No description available.

Thesis (M.A.)--University of Central Florida, 2008. / Adviser: Elayne Zorn. Includes bibliographical references (p. 109-113).

Thesis (M.A.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.

This thesis explores the impact and effects of a leadership development programme in-depth and over time. There has been a lack of attention given to understanding the impact of such interventions in the academic literature. Where studies do investigate the impact (s) of leadership development they tend to focus almost exclusively on positive outcomes or the achievement of pre-determined targets and tend to be short-term in focus. This research finds that there is also a shadow side of leadership development, defined as the unintended effects of leadership development programmes which can be counter-productive and dysfunctional. A longitudinal case study approach was adopted comprising documentary analysis, observation and interviews, the latter of which were conducted with multiple stakeholders at three different junctures in time during and beyond the length of the leadership development programme. Three conceptual dimensions of identity, organisational culture and organisational context were identified which together facilitated a multi-faceted understanding of the changing impact and effects of the leadership development programme over time. In conclusion this thesis makes both a theoretical and methodological contribution by adding a longitudinal, multi-level analysis and evaluation of leadership development, evidencing both positive and shadow impacts and effects.

Thesis (Ph. D.)--University of California, San Diego, 2004. / Vita. Includes bibliographical references (leaves 597-653).

The purpose of this research is twofold. Firstly, this research aims to investigate whether the design preferences of bloggers in selected countries from different cultural backgrounds are influenced by national culture traits. The investigation involves two categories of blogs selected within a country where the bloggers share similar attributes such as language or geographical location. Secondly, simultaneously, this research intends to discover the possibility of the impact of group level influence on design preferences of bloggers who are linked together in a network through bloggers’ linkage or blogrolls. To achieve the said purposes, observations on both the global and local blogs of six selected countries are conducted using the content analysis method. This method allows this research to observe web pages and rate design preferences of bloggers via a coding system, similar to the method used to analyse documents or manuscripts to find common themes or keywords. A total of 612 blogs (306 global and 306 local) are observed for a period of nine months to identify cultural traits on design behaviour based on national culture indicators chosen from prominent literatures. To prevent a systematic error, an independent second observer was appointed and the results obtained are compared using a statistical methodology. In addition, translators were also engaged to verify that the translations are of a correct meaning and comprehension since blogs use various national languages on their web pages. The data were statistically tested using SPSS engaging in statistical analysis of frequency table, Cross-Tabulation and cluster analyses and MANOVA. Results shown that design preferences between both the global and local blogs in each country, has significant differences in most of the design indicators chosen. The findings indicate that the national culture influence on design preferences in linked networks of blogs is weakening indicating another type of influence might be in existence. The results also provide evidence that blogs in linked networks are statistically significant as a cluster or a group by themselves and are independent from one cluster to another. The research, however, studies only six countries from six different cultural dimensions. The inclusion of other countries, similar to or different from the countries under investigation, would be an added advantage. Furthermore, the use of only a single type of global blog provider (blogspot.com) in this research could be extended to other global blog providers such as wordpress.com to give fairer coverage of major and popular global blogs as well as providing a wider generalisation effect of the research findings.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

The migration of thousands of Guatemalan-Maya due to political violence and poverty since the 1970s led to the establishment of various diasporic communities throughout the United States. A frequent destination for the Maya is Los Angeles, California, where they are confronted with pressure to adapt within an environment that is predominately Latino/Hispanic. Maya identity expressed through the use of traje (Maya clothing), language, literature and spirituality is challenged by Euro-American culture such as western style of dress and the practice of English which discriminates against these customs. These conditions are more severe for Maya children who face the difficulties in preserving their heritage as a result of institutions such as public education which socializes them into US culture and history. Despite the presence of many indigenous communities in Los Angeles, such as the Maya, Mixtecos and Zapotecs, indigenous identity is almost non-existent in many public spaces and institutions. Discrimination against the Maya by their compatriots and other Latinos coupled with high rates of undocumented immigration statuses have contributed to this invisibility. Some Maya parents view the lack of a strong indigenous identity among their children as problematic and the source of negative cultural qualities such as disrespect towards elders, violence, individualism and misbehavior. In this study, I seek to examine Maya identity and culture in Los Angeles. What does it mean to identify as Maya in Los Angeles? What are the consequences of doing so? How do Maya immigrants respond to discrimination and what implications does discrimination have for the ethnic identity formation of their children? Why has Maya identity survived in some children of Maya and not in others? I found that while some Maya immigrants have assimilated into the Latino community in response to racism and fear of deportation, others have adopted strategies such as the use of marimba to preserve Maya identity which also serve to deal with a life of displacement and exile. Maya identity among children is highly influenced by factors such as the educational system, class and their parent’s willingness and ability to transmit Maya culture. Thus, while some children of Maya have been able to preserve and express their identity through various channels such as music and language, others may be unaware of, ashamed by or apathetic toward their indigenous roots and history. / text

Made available in DSpace on 2014-07-29T16:28:00Z (GMT). No. of bitstreams: 1 RONNEdissertacao.pdf: 598471 bytes, checksum: 90574c7c9848b1126a429865f6b02a33 (MD5) Previous issue date: 2009-12-15 / This study has its focus on the masks of the feast of St. James of Mazagão Velho in the state of Amapá - Brazil. Held since 1777 by the residents of the city in the margins of the Mutuacá River, the feast celebrates the transfer of the former Portuguese colony from the Dukkala region, in the North of Africa. Full of rich and diversified visualities, rituals and symbols of Catholicism, the community lives with intensity its cultural and religious manifestations. The masks are distinguished during a ball exclusive for masked individuals and, in this study they are analyzed from the perspective of visual culture as visual artifacts. The research aims to build interpretations on the relations between mask and identity, observing and discussing the learning processes connected to the production and use of the masks in the symbolic context of the feast. The work also investigates the meanings of possible points of infiltration, resistance and hybridization that the masks present originated from a multicultural community formation and the influences of a global world. The text is built taking into consideration the multiple interpretations of the research participants that, through open interviews, recollect and reconstruct histories of the cultural and oral memory of the city / Esta pesquisa tem como objeto de estudo as máscaras da Festa de São Tiago de Mazagão Velho, no estado do Amapá. Realizada desde 1777 pelos moradores da cidade amapaense às margens do rio Mutuacá, a festa celebra a transferência da ex-colônia portuguesa da região de Dukkala, ao norte da África. Repleta de visualidades diversificadas, rituais e símbolos do catolicismo, a comunidade vive com intensidade suas manifestações culturais e religiosas. As máscaras ganham destaque durante um baile exclusivo para brincantes mascarados e, neste estudo, são analisadas como artefatos visuais a partir da perspectiva da cultura visual. A pesquisa visa construir interpretações sobre relações entre máscara e identidade, observando e discutindo processos de aprendizagem ligados à feitura e utilização das máscaras no contexto simbólico da festa. O trabalho investiga, também, os significados de prováveis pontos de infiltração, resistência e hibridização que as máscaras apresentam em decorrência da formação multicultural da comunidade e das influências do mundo globalizado. O texto é construído a partir de múltiplas interpretações dos colaboradores da pesquisa que, através de entrevistas abertas, revisitam e reconstroem histórias da memória oral e cultural da cidade

The purpose of this examination was to find how supervisors interpreted the terms vocational identity and vocational culture, found in the diploma goals in workplace-based learning at the Child- and Recreation Programme. To reach the purpose, I formulated questions that I answered through a qualitative study. I made six interviews with pre-school teachers who had been supervisors for students at the Child- and Recreation Programme. The informants answered the same questions and the answers were recorded. The result of the study showed that the supervisors made a fairly consistent interpretation of the terms. The conclusions in the study were that supervisors interpreted vocational identity as who you are at work, including issues of responsibility and security. The supervisors strengthened the vocational identities of their students by treating them in a positive way and they were able to see practical signs that the students had developed their vocational identity as they began to take responsibility in their work and dared to question the activities. The supervisors interpreted the concept of vocational culture as teamwork and the ability to have a holistic approach for children. The supervisors mediated the vocational culture by showing pride in their work and talking with the students. They were able to see concrete signs that the students had developed an understanding of vocational culture when the students weaved learning into everyday routines by talking with the children. / Syftet med mitt examensarbete var att ta del av hur handledare tolkar begreppen yrkesidentitet och yrkeskultur, som finns angivna i examensmålen för det arbetsplatsförlagda lärandet på barn- och fritidsprogrammet. För att uppnå syftet formulerade jag frågeställningar som jag sedan besvarade genom en kvalitativ undersökning. Jag intervjuade sex handledare för elever på barn- och fritidsprogrammet. Alla informanter svarade på samma frågor och svaren spelades in. Undersökningens resultat visade att handledarna gjorde en relativt samstämmig tolkning av begreppen. Några av de slutsatser som jag drog av min undersökning var att handledarna tolkade yrkesidentitet som vem man är på jobbet och i detta ligger även de båda begreppen ansvar och trygghet. Handledarna stärkte yrkesidentiteten hos sina elever genom att bemöta dem på ett positivt sätt och kunde se konkreta tecken på att elever utvecklat sin yrkesidentitet när de började våga ta ansvar och vågade ifrågasätta. De intervjuade handledarna tolkade begreppet yrkeskultur som arbetslagsarbete och helhetstänkandet kring barn. Handledarna förmedlade yrkeskulturen genom att de visade upp en yrkesstolthet och samtalade med eleverna och kunde se konkreta kännetecken på att eleven utvecklat förståelsen för yrkeskulturen när eleven vävde in lärandet i de vardagliga rutinerna genom att samtala med barnen.