The trend of globalization makes the political, economic, educational, culture and creative develop very fast. It also because of the vitality of the network information pushes the global continuously. So society produces an idea of " think globally, act locally ". Base on this research background, Bill McKibben (2005) brings up an idea of Deep Economy. It means Continues forever the development in local place. The reference shows the relations among country, market and civil society in globalization. The cultural and creative industries development stimulates city competitiveness. Professor Kiyoshi Miyazakithinks that the integrated community construction must include people, cultural, place, production and view. These conditions makes local develop appreciation. How is the real aspects for Deep Economy? In this study, it uses the Delphi expert questionnaire method (Delphi) to investigate this problem. It is invited industry, government and school tripartite expertsto conduct interviews and questionnaires. These factorsare discussed in the two-stage indicators convergence results by score of experts. After aggregating data, it cansanalysis to construct the five principal components by exploratory factor analysis.These data shows that Deep Economy should have five faces which are "Local Empowerment", "Identity Participation","Knowledge Learning","Cultural Connotation" and ¡§Creative Economy". This study has well proposals for the future development for Deep Economy. Keywords¡G Deep Economy¡BGlobalization¡BCulture and Creative¡BDelphi¡BExploratory Factor Analysis

This study aimed to explore the ability to capture the theoretical constructs of Adlerian crucial Cs (capable, connect, count, and courage) through creation of a self-report instrument for children. After following a four-phase process to develop the Crucial Cs Self Report (CCSR), including use of an expert panel, field reviews, preliminary testing, and final administration, the researcher utilized a series of exploratory factor analyses to explore the internal factor structure and relationships between items and resulting factors. The final EFA sample consisted of 112 children between the ages of 8 and 12 years recruited from various settings including three elementary schools, two mental health counseling clinics, and one private practice mental health agency. Exploratory factor analysis revealed a three-factor structure with 14 items. Refined model identified three factors later named count/significance, connect/belonging, and capable/striving. This initial exploration into the constructs of the Crucial Cs provides increased understanding of the widely used concepts. Further exploration and validation of the CCSR can help support parents and teachers in their efforts to foster healthy development of children as well as allow professionals and researchers to conceptualize progress and measure effectiveness of counseling intervention more accurately.

Professional identity has shown to affect the manner in which people conduct themselves at their places of work, how people feel about their work, and how successful they are in their execution of it. Little research has yet been done on the professional identity of psychologists and, as such, this study aimed to construct a measure and explore the dimensions of psychologists’ professional identity. After an online recruitment process, 306 psychologists filled out an online survey and an exploratory factor analysis was employed to examine the data. Seven dimensions were found: 1) Humanistic Values, 2) Directiveness and External Focus, 3) Professional Confidence, 4) Connectedness to the Profession, 5) Neutrality, 6) Primacy of Intuition, and 7) Professional Development. The data was further examined in a cluster analysis and five clusters were found, differing in degree of identification with different theoretical orientations, age, and most common areas of work throughout one’s career.

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In accordance with the Texas Higher Education Coordinating Boards’ Closing the Gaps by 2015, this research study analyzed self-reported perceptions about college-going culture from students (n = 151) who attended four House Bill 400 schools serving Latino and African American communities in the Dallas-Fort Worth Metroplex. This study utilized exploratory factor analysis (EFA) with a maximum likelihood extraction technique to identify hidden perceptions (latent factors) that account for common variance among student perceptions about college-going culture. The study also tested the validity and inter-item reliability of the 15-item College-Going Culture Survey used in data collection. The parallel analysis, EFA, and Cronbach’s ? identified two latent factors of Verified College Potential (? = .70) and College Capital Awareness (? = .71) that, together, explained 40.1% of students’ perceptions. The two factors were non-significantly negatively correlated (r = -.495, p = .354). By utilizing the two latent constructs, a 10-item revised College-Going Culture Survey is recommended to improve the inter-item reliability coefficient from ? = .46 to ? = .77. Descriptive statistics revealed that Latino and African-American students affirmed aspects of the college-going culture at HB 400 schools. However, latent factors suggest the possibility that students who reportedly feel most encouraged to attend college (Verified College Potential) may tend to be least aware of the actual logistics of college such as admissions processes and financial aid (College Capital Awareness) and that, conversely, those with the most logistical knowledge may tend to feel least encouraged.

Climate change, with the possibility of an ice free Arctic ocean by 2015, has generated a renewed interest in the Arctic. This interest is being driven by the possibility of easier access to the abundant supply of resources such as oil, gas, minerals, and fisheries. Interest in Arctic tourism is also growing. Retreating sea ice will provide opportunities to avail of shorter routes for maritime traffic to and from Asia, North America, and Asia via the Arctic Ocean and Northwest Passage. In addition, the rate of population growth of local inhabitants in the Canadian Arctic is the fastest in Canada and one of the fastest in the world. A growing population will increase the demand for sealift resupply to Canada's northern communities. This work presents the first attempt to examine the role of privatization of icebreaking services in light of the present and projected shortages of infrastructure to support development in the Arctic. A unique combination of multiple methods within marine transportation, comprising of Delphi, grounded theory, and quantitative survey, is applied to investigate the potential for private involvement in the delivery of icebreaking services in the Canadian Arctic. This includes a novel application of Strauss and Corbin's Grounded Theory approach to develop hypotheses and relationships grounded in expert opinion. Although the Arctic Ocean may be ice free during the summers, there is still the issue of winter freezing and the threat of lingering multi-year ice which will impede marine transportation especially during periods of darkness and fog. The research shows that the future growth and development of the Canadian Arctic will undoubtedly require the use of designated icebreakers and ice strengthened vessels. However, Canada's fleet of Arctic icebreakers is ageing and considered unsuitable for future demands. While Canada has earmarked CAD $750M for the construction of one new icebreaker scheduled for delivery in 2017, the research shows that Icebreakers can be built outside of Canada for considerably less money and in less time. Also, the management and operation of the Canadian Coast Guard is under considerable security by the Auditor General of Canada. The research shows that not unlike others Arctic nations, there is potential for the creation of private-public partnerships in the delivery of Canadian Coast Guard services, principally icebreaking, in the Arctic.

Recently, sexting has gained popularity in both popular press and academic publications. Despite the prevalence of this communicative behavior, there is limited research that focuses on a theoretical explanation as well as how it can potentially enhance relationships. The purpose of this dissertation was threefold: to utilize the multiple goals theoretical perspective to examine sender goals when sexting, to assess if multiple goals within sexting was associated with relational behaviors and outcomes, and to develop a reliable and valid scale for sexting goals. A two-phase study was implemented. In phase 1, participants provided actual sexting messages they had recently sent to another person, and also provided their goal when they sent that particular message. Participants also answered scales related to relationship, communication, and sexual satisfaction, affectionate communication, and relational maintenance behaviors. Analytic coding was utilized for the open-ended responses regarding message content and goals, and the researcher also used the responses to develop participant- and theoretically-driven scales. Nine themes were identified for the type of goal participants had when sending sext messages. For phase 2, the proposed scale for the multiple goals of sexting was added to the preexisting survey. The researcher coded 204 sexting messages provided by participants as instrumental, relational, or identity goals and conducted multiple regressions to assess how the type of goal influenced each of the five relational outcomes. Multiple regressions revealed no significant associations among multiple goals and outcomes. Finally, exploratory factor analysis and confirmatory factor analysis was used to assess the proposed scale for the multiple goals of sexting. The EFA revealed a four-factor solution and the CFA demonstrated factorial validity for the scale. Post hoc analysis revealed significant associations for the goals from the scale and the relational outcomes. The results of this dissertation demonstrate that multiple goals are utilized in the context of sexting, and that specific goals are important for relational outcomes.

Previous psychological literature has shown mathematics anxiety in older populations to have an association with many factors, including an adverse effect on task performance. However, the origins of mathematics anxiety have, until recently, received limited attention. It is now accepted that this anxiety is rooted within the early educational years, but research has not explored the associated factors in the first formal years of schooling. Based on previous focus groups with children aged 4-7 years, ‘numeracy apprehension’ is suggested in this body of work, as the foundation phase of negative emotions and experiences, in which mathematics anxiety can develop. Building on this research, the first piece of research utilized 2 interviews and 5 focus groups to obtain insight from parents (n=7), teachers (n=9) and mathematics experts (n=2), to explore how children experience numeracy and their observations of children’s attitudes and responses. Thematic and content analysis uncovered a range of factors that characterised children’s numeracy experiences. These included: stigma and peer comparisons; the difficulty of numeracy and persistent failure; a low sense of ability; feelings of inadequacy; peer evaluation; transference of teacher anxieties; the right or wrong nature of numeracy; parental influences; dependence on peers; avoidance and children being aware of a hierarchy based on numeracy performance. Key themes reflected the focus group findings of children aged 4-7 years. This contributed to an item pool for study 2, to produce a first iteration of the Numeracy Apprehension Scale (NAS) that described day-to-day numeracy lesson situations. This 44-item measure was implemented with 307 children aged 4-7 years, across 4 schools in the U.K. Exploratory factor analysis led to a 26-item iteration of the NAS, with a 2-factor structure of Prospective Numeracy Task Apprehension and On-line Number Apprehension, which related to, for example, observation and evaluation anxiety, worry and teacher anxiety. The results suggested that mathematics anxiety may stem from the initial development of numeracy apprehension and is based on consistent negative experiences throughout an educational career. The 26-item iteration of the NAS was further validated in study 3 with 163 children aged 4-7 years, across 2 schools in the U.K. The construct validity of the scale was tested by comparing scale scores against numeracy performance on a numeracy task to determine whether a relationship between scale and numeracy task scores was evident. Exploratory factor analysis was again conducted and resulted in the current 19-item iteration of the NAS that related to a single factor of On-line Number Apprehension. This related to the experience of an entire numeracy lesson, from first walking in to completing a task and was associated with, for example, explaining an answer to the teacher, making mistakes and getting work wrong. A significant negative correlation was observed between the NAS and numeracy performance scores, suggesting that apprehensive children demonstrate a performance deficit early in education and that the NAS has the potential to be a reliable assessment of children’s numeracy apprehension. This empirical reinforces that the early years of education are the origins of mathematics anxiety, in the form of numeracy apprehension.

Philosophiae Doctor - PhD (Industrial Psychology) / Organizations exist for the primary aim of meeting particular objectives: innovation and advancement, customer satisfaction, profit making and delivery of quality goods and services. These goals are mostly channelled with the intent of demonstrating high performance crucial for the continued existence of the organization especially in these rapidly changing global economies. This target, however, cannot be achieved without the aid of employees in the organization. A plethora of previous studies have proven that efficiency, productivity, high performance and stability on the job can be better achieved when the employees are dedicated, committed to their work roles and experience work engagement. The experience of work engagement on the part of the employees is not a random event; it depends on a myriad of factors that include authentic leadership. Leaders have a cumulative change effect on their followers; hence, leaders in an organization can be termed as core drivers of employee engagement. Hence, it becomes imperative to seek to understand what authentic leadership as a construct has to offer to the workplace.

abstract: There has been a growing emphasis on the education of future generations of engineers who will have to tackle complex, global issues that are sociotechnical in nature. The National Science Foundation invests millions of dollars in interdisciplinary engineering education research (EER) to create an innovative and inclusive culture aimed at radical change in the engineering education system. This exploratory research sought to better understand ways of thinking to address complex educational challenges, specifically, in the context of engineering-social sciences collaborations. The mixed methods inquiry drew on the ways of thinking perspectives from sustainability education to adapt futures, values, systems, and strategic thinking to the context of EER. Using the adapted framework, nine engineer-social scientist dyads were interviewed to empirically understand conceptualizations and applications of futures, values, systems, and strategic thinking. The qualitative results informed an original survey instrument, which was distributed to a sample of 310 researchers nationwide. Valid responses (n = 111) were analyzed to uncover the number and nature of factors underlying the scales of futures, values, systems, and strategic thinking. Findings illustrate the correlated, multidimensional nature of ways of thinking. Results from the qualitative and quantitative phases were also analyzed together to make recommendations for policy, teaching, research, and future collaborations. The current research suggested that ways of thinking, while perceived as a concept in theory, can and should be used in practice. Futures, values, systems, and strategic thinking, when used in conjunction could be an important tool for researchers to frame decisions regarding engineering education problem/solution constellations. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2019