The urbanized congregate housing and commercial buildings have long developed towards the super high-rise, enlarged and complex composition. The application, identification, usage and administration of such buildings are more complicated than general buildings; so too the fire facilities, organization, training, operation and management. Such tendency of development on super high-rise and large buildings is evident everywhere in various cities. In the area of fire prevention, there will be greater challenges. The general public remains ignorant about disaster prevention, while government authorities do not integrate and enhance regulation on categorization and identification of construction for super high-rise buildings with different applications and scales. Without accumulating our capabilities for fire prevention, it is likely incur the loss of countless lives and property in general buildings when disaster occurs. Since the implementation of the fire administration system in Taiwan from 1995, certain results have been achieved and further development is expected. However, it is found from literature review and questionnaire of this study that there are still many improvements to be made. Among numerous problems, ¡§Human negligence¡¨ covers most of the cases, which also verifies the perspective discussed in the study that ¡§people¡¨ are the keys to fire administration. Therefore, it is deemed in this study that in a super high-rise composite (general super high-rise), the caretaker, fire administrator, mutual fire administrator, professional building administration (security) company and various fire squads be the key persons to promote fire administration. Whether it is the administrational obligation of fire safety or fire rescue, the abovementioned units must link, cooperate and integrate with each other to form a group, so the capability of administrating fire safety of each super high-rise building can be controlled adequately. From various problems witnessed in this study, the following strategies are drafted to correspond with administration, which is expected to integrate the administrational level of fire safety. Under well mechanism of administration, the capacity of fire prevention can be reflected for reducing fire accidents to minimum: 1. Enhance administrative obligation and command mechanism of fire prevention for composite super high-rise buildings. 2. Establish administrative capability of fire prevention from professional building administration (security) company. 3. Regulate the categorization and identification of construction for super high-rise buildings with different applications and scales. 4. Integrate the capacity of fire prevention, operation in fire field and building¡¦s disaster prevention for unified correspondence. 5. Request the government to promote publication and incentive system for information on administration and examination of fire safety.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1980. / Carbon copy of typescript.

This research presents an in-depth investigation and description of a single user group, system administrators. Following an overview of these computing professionals and their complex, risky work environment, system administrator work practices were investigated using data collected from previous experience, interviews, a usability study, and the literature. This research contributes to existing knowledge by presenting an analysis of system administrator work practices and identifying them as broker technicians. As such, many of the findings of this study may apply to other broker technicians. Because the work of system administration is so dependent upon technology and the way sysadmins access and control that technology, investigations of tool use were then studied. Through an analysis of work practices related to tool use, attributes important to system administrator work practices were identified. These attributes fell into two categories: information quality (currency, completeness, accuracy, format, logging, and verification) and system quality (reliability, flexibility, integration, accessibility, speed, scriptability, credibility, situation awareness, and monitoring).This research proposes the use of Wixom and Todd's (2005) integrated user satisfaction model in the context of system administration. This theoretical model provides an opportunity to link the identified characteristics with system administrator beliefs and tool usage. This research contributes to existing knowledge by identifying information and system quality attributes important to system administrators, and empirically testing the modified user satisfaction model in the untested context of system administration. The user satisfaction model was found to be significant and predictive of system administrator tool use behaviors, with two information quality attributes (accuracy and verification) and two system quality attributes (reliability and credibility) significant.

The assisted living industry is predicted to experience considerable growth due to the simultaneous aging of the baby boom generation and their subsequent need for long-term care. This study investigates individuals’ pathways to administration in assisted living and the ways in which assisted living administrators define and carry out their roles. The study contributes to the understanding of the knowledge, skills, and personal traits needed by those who assume these vital leadership roles in an industry poised to care for the bourgeoning population of older adults. The sample for this study is 44 administrators who work in a random sample of 45 assisted living facilities in Georgia. Qualitative methods were used to analyze the data. The data revealed that multiple multi-level factors not only facilitate an administrator’s pathway to AL administration, but these factors also help to shape how an administrator experiences his or her role within an ALF.

Background: First Line Managers are expected to create a health promoting work environment. Research has shown that the prerequisites for accomplishing a health promoting leadership are not always the best. Aim: The aim was to elucidate the prerequisites for a health promoting leadership as First Line Manager at a University hospital in Sweden based on competence, role, support structures and own durability. Results: First Line Managers at the chosen hospital seems to have rather good conditions for conducting a health promoting leadership. All respondents did have a university degree and most thought that their competence corresponded well with the role. Only two percent of the working time was spent on updating of skills, but all respondents (n=95) felt they developed in the role. The majority felt the role definition was good. Three out of four participants in the study spent less than two hours per week with their manager and half of them under one hour per week. Yet, most participants were satisfied with the managerial support and also with other support structures. The respondents health is good even though many regularly experiences some stress, fatigue or sleeping problem. Method: The study design was descriptive quantitative crossectional. The selection/sample was active first line managers at a University hospital in Sweden. The study was made with a web-based questionnaire. Some questions was taken from the Quality-Work-Competence-method and one from the Karolinska Sleep Questionnaire. Statistical evaluation was made with the Statistical Package for the Social Sciences. Data was analyzed with descriptive statistics, Chi-square test and Spearmans rank correlation test. Conclusion: First Line Managers are quite content with their working situation and have good conditions for conducting a health promoting leadership at the investigated University hospital. There are however developing potential for the First Line Managers durability and possibilities for performing a health promoting leadership, through developing competencies, managerial support and support structures. / Bakgrund: Första linjecheferna förväntas skapa en god och hälsofrämjande miljö på arbetsplatsen. Forskning visar att det finns stora brister i vilka förutsättningar som ges för att utöva ett hälsofrämjande ledarskap. Syfte: Syftet med föreliggande studie var att undersöka vilka förutsättningar som finns för att utöva ett hållbart och hälsofrämjande ledarskap som första linjens chef vid ett universitetssjukhus i Sverige utifrån kompetens, rolltydlighet, stödfunktioner och egen hållbarhet. Resultat: Huvudresultatet visar att första linjecheferna vid det aktuella sjukhuset generellt sett har ganska goda förutsättningar att bedriva ett hälsofrämjande ledarskap. Alla respondenterna hade någon form av högskoleutbildning och de flesta ansåg att kompetensen överensstämde med arbetsuppgifterna. Endast två procent av den sammanlagda arbetstiden läggs på egen kompetensutveckling. Trots detta upplevde alla respondenterna (n=95) att de utvecklades i sin yrkesroll. En majoritet tyckte att rolltydligheten var god. Tre av fyra i studien träffade sin chef mindre än två timmar per vecka och ungefär hälften mindre än en timma per vecka. Huvudelen av de svarande tyckte ändå att de kände sig nöjda med ledarstödet. Respondenterna ansåg även att stödstrukturerna var på en tillfredställande nivå. Respondenternas hälsa är genomgående god, trots att många regelbundet upplever någon form av stress, utmattning eller sömnproblem. Metod: Design deskriptiv kvantitativ tvärsnittsstudie. Urvalet bestod av verksamma första linjechefer vid ett universitetssjukhus i Sverige. Studien är utförd med hjälp av webbenkät. Ett antal frågor (index) har hämtats från Quality-Work-Competence-metoden och en fråga (index) är hämtad från Karolinska Institutets sömnfrågeformulär, Karolinska Sleep Questionnaire. Övriga frågor är konstruerade för att besvara studiens frågeställningar. Statistisk bearbetning av data är utförd med hjälp av programmet Statistical Package for the Social Sciences. Data är analyserade med deskriptiv statistik, Chi2-test (C2) och Spearmans rangkorrelationsanalys. Slutsats: Första linjenscheferna är ganska nöjda med sin arbetssituation och det finns goda förutsättningar för dessa att bedriva ett hälsofrämjande ledarskap vid det undersökta universitetssjukhuset. Det finns dock utvecklingspotential för första linjechefernas hållbarhet och möjlighet till ett hälsofrämjande ledarskap, genom skapandet av förutsättningar rörande utveckling av kompetens, ledarstöd och stödstrukturer.

The purpose of the study was to analyze Indiana statutes affecting contract rights of public school teachers and to determine documenting procedures a public school administrator performs to challenge a right to a continuing contract.The analysis of current Indiana statutes in effect as of July 1, 1982 provided a comprehensive review of the following: basic components of contract forms, grounds for contract termination, contract termination procedures, evaluation timelines and a description of documentation components.A survey instrument collected data regarding documentation procedures administrators perform. Twenty-one administrators from seven Indiana school corporations, responded.Changing state statutes governing teacher contracts are most complex and greatly affect the function of the administrative documentation. The statutes provide protection to the teacher and administrators must turn to effective collection and use of multiple types of evidence to support decision making.Recommendations for future research include a regular updating of information relevant to obligations for teacher and development of effective strategies of evidence collection and use for public school administrators.

The purpose of the study was to determine working relationships between full-time chief negotiators in selected school districts throughout the United States and the superintendents of schools, members of the negotiating team, and school boards during the period of collective negotiations. Secondary purposes of the study were to: (1) identify the composition of board negotiation teams and to discover the special responsibilities borne by various members of the negotiation team; (2) investigate the process of internal communications carried on between the full-time chief negotiator, the superintendent, and the board during negotiations; and (3) secure opinions of the full-time chief negotiator, superintendent, and board president relative to the positive or negative effect of the negotiation process on the school district.The population of the study was comprised of eighteen responding urban school corporations throughout the United States which have an established position of full-time chief negotiator as a function of the superintendency. Data secured from the negotiators, superintendents, and school board presidents of participating school corporations were used as the basis for the study.The major findings from the study were:1. Full-time chief negotiators have, with few exceptions, reported directly to the superintendent of schools.2. School board negotiation teams have usually included, in addition to the full-time chief negotiator, at least one member with major responsibility for instructional and/or personnel matters within the school system. The negotiating team members representative of business management and/or finance areas were reported for fewer than half of the school systems included in the study.3. The full-time chief negotiator, with few exceptions, has been chairman of the board negotiating team and has been charged with responsibilities for setting strategy and directing the progress of negotiations.4. The full-time chief negotiator has ordinarily served as the only spokesman for the administration and school board during negotiation sessions. On some occasions other team members may serve as a spokesman depending upon matters being discussed and expertise of the team member. The fulltime chief negotiator has served as spokesman during all crucial periods.5. The superintendent of schools has not been an active participant in actual negotiations proceedings.6. Although the superintendent of schools has not been an active participant in negotiating sessions he has been closely involved behind the scenes. All reports indicate that the superintendent has not been "by passed" in any way.7. The superintendent and full-time chief negotiator as a general rule were reported as attending all school board executive sessions dealing with negotiations matters.8. The person or persons making negotiation recommendations to the board was, as a general rule, the superintendent and the chief negotiator, but there was some conflict here in the responses of the chief negotiator, superintendent, and president of the board. There was noticeable conflict in the situations where the chief negotiator reported to someone other than the superintendent.9. Board presidents felt that board involvement on noneconomic matters was the same as economic. Most chief negotiators felt board involvement on non-economic matters was substantially less than on economic matters. The superintendents were more inclined to agree with the board opinion.10. The overall effect of negotiations as reported by all three groups surveyed were predominately positive. The responses of the full-time chief negotiator were almost all positive, with a lesser number of superintendents responding in the positive and even a lesser number of presidents of the school board.11. Most superintendents felt the establishment of the position of full-time chief negotiator to have been beneficial and essential to the functioning of their school system after the advent of negotiations with employee groups.Major conclusions included:1. More and more school systems will move to employ a full-time chief negotiator in the future.2. The establishment of the position of chief negotiator, reporting to the superintendent of schools has not resulted in any relinquishment of authority, status or influence of the superintendent.3. The person performing the task of chairman of the school board negotiation team should be an employee of the school system with knowledge in all areas of the school system he represents.4. The full-time chief negotiator should be close to the superintendent and identified with him in order to have maximum effectiveness in the negotiation process.5. The full-time chief negotiator must have intimate contact with the school board in regular and executive sessions in order to know the attitudes and desires of the board that he represents.6. The establishment of the position of chief negotiator as a function of the superintendency is generally considered to be desirable and essential.7. The establishment of the position of chief negotiator does not change or depreciate the relationship of the superintendent with the school board in the negotiation process so long as the chief negotiator reports directly to the superintendent of schools. If the chief negotiator reports to someone other than the superintendent, there is likely to be confusion, conflict and impairment of effective relationships.

The purpose of the study was to investigate relationships between selected personal variables of faculty members and academic deans and faculty perception of the leader behavior and effectiveness of the academic dean. A secondary purpose of the study was to investigate relationships between the leader behavior dimensions of Consideration and Initiating Structure and faculty rating of the academic dean.The population for the study consisted of forty-four academic deans and 801 faculty members of forty-four liberal arts colleges listed in the 1970-71 Education Directory: Higher Education as having a four-year liberal arts offering and 400 to 700 students.Academic deans completed the Academic Dean Personal Data Form and provided lists of all full-time teaching faculty members. Faculty members completed the Faculty Personal Data Form, the Leader Behavior Description Questionnaire, and the Administrator Evaluation Form. Scores for the dimensions of Consideration and Initiating Structure as determined by faculty responses to the Leader Behavior Description college teaching, years teaching for the present dean, subQuestionnaire and rating scores as determined by faculty responses to the Administrator Evaluation Form were analyzed by multiple regression analysis to determine whether or not relationships significant at the .05 level existed between the scores and selected personal variables of faculty members and academic deans.Personal variables of faculty members considered were: sex, age, years teaching at present college, total years of subject taught, tenure status, professorial rank, and highest degree held. Personal variables of academic deans considered were: sex, age, years as dean at present college, and total years as an academic dean.Two of the personal variables included in the study were found to be significantly related to the scores computed from faculty responses to the Leader Behavior Description Questionnaire and the Administrator Evaluation Form. The Consideration scores from the Leader Behavior Description Questionnaire were found to be significantly related to the personal variable "years as an academic dean." An increase in years of experience as academic dean resulted in a decrease in Consideration scores. The Initiating Structure scores from the Leader Behavior Description Questionnaire were found to be significantly related to the personal variables "years as an academic dean," and "faculty member age." An increase in years of experience as academic dean resulted in an increase in the Initiating Structure score and an increase in the age of the faculty member also resulted in an increase in the Initiating Structure score. The rating scores computed from the Administrator Evaluation Form were found t be significantly related to the personal variables "years as an academic dean," and "faculty member age." An increase in years of experience as academic dean resulted in a lower effectiveness rating by faculty, and an increase in age of the faculty member resulted in a higher effectiveness rating for the academic dean.The rating scores computed from faculty responses to the Administrator Evaluation Form had significant correlations with scores for both the dimensions of Consideration and Initiating Structure computed from the Leader Behavior Description Questionnaire. Correlation coefficients were .814 for Consideration scores and rating scores and .541 for Initiating Structure scores and rating scores.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Lenore Pogonowski. Dissertation Committee: Robert Pace. Includes bibliographical references (leaves 92-93).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1980. / Also available in print.