Thesis (M. Div.)--Emmanuel School of Religion, Johnson City, Tennessee, 1995. / Vita. Includes bibliographical references (leaves 93-95).

Since Jorn Barger advanced the new noun, weblog, in 1997, until now blog has become one of necessary web services for almost everyone besides email. Friendly interface increases personal channel. And also, blog readers¡¦ trust information in blogs. They believe content in blogs is more useful than traditional mass media. Such trust has important impact not only on traditional mass media, but also on individuals, politics, business, society and so on. However, the appearance of fake blogs has challenged readers¡¦ trust toward blogs, thus shows the importance of trust in this wave and becomes one of the issues which can not be ignored. This study attempts to realize the relation between readers¡¦ trust and their trust related behaviors, trust constructors, and observe the moderating role of blog categories in this relationship. According to the result of literature review, this study takes ¡§competence¡¨, ¡§integrity¡¨, ¡§benevolence¡¨, and ¡§familiarity¡¨ as for major constructors of trust, and develops questionnaire from readers¡¦ angle. Quantity research method was used by distributing online questionnaire to observe whether readers have such personal behaviors as ¡§information dependence¡¨, ¡§follow advice¡¨, and ¡§recommendation¡¨. This study discovered that trust does have obvious impact on readers¡¦ trust related behaviors. Nevertheless, exclude integrity doesn¡¦t have significant impact on readers¡¦ recommendation behavior, the other constructors all have different importance in different blog categories. Competence is the most important constructor, but its influence is smaller than the negative impact of benevolence in master blog type. Benevolence has significant negative impact, especially in blogs which evaluate personal style. The impact of familiarity on readers to recommend others is greater than on readers¡¦ personal behaviors, but its impact on readers¡¦ personal behavior does not reach significant standard in information sharing blog type.

Background: Relationships are really important for companies in order to becompetitive today and in these relationships is it important to feel trust to the other companies. There is therefore necessary to find out how companies work to create trust between themselves and their customers.Purpose: The purpose of this report is to examine and explain how staffing companies work to build trust in their relationships with B2B clients through examination of the conceptual model, creating a theoretical contribution.Research question: How do recruiters at staffing companies work to create trust between themselves and the customer?Methodology: The study adopted a quality research method with a deductive approach where the focus wasg on describing and analyzing. The data was collected primarily through semi-­‐structured interviews.Research findings: Through the study’s interviews and their results is it possible to see that staffing companies in Växjö is working with trust. The conclusion is that staffing companies is working a lot and similar with competencies and contractual. But it differs how they work with benevolence. It seems that the staffing companies does not work a lot with benevolence and it depends on the recruiter if they want to work withbenevolence and goodwill or not and how they will do it.

Thesis (M.A.)--Brigham Young University. Dept. of English, 2007. / Includes bibliographical references (p. 114-119).

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: M. Schneider.

This thesis focuses on reflections made my contemporary thinkers in France concerning the wellness of children through their times in French public schools. Journalists, educators, parents seem to agree that the current French pedagogy instilled in the Education nationale system can no longer be acceptable and needs profound change. If academic performances are important, they cannot be the only center of interest in French schools. Instead, these writers propose and advocate for a pedagogy where wellness, benevolence and personal happiness occupy a crucial place. The purpose of this thesis is to identify these voices and to take into account the fact that the world of education is discussed, questioned beyond the walls of education. The pédagogie de la bienveillance, or benevolence pedagogy, transcends one particular field. Instead, people concerned about children’s emotional health advocate for a change in order to help these children become happy adults. Instead of just denouncing a system that they deem unjust, each of the writers presented in this thesis, offer alternatives, solutions. They also document experiments they have conducted and offer their experience as possibilities to teach differently and to consider children differently as well.

Previous research has shown that there is a relationship between trust and organizational commitment. Our research questions were if the three trust-variables ability, benevolence and integrity predict organizational commitment differently. Further we examined if the length of employment affected the relationship between benevolence and organizational commitment. Due to the fact that past studies has shown that benevolence develop during a longer period of time than do the other trust-variables. We made a survey using questionnaires (n=50) in a “caretaking facility” and using a multiple regression analysis we found that ability was a significant predictor (p=0.032) for organizational commitment. The result of a partial correlation test showed that the length of employment did not affect the relationship between benevolence and organizational commitment. Finally we discussed reasons why ability was the only predictor that could explain organizational commitment in this study. / Tidigare forskning har visat att det finns en relation mellan tillit och engagemang för organisationen. Våra frågeställningar var om de tre tillitsvariablerna Ability, Benevolence och Integrity predicerar engagemang för organisationen olika mycket. Vidare undersökte vi om anställningstiden påverkade relationen mellan Benevolence och engagemang för organisationen. Eftersom tidigare studier visat att Benevolence tar längre tid att utveckla än de övriga tillitsvariablerna. Vi gjorde en enkätundersökning (n=50) på en omsorgsverksamhet och fann genom en multipel regressionsanalys att Ability var en signifikant prediktor (p=0.032) till engagemang för organisationen.  Resultatet av en partiell korrelation visade att anställningstiden inte påverkade relationen mellan Benevolence och engagemanget. Slutligen diskuterade vi varför Ability var den enda prediktorn som kunde predicera engagemang för organisationen i denna studie.

Much work and research has been carried out on effective school cultures, accountability and relationships. Underlying all that happens in schools, is the notion of trust. But what do we understand about trust? Is the definition of trust consistent amongst everyone? How is trust defined? Is trust a valued or even an identified component of successful leadership? Does trust underpin all that we do and what, if any, are the commonalities of trust? Central to this thesis is the notion that trust and trusting relationships play a pivotal role in the culture of a school and that without trust a school ceases to be as effective as it has the potential to be. The purpose of this study was to consider existing research and information and to attempt to establish a definition of trust, while identifying the place that trust is perceived to have in an effective school culture. While seeking to establish a baseline understanding of trust and peoples' perceptions of trust, it was also the purpose of this study to examine the dichotomy of trust and accountability. This looked at the challenge of building and maintaining trust while meeting individual and school accountability tasks. Consideration was also given to high-trust/low-trust situations and to whether they are actually the same situation, just seen through different eyes. The literature review examined what an effective school culture might look like and how trust impacts on this culture and, ultimately, on student learning. The literature review also defined trust and the skills, actions or emotions which contribute to trust and for whom these aspects of trust are a reality. The understanding that trust in the school situation is based on having common values and goals was evident in the literature. Trust was defined as being critical in the role of leadership and it is inherent in the way that principals act and lead and that it impacts greatly on the effectiveness of the relationships within a school and on student learning. Eight principals from a range of school sizes, with a gender balance of participants, took part in this research. All were involved in separate, semi-structured interviews, which provided the data for grounded theory analysis. Three distinct findings emerged from this process. These were the notion of what it means to be trustworthy, the role of the principal in extending trust and the dichotomy of trust. The results of this qualitative study suggested that the modelling of trust through daily actions and the empowering of staff were found to be important aspects in developing and maintaining trust within schools as was the competence, experience and knowledge of the principal. Walking the talk and valuing staff as individuals as well as professional members of the school organisation, were critical aspects to effective leadership. Prior experiences in which low trust was evident, informed the practice of these principals to develop philosophies of high trust. Within the final chapter in the Recommendations for Further Study which could add to current research by considering in more depth, specific relationships involving high trust. Six recommendations for further study were discussed in this final section. This study concludes that trust is significant in effective school cultures. It is a fragile emotion and action that can quickly be undermined and decimated and conversely, needs to be actively worked on to be maintained and developed to a high trust model. Being aware of and considering trust will assist principals and their colleagues to enhance effective school cultures, which will impact positively on student learning outcomes.

Research on racism in Australia by white psychologists is often fraught with tensions surrounding a) accounting for privilege, b) the depiction of particular racial minorities, and c) how individual acts of racism are understood. Nowhere is this more evident than in research that focuses on the relationship between Indigenous and white Australians. Such research, as this thesis will demonstrate, has at times failed to provide an account of the ongoing acts of racism that shape the discipline of psychology, and which thus inform how white psychologists in Australia write about Indigenous people. As a counter to this, I outline in this thesis an alternate approach to understanding racism in Australia, one that focuses on the ways in which racism is foundational to white subjectivities in Australia, and one that understands white violence against Indigenous people as an ongoing act. In order to explicate these points, and to examine what they mean in relation to white claims to belonging in Australia, I employ psychoanalytic concepts within a framework of critical psychology in order to develop an account of racism which, whilst drawing on the insights afforded by social constructionist approaches to racism and subjectivity, usefully extends such approaches in order to understand their import for examining racism in Australia. More specifically, I demonstrate how racism in Australia displays what Hook (2005) refers to as a 'psychic life of colonial power', one that implicates all people in histories of racism, and one that highlights the collective psychical nature of racism, rather than understanding it as an individual act. In the analyses that follow from this framework I demonstrate how white privilege and its corollary - the disavowal of Indigenous sovereignty - are warranted by white Australians. To do this, I engage in a textual analysis of empirical data, focusing on both the everyday talk of white Australians as gathered via focus groups and a speech by Prime Minister Howard. In particular, I highlight how claims by white Australians to 'doing good' for Indigenous people (what I refer to as 'benevolence') may in fact be seen to evidence one particular moment where the originary violence of colonisation is yet again played out in the name of the white nation. More specifically, and following Ahmed (2004), I suggest that claims to 'anti-racism' may be seen as 'non-performatives' - they do not require white Australians to actually challenge our unearned privilege, nor to examine how we are located within racialised networks of power. In contrast to this, I sketch out an approach to examining racism, both within the discipline of psychology and beyond, that is accountable for ongoing histories of colonial violence, which acknowledges the role that the discipline often continues to play in the legitimation of race, and which is willing to address the relationship that white Australians are already in with Indigenous Australians. / Thesis (Ph.D.)--School of Psychology, 2005.

The role of trust in traditional face-to-face mentoring has already been investigated in several research studies. However, to our knowledge, very few studies have examined how trust is established in electronic-mentoring relationships. The purpose of the current study is to examine by means of the Mayer et al. (1995) model how e-mentees perceive a prospective e-mentor's trustworthiness and how these perceptions influence the decision to be mentored by a particular e-mentor. A sample comprised of 253 undergraduate and graduate students from the Telfer School of Management at the University of Ottawa participated as potential mentees by completing a survey after having reviewed the selected e-mentor’s profile. The survey employed quantitative and qualitative measurements to assess the mentee's perception of the prospective e-mentor’s level of trustworthiness. In the quantitative section, both the Behavioural Trust Inventory (Gillespie, 2003) and the Factors of Perceived Trustworthiness (Mayer et al., 1999) were measured. The Behavioural Trust Inventory was designed to measure the extent to which a mentee is willing to be vulnerable in e-mentoring relationships. The Factors of Perceived Trustworthiness (ability, benevolence and integrity) were designed to measure these three attributes’ contributions to the extent to which the mentees perceived the e-mentor as being trustworthy. The factorial structure (confirmatory factor analysis) and internal consistency (Cronbach’s alpha) of the constructs were examined. Structural equation modeling was conducted to test the fit of the models (Behavioural Trust Inventory and Mayer et al.) to an e-mentoring context. In the qualitative section, the indicators of trustworthiness were collected by means of an open-ended question and were analyzed by means of content analysis. The results of the quantitative analysis revealed that the models (the Behavioural Trust Inventory and the Factors of Perceived Trustworthiness) have an adequate fit with the e-mentoring model after accounting for some correlated error terms. The results of the qualitative analysis identified some other attributes (apart from ability, benevolence and integrity groups) have an influence on the extent to which the mentees perceived the e-mentor as being trustworthy. The main finding is that the Mayer et al. (1995) model appears to be a suitable device for the measurement of trust in e-mentoring relationships at the initiation phase.