Thesis (doctoral) - Universität, Erfurt, 2009. / Includes bibliographical references.

Thesis (doctoral)--Universität, Bonn, 2003. / Includes bibliographical references and index.

M.P.H., Faculty of Health Sciences, University of the Witwatersrand, 2011

Degree awarded (2003): EdDHRD, Counseling, Human and Organizational Studies, George Washington University / Abstract of Dissertation<p>Re-shuffling of employees is a popular method of balancing current mission requirements in fluid organizations. Employee knowledge is a valuable resource lost to downtime as employees make sense after involuntary reassignment. This study served to address the paucity of research on the sensemaking of employees who are involuntarily reassigned within their organizations. This study used meaning making theory to explore the mental models employed by eight Department of Defense employees as they made sense of being involuntarily reassigned. It identifies and describes the content of the mental schemes used by these employees to navigate their environment after the event. The Self-Q interview methodology proposed by Bougon, Baird, Komocar, and Ross, (1990) is used to elicit the constructs of tacit mental models.<p>The major constructs of sensemaking after involuntary reassignment were Identity, Performance, Management, Others (i.e. co-workers, family, supervisors, etc.) and Emotions. Contributions to sensemaking (Weick, 1979; 1995) and adult learning theory (Mezirow, 1991; 2000) are suggested. Five implications for HRD practitioners and organizational leaders are discussed. Five recommendations for future research in theory and practice are offered. / Advisory Committee: Dr. David Schwandt, Dr. Michael Marquardt (Chair), Dr. John Ferriter, Dr. Andrea Casey, Dr. Stephen King

The growing numbers of U.S. Latino Protestant converts from Catholicism has attracted scholarly attention in the last decade, however; none have examined the influence of social context through the lens of the semi-involuntary thesis to understand Latino conversion. Using data from a national sample of 4,016 Latinos surveyed across the country in 2006 by the Pew Forum on Religion and Public Life, this study tests, along with demographic factors, social factors important to the semi-involuntary thesis such as (a) national origin status, (b) census region, (c) Latino geographical concentration, (d) linguistic status, and (e) identity salience in explaining Latino conversion to Protestantism. / text

Univ., Diss., Oldenburg, 2008, unter dem Titel: Umfang und Struktur der nationalsozialistischen Zwangssterilisationen im Lande Oldenburg. / Includes bibliographical references (p. 186-192).

Zugl.: Köln, Univ., Diss., 2008

An estimated 18.6% of adult Americans struggle with mental health symptoms, 22% of whom experience significant functional impairment qualifying them for status as having a serious mental illness (SMI). Despite high prevalence rates, many with mental health symptoms do not receive treatment. Barriers to treatment include those at both individual (i.e. lack of insurance) and environmental (i.e. lack of access) levels. Mental health symptoms causing an individual to be at risk for harm to self or others may lead to legal involvement via involuntary civil commitment (ICC) and evaluation. Although ICC statutes have been adopted throughout the United States, relatively little is known about ICC-involved populations and ICC caseflow. This study extends the literature by providing a description of the ICC population in southern Arizona. Findings identify risk and protective case variables in predicting ICC caseflow. Furthermore, this study is the first to examine two potential sources of problems within the ICC process: 1) disproportionate ICC-contact compared to population-based expectancies and 2) rate of agreement between ICC evaluating physicians regarding an individual’s mental health diagnoses.

Thousands of children are absent from school every day. Students miss school for a multitude of reasons connected to the student, their family, the school, and the wider society. This research conceptualizes absenteeism as voluntary and involuntary. Voluntary absences revolve around students’ deliberate decisions to miss school; whereas involuntary absences are often imposed on the student. For example, preferring to engage in some recreational activity outside of the school is considered a voluntary absence, whereas having to work during school hours to earn an income is an involuntary absence. Unfortunately, the majority of mainstream schools do not demarcate between voluntary and involuntary absences and reprimand pupils for absenteeism regardless of its cause. As a result of these actions, many youths are pushed, pulled, or fade away from their education. A lucky few find their way to alternative schools where they are offered a last chance to earn a high school diploma. Some alternative schools are able to not only raise attendance, but also to accommodate involuntary absenteeism, where a student is allowed to miss some class without penalty. However, little Canadian evidence exists documenting how alternative schools respond to absenteeism. This research interviewed 40 students and 17 staff members in four alternative schools in Ontario, Canada, to capture their perspectives on absenteeism. The findings indicate that mainstream schools the students attended were not effective in responding to absenteeism; whereas the alternative schools were better positioned to ensure that the students were able to progress with their education regardless of their ability to attend consistently. Nevertheless, there are concerns about the pupils’ readiness to succeed in postsecondary education and/or subsequent work upon graduation from an alternative school.

Thesis (doctoral)--Universität, Passau, 2002. / Includes bibliographical references (p. 264-280) and index.