A thesis submitted in fulfilment of the requirements for the degree of Masters in Communication Science in the Faculty of Arts at the University of Zululand, South Africa, 2004. / This dissertation uses a combination, of qualitative and quantitative research methodologies to present an objective analysis of conflict between aggrieved educators and their employer, the KwaZulu-Natal (KZN) Department of Education, set against current theories of how narrative analysis, informed by semantic roles analysis, can be used according to the principles of organisational communication to discern underlying causes of conflict, and current approaches to conflict transformation The major findings of this study are that conflict is endemic at all hierarchic levels of the KZN Department of Education, that intermediate forms of dispute resolution are not working effectively, with the consequence that a high number of disputes are referred for arbitration, and finally that arbitrators are performing their duties effectively in terms of the dispute resolution procedures of the Education Labour Relations Council (ELRC).

Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 75-85).

Thesis (Ph.D.)--Marquette University, 2009. / Available for download on December 08, 2011. Heidi Schweizer, William Pink, Cheryl Maranto, Advisors.

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.

No description available.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 115-119).

Orientador: Maria Inês de Freitas Petrucci dos Santos Rosa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T05:22:15Z (GMT). No. of bitstreams: 1 Okubo_TaniaCristinadeAssisQuintino_D.pdf: 4968658 bytes, checksum: 41dfcd870a77f99109c9ffeb79bd0fc5 (MD5) Previous issue date: 2012 / Resumo: Esta tese busca ouvir as diferentes vozes, os diferentes pontos de vista sobre a reforma curricular implementada no Estado de São Paulo em 2008, considerando as práticas tanto daqueles que planejaram a reforma quanto daqueles que as recebem para implementação. Como foco da pesquisa têm-se os relatos das experiências pessoais de professores da área de Ciências da Natureza e gestores desta Reforma Educacional, no intuito de abordar os conflitos por ela deflagrados e que podem ser percebidos também em propagandas, cartas de leitores, artigos veiculados em jornais e revistas, textos da internet e textos de divulgação do sindicato oficial dos professores da rede estadual de ensino do Estado de São Paulo (Apeoesp). A presente pesquisa tem como fundamento metodológico as narrativas dos envolvidos e busca apresentar as diferentes visões dos diferentes sujeitos, dados os seus contextos e a inter-relação entre eles. Procura também mostrar, fundamentada nas teorias de Stephen Ball, Walter Benjamin e Michel Foucault, como, mais do que relações interpessoais, os conflitos apresentam uma dimensão de identidades profissionais uma vez que os sujeitos assumem uma função e constroem esta função no seu fazer. / Abstract: This thesis search for listening the different voices, the different points of view about the curriculum reform implemented in the state of São Paulo in 2008, taking in account the practice of those who planned the reform, as much as the practice of those who received this Reform for implementation. As the center of the study there are reports of personal experience by Natural Science teachers and managers from this Educational Reform, aiming to broach the conflicts set off by the latter and which can also be noticed in advertisement, readers? letters, newspaper and magazine articles, internet texts, publishing texts by the official trade union of São Paulo state teaching network (Apeoesp). This study takes as methodological basis the reports by the people involved, and aims to present the different views from different subjects given their contexts and the interrelation between them. It also aims to show, based on Stephen Ball, Walter Benjamin and Michel Foucault theories, the way in which conflicts present a professional identity dimension more than interpersonal relations, once the subjects take a function and build this function in its making. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

This thesis applies securitisation theory to the Israeli-Palestinian case with a particular focus on the potential for desecuritisation processes arising from Israeli-Palestinian cooperation/coexistence efforts in peace education and water management. It aims to apply securitisation theory in general and the under-employed concept of desecuritisation in particular, to explore the limits and prospects as a theoretical framework. Concepts, arguments and assumptions associated with the securitisation theory of the Copenhagen School are considered. In this regard, the thesis makes a contribution to Security Studies through its application of securitisation theory and sheds light on a complex conflict situation. Based on an analytical framework that integrates the concept of desecuritisation with the concepts of peace-building and peace-making, the thesis pays attention to desecuritisation moves involving Israeli and Palestinian civil societies through peace education and water management. The thesis contributes to debates over the problems and prospects of reconciliation between Israelis and Palestinians, so making a significant empirical and theoretical contribution in the development of the concept of desecuritisation as a framework for analysing conflict resolution. The thesis develops an analytical framework that combines political level peace-making with civil society actors' peace-building efforts. These are seen as potential processes of desecuritisation; indeed, for desecuritisation to occur. The thesis argues that a combination of moves at both the political and societal levels is required. By contrast to securitisation processes which are mainly initiated by political andlor military elites with the moral consent of society (or 'audience' in Copenhagen School terms), processes of desecuritisation, especially in cases of protracted conflicts, go beyond the level of elites to involve society in cultural and structural peace-building programmes. Israeli-Palestinian peace education and water management cases are employed to illustrate this argument.

Campus mediation programs (CMP's) experienced a rapid growth in higher education institutions from 18 programs in 1990 to more than 200 programs in 1998 (Warters, 2000). During that period, CMP's became a widely accepted approach for addressing conflict within US colleges and universities. However, recent data indicate that there are just over 100 programs which points to a decline and raises questions as to the value of campus mediation programs to higher education institutions. A hindrance to addressing the questions raised has been the limited amount of empirical research and published data on evaluation use within campus mediation programs. Accordingly, the purpose of this study was to gather information from US campus mediation program directors regarding their use of program evaluation in order to suggest ways to improve their evaluation efforts. Campus mediation program directors were surveyed on their perceptions of evaluation use in their respective programs. This study was conducted over a period of six months using a web-survey and follow-up telephone interviews. The web-based survey used in this study was adapted from an online campus mediation program survey developed by Rick Olshak and modified. The web-survey consisted of four sections: Demographics, Description of Services, Evaluation and Program Profile. The population consisted of 108 campus mediation program directors in US higher education institutions who were solicited for this study and agreed to participate. Of the 108 directors, there were a total of 59 respondents representing a 55% response rate. There were nine respondents who participated in a follow-up telephone interview. Data analysis for the research questions utilized rank order, frequencies, and averages; supplemental analyses utilized an independent samples t-test, one-way ANOVA's and Pearson correlations. Results indicated that evaluation received one of the lowest priority ranking as a program goal, however, most of the directors indicated that they would be very interested in learning different ways of improving their evaluation methods and having a standard evaluation process. The most prevalent concerns and recommendations from the telephone follow-up interviews focused on acquiring buy-in of administration and campus affiliates, improving program surveys, addressing budget cuts and decreasing high staff turnovers. / Educational Psychology