This is a study on Spain´s path from dictatorship towards democracy in the period of 1975 to 1982. The examination is based on Robert Dahl´s theory of democratization, fundamentally describing three alternate paths, moving a society from one of the states closed hegemony, inclusive hegemony or competitive oligarchy into the state polyarchy. According to Dahl, polyarchy is the closest ideal of a democracy. Dahl´s transformation paths are based on two dimensions: political competition and political inclusiveness. Prior to 1975, Spain was a closed hegemony and transformation could have gone directly to polyarchy or by way of either inclusive hegemony or competitive oligarchy. The results obtained in this study demonstrates that political competition and political inclusiveness developed in parallel in Spain, which was the prerequisite for the rapid transition. Most crucial was that the elections and the referendums occurred within a very short period of time. According to Dahl, elections can be categorized as political competition as well as political inclusiveness. Therefore, it can be concluded that Spain followed the path moving directly from closed hegemony into polyarchy without moving via inclusive hegemony or competitive oligarchy.

Doctor of Philosophy / Department of Psychological Sciences / Satoris S. Culbertson / Developing effective strategic thinkers in an organization requires a dedication to early identification, selection, development, and practice, along with the conceptual understanding and measurement tools to make it happen. In support of this, the current research focused on three objectives: 1) establishing theoretical support across multiple disciplines for the concept of a strategic thinking mindset, 2) developing the Strategic Thinking Mindset Test (STMT) using situational judgment test methodology for the U.S. Army, and 3) evaluating the results of a pilot test of the STMT for reliability and construct validity. The STMT focuses on three characteristics of a strategic mindset: Flexibility, Humility, and Inclusiveness. These characteristics were derived from themes found common to strategic thinking literature across the disciplines of psychology, management, and military science. In all stages of this research, officers and non-commissioned officers of the U.S. Army served as participants. The first three stages involve the development and keying of content for the STMT. A sample of 125 participants provided scenarios in Stage 1. In Stage 2, 75 participants gave feedback on the scenarios and provided realistic response options. In Stage 3, 224 participants rated the response options according to expression of the characteristic and effectiveness. In Stage 4, the pilot version of the STMT was administered to 229 participants, along with several other measures used to establish construct validity evidence. The results of the pilot test revealed that, although there is some evidence supporting the construct validity of the STMT as a three-factor test of flexibility, humility, and inclusiveness, the overall profile of evidence suggests that the construct(s) being measured are unclear. Low inter-item correlations contribute to a low internal consistency in the measure, which further limits the STMT’s use as a predictor. The pilot test revealed interesting results related to cognitive ability, specifically a negative relationship between the mindset and cognitive ability under best/worst response instructions, rather than a positive relationship or no relationship, as was the case under most/least likely response instructions. Future research recommendations are discussed in the areas of SJT development, scoring, format, and the further refinement and measurement of the strategic thinking mindset.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The Central Jurisdiction is a structure within The Methodist Church organization which almost completely segregates the Negro Methodist from his white fellow-Methodist at the jurisdictional, annual conference, and local church levels of organization. During the past few years the church has begun to move toward the abolition of this racial jurisdiction. During this period, however, the leadership of the Central Jurisdiction has refused to implement various procedures available to transfer conferences and churches into geographic jurisdictions according to Amendment IX of the Constitution of The Methodist Church. In this situation the question has been raised as to the role that the Central Jurisdiction is playing and has played in the developnent of an inclusive Methodist Church. Particularly, the question has been asked whether the Central Jurisdiction and its leadership has become a conservative institution concerned with its own interests over and above the elimination of the symbol of segregation in The Methodist Church. The aim of the present stuey has been to study these questions. The procedure has been to study the history of the Negro in Methodism and of the development of the Central Jurisdiction. In order to discover the effects of the Central Jurisdiction as an institution upon communication between white and Negro ministers, and to discover any differences in attitudes concerning the Central Jurisdiction between leaders and non-leaders, a questionnaire was sent to a random sample of the ministerial menbers of the Central Jurisdiction. Of 193 items in the sample 191 were returned. other instruments were also sent to the presidents of the Woman's Society of Christian Service and the Lay Leaders of the seventeen Negro annual conferences in order to determine the extent of conmunicat ion among Methodist laymen. A stuey was then made of the Central Jurisdictional Conference actions directed toward the elimination of the Central Jurisdiction, using criteria for effective minority action as a critical tool. These criteria were: (1) an insistent, virtually unanimous protest to the majority group; (2) a legislative program supported by the Negro; (3) the development of interracial contacts and activities. The conclusions of the study indicate that there is very little communication between clergy and laymen of different races at the conference, district or local level. The national leadership of the Woman's Society of Christian Service has encouraged inter-racial contacts but the results, although encouraging, are only beginning to appear. No statistical difference appeared between the leaders and non-leaders of the Central Jurisdiction in their attitudes concerning the Central Jurisdiction which would indicate the leaderships 1 actions were dictated by self-interest. In fact, on same issues the leaders took positions more favorable to an inclusive church than the rank and file. The actions of the Central Jurisdiction were found to be consistent with the purpose or creating an inclusive church, defining this in terms much broader than the mere abolition of the Central Jurisdiction. It was found that this concern with the more fundamental question of how to develop an inclusive fellowship in which the Negro will be accepted as an equal in all sections of the church was the reason for the reluctance ef the leadership te utilize Alaendment IX. With the pressure of the secular world building up around the church fer the elimination of segregation the Central Jurisdiction found it strategic to emphasize the importance of formulating an over-all plan for the development of an inclusive church before the Central Jurisdiction was abolished. The effect of the Central Jurisdiction, therefore, as an institutional structure was found to retard the develepment of an inclusive church, while as a policy making body it has been a force working for the end of racism in The Methodist Church. / 2031-01-01

Bakgrund: År 2050 beräknas det finnas 100 miljoner personer med demenssjukdom i världen. Att skapa stunder av gemenskap, försöka bevara patientens identitet och göra omvårdnaden personlig är avgörande för en god vård. Patienter med demenssjukdom har ofta kvar sin förmåga att sjunga och känna igen musik även i ett sent stadium av sjukdomen. Syfte: Syftet med examensarbetet var att beskriva vilken inverkan musik kan ha i omvårdnaden av personer med demenssjukdom. Metod: En litteraturöversikt baserad på nio vetenskapliga artiklar genomfördes; sex av studierna var kvantitativa och tre kvalitativa. Nyckelfynd identifierades och sammanställdes för varje artikel. Likheter och skillnader jämfördes och övergripande kategorier skapades som efter ytterligare analys kondenserades till teman och underteman. Resultat: Resultatet visar att olika musikinterventioner ökar välbefinnandet hos personer med demenssjukdom genom minskad ångest, minskad agitation, förbättrad sinnestämning samt uttryck av glädje och lekfullhet. Personernas förmåga till både verbal och icke-verbal kommunikation ökade. Musik visade sig även vara en väg till gemenskap genom ökad social interaktion, bättre samspel och ökat samarbete. Diskussion: Resultatet diskuteras i förhållande till Katie Erikssons teorier om lidande och om lekens betydelse i vårdandet. Att ha en demenssjukdom kan innebära sjukdomslidande, vårdlidande och livslidande. Individuellt anpassad musik kan stärka en persons identitet och skapa en gemenskap som minskar lidandet. I vårdandet är leken central och ett medel för att uppnå hälsa. Leken kan även lindra lidande. / Background: By the year 2050 it is estimated there will be around 100 million dementia sufferers. In order to provide good and adequate care for these people it is paramount to preserve their integrity and their feeling of inclusiveness and to personalise their care. Dementia patients often retain their ability to sing and to recognise music even at an advanced stage of the illness. Aim: The aim of this litterature overview was to describe the impact music have on people with dementia. Methods: A litterature overwiev based on nine scientific articles were conducted; six quantitative and three qualitative. Keyfoundings were identified and put together for each article. Similarities and differences were compared and overall categories were created that after further analysis were condensed to themes and subthemes. Results: The result showed how different musical interventions increased the overall well being of the patients. The reduction of anxiety and agitation were significant and led to an increased level of expression of joy and playfulness. Their ability for both verbal and non-verbal communication increased. Music also led to enhanced social interaction and cooperation. Discussions: The results were discussed in relation to Katie Erikssons´ theories about suffering and the significance of playing in caring. To have dementia may involve suffering on many levels connected to the disease, the care and to life. Indivudually adjusted music may strenghten a persons identity and relieve suffering. Playing is important in the act of caring and a way to attain health. Playing may also relieve suffering.

The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis). Interacting with situational factors, moral orientation would further influence moral judgment and behavior, thus connecting habitual morality with reflective morality. The specific objectives were: (a) to examine the relational structures among worldview, self-view, moral inclusiveness, and moral orientation; and (b) to construct a moral orientation index that measures various moral orientations, including egocentric, family, care, norm, justice, biocentric, and religious orientations, reflecting the corresponding worldviews, self-views, and levels of moral inclusiveness. Moral inclusiveness was operationalized as relationship closeness to different social groups at expanding levels of moral inclusiveness: (1) self only, (2) family, (3) peers, (4) society, (5) humanity, (6) nature, and (7) God. Survey data were gathered from 640 Grades 8-12 students and 472 adults. Structural equation models (SEM) were developed using the student data while making some comparative references to the adult data. Results of SEMs generally supported the main hypothesis. For example, individuals scoring higher on vertical individualism, social Darwinism, and independent self scored higher on egocentric orientation; individuals scoring higher on vertical collectivism and closeness to family scored higher on family orientation; and individuals scoring higher on horizontal collectivism and interdependent self scored higher on care orientation, at Levels 1, 2, and 3 respectively. Individuals scoring higher on collectivism, horizontal worldview, and moral self scored higher on justice orientation, but individuals scoring higher on closeness to nation scored lower on justice orientation at Level 5. The primacy of worldview, particularly collectivism, over self-view and moral inclusiveness in moral orientation development has implications for education. Exploring the roots of habitual morality, this study advances theory by integrating different schools of moral psychology with cultural psychology.

The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis). Interacting with situational factors, moral orientation would further influence moral judgment and behavior, thus connecting habitual morality with reflective morality. The specific objectives were: (a) to examine the relational structures among worldview, self-view, moral inclusiveness, and moral orientation; and (b) to construct a moral orientation index that measures various moral orientations, including egocentric, family, care, norm, justice, biocentric, and religious orientations, reflecting the corresponding worldviews, self-views, and levels of moral inclusiveness. Moral inclusiveness was operationalized as relationship closeness to different social groups at expanding levels of moral inclusiveness: (1) self only, (2) family, (3) peers, (4) society, (5) humanity, (6) nature, and (7) God. Survey data were gathered from 640 Grades 8-12 students and 472 adults. Structural equation models (SEM) were developed using the student data while making some comparative references to the adult data. Results of SEMs generally supported the main hypothesis. For example, individuals scoring higher on vertical individualism, social Darwinism, and independent self scored higher on egocentric orientation; individuals scoring higher on vertical collectivism and closeness to family scored higher on family orientation; and individuals scoring higher on horizontal collectivism and interdependent self scored higher on care orientation, at Levels 1, 2, and 3 respectively. Individuals scoring higher on collectivism, horizontal worldview, and moral self scored higher on justice orientation, but individuals scoring higher on closeness to nation scored lower on justice orientation at Level 5. The primacy of worldview, particularly collectivism, over self-view and moral inclusiveness in moral orientation development has implications for education. Exploring the roots of habitual morality, this study advances theory by integrating different schools of moral psychology with cultural psychology.

Thesis (Ph.D.)--Macquarie University, Division of Society, Culture, Media and Philosophy, Warawara - Dept. of Indigenous Studies, 2005. / Bibliography: p. 248-265. / Introduction and method -- General issues in heritage interpretation: Monuments and memorials; Museums; Other issues -- Historic site case studies: Parramatta Park and Old Government House; The Meeting Place Precinct - Botany Bay National Park; Myall Creek -- Discussion and conclusions. / It has long been established that in Australia contemporary (post-contact) Aboriginal history has suffered as a result of the colonisation process. Aboriginal history was seen as belonging in the realm of prehistory, rather than in contemporary historical discourses. Attempts have now been made to reinstate indigenous history into local, regional and national historical narratives. The field of heritage interpretation however, still largely relegates Aboriginal heritage to prehistory. This thesis investigates the ways in which Aborigianl history can be incorporated into the interpetation of contemporary or post-contact history at heritage sites. The thesis uses the principle of 'shared history' as outlined by the Council for Aboriginal Reconciliation, as a starting point in these discussions. / Electronic reproduction. / viii, 265 p., bound : ill. ; 30 cm. / Mode of access; World Wide Web. / Also available in print form

Made available in DSpace on 2016-03-15T19:39:44Z (GMT). No. of bitstreams: 1 Adriano Bareia Francisco.pdf: 747654 bytes, checksum: 007f4eddb11395a257481dd6e240c856 (MD5) Previous issue date: 2011-06-14 / Fundo Mackenzie de Pesquisa / This research aimed to evaluate the setting where Physical Education classes are taken, having students with multiple disabilities (physical, mental, sensory) at North Regional 2, a public network in Sao Paulo. The first step was to elicit the teaching expertise from Physical Educators, especially their knowledge about their student s disabilities. A second step was making an inventory of resources that has been generally reached out by teachers to improve their awareness and understanding. Third, listening to the main actors, the students with disabilities, so that good solutions come up from a genuine want perspective. Primary research was performed with 10 (ten) School Physical Education teachers from the public network at Sao Paulo. Qualitative method was chosen, and among a variety of possibilities I have decided to adopt a semi-structured interview guide, which involves direct interaction between the researcher and the respondents. Guiding questions were previously formulated, with open and closed questions included, according to the researcher s objectives. After this I have done the transcription of the testimonies, so that I could concentrate on the content, choosing the more relevant data, and discussing the results. Data indicate interesting advantage and drawbacks. As an advantage I must highlight the respondents understanding regarding the need of more competence and up to date training opportunities to accomplish inclusiveness. Also the respondents underscored the search for new methods, resources, and strategies as significant steps every professor should go after. Additionally they pointed out some of the drawbacks. The most significant downside is the absence of training courses promoted by the government, and in addition the low level of interaction between professors to debate the issue. / Esta pesquisa teve como objetivo avaliar as condições de realização das aulas de Educação Física para alunos com deficiência física, mental, sensorial ou múltipla, em escolas comuns da Diretoria de Ensino Norte 2 da rede estadual de São Paulo. Para tanto propôs-se a identificar e analisar o conhecimento que o professor de Educação Física Escolar tem sobre as deficiências de seus alunos, discutir os recursos que vêm sendo buscados pelos professores para aprimoramento na área e conhecer as sugestões dos participantes para melhor atendimento destes alunos. Foi realizada uma pesquisa de campo, envolvendo 10 (dez) professores de Educação Física de escolas públicas da rede estadual de São Paulo. Adotou-se a abordagem qualitativa, tendo como instrumento um roteiro de entrevista semi-estruturada formulado previamente, contendo perguntas abertas e fechadas direcionadas aos objetivos propostos pelo pesquisador. Em seguida realizou-se a transcrição dos depoimentos, a categorização dos dados mais significativos e a discussão dos resultados obtidos. Estes apontaram fatores importantes para a melhora das aulas de Educação Física para alunos com deficiência. Ressaltaram a capacitação e atualização dos professores como fator primordial para o êxito do processo inclusivo, destacaram a importância da busca por novos recursos, estratégias e intercâmbios entre os professores e indicaram a ausência de cursos que deveriam ser promovidos pelos órgãos competentes a fim de capacitar os professores.

At focus in this study are six professional ice hockey players experiences and thoughts on sexual norms in ice hockey and how these are expressed. The aim was to illuminate values and attitudes towards sexuality in Swedish ice hockey – a sport which characterized by a masculine label that affects it in terms of diversity and norms. Qualitative data was gathered by interviews with six professional ice hockeyplayers, women and men between 20-30 years old, which together had a wide background in the organisation of Swedish ice hockey. These informants reflected on their own views of the sport itself and how it has an impact on inclusiveness, norms and tolerance towards different sexualities. The results showed that the informants experienced a clear norm in Swedish ice hockey that incused womens icehockey to be more open to different sexualities rather than mens icehockey. The female informants testified that womens ice hockey players often were associated with stereotypes of being lesbians. The informants experiences also indicated how heterosexuality is normative in mens ice hockey. According to the informants, this norms may have an impact on the tendency of men, in terms of being open with their sexuality. In addition, this study also highlights the players attitudes towards future work with questions concerning values and inclusiveness in Swedish ice hockey. The informants in this study showed oppenness in ways of changing norms, so eventually, in the future, ice hockey players shouldn’t feel excluded in the organisation of ice hockey because of their sexuality.

The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis). Interacting with situational factors, moral orientation would further influence moral judgment and behavior, thus connecting habitual morality with reflective morality. The specific objectives were: (a) to examine the relational structures among worldview, self-view, moral inclusiveness, and moral orientation; and (b) to construct a moral orientation index that measures various moral orientations, including egocentric, family, care, norm, justice, biocentric, and religious orientations, reflecting the corresponding worldviews, self-views, and levels of moral inclusiveness. Moral inclusiveness was operationalized as relationship closeness to different social groups at expanding levels of moral inclusiveness: (1) self only, (2) family, (3) peers, (4) society, (5) humanity, (6) nature, and (7) God. Survey data were gathered from 640 Grades 8-12 students and 472 adults. Structural equation models (SEM) were developed using the student data while making some comparative references to the adult data. Results of SEMs generally supported the main hypothesis. For example, individuals scoring higher on vertical individualism, social Darwinism, and independent self scored higher on egocentric orientation; individuals scoring higher on vertical collectivism and closeness to family scored higher on family orientation; and individuals scoring higher on horizontal collectivism and interdependent self scored higher on care orientation, at Levels 1, 2, and 3 respectively. Individuals scoring higher on collectivism, horizontal worldview, and moral self scored higher on justice orientation, but individuals scoring higher on closeness to nation scored lower on justice orientation at Level 5. The primacy of worldview, particularly collectivism, over self-view and moral inclusiveness in moral orientation development has implications for education. Exploring the roots of habitual morality, this study advances theory by integrating different schools of moral psychology with cultural psychology. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate