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Dissertations / Theses on the topic 'Styles'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

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.

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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.
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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.
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2

Kopřivová, Stanislava. "Komparace preferencí učebních stylů středoškolských a vysokoškolských studentů ekonomického zaměření." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359890.

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The thesis deals with the issues of learning styles of secondary and university students. In the theoretical part, the problems of thinking, individual-specific ways of learning, individual-specific learning methods and learning styles are outlined. The diploma thesis focuses on learning styles, which are defined and divided from different points of view. Thesis also includes the diagnostics of learning styles, the influence of learning styles and, among other things, the motivation that is important in learning. The theoretical part is consists of research of professional literature, scientific articles and current researches from the area. The practical part consists of questionnaire survey, which took place at several secondary schools and universities. The LSI questionnaire and the VARK questionnaire were used to find out the student's learning styles from the research sample, the results obtained from the two questionnaires were compared between each other, from which conclusions were drawn. The survey results are evaluated by descriptive statistics and captured in charts and tables.
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3

Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
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4

Laurent, François. "Communication publicitaire : des figures de style aux styles de vie." Paris 4, 1988. http://www.theses.fr/1987PA040474.

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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 publicitaire
According 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
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Laurent, François. "Communication publicitaire des figures de style aux styles de vie /." Lille 3 : ANRT, 1990. http://catalogue.bnf.fr/ark:/12148/cb376070889.

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6

Shalash, Fatimah. "SIBLING CONFLICT RESOLUTION STYLES AND MARITAL CONFLICT RESOLUTION STYLES." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/109.

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This study used qualitative methods to examine if there was a connection between conflict resolution styles used with siblings in adolescence and conflict resolution styles utilized in current romantic committed relationships. The Conflict Resolution Behavior Questionnaire (Reese-Weber, & Bartle-Haring, 2003) and Gottman‟s (1994a, 1994b) couple-conflict types as adapted by Holman and Jarvis (2003) were administered to 144 participants through an online questionnaire. Analysis of the CRBQ using a multiple regression indicated participant‟s self-rating of compromise, attack, and avoidant conflict resolution styles used with siblings when an adolescent predicted current self-ratings of compromise, attack, and avoidant conflict resolution styles utilized in current romantic relationships.
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Reinhartz-Berger, Iris, Kathrin Figl, and Øystein Haugen. "Investigating styles in variability modeling: Hierarchical vs. constrained styles." Elsevier, 2017. http://dx.doi.org/10.1016/j.infsof.2017.01.012.

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Context: A common way to represent product lines is with variability modeling. Yet, there are different ways to extract and organize relevant characteristics of variability. Comprehensibility of these models and the ease of creating models are important for the efficiency of any variability management approach. Objective: The goal of this paper is to investigate the comprehensibility of two common styles to organize variability into models - hierarchical and constrained - where the dependencies between choices are specified either through the hierarchy of the model or as cross-cutting constraints, respectively. Method: We conducted a controlled experiment with a sample of 90 participants who were students with prior training in modeling. Each participant was provided with two variability models specified in Common Variability Language (CVL) and was asked to answer questions requiring interpretation of provided models. The models included 9 to 20 nodes and 8 to 19 edges and used the main variability elements. After answering the questions, the participants were asked to create a model based on a textual description. Results: The results indicate that the hierarchical modeling style was easier to comprehend from a subjective point of view, but there was also a significant interaction effect with the degree of dependency in the models, that influenced objective comprehension. With respect to model creation, we found that the use of a constrained modeling style resulted in higher correctness of variability models. Conclusions: Prior exposure to modeling style and the degree of dependency among elements in the model determine what modeling style a participant chose when creating the model from natural language descriptions. Participants tended to choose a hierarchical style for modeling situations with high dependency and a constrained style for situations with low dependency. Furthermore, the degree of dependency also influences the comprehension of the variability model.
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8

Chase, Melissa W. "The Relationship of Mind Styles, Consumer Decision-Making Styles, and Shopping Habits of Beginning College Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27824.

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The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students. Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college studentsâ self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students. Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between studentsâ perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income. A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random. Although the current studyâ s results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males. A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed.
Ph. D.
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Törngren, Helena, and Monica Svensson. "Inlärningsstilar : Learning styles." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-365.

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Todorovic, Natasa. "Equity investment styles." Thesis, City University London, 2001. http://openaccess.city.ac.uk/8399/.

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The aim of this thesis is to investigate the nature of determinants of equity returns as suggested by the CAPM model, in particular, alphas, betas and equity premium and to outline implications for investment managers that statistical and structural analysis of the aforementioned variables may suggest. The thesis contributes to the existing literature in the following areas. First, it addresses the question of predictive power of historical risk-adjusted portfolio performance measures on determining future equity returns in short and long term hoirsons. Second, it investigates the stability of beta coefficients and its impact on portfolio risk and seasonality in equity returns. Third, it assesses the question of dividend yield as determinant of portfolio alphas. Finally, it addresses the question of a common factor that may be influencing movements of equity premiums across European markets. All the aforementioned empirical work is the first of this kind, at least to our knowledge, in the UK. In Chapter One we provide an indirect test of alpha stability. We test if past alphas, information ratio and alpha-to-beta ratio of positive and negative alpha portfolios can be used to determine future portfolio returns. We find that chosen portfolio performance measures do not have any predictive power in the short term investment horisons. However, in the longer term horisons of 24 to 36 months, we document the mean reversion in our portfolio returns and conclude that one can use historical measures of performance to predict returns in the longer run. In Chapter Two we proceed to investigate if stocks with higher beta (systematic risk) also exhibit higher instability in betas as well, thus causing even greater risk for investors. We also examine the seasonality effect in the UK size-based portfolios and try to relate it to seasonality in betas. Our findings suggest that higher beta stocks do have more time-variant betas. Additionally, we find that equity returns are much higher in December-April than in May-November period but we find no robust evidence that such seasonality in returns is due to seasonality in betas but rather due to investors' psychology. In Chapter Three, we assess the relationship between excess returns and dividend yields in the UK market. The econometric analysis reveals U-shaped yield-return relationship in the 1980s and quadratic, bell-shaped, relationship in the 1990s. It seems that such a change in the relationship is driven by the change in the returns pattern of small size stocks in the 1990s. We find no evidence of the tax effect as the explanation of yield-return relationship that we observe. In Chapter Four we try to identify what may be the common determinant of equity risk premium across European markets. We test for the serial correlation in the stock market returns and the results suggest that serial correlation is not in the level of returns but in the volatility of returns. Hence, if shocks to returns and in turn equity premium are persistent, there can be a scenario of a world-wide shock, which may influence the equity premium across countries in the similar manner driving them in the same direction. The overall findings of the thesis are indicating instability of CAPM determinants of UK equity returns. If investors are aware of these instabilities, they can adjust theirinvestment strategies accordingly and generate excess returns on their investment.
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Leung, Man-chi Candi, and 梁敏芝. "Re-examining the relationship between cognitive styles, ruminative styles, and depression." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47850036.

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Rumination has been consistently found to be a risk factor of depression. However, few studies examined rumination and its relationship with depression, and the protective role of such individual positive traits as hope, in a Hong Kong Chinese context. As opposed to western findings, a recent local study found that the two components of rumination (Treynor, Gonzalez, & Nolen-Hoeksema, 2003), namely brooding and reflective pondering, were not correlated, and the latter was rather adaptive in predicting depressive symptoms (Lo, Ho, & Hollen, 2008). Together with some psychometric issues revealed in the same study, it is unclear if the two-factor model of rumination is applicable in the Hong Kong Chinese context. In addition, given that hope only buffers against negative impact of risk factors of depression, whether the moderating effect of hope on the relationship of brooding and reflective pondering with depressive symptoms in Geiger and Kwon’s (2010) western sample can be replicated in Hong Kong Chinese populations is not clear. Therefore, the present study re-examines the two-factor model of rumination and its relationship with depressive symptoms, and the moderating role of hope in a Hong Kong Chinese sample using a longitudinal design. Adult Trait Hope Scale, Ruminative Response Scale, and Center for Epidemiologic Studies Depression Scale were administered to 189 Hong Kong Chinese university students at lectures with a four-week interval between the two time-points. Analyses using hierarchical linear regression were conducted to examine the relationship of brooding and reflective pondering, and their relationship with depressive symptoms and the role of hope, both concurrently and prospectively. Results confirmed the applicability of the two-factor model of rumination in the Hong Kong Chinese college sample. Rumination (total) and brooding consistently predicted depressive symptoms. Also, moderating effect of hope on the relationship of brooding and depressive symptoms was replicated using the time 1 data in the present study. Nonetheless, contrary to the recent local finding by Lo et al. (2008), brooding and reflective pondering were positively correlated as in western samples, and there was some evidence of one-way relationship from reflective pondering to brooding as shown by the longitudinal data. Reflective pondering itself was neither adaptive nor maladaptive, because there was no significant relationship between reflective pondering and depressive symptoms after controlling for level of brooding. Hence, hope had no interaction with reflective pondering in predicting depressive symptoms. For longitudinal data, after controlling for baseline level of the dependent variables, the one-way relationship from reflective pondering to brooding, the relationship of rumination (total) and brooding with depressive symptoms, and the moderating effect of hope on the relationship between brooding and depressive symptoms, all became nonsignificant. The findings of the present study support the use of the two-factor model of rumination in Hong Kong Chinese context, and suggest that the two components of rumination were correlated probably because reflective pondering tended to lead to brooding. This study also offers further empirical support for brooding being a more robust risk factor of depression than reflective pondering and the buffering impact of hope on psychological well-being. Implications of the results, limitations of this study and recommendations for further research were also addressed.
published_or_final_version
Psychology
Master
Master of Philosophy
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Tai, Wing-yin, and 戴詠賢. "The impact of teaching styles on students' learning styles and career interests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.

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This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests. This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main studies. The pilot study was intended to evaluate the two inventories (the Preferred Thinking Styles in Learning Inventory, PTSLI, and the Preferred Thinking Styles in Teaching Inventory, PTSTI) used in the first study. The purpose of Study One was to identify teachers’ preferences for students’ learning styles and students’ preferences for teachers’ teaching styles. A total of 226 teachers and 268 students participated in Study One. A series of data analyses revealed that the PTSLI and the PTSTI were applicable to Chinese secondary school teachers and students. The pilot study and Study One consistently revealed that teachers and students preferred each other to use Type I styles in learning and teaching, respectively. These findings also indicated that styles are value-laden. Study Two was an experimental study to examine the impact of teaching styles on students’ learning styles and on their career interests. A total of seven teachers and 464 students participated in the control group, whereas the experimental group was composed of six teachers and 219 students. Classroom instruction was implemented in each participating teacher’s school for one semester (6 months). A pre-test and post-test were conducted before and after the classroom instruction. Students’ learning styles were measured by the Thinking Styles Inventory-Revised II in both tests. At the time of post-test, students also completed the Self-Directed Search that assessed their career interests. In a series of repeated-measures MANOVA, t-test, one-way ANOVA, and paired t-tests conducted in Study Two, changes in students’ learning styles in both the control and the experimental groups were identified. Students in the experimental group demonstrated a trend towards Type I learning styles, whereas students in the control group increased their use of Type II learning styles after the instruction period. Furthermore, teachers’ teaching styles had a direct impact on students’ development of particular types of career interests. Students in the experimental group developed a wider range of career interests than students in the control group. Study Three was a qualitative study conducted among 16 students to explore how and why their learning styles underwent changes. Findings from Studies Two and Three supported the contention that styles are malleable. Results demonstrated that students in the control group showed more features of using Type II learning styles, whereas students in the experimental group gradually increased their use of Type I learning styles after the instruction period. Contributions and implications of the findings are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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YTERDAL, REBECCAH DAVITA. "PARENTING STYLES AND PARENTAL BONDING STYLES AS RISK FACTORS FOR ADOLESCENT SUICIDALITY." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613809.

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This review aims to synthesize the existing literature on parenting practices and their risk factors for adolescent suicide as well as make the connection from these risk factors to parenting styles (neglectful, authoritarian, permissive, authoritative) and parental bonding styles (neglectful, affectionless control, affectionate constraint, optimal). Although leaders in public health and suicidality do not currently recognize parenting practices and styles as risk and protective factors for adolescent suicides, prior research provides evidence for the relationship between increased risk for adolescent suicidal thoughts and behaviors and parenting factors such as overprotection, control, abundant parent-child conflicts, neglect or rejection, and not taking a suicide attempt seriously. Moreover, past research has also found that deficient parenting styles and parental bonding styles are strongly associated with suicidality in children and adolescents both directly and indirectly due to their relation to other risk factors. This review aims to reignite the conversation about the relationship between parenting practices and adolescent suicidality and bring light to this important subject.
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Olsson, Elin. "Learning Styles and Reading." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6338.

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Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.

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Athman, Athman Hussein. "Styles of Swahili carving." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-95456.

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As a woodcarver since the age of fifteen, I have been a keen observer of carving patterns and motifs practiced by contemporary Swahili wood carvers. In my investigations, I discovered that carvers along the coast of East Africa, do not practice a uniform style of carving, although their heritage was to a great deal influenced by Middle Eastern and Indian patterns. In Lamu, for instance, four styles of carving are applied to decorating doors and furniture. What I found astonishing, is that most contemporary Swahili wood carvers seem to be unaware of the differences in styles, especially with regard to their history and design features. Apparently, most of the patterns used by the contemporary wood carvers of the three prominent Swahili towns under discussion (Zanzibar, Mombasa, Lamu) are directly copied from doors that were made between 1700-1930. Most of these doors are known to have been introduced to the East African littoral by groups who settled in the region at different periods.
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Athman, Athman Hussein. "Styles of Swahili carving." Swahili Forum; 3 (1996), S. 11-29, 1996. https://ul.qucosa.de/id/qucosa%3A11633.

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As a woodcarver since the age of fifteen, I have been a keen observer of carving patterns and motifs practiced by contemporary Swahili wood carvers. In my investigations, I discovered that carvers along the coast of East Africa, do not practice a uniform style of carving, although their heritage was to a great deal influenced by Middle Eastern and Indian patterns. In Lamu, for instance, four styles of carving are applied to decorating doors and furniture. What I found astonishing, is that most contemporary Swahili wood carvers seem to be unaware of the differences in styles, especially with regard to their history and design features. Apparently, most of the patterns used by the contemporary wood carvers of the three prominent Swahili towns under discussion (Zanzibar, Mombasa, Lamu) are directly copied from doors that were made between 1700-1930. Most of these doors are known to have been introduced to the East African littoral by groups who settled in the region at different periods.
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Tourrette, Gilbert. "Styles cognitifs et langage." Paris 5, 1991. http://www.theses.fr/1991PA05H072.

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L'objet de cette thèse est de montrer que le fonctionnement du langage dépend non seulement des facteurs cognitifs généraux, mais egalement de facteurs cognitifs individuels qui distinguent les sujets les uns des autres dans la façon dont ils appréhendent, organisent et traitent l'information. Lorsque ce fonctionnement cognitif différentiel est stable chez un individu donne, se manifeste dans des secteurs de la conduite varies, et se révèle indépendant du contenu des stimuli, il définit le style cognitif du sujet. Nous montrons l'implication de seize de ces styles dans différents aspects du fonctionnement du langage: les aptitudes et la mémoire verbales, la lecture, la compréhension textuelle et lexicale, la syntaxe, le traitement de l’ambiguïté et appréhension de l'humour, l’efficacité communicative, et les processus élémentaires particulièrement importants dans la phase d'acquisition du langage. La thèse développée est que tous les sujets disposent d'une compétence cognitive et linguistique générale, mais que leurs performances verbales sont modelées par les styles cognitifs qui les caractérisent et qui jouent ainsi un rôle de médiateur. Cet effet est particulièrement sensible dans les phases de transition marquant le passage d'une étape à l'autre au cours du développement cognitif et psycholinguistique de l'enfant
The purpose of this thesis is to show that linguistic functioning depends not only on general, but also on individual cognitive factors which distinguish one individual from another in appreheeding, organizing and processing information. When this differential cognitive functioning is stable in an individual, arises through various behavioral fields, and proves and proves to be contents free, it defines the subject's cfognitive style. We whom the implication fo eighteen styles in different aspects of language functioning: verbal aptidudes and memory, reading, textual and lexical comprehension, syntax, ambiguity processing and humour apprehension, communicative efficiency and elementary processes, particularly important during the stage of language learning. The position developed here is that all subjects have a general cognitive and linguistic competence, but their verbal performance is modulated by cognitive styles taht characterize each subject and perform thus a fonction of mediator. This effect is particularly perceptible during the transition periods form one stage to another during the cognitive and psycholinguistic development of children
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Sudbeck, Charles John. "Depression and coping styles." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/611.

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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.

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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.

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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).
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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

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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.

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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.
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Swee, Christine. "Connecting information-processing styles and subordinate perceptions of transformational leadership and conflict-handling styles." Thesis, Swee, Christine (2013) Connecting information-processing styles and subordinate perceptions of transformational leadership and conflict-handling styles. Honours thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/18835/.

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Conflict is a double-edged sword producing either constructive or destructive outcomes. This study aimed to investigate the mechanisms behind how rational and experiential-constructive information-processing systems (thinking preferences), according to the Cognitive-Experiential Self-Theory (CEST), drive effective transformational leadership behaviors, which in turn, could promote constructive conflict management. This study sought to examine whether there is a mediating effect of leadership behaviours on the relationship between thinking preferences and five conflict-handling styles. Survey data for 58 leader-subordinate dyad pairs were analyzed. Leaders completed self-report measures of thinking styles, while subordinates completed other-report measures of leadership and conflict-handling styles. Transformational leadership was found to be significantly and positively related to both behavioural coping (a concept of constructive thinking), and also the integrating and compromising conflict-handling styles. Laissez-faire leadership showed a significant positive relationship with the avoiding conflict-handling style. However, findings failed to establish a connection between conflict handling styles and information processing styles and, thus, did not find compelling evidence for a mediating relationship. It is suggested that future research should investigate whether emotional intelligence is a latent variable that may connect thinking, leadership and conflict-handling styles. Key words: constructive conflict management, conflict-handling styles, perceptions, leadership, information-processing, cognitive-experiential self-theory, CEST.
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Park, Young A. "Investigating online decision-making styles." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1611.

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Mack, Corina Joy. "Leadership styles of restaurant managers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005mackc.pdf.

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Borowa, Agnieszka, and Hani S. Darwish. "IDENTIFYING BUSINESS STUDENTS’ LEADERSHIP STYLES." Thesis, Halmstad University, School of Business and Engineering (SET), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-841.

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The fact is, no organization has ever become great without exceptional leadership - without leaders who can connect the efforts of their teams to the critical objectives of the organization, who can tap the full potential of each individual on their teams, who can align systems and clarify purposes, and who can inspire trust. The purpose of the study is to investigate and compare what management styles business students from Halmstad University, Sweden, will implement. Moreover, this study shows future leaders work preferences and concerns. As a tool for the findings the managerial grid (founded in 1964 by Blake and Mounton) was incorporated with situational theory (Hersey and Blanchard, 1977). The investigation was conducted applying a theoretical framework to empirical data. By analysing leadership styles and students work preferences, it illustrates the kind of leader a business student will potentially become and which direction he/she may take. Overall, the average of 130 business students from Halmstad University shows that they are going to be a Team Leader, because for them the people’s needs as well as the results of their work are important.

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Ng, Peng Man. "Conflict management styles and trust." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637049.

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Driscoll, Lucy C. "Parenting Styles and Self-Esteem." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/155.

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Data from 183 participants were collected through an online survey focusing on the relationship between parenting styles and self-esteem across a specific age range. Parenting styles were assessed using a four-factor model while self-esteem was evaluated using two different scales. Multiple analyses were completed to find that self-esteem changed across the age range, and across parenting styles. The study looks at the ways in which these two variables changed. Implications, limitations and future research opportunities are discussed.
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Underwood, A. M. "Teaching styles in physical education." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

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Kearns, Julius Jerome. "Alternative management styles in PetroSA." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50253.

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Thesis (MBA)--Stellenbosch University, 2005.
Some digitised pages may appear illegible due to the condition of the original hard copy
ENGLISH ABSTRACT: Executives wanting to establish or manage an effective organisation need to understand the dynamics of leadership. PetroSA can have all the advantages in the world - advocate of the state, good relations with the state treasury, and Gas-To- Liquid technology - but if leadership fails, all these advantages melt away and the organisation, like a driverless car, will inexorably run downhill. Nevertheless, if we are to understand leadership, we also have to go beyond the directly obvious. We have to pay attention to the relevant internal and social dynamics. It calls for an analysis of the intricate interaction between leaders and followers, and the unconscious and invisible psychodynamic processes and structures that influence the behaviour of individuals. The conscious grouping of pairs of two or more employees that maintain a sociologically significant relationship should also not be ignored. People who dismiss the complex clinical dimension in organisational analysis cannot hope to move beyond an impoverished understanding of what life in organisations is all about. Toxic managers dot the landscape in most organisations making them seem, at times, like war zones. These managers can complicate your work, drain your energy, compromise your sanity and destroy your career. However, it is critical to recognise that toxicity, or emotional pain, is a normal by-product of organisational life. However, organisations that want to stay healthy need to learn to handle such toxicity effectively - or prevent it in the first place. This survey clearly demonstrates that very unhealthy management styles prevail in PetroSA. The overall results of the survey show that managers identified nine behaviours or practices that are detrimental to the . organisation's culture. These traits scored more than 2.8 on a five-point scale, where a score of five is severe. This paper examines various ways of managing toxicity in the workplace and offers ideas for leaders to help foster health and productivity. The recommendations will include a major change management initiative, wellness programme, mentoring and coaching intervention, leadership development sessions (residential), communication strategy, interventions that address the dark side of leadership, as well as Learning to Lead workshops. Finally, effective organisational responses to emotional pain, once in the system, do not stop with the urgent, immediate response to a painful traumatic experience such as the merger process PetroSA underwent in 2002/2003. leaders in their organisations should make use of preventative strategies such as appointing the right candidates, developing leaders and creating the right culture that offers space for healing and inspiration. leaders can play a key role in the recovery of those who have been hurt, speeding up the wellbeing of those who have suffered and facilitating a healthy workplace.
AFRIKAANSE OPSOMMING: Uitvoerende bestuur wat effektiewe organisasies wil vorm en bestuur moet die dinamika van leierskap goed verstaan. PetroSA kan baie faktore hê wat in sy guns tel - soos om as die mondstuk van die staat te wees, goeie verhoudings met die staatstesourier te hê, sowel as om oor Gas-tot-Vloeistof tegnologie te beskik -'-maar, sou die kritiese eienskap van leierskap ontbreek, is al dié voordele tevergeefs en die organisasie sal, soos 'n motor sonder bestuurder, onkeerbaar afdraand loop. Om leierskap werklik te verstaan, is die voor-die-hand-liggende nie genoeg nie. Daar moet ernstig aandag geskenk word aan die gepaardgaande interne en sosiale dinamika. Dit vereis 'n analise van die ingewikkelde interaksie tussen leiers en navolgers sowel as die onbewustelike en insigbare psigodinamiese prosesse en strukture wat gedrag van individue beïnvloed. Die willekeurige groepering van twee of meer werknemers wat sosiologiese belangrike verhoudings ontwikkel moet ook nie geïgnoreer word nie. Persone wat dié ingewikkelde kliniese dimensies ignoreer tydens organisatoriese analise, het geen hoop om uit te styg bo 'n swak begrip van wat die lewe van binne 'n organisasie behels nie. Toksiese bestuurders is volop in die meeste organisasies, wat dié maatskappye soms soos 'n oorlogsveld laat voel. Sulke bestuurders maak die werksplek baie gekompliseerd, dreineer jou energie, is senutergend en kan jou loopbaan verongeluk. Hoe dit ook al sy, dit is belangrik om daarop te let dat toksiese of emosionele pyn, 'n normale byproduk van die lewe binne 'n organisasie is. Nieteenstaande hierdie feit, moet organisasies wat gesond wil bly, hierdie giftige gewoontes doeltreffend bestuur - of nog beter - in die eerste plek heeltemal verhoed. Hierdie tesis bewys onteenseglik dat hierdie ongesonde bestuurstyle binne PetroSA heers. Die oorhoofse resultate van die opname toon dat bestuurders nege bestuurstyle of gewoontes identifiseer wat die organisasie negatief beïnvloed. Hierdie style behaal 'n gemiddelde van meer as 2.8 op die vyf-punt skaal, waar 5 uiters waarneembaar is. Die tesis poog om teenmiddels te identifiseer wat hierdie giftige style teenwerk of verhoed. Die tesis poog ook om idees aan huidige en toekomstige leiers te bied om gesonde en produktiewe werksomgewings te skep. Die aanbevelings sluit in 'n aansienlike bestuurde veranderingsinisiatief, personeel welstandsprogram, mentor- en leierskapsprogramme, kommunikasiestrategie, en werkswinkels wat die donker kant van leierskap aanspreek sowel as die kuns om te lei. Effektiewe reaksie op emosionele pyn binne die organisasie, moet nie net op die onmiddelike dringende aksies om pynlike traumatiese ondervindings soos die PetroSA samesmelting van 2002/2003 gerig wees nie. Leiers moet ook gebruik maak van strategieë wat voorkomend is van aard soos om die regte kandidate aan te stel, leiers te ontwikkel en die regte kultuur te skep wat ruimte vir heling en inspirasie bied. Leiers kan 'n sleutelrol speel in die heling van diegene wat seergekry het, deur hul beterskap te versnel en 'n gesonde werkplek te fasiliteer.
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Usabuwera, Samuel. "Leadership styles in successful schools." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3640.

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Schuepfer, Kurt J. "Social Exclusion and Processing Styles." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1421163221.

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Bryant, Kenneth. "Parenting styles and spiritual maturity." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3062/.

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Relationships between parenting styles practiced in individuals' families of origin and the measurement of individuals' spiritual maturity in adulthood were studied. Relationships between gender and the authoritative (facilitative) parenting style comprised the main focus of the study. Participants for this study were recruited from a large, non-denominational Christian church located in north Texas. A total of 300 individuals were randomly selected. A total of 160 individuals filled out the demographic sheet, the Parental Authority Questionnaire (PAQ), and the Spiritual Assessment Inventory (SAI). Canonical correlation procedures were performed among the set of SAI scales measuring individuals' spiritual maturity (awareness, instability, grandiosity, realistic acceptance, disappointment, and impression management) and the set of PAQ scales that measure parenting styles (authoritative or facilitative, authoritarian, and permissive) of mothers and fathers. Conclusions about female and male students raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were varied. Female adults raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were not correlated in a positive manner with spiritual maturity. Male adults raised in homes characterized by fathers with an authoritative (facilitative) parenting style demonstrated significance at only a large observed p value and therefore, could not be reported. Male students raised in homes characterized by mothers with an authoritative (facilitative) parenting style were correlated significantly with spiritual maturity in one correlation at the .04 level of significance. In another correlation, at the .003 level of significance, male adults raised in homes characterized by mothers with an authoritative (facilitative) parenting style were not correlated. Some cautions were discussed regarding the findings, and directions for future research on parenting styles and spiritual maturity were discussed.
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Moudy, Lorrie Renea. "Parenting styles and sociodramatic play." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/484.

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Merchant, Karima. "How Men And Women Differ: Gender Differences in Communication Styles, Influence Tactics, and Leadership Styles." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/513.

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This paper lays the historical background for why women and leadership is an important topic today in order to discuss gender differences in communication styles, influence tactics, and leadership styles. This paper also outlines barriers women face when trying to attain and succeed in leadership positions. The analysis should provide a greater understanding of how men and women differ, especially in leadership and management positions, and what companies can do to help women overcome gender bias and discrimination in the workplace.
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Seals, Xanthe Yvette. "The relationship between international college students' academic achievement and learning styles and instructors' teaching styles." Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10188148.

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The purpose of this study was to identify the learning styles of international college students and instructional styles of their teachers in specific content areas to determine if relationships existed between the two. In addition, this study examined whether relationships existed between academic achievement, learning style, and teaching style, as well as between demographic factors, learning style, and teaching style. (Abstract shortened by ProQuest.)

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Schoen, Jodi Lynn. "CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1563.

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JODI L. SCHOEN Doctor of Philosophy degree in WORKFORCE EDUCATION & DEVELOPMENT, presented on March 22, 2018, at Southern Illinois University Carbondale. TITLE: CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS COMMITTEE CHAIR: Dr. Barbara Hagler The study of learning styles and teaching styles is a topic of growing interest and debate over the benefit of matching learning styles to teaching styles for improved student performance. There is a diversity of learning style and teaching style instruments that attempt to identify patterns or preferences. The learning theory suggests that knowing this information can improve learning through adjusting curriculum or teaching styles armed with this knowledge. A need for further research in the learning context of nurse aide student population was identified and the focus of this research. Hence, the purpose of this study was to examine the learning styles of students and teachers, teaching styles and the influence of congruency on performance. The sample for the study consisted of 187 nursing assistant students and 23 instructors. The Kolb Learning Style Inventory (LSI) version 3.1, and Grasha-Reichmann Teaching Style Inventory (TSI) were used to measure learning styles and teaching styles, and a questionnaire was used to gather demographic data. These data were compared to test scores gathered via The Illinois Nurse Aide Competency Test. The findings showed that there was no significant influence of the four learning styles identified through the Kolb LSI of accommodating, diverging, assimilating and converging. However, there was a significant relationship between the concrete experience (CE) learning style construct and decreased test performance. There were no significant findings to support the congruency of learning styles of students and teacher on outcomes. Although the mean scores of those matching learning styles achieved a higher mean of 84.75, as compared to 80.28 to those not-matching learning styles. Teachers had an increased preference for Expert, Formal Authority and Personal Model teaching styles, and teaching style had no significant effect on test performance. The most common learning styles were Diverging (39%), Assimilating (28%), Accommodating (26%) and Converging (7%) for students, and Assimilating (40%), Diverging (35%), Converging (15%) and Accommodating (10%) for teachers.
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Sánchez, López María del Pilar. "Psychological style as a way to study human diversity: An example based on life styles." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102510.

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This paper considers Psychological Style (PS) as a supraordinal category in the personality organization andas an approach of change. The PS organizes behavior, has an eminet global character, is essential for interpretation, and could be considered as a set of guidelines. Given its encompassing nature, PS is useful in many fields. An empírica! research on Life Styles (LS) is presented, in which is proposed its operativization through time distribution. An original instrument on time distribution is given (AD IT). The data collected indicated that time distribution can be used as an operativisation of LS, since the profiles found have a clear psychological significance and the relation with demographic variables also have a psychological meaning.
Este estudio considera el Estilo Psicológico (EP) como categoría supraordinal en la organización de la personalidad y como base del enfoque del cambio. El estilo organiza la conducta, tiene un carácter eminentemente global, es imprescindible para el mantenimiento adaptativo del individuo y puede considerarse como un conjunto de pautas de interpretación, donación de significados y respuestas. Dado su carácter globalizador, el EP es aplicable a muchos campos. Se presenta un trabajo empírico sobre estilos de vida (EV), proponiéndose su operativización mediante la distribución del tiempo. Se presenta el instrumento original creado (ADIT). Los datos indicaron que podemos utilizar la distribución del tiempo como operativización del EV, puesto que los perfiles encontrados tienen un claro sentido psicológico y las relaciones con las variables demográficas tienen también sentido psicológico.
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Tuel, Beverly Diane. "Interests, preferences, styles, and personality: the relationship between strong personal style scales and the MBTI." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248382507.

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Tuel, Beverly D. "Interests, preferences, styles, and personality : the relationship between strong personal style scales and the MBTI /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136357.

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Al-Omari, Aieman Ahmad. "Leadership styles and style adaptability of deans and department chairs at three public research universities." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Spring2005/a%5Falomari%5F050305.pdf.

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Tucker, Shelia Yvonne Jr. "Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30451.

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The Canfield Instructional Styles Inventory and the Canfield Learning Styles Inventory were used to identify the teaching styles of business instructors and the learning styles of their students. The study purposes included determining if a match existed between students' learning styles and instructors' teaching styles and determining if relationships existed between style match and student success as indicated by course grades and final exam scores and between style match and student evaluations of instructors. The participants were 5 business instructors and 99 students from two community colleges in Southwest Virginia. The ages of the student participants ranged from 18 to 62 with the average age being 35. The instructors favored the Organization, People, Direct Experience, and A-Influence scales of the Canfield Instructional Styles Inventory, implying that they present material to their students in a clear, logical, and organized manner. Opportunities are created for students to interact in activities that relate to real-world experiences. Their least preferred instructor scales were Competition, Numeric, Reading, and D-Influence. On the Canfield Learning Styles Inventory, the student participants favored the Organization, People, Direct Experience and B-Expectation scales, implying that they like clearly organized and meaningful course work that requires hands-on or performance situations. Additionally, they like interaction with the instructor and classmates involving activities closely related to real-world experiences. Their least preferred scales were Independence, Numeric, Reading, and D-Expectation. In this study, 36% of the students' preferred learning styles matched the instructors' preferred teaching styles. The outcomes of the analysis of variance revealed that there was no significant relationship between learning style/teaching style match and student success as indicated by course grades and final exam scores. Furthermore, there was no significant relationship between learning style/teaching style match and higher evaluations of instructors. However, there was a significant relationship between course grades, final exam scores, instructor evaluations, and GPA as would be expected. Students who were categorized as high achievers according to GPA scored higher on course grades and final exam scores and evaluated instructors higher than those categorized as low achievers.
Ph. D.
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Melero, Martín Eduardo. "Careers, human capital and managerial styles." Doctoral thesis, Universitat Pompeu Fabra, 2005. http://hdl.handle.net/10803/7422.

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The study of career paths within organizations is an issue that has received strong attention in the theoretical literature of organizational economics and management1. From the empirical point of view, however, research in this topic is scarcer and less comprehensive. The gap has been caused to a large extent by the unavailability of data tracking worker's career moves in employee-level surveys and by the lack of information about career management policies in firm-level data. This thesis contributes to fill such hole. It investigates how workers' careers and their behavior as managers depend on the characteristics of the firms where they work and their own personal characteristics, with a strong emphasis in the role of human capital. The research is carried out using micro data at both worker and firm level, available only in relatively recent data sets.



The interaction between accumulation of human capital and workers' employment horizons has been frequently recognized as a key issue in explaining why some firms maintain long-term relationships with their employees while others remain closer to what it could be considered spot-market labor contracting. There are nonetheless important factors that have been usually absent in the literature of organizations. This is the case of internal firm structures that may improve or discourage the interactions between different hierarchical levels, affecting eventually to the costs of job change involved in promotions. Both human capital and organization-relational aspects of career paths are objects of study of this thesis. First, it is analyzed how the characteristics of employers and the markets where they work affect the general or firm-specific nature of employees' human capital and, therefore, to the type of employment relationship held. Second, it is investigated how differences in employees' personal characteristics affect their career horizons, the management of their human capital and the type of career moves done. Finally, the effects of these factors on career path outcomes are examined, in terms of leadership behavioral differences among those arriving at managerial levels. A particular attention is paid the important differences between the careers of men and women that are also found in their managerial style.



Overall, the research presented here sheds light on what career management schemes adapt better to different product and labor market circumstances. It opens as well a number of challenges for the study of human resources management and shows that population-wide surveys can be very useful tools to carry out empirical investigations in this area, usually dominated by narrower and less representative surveys.
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Karginova, Nadezda. "Identification of Driving Styles in Buses." Thesis, Halmstad University, Intelligent systems (IS-lab), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4830.

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It is important to detect faults in bus details at an early stage. Because the driving style affects the breakdown of different details in the bus, identification of the driving style is important to minimize the number of failures in buses.

The identification of the driving style of the driver was based on the input data which contained examples of the driving runs of each class. K-nearest neighbor and neural networks algorithms were used. Different models were tested.

It was shown that the results depend on the selected driving runs. A hypothesis was suggested that the examples from different driving runs have different parameters which affect the results of the classification.

The best results were achieved by using a subset of variables chosen with help of the forward feature selection procedure. The percent of correct classifications is about 89-90 % for the k-nearest neighbor algorithm and 88-93 % for the neural networks.

Feature selection allowed a significant improvement in the results of the k-nearest neighbor algorithm and in the results of the neural networks algorithm received for the case when the training and testing data sets were selected from the different driving runs. On the other hand, feature selection did not affect the results received with the neural networks for the case when the training and testing data sets were selected from the same driving runs.

Another way to improve the results is to use smoothing. Computing the average class among a number of consequent examples allowed achieving a decrease in the error.

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Marini, Eric, and Jens Hagman. "Different management styles in different ages?" Thesis, Södertörn University College, School of Business Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3235.

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This paper has been written with the intention to examine whether there are differences inleadership styles among managers belonging to different generations. Studies conductedduring the first semester 2009, and the generations that was studied on in the survey belongedto the 50th and 70th generation. This is because it may be of interest to shed light on possibledifferences in managers' behavior, depending on their generation.The survey is undertaken by a non-probability sample and focused on making a subjectiveselection of respondents. Interviews are conducted with the help of deep questions and therespondents to this report were selected in five different companies and in total there are tenwho participated. This report is based on the comparisons, then immerse themselves in thevarious theoretical ideas around leadership and compared with what the leaders are talkingabout during the interviews. It has drawn conclusions from the theories for the very purposeto see if there are any differences between the various managers.The investigation has resulted in that the people from the 70th generation could more closelybe connected with a small detail-driven leadership theory and the vision that managers haveon employees is that they have the capacity to control and manage their own work.The peolple from the 50th generation are more tuned in to the theory of the trans-formativeleadership especially to the fourth cornerstone in the theory. That states that a leader isdistinguished by being constantly available for consultation and is responsive to employeeneeds.In conclusion, the investigation revealed that both groups at a general interpretation see theresult and the staff as a reciprocal relationship. At a more thorough analysis, the authorsconcluded that the people from the 50th generation had a little higher priority on results thanon the staff.

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Le, Goaer Olivier. "Styles d'évolution dans les architectures logicielles." Phd thesis, Université de Nantes, 2009. http://tel.archives-ouvertes.fr/tel-00459925.

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Les architectures logicielles ont été introduites en réponse à l'accroissement de la complexité des systèmes, en favorisant leurs descriptions à un haut niveau d'abstraction. Dans cette thèse, nous proposons d'aborder la problématique de leurs évolutions avec comme objectif, de capitaliser les évolutions récurrentes et de favoriser leur réutilisation. Notre contribution se décline en deux volets majeurs. Le premier volet concerne la proposition du modèle d'évolution SAEM (Style-based Architectural Evolution Model), permettant l'abstraction, la spécification et la gestion de l'évolution dans les architectures logicielles au travers du concept de style d'évolution. SAEM se veut un modèle d'évolution générique, uniforme et indépendant de tout langage de description d'architecture. Le formalisme proposé décrit les concepts du style d'évolution selon un tryptique : domaine, entête et compétence. Le deuxième volet concerne le développement d'une approche de réutilisation par dessus SAEM pour tenter de rendre les activités d'évolution plus rentables. Nous proposons une démarche pour la construction de bibliothèques pour les styles d'évolution, orchestrée par différentes catégories d'intervenants. Les bibliothèques sont élaborées selon deux types de processus complémentaires : « pour la réutilisation » et « par la réutilisation ». Nous présentons une technique de raisonnement classificatoire pour permettre aux bibliothèques d'être peuplées et interrogées dans le but de gérer les savoir et savoir-faire relatifs à l'évolution architecturale.
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Schamberger, Megan Kate. "Contrasting Control Styles in School Consultation." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03112008-124815/.

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The purpose of this research is to understand the various relational dimensions that characterize the process of behavioral consultation. A relational communication perspective emphasizes that within dyadic interactions (such as those that occur between a consultant and consultee); speakers are constantly redefining their roles, positions, and relationship through conversations (Erchul, Grissom, & Getty, 2008). Although communication researchers have emphasized several relational themes that emerge in dyadic interactions (e.g., trust, similarity, depth; Burgoon & Hale, 1984; Millar & Rogers, 1976, 1987), relational communication consultation studies have almost exclusively focused on the theme of relational control (i.e., dominance-submission). This exclusionary focus on relational control has neglected other important relational themes that may characterize consultant-consultee interactions. In this study, participants listened to consultation interviews in which consultants and consultees were characterized as either high or low dominance. After listening to the interviews, participants rated consultants and consultees on several relational dimensions (e.g., involvement, trust, similarity, depth, composure, formality). Results from this study suggest that several relational dimensions are present within consultant-consultee interactions. Additionally, the presence of relational dimensions varies based on both role (i.e., school psychologist or teacher) and level of dominance. In sum, results from this current study suggest that relational dimensions other than dominance are present in consultant-consultee interactions.
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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.
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50

Kan, Yat-man, and 簡逸民. "Parenting styles and students' achievement motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957882.

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