Increasingly, mentor programs are being developed in teacher education programs to assist novice teachers. The focus in most of the literature on mentoring is on the new teacher being mentored. While the mentor teacher appears to be the most crucial element in mentoring programs (Feinman-Nemser, 1992; Little, 1990; White, 1995), there is not much information about how a teacher experiences being a mentor or the perceived benefits to a mentor. The purpose of this present study was to examine the effects of mentoring on mentors in order to: (a) address the gap in the literature by exploring the effects of mentoring on the mentor, (b) inform the mentoring and mentor training process and (c) examine the effects of mentoring on mentors. To meet these purposes, six mentors in a southeastern county in Florida were interviewed using Seidman's, (1998) protocol. The analysis of the interview data revealed that the mentors felt strongly about the benefits derived from being a mentor. They believed they were a vital part of their school environment. The major theme throughout the data showed that the reason these teachers chose to become mentors was because they wanted to help. Their desire to help new teachers came from either not having a mentor themselves or having been inspired by other mentors. They saw mentoring as their opportunity to help new teachers be successful in their first year as teachers.

In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.

THE USE OF PREPOSITIONS IN SECOND LANGUAGE ACQUISITION PROCESS This thesis investigates the use of three most frequent prepositions by Turkish learners of English at intermediate level of proficiency. The aim of the present study is to find out which differences between prepositions and their corresponding postpositions or case suffixes constitute difficulty on the part of second language learners. This study also examines the possible reasons of the errors/ mistakes pertaining to &lsquo / in&rsquo / , &lsquo / on&rsquo / , &lsquo / at&rsquo / by native speakers of Turkish with intermediate level of proficiency in English. To fulfill the purpose of the study the participants of the study were recorded in natural classroom environment and the recorded data were transcribed. The compiled corpus was examined by two native speakers of English and the researcher. The data was classified under four main categories for each preposition inquired: (i) correct usage, (ii) misuse (i.e., instead of &lsquo / on&rsquo / , for instance, students use &lsquo / in&rsquo / or &lsquo / at&rsquo / e.g., in television ), (iii) overuse (i.e., no preposition is required in the context but the students use one, e.g., I am going at home now), (iv) omission (i.e., a preposition is needed but the students do not use one, e.g., We go holiday). At the end of these analyses, the problematic contexts related to the use of the prepositions &lsquo / in&rsquo / , &lsquo / on&rsquo / , &lsquo / at&rsquo / for TIME and PLACE were identified. For detailed analysis of each category two tools - the Statistical Package for the Social Sciences (SPPS) and the Computerized Language Analysis Child Language Data Exchange System (CLAN CHILDES) were used. Results indicate that Turkish learners of English produce erroneous forms of prepositions in second language acquisition process and the underlying reasons of these errors/mistakes is the interference of native language.

In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.

This thesis is an analysis of the Jordanian economic developmental process which demonstrates that it expanded rapidly between 1948 and 1970. During the period under study, Jordan had to face two wars, in 1948 and 1967, which had inverse effects on the economy. After each war, the economy experienced a period of recovery due primarily to government efforts to promote investment; the existence of a more educated people represented by the refugees; and the role of foreign aid. Chapter I is a brief introduction to the Jordanian economy. Chapter II is a discussion of some theories of economic development. Chapters III and IV provide us with a more detailed description of the economic situation before and after the 1967 war. However, the purpose of Chapter V is to incorporate the theory that appears to handle the processes discussed in both Chapters III and IV.

English Abstract This Master Degree (Mgr.) thesis, takes up the topic of so called Military Revolution theory debate, focusing on historical and social developmental process, unfolding in the Early modern Europe. Military revolution is conceptualised as a source of far reaching societal change, having a civilisational dimension, contributing to overall weberian rationalisation process, happening in the Occident. In this text, military revolution is theoretically approached as a non-substantional developmental process and its structure and dynamics are analyzed using customized version of actor-network-theory of Bruno Latour. In this attempt, usual assumptions of natural ontological continuity, totality and developmental character of social realm are critically suppressed. Theoretical outcome of this thesis, based upon historical evidences, confirms, that even using this profoundly critical approach, military revolution possesses a distinctive quality of a developmental process and it can serve as a strong cognitive instrument of social sciences for researching Early modernity in Europe. Powered by TCPDF (www.tcpdf.org)

在創業的過程中，資源與整體能力的累積是依循漸進的。從一開始的小團隊、小規模經營，到後來以組織戰擴張營業額與營運績效，可謂是成功創業案例中，相當重要的歷程。如何能創業成功，創業的演變歷程扮演了相當關鍵的角色。有道是「萬丈高樓平地起」，一個企業要能克服瓶頸，才能成長茁壯。 如何能夠讓創業的過程中更有效管理，就是本研究欲探討的重點。本研究利用Tuckman在1977年所發表的團隊發展歷程理論，整合了個案研究，並透過創業家的訪談，進行團隊與創業管理的探討。透過團隊發展歷程理論中，對於形成階段、風暴階段、規範階段、表現階段、終止階段等團隊發展歷程五大階段的分析，了解到銷貨與通路管理、人力資源管理、財務管理、研發管理、生產管理等等議題，並且結合文獻回顧與專家訪談的方式，作出結論與建議。 在個案選擇的部分，本研究是以電子相關的創業作為個案，其中的C公司是經營DRAM與FLASH的銷貨作為營運主力，H公司則是以電源管理相關的電子零組件、模組作為利基點。整體來說，本研究以電子相關的創業團隊探討為主，希望能對產業界與學術界有所助益。 / In the course of establishing a business, resources and overall capacity usually accumulate step by step. It begins with a small team, small-scale operation and gradually expands its turnover and performance, which can be described as an indispensible process among any successful cases, and the entrepreneurial developmental process also plays a critical role. As a saying goes, "Every skyscraper starts from scratch", a company must be able to overcome its bottlenecks in order to grow. How to make management more efficient during the developmental process is the focus of this study. This study utilizes the theory of Team Developmental Process published by Tuckman in 1977, integrating case studies and interviews with entrepreneurs to discuss team and entrepreneurial management. Analyzing the theory of team development process, which includes forming stage, storming stage, norming stage, performing stage, and adjourning stage, I gained an insight into several issues such as the sales and channel management, human resources management, financial management, R & D management, production management. Combining literature review and interviews with experts, I reach my conclusions with some suggestions at the end. In terms of case selection, this study uses electronics-related firms as case study, among which, the sales of C Company specializes on DRAM and FLASH, whereas H Company on power management, electronic components and modules as its niche point. Overall, this study focuses on electronics-related entrepreneurial team, hoping to be helpful to the industry as well as the academia.