Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 384-409).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Harvard University, 2002. / Includes bibliographical references (leaves 257-282).

Thesis (Doctorat nouveau régime en histoire)--Université des sciences humaines de Strasbourg, 1996. / Includes bibliographical references (p. [669)-760).

Thesis (M.A.)--Ohio University, March, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 126-132)

No description available.

Orientador: David Dequech Filho / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-13T09:23:57Z (GMT). No. of bitstreams: 1 Vasconcelos_LucasFerraz_M.pdf: 642900 bytes, checksum: 7e61c9208b58a9b22996a4225566c691 (MD5) Previous issue date: 2009 / Resumo: Este trabalho tem o propósito de apresentar as visões de dois importantes autores sobre o tema das instituições e a importância destas para o processo de desenvolvimento econômico, com vistas a analisar possíveis convergências, divergências e pontos de integração entre os mesmos. Para tanto, o presente texto divide-se em quatro partes: na primeira parte será abordado o tema das instituições de uma perspectiva mais geral, considerando suas funções e diferentes correntes que discorrem sobre o assunto; em seguida, serão apresentados os conceitos básicos para o entendimento da teoria institucional do crescimento formulada por Douglass North; a terceira parte tratará da contribuição de Richard Nelson para o entendimento de como as instituições influenciam o processo de crescimento; finalmente, na quarta parte, serão comparadas as teorias apresentadas nos capítulos anteriores, a fim de ressaltarmos aspectos relevantes para o aprimoramento do entendimento sobre a relação entre instituições e desempenho econômico. / Abstract: This work aims to present the views of two important authors on the subject of institutions and their importance to the process of economic development, examining possible similarities, differences and convergences between them. Thus, the text is divided into four parts: in the first a general perspective of institutions is addressed, considering their different functions and different points of view on them; the following session focus on basic concepts of the institutional theory of growth developed by Douglass North; the third part focus on the contribution of Richard Nelson to the understanding of institutions influencing the process of growth; and, finally, in the fourth part, theories presented in the previous chapters are compared, in order to highlight relevant issues to the improvement of the understanding of relationships between institutions and the economic performance. / Mestrado / Historia Economica / Mestre em Ciências Econômicas

Administration of educational curriculum beyond the traditional classroom are becoming an increasing concern for public and private sector organizations that offer formalized supervisory and management training. Training is expensive. Salaries of trainers, materials and equipment, and especially lost production are factors that go into the decision-making process when companies invest dollars into training employees. The establishment of cost effectiveness in terms of whether or not training content transfers to the job is of vital concern. Studies of learning transfer are rare, but even rarer are long-term measures. This study empirically, measured learning transfer and utilization from Communication, Stress Management, and Team Building content seminar/workshops at both short and long-term intervals. The study was divided into three distinct phases. The first phase was an experimental design using randomly selected treatment and control groups with an uncorrelated t-test used in the statistical treatment of group measures. The second phase of the study utilized treatment group only comparison of matched item measures at six-week and one-year intervals. A correlated t-test was employed for statistical analysis. The final phase of the study utilized external interviewing of supervisors of the managers who received the treatment. The supervisors were employed as external anchors to provide testimony as to the perceptual effects of learning transfer. The study suggested that learning transfer and utilization did occur in all three areas of intervention relevant to Phase I. Phase II suggested that long-term effects were present in two of the three interventions. External interviews in Phase III were not found to be highly contributing to the conformation of training transfer. / Ed. D.

The exchange of institutional information for the purpose of comparative analysis is an established practice in the decision-making and planning processes of institutions of higher education. For comparative analysis to be meaningful, the institutions must be sufficiently alike to be comparable. Hence, colleges and universities are placed into peer groups, comprised of institutions categorized on the basis of relevant criteria. Comparative analyses and the decisions resulting from the analyses are only as good as the peer groupings that provide the sources for comparison. Thus, the way in which peer groups are formed is a cornerstone of the comparative analysis process. The purpose of this study was to compare two grouping procedures, focal proximity, and cluster analysis, in forming institutional peer groups in higher education. The two procedures were examined in terms of their relative reliability, determined by the stability of group membership over a five-year period of time, and in terms of their comparability at a single point in time, measured by the degree of agreement between peer groups formed in 1983 by each of the two procedures. Discriminant analysis was used to examine the relative importance of the variables used as criteria in the grouping procedures. Both procedures were found to form peer groups with greater than chance stability over the five year period of time. For one sample of institutions, focal proximity was found to be more reliable than cluster analysis in assigning institutions to peer groups. There was no difference between the two methods for a second sample of institutions. For both samples of institutions, agreement between groups formed by focal proximity analysis in 1983 and those formed by cluster analysis at the same point in time was greater than could be expected by chance. The variables that loaded most highly on the first discriminant function of the total canonical structure were PHD (proportion of degrees at the doctoral level) and LRES (research expenditures). The variables that were most important when holding all other variables constant were BA (proportion of degrees at the bachelor level) and MA (proportion of degrees at the master's level). / Ph. D.

Purpose of the Study Since 1977 the Virginia High School League (VHSL) has been the subject of reports, legislative agendas and resolutions introduced in the General Assembly. These documents raised several questions concerning the authority, structure and performance of the VHSL. The purpose of this study was to answer the following primary questions: 1. What is the legal source and basis of the VHSL's authority? 2. Who governs the VHSL? 3. Does the VHSL provide adequate due process? 4. What is the source of any dissatisfaction that may exist and how can such dissatisfaction be abated? Design of the Study The study consisted of two phases. The first involved the research and analysis of state statutes and case law related to the administration of interscholastic athletics, and a review of the handbooks of selected state athletic associations. The second phase was the design, construction and implementation of a survey to determine and compare the opinions of a sample of principals, local superintendents, local school board chairmen and legislators concerning the authority, governance and performance of the VHSL. The data were analyzed using the cross-tabs and frequencies commands available on SPSS-X. Conclusions 1. Based upon their implied authority to implement rules and regulations necessary to supervise the schools within their jurisdictionL . local school boards have delegated the administration of interscholastic athletics to the VHSL. 2. The VHSL is governed by the principals of the member schools, but avenues of participation do exist for local school boards, the state department of education and others. 3. The due process provided by the VHSL satisfies any requirement that may exist . concerning the provision of either substantive or procedural due process. 4. The respondents were satisfied with the performance of the VHSL, but authority and power was a source of dissatisfaction. Most high school principals believe the VHSL should be able to pass regulations binding upon local school boards, but the remainder of respondents disagreed. Most local school board chairmen believe they have no input into the formulation of VHSL policy, but believe they should be actively involved in the governance of the VHSL. Principals disagreed and stated th~t local school boards should have an advisory role. 5. If the dissatisfaction of local school board members is not abated, the VHSL will be made accountable to local school boards by the concerted action of the local school boards or the General Assembly. The VHSL could reduce existing dissatisfaction by increasing the participation of local school boards in the governance of the VHSL within the existing structure of the VHSL. Most respondents did not favor the intervention of state agencies. / Ed. D.