South Sea Textile Manufacturing Co., Hong Kong. Annual report, 1970 inserted. / Summary in Chinese. / Thesis (MBA)--Chinese University of Hong Kong. / Bibliography: l. 178-181.
Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at email@example.com. Thank you. / 2031-01-02
Lin, Pei, 1966-
29 February 1996
This thesis uses an anthropological approach to examine the current social status of the young elderly in contemporary urban China and explores the problems these people are facing. A review of literature sets up complementary theoretical frameworks for the understanding of the interaction between changing social environment and transitional life experiences of the young elderly. Discussion of historical circumstances provides the background for transitions with reference to family structure, intergenerational relationships and family life in contemporary China. Discussion includes the role and effect of related state policies since the Communist Party came to power in 1949. Data were collected from eight case studies through personal interviews with Chinese students and their elderly parents in the United States. Other data came from several informants interviewed by the author in China. Analysis focuses on the changing financial, emotional and physical status of the elderly within the social, economic and political context of urban China. Results of the study show that the social status of the elderly has changed in the direction of favoring younger generations. Elderly people in contemporary urban China are experiencing extreme challenges and various kinds of insecurities related to role transition. The state has played a critical role in leading to this situation. / Graduation date: 1996
Putnam, Carol A.
15 January 1993
Women entrepreneurs are an economic force within the American and Oregon economy. Women are starting businesses at two to five times the rate of men. There has been significant research detailing the demographics, barriers, and business management skills of women business owners. Yet, the research to date has been limited and has not contributed to the development of a conceptual model which describes the woman entrepreneur. The purpose of this research was to develop a conceptual model of a woman entrepreneur. Case studies of ten women entrepreneurs were constructed through extensive interviews. The women identified for this study were white middle class Americans. They were selected through a criterion-based sample technique. The attributes identified were: 1 ) women entrepreneurs who owned, controlled and operated their business; 2) women entrepreneurs who had been in business a minimum of two years; and 3) women who considered their business to be a full-time endeavor. Written case studies derived from the interview data were submitted to the participants for their validation. The data were qualitatively analyzed to determine emergent patterns and themes. Women entrepreneurs create their businesses, attract and retain their customers, interact with their vendors, overcome barriers, supervise employees and manage their businesses by developing and nurturing a network of relationships. These relationships are the foundation of the women entrepreneurs' businesses and represent the dynamic core of the way they view themselves as individuals in business. Women entrepreneurs create and maintain a web of interconnected relationships that can not be viewed in isolation, or negated. These results are supported by the psychological literature relating to women. Implications for small business counselors, consultants, and training specialists exist. / Graduation date: 1993
Pang, Wai-lan, Joice., 彭慧蘭.
published_or_final_version / Public Administration / Master / Master of Public Administration
AN APPLICATION OF HUMANISTIC BEHAVIORAL TECHNIQUES IN THE INDIVIDUAL TREATMENT OF BEHAVIORAL PROBLEMSPodboy, John W. (John Watts), 1943- January 1973 (has links)
No description available.
Introduction. Low back pain is an important public health problem affecting 70-85% of the population worldwide and is a common cause of work-related disability. At Edendale Hospital, the physiotherapy nursing case load related to the management of low back pain increased from 30% to 45% over the past 3 years. The risk factors for low back pain at Edendale Hospital remain unclear and it is not clear whether low back pain is more prevalent in certain wards. Knowing the risk factors contributing to the prevalence of low back pain at the Hospital will assist nursing and hospital managers to plan appropriate interventions to minimize the occurrence. Methods. An observational cross sectional study with an analytic component was implemented. Data was collected utilizing a self- administered questionnaire to determine the prevalence of low back pain amongst nurses at the Hospital. Bivariate analyses and logistic regressions were performed to determine the risk factors associated with low back pain. Results. The point prevalence of current low back pain was 59%, of chronic low back pain was 47% and occupational low back pain was 57%. Logistic regression revealed bending and working in orthopaedic, surgery, paediatrics, obstetrics and gynaecology is significantly associated with low back pain. Conclusion. Occupational factors are strongly associated with low back pain. Thus workplace interventions are required. / Thesis (M.Med.)-University of KwaZulu-Natal, Durban, 2010.
Iacovou, Charalambos L.
This study describes a conceptual framework that portrays information system project failures as organizational crises. The main assumption of this study is that such failures will invariably happen and thus there is a need to make them less costly and more beneficial to organizations. To identify the behaviors and factors that influence an organization's ability to effectively manage a project failure, this dissertation reviews the crisis management literature. Based on this review, a three-stage model is formulated. To understand the mechanisms underlying this model, a number of hypotheses (which are informed by a number of related organizational behavior areas) are generated. These hypotheses focus on three key crisis management factors: the organization's ability to promptly detect an impeding failure, its capacity to manage the failure's impacts, and its propensity to learn from it. To empirically assess the validity of the conceptual model, three case studies of Canadian public organizations were conducted. The empirical findings provide strong support to the model's conjectures and indicate that project failures generate several crisis-related behaviors and responses. More specifically, the findings suggest that an organization's proactive preparation for a failure can have a significant moderating effect on its impact. However, the findings clearly show that an organization's ability to promptly detect (and prepare for) a failure is impeded by behaviors that are motivated by escalation of commitment. Such behaviors lead to a prolonged pre-crisis denial period and have a suppressing effect on whistle-blowing, which is pursued as a denial-curtailing strategy by non-management participants. The empirical findings describe both operational and legitimacy tactics used by organizations to cope with the aftermath of a project failure and indicate that credibility restoration is a significant concern during large crises. Finally, the empirical evidence indicates that organizational learning and adaptation are more likely to follow major project failures than less significant ones. This contradicts threat-rigidity arguments and provides support to the failure-induced learning theory.
The term "empowerment" is frequently used by organizational researchers, management practitioners, and consultants. However, despite the popularity of the term, there is a lack of empirical work and no generally accepted definition. As part of a thorough multi-disciplinary literature review, fourteen different conceptualizations for the term empowerment were discovered and classified into four categories: Micro (intra-psychic), Meso (relational-interactive), Macro (structural), and Misnomer (bogus). As a result of this work, both a new definition and a multi-level process model of empowerment are offered. Empowerment is defined here as an enhancing and energizing context specific process that expands an individual's power and feelings of trust, is usually facilitated by another, and results in increased levels of self-esteem, self-efficacy and other characteristics related to personal growth and control, which eventually lead to outcomes such as performance and satisfaction. The proposed multi-level process model postulates that the process of empowerment is driven by changes in information, responsibility, and active belief, and mediated by intra-psychic factors. This model was empirically tested in a between-subject, pre-test, post-test simulation design. Over a period of three weeks 135 graduate students completed a novel application of in-basket exercises, within which an empowerment manipulation was embedded. This manipulation included increasing information, responsibility, and active belief for the empowered manipulation and decreasing these three components for the disempowered manipulation. Multivariate analysis of variance revealed that, as predicted, the manipulation had a significant impact on the three mediating intra-psychic factors (self-efficacy, self-esteem, and locus of control) and an analysis of variance found significant results in the predicted direction on the dependent variable of job satisfaction. Regression analyses revealed the predicted mediation relationship between the intra-psychic variables and the dependent variable of job satisfaction. However, none of the analyses yielded significant results for the performance measures (initiative, sensitivity, planning and organizing, delegation, administrative control, problem analysis, judgement, and decisiveness). Several potential explanations are offered for these results, including a motivational interpretation which focuses on participant's motivation directionality. Theoretical and practical implications for these results are discussed as well as directions for future research.
Children’s metapragmatic knowledge and intensity of second language as a medium of instruction in the intermediate years of a French immersion programTakakuwa, Mitsunori 11 1900 (has links)
Compared to grammatical knowledge of language (what to use), the ability to use language appropriately depending on a context (how to use) is termed linguistic pragmatic knowledge. Throughout the elementary school years children developmentally not only acquire pragmatic knowledge but also increase their explicit grasp of pragmatic knowledge. This is termed metapragmatic knowledge. It includes the ability to infer meanings that are not expressed literally. In nonliteral uses of language, the speaker means something different from what is said. Among such nonliteral uses of language are indirect requests and irony. As children's metapragmatic knowledge has a positive relationship with their literate proficiency, on which success in school depends, children can benefit from the development of their metapragmatic knowledge in their academic achievement. The study of bilingualism has shown that bilingualism has a positive effect on children's metalinguistic development. Can metapragmatic knowledge be enhanced by increasing exposure to a second language (L2)? Bilingual pupils were given two tasks in which the children's levels of metapragmatic knowledge were investigated. The measure of metapragmatic knowledge consisted of two assessments: (a) understanding of indirect requests, and (b) understanding of irony. Participants listened to eight short stories in which brief interactions were presented in a multimedia, computer-based format. After each story, participants were asked a set of questions to probe subjects' attributions of the speaker's communicative intent and hearer's interpretation. L2 intensity was positively associated with metapragmatic knowledge measured by comprehension of requests. Conversely, the association between L2 intensity and metapragmatic knowledge measured by comprehension of irony was not necessarily positive. Those who scored higher had positive relationship between L2 intensity and their metapragmatic knowledge whereas those who scored lower had negative relationship between L2 intensity and their metapragmatic knowledge. In summary, L2 intensity is not always positively associated with any type of metapragmatic knowledge. This suggests that a larger amount of exposure to L2 is not necessarily beneficial to children's development of metapragmatic knowledge. Therefore, it is important to consider the levels of children's metapragmatic knowledge when planning an increase of exposure to L2 instruction.
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