[Abstract]: The educational literature has popularised models of school leadership such as Instructional, Transformational, Strategic, Educative, and Servant Leadership. Whilst valuable as ways of conceptualising leadership styles, worldviews, traits, roles and functions of individual principals, these models fall short of capturing the dynamic between the outcomes of leadership and the leadership process in contemporary school contexts. Distributed leadership theory is held by many to be more attuned to the post-industrial needs of organisations, and its influence on educational research has seen the emergence of new ways of comprehending leadership in schools. One influential example is ‘parallel leadership’, a derivative of distributed leadership that describes teachers as leaders of curriculum and pedagogy and principals as metastrategic leaders. This study looks specifically at the leadership processes of a small sample of principals in the process of school revitalisation titled IDEAS (Innovative Designs for Enhancing the Achievements of Schools). A key motivation for this study was that the concept of ‘parallel leadership’ had been subjected to little serious critique. Uncertainty surrounded how principals in IDEAS schools conceptualised their leadership, and what impacts experience with the IDEAS Project has on conceptions of leadership. The purpose of this study was to tease out the meanings that a sample of principals gave to their highly complex role as principal, whilst engaging with the concept of ‘parallel leadership’ during their schools’ implementations of IDEAS. The Research Problem was stated as: What conceptions of principal leadership arise out of a sample of principals’ experiences with a process of school revitalisation that emphasises a distributed approach to school leadership? The overarching inquiry took the form of a multi-case or collective case study and comprised four principals who had engaged with IDEAS over a period of at least two years. Data collection strategies included the in-depth interview, which was chosen as the primary method for informants to describe their perceptions of their leadership, together with concept mapping and a structured interview that was utilised to gain staff perceptions of informants’ leadership. Methods of analysis involved detailed transcriptions of taped interviews and tools derived from the literature review that were used to code and categorise the texts of interviews.Crowther et al. (2001) proposed a Model of Successful School Revitalisation as a result of their research conducted under the auspices of the Australian Research Council and Commonwealth Department of Education, Training and Youth Affairs (DETYA). Source: (Crowther, Hann & McMaster 2001, p. 141). First, the Model identifies principal leadership and teacher leadership as each having concrete meaning and significance and that success occurs through a mutual and respectful association. This relationship is captured by the authors in the new concept of ‘parallel leadership’. Second, the Model makes clear a view that effective school leadership impacts three school processes that are conceptualised as culture building, shared approach to pedagogy and schoolwide learning. Third, the Model proposes that through the enrichment and integration of these three processes school outcomes are enhanced.This study focussed on the principal leadership aspect of ‘parallel leadership’ and resulted in a Model of Metastrategic Principal Leadership that conceptualises the intersection of principal leadership and the ideas process which Crowther et al. described as the Stimulus.The present study thereby extends the definition of ‘parallel leadership’ by describing how principals contribute to transformations of leadership, learning, and pedagogy through three principal-led processes. The proposed Model of Metastrategic Principal Leadership suggests that when activated by a principal’s continuous professional learning the combination of the interactions of personal style (Personal), the process of revitalisation (Processual), and personal conceptualisation of role (Conceptual) result in principal-led processes that support successful school revitalisation. The three principal-led processes that were uncovered are described as re-imaging school leadership, support of organisation-wide learning, and management of meaning.The researcher hopes the outcomes of the study will be of benefit to principals and teachers in the increasing numbers of schools now engaging with IDEAS across Australia and internationally. A further hope is that the present study’s descriptions of new ways of comprehending leadership in schools might be of assistance to school practitioners seeking to move from traditional to distributed forms of leadership and also educational theorists who are working in the field of school improvement.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2006. / Source: Masters Abstracts International, Volume: 45-06, page: 2704. Typescript. Abstract precedes thesis as 1 leaf (iii). Includes bibliographical references (leaves 42-46).

Στόχος της εργασίας είναι να διερευνήσει τη σχέση των αισθητών πραγμάτων με τις Ιδέες εξετάζοντας όχι μόνο το γεγονός της ίδιας της συμμετοχής, αλλά και τον τρόπο που αυτή επιτυγχάνεται, καθώς και τα προβλήματα που ανακύπτουν από την εν λόγω σχέση. Σε κάθε διάλογο χωριστά επιχειρούμε να εξετάσουμε ποια είναι τα προβλήματα εκείνα που οδηγούν τον Πλάτωνα στη θέση της Θεωρίας των Ιδεών, καθώς και το αν επιλύονται και με ποιόν τρόπο. Πιο συγκεκριμένα, στον Φαίδωνα οι Ιδέες παρουσιάζονται για πρώτη φορά με πιο συστηματικό τρόπο, ως εκείνες οι οντότητες οι οποίες είναι υπεύθυνες για το ότι τα επιμέρους αισθητά αντικείμενα έχουν μια συγκριμένη ιδιότητα. Οι Ιδέες εισάγονται στον διάλογο ως ένα ακόμα επιχείρημα για την αθανασία της ψυχής. Ωστόσο, είναι σημαντικό να συγκρατήσουμε ότι και τα επιχειρήματα που προηγούνται αυτού, στηρίζονται στις Ιδέες και μας παρέχουν σημαντικές πληροφορίες τόσο για τις ίδιες όσο και για τη σχέση τους με τα αισθητά. Για αυτόν ακριβώς τον λόγο το κεντρικό ζήτημα της εργασίας εξετάζεται στο σύνολο του διαλόγου, ώστε να γίνει σαφές πώς προκύπτει η Θεωρία των Ιδεών και το πρόβλημα της μέθεξης των αισθητών σε αυτές. Περνώντας στο δεύτερο κεφάλαιο της εργασίας, διαπιστώνουμε ότι η πρώτη συζήτηση περί Ιδεών γίνεται στο τέλος του πέμπτου βιβλίου της Πολιτείας και λειτουργεί ως επεξήγηση της θέσης ότι κυβερνήτες της ιδανικής πολιτείας πρέπει να είναι οι φιλόσοφοι, οι οποίοι είναι γνώστες της αλήθειας. Όπως και στον Φαίδωνα, έτσι και εδώ προκύπτει ότι για κάθε σύνολο πραγμάτων υπάρχει και μια Ιδέα (507b, 596a) στην οποία αυτά μετέχουν και αποκτούν την ανάλογη ιδιότητα. Ωστόσο, μια Ιδέα έχει εξέχουσα θέση στον συγκεκριμένο διάλογο και δεν είναι άλλη από την Ιδέα του Αγαθού. Η Ιδέα του Αγαθού, έτσι όπως εξετάζεται στο παρόν κεφάλαιο, δεν μας προσφέρει πολλά αναφορικά με τη μέθεξη των αισθητών στα Είδη, αλλά η σημασία της έγκειται σε ένα διαφορετικό τύπο μέθεξης, αυτόν των Ιδεών στην Ιδέα του Αγαθού. Η μελέτη της σχέσης Ιδεών και αισθητών πραγμάτων, ολοκληρώνεται στο τρίτο και τελευταίο κεφάλαιο της παρούσης εργασίας, μέσα από την εξέταση του Παρμενίδη. Έτσι όπως εξετάζουμε το ζήτημα της μέθεξης στο παρόν κεφάλαιο, το ενδιαφέρον μας επικεντρώνεται τόσο στις λεπτομέρειες αναφορικά με τη Θεωρία των Ιδεών, όσο και στον εντοπισμό και την εξέταση των παραδοχών του Σωκράτη. Επιχειρούμε μια συνολική μελέτη του κεντρικού θέματος, της μέθεξης, όχι μόνον έτσι όπως αυτό παρουσιάζεται στον Παρμενίδη, αλλά και στη σχέση του με τους δύο προηγούμενους διαλόγους. / --

Submitted by Abraão Pustrelo Damião null (dirceudamiao@hotmail.com) on 2018-01-04T14:33:18Z No. of bitstreams: 1 A CONSTRUÇÃO HISTÓRICO-SOCIAL DA MODERNIDADE E DA(S) PÓS-MODERNIDADE(S)-RUPTURAS E RESISTÊNCIAS DO DISCURSO MODERNO.pdf: 1971212 bytes, checksum: 0e79d3b60635ddb5f8e8c468469d4292 (MD5) / Approved for entry into archive by Telma Jaqueline Dias Silveira null (telmasbl@marilia.unesp.br) on 2018-01-05T13:46:15Z (GMT) No. of bitstreams: 1 damiao_ap_dr_mar.pdf: 1840456 bytes, checksum: f8d0fd919949e1b47d8ce64141576321 (MD5) / Made available in DSpace on 2018-01-05T13:46:15Z (GMT). No. of bitstreams: 1 damiao_ap_dr_mar.pdf: 1840456 bytes, checksum: f8d0fd919949e1b47d8ce64141576321 (MD5) Previous issue date: 2017-12-13 / Este trabalho busca demonstrar as rupturas e resistências encontradas pelas novas correntes epistemológicas, nomeadamente a pós-moderna e seus correlativos neologismos, no que se refere ao questionamento das correntes epistemológicas modernas. Neste sentido, o objetivo geral do trabalho é apresentar as ideias que criaram o panorama histórico-social e epistemológico responsável por um determinado tipo de pensamento social, utilizado para compreender a sociedade moderna e seus valores, para, em seguida, apontar as novas ideias que transformaram o panorama da modernidade “clássica” e exigem, atualmente, novos discursos explicativos. Para tanto, e metodologicamente, faz-se um levantamento bibliográfico acerca da história e das práticas epistemológicas que usualmente creditamos à construção social da modernidade e, desde o último século, a sua provável superação, a pós-modernidade. Com isso, este trabalho visa contribuir para a distinção e esclarecimento das mudanças socioculturais e epistemológicas responsáveis pelo juízo que o indivíduo moderno criou de si mesmo e da sociedade, comparativamente, com a perspectiva que o sujeito contemporâneo atribui a sua identidade e relações sociais. O valor desta pesquisa, portanto, reside na possibilidade de confrontação, através de uma minuciosa análise bibliográfica e comparação histórica, de quais ideias e práticas sociais se tornaram mais numerosas, quais perderam força e quais emergiram na contemporaneidade, desafiando os preceitos vigentes dentro das ciências sociais. Sobretudo para defender que o projeto moderno de emancipação e regulamentação da vida social ainda é valido e que o motivo de seu questionamento está na sobreposição do desenvolvimento capitalista e da razão instrumental e técnica sobre os paradigmas da ação política democrática e da cultura emancipatória propostas pelos primeiros modernos. / This work aims to demonstrate the ruptures and resistances encountered by the new epistemological currents, namely postmodernity and its correlative neologisms concerning the investigation of the modern epistemological currents. In this sense, the general objective of this thesis is to present the ideas that created the historical, social and epistemological theories responsible for a certain type of social thought used to understand modern society and its values. This thesis will then highlight the new ideas that have transformed the outlook of “classical” modernity which now demands original and explanatory discourses. For this reason, and methodologically, a bibliographical survey of the historic and epistemological practices, that we usually credit to the social construction of modernity and its probable overcoming, postmodernity, is conducted. Thus, this work also seeks to contribute to the explanation of the socio-cultural and epistemological distinctions and changes responsible for the judgement that the modern individual has of himself and society, compared with the perspective that the contemporary subject attributes to his identity and social relationships. Thus, through a systematic bibliographical analyze and historical comparison, the value of this research lies in the possibility of confrontation between social ideas and practices which have become more common, which have lost their influence or which have emerged in contemporaneity, defying the precepts prevailing within the social science´s policies. Above all, to defend that the modern project of emancipation and regulation of social life is still valid and that the reason for its questioning lies in the overlap of capitalist development and instrumental and technical reason over the paradigms of democratic political action and emancipatory culture proposed by the first moderns.

Syftet med denna uppsats har varit att undersöka hur uppfattningen av det svenska vattenkraftsystemet förändrades under 1960-talet, samt att tillämpa teorin Social Construction of Technology, SCOT, på vattenkraften genom att studera debatten om Vindelälven. Frågan om Vattenfall skulle tillåtas bygga ut Vindelälven var central i 1960-talets vattenkraftsdebatt. I uppsatsen undersöks hur de tre grupperna Vattenfall, Svenska Naturskyddsföreningen och lokalbefolkningen längs älven förhöll sig till frågan om Vindelälvens framtid och vilka argument de använde sig av i debatten om älven. Uppsatsen undersöker om Vattenfall, Naturskyddsföreningen och lokalbefolkningen kan förstås som tre relevanta grupper enligt SCOTs definition, samt huruvida det svenska vattenkraftsystemet nådde closure 1970. Det material som har studerats utgörs av tidnings- och tidskriftsartiklar från de tre grupperna, publicerade under perioden 1960—1970. Resultatet av undersökningen visar att Vattenfall och Naturskyddsföreningen uppfyller kriterierna för att betraktas som två relevanta grupper enligt SCOT. Vad gäller lokalbefolkningen är det mer komplicerat. Invånarna längs älven delar inte en gemensam uppfattning om utbyggnaden av Vindelälven och kan således inte betraktas som en relevant grupp, däremot finns det undergrupper som eventuellt uppfyller kriterierna. 1970 års beslut att bevara älven var avgörande för den fortsatta utbyggnaden av svenska älvar och kan ses som ett första steg på det svenska vattenkraftsystemets väg mot closure, vilket förmodligen nåddes 1993 i och med riksdagens beslut att klassa fyra älvar som nationalälvar.

Syftet med denna uppsats är att undersöka de amerikanska kommunisternas samtida diskussion kring och kritik av Roosevelts National Industrial Recovery Act , samt att analysera deras interna dragkamp om hur denna skulle tolkas och förstås i relation till fascism. Detta genomförs genom att studera kommunistiska tidningar från stalinister och trotskister. Tidigare forskning om ämnet har negligerat kommunisternas syn på lagen, alternativt avfärdat den som simpel dogma. Denna studie visar tvärtemot att både NIRA och fascism var föremål för en omfattande maktkamp mellan de kommunistiska lägren, och att kommunisternas förståelser och tolkningar byggde på komplexa teorier och utförliga analyser som anknöt till många olika koncept som bl.a. krig, terror, juridik, rättigheter, statens makt och begränsningar, symboler, statsvetenskaplig teori, och ideologier. Därmed kan studien också bidra till att problematisera och nyansera den rådande bilden av the New Deal, som i såväl forskning som populär mening har förståtts och förstås och används fortfarande som ett enhetligt, socialistiskt och progressivt fenomen.

In this thesis I study how geneticist and racebiologist Gunnar Dahlberg, through his own writings and participation in the UNESCO statements on ”race”, came to define the concepts of ”race” and ”science”. Dahlberg was a stark opponent of the ”Nazi race doctrine”. He was also in a unique position as head of the State Institute for Human Genetics and Race Biology, during the period here examined. Questions have recently been raised as to how to understand scientists like Dahlberg when he, as well as many other antiracists of his time, did not deny the existence of visible and scientifically provable ”races”. One conlusion I draw is that Dahlberg, nevertheless, in many ways sought to replace the ”race” concepts in his time, for the biological concept of ”isolates”. I also state, in accordance with what other historians of scientific racism has shown, especially when dealing with the UNESCO statements, that the furthering of biological notions was upheld by other scientific areas, such as anthropology. The case was also vice versa, making ”race” at its core biological, but to its exterior a question of social environment. Relying on Thomas F. Gieryns theories of Boundary-work, I want to further our knowledge of how this was made possible. The aim is to show how Dahlberg, rethorically, drew boundaries for the ”scientific truth” about ”race”. I also intend to shed some light on how these contests for authority where percieved and related to by others. In this respect, one conclusion is that concepts of ”modernity”, and different uses of history where employed as demarcations. I will also show how, in dealing with the criticism of the statements, UNESCO produced a pluralist concept of science. Withall, this is a history that raises important questions about science, politics, and the work – consensuses and contests – that foregoes the categories later used to describe and, or, divide human beings.

I denna uppsats ges en analys av läkaren Johan Almkvists skrift Sexuallivet i våra samhällen och möjligheten av dess förbättrande. Skriften publicerades 1942, under en tid av stora förändringar inom sexualpolitiken i Sverige. Då läkarna under denna tid fått en större vetenskaplig auktoritet även inom sexuallivet kan denna skrift ses som en representation för sin tid. Genom en analys av texten i jämförelse med samtidens samhälle påvisas en läkares tankar om förändringen gällande sexualiteten och varför en publikation av detta slag ansågs behövas. Uppsatsen undersöker vad denna läkare ansåg behövde förbättras i samhället och varför, samt hur detta skulle uppnås. Analysen är upplagd utefter de stora teman boken berör, rashygien, samhällsnytta samt könssjukdomar och sexualupplysning, teman som också var stora i samhället under denna tid. I uppsatsen framhålls hur Almkvist ansåg att sexuallivet skulle bli mindre samhällsskadligt genom att hålla sig till de skyldigheter han ställer upp. Skyldigheter som alla berör just områdena kring rashygien, samhällsnytta samt könssjukdomar och sexualupplysning.

The aim of this thesis is to examine and analyse if it is possible to distinguish a new perception of time and temporality in the Swedish fashion magazine Magasin för konst, nyheter och moder, and in that case how it is expressed. To discover this, I have used the theories of the philosophers and historians Reinhart Koselleck and Marshall Berman. In their works they have pointed out and described how the early decades of the nineteenth century was a crucial time for our perception of the modern world, in the sense that we ever since then have experienced a gap between the past and the future where we cannot derive our expectations from our past experiences anymore. I have studied if this notion is communicated in the articles, and came to the conclusion that there is a new awareness of time articulated in the magazine. Mainly  there are three different understandings of time and temporality expressed within the magazine – first are those articles that shows a general new awareness of time in a constructive way, neither through a positive or negative perspective. Furthermore, there are also expressions for connections between the materialistic content in the magazine and the view on temporality, where the acknowledgment of a new temporality in fashion seems to also have an impact on a more ideological perception of time. Finally there are articles which portrays the discrepancy between expectation and experience as something with a negative significance for the future, but similarly puts this in a way that illuminates that the future is now something adaptable and possible to influence in a certain direction. This shows a new way of understanding how, in a Swedish nineteenth century context, material culture could affect people’s awareness of time and temporality and hence also their thoughts and outlook of the future even in more abstract issues. The upcoming becomes possible to interpret as something materialistic, and therefore also something more concrete and arguable.