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Cinyabuguma, Matthias M. "Theories and empirics of economic growth /." View online version; access limited to Brown University users, 2005. http://wwwlib.umi.com/dissertations/fullcit/3174591.
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Cicek, Huseyin. "Critical Evaluation Of Endogenous Regional Development Theories." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615764/index.pdf.
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Regional development discourses and theories have significantly changed since the born of
regional science. Focus of regional development theories has shifted from industrialization
efforts via large-scale enterprises and transfer of central government funds to disadvantaged
regions to endogenous capabilities and potentials of innovation and knowledge creation.
Endogenous factors and self-development capabilities are highly emphasized by recent
development literature. Changes in the regional development discourses also affected
regional policies, policy tools and actorsendogenous factors and self-development discourses became dominant in regional development policies and implementations. However, source of regional development for less developed regions that do not have endogenous potentials and self-development capability have not clearly defined and have not empirically tested. The thesis attempted to empirically define regional growth factors and the usefulness of theoretical frameworks. In the thesis, econometric model of Turkey is used for the empirical study. The theoretical framework discussed in the thesis is both economic theories and regional development models. The study shows that all theoretical models offer only partial explanations of regional growth. While study shows that factors emphasized by traditional theories support regional growth, the study has no evidence supporting that soft factors emphasized by recent theories support regional growth. The main findings of this study contribute to theoretical and empirical field by reintroducing role of government and interventions. Factors highlighted by recent regional development theories are not sufficient for explaining growth, since the regional policies at the national level continue to be important therefore factors emphasized by traditional theories still have significant contributions to growth.
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Giouli, Virginia M. "A Christian critique of theories of historical development." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358605.
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Kerr, Sharyn. "Early behavioural markers in autism spectrum disorders : implications for theories of autism." University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0057.
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[Truncated abstract] There are few existing screening instruments designed to identify Autism Spectrum Disorders (ASD) at an early age, such as the Checklist for Autism in Toddlers (CHAT) and the Modified Checklist for Autism in Toddlers (M-CHAT). Unfortunately, many are limited in their ability to identify children at risk in the first two years of life while displaying an acceptable level of reliability. Given this limitation, the present study aimed to identify any additional early markers of ASD from either the retrospective analysis of early autistic symptomatology (parental report and video analysis of footage made before the diagnosis) or performance-based measures linked to different theoretical accounts of ASD. Specifically, measures addressing theory of mind, executive dysfunction and weak central coherence were developed. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. Several behaviours discriminated children with ASD from children with typical development and children with delayed development. ... A discriminant function analysis using the two factor scores indicated that Factor 1 discriminated the ADI-R groups, while Factor 2 scores did not add to the ability of Factor 1 scores to discriminate the ADI-R groups. Furthermore, while the finding that joint attention behaviours differentiated children with ASD from children with typical development and children with delayed development, more research is needed to determine if this impairment is a precursor of a theory of mind deficit or if this impairment and later appearing impairments in theory of mind are the result of a more global impairment in social-emotional approach behaviours. Additional research is also needed to determine the relationship between the early appearing deficits in joint attention and the impairments in social relating behaviours that appear to develop later in the chronology of ASD development and how both of these relate to the theory of mind hypothesis of ASD.
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Broadbent, Stefana. "The development of children's theories : the case of horizontality." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/23749.
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The thesis sets out a domain-specific framework to deal with the problems of early competence and heterogeneity in conceptual development. According to this theoretical framework, cognitive development does not involve general change in the child's representational capacities, but change in local structures of knowledge, or theories. Within domains, knowledge acquisition proceeds in a stage-like fashion and can be characterised as the process of extending and restructuring theories. This process is described in terms of a logical model which represents stage-theories as propositional networks and the transition between stage-theories as the addition of new relevant propositions to the initial network. The theoretical framework is applied to the development of the concept of horizontality. Three empirical studies investigate children's ability to orient and to reproduce the horizontal orientation of different planes in equilibrium: a table-top, a cross-bar and the water-level. For each context, a de*calage between the correct orientation of the plane when it is perpendicular to its support and the correct orientation when it is at some angle, is observed. This finding is interpreted as evidence of the existence of two systems of spatial reference: object centered and framework centered. It is suggested that children's difficulty in reproducing the correct orientation of horizontal planes such as the water-level, arises from the conflict between the two systems of reference. The transformation of children's understanding of horizontality is thus explained, not as the acquisition of a new system of reference, but as the increasing ability to make the correct choice of reference axes and to resolve the conflict between the different axes assigned to the display. Knowledge of the dynamic and physical properties of objects is shown to play a major role in the development of this competence.
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King, Dennis J. 1945. "A Structural Approach to Four Theories of Group Development." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279224/.
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The goal of this study was to attempt to develop a classification scheme that systematically related individual behavior, interpersonal behavior, and group interactions for the purpose of using the resulting classification scheme to evaluate theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. It was assumed that theorists' presuppositions about the structure of groups might influence their theories. Using a qualitative process of analysis, a structural classification scheme (SCS) was developed based upon transformative and generative rules, utilizing the General System Theory subsystem process of self-regulated boundary operations. The SCS protocol was employed to categorize and compare the theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. The resulting categorization of theories indicated that relationships existed among and between a group's structural properties, the complexity and type of communication connections among and between group members, and the size of the group. In addition, a common structural relationship was demonstrated to exist among and between individual, dyadic, and triadic group forms. A similar structural relationship was also speculated to exist between groups of any size. It was concluded that a structural approach to groups may offer insight to group leaders and members in recognizing and creating alternative frameworks that best fit a group's structure to its task. This approach may have broad implications in that it suggests that group goals might best be considered before the structure of the group is determined. In addition, a structural approach was also speculated to be an emotionally neutral alternative method of discussing individual and group behavior.
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Kowald, Axel. "Interactions of different ageing theories : development of a unifying model." Thesis, University College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303200.
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Mahoney, John William. "The development of mental toughness in adolescents : utilising established theories." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5788/.
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This thesis explored and evaluated the appropriateness of established psychological theories for understanding mental toughness development in adolescents. Initially, adolescent performers’ perspectives about mental toughness development were grounding in Bronfenbrenner’s (2001) bioecological model. Subsequently, self-determination theory (SDT, Deci & Ryan, 1985b, 2000) was considered. This theory was selected because of its consistencies with the bioecological model and initial findings, as well as its potential to inform applied protocols. Significant theoretically-expected associations were identified between SDT principles and mental toughness, as well as mental toughness and other meaningful outcomes. The effectiveness of an intervention informed by SDT principles was then evaluated. Although findings did not support the hypotheses, several barriers and obstacles to adopting SDT principles in practice were identified. To elucidate the hypothesised associations, a conceptual essay that detailed the value of SDT for understanding mental toughness was presented. This essay conceptualised mental toughness as comprising notions of striving, surviving, and thriving. It is hoped that researchers will continue to investigate the development of mental toughness along the lines pursued in this thesis and, at the same time, attend to recommendations proposed throughout.
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Pape, Sharon L. "Student teacher thinking : the development and content of practical theories /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249062453.
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Abdool, Shelly N. "Unraveling feminist theories of development, a post-modern approach to women and development theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39799.pdf.
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Eriksson, Amanda. "The development of Competitiveness - A theoretical approach in a European context." Thesis, Uppsala University, Department of Economics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9219.
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The aim of this paper is to theoretically establish a framework for the basics of international trade between countries creating competitiveness. Since the environment in which trade takes place is changeable so is the concept of competitiveness. It is therefore argued in the paper that in order to understand the underlying factors of competitiveness one have to understand the environment in which trade takes place in. Today the concept of competitiveness will therefore be better understood by employing an industrial perspective. This approach can answer questions, which national aggregate estimates cannot. The question asked in the paper is; which industries in Europe, based on the assumptions of international trade theories is competitive? The European industries that came out as competitive were the one using high-skilled labor and produced or used ICT intensively in their production. The question also provided some answers to the always up-do-day wonder namely, in which direction European competitiveness is heading.
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Loizou, Florentia. "How Cypriot primary school teachers promote their professional development through reflective practice." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487458.
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This study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development. In particular this study explores the Cypriot primary school teachers’ understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection. The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice. The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, mainly the Ministry of Education and Culture (MOEC). Whereas the Cypriot primary school teachers use reflective practice to compare their practice with performance outcomes, comparison of their practice with espoused beliefs is either ignored or limited. Espoused beliefs are only analysed through reflective practice in relation to teaching methods. The study reveals how changes in practice, which are brought about as an outcome of reflective practice, are associated with the following factors: a) length of teaching experience; b) theories in use which can either restrict or promote the critical examination of practice and change; c) the kind of professional exchange in which the teachers engage. In addition a mismatch emerged between the Cypriot primary school teachers’ views of reflection and their long term goals for professional development. This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation.
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Basson, Magdalene. "Die ontwikkeling van ‘n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79797.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch. The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question. The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved. The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously.
AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie. Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram. Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf. 'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek. 'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie. Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.
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Wiebe, Victor. "The development of two computerized study units, demonstrating two instruction theories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0008/MQ52492.pdf.
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Janhager, Jenny. "User Consideration in Early Stages of Product Development : Theories and Methods." Doctoral thesis, Stockholm : Department of Machine Design, Royal Institute of Technology [Institutionen för maskinkonstruktion, Kungl. Tekniska högskolan], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174.
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Keuchguerian, Anait. "Haydn's early symphonic development sections and eighteenth-century theories of modulation." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20894.
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The tonal organization of the first-movement development sections of ten Haydn symphonies (nos. 1, 4, 6, 10, 13, 15, 19, 24, 31 and 72), all in D major composed between 1758 and 1765, is directly linked to eighteenth-century theories of modulation. The recent theoretical or musicological literature, with the exception of H. C. Robbins Landon's Haydn: Chronical and Works (1976--1980), has concentrated on Haydn's later high classical style generally ignoring these earlier works composed during his largely self-didactic, most formative years. After evaluating the analytical procedures established by Webster (1991), Wheelock (1992), Sisman (1993) and Haimo (1995) in chapter one, chapter two reviews tonal theories of some eighteenth-century writers. Chapter three presents analytical observations on the Morzin Symphonies (nos. 1, 15, 4, 10). Chapter four extends the discussion of chapter two and focuses on theoretical concepts that determine rank ordering of scale-steps in relation to the tonic. Chapter five focuses on tonal procedures employed in the developments of early Esterhazy symphonies (nos. 6, 13, 72, 24, 31) all of which feature cadentially-confirmed tonicizations of scale-step vi paired with recapitulatory from the main theme. (Abstract shortened by UMI.)
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Fitzgibbon, Sarah. "Like parent, like child? : the development of self-theories of intelligence." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51786/.
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Self-theories of intelligence (SToI) are beliefs that individuals hold regarding the nature of their own intelligence. Two categories of SToI have previously been identified: an entity SToI and an incremental SToI. Previous research has established different patterns of learning behaviour associated with each, pertaining to effort, motivation, goal orientation and achievement. More positive outcomes are associated with an incremental SToI. Previous research has paid little attention to how SToI develop, despite the importance they hold for learning. The current research investigates whether an association exists between the SToI of a parent and the SToI of her/his child. Self-report questionnaires were completed by sixty parent-child dyads. Parent and year six children across seven schools acted as participants. SToI were measured using Dweck’s (2000) scale. Findings indicate a positive association between parent and child SToI when participants without a clear SToI are excluded. The association was stronger among dyads where the parent perceived that opinions within dyads would be similar, although unrelated to children’s perceptions. Significant agreement among parent-child dyads was observed on the factor they believe least likely to increase intelligence, but not the factor they consider most likely to increase intelligence. Parent-child dyads were in agreement about the type of praise a parent provides her/his respective child. No relationships were observed between the type of praise reported and child SToI. A more incremental parent SToI was associated with parents who report providing process-focussed praise than parents providing achievement-focussed praise. Findings are discussed in relation to the literature and limitations identified.
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黃婉兒 and Yuen-yee Wong. "The post-1949 development of privatization in China: theories and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31265868.
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Cullina, Helen T. "Leadership development in Egypt : how indigenous managers construe Western leadership theories." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3068.
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This research examines the ways in which Egyptian managers make sense of the leadership theories they are exposed to in their work interactions and their in-house leadership development training. This empirical study utilizes Personal Construct Theory to uncover how the indigenous managers construe Western evolved leadership theories. The research strategy follows a phenomenological paradigm, based on a comparative case study centered on an international design consulting firm headquartered in the Middle East region. The data collection tools, i.e., the Repertory Grid Technique (RGT), Personal Value Statements and Storytelling are consistent with an inductive, constructivist approach. The findings illustrate differences in how leadership theories are construed by indigenous managers compared to their UK counterparts and consequently which theories are more and less favoured. An emergent finding that evolved from this enquiry was the differences between Egyptian managers’ espousals and actual day to day leadership practices. This finding raises greater awareness of the role that cultural values play in the cross-cultural arena of leadership. The ethnographic technique of Storytelling brought to light the influence of national culture when leadership is enacted. The findings and results of this thesis throws some much needed light onto a geographical area that recent political events have brought to prominence as well as making a contribution towards understanding the potential barriers of transferring knowledge between cultures that differ in several important ways. The results are also useful from the perspective of Training and Development. Western trainers working in the Middle East region in addition to indigenous trainers seeking to provide effective leadership development programs will be able to discern which Western leadership theories to focus on, adapt and or disregard.
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Yokogawa, Daisuke. "Development of solvation theories focused on solvation structure and electronic structure." 京都大学 (Kyoto University), 2008. http://hdl.handle.net/2433/66209.
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Wong, Yuen-yee. "The post-1949 development of privatization in China : theories and practices /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13731154.
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Draper, Joseph Porter. "Evolving communities : adapting theories of Robert Kegan and Bernard Lonergan to intentional groups." Thesis, Boston College, 2008. http://hdl.handle.net/2345/20.
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It has been long known that groups of adults learn and enact their learning in certain ways; what is little known is how groups learn and how they develop in cognitive complexity. This dissertation proposes a theory of group cognitive development by arguing that intentional adult groups are complex and dynamic, and that they have the potential to evolve over time. Groups are complex in that they are made up of individuals within different orders of consciousness (Kegan), and they are dynamic in that different orders of consciousness interact and conflict (Lonergan) during the formation and enactment of group vision, values, and procedures. Dynamic complexity theory of group development as it is referred to in this study is grounded in Robert Kegan’s constructive developmental theory and in Bernard Lonergan’s transcendental method. While both Kegan and Lonergan attend to the growth of individuals, their theories are adapted to groups in order to understand the cognitive complexity of groups, intragroup and intergroup conflict, and the mental complexity of leader curriculum. This theory is applied to two case studies, one from antiquity in the case of the first century Corinthian community engaged in conflict with its founder, St. Paul, and in one contemporary study of American Catholic parishioners engaged in contentious dialogue with diocesan leaders from 1994 to 2004. The parish groups experienced a series of dialogues during a ten year period over the issues of parish restructuring and the priest sexual abuse crisis yielding cumulative and progressive changes in perspective-taking, responsibility-taking, and in group capacity to respond to and engage local and institutional authority figures. Group development is observed against a pedagogical backdrop that represents a mismatch between group complexity and leader expectations. In Corinth, Paul’s curriculum was significantly beyond the mental capacity of the community. In the case of Catholic parishioners the curriculum of diocesan leaders was beneath the mental capacities of most of the groups studied. It is proposed that individuals sharing the same order of consciousness, understood as cognitive constituencies, are in a dynamic relationship with other cognitive constituencies in the group that interact within an object-subject dialectic and an agency-communion dialectic. The first describes and explains the evolving cognitive complexity of group knowing, how the group does its knowing, and what it knows when it is doing it (the epistemologies of the group). This dialectic has implications for how intentional groups might be the critical factor for understanding individual growth. The second dialectic describes and explains the changing relationship between group agency, which is enacted either instrumentally or ideologically; and group communion, which is enacted ideationally. The agency-communion dialectic is held in an unstable balance in the knowing, identity, and mission of groups. With implications for the fields of adult education and learning organizations, dynamic complexity theory of group development notes predictable stages of group evolution as each cognitive constituency evolves, and notes the significance of internal and external conflict for exposing the presence of different ways of knowing and for challenging the group toward cognitive growthThesis (PhD) — Boston College, 2008
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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Hossain, Afzal. "Role of the state in theories of development : an experience in Third World with reference to India." Thesis, University of North Bengal, 2007. http://hdl.handle.net/123456789/294.
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Herrera, A. (Anna), and E. (Eevamaija) Vuollo. "The development Iiaginary:analyzing development discourse in the World Bank education strategy 2020 through contemporary theories of development and education." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042345.
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Different understandings of development and education have great socio-political implications on nations worldwide. These understandings are reflected in policy discourses. It is important to critically analyze discourses since they can unintentionally reinforce inequality in power-relations. As the World Bank’s policy influences a vast number of countries and their education reforms, this study focuses on analyzing its discourse on development and education. The aim of this study is twofold: firstly, we strive to understand different approaches to development and education by examining various theoretical perspectives. Secondly, we shed light on the ways in which the World Bank Education Strategy 2020 (WBES2020) portrays development and education. Our theoretical overview of the different theories is the starting point for providing an informed critique of the Strategy. This is a qualitative study informed by a combination of critical theory, poststructuralism, and postmodernism. In our theoretical framework, we elaborate on the plurality of approaches to development and education. We discuss five different theories of development: development as economic growth, as modernization, as redistribution of power, as dependency, and finally development as freedom. We shall also give an overview of the World Bank as an institution, briefly explain how it became involved with education, and explain its contemporary position as the major financier of development and education. Our empirical framework is based on Critical Discourse Analysis, which enables the deconstruction of underlying assumptions regarding development and education in the policy discourse. In the analysis, we distinguish six recurrent discursive patterns that constitute two predominant narratives in the policy discourse of the specific World Bank strategy. Based on our analysis, we conclude that the notions of development and education in the discourse of WBES2020 are predominantly constructed within the understandings of development as economic growth and modernization. We base this claim on our Critical Discourse Analysis that draws from the theoretical understandings of diverse development theories. Policies are not merely texts, but also discourses that create reality. As development is a complex concept inseparable from culture, values, ethics, politics, and power-relations, developmental agenda should always be open for democratic debate and dialogueErilaisilla käsityksillä kehityksestä ja koulutuksesta on suuria sosiopoliittisia vaikutuksia kansakuntiin ympäri maailman. Näitä käsityksiä on mahdollista löytää poliittisista diskursseista. On tärkeää analysoida diskursseja kriittisesti, sillä ne voivat tiedostamatta vahvistaa eriarvoisuutta valtasuhteissa. Koska Maailmanpankin politiikka vaikuttaa suureen määrään maita sekä niissä tapahtuviin koulutusreformeihin, tämä tutkimus keskittyy analysoimaan sen diskursseja kehityksestä ja koulutuksesta. Tämän tutkimuksen tavoite on kaksiosainen: ensiksi haluamme ymmärtää erilaisia käsityksiä kehityksestä ja koulutuksesta tutkimalla erilaisia teoreettisia lähestymistapoja. Toiseksi, selvitämme Maailmanpankin uusimman koulutusstrategian (World Bank Education Strategy 2020) tapoja esittää kehitys ja koulutus. Teoreettinen katsauksemme erilaisiin teorioihin on lähtökohta kriittiselle analyysille Maailmanpankin koulutusstrategiasta. Tämä on kvalitatiivinen tutkimus, joka perustuu yhdistelmään kriittisestä teoriasta, poststrukturalismista ja postmodernismista. Teoreettisessa viitekehyksessämme esittelemme kehityksen ja koulutuksen teorioiden moninaisuutta. Keskitymme kuvaamaan viittä erilaista teoriaa kehityksestä: kehitys taloudellisena kasvuna, modernisaationa, vallan uudelleenjakamisena, riippuvuutena, ja lopuksi kehitys vapautena. Lisäksi kuvaamme lyhyesti Maailmanpankkia instituutiona, kerromme miten koulutus tuli osaksi sen toiminta-aluetta ja avaamme Maailmanpankin nykyistä asemaa suurimpana kansainvälisenä koulutuksen ja kehityksen rahoittajana. Empiirinen viitekehyksemme perustuu kriittiseen diskurssianalyysiin, joka mahdollistaa poliittisessa diskursissa piilevien kehitykseen ja koulutukseen liittyvien oletusten purkamisen. Erottelemme analyysissämme kuusi toistuvaa diskursiivista mallia, jotka muodostavat kaksi laajempaa, hallitsevaa narratiivia Maailmanpankin kyseisen asiakirjan poliittisessa diskurssissa. Analyysimme perusteella toteamme, että Maailmanpankin koulutusstrategian käsitykset kehityksestä ja koulutuksesta ovat pääosin sijoitettavissa teorioihin, jotka ymmärtävät kehityksen taloudellisena kasvuna ja modernisaationa. Väitteemme perustuu kriittiseen diskurssianalyysiimme, joka puolestaan pohjautuu ymmärrykseemme erilaisista kehitykseen liittyvistä teorioista. Poliittiset linjaukset eivät ole pelkästään tekstiä, vaan myös diskursseja, jotka luovat todellisuutta. Tämän takia on tärkeää tarkastella kriittisesti tapoja, joilla kehitystä ja koulutusta kuvataan poliittisissa asiakirjoissa. Koska kehitys on monimutkainen käsite, jota ei voida erottaa kulttuurista, arvoista, etiikasta, politiikasta, tai valtasuhteista, kehitystyön tulisi olla aina avointa demokraattiselle keskustelulle ja dialogille
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Lancaster, Brian Paul. "Person-environment congruence and the identity development of young adults: converging two theories of career development." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3788.
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According to Erik Erikson (1950), adolescents and young adults are highly
engaged in the process of identity development with intentions to avoid a state of
diffusion and role confusion. Several researchers (e.g., Bordin, 1990; Krumboltz, 1979;
Lofquist & Dawis, 1991; Super, 1957) in the area of career development have attempted
to explain how identity relates to the career selection process for young adults, all
seeming to describe a similar construct, that of self identity. Perhaps the most popular
theory of career development, HollandÂs (1959) theory, clarified the identity construct by Holland's Vocational Identity is first compared to Marcia's four ego identity
statuses (Diffusion, Foreclosure, Moratorium, and Achieved), indicating a positive
relationship to ego identity development. Second, person-environment (P-E) congruence
was compared to Erikson's/Marcia's four identity statuses and Vocational Identity,
revealing no relationship between the variables. However, strong relationships were
apparent for P-E Congruence and well-being measures, including satisfaction with
academic major, stability in academic major, and academic achievement.
In further investigation of the identity formation process, identity variables were
compared to measures of well-being. Using canonical correlation analysis, the first
canonical function showed Vocational Identity as a strong indicator of well-being.
Canonical correlation analysis was also used to compare measures of career
development with Erikson's/Marcia's ego identity development. Results revealed a
strong statistical relationship with the first canonical root, indicating Vocational Identity
and career decision making both appear to be strongly related to the Achieved identity
status. These findings further support the theoretical connection between ego identity
and career development process. Considering limitations of the study, implications for
theory and practice and recommendations for future research are provided.
describing Vocational Identity as the possession of a clear and stable picture of oneÂs
goals, interests, and talents. This study sought to clarify similarities between EriksonÂs
theory of identity development and HollandÂs theory of vocational choice. To assess the
relationship between identity formation and career development, 206 college students
completed scales measuring ego identity formation, using MarciaÂs (1966) empirical
representation of EriksonÂs theory, Vocational Identity, measures of congruence,
measures of well-being, and Career Indecision.
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Werth, Bradley John 1961. "THE URBAN TO RURAL SHIFT IN MANUFACTURING EMPLOYMENT: A TEST OF ALTERNATIVE THEORIES." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291301.
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Banks, David Adam. "Three Theories of Praxis| Sense-Making Tools for Post-Capitalism." Thesis, Rensselaer Polytechnic Institute, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158632.
Full textAbstract:
This dissertation explores the interface between reflecting on ideals and the action or physical transformation that occurs in the world. Rephrased as a question: What are the appropriate and necessary epistemological pre-requisites for scholars that will increase the likelihood that their praxis succeeds in transforming society away from capitalism towards something that does a better job of assuring social justice? This question is good to organize around but makes for a poor research question because its answer is near infinitely debatable. My research questions then, come down to the following: In what ways can a researcher participate in a deliberate cultural intervention through the utilization of technological systems? What makes these interventions successful and what makes them fail? How does a researcher “step back” from such a project and draw out lessons for future interventions?
In service of answering these questions I have developed three “sense-making tools” to work through this difficult position. A sense-making tool is an epistemological framework that comes short of a theory of causation and instead prioritizes a change in perspective on the part of the individual engaging in praxis.
Those three tools are 1) capitalism is an emergent phenomenon, 2) recursivity is an epistemology that prioritizes organized complexity over rationalized efficiency, and 3) once decoupled from its main usage in reference to the Internet, the term “online” is a useful means of describing and understanding humans’ relationships to networks of communication and economic exchange. These three sense-making tools are applied to two case studies, an open source condom vending machine and a mesh Wi-Fi network. Both projects employed an “inverted critical technical practice” methodology that brought together engineering’s tacit ways of knowing and critical theory’s analytic tools to foster a symbiotic working relationship between the two. I fortify this experimental approach with some classic interview and participant observation techniques to ensure sufficient data collection. Taken together, this work tells a story about the importance of thinking deeply about what we as researchers bring to our field sites, both metaphorically and literally.
By evaluating my own projects and sharing what worked and what didn’t I aim to increase the likelihood of achieving successful projects in the future. I have prioritized understanding my case studies and subject position in terms of how to do better work in the future, not necessarily painting a perfect picture of how the world works or even should work.
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Allen, Scott J. "An Exploration of Theories of Action in Leadership Development: A Case Study." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1141832898.
Full textAbstract:
Thesis (Ph.D.)--Antioch University, 2006.Title from PDF t.p. (viewed Mar. 27, 2006). Advisor: Jon Wergin. Keywords: leadership development, evaluation, leadership, user-focused theory of action . Includes bibliographical references (p. 212-226 ).
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Triska, William J. "Development of basic systems analysis and controls experiments to demonstrate specific theories." Ohio : Ohio University, 1993. http://www.ohiolink.edu/etd/view.cgi?ohiou1176238776.
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Tobin, Bernadette Margaret. "Two theories of moral development : Richard Peters' theory and an Aristotelian account." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238554.
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Sendan, Fehmi Can. "Patterns of development in EFL student teachers' personal theories : a constructivist approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284075.
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Blumen, Sheyla. "The development of cognitive abilities following the new outcomes of psychological theories." Pontificia Universidad Católica del Perú, 1997. http://repositorio.pucp.edu.pe/index/handle/123456789/101522.
Full textAbstract:
The most representative models of cognitive development following the new outcomes of psychological theories are presented. Then a brief analysis of the models in terms of six factors related to different areas in psychology and social sciences (importance of each stage, processes, knowledge, individual differences, context and limits in the cognitive development) is developed. Finally, an integration of the model developed by Sincoff and Sternberg (1989) is presented.Se presentan los modelos más representativos del desarrollo cognitivo según los avances en las teorías psicológicas. Luego se realiza un breve análisis de los modelos en función a seis factores relacionados con diferentes áreas de la psicología y las ciencias sociales (importancia de cada etapa, procesos, conocimiento, diferencias individuales, contexto y limitaciones en el desarrollo cognitivo). Finalmente se presenta una propuesta de integración de los modelos actuales del desarrollo cognitivo desarrollado por Sincoff y Sternberg (1989)
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Cottrell, Jane E. "The development of theories of visual perception : implicit and explicit extramission beliefs /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034179102.
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Oudan, Rodney. "Market orientation benefits to firm and economic development, theories, concepts and methods." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/985163828/04.
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MARTA, STEFANO. "INNOVATIVE REGIONAL DEVELOPMENT THEORIES, POLICIES AND APPROACHES FOR FOOD AND NUTRITION SECURITY." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2475.
Full textAbstract:
Lo scopo della tesi di dottorato è quello di indagare, analizzare e costruire evidenza empirica sulla rilevanza degli approcci territoriali per affrontare il problema dell'insicurezza alimentare, sulla base del presupposto che l'inefficacia degli approcci tradizionali alla sicurezza alimentare e nutrizionale (FNS) sottolinea la necessità di passare da approcci “one-size-fits-all”, interamente top-down e settoriali ad approcci integrati, contesto-specifici e territoriali. La prima parte definisce un quadro concettuale e di policy per l'approccio territoriale alle politiche di FNS, intervistando anche i principali esperti sui temi della FNS e dello sviluppo regionale. La seconda parte si propone colmare il gap in termini di informazione e di metodi di analisi per la FNS tramite lo sviluppo di strumenti e approcci per misurare e valutare le determinanti strutturali territoriali della FNS. In particolare, nel lavoro si propongono due diversi strumenti: il Territorial Capital Index (TCI) e la matrice di contabilità sociale (SAM). Il lavoro di ricerca conclude che la FNS è un problema complesso e multisettoriale di sviluppo socio-economico caratterizzata da una forte dimensione territoriale che va ben oltre la produzione alimentare ed è il risultato di interazioni dinamiche e complesse tra politiche sociali, economiche, istituzionali e ambientali. L'approccio TCI-SAM proposto fornisce ai decisori politici un sistema di informazioni e di analisi territoriali esaustivo per indirizzare le strategie e le politiche di FNS e per una più efficiente allocazione delle risorse.The aim of the PhD thesis is to investigate, analyze and build empirical evidence on the relevance of territorial approaches for addressing the issue of food insecurity, based on the assumption that the ineffectiveness of traditional approaches to food and nutrition security (FNS) stresses the need to shift from one-size-fits-all, entirely top-down and sectoral-based approaches to integrated, context-specific and place-based approaches. The first part defines a conceptual and policy framework for the territorial approach to FNS policies also by interviewing the main experts on the issues of FNS and regional development. The second part aims at filling the FNS gap in terms of information and analytical methods by developing tools and approaches to measure and assess the territorial structural determinants of FNS. In particular, it proposes two different tools: the Territorial Capital Index (TCI) and the Social Accounting Matrix (SAM). The research concluded that FNS is a multi-sectoral and complex socio-economic development issue characterized by a strong territorial dimension which goes far beyond food production and it is the result of dynamic and complex interactions between economic, social, institutional and environmental policies. The combined TCI-SAM approach provides policy makers with comprehensive territorial information to target FNS strategies and policies and to better allocate resources.
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MARTA, STEFANO. "INNOVATIVE REGIONAL DEVELOPMENT THEORIES, POLICIES AND APPROACHES FOR FOOD AND NUTRITION SECURITY." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2475.
Full textAbstract:
Lo scopo della tesi di dottorato è quello di indagare, analizzare e costruire evidenza empirica sulla rilevanza degli approcci territoriali per affrontare il problema dell'insicurezza alimentare, sulla base del presupposto che l'inefficacia degli approcci tradizionali alla sicurezza alimentare e nutrizionale (FNS) sottolinea la necessità di passare da approcci “one-size-fits-all”, interamente top-down e settoriali ad approcci integrati, contesto-specifici e territoriali. La prima parte definisce un quadro concettuale e di policy per l'approccio territoriale alle politiche di FNS, intervistando anche i principali esperti sui temi della FNS e dello sviluppo regionale. La seconda parte si propone colmare il gap in termini di informazione e di metodi di analisi per la FNS tramite lo sviluppo di strumenti e approcci per misurare e valutare le determinanti strutturali territoriali della FNS. In particolare, nel lavoro si propongono due diversi strumenti: il Territorial Capital Index (TCI) e la matrice di contabilità sociale (SAM). Il lavoro di ricerca conclude che la FNS è un problema complesso e multisettoriale di sviluppo socio-economico caratterizzata da una forte dimensione territoriale che va ben oltre la produzione alimentare ed è il risultato di interazioni dinamiche e complesse tra politiche sociali, economiche, istituzionali e ambientali. L'approccio TCI-SAM proposto fornisce ai decisori politici un sistema di informazioni e di analisi territoriali esaustivo per indirizzare le strategie e le politiche di FNS e per una più efficiente allocazione delle risorse.The aim of the PhD thesis is to investigate, analyze and build empirical evidence on the relevance of territorial approaches for addressing the issue of food insecurity, based on the assumption that the ineffectiveness of traditional approaches to food and nutrition security (FNS) stresses the need to shift from one-size-fits-all, entirely top-down and sectoral-based approaches to integrated, context-specific and place-based approaches. The first part defines a conceptual and policy framework for the territorial approach to FNS policies also by interviewing the main experts on the issues of FNS and regional development. The second part aims at filling the FNS gap in terms of information and analytical methods by developing tools and approaches to measure and assess the territorial structural determinants of FNS. In particular, it proposes two different tools: the Territorial Capital Index (TCI) and the Social Accounting Matrix (SAM). The research concluded that FNS is a multi-sectoral and complex socio-economic development issue characterized by a strong territorial dimension which goes far beyond food production and it is the result of dynamic and complex interactions between economic, social, institutional and environmental policies. The combined TCI-SAM approach provides policy makers with comprehensive territorial information to target FNS strategies and policies and to better allocate resources.
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Banks, Claretha Hughes. "A Descriptive Analysis of the Perceived Effectiveness of Virginia Tech's Faculty Development Institute." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27305.
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Virginia Tech's Faculty Development Institute (FDI) was developed to address issues related to the computer technology revolution; training and education of faculty; faculty professional development; and the university adjusting to change. The purpose of this study was to identify and compare the goals, expectations, and perceived outcomes that the university, FDI developers, and the initial participants had for Virginia Tech's FDI initiative as originally implemented. Both qualitative and quantitative research methods were used in this study to identify the perceived outcomes for the developers and initial participants. The fundamental concepts of motivation theory, evaluation, personal recall, and self-perception theory are used help to describe and explain the findings of the study. Interview results from the five developers and historical document analysis were used to develop surveys for the 49 initial participants and the developers in order to provide validity for the results. Interviews, historical documents and the survey results show that initial participants, developers and the university had very similar expectations for the outcomes during and/or immediately following the initial FDI workshop. There were wider differences in expectations of long-term outcomes as a result of the FDI initiative. The results also differ in terms of the extent to which participants and developers believed that their expectations were met short and long term.Ph. D.
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Adusei-Asante, Kwadwo. "Towards Aid Effectiveness : Contested Theories and Concepts : A Case Study of Ghana’s Community–Based Rural Development Project." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/526.
Full textAbstract:
The discussion of aid effectiveness continues to gain prominence in international development policy discourse and analysis. However, the question of why aid seems to be ineffective is far more complicated and remains largely unanswered. While the notions that aid drives donors’ interests and creates dependency are still relevant, this thesis confronts the problem, by examining the issues that influenced the operationalisation and effectiveness of aid programs in the context of Ghana’s Community-Based Rural Development Project (CBRDP) (2005-2011). By arguing that aid dependency and “aid as a concept” are different, the thesis makes the most basic assumption that ‘aid’ is not negative; albeit, in the knowledge that its focus on aid in Ghana will also bring to the fore the major issues that frame debate on international aid.
Two theoretical themes emerged from the thesis. First, the thesis argues that the effectiveness of an aid program should be measured from the recipients’ point of view. This is crucial, as donors tend to use their aid to successfully achieve their strategic advantages, while not necessarily benefitting the recipient country, or those groups for whom the aid was designed to help. Second, in lieu of the instrumentality of international aid, the thesis found that aid effectiveness also depends upon the ‘externalities’ (programs, degree of dependency, motives, theories, concepts; social and politico-cultural factors) that drive it. This notwithstanding, most of the current mechanisms for achieving aid effectiveness, such as Results-Based Financing, Aid-Agenda Conferences and Program-Based Approaches, appear to pay negligible attention to these ‘externalities’. The researcher contends that these mechanisms are not enough for improving aid effectiveness per se.
The thesis employed ethnographic research to investigate the outcomes of the CBRDP implemented in nine districts of Ghana. The findings suggest that, alongside the mechanisms mentioned above, prior attention must be paid to the political and cultural realities of the recipient country as well as the theories and complex concepts that drive aid programs (by staff at donor agencies). Such attention, the thesis shows, should focus on a clear and contextual conceptualisation of key terms such as ‘community’ and ‘empowerment’, while at the same time embedding strategies to manage unintended outcomes. Efforts at making ‘aid work’ would also require further critical discussion of the decentralisation theories that underpin aid programs, particularly, Community–Driven Development (CDD); in this regard the thesis found that the indicators that the World Bank uses in relation to CDD (referred to as high and low functioning intergovernmental systems), were far removed from the grounded realities of Ghana’s decentralised system of local and regional politics.
The concept of ‘community’ is appealing, yet deceptive. Although a complex term, ‘community’ is often misused, and conceptualised only in the spatial sense, while it transcends the notion of territoriality to include an entity that has a: 1) Function that drives the group; 2) Opportunity for interaction; 3) Membership who identifies with and contributes to it; and 4) Culture that makes it distinct from others. Analysis of the empirical data presented in the thesis shows that the politico-cultural dynamics and population settlement and mobility patterns of the CBRDP beneficiary localities did not support interaction to the levels required for a coherent ‘community’ to exist. Put simply ‘community’ in the functional and geographic sense had to exist in the CBRDP beneficiary localities for the project to succeed. While the sense of ‘community’ can be developed, the World Bank and Ghana’s Ministry of Local Government and Rural Development, who designed the CBRDP, ignored the need to nurture it in the recipient localities. As a result of this top down approach there existed no cohesive ‘communities’ to maintain the projects, and most of the CBRDPs were found to be in a state of complete disarray at the time of fieldwork.
The term ‘empowerment’ is another complex concept the thesis examines to show how its many theoretical complexities can, if ignored, have dire outcomes for aid programs. Scholars disagree on whether empowerment is a process or an outcome or both, a dilemma which presents many challenges for measuring it. The fact that ‘empowerment’ is predicated on the concept of ‘power’ makes it even more complicated. The reason being that ‘power’ is not a neutral concept and cannot be shared in the simple terms portrayed in donor discourse; also ignored is the fact that ‘empowering’ one group may mean disempowering others, a situation that could lead to conflicts. These conflicts were self evident in the fieldwork and are present in the thesis. Despite these theoretical realities, empowerment appears to have been vaguely applied in the CBRDP as the project: 1) Had no working definition of ‘empowerment’; 2) Targeted women and vulnerable groups, although it was meant to empower the general population; 3) Measured ‘empowerment’ only in term of participation, ignoring the conditions that perpetuated ‘powerlessness’; and 4) Had no strategy in place to monitor unintended outcomes. Therefore, in their bid at ‘empowering’ Ghana’s local government officials (Assembly and Unit Committee Members in the quest for further decentralisation), the designers of the project were unaware that they were actually disempowering Traditional Chiefs, many of whom felt ostracised. Moreover, project designers were also oblivious of the fact that the local government officials did not function in isolation, but are part of a very complex socio–cultural system. These shortcomings led to clashes between Traditional Chiefs and the newly ‘empowered’ local government officials. As the designers and managers of the CBRDPs did not anticipate these eventualities, they had no plan in place to manage resulting conflicts, which have ended up in protracted legal battles, leaving the CBRDPs in a state of dereliction, some completely abandoned.
The thesis brings to the fore the need for more concerted efforts at making aid effective, but at the same time arguing that all stakeholders need to pay closer attention to the use of nebulous theories and normative, yet complex concepts in aid-program designs. It underscores the essentiality for programs attempting to apply concepts such as ‘community’ and ‘empowerment’ to clearly define and conceptualise these terms within the confines of the political, social and cultural forces and social dynamics of beneficiary localities. If this were to happen development projects are more likely to receive community support and be more likely to be effectively maintained. The thesis below provides empirical insights into what becomes of aid programs that apply concepts and terms that are promoted by ‘development pundits’, but are at variance with the realities of the recipient country’s pervasive traditions, culture and indeed its success or otherwise in adopting Western notions of decentralisation (as was the case outlined in this thesis).
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Whitehead, Jack. "How do I improve my practice? : creating a discipline of education through educational enquiry." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323572.
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Sladen, Jennifer Ann Hooghe Liesbet. "Europeanization theories and the development of European Union intellectual disability non-discrimination policy." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2926.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2010.Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Political Science, Concentration TransAtlantic Studies." Discipline: Political Science; Department/School: Political Science.
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Aguado-Orea, JoseÌ Javier. "The acquisition of morpho-syntax in Spanish : implications for current theories of development." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410405.
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Scott, Paul Henderson. "The development of social and economic theories in selected fiction of John Galt." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/7539.
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An examination of the 13 novels of John Galt on which his literary reputation mainly depends. After a brief account of his life intended to explain influences of place, language and thought which affected his work, these novels are considered in chronological order.1/ Galt's novels are diverse in technique and style and are often innovative, especially the "theoretical histories" and the political novels. 2/ Galt used the term "theoretical history" in a different sense from Dugald Stewart who applied it to a class of speculative enquiry practised by the philosophers and historians of the Scottish Enlightenment. On the other hand, many of his novels reflect the theories about the nature and evolution of society developed by the thinkers of the Scottish Enlightenment and especially by Adam Ferguson. Galt in fact intended that the novels should be read as "fables" to demonstrate the truth of these theories. 3/ Although it was only one of his modes, Galt was particularly successful in the ironic self-revelation of an imaginary narrator, as in Annals of the Parish or The Provost and in a more elaborate form in Ringan Gilhaize, which is a complex and subtle exercise of the historical imagination. 4/ One of Galt's strengths was his handling of a rich and exuberant Scots which is integral to his humour and characterisation. 5/ The last chapter is an account of the fluctuating standing of Galt in critical opinion. He was highly praised in his own lifetime by Scott, Byron and Coleridge, but he fell into disfavour as taste became more genteel. Interest in him revived in the 1890s, when J.H.Millar drew attention to his "philosophic insight" and relationship to Scottish 18th century thought. Critical attention to him has continued to develop and his reputation now rests on a more solid foundation than ever before.
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De, Villiers Annamarie. "The development of stress theories and their implications for therapeutic interventions : a review." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53627.
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Thesis (MA)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: This paper provides a theoretical overview and critical evaluation of current conceptualizations and research in the field of stress, with particular reference to the integration of theoretical knowledge with therapeutic interventions. The discussion commences with a brief look at the detrimental effects of stress. This is followed by a clarification of the concepts of stress, stressors, strains and coping. A review of recent developments in the major stress theories, namely the stimulus-response (S-R) models, stimulus-organism-response (S-O-R) models, social stress theories, the holistic health model, control theory, psychodynamic theory, learning theory, self theory, existentialist theory, cognitive theory, the transactional model and conservation of resources theory, follows. Factors that can act as moderators of the adverse effects of stress are discussed briefly, as they hold important implications for interventions in psychological practice. These moderators include personality, social support and other moderators such as spiritual health, tolerance for ambiguity and genetic predisposition. An attempt to show how theory can inform practice by guiding specific interventions on primary, secondary and tertiary prevention levels concludes the discussion.
AFRIKAANSE OPSOMMING: Hierdie artikel bied 'n teoretiese oorsig en kritiese evaluering van huidige konseptualiserings en navorsing op die terrein van stres, met spesifieke verwysing na die integrasie van teoretiese kennis met terapeutiese intervensies. Die bespreking begin met 'n algemene oorsig van die nadelige effekte van stres. 'n Verduideliking van die konsepte van stres, stressors, stresverwante spanning (strain) en streshantering (coping) volg. Hierop volg 'n oorsig van onlangse ontwikkelings in die belangrikste stresteorieë, naamlik die stimulus-respons (S-R) modelle, die stimulus-organisme-respons (S-O-R) modelle, sosiale stresteorieë, die holistiese gesondheidsmodel, sisteemteorieë, psigodinamiese teorie, leerteorie, selfteorie, eksistensialistiese teorie, kognitiewe teorie, die transaksionele model en laastens die behoud-van-bronne-teorie. Faktore wat kan dien as moderators van die nadelige effekte van stres word ook kortliks bespreek, aangesien hulle belangrike implikasies inhou vir terapeutiese intervensies. Die moderators wat in hierdie artikel bespreek word sluit in persoonlikheid, sosiale ondersteuning en ander moderators, naamlik geestelike welsyn, toleransie vir onsekerheid en genetiese predisposisie. Die artikel word afgesluit met 'n bespreking oor hoe die teorie terapeutiese intervensie kan bevorder op primêre, sekondêre en tersiêre voorkomingsvlakke.
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Soubiran, Elie. "Modular development of theories and name-space management for the Coq proof assistant." Palaiseau, Ecole polytechnique, 2010. http://tel.archives-ouvertes.fr/docs/00/67/92/01/PDF/these.pdf.
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Proof assistants offer a formal framework for formalizing and mechanically checking mathematical knowledge. Moreover, due to the numerous applications that follow from formal methods, the scientifc production being formalized and verified by such tools is constantly growing. In that context, the organization and the classification of this knowledge does not have to be neglected. Coq is a proof assistant well-suited for program certification and mathematical formalization, and for seven years now it has featured a module system that helps users in their development processes. Modules provide a way to represent theories and offer a namespace management that is crucial for large developments. In this dissertation, we advance the module system of Coq by putting the emphasis on the two latter aspects. We propose to unify both module implementation and module type into a single notion of structure, and to split our module system in two parts. We have, on one hand, a namespace system that is able to define extensible naming scopes and to deal with renaming, and on the other hand a structure system that describes how to combine and to form structures. We define a new merge operator that, given two structures, builds the resulting structure by unifying components of the former two. In that dual system, a module is the association of a sub-namespace and a pair of structures, it acts as concrete declared theory. Furthermore, we adopt an applicative semantic for higher-order functors that allows a precise propagation of information. We show that this module system is a conservative extension of the underlying base language of Coq and we present the on-going implementation.
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Stokmans, Maria Johanna Wilhelmina. "The relative importance of product attributes : consumer decision theories in new-product development /." Delft : Delft University Press, 1991. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=003577796&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education." THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.
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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teaching approaches and skills especially in the development of new methods of learning.The research has its theoretical foundations in interactive, child-centred theories of education, performance semiotics and psycholinguistic theories of reading. It is also committed to enabling teachers and students to engage creatively and interpretively in the comprehension of artistic texts and the performing arts.Doctor of Education (Ed.D.)
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Giacone, Federico, and Oscar Ohlström. "The applicability of internationalisation theories to social enterprises." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-264086.
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Globalisation has challenged small and medium enterprises (SMEs) to internationalise. Consequently, the academic world produced extensive publications on how SMEs approach the internationalisation process and what inhibits their export-based expansion. However, during the last decade, growing attention towards sustainability led to the creation of a new form of entrepreneurial organisation: social enterprises. Social enterprises combine an economic goal with the objective to generate a positive impact on society, focusing on social inclusion or environmental issues. The purpose of this study is to investigate if internationalisation theories on SMEs and on export inhibitors apply to social enterprises. The problem has been investigated by conducting a qualitative content analysis of interviews with C-level managers of social enterprises, with a social or environmental focus. The research contributed to validate the applicability of four internationalisation models to social enterprises. The results show a correlation between business and internationalisation maturity and the influence of the social purpose on social enterprises' internationalisation. Hence, theoretical shortcomings that need to be addressed have been identified. Lastly, the study found that social enterprises are subject to the same export barriers of SMEs. The research has been carried in collaboration with Oscar Ohlström, from Stockholm University (SU). Hence, two master thesis reports have been produced. The first is the following one and, the second has been published under the title of "Internationalizing ForProfit Social Enterprise”. Some sections of the documents have been co-written and, they are present in both reports.Globaliseringen har utmanat små och medelstora företag (SME) att internationalisera. Följaktligen producerade den akademiska världen omfattande publikationer om hur små och medelstora företag närmar sig internationaliseringsprocessen och vad som hämmar sin exportbaserade expansion. Under det senaste årtiondet har dock ökad uppmärksamhet mot hållbarhet skapat en ny form av entreprenörsorganisation: sociala företag. Sociala företag kombinerar ett ekonomiskt mål med målet att skapa en positiv inverkan på samhället, med inriktning på social integration eller miljöfrågor. Syftet med denna studie är att undersöka om internationaliseringsteorier om små och medelstora företag och exporthämmare gäller sociala företag. Problemet har undersökts genom att genomföra en kvalitativ innehållsanalys av intervjuer med chefer på C-nivå för sociala företag med socialt eller miljömässigt fokus. Forskningen bidrog till att validera tillämpligheten av fyra internationaliseringsmodeller till sociala företag. Resultaten visar en korrelation mellan mognad för företag eller internationalisering och socialt inflytande på socialföretagenas internationalisering. Därför har teoretiska brister som behöver åtgärdas identifierats. Slutligen fann studien att sociala företag är föremål för samma exportbarriärer för små och medelstora företag. Forskningen har genomförts i samarbete med Oscar Ohlström, från Stockholms Universitet (SU). Därför har två masterprojekt rapporterats. Den första är den följande och den andra har publicerats under titeln "Internationalisering för socialt företagande". Vissa delar av dokumenten har skrivits samman och de är närvarande i båda rapporterna.
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Barker, Keegan. "The Development of the Clinical Supervisor: An Examination of Theories, Contributing Factors, and Measures." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31788.
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The development of competency in clinical supervision is becoming an increasingly important element of training and practice in professional psychology. To assist students in developing supervisory competencies, knowledge of relevant research and effective training methods is required. Three studies were designed to add to the field of supervisor development research. In the first study, I conducted a systematic review to examine the extent to which theoretical models of supervisor development have been used in empirical studies of supervisor development within professional psychology. This study revealed that studies rarely employ theory, and when they do, the Supervisor Complexity Model is the most often used theory, likely because it is the only one with an associated measure, the Psychotherapy Supervisor Development Scale (PSDS; Watkins, Schneider, Haynes, & Nieberding, 1995). Building on the findings of this systematic review, in the second study I conducted a reliability and validity generalization on the PSDS. Reliability and validity generalizations are meta-analytic methods that allow reliability and validity data from a measure to be summarized across studies. Results indicate the PSDS has a history of excellent reliability, and higher scores are found with increased supervisory training and experience, evidence of the scale’s validity. The third study is a meta-analysis of the supervisor development literature, in order to assess the effect sizes of training and experience on supervisory development and self-efficacy. Results indicate that training and experience have significant positive effect sizes, though they do not differ from one another. Based on results from these studies I provide recommendations about: the samples with which the PSDS tool is appropriately used, and how researchers might increase reliability within their own future studies, and evidence based recommendations for competency based education efforts.
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Im-Bolter, Nancie. "Testing theories of development, inhibition, speed of processing, and mental attention in gifted children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ43386.pdf.
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Smailbegovic, Ada. "Poetics of liveliness : theories of embryological development and Gertrude Stein's "The Making of Americans"." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14723.
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This thesis seeks to create a theoretical space in which Gertrude Stein’s
conceptualizations of life and liveliness are related to the biological understandings of living organisms. The primary focus is Stein’s early novel The Making of Americans
(1911), in which she seeks to compose her characters in the process of living. The
biological context for thinking about Stein’s ideas of liveliness is formulated around theories of embryological development, and, in particular, the historical relation between two developmental theories — preformation and epigenesis. The critical analysis follows
the way in which Stein’s initial project of classifying every possible kind of men and
women to create a typology of personalities in The Making of Americans is complicated
by her interest in how personalities change through relations that form between
individuals. The tension that arises between Stein’s initial intention to classify different personality types and her realization that relations play a constitutive role in the development of personality parallels the history of conflict and synthesis between
preformation and epigenesis.