Дисертації з теми "Roller mixer"
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1
Більченко, Олександр Сергійович. "Розроблення технологічного процесу виготовлення виливка «Упор», організація та планування сумішоприготувального відділення ливарного цеху". Bachelor's thesis, КПІ ім. Ігоря Сікорського, 2020. https://ela.kpi.ua/handle/123456789/34812.
Повний текст джерелаАнотація:
Дипломний проект: 91 стор., 36 табл., 7 рис., 8 посилань.
Об'єкт проектування – Розроблення технологічного процесу виготовлення виливка «Упор», організація та планування сумішоприготувального відділення ливарного цеху.
Предмет проектування – технологія ливарної форми та організація роботи сумішоприготувального відділення.
Результати проектування – розроблено технологію ливарної форми, виконано технічне планування сумішоприготувального відділення та розрахунок ливарного устаткування.
Результати проектування можуть бути рекомендовані: для впровадження при виробництві виливка масою до 350 кг, середньої складності в умовах серійного виробництва.
Галузь використання – машинобудування, приладобудування, комплекс тощо.Diploma project: 91 pages, 36 tables, 7 figures, 8 references. Object of design - Development of technological process of casting "Emphasis", organization and planning of the mixture preparation department of the foundry. The subject of design is the technology of the casting mold and the organization of the mixture preparation department. The results of the design - the technology of the mold is developed, the technical planning of the mixture preparation department and the calculation of the foundry equipment are performed. The design results can be recommended: for implementation in the production of castings weighing up to 350 kg, medium complexity in terms of mass production. Field of use - mechanical engineering, instrument making, complex, etc.
2
Ozcan, Sinan. "Bonding Efficiency Of Roller Compacted Concrete With Different Bedding Mixes." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610189/index.pdf.
Повний текст джерелаАнотація:
Roller Compacted Concrete (RCC) has rapidly evolved from a concept to a material and a process which is used throughout the world for faster and more economical construction of dams. Currently, there are more than 250 RCC dams, completed or under construction, in the world. On the other hand, currently, there are only two RCC dams completed (Suçati and Cindere Dams) and two under construction (Beydag and Ç
ine Dam) in Turkey. RCC dams are constructed in a series of compacted layers usually 30 cm in thickness. Therefore, appropriate bonding of successive layers is important and as a result, in between successive layers a bedding mix is often used to fill the surface voids in both the compacted layer below and the covering layer above, as well as to bond the two successive layers together. This study presents an experimental investigation on the bonding efficiency of RCC with different bedding mixes. The Beydag Dam RCC mixture was taken as the model for the preparation of laboratory-made RCC specimens. In the experimental study, 15 cm cubic specimens were prepared in two layers. Each layer was compacted using an electro pneumatic demolition hammer for 30 seconds. Four different time intervals between placement and compaction of two successive layers and two different bedding mix types were the selected cases for investigation. While preparing the specimens, the second layer was placed and compacted 0, 4, 8, 12 and 16 hours after the first layer was compacted. In between the two layers, two types of bedding mixes are placed in between previously compacted and freshly placed layer for joint treatment. One of the bedding mixes, having 200 kg/m3 cement content is termed poor while other one is termed rich having 400 kg/m3 cement content. RCC specimens are then subjected to compressive strength, splitting tensile strength and permeability tests. As a result of the experimental program, it was found that
a rich bedding mix was a more effective bonding agent between compacted RCC layers than the poor bedding mix for all time intervals between layers. Furthermore, it was concluded that bonding efficiency of RCC is not too dependent on time interval between layer compactions up to 16 hours. Finally, splitting tensile strength and sorptivity tests are shown to be applicable test methods for determination of bonding efficiency of RCC specimens if there is a definite bedding layer in between freshly placed and formerly compacted RCC.
3
Liou, Joe J. "A Theoretical and Experimental Investigation of Roller and Gear Scuffing." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273007485.
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Long, Matthew T. "Breaking the typecast : revising roles for coordinating mixed teams." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002061.
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Hammons, Leigh N. "Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861032843592.
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Másilko, Jiří. "Zvyšování odolnosti MDF kompozitů proti působení vody." Master's thesis, Vysoké učení technické v Brně. Fakulta chemická, 2008. http://www.nusl.cz/ntk/nusl-216350.
Повний текст джерелаАнотація:
The subject of the diploma thesis is the study of moisture resistance of macrodefect-free (MDF) cements based on calcium-aluminate cement and polyvinylalcohol used as polymer. MDF cements are perspective materials providing unique properties relative to traditional cement pastes with great potential to incoming constructional utilization. But it is known that MDF cements exhibit sensitivity to water, with swelling and reduction of strength. Therefore the work is aimed in monitoring of an organic polymer effect on the moisture resistance of MDF materials and phase changes. Aluminate cement (SECAR 51) and polyvinylalcohol/acetate copolymer have been used for the MDF cement preparation. The moisture resistance of model MDF cement samples was investigated at two different curing conditions: in the moist atmosphere and immersed in water. The influence of composition and individual curing on the properties of model MDF cement samples was observed. The characterization of MDF samples was based especially on test of flexural strength, FT-IR, EDAX and optical microscopy analyses.
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Norton, Jennifer Christenson. "Elementary ESL and General Education Co-Teachers' Perceptions of Their Co-Teaching Roles| A Mixed Methods Study." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557498.
Повний текст джерелаАнотація:
This research investigates grades kindergarten - 5 English as a Second Language (ESL) and General Education (GE) co-teachers' perceptions of one another's roles, strengths, and areas for improvement in co-teaching academic language and content to English language learners (ELLs) in the GE classroom. Theories of social constructivism and cooperative learning guide this study, which approaches co-teachers' perceptions as a function of how they make meaning of their social interaction and experiences (Vyogotsky, 1978; Villa, Thousand, & Nevin, 2004). Using QUAN-qual sequential explanatory design, this descriptive study uses survey methodology and small-scale follow-up interviews to create an illustrative, descriptive portrait of ESL and GE teachers' perceptions of one another's roles and professional development needs. Quantitative and qualitative survey results are triangulated with qualitative interview findings.
The integrated findings illuminate the areas of convergence and divergence in ESL and GE teachers' perceptions as co-teachers of ELLs in the GE classroom. The main conclusions are discussed with regard to existing literature on co-teaching. Overall, ESL and GE teachers appeared to have a general understanding of one another's roles, yet some perceptions diverged with regard to sharing responsibilities and whether the GE teacher was the "primary instructor". In addition, this study concludes that despite availability of some common planning time, co-teachers frequently desired to improve the quality and quantity of their co-planning, co-teaching, and reflection on students' needs. Co-teaching strengths that were identified include openness, flexibility, and the ability to differentiate instruction. However, in order to improve co-teaching, both ESL and GE teachers perceive the need to gain skills and knowledge in one another's areas of expertise. Data analysis shows that co-teachers' desired professional development topics and types of offerings interrelate thematically with perceived strengths and areas for improvement.
The study concludes with a discussion of implications for school administrators and teacher educators, including pre-service teacher educators, who want to support ESL and GE co-teachers. The discussion also addresses the implications for ESL and GE teachers whose co-teaching practice may benefit from reflection on the findings of the study. Finally, directions for future research emanating from this study are offered.
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Chu, Tsz Lun. "The Roles of Coaches, Peers, and Parents in High School Athletes' Motivational Processes: A Mixed-Method Study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1248411/.
Повний текст джерелаАнотація:
Grounded in self-determination theory and achievement goal theory, the purpose of this mixed-methods study was to examine the underlying motivational processes from social environments created by coaches, peers, and parents to motivational outcomes in high school athletes, with an emphasis on the relative influence of social agents in basic psychological needs (i.e., autonomy, competence, and relatedness). The quantitative part of this study tested a hierarchical model of high school sport motivation in a final sample of 311 student athletes (204 boys, 107 girls) using structural equation modeling: social factors (coach-, peer-, and parent-created motivational climates) -> psychological mediators (need satisfaction and frustration) -> types of motivation (autonomous motivation, controlled motivation, and amotivation) -> consequences (subjective vitality, athlete burnout, and intention to drop out). Invariance across gender and across team type (varsity vs. non-varsity) was also tested. Adequate model fits were achieved in separate "brighter side" and "darker side" models across the overall sample, gender, and team type. The follow-up qualitative part of this study explored "how" beyond "what" coaches, peers, and parents contribute to the social environments, need frustration, and negative motivational outcomes in sport in a subsample of 37 student athletes (24 boys, 13 girls) who reported high amotivation/burnout and higher than average dropout intentions in the quantitative survey. Content analysis and observation were conducted to interpret the focus group interview data among athletes across gender and team type. The results of both quantitative and qualitative parts were integrated and compared to summarize the roles of coaches, peers, and parents in the "brighter and darker sides" of athletic experience in high school athletes.
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Chu, Tsz Lun. "The Roles of Coaches, Peers, and Parents in High School Athletes' Motivational Processes: A Mixed-Methods Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248411/.
Повний текст джерелаАнотація:
Grounded in self-determination theory and achievement goal theory, the purpose of this mixed-methods study was to examine the underlying motivational processes from social environments created by coaches, peers, and parents to motivational outcomes in high school athletes, with an emphasis on the relative influence of social agents in basic psychological needs (i.e., autonomy, competence, and relatedness). The quantitative part of this study tested a hierarchical model of high school sport motivation in a final sample of 311 student athletes (204 boys, 107 girls) using structural equation modeling: social factors (coach-, peer-, and parent-created motivational climates) -> psychological mediators (need satisfaction and frustration) -> types of motivation (autonomous motivation, controlled motivation, and amotivation) -> consequences (subjective vitality, athlete burnout, and intention to drop out). Invariance across gender and across team type (varsity vs. non-varsity) was also tested. Adequate model fits were achieved in separate "brighter side" and "darker side" models across the overall sample, gender, and team type. The follow-up qualitative part of this study explored "how" beyond "what" coaches, peers, and parents contribute to the social environments, need frustration, and negative motivational outcomes in sport in a subsample of 37 student athletes (24 boys, 13 girls) who reported high amotivation/burnout and higher than average dropout intentions in the quantitative survey. Content analysis and observation were conducted to interpret the focus group interview data among athletes across gender and team type. The results of both quantitative and qualitative parts were integrated and compared to summarize the roles of coaches, peers, and parents in the "brighter and darker sides" of athletic experience in high school athletes.
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Coidakis-Barss, Christina. "INTERPROFESSIONAL TEAMS IN HEALTHCARE: A MIXED-METHODS STUDY." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428068372.
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Bishop, Christopher. "Exploring Gender Roles and Gender Equality within the Evangelical Church." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/1.
Повний текст джерелаАнотація:
This research aims to facilitate better understanding of perceptions of gender roles and gender equality among members of the Evangelical Church and to determine whether these perceptions differ by gender. The evangelical community’s ideologies and values have come to shape social and political dialogues within the United States. A key component of the faith is understanding the role each member plays within his or her family unit and community at large. The evangelical faith’s organizational structure and ideologies are informed by a patriarchal model that’s placed women at internal and structural odds, based on research exploring evangelically informed organizations. However, there is a gap in literature related to gender roles and equality within the faith, and how these perceptions may differ by gender and the influence a church’s organizational structure may have on these perceptions. This process involved the examination of perceptions of gender among evangelical Christians in a nationally representative sample. These findings informed a series of questions designed to explore, at greater depth on a regional level, the views of evangelicals regarding gender roles and gender equality within their organizations. The study provided a multidimensional construct of how the evangelical community defines themselves, understands gender roles and gender equality, and how these definitions affirm and conflict with definitions outside of the church as well as their own church’s leadership and organizational structure.
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Ames, Justin B. "ANTECEDENTS TO MANAGERIAL MORAL STRESS: A MIXED METHOD STUDY." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1521118306726279.
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Reynoso, Adriana. "Who am I now? The changing roles of husbands, wives, and children in mixed-marriage families in Nazi Germany." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33819.
Повний текст джерелаАнотація:
This thesis examines the human impact of Nazi policy on mixed marriages in Germany, especially the psychological and emotional effects that this policy had on spouses and children in these families. The Nazi regime wanted to remove all Jewish persons from the Reich in an effort to uphold the rhetoric of “racial purity” and maintain the supposed superiority of the so-called Aryan race. Intermarriage between Germans of Jewish and Christian faiths made this goal much more difficult than the regime had anticipated. Intermarried Germans were not so easily convinced of the correctness of Nazi rhetoric, so the regime enacted policies and regulations that attempted to convince mixed couples that divorce was their best option. These policies prevented any future intermarriages and criminalized “racial mixing” while simultaneously promoting the action of divorce. Most intermarried Germans refused to divorce their Jewish spouses, however, and faced dire consequences because of this refusal. To access their experiences, this thesis examines memoirs and diaries written by children and wives of mixed-marriage families as a means of exploring the emotional and psychological effects of getting divorced or remaining married. This thesis argues that these effects were made evident in a change of each family member’s sense of self with respect to their designated role within the family unit as a result of the Nazi policies on intermarriage. Women in this situation often emerged as the emotional mainstays of their families while men-whether Aryan or Jewish- were deeply damaged by their inability to continue their traditional role of protector and provider.
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Lykins, Victoria L. "Painting in a sculptural manner." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864931.
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Palmer, June Monica. "The impact of educators' emotional intelligence on their roles as managers of change / June Monica Palmer." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2337.
Повний текст джерелаАнотація:
The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change.Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Gerdes, Zachary. "A Mixed Qualitative Investigation of the Gender Conceptions of White, Heterosexual, Cisgender, Catholic Men." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1573226845734139.
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Pergola, Lorenzo. "Valuing culture : a mixed-methods approach to the comparative investigation of the roles and importance of cultural resources in Edinburgh and Dundee." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9446.
Повний текст джерелаАнотація:
In Scotland, as the UK and internationally, publicly funded cultural organisations face a precarious future, characterised by funding cuts and a growing need to justify investments. This practical need to understand and articulate the importance of cultural resources has underpinned an intense debate in the field of cultural studies, about the nature of cultural value and the best methodological tools to explore it. The appropriateness of relying upon cultural strategies to pursue urban development and regeneration has also been subject to extensive discussions in the field of urban studies. This study approaches these problems through mixed-methods, comparative case studies set in Edinburgh and Dundee. This research employs Contingent Valuation (CV) in combination with focus groups. It provides a contextualised understanding of the diverging notions of culture emerging in the two cities. A higher valuation for culture was registered in Edinburgh, with stronger preference for museums and performing arts. In Dundee, higher importance was placed on community-based activities. These patterns are linked to the mix of demographic and socio-economic backgrounds characterising each city. Therefore, this study highlights a need for a tailored approach to cultural valuation and cultural policy, in contrast with the tendency for these to be implemented on a one-size-fit-all basis. The study also concludes that greater consideration is needed for the intangible and non-use related elements of cultural value, reinforcing a dominant critique in the literature. In addition, it highlights potential for negative sides to the impacts of cultural activities. Examples include issues of gentrification and displacement. Their inclusion is shown to be neglected in the typologies of value predominantly associated with culture, pointing at the need for their amendment. Finally, this study shows the use of CV alongside qualitative methods to be particularly advantageous in overcoming the dichotomous approach characterising this debate. The study avoided the single monetary valuation strongly rejected within the cultural sector, while still managing to yield grounded insight that is potentially valuable for policy-makers.
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Isenhower, Zachary Charles. "Fading roles of fictive kinship: mixed-blood racial isolation and United States Indian Policy in the Lower Missouri River Basin, 1790-1830." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13596.
Повний текст джерелаАнотація:
Master of ArtsDepartment of History
Charles W. Sanders
On June 3, 1825, William Clark, Superintendent of Indian Affairs, and eleven representatives of the “Kanzas” nation signed a treaty ceding their lands to the United States. The first to sign was “Nom-pa-wa-rah,” the overall Kansa leader, better known as White Plume. His participation illustrated the racial chasm that had opened between Native- and Anglo- American worlds. The treaty was designed to ease pressures of proximity in Missouri and relocate multiple nations West of the Mississippi, where they believed they would finally be beyond the American lust for land. White Plume knew different. Through experience with U.S. Indian policy, he understood that land cessions only restarted a cycle of events culminating in more land cessions. His identity as a mixed-blood, by virtue of the Indian-white ancestry of many of his family, opened opportunities for that experience. Thus, he attempted in 1825 to use U.S. laws and relationships with officials such as William Clark to protect the future of the Kansa. The treaty was a cession of land to satisfy conflicts, but also a guarantee of reserved land, and significantly, of a “halfbreed” tract for mixed-blood members of the Kansa Nation. Mixed-blood go-betweens stood for a final few moments astride a widening chasm between Anglo-American and native worlds. It was a space that less than a century before offered numerous opportunities for mixed-blood people to thrive as intermediaries, brokers, traders, and diplomats. They appeared, albeit subtly, in interactions wherever white and Native worlds overlapped. As American Indians lost their economic viability and eventually their land, that overlap disappeared. White Plume’s negotiation of a reserve for his descendants is telling of a group left without a place. In bridging the two worlds, mixed-bloods became a group that by the mid-nineteenth century was defined as “other” by Anglo-American and Indians alike. This study is the first to track these evolving racial constructs and roles over both time and place. Previous studies have examined mixed-blood roles, but their identity is portrayed as static. This study contends that their roles changed with the proximity and viability of full-blood communities with which white officials had to negotiate.
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Coffman, Kendall. "HOOKING UP VS. PORNOGRAPHY: A VIGNETTE APPROACH ABOUT ACCEPTABILITY." UKnowledge, 2017. http://uknowledge.uky.edu/hes_etds/55.
Повний текст джерелаАнотація:
The purpose of this study was to examine how the intersection of gender scripts, gender identity, and sexual orientation impact perceived narratives and power hierarchies in sexual relationships. To drive participants to verbalize their underlying views about sexual scripts, two highly sexualized and controversial sexual cultures will be examined: casual sex and pornography. Feminist academics and advocates have long argued for a restructuring of sexual politics by implementing feminist principles into personal relations and public life (Connell, 1997). Therefore, competing feminist ideologies will also be assessed to gauge the campus’s feminist climate regarding self-identified feminists’ views on the exploitation and/or the empowerment of women within pornography. Findings from this study indicated that respondents view women’s participation in hookups or pornographic situations similar to how they viewed men’s participation. However, internalized homophobic messages were discovered, particularly from male respondents. The findings also suggest that feminists in this sample were generally accepting of pornography, but that feminism did not play a key role in shaping respondents beliefs.
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Pourseied, Katere. "The role of emotion regulation in social anxiety : a mixed method approach in a non-clinical child population." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-role-of-emotion-regulation-in-social-anxiety(4c56c3fd-0eae-4f3b-86fd-501a5e793c77).html.
Повний текст джерелаАнотація:
Although social anxiety disorder (SAD) in children is increasing in western societies, there is a paucity of preventative psycho-educational programmes available. This mixed method research is aimed at evaluating and refining a newly developed intervention programme for a non-clinical child population. The objective is to evaluate the role of emotion regulation (ER) in social anxiety (SA) and identify what could aid the possible prevention of this disorder. The first study employed a video task with 64 children, aged 8-11 years to explore key behavioural measures associated with high versus low (non-clinical) SA. The negative consequences of heightened SA levels and significant relationship between SA and ER informed the focus of the Emotion and Social Skills Programme for Children (ESST-C). Study Two tested the efficacy of the ESST-C in a community sample of 144 children, aged 8-11 years of which 85 children participated in the ESST-C and 59 made up the control group (CG). Participants’ levels of SA and ER were assessed pre- and post- programme, and at three-month follow-up, whereas participants of the CG were only assessed at baseline and at three-month follow-up. The findings did not show a significant decrease in levels of SA and higher levels of ER in children who participated in the programme as opposed to children in the CG, except on levels of anxiety, only partly supporting the efficacy of the ESST-C. Furthermore, the results of the first two studies identified the importance of ER skills. The aim of the third study was therefore to understand ER from the child’s perspective. A qualitative study was conducted on a non-clinical group of 7-12 year olds whose parents were also interviewed on their child’s reactions to socially and emotionally challenging situations. The main findings of this study identified distinct ER styles related to SA, three of which are illustrated to highlight what needs to be assessed and addressed in the development of future prevention programmes for SAD with this age group. Overall, the current thesis is a step forward in the prevention of SAD in children.
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Webster, Karen Lesley. "Whakapiri tātou, hei manaaki tangata, hei manaaki whenua. Effective governance for urban sustainability." AUT University, 2009. http://hdl.handle.net/10292/854.
Повний текст джерелаАнотація:
This thesis examines the role of local government elected members to progress urban sustainability, and the views of Māori leaders’ on governance and sustainability. It is set within a wider context of local government reform and changing expectations of governance and captures a point in time in the evolution of Pākehā and Māori governance structures in Aotearoa New Zealand. The thesis contributes to the paucity of scholarship in these fields. Local government has evolved from the early provincial legislatures, to acknowledge Te Tiriti o Waitangi and recognise the importance of sustainable development. The Local Government Act 2002 fundamentally changed the role and purpose of New Zealand local government. At the heart of both Te Tiriti o Waitangi and the LGA was the aspiration for community and Māori participation in local governance and progress towards sustainable development. The ‘three-house concept’ described in the Raukawa Trustees partnership-two cultures development model (Winiata 2005) and the Community Sector Taskforce (2006) model is reflected in the structure of this thesis. It provides for a Pākehā House, a Tikanga Māori House and a Treaty House – a conceptual space where Māori and Pākehā values and practices can come together in mutual respect. The Pākehā House of the thesis establishes a broader role for New Zealand elected members to promote urban sustainability by focusing on cross-sector collaboration and multi-level governance. While multi-level governing was found to be widespread across urban territorial authorities, an elected member focus on collaboration was notably absent. Aotearoa New Zealand’s urban local authorities had begun mainstreaming sustainable development practices. Environmental management and restoration activity was widespread. Initiatives progressing social and cultural well-being were gaining prominence. The Tikanga Māori House recognises that the LGA 2002 had failed to bring about transformation of Māori participation in local government. Where the Māori voice struggled to be heard, the Act’s discretionary provisions had tended to preserve the status quo. Two paths to the future are offered: firstly, constitutional change - a new system of local government that recognises the validity of tino rangatiratanga as an equal authority, which could be modeled on the working examples of Treaty-based governance presented in this thesis. Secondly, improvements to the current system of local government are recommended. They are: - Hui and whanaungatanga, as a path to consensus decision-making. - Iwi authorities be recognised as local authorities, to provide opportunities for urban Māori to participate in local government. - The status of iwi management plans be lifted, and they be mandatory in the way that a district plan is mandatory. - The mana whenua relationship be strengthened to increase the capacity of mana whenua to consult with tauiwi in their rohe, and exercise kaitiakitanga and manaakitanga. These improvements need to be based on an effective parallel model of Māori representation, or Māori wards and seats. The Treaty House presents a case for strengthening a partnerships approach to governance. The effective inclusion of both Pākehā and Māori communities alike is identified as a prerequisite for further progress towards urban sustainability in Aotearoa New Zealand.
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Fordham, Bethany. "The role of mindfulness based cognitive therapy in the management of psoriasis." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-mindfulness-based-cognitive-therapy-in-the-management-of-psoriasis(7c0c9ec1-47d1-47c3-8fe7-275a92f0397b).html.
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Psoriasis is a chronic skin condition that can impair physical, psychological and social functioning. A sub-population of people living with psoriasis believe that psychological stress exacerbates their physical symptoms. Stress may exacerbate psoriasis via a psychoneuroimmunological pathway. The cortisol awakening response can be used to indicate whether this pathway is functional or dysfunctional. People with psoriasis have an elevated risk of emotional distress (anxiety and depression) and an impaired quality of life. Mindfulness based cognitive therapy has been effective in reducing stress, emotional distress, quality of life impairment as well as improving physical health. The aim of this thesis is to examine the efficacy and acceptability of mindfulness-based intervention for people living with psoriasis and whether the cortisol awakening response mediates the relationship between perceived stress and physical severity of psoriasis. This thesis adopted a mixed-methods design. A pilot, randomised control trial examined the effects of mindfulness based cognitive therapy upon the physical severity, perceived stress, emotional distress, quality of life and cortisol awakening response of people living with psoriasis. These variables were entered into a correlation analysis to examine whether the cortisol awakening response was associated with any of the reported study outcomes (physical severity, perceived stress, emotional distress and quality of life). Completers of the mindfulness intervention were invited to a semi-structured interview to explore the characteristics of the participants who adhered to the intervention and their experiences of participating. The mindfulness intervention significantly improved physical (z=1.96, p=0.05) and quality of life (z=2.30, p=0.02) measurements without changing perceived stress (z=0.07, p=0.94), emotional distress (z=1.60, p=0.12) or cortisol awakening responses (z=-0.33, p=0.74). The overall cortisol awakening response was not associated with physical severity (r=-0.30, p=0.07) or perceived stress (r=-0.20, p=0.25) but was significantly correlated with emotional distress (r=-0.35, p=0.04). The intervention was perceived as an acceptable adjunct treatment option. Participants reported some process barriers that inhibited their learning of mindfulness skills. A profile emerged that described a sub-population of people with psoriasis. This sub-population may be more likely to accept and adhere to mindfulness based cognitive therapy.This thesis provides preliminary support to the concept that increasing mindfulness skill can reduce the physical severity and quality of life impairment in people with psoriasis. It recommends that a fully powered trial be conducted to examine the effectiveness of mindfulness in improving physical and overall functioning for people with psoriasis. This thesis suggests clinicians screen their patients and offer a psychological intervention best suited to their needs and characteristics.
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Abbey, Gareth William. "Using a mixed methods sequential explanatory approach to identify the roles of social and cognitive factors in the development and maintenance of cancer-related PTSD in cancer survivors." Thesis, Bournemouth University, 2014. http://eprints.bournemouth.ac.uk/22420/.
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Aims: Identify the mean prevalence of CR-PTSD, factors related to trauma, and the development and maintenance of PTSD, in cancer survivors. Background: Systematic reviews reveal that CR-PTSD is uncommon, and it is unclear a) what makes this experience traumatic, and b) what factors are implicated in the development, and maintenance of PTSD in this population. Methods: A mixed-methods sequential explanatory approach was used. Phase 1 consisted of three studies: a) random-effects meta-analysis of PTSD prevalence statistics and moderating factors in cancer survivors (k=25, n=4189); b) a cross-sectional analysis of PTSD and contributing factors in a PTSD Clinic for cancer survivors (n=60); and c) a prospective analysis of the role of emotion schemas and processing styles and how they predict adaptation to stress in a sample of students (n=24). Phase 2 was conducted to find follow-up explanations for Phase 1 results. Study 4 (Phase 2) consisted of two clinical case studies from the PTSD Clinic – one with adjustment disorder, and the other with severe chronic CR-PTSD. Results: Study 1 revealed that PTSD prevalence in breast cancer survivors was 5.8% (95% CI=3.3-10%), and that there were no significant study-level moderators that predicted differences in prevalence. Similar results were found for Study 2, although when adjusted for age, those with CR-PTSD suffered from more impoverished emotional experiences than those without CR-PTSD. These differences were rendered non-significant when depression symptoms were added as a covariate. Study 3 revealed that increases in anxiety during a stressor were best predicted by emotion schemas related to the lack of comprehensibility of emotions. Findings from Study 4 suggested that aspects of the cancer experience was very traumatic for both patients, but that the course/development of disorder was influenced by the social-cognitive processes involving the interaction of the patient’s emotion schemas and coping strategies, with the quality of their support system. Conclusions: Cancer can be traumatic under certain conditions, and PTSD is uncommon in cancer survivors, but clinical samples of cancer survivors with and without PTSD suggest that CR-PTSD is characterised by severe problems experiencing, linking, and labelling emotions. Preliminary evidence from case studies reveal that the combination of a) an appraisal of the cancer as traumatic, b) an invalidating social network, and c) emotionally avoidant coping styles throughout the cancer treatment, may predispose traumatised cancer survivors to PTSD.
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Patel, Neesha. "The role of illness beliefs and social networks in South Asian people with diabetes : a mixed methods study." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-illness-beliefs-and-social-networks-in-south-asian-people-with-diabetes-a-mixed-methods-study(a5f169c8-128c-46a4-982c-0bceafa1d33e).html.
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Background: Diabetes is a serious condition affecting the UK South Asian (SA) population. Beliefs amongst a number of factors have been reported to impede on self-management behaviours. Social networks (SN) are known to be an important source of support for diabetes management. Yet little is known about how much and what types of diabetes 'work' is undertaken and the impact of SN in shaping beliefs about diabetes. The aim of this study was to explore and gain knowledge about the association between illness beliefs and SN in British SA adults with diabetes. Methods: A mixed methods approach was used. Firstly, a systematic review was conducted to assess the feasibility of using standardised questionnaires to measure diabetes-related beliefs in this target population. Secondly, using a cross-sectional design, a Postal Health Survey (PHS) explored illness beliefs (Brief Illness Perception Questionnaire-BIPQ) and health outcomes (health status, self-efficacy, normalisation and self-care) in a sample of (N=67) recruited using random, purposive and snowball sampling. A Social Network Survey Interview (SNSI) with (N=37) (who completed the PNS), identified SN in each participant's network using concentric circles, and closed- questions on the amount of 'work' done by the network. A topic guide, specific to the aims of the Qualitative Study (QS) was embedded within the SNSI to explore the social, cultural and religious context related to diabetes management. Participants who completed the SNSI also completed the QS. Data was collected during 2010 and 2011. Results: Five studies meeting the review criteria were identified from the systematic review. The results supported the need to measure illness beliefs using standardised questionnaires. Certainsocialnetworkcharacteristics:sizeofthesupportnetwork, number of supportive females, practical and emotional work was related to diabetes- related beliefs. After multivariate analysis, emotional work remained a significant predictor of concern and emotional distress related to diabetes. The qualitative study identified six themes: fatalism, normalising diabetes, social networks, alternative food therapies, and travel back home to the East and religion related to beliefs and management practices. The QS also complemented and extended some of the findings of the cross-sectional study, related to social networks and fatalism beliefs. Conclusion: This study provides a unique contribution to the research on diabetes management in British SA, using a mixed methods approach. It has addressed the gap in knowledge with regards to illness beliefs about diabetes in British SA, as measured by five dimensions of the CS-SRM (Leventhal et al, 1980) and described the importance of the social context, particularly the family in being at the forefront of 'work' related to diabetes management. Future studies need to establish utility of the BIPQ in the UK South Asians to ensure it is appropriateness to the experience of diabetes in SA. Policy guidelines on diabetes may need to move beyond the notion of 'self' to include support and education for the SN, with a recognition of the impact of cultural and religious beliefs on diabetes management.
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Knopp, Jasmin. "Individual differences in response to brief psychological interventions : using a mixed methods design to identify the role of user characteristics in the treatment of Obsessive-Compulsive Disorder (OCD)." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/individual-differences-in-response-to-brief-psychological-interventions-using-a-mixed-methods-design-to-identify-the-role-of-user-characteristics-in-the-treatment-of-obsessivecompulsive-disorder-ocd(8e5409f1-0c2f-434e-9ba6-a0c402afbc7d).html.
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Background: OCD is a debilitating mental health condition. Poor access to evidence-based psychological treatment has motivated the implementation of low intensity interventions in UK mental health services for OCD. Around one half of those accessing care remain clinically unwell. Service users, providers, and treatment decision-makers could benefit from understanding users' views of low intensity interventions and knowing which users are more likely to benefit from diverse low intensity approaches in order to match individuals with treatments of known efficacy. Aim and objectives: The primary aim of this research was to determine user characteristics associated with engagement and outcome in low intensity interventions for OCD. The objectives of the study were: 1) to review the published literature on predictors of psychological therapy outcome in OCD, 2) to explore individual variation in intervention acceptability, uptake, and engagement, and 3) to identify user characteristics, which moderate intervention engagement and outcome. Methods: This mixed methods thesis was conducted in three parts. Firstly, a systematic review of published trial data was conducted to identify predictors of therapy outcome. Secondly, primary data were collected as part of a large effectiveness trial: 1) qualitative interviews with 36 trial participants, randomised to one of two low intensity interventions (guided self-help; cCBT); and 2) quantitative trial assessments conducted at baseline and at 3-months follow-up. Data from the systematic review and the qualitative study were used to identify possible moderators of outcome. Confirmatory analyses were then conducted on these variables, using data from the quantitative assessments. Results: Objective 1: The systematic review identified 43 studies, examining predictors of outcome. Robust effects were rare and the applied utility of these findings is limited by methodological weaknesses. Objective 2: Six themes were identified from the qualitative study, three relate to the general acceptability of low intensity interventions: 1) Predisposing concepts of high quality psychological therapies, 2) Engaging with low intensity interventions, and 3) The perceived value of therapist support. Three are specific to individuals with OCD: 4) Positive aspects of OCD, 5) Recognition and accommodation of OCD users' needs, and 6) OCD disclosure. Objective 3: User attachment style, expressed emotion, OCD symptom subtype, and prior help seeking for OCD were examined in confirmatory interaction tests. Symmetry/order/exactness symptoms were associated with a greater likelihood of engagement in guided self-help than cCBT. Contamination/washing symptoms were associated with improved outcome in guided self-help over cCBT. Conclusions: This study has made an original contribution through using a mixed methods design to identify individual differences in response to low intensity interventions in OCD. There is significant individual variation in the acceptability of, and engagement with, low-intensity interventions for OCD, linked to the mode and intensity of therapist support preferable to the individual user. However, few moderators could be identified. Future research should focus on maximising the reliability of stratified medicine research to allow related findings to inform clinical decision-making.
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Campbell, Alyssa M. "RAPE MYTH ACCEPTANCE: A VIGNETTE APPROACH." UKnowledge, 2017. http://uknowledge.uky.edu/hes_etds/54.
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The purpose of this study was to empirically examine the extent to which rape myth acceptance (RMA) varies according to four key contextual factors—race, the victim–perpetrator relationship, resistance strategies, and the decision to report—among those embedded within college and military cultures. Although sexual assault in a university context has been thoroughly investigated, it is typically in comparison to the general population that may not share the same high-risk elements that promote the environment for sexual assault. Therefore, comparisons of college, military, and a general population were sampled to better understand the attitudes that maintain RMA in these high risk environments. Consistent with previous research aimed at understanding attitudes associated with RMA (Carroll et al., 2016; McMahon, 2010), findings from this study indicated that although individuals hold relatively low RMA overall, individuals tend to endorse other rape myths that blame the victim and exonerate the perpetrator. Specifically, race, resistance strategies, and the decision to report all influenced how likely individuals were to attribute some blame to the victim in the vignette.
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Ånmark, Joakim. "Descriptions of Gender in Swedish EFL-textbooks : A Linguistic Study on Adjectives, Adverbs and Social Roles Used to Describe Women and Men in Two EFL Textbooks." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29789.
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In light of recent surveys on gender equality and English proficiency in Sweden, this study examines the adjectives and adverbs which describe the women and men in two EFL-textbooks for English 6 in the upper secondary school, namely Blueprint: Version 2.0 B and WWE: World Wide English. Textbooks are often integral for language learning, and considering that students of Swedish upper secondary school are required to take English 6, the exposure of EFL-textbooks are significant. Thus, it becomes relevant to analyse how the language of EFL-textbooks depicts women and men. The actions, social roles and occupations of the female and male characters are analysed to find any discrepancies in how women and men are portrayed and whether these agree with the guidelines of the Swedish National Agency for Education. These guidelines require teaching to be carried out with consideration to fundamental democratic rights and should strive to promote equality between groups. In addition, the study builds upon previous research within the field of linguistics as well as social sciences carried out by Fairclough, Foucault, Lucy, Butler and others which concerns discourse, linguistic relativism, gender theory etc. The hypothesis of this study is that there is still a discrepancy in how women and men are depicted in EFL-textbooks. By employing a mixed method approach which includes quantitative data and statistics and qualitative discourse analysis which highlights indications of unequal description of gender, it can be concluded that women and men are described differently, and often in terms of dichotomies, with adjectives, adverbs and the social roles that they are assigned. These descriptions may consequently result in that students that use these textbooks as part of their learning process may adopt these values. Thus, some descriptions violates the goals and guidelines for gender equality, prescribed by the Swedish National Agency for Education (Skolverket).
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Vargo, Kurt E. "Exploring Parental Perceptions of Self-Efficacy, Role Modeling and Factors Contributing to Family Health Practices from an Employer-Provided Family Weight Management Program: A Mixed Methods Study." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2283.
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Parents provide a social learning environment where family nutrition, eating habits and physical activity are largely influenced by and correlated with parental modeling of these behaviors. Increasing self-efficacy is an important component in parents being role models because theoretically, it promotes cognitive change that supports their confidence and ability to modify behaviors that contributes to healthier family practices and biometric outcomes.
Phase one of this sequential two-phase study used biometric data (body mass index [BMI], cholesterol, glucose, and blood pressure) from parents (N = 37) participating in their employer’s family wellness initiative as dependent variables. Parental perceptions of nutrition, eating habits, and physical activity related to self-efficacy and role modeling collected via a survey questionnaire served as the independent variables. Correlation analysis indicated significant associations between BMI and nutrition self-efficacy, eating habits self-efficacy and eating habits role modeling. Linear regression analysis showed that nutrition self-efficacy and eating habits role modeling were significant predictors of BMI. A repeated measures t test revealed statistically, attending the family health and weight management program may help participants reduce their BMI, cholesterol, and diastolic blood pressure readings.
Phase two used multiple cases (parents, n = 12) that were selected for interviews using purposeful sampling based on their scores reflecting high and low ranges on the self-efficacy and role modeling subscales from the surveys. Each interview was transcribed, coded using the constant comparative method, and individually analyzed for themes. Cross-case synthesis was used to analyze all the cases for commonality and variations. As a result of the findings, participants may be inclined to continue participating in wellness programs because the employer provides opportunities to assist families in their efforts to build confidence and demonstrate role modeling behaviors. The correlations and predictive results in phase one may help substantiate the benefits of participating in the program. Findings from phase two indicated parents acknowledged their role as leaders in creating environments that assist their families in establishing healthy behaviors and voluntarily engaged in this program because it provided assistance and projected them in the right direction for their family to be successful with health and weight management concerns.
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Davis, Bryan. "Exploring the social construction of masculinity and its differential expression in culturally different populations using a mixed method approach." Wright State University Professional Psychology Program / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1530875139172819.
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Gonçalves, David Miguel Caipirro. "Exploring asymmetric roles in mixed-ability gaming." Master's thesis, 2020. http://hdl.handle.net/10451/48114.
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Tese de mestrado, Informática, Universidade de Lisboa, Faculdade de Ciências, 2020Noticeably, the majority of mainstreamgames — digitalgames and tabletopgames — are still designed for players with a standard set of abilities. As such, people with someformof disability, oftenface insurmountable challengestoplay mainstreamgames or are limited to playgames specifcally designed for them. By conducting an initial study, we share multiplayer gaming experiences of people with visual impairments collected from interviews with 10 adults and 10 minors, and 140 responses to an online survey. We include the perspectives of 17 sighted people who play with someone who has a visual impairment, collected in a second online survey. We found that people with visual impairments are playingdiversegames,butface limitationsin playing with others who have different visual abilities. What stood out is the lack of intersection ingaming opportunities, and consequently, in habits and interests of people with different visual abilities. In this study, we highlight barriers associated with these experiences beyond inaccessibility issues and discuss implications and opportunities for the design of mixed-abilitygaming.Asexpected,we foundaworrying absenceofgames that caterto different abilities. In this context, we explored ability-based asymmetric roles as a design approach to create engaging and challenging mixed-ability play. We designed and developed two collaborative testbedgamesexploring asymmetric interdependent roles. In a remote study with 13 mixed-visual-ability pairs we assessed how roles affected perceptions of engagement, competence, and autonomy, using a mixed-methods approach. The games provided an engaging and challenging experience, in which differences in visual ability were not limiting. Our results underline how experiences unequal by design can give rise to an equitable joint experience.
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Pinto, Cláudio Alexandre de Barros. "Friction torque in thrust roller bearings lubricated with polymeric greases under boundary to mixed film." Dissertação, 2015. https://repositorio-aberto.up.pt/handle/10216/79752.
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Pinto, Cláudio Alexandre de Barros. "Friction torque in thrust roller bearings lubricated with polymeric greases under boundary to mixed film." Master's thesis, 2015. https://repositorio-aberto.up.pt/handle/10216/79752.
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Chiang, Ching-Yeh, and 江青曄. "Preparation of mixed self-assembled monolayers and their roles in Ag-In-S thin film deposition." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19806823042845935647.
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碩士國立中正大學
化學工程所
97
Organic molecules can generate self-assembled monolayers (SAMs) on silicon substrates through silanization. Because of their organization in molecular scale, higher stability, and easier preparation in lab conditions, SAMs are widely used in many applications. This study explores mixed SAMs composed of organosilanes (octadecyltrichlorosilane, (3-mercaptopropyl) trimethoxysilane, and (3-aminopropryl) trimethoxysilane) with different chemical functionalities. By changing the deposition time, deposition sequence, and concentration of organosilanes, we investigated the composition, surface energy, roughness of resulting mixed SAMs. Finally, Ag-In-S thin films were deposited on top of mixed SAMs. First, the growth of single-component monolayer was studied. When the concentration is higher, the coverage of the organic molecules increases at the same immersion time. This study uses stepwise deposition methods to generate mixed SAMs surface. If the Si substrates were first immersed in MPS or APS, then in OTS (denoted as MPS-OTS and APS-OTS). X-ray photoelectron spectra show that the ratio of S/Si, N/Si, C/Si are higher than the other system. In addition, the surface energy and roughness increased. When changing the deposition sequence of organosilanes to OTS-MPS and OTS-APS, the OTS molecules adsorbed on surfaces quickly, leading to less MPS or APS growth on silicon. This type of mixed SAMs has lower ratio of S/Si, N/Si, C/Si , surface energy and roughness. Finally, we try to deposit Ag-In-S thin films on mixed SAMs surfaces. When the precursor concentration [Ag] / [In] = 0.013 M, the as-deposited thin film has the composition of [Ag]:[In]:[S] is 1:4.5:7.2,which is closed to stoichiometrice AgIn5S8, revealed by EDS. We use this precursor solution to grow thin films on various mixed SAM surfaces. SEM images showed that the morphology of AgIn5S8 can be controlled qualitatively by the surface property of the substrate, ie mixed SAMs in this study. No thermal treatment after deposition is required.
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Kennedy, Hynes Melissa. "Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study." Thesis, 2012. http://hdl.handle.net/1807/33658.
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In Canada, residents’ views on which roles and tasks are effective to becoming a competent physician is not yet part of the research discourse. Ensuring that competency-based curriculum (CBC) objectives are aligned with competencies and evaluation methods is critical to build a curriculum that will produce competent physicians.
This research reports on the residents' views of the current Orthopaedic Surgery curriculum (UofT) which is solely competency-based. The residents' views were explored about which CanMEDS Roles and Entrustable Professional Activities (EPA’s) would be important to develop for them to become competent physicians.
This study employed a mixed methodology. The individual interviews were from CBC orthopaedic surgery residents and the survey respondents were orthopaedic surgery regular time-based stream and competency-based stream residents.
This research provides a better understanding of the resident experience so that educational practice and residency education can influence decisions around the curriculum design in postgraduate competency-based medical education programs.
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Beyene, Berhanu Belayneh. "The transformational leadership roles of principals at Ethiopian secondary schools." Thesis, 2016. http://hdl.handle.net/10500/23112.
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The purpose of this mixed methods research was to investigate the transformational leadership role of principals in Ethiopian secondary schools. The research examined the existence of transformational school leadership behaviours, strategies that leaders were employing and the relationship between transformational leadership roles of the principal and student achievement (10th grade GESLCE). Mixed methods involving qualitative and quantitative methods of data collection were used in order to triangulate the data and increase the validity of empirical material. The student achievement was assessed on the basis of on the percentage of passes in standardized assessments for the school year (2012/2005-2015/2007). Secondary schools in South Nations Nationalities and Peoples’ Regional State (SNNPRS) whose principals had been the incumbent for three or more years were selected purposively. A total of 80 surveys were distributed to school principals and 680 survey questionnaires to teachers in identified schools. Seventy-six school principals and 642 teachers returned the surveys representing 95% and 94.4 % return rate for principals and teachers, respectively. Interviews and focus group discussions were conducted with supervisors and teachers who worked with principals. Participants were informed of the objectives of the study and assured of the confidentiality of the research both in formal letters and in person. Factor analysis, means, standard deviations, Pearson and Spearman rho correlations, t-test and standard multiple regression were used to analyse quantitative data. In contrast, qualitative data were analyzed by grouping together common themes in each category and constructing a description of the participants’ views and perspectives. The findings revealed that transformational school leadership and its dimensions exist in secondary schools of SNNPR, Ethiopia. Among the six dimensions (namely; sharing school vision and building consensus, high performance expectation, individualized support, intellectual stimulation, modelling behaviour and building collaborative structure and strengthening school culture) three of them were ranked highly. These are, building collaborative structure, strengthening school culture and sharing school vision. On the other hand, building consensus and modelling behaviour had moderate score whereas, individualized support had relatively very low rank. Transformational leadership was accomplished through involving staff to be part of the mission, encouraging staff to come up with new initiatives, challenging the staff to meet beyond agreed standards, building trust, coach and support at individual level, sharing tasks as well as power, acting ethically and celebrating achievements to make their school effective. The relationship between transformational school leadership and student achievement showed that there is positive and moderate relationship, although it was statistically not significant. Socio-demographic data such as number of students in a school showed a negative correlation with student achievement. It is concluded that there was relationship between the principals’ transformational leadership role and student achievement in secondary school of SNNPRS of Ethiopia. Finally, the research calls for the principals to focus on more moral and material assistance to their staff’s professional growth, significant attention to the preparation and development of principals and adoption of transformational school leadership model in secondary school. The findings of the study add to limited but growing body of research on student achievement and the role of the transformational school leadership of the principal in school effectiveness.Educational Leadership and Management
D. Litt. et Phil. (Education Management)
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Luders, Manuel Shannon D. ""i am on the Coloured Side": The Roles of the White Suitor and the Black Mother in the Tragic Mulatta Narrative." 2013. https://scholarworks.umass.edu/theses/1134.
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What I propose to add to the already established dialogue regarding the tragic mulatta narrative is an investigation into the commonalities of the genre’s endings, as well as to assert that the tragic mulatta genre is present even at the turn of the 21st century with such works as Danzy Senna’s Caucasia. While my investigation by no means covers an exhaustive list of tragic mulatta narratives, the readings provide an overview of the ways in which the narrative has both evolved over time and stayed consistent during the antebellum, post-bellum, Harlem Renaissance, and the present day. I present each author as both building from previous authors’ works and as limited to the time period in which he or she pens the novel(s). The tragic mulatta of the post-bellum rejected white male suitors as a larger and more crucial rejection of sexual slavery and depravity, as well as attempting to shield the suitors from experiencing rejection from their own white contemporaries, as Angela does at the end of Plum Bun: “But I want you to know that from now on, so far as sides are concerned, I am on the coloured side. And I don’t want you to come over on that side” (373). However, the tragic mulattas continue to reject white male suitors even into the 21st century, and I assert that this repetition is limiting both to the characters themselves and to the narrative lives of contemporary mulatta readers. I further assert that the genre continues to pair rejection of the white male suitor with a reappropriation of true “blackness” and maternal domesticity. Through observing the tragic mulatta’s need to gain identity and sense of place through her darker mother or sister and the rejection of a white male suitor, tragic mulatta scholars—as well as critical race theorists in general—become more aware of the unique position the genre holds in identity formation as seen through what I believe are critical fictional texts for an interracial nation.
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(5930615), Jennifer A. Domenech. "ASSESSING THE ROLE OF NORMS AND INFORMATION IN SHAPING RESIDENTS' INTENTIONS TO ADOPT WATER QUALITY IMPROVEMENT PRACTICES ACROSS URBAN-TO-RURAL LANDSCAPES." Thesis, 2019.
Знайти повний текст джерелаАнотація:
Nonpoint source (NPS) pollution refers to pollution entering receiving waterbodies from diffuse sources, and is one of the main causes of water pollution in the United States. Best management practices (BMPs) and low impact development (LID) strategies are water and land management practices geared at reducing the effect of NPS pollution. This research focused on residents in northwestern Indiana and assessed their interest in adopting BMPs and LID strategies across the urban-to-rural gradient. Resident groups of interest include medium/large-scale farmers, small-scale farmers, rural non-farming residents, suburban residents, and urban residents. Specifically, this research explored residents’ awareness of and attitudes towards water quality improvement practices, their likelihood of adopting these practices, and factors that influence their likelihood of adoption. Data was collected through a household survey that was mailed to residents of Porter and LaPorte counties. In addition to survey questions measuring respondents’ awareness, attitudes, perceptions, likelihood of adoption, and demographics, the survey also contained an experimental component in the form of an information page. By using descriptive, bivariate and multivariate statistical procedures to analyze survey data, this research found that respondents generally reported high levels of awareness of and positive attitudes towards BMPs and LID strategies. Despite this, 41% of respondents reported a likelihood of adopting any water quality improvement practices. This research found that resident groups differed in their awareness of water quality improvement practices, as well as their descriptive and subjective norms associated with adopting these practices. Respondents valued improved environmental quality and reduced flash flood risk as benefits of adopting water quality improvement practices, and identified not knowing enough about specific conservation practices and concerns about how to install and maintain the practices as main barriers to adoption. Generally, respondents who were younger, perceived more problems with various potential water pollution sources, were more aware of water quality improvement practices, had more positive attitudes, had a stronger sense of personal responsibility, sought information in the past about water quality problems, or perceived stronger social expectations from peers (i.e., subjective norms) were more likely to be interested in adopting water quality improvement practices in the next year. The role of information was more ambiguous. While information about how to choose, install and maintain specific water quality improvement practices may be useful for residents, the information treatment about the responsibility of each resident group for NPS pollution did not seem to affect respondents’ likelihood of adoption. However, this research did find that respondents reacted differently to the information provided based on their initial self-reported likelihood of adoption prior to receiving any information. Based on these results, this research suggests strategies that may be used by public and private entities to motivate residents’ adoption of water quality improvement practices, including but not limited to: (1) developing education programs that highlight both the broader environmental quality benefits and geography-specific practical benefits of water quality improvement; (2) developing technical assistance programs that help residents identify appropriate conservation practices for their homes and properties and that facilitate installation and maintenance of such practices; (3) developing communication strategies to help residents establish a sense of self-responsibility and align their perceived water quality problems with their own actions; and, (4) developing outreach programs to help establish and facilitate descriptive and subjective norms in favor of adopting water quality improvement practices at the watershed scale.
Nonpoint source (NPS) pollution refers to pollution entering receiving waterbodies from diffuse sources, and is one of the main causes of water pollution in the United States. Best management practices (BMPs) and low impact development (LID) strategies are water and land management practices geared at reducing the effect of NPS pollution. This research focused on residents in northwestern Indiana and assessed their interest in adopting BMPs and LID strategies across the urban-to-rural gradient. Resident groups of interest include medium/large-scale farmers, small-scale farmers, rural non-farming residents, suburban residents, and urban residents. Specifically, this research explored residents’ awareness of and attitudes towards water quality improvement practices, their likelihood of adopting these practices, and factors that influence their likelihood of adoption. Data was collected through a household survey that was mailed to residents of Porter and LaPorte counties. In addition to survey questions measuring respondents’ awareness, attitudes, perceptions, likelihood of adoption, and demographics, the survey also contained an experimental component in the form of an information page. By using descriptive, bivariate and multivariate statistical procedures to analyze survey data, this research found that respondents generally reported high levels of awareness of and positive attitudes towards BMPs and LID strategies. Despite this, 41% of respondents reported a likelihood of adopting any water quality improvement practices. This research found that resident groups differed in their awareness of water quality improvement practices, as well as their descriptive and subjective norms associated with adopting these practices. Respondents valued improved environmental quality and reduced flash flood risk as benefits of adopting water quality improvement practices, and identified not knowing enough about specific conservation practices and concerns about how to install and maintain the practices as main barriers to adoption. Generally, respondents who were younger, perceived more problems with various potential water pollution sources, were more aware of water quality improvement practices, had more positive attitudes, had a stronger sense of personal responsibility, sought information in the past about water quality problems, or perceived stronger social expectations from peers (i.e., subjective norms) were more likely to be interested in adopting water quality improvement practices in the next year. The role of information was more ambiguous. While information about how to choose, install and maintain specific water quality improvement practices may be useful for residents, the information treatment about the responsibility of each resident group for NPS pollution did not seem to affect respondents’ likelihood of adoption. However, this research did find that respondents reacted differently to the information provided based on their initial self-reported likelihood of adoption prior to receiving any information. Based on these results, this research suggests strategies that may be used by public and private entities to motivate residents’ adoption of water quality improvement practices, including but not limited to: (1) developing education programs that highlight both the broader environmental quality benefits and geography-specific practical benefits of water quality improvement; (2) developing technical assistance programs that help residents identify appropriate conservation practices for their homes and properties and that facilitate installation and maintenance of such practices; (3) developing communication strategies to help residents establish a sense of self-responsibility and align their perceived water quality problems with their own actions; and, (4) developing outreach programs to help establish and facilitate descriptive and subjective norms in favor of adopting water quality improvement practices at the watershed scale.
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De, Swardt Hester Cathrina. "Guidelines for professional socialisation of student nurses." Thesis, 2012. http://hdl.handle.net/10500/18732.
Повний текст джерелаАнотація:
An increase in reports of undesirable professional behaviour in the nursing profession
has prompted the question: How could the internalisation of skills, knowledge, values
and beliefs be guided in student nurses to help them become effectively socialised as
professional nurses? Using a sequential exploratory mixed-methods approach, the
study addressed the above question. The researcher used focus-group interviews and
field notes to explore and describe the perceptions of professional nurses and
experiences of student nurses regarding the professional socialisation of students. The
data generated from these findings were further used to determine and describe
educators’ (N=128) perceptions on their teaching and facilitation of professional
socialisation of students, using a self-administered questionnaire. The findings of both
the qualitative and quantitative data were integrated to develop and validate guidelines
to support educators and professional nurses in the professional socialisation of
students. To establish rigour, the researcher applied measures of trustworthiness and
performed validity and reliability tests.
The qualitative data were analysed by utilising Tesch’s method of data analysis. The
themes that emerged as influential in the professional socialisation of students were
related to the professional nurse as role model, clinical supervisor, the educator, clinical
learning environment, values and beliefs of the nursing profession and cultural and
gender orientations. The quantitative data were analysed using descriptive and
inferential statistics. Educators’ teaching and facilitation strategies revealed that the
educator as a role model, the clinical environment, teaching approaches and cultural
awareness were important social determinants in the professional socialisation of
students. The qualitative and quantitative data were integrated to develop guidelines
that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and
clinical supervisor, the creation of a positive clinical learning environment, the educator
as role model, the teaching and support of students, the work ethic of the professional
nurse and educator, the students’ behaviour and cultural awareness. These guidelines
propose recommendations for educators and professional nurses to support the
professional socialisation of students.Health Studies
D. Litt. et Phil. (Health Studies)
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Cook, Suzanne L. "Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees." Thesis, 2010. http://hdl.handle.net/1807/29690.
Повний текст джерелаАнотація:
The purpose of this study was to examine formal volunteering among retirees in order to explore whether their volunteer experiences represent an extension of their career in the paid workforce or whether their volunteer activities represent a completely new direction, and how this influences their career self-concept, as interpreted through Donald Super’s life-span, life-space theory of career development. This study employed a developmental mixed-method design. In Phase 1, qualitative interviews were conducted with 12 participants to better understand retirees’ volunteer experiences. Phase 1 informed the design of an instrument for the Phase 2 survey which examined the issues among a larger sample of 214 retirees. The Phase 2 results supported the Phase 1 findings and indicated that many retirees sought an extension of career in volunteer activities in that they used similar skills and knowledge. Study participants also displayed a desire for lifelong learning.
Retirees relinquished their paid-work career, took on the retiree and volunteer roles, and integrated these roles within their career self-concept to create a new sense of self. These results indicated that the retirees had entered a new stage of life, qualitatively different from ‘retirement’. To better reflect the experiences of these retirees, it was proposed that Donald Super’s life-span, life-space theory of career development be extended to include Redirection. This theorizing is consistent with the finding that retirees both wanted to and are able to integrate previous paid work elements as well as seek out lifelong learning opportunities within their volunteer activities. This study demonstrates that the volunteer role in the lives of retirees can lead to personal renewal and reshaping of the career self-concept, or what is labeled as the stage of Redirection. This study also has implications for volunteer management, retirement planning and social policy, and may be of interest to volunteer managers, nonprofit organizations, career counsellors, financial planners, retirement planning consultants, life coaches and policy planners.
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Horner, Schwarz Kaylan. "Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement." Thesis, 2010. http://hdl.handle.net/1807/25654.
Повний текст джерелаАнотація:
This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.