crisis management for Taipei high school teachers under current situation; (b) compare the differences among selected demographic variables of high school teachers on their knowledge and capability and need of campus-crisis management; and (c) analyze the relationship between teacher’s knowledge and capability and need of campus-crisis management. Self-designed “Taipei Municipal High School Teachers’ Campus-Crisis Management questionnaire”was utilized for data collection. The population of this research was Taipei Municipal high school teachers. The sample was 384 teachers randomly selected by stratified sampling. There were 24 schools involved, every two of them selected from each of the 12 Taipei administration district. The 16 participants were randomly selected from each school, including 4 deans, 4 section chiefs, 4 PE teachers, and 4 non-PE teachers. From the survey returned, 314 copies were valid and the response rate was 81.77%. Descriptive statistics，independent sample t-test, one-way ANOVA and Pearson product-moment correlation were computed for data analysis. The main conclusions were the following： (a) Under current situation, the knowledge and capability of campus-crisis management for Taipei high school teachers scored moderately, but the need of campus-crisis management for teachers was extremely high. (b) There was statistical significance on the knowledge and capability of campus-crisis management for teachers with different gender, age, teaching subject, years of work experience, position and academic background. (c) There was statistical significance on the need of campus-crisis management for teachers with different position and academic background. (d) There was significant positively correlation between knowledge- capability and need of campus-crisis management. keywords：nigh school teacher, campus accident, knowledge and capability of crisis management, need of crisis management
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Tseng, Su Su, and 蘇素增. "The Study of Crisis Management of Primary School --- Instance the Chaos Theory." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/61707701565943867846.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
95
The Study of Crisis Management of Primary School --- Instance the Chaos Theory ABSTRACT This study probed the comprehension of chaos theory and crisis management of school district. And table a proposal and recommendation for the difference and situation of school teacher. This article would also use as the reference for school staff when study the same topic. In order to complete this paper, the study start with paper survey, questionnaire investigate, interview and confirm via data analysis. Questionnaire had investigated into 54 elementary schools in Kaohsiung County through 431 educational staffs. ” The questionnaire for crisis management of elementary school district” which compiled by self was use as the tool for this paper. The commercialized software SPSS version 11.5 was used to run the statistically resultant such as t-examine, single variation analysis...etc. A summary of minutes wrote after detail interview with 8 elementary school staffs. There are seven conclusions shown below: 1.The primary school teachers in Kaohsiung County grasp chaos theory quite well generally, but lack of conscious for crisis management. 2.The guidance and assistance mechanism for crisis management in campus of Kaohsiung County still need to be established. 3.There are more sensitive for those whom serve over 21 years in school, graduate school, school principal, director and the stuffs who has experience of handling crisis . 4.The male, and those whom serve over 21 years in school, master degree and above, school principal, director and the stuffs that have experience of handling crisis can response appropriately than others male who has above-mentioned experience. 5.There is closely relation between comprehend for chaos theory and express for crisis management. 6.The chaos theory provides a new deliberation for school in crisis management. 7.The dilemmas in campus of elementary school in Kaohsiung County should be overcome for the lack of crisis conscious for the staff, budget and manpower shortage.
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CHU, GUAN-MON, and 朱光盟. "A Case Study of Elementary School Teachers’ Crisis Management in Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/64247124742789701469.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
104
Teacher crisis management is an important issue, but related case study is still few. The study focused on the case of teacher crisis management in Taipei City. The aim was to explore the case teacher’s processes of crisis management, the relation between teacher’s crisis management and its contexts, as well as the teacher’s reflections on their crisis managements. The theory bases of this study as well as outlines of interviews were based on the literature reviews on school crisis management and teacher’s crisis management, and methodology of case study. Interview was used to collect data of teacher’s process of crisis management from two primary school teachers in Taipei City. One of the samples is a director of administrative section; the other is a full-time teacher. Moreover, based on the results of interview, fifteen findings and three conclusions were proposed. These conclusions were as follows: 1. School crisis is always sudden, unexpected and unavoidable. It occurred frequently by person’s neglect and excessive self-confidence. Notice and care for crisis in usual, participate in related training, and planning in detail in advance are all benefited for preventing crisis occurred as well as isolating crisis. 2. Correct judgments and communications, effective coping strategies, good emotional management, plentiful legal literacy, positive optimism, rapid channels for counseling on crisis, as well as standardize norm of operation are useful to handle the crisis events and enhance the effects of coping crisis. 3. Collecting and integrating the consulting channels of crisis management, establishing database or network platform filled with related records of crisis, conducting review and improvement, as well as offing thanks to helpers are all important works for crisis management. Finally, twelve suggestions were provided for the educational authority, administrators of elementary school, teachers of elementary school, as well as future researchers.