To see the other types of publications on this topic, follow the link: Style.
Dissertations / Theses on the topic 'Style'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Style.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
De, Ciantis S. M. "The relationships between leadership style, cognitive style and learning style : An exposition of management style dimensions." Thesis, University of Hertfordshire, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384474.
Full text
2
Göthman, Sara. "Lärstilsmodeller : en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70717.
Full textAbstract:
Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter. Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra. I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen. Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.
3
Deutscher, Michael. "Rozpoznávač hudebního stylu z MP3." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2009. http://www.nusl.cz/ntk/nusl-236743.
Full textAbstract:
This document describes the concept of music style recognition. It gives a quick reference to the digitalization of music data and storing music data in computers. It also mentions features used for music style recognition and their extraction. The main part of this document compares the successfulness of music genre recognition using features extracted directly from audio data in mp3 format and features extracted by usual analysis.
4
Laurent, François. "Communication publicitaire : des figures de style aux styles de vie." Paris 4, 1988. http://www.theses.fr/1987PA040474.
Full textAbstract:
Au sein de tout corpus publicitaire, les annonces se regroupent en types homogènes, en fonction, tant des figures de rhétorique que des marqueurs énonciatifs qui les composent : ce sont les "figures de style". Chaque figure de style renvoie à un lecteur, c'est-à-dire à un consommateur particulier : toute figure de style apparait comme un élément certain d'identification des individus auxquels s'adresse un manifeste particulier. Ainsi s'établit le lien figures de style styles de vie : chaque type sociologique de consommateurs se caractérise par un certain nombre de comportements particuliers, c'est-à-dire son style de vie. Et la communication publicitaire qui lui est destinée doit correspondre à une figure de style particulière. Ainsi est-il possible de définir avec précision ce que sera, la fonction de sa cible, l'encodage d'une annonce publicitaireAccording to their rhetorical figures and shifters: these types are "stylistic devices". Every stylistic device refers to a reader, i. E. A consumer: every stylistic device enables to identify the target of the ads. Every consumer is characterized by a particular behavior, i. E. His life style; he is characterized by a stylistic device too. Now we can define with precision the encoding of an ad according to ots target
5
Laurent, François. "Communication publicitaire des figures de style aux styles de vie /." Lille 3 : ANRT, 1990. http://catalogue.bnf.fr/ark:/12148/cb376070889.
Full text
6
Pagojienė, Daiva. "Essay style." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090623_100350-16939.
Full textAbstract:
According to such functional stylistic features as social preserves, content and the prevailing function Lithuanian essays can be ascribed to three variations: publicistic, scientific and literary style. The major part of essays is dominated by the features of expressive and analytical sub-style of the publicistic style. Essays are also written in the field of liberal arts and natural sciences. In the analysed period the Lithuanian essay surpassed the dividing line between the publicistic and creative literature – texts of fictional content may be called essays.Pagal tokius funkcinius stilistinius požymius kaip visuomenės veiklos sritis, turinys ir vyraujanti funkcija lietuvių esė galima priskirti trims atmainoms: publicistiniam, moksliniam ir meniniam stiliui. Didžiojoje jų dalyje vyrauja publicistinio stiliaus ekspresyviojo bei analitinio postilio požymiai. Rašoma esė ir humanitarinių bei gamtos mokslų srityje Tiriamuoju laikotarpiu lietuvių esė peržengė ribą, skiriančią publicistiką ir meninę literatūrą – esė pavadinami fikcinio turinio tekstai.
7
Gadd, Robin Neal. "Theorising style." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310571.
Full text
8
Buriak, Olha. "Couple style." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13040.
Full text
9
Kurovska, D. V. "International typography style." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/14373.
Full text
10
Hurst, Theresa Charlotte. "Construction of Good Citizens and the Public School System:Democratic American Style, Communist Style, and Nazi Germany Style." Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1108572571.
Full text
11
Farrell, Evann Anne. "Killer Style: An Investigation of Rodney Alcala’s Street Style Photography." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou159792067991252.
Full text
12
Khan, Arsalan. "Management and Leadership Style: Is Style Influenced by Engineering Education?" TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1976.
Full textAbstract:
Leadership Development Programs (LDPs) programs are employed by firms globally in different multiple manners that are aimed at accelerating the development and growth of highly capable candidates. Among these candidates, depending on the particular LDP, may be those possess engineering skills typically afforded through engineering education as measured by completion of an engineering degree. Infrastructure reductions might be afforded corporations if multiple LDPs could be supplanted with one program such as an Engineering Leadership Development Program. In practice, however, economic constraints limited the total sample population of this category to 67 (48 with engineering degrees and 15 without). Employing SPSS Sample Power 3, based on the pilot testing for CPMs, 113 subjects per group (with and without engineering degrees - totaling 226) would be required to yield a power of 80%, and of the 350 received completed surveys received, CPMs meeting the desired criteria accounted for only 63 (18%) of the total number of rated organizational leaders. Consequently, while all testing included the CPM group, the scope was expanded to also include managers with and without PMI certifications as well as managers with and without engineering degrees. The first research hypothesis was Ho: There is no affiliation amongst Transformational Leadership (TL) and engineering education. Thus, the author’s aim is to determine the role, if any, that engineering education plays in perceived leadership style as exhibited by CPMs and non-CPMs holding engineering degrees (e.g. EE, ME, IE, etc.) versus the same without engineering degrees.
A secondary goal is to determine, within the management category, which style (transformational or transactional) serves as the dominant style of leadership. With this in mind, the independent variable, CPMs with and without engineering degrees, was operationally defined consistent with this Project.
13
Patenko, V. O. "Street style differences." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/11425.
Full text
14
Sartorio, Carolina. "PAP-Style Cases." J PHILOSOPHY INC, 2016. http://hdl.handle.net/10150/625953.
Full textAbstract:
Over the years, two models of freedom have emerged as competitors: the alternative-possibilities model, which states that acting freely consists (at least partly) in being able to do otherwise, and, more recently, the actual-sequence model, which states that acting freely is exclusively a function of the actual sequence of events issuing in our behavior. In general, a natural strategy when trying to decide between two models of a certain concept is to look for examples that support one model and undermine the other. Frankfurt-style cases have been used for this kind of purpose, to challenge the alternative-possibilities view and support the actual-sequence view. In this paper I examine the prospects of the counterparts of Frankfurt-style cases: “PAP-style” cases, or cases that could be used to support the alternative-possibilities view and challenge the actual-sequence view. I argue that there are no successful PAP-style cases.
15
Romaguera, Aminta C. "Elements affecting style /." Online version of thesis, 1989. http://hdl.handle.net/1850/11316.
Full text
16
Botz, Thorsten. "Hermeneutics, play, style." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385410.
Full text
17
Shen, Tianxiao. "Language style transfer." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117822.
Full textAbstract:
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 41-45).
This thesis studies style transfer on the basis of non-parallel text. This is an instance of a broad family of problems including machine translation, decipherment, and attribute modication. The key challenge is to separate the content from style in an unsupervised manner. We assume a shared latent content distribution across different text corpora, and propose a method that leverages refined alignment of latent representations to perform style transfer. The transferred sentences from one style should match example sentences from the other style as a population. To demonstrate the flexibility of the proposed model, we test it on three tasks: sentiment modication, decipherment of word substitution ciphers, and word order recovery. In both automatic and human evaluation our method achieves strong performance.
by Tianxiao Shen.
S.M.
18
Rong, Wu. "Equity style investing." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7324/.
Full textAbstract:
Despite the well documented benefits of equity style investing in today’s financial markets, the academic view of the underlying cause for such benefits remains an ongoing debate. A number of theories have been proposed to explain why some asset classes earn better returns than others do under the same economic regimes. Rational finance links the outperformance of some stock groups to the equity characteristics that proxy for the common risk factors, behavioural finance, however, argues that mispricing resulting from irrational investor’s sentiment to fundamentals plays a key role. Meanwhile, a variety of business cycle variables have also suggested to contain information useful in explaining the expected stock returns. The observed style returns change all the time with predictable time-varying components, reflecting the structural and cyclical shocks to the macroeconomy. Motivated by the current ongoing controversy of anomaly versus risk compensation over interpreting equity style premiums, this thesis investigates how firm characteristics and business cycle conditions function separately to affect the style return dynamics based on the size and value-growth categorisations. It adds to the extant literature by explicitly examining the relative importance of the common risk factors versus firm-specific information as driving sources in the divergent equity style returns in the U.K. market. By identifying the dominant driving force that determines the relative style performance, it provides a further dimension to the current debate regarding the sources of style premiums and offers the choice of corresponding style investing strategies. The divergent style returns and its time-varying nature offer astute investors the opportunity to implement active style management to enhance portfolio returns. Motivated by the benefits of capitalising on such style return cyclicality and in particular the availability and popularity of Exchange Traded Funds based on market segments in leading financial markets as investment vehicle that offers low cost and high liquidity, this thesis examines a dynamic long-short tactical trading strategy by applying a binomial approach to focus on the rotation between pairs of equity styles. By answering key questions of whether equity style cycles exist in the U.K. market and whether the return dynamics of such style momentum strategy is distinct from the price and industry momentum effects, it contributes to the literature by providing valuable empirical evidence to compare with other studies in different economic and institutional environments. In response to the increasing popularity of using macro information to aid optimal style selection for the quant circles in the investment community, building on the methodology of Brandt and Santa-Clara (2006), this thesis approximates a solution of a mean-variance multi-style investor’s optimal style investing problem incorporating the business cycle predictability. This approach is parsimonious as the optimal style weights are parameterised directly on a set of pervasive business cycle predictors. By exploring how the distributions of the expected style returns and the location or the shape of the optimal style allocations are affected by given shocks to the business cycles, this thesis contributes to the extant literature by demonstrating the transmission mechanism of how business cycle volatility affects equity style return volatility and in turn a mean-variance investor’s optimal style allocation.
19
Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Hacker writing style." Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/16280.
Full text
20
Охтема, Світлана Іванівна, Светлана Ивановна Охтема, Svitlana Ivanivna Okhtema, and I. Antsibor. "Healthy life style." Thesis, Publisher SumDU, 2010. http://essuir.sumdu.edu.ua/handle/123456789/6648.
Full text
21
Priebe, Glen Dale. "Life-style worship." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Full text
22
Mahoney, Ann White. "Tutoring toward style." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/507.
Full text
23
Adekunbi, Adebusola Anuoluwakitan <1993>. "Style and Status." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/9344.
Full textAbstract:
The African woman is deeply immersed in culture and tradition. Due to the blurring boundaries of countries as a result of globalization and inexpensive communication, lifestyles and trends are changing and the consumer tastes too. Colour, Style, status, beauty are the top issues an African woman deals with, the media constant communication of these things has influenced the consumer. The fashion industry is currently adapting traditional fabrics with bold prints and colours to fit the modern western styles. There is a transitioning from the normal tailor made way of sewing clothes to more of a "ready-made" or standardised. The definition of beauty is also evolving. We are faced with the problem of probably forgetting our roots and culture and the opportunity to enter into newer markets because of the ongoing adaptation and standardization processes.
24
Lin, Xin. "Systematic review of parenting style, feeding style, and feeding practice studies." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690630.
Full text
25
Hassan, Adel. "Style and Meta-Style : another Way to Reuse Software Architecture Evolution." Thesis, Nantes, 2018. http://www.theses.fr/2018NANT4041/document.
Full textAbstract:
Au cours des dernières années, la taille et la complexité des systèmes logiciels ont considérablement augmenté, rendant le processus d'évolution plus complexe et consommant ainsi beaucoup de ressources. C’est pourquoi, l'architecture logicielle est devenue l'un des éléments les plus importants dans la planification et la mise en oeuvre du processus d'évolution. Cette abstraction permet une meilleure compréhension des décisions de conception prises précédemment et un bon moyen d'explorer, d'analyser et de comparer des scénarii alternatifs de l'évolution. Fort de constat, nous avons introduit une approche de styles d'évolution afin de capitaliser les pratiques d'évolution récurrentes dans un domaine particulier et de favoriser leur réutilisation. Dans cette thèse, nous préconisons en spécifiant un cadre de modélisation standard conforme à différents styles d'évolution et pouvant satisfaire les préoccupations de différentes équipes impliquées dans un processus d'évolution. Afin de relever les défis de la réutilisation de l’évolution de l'architecture logicielle, nous nous fixons comme objectif: D'abord, d'introduire un style de méta-évolution qui spécifie les éléments conceptuels de base nécessaires à la modélisation de l'évolution; ensuite, de décrire une nouvelle méthodologie pour développer un style d'évolution selon plusieurs vues et plusieurs abstractions. Cette approche multi-vues/multi-abstractions permet de réduire la complexité du modèle de processus d'évolution en décomposant un style d'évolution en plusieurs vues et abstractions pertinentes. Enfin, pour la validité et la faisabilité de notre approche, nous avons développé un prototype basé sur la plateforme de méta-modélisation ADOxxOver the last years, the size and complexity of software systems has been dramatically increased, making the evolution process more complex and consuming a great deal of resources. Consequently, software architecture is becoming an important artifact in planning and carrying out the evolution process. It can provide an overall structural view of the system without undue focus on low-level details. This view can provide a deep understanding of previous design decisions and a means of analysing and comparing alternative evolution scenarios. Therefore, software architecture evolution has gained significant importance in developing methods, techniques and tools that can help architects to plan evolution. To this end, an evolution styles approach has been introduced with the aim of capitalising on the recurrent evolution practices and of fostering their reuse In this thesis, we endeavour to tackle the challenges in software architecture evolution reuse by specifying a standard modeling framework that can conform to different evolution styles and satisfy the concerns of the different stakeholder groups. The primary contribution of this thesis is twofold. First, it introduces a meta-evolution style which specifies the core conceptual elements for software architecture evolution modeling. Second, it introduces a new methodology to develop a multi-view & multi-abstraction evolution style in order to reduce the complexity of the evolution model by breaking down an evolution style into several views, each of which covers a relevant set of aspects. The central ideas are embodied in a prototype tool in order to validate the applicability and feasibility of the proposed approaches
26
TAVARES, Maria da Glória Guará. "A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles." Universidade Federal de Santa Catarina, 2004. http://www.repositorio.ufc.br/handle/riufc/19547.
Full textAbstract:
TAVARES, Maria da Glória Guará. A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles. 2004. 167f. Dissertação (Mestrado) - Universidade Federal de Santa Catarina - Programa de Pós-graduação em Letras/inglês e Literatura Correspondente, Santa Catarina, 2004.Submitted by anizia almeida (aniziaalmeida80@gmail.com) on 2016-09-09T11:37:38Z No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-13T16:36:19Z (GMT) No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
Made available in DSpace on 2016-09-13T16:36:19Z (GMT). No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5) Previous issue date: 2004
The present study aims at investigating L2 teachers’ teaching styles from the perspective of learning styles to identify the learning styles which tend to be most favored by foreign language teachers, the relationship between teachers’ teaching styles and their own learning styles, students’ attitudes towards discussing learning preferences in the classroom, and difficulties teachers face when trying to develop a balanced teaching style. The data for the present study were collected at the Extracurricular Language Courses offered by Universidade Federal de Santa Catarina (UFSC), from April, 16th to July 4th , 2002. Eight teachers of English as a foreign language – two at the beginning level, two of the pre-intermediate level, two of the intermediate level, and two of the high-intermediate level – were observed for the purpose of investigating their teaching styles from the perspective of learning styles. Out of the eight teachers, six were observed for three classes. The other two were observed for six classes, took part in an instructional program, and were required to accomplish two tasks. Task one consisted of trying to approach students’ learning styles and task two consisted of trying to develop a balanced teaching style. For the data collection, seven instruments were used: (1) classroom observation, (2) audio recordings, (3) one instrument for assessing teaching styles, (4) one instrument for assessing learning styles, (5) one questionnaire for assessing students’ attitudes, (6) a reflective session, and (7) a semi-guided interview with teachers. The framework for data analysis was the Myers and Briggs Learning Style Model (1987). Results indicate that (1) extraverts, feelers, perceivers and kinesthetic tend to be the learning styles most favored, (2) there seems to be a correlation between teachers’ teaching styles and their own learning styles, (3) students present a positive attitude towards teachers’ attempts to discuss learning styles, and (4) teachers face two main difficulties when trying to develop a balanced teaching style: lack of time for planning their classes and lack of knowledge of learning style theories.
O presente estudo tem por objetivo investigar estilos de ensino de professores de L2 sob a perspectiva de estilos de aprendizagem. O estudo foi motivado por quatro perguntas: (1) Quais estilos de aprendizagem tendem a ser mais favorecidos pelos estilos de ensino de professores de L2? (2) Existe relação entre os estilos de ensino dos professores de L2 e seus próprios estilos de aprendizagem? (3) Quais as reações dos alunos quanto a discutir sobre seus estilos de aprendizagem em sala de aula ? (4) Quais as dificuldades encontradas por professores de L2 ao tentarem desenvolver um estilo de ensino mais balanceado? A coleta de dados foi realizada nos cursos extracurriculares de idiomas da Universidade Federal de Santa Catarina, no período de 16 de abril a 1o de julho de 2002. Oito professores participaram desse estudo- dois dos cursos iniciantes, dois dos cursos pré-intermediário, dois dos cursos intermediários e dois dos cursos intermediários-avançados. Desses oito professores, seis foram observados por três aulas e dois foram observados por seis aulas, participaram de um programa de instrução sobre estilos de ensino e de aprendizagem e realizaram duas tarefas em suas salas de aula. A primeira tarefa consistiu em tentar abordar seus alunos sobre suas preferências de aprendizagem. A segunda tarefa consistiu em tentar desenvolver um estilo de ensino balanceado em uma de suas aulas. Sete instrumentos foram realizados para coleta de dados: (1) observação de sala de aula e gravação em áudio (2) anotações em diário (3) um instrumento para determinar estilos de aprendizagem, (4) um instrumento para determinar estilos de aprendizagem, (5) um questionário para verificar reações dos alunos quanto a discutir sobre seus estilos de aprendizagem, (6) uma sessão reflexiva com os professores e (7) uma entrevista com os professores. Os resultados indicam que: (1) alunos extrovertidos, sentimentais, perceptivos e sinestésicos tendem a ser os mais favorecidos pelos estilos de ensino dos professores de L2, (2) existe uma relação entre os estilos de ensino e de aprendizagem dos professores de L2, (3) os alunos apresentam reações positivas ao discutir sobre seus estilos de aprendizagem em sala de aula e (4) os professores encontram duas dificuldades ao tentar desenvolver um estilo de ensino mais balanceado: escassez de tempo para planejar a aula e falta de familiaridade com as teorias de estilos ensino e aprendizagem.
27
Hassan, Sarah. "Women's Leading Their Way in Leadership." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45589.
Full textAbstract:
In the last twenty years, researchers could not fully reach an agreement of whether female and male leaders have similar or dissimilar leadership approaches. Nevertheless, there is a body of research driven with prophecies that women leaders have variant leadership styles. This research is about women styles in leadership with focus on effective behaviours and qualities, as well as, the developed interpersonal skills adopted by a proportion of women leaders, which have positive impact on subordinates. The study is conducted to generate my own understanding of some women perceptions of leading in a different way and the vindications of these perceptions. It is based on qualitative methods, deductive and inductive approaches are used for analysis. Eight interviews was undertaken to complete the study. The interviewees were selected for the reason of being leaders who have experienced and practice leadership throughout their professions. Last part of the thesis is not a summary of previous chapters but rather testing my fulfilment in answering the strategic main question. I will share my perception of women ways in leading. The reader would be introduced to the latest studies and horizons of the theme under study.
28
Kidd, Tara. "Attachment style and Health: The role of attachment style on symptom reporting." Thesis, Staffordshire University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485817.
Full textAbstract:
The purpose of this thesis was to examine the relationship between adult attachment style and health. Design Three questionnaire studies and one interview study were completed. Method . Questionnaires were administered to examine the relationship between attachment style and symptom reporting in healthy undergraduates (study 1) and cardiac patients (study 3). In Study 2 physiological response to stress was also measured. Study 4 used a semi structured interview approach to examine illness experience in cardiac patients. Results In study 1 insecurely attached students reported more somatic, anxious, social dysfunction and depressed symptoms than secure students. This relationship was mediated by anger and social support. In study 2 baseline differences in cardiac output and total peripheral differences were found, however, no differences were found in response to stress. Furthermore, insecurely attached students reported more depressed symptoms than those classed as secure. No mediators were identified. In study 3 the relationship between attachment styles on symptom reporting was . examined in chronic heart failure (CHF) and transplant populations. Insecure CHF patients reported a greater number of symptoms than secure patients. Anger and social support mediated this relationship. Only one difference was reported in the transplant group, with insecurely attached transplant patients reported more depressed symptoms than those classed as secure. Finally,interviews in study 4 identified four themes of control, normality, social support and emotional disclosure. Standardised symptom reporting tools may not capture these elements of the patient experience, and attachment style may offer one explanation for the variations reported by respondents. Conclusion In conclusion, the results of this thesis support attachment related differences in symptom reporting behaviour in clinical and non clinical populations, and that anger and social support mediated this relationship. The research suggests that attachment style may be a valuable tool to be utilised within the health services.
29
Lilly, Vivian Collette Foreman. "Learning Style and Leadership Style: Determinants of Instructional Strategies in Nursing Education." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331764/.
Full textAbstract:
The problem of this study was to describe and compare the relationship of learning style and leadership style upon the selection of instructional strategies by nursing educators in associate and baccalaureate degree nursing programs. Data were collected using Kolb's Learning Style Inventory, Hersey and Blanchard's Leader Effectiveness and Adaptability Description, a researcher-developed Instructional Strategies Inventory, and the Personal Data Form. It was found that leadership style was highly correlated between the associate degree and baccalaureate degree faculty groups. More of the associate degree faculty members had basic leadership styles of Low Relationship/Low Task and High Task/Low Relationship. Most of the baccalaureate faculty members had Low Relationship/Low Task leadership styles. The following conclusions were developed: (a) Nursing faculty in associate and baccalaureate degree programs have similar learning and leadership styles; (b) nursing faculty tend to use the traditional instructional strategies such as lecture, discussion, and case studies at the same frequency of use? and (c) the selection of instructional strategies in nursing education may be affected by variables other than the instructor's learning and leadership styles. In view of the findings of this study, the following recommendations for further study appear to be warranted, (a) Further research should be conducted to determine the effectiveness or ineffectiveness of identified instructional strategies in nursing education, and (b) more research should be done to identify creativity in the selection of instructional strategies in nursing education. The following implications are suggested from an analysis of the data: (a) Although faculty characteristics are rarely a determining factor in the design of a nursing curriculum, they must be taken into account when selecting instructional strategies, and (b) the apparent lack of diversity in instructional strategies utilized in the classroom setting emphasizes the need for faculty to expand their knowledge base in this area.
30
Wilson, Jacquelyne L. "The Relationship Between Leadership Style and Cognitive Style to Software Project Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6150.
Full textAbstract:
Project managers can be change agents providing direction and motivation for subordinates to meet and exceed goals; however, there is a lack of information about the soft skills needed to achieve project success. Understanding the relationship between cognitive style and transformational leadership to software project outcomes is important. This study describes the lived experiences of software project managers by focusing on their attitudes towards, perceptions of, and behaviors related to using transformational leadership and cognitive styles in agile software development environments. Husserlian phenomenological design was used to identify the structure of participants' experiences. The naturalistic decision-making model and the theory of constraints were a framework for the study. Software project managers identified as transformational leaders were selected from government agencies and commercial companies. Prior to being interviewed, individuals completed the Cognitive Style Indicator. In-depth, semistructured interviews and member checking were used for data collection. Qualitative, phenomenological analysis was used to code the interview data and identify thematic response categories. Results indicated that transformational leaders possessing a planning or creating cognitive style stimulate an environment with an uplifting work atmosphere in which team members are fulfilled and product development outcomes are successful. The implications for positive social change include broadening project managers' leadership and decision making regarding overall project success and leading executives to reexamine the leadership and decision-making styles of their managers resulting in their organizations' prosperity, employee effectiveness, and cost containment.
31
Crowley, Anne Katherine. "The relationship of adult attachment style and interactive conflict styles to marital satisfaction." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1763.
Full text
32
Ellis, Rachel M. Bakken Linda. "Relationship between parenting styles and children's motivational style the development of learned helplessness /." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1117.
Full textAbstract:
Thesis (M. Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology"May 2007." Title from PDF title page (viewed on Dec. 20, 2007). Thesis adviser: Linda Bakken. Includes bibliographic references (44-48 leaves).
33
Mais, Jason. "Renovating tourism, Jamaican style." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/MQ48280.pdf.
Full text
34
Jakimavičiūtė, Dovilė. "Newspaper style: the headline." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130608_143427-37015.
Full textAbstract:
The paper focuses on the analyses of stylistic peculiarities in newspaper headlines. It provides an overview of stylistics, functional styles (newspaper style in more detail), and features of headlines. Also stylistic devices are reviewed and classified. In the empirical part 150 headlines are analyzed while 56 of them are provided as illustrative examples and analyzed in greater detail. Stylistic devices found in the newspaper headlines are allocated to the group they belong to and where it is possible classification of a stylistic devices is provided.Darbo paskirtis - stilistinių ypatybių analizė laikrščių antraštėse. Yra pateikiama teorinė medžiaga apie stilistiką, funkcinius stilius (laikraštinis stilius aptariamas smulkiau) ir antraščių savybės. Taip pat apžvelgtos stilistinės priemonės ir pateikta jų klasifikacija. Empirinėje dalyje yra išanalizuota 150 antraščių ir 56 pateiktos kaip pavyzdžiai ir išanalizuoti detaliau. Stilistinės priemonės rastos laikraščių antraštėse priskirtos grupei kuriai jos priklauso ir kur yra įmanoma, pateikiama stilistinės priemonės klasifikacija.
35
Fouladvand, Hida. "Public diplomacy gangnam style." Thesis, Georgetown University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1556438.
Full textAbstract:
The diplomatic impasse between the United States and Iran is officially broken after thirty-four years of mutual recriminations and mistrust. The need for a reinvigorated U.S. public diplomacy is essential to forge a new relationship based on respect, understanding, and shared political, social, and economic interests. "Gangnam Style" public diplomacy is a simultaneous multiplatform approach to information sharing and engagement that utilizes various programs to stimulate people-to-people connections based on culture, education, and business. By applying this strategy, the current rapprochement between the United States and Iran can be expanded to the benefit of both countries.
36
Inker, Peter A. "The Saxon relief style." Thesis, Cardiff University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424124.
Full text
37
Witz, Teresa. "Portraiture : femininity and style." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532901.
Full textAbstract:
When I started the doctorate programme in 2002 I had a long-standing interest in vanitas paintings, both historical and contemporary. This developed into an interest in creating contemporary iconic images of celebrity personalities. I also started to explore ways of portraying 'iconic unknowns', which involved transforming ordinary, working women into modem icons. In the first year I was interested in celebrity icons, such as David and Victoria Beckham, Kylie Minogue and Cher. I was interested to portray these celebrities as more anonymous as people, but more familiar as brand images . . Also at this time I was developing an interest in what I have termed 'localised celebrities'; these were the wealthy women of Essex. I made paintings of the glamour and style of these Essex women and their' chic kitsch' . The work evolved with experiments in ways of portraying women, attempting to subvert the conventions of the male gaze by portraying women in a highly ambiguous manner. The conventions of clothing and 'styling' are exaggerated versions of the kind of sexualized to-be-Iooked-at-ness associated with the male gaze and yet the women in the paintings are refusing to be positioned as the to-be-Iooked-at-by men. They are defying the spectator to dare to consume her image in that way. I have attempt~d to complicate the relationship between the male spectator and the female image as well as opening up new ways in which women might assume the position of spectator. Laura Mulvey, a feminist film theorist, published an article in 1975 called 'Visual Pleasure and Narrative Cinema' in which she employed the term 'the male gaze'. Mulvey's analysis was concerned with the cinematic gaze, but certain parallels may be drawn with conventions of portraying women, for example in paintings and photography. She was primarily interested in the relationship between the image of woman and the 'masculinisation' of the position of the spectator. By this, she means that images of women are constructed according to patterns of pleasure and identification that assume masculinity as the 'point of view' (Mulvey: 1989: 29-38). Later, however, Mulvey began to think about how women could occupy the position of spectator.
38
Pigott, Michael. "Time and film style." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3780/.
Full textAbstract:
This thesis proposes that the temporality of the moving image is not just its basic condition, but also an alterable stylistic parameter. By analysing three broad stylistic categories of cinema - Classical Continuity-editing, Montage, and Long Take - it is demonstrated that the time of a sequence or shot operates as an active element within the formal fabric of the work. Beyond this, it shows that these film styles may in fact be defined by the characteristic ways in which they treat time. Methodologically, it adapts concepts from the philosophies of Gilles Deleuze, Henri Bergson and Hans Georg Gadamer, fusing them with close textual analysis to allow the theory to grow around the practical instance of its object. One of the primary goals is to establish a critical idiom capable of dealing appropriately and sympathetically with this neglected aspect of film aesthetics, to uncover a suitable vocabulary for talking about the expressive use of time in cinema. This study contributes to the existing body of research on cinematic time (which is primarily concerned with ontology and ideology) by addressing the distinct lack of critical and theoretical work that engages with the temporality of cinema at the microscopic level of the moment to moment passage of a scene, that is, the temporal stylistics of cinema.
39
Mysakovets, N. V. "Retro style in fashion." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/11376.
Full text
40
Сербін, Олегослав Ігорович. "Military style in fashion." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13162.
Full text
41
Hart, David Marvin. "Light-Field Style Transfer." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7763.
Full textAbstract:
For many years, light fields have been a unique way of capturing a scene. By using a particular set of optics, a light field camera is able to, in a single moment, take images of the same scene from multiple perspectives. These perspectives can be used to calculate the scene geometry and allow for effects not possible with standard photographs, such as refocus and the creation of novel views.Neural style transfer is the process of training a neural network to render photographs in the style of a particular painting or piece of art. This is a simple process for a single photograph, but naively applying style transfer to each view in a light field generates inconsistencies in coloring between views. Because of these inconsistencies, common light field effects break down.We propose a style transfer method for light fields that maintains consistencies between different views of the scene. This is done by using warping techniques based on the depth estimation of the scene. These warped images are then used to compare areas of similarity between views and incorporate differences into the loss function of the style transfer network. Additionally, this is done in a post-training fashion, which removes the need for a light field training set.
42
Weider, Erich. "Subjonctif et style indirect." Université Marc Bloch (Strasbourg) (1971-2008), 1988. http://www.theses.fr/1988STR20030.
Full textAbstract:
Cette these est divisee en deux parties : la premiere partie relate la situation du subjonctif en allemand, la seconde etant une monographie dialectale. Tout d'abord un certain nombre d'extraits d'ouvrages traitant du subjonctif en allemand sont cites et commentes. Ensuite la situation particuliere du sud du domaine germanophone est etudiee, principalement la suisse, l'alsace et le tyrol. La deuxieme partie se concentre sur un dialecte alsacien d'un village limitrophe de la suisse : neuwiller. Cette etude morpho-syntaxique releve les formes du subjonctif utilisees a une certaine epoque (fin du 19 eme siecle) et les replace dans le contexte du style indirect. Le style indirect dans ce dialecte, comme d'ailleurs dans la majeure partie de l'aire alemanique se distingue par l'emploi systematique du subjonctifThis thesis is divided in two parts : the first part relates the situation of the subjunctive in german, the second is a dialectal monographie. First, a good many excerpts of works about the subjunctive in german are quoted and annotated. Then, the special situation of the south of the german-speaking countries is studied, particularly switzerland, alsace and tyrol. The second part concentrates on an alsatian dialect of a village bordering on switzerland : neuwiller. This morpho-syntaxic study points out the forms of subjunctive used at a definite time (end 19th century) and replaces them in the context of the reported speech : the reported speech in this dialect, by the way in the greater part of the alemannic area, is marked off by the systematic use of the subjunctive
43
Vincent, Bruno. "Style(s) de Lacan." Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCC092.
Full textAbstract:
Sur le style de Lacan, il a été beaucoup dit pour faire état d'une difficulté particulière à lire ses Écrits. Son style a reçu des critiques bien avant le début de son enseignement psychanalytique en 1953, marqué par une rupture institutionnelle e associé à l'annonce d'un retour à Freud, et à celle d'un style ironique, contre une pensée dogmatique. Je suis le trajet du style de Lacan en lien avec ses élaborations théoriques dans des écrits qui sont les jalons d'un parcours dans un enseignement qui passe d'abord par la parole et fait référence aux registres symbolique, imaginaire et réel. Pour cela, je prends appui sur les réflexions de Lacan à propos du style et du sien en particulier. L'ironie est un fil conducteur dans la variété et les métamorphoses d'un style qui vise une mise au travail du lecteur, dans une adresse qui est d'abord analytique. Des traits d'esprits, nonsense et aphorismes apparaissent dès l'annonce d'un style ironique. Dans un enseignement où le registre symbolique est au premier plan, les élaborations théoriques de Lacan sont nouées à des figures, prosopopée de la vérité, apologue de La lettre volée. Pour décrire l'inconscient structuré comme un langage, les présentations de la métaphore et de la métonymie sont traversée par ces figures. Avec la mise au premier plan du réel par Lacan dans son enseignement, le discours théorique n'est plus dissociable d'une pratique mettant en jeu successivement les notions de lettre, de dire, de lalangue et de nomination. Ce dont il est question fait retour dans le discours, le transforme, pose question. Par ses équivoques, cette pratique ironique tente de se tenir dans une proximité avec l'expérience analytiqueOn Lacan's style, lot has been said, to mention the difficulties in reading his Ecrits. His style has been criticized a long time before the beginning of his psychoanalytical teaching in 1953. It begins in the context of a break with an analytical institution, and his associated with an announcement of a return to Freud, and of an ironic style, against a dogmatic way of thinking. I follow the movement of Lacan's style in relationship with his theoretical elaborations in his writings, which are milestones in a teaching which is essentially oral and which makes reference to three registers, the symbolic, the imaginary and the real. Therefore, I rely on thoughts of Lacan on the style and on his own style. Irony is a central theme in the diversity and in the metamorphosis of a style. The logic of this style is that the reader has to make some effort, and the primary audience is psychoanalysts. Witt, nonsense, and aphorisms appear as soon as the announcement of an ironic style. In a teaching where the symbolic register is of the forefront, the theoretical elaborations are tied to figure of speech, prosopopeia of truth, apologue of The purloined letter. To describe the unconscious structured like a language, presentations of metaphor and metonymy are traversed by theses figures of speech. When the real cornes to the foreground in Lacan's teaching, the theoretical speech is no more distinguishable from a practice involving successively the notions of letter, saying, lalangue and naming What is reffered to returns to the speech, transforming it, asking questions. Through his equivocations, this ironic practice try to stay close to the analytical experience
44
Tavares, Maria da Glória Guará. "A matter of style." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/86971.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2012-10-21T12:55:56Z (GMT). No. of bitstreams: 1 210230.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
O presente estudo tem por objetivo investigar estilos de ensino de professores de L2 sob a perspectiva de estilos de aprendizagem. O estudo foi motivado por quatro perguntas: (1) Quais estilos de aprendizagem tendem a ser mais favorecidos pelos estilos de ensino de professores de L2? (2) Existe relação entre os estilos de ensino dos professores de L2 e seus próprios estilos de aprendizagem? (3) Quais as reações dos alunos quanto a discutir sobre seus estilos de aprendizagem em sala de aula ? (4) Quais as dificuldades encontradas por professores de L2 ao tentarem desenvolver um estilo de ensino mais balanceado? A coleta de dados foi realizada nos cursos extracurriculares de idiomas da Universidade Federal de Santa Catarina, no período de 16 de abril a 1o de julho de 2002. Oito professores estudo- dois dos cursos iniciantes, sois dos cursos pré-intermediário, dois dos cursos intermediários e dois dos cursos intermediários-avançados foram observados durante suas aulas. Desses oito professores, seis foram observados por três aulas e dois foram observados por seis aulas, participaram de um programa de instrução sobre estilos de ensino e de aprendizagem e realizaram duas tarefas em suas salas de aula. A primeira tarefa consistiu em tentar abordar seus alunos sobre suas preferências de aprendizagem. A segunda tarefa consistiu em tentar desenvolver um estilo de ensino balanceado em uma de suas aulas. Sete instrumentos foram realizados para coleta de dados: (1) observação de sala de aula e gravação em áudio (2) anotações em diário (3) um instrumento para determinar estilos de aprendizagem, (4) um instrumento para determinar estilos de aprendizagem, (5) um questionário para verificar reações dos alunos quanto a discutir sobre seus estilos de aprendizagem, (6) uma sessão reflexiva com os professores e (7) uma entrevista com os professores. Os resultados indicam que: (1) alunos extrovertidos, sentimentais, perceptivos e sinestésicos tendem a ser os mais favorecidos pelos estilos de ensino dos professores de L2, (2) existe uma relação entre os estilos de ensino e de aprendizagem dos professores de L2, (3) os alunos apresentam reações positivas ao discutir sobre seus estilos de aprendizagem em sala de aula e (4) os professores encontram duas dificuldades ao tentar desenvolver um estilo de ensino mais balanceado: falta de tempo para planejar a aula e não conhecimento das teorias de estilos de ensino e aprendizagem.
45
Ruiz, Ernesto. "A study on cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2795.
Full textAbstract:
The purpose of this study was to examine the relationship among cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California. Three instruments were utilized to collect quantitative self-perception data from principals regarding these variables. Qualitative data was collected through interviews to elicit information that might not be provided through the surveys. Two additional questionnaires were utilized to validate principals' self perceptions and to strengthen the overall research design. Instruments were mailed out to 105 Mexican-American elementary and secondary principals in Northern California. Forty-three subjects returned and completed all three questionnaires. Completed surveys were also received from 16 supervisors and 59 teachers. Fifteen principals were randomly selected for the follow-up interviews and 10 were actually interviewed. The study contained six major hypotheses and nine research questions. The results of this study indicated that the predominant leadership style among Mexican-American elementary and secondary school principals is high supportive, low directive. These principals also scored in the average range of leadership style flexibility and effectiveness. Findings further revealed that 37% of the Mexican-American principals possessed a high or very high degree of cultural flexibility, 46% a moderate degree of cultural flexibility and 17% a low or less than average degree of cultural flexibility. This data demonstrated that 37% of the principals in this study possessed a "mostly modern" orientation, 22% possessed a balanced orientation and 51% possessed a "mostly traditional" orientation. The hypotheses in this study were rejected. The findings did not reveal a positive correlation between principals' cultural flexibility scores and their leadership style, leadership style flexibility and effectiveness. The interview qualitative data, however, indicated that a majority of principals interviewed perceived that cultural flexibility does influence their leadership style and leadership effectiveness, particularly as it relates to communicating with students and parents, working with teachers, and possessing a broader sensitivity and understanding of educational issues in multicultural school environments. Considering the mixed findings and conclusions emerging from the quantitative and qualitative data, this study is an important first step in the investigation of the relationship between cultural flexibility and leadership in educational settings. This study provides recommendations for further inquiry and suggests implications for administrator preparation.
46
Patenko, V. O. "Street style changes over last decade." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/14387.
Full text
47
小川, 一美, Kazumi Ogawa, 俊和 吉田, and Toshikazu Yoshida. "発話スタイルがパーソナリティ認知に及ぼす効果(2) :叙述的発話と断片的発話の比較." 名古屋大学教育学部, 1999. http://hdl.handle.net/2237/2946.
Full text
48
Borie, Mariane. "L' assujettissement philosophique du style : conditions pour une théorie non-esthétique du style." Paris 10, 2009. http://www.theses.fr/2009PA100012.
Full textAbstract:
Bien qu'ils diffèrent par leur projet et leurs ressources, l'art et la philosophie ont chacun besoin d'un concept de style, si l'on considère la première comme une pratique de langage et le lieu d'un savoir, et la seconde comme l'objet de l'esthétique et le matériau de l'histoire de l'art. Comme sujet du Logos, la philosophie est l'instance supposée garantir l'autonomie de sa théorie et en unifier le sujet. En supposant qu'elle y parvienne, comment est-il alors possible de définir le style philosophique si celui est compris à la fois comme l'invariant (le sujet) et la somme (l'objet) de chacune de ses déterminations singulières ? La difficulté résiderait dans la possibilité de séparer le style philosophique du mixte stylistique que constitue le sujet de l'oeuvre philosophique. Or, le découpage philosophique de la pensée constitue précisément un espoir pour l'analyse du style des philosophes en tant qu'il permet d'ordonner les différences de style intra-philosophiques autour d'un concept univoque. Mais si la philosophie est également le sujet qui organise le savoir en le structurant artificiellement autour de ces concepts, jusqu'à quel point ces différences peuvent-elles être abstraites puis synthétisées sous la notion de style philosophique selon une telle méthode ? C'est ce cercle qui oblige à repenser la notion de sujet et à inventer une pratique de style capable de surmonter cette aporie, pour remplir cet axiome : le style c'est le sujetAlthough they differ by their purpose and the way to achieve it, philosophy and art require both a concept of style as we consider the first one either as an original practice of language or as the motherland of knowledge, and the second one either as the object of aesthetics, or as the stuff of a one way history. As we consider now philosophy as the guardian of Logos, it is the instance which is supposed to keep its subject free of mind and unify its theory trough history. Suppose that it could achieve such a concept, how is it possible to define philosophical style if this is understood as well as the invariant and the sum of each of its singular déterminations ? The point would first consist in succeeding to separate philosophical style from the stylistic "mixt" in which consist the subject of the philosophical opus. But the way in which thought is fragmented into concepts constitutes a hope for analyzing the style of philosophers as it allows to order intraphilosophical style differences around a stable word. But if philosophy is also the instance which organizes knowledge in this specific way, is it still possible to abstract and synthetize these differences as philosophical style is supposed to be elucidated, when following this method ? This circle is the point that orders to refound the notion of subject and to invent a practice of style which could bend this difficulty : how to define style thanks philosophy if this is the subject and if subject is style, as it's supposed to be in this particular case ?
49
Lee, Jacob Zan Adachi. "Style, Discourse, and the Completion of the Vernacular Style in Modern Japanese Literature." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3629.
Full textAbstract:
Many histories of modern Japanese literature see the "completion" of the modern vernacular style in the writings of Shiga Naoya (1883--1971), Mushakōji Saneatsu (1885--1976) and Takamura Kōtarō (1883--1956). Why and how this critical-historical perception of stylistic normalcy arose and still continues is better understood, I propose, through a close reading of key texts that identifies instances and patterns of creative manipulation of-as opposed to mere determination by or complicity with-certain philosophical, social, and historical discourses.How this creative manipulation plays out varies in prose and poetry and from text to text. In Mushakōji's Omedetaki hito (1911; The Simpleton), temporal and generic transitions establish a doubled discourse of sincerity that normalizes the genbun itchi prose into the background. In Shiga's An’ya kōro (1921--37; A Dark Night's Passing), certain syntactical and lexical innovations construct a new and rigid model of intuitive interiority. Takamura's Dōtei (1914; The Journey) reverses, to its own literary historical advantage, gendered discourses on the Japanese language and Japanese literary history.
50
Tate, Marcia L. "The validation of the True Colors Personality Style Inventory and the True Colors Leadership Style Inventory and their use in investigating the relationship between personality style and leadership style in school administrators." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/1711.
Full textAbstract:
The purpose of this study was two-fold: 1) to establish validity for the True Colors Personality Style Inventory and the True Colors Leadership Style Inventory, and 2) to use both inventories to examine the relationship between the preferred personality styles and leadership styles of 41 elementary, 10 middle school, and 15 secondary principals in the DeKalb County School System. Personality and leadership style preferences were investigated in terms of four moderator variables; school type, gender, race, and years of administrative experience. Chi-square, Pearson correlation, analysis of variance, t-tests for Equality of Means and Cronbach alpha tests were used to establish the validity for both inventories as well as to assess the 11 hypothesis and 13 research questions posed. The primary findings indicated that:
1. Both the True Colors Personality Style Inventory and the True Colors Personality Style Inventory are valid measures of the constructs of personality and leadership, respectively.
2. There was a significant relationship between a principal's personality style and leadership style, regardless of color.
3. Gold was the preferred personality style and leadership style for DeKalb County principals.
4. There was no significant difference between the personality or leadership styles of principals in relation to school type, race, or years of administrative experience.
5. There was a significant difference between the personality styles of .. male and female principals but not a difference.in their leadership styles .. The main recommendations from the findings were that the DeKalb County School System should:
1. administer the True Colors Personality Style Inventory and the True Colors Leadership Style Inventory to prospective and veteran administrators in order to ascertain an indication of leadership style strengths and areas for staff development training and to ensure a better match between an administrative placement decision and the principal.
2. ensure that local school administrative teams are multi-colored to capitalize on the strengths which various administrators on the team bring to the position.