Made available in DSpace on 2014-07-29T15:13:49Z (GMT). No. of bitstreams: 1 tese enilda rodrigues de almeida.pdf: 706145 bytes, checksum: a85a42be8aaf56400528920ce94ad2dc (MD5) Previous issue date: 2009-08-20 / This Thesis, understood in the Research Line Culture and Educational Process, discusses from the depositions of educational administrators, the meaning of being a manager in the educational perspective of phenomenology. With the goal to understand from the phenomenology the meaning of educational administration in humanizing line, so this is focusing on the humane. The research problem was to get how the phenomenology while theory, method and practice, will be to contribute to the educational management project overcomes his character formalistic, bureaucratic and impersonal, valuing the person as being the whole, solidary, conscious, critical, creative and ethical? We use the theoretical framework is based in the thought of Edmund Husserl and the contributions from the authors of the phenomenology like: Merleau-Ponty, Ângela Ales Bello, Pedro M.S. Alves, Antônio Muniz de Resende, Joel Martins, Creusa Capalbo, Maria Aparecida Bicudo et all. After the bibliographical review about the phenomenologicals framework we developed the empiric research, the phenomenological-qualitative way applying a guiding question open, which allows researcher to respond freely. We look to develop a research focused on human, the counters the technical, bureaucratic, authoritarian and individualistic, which are present in the social and educational administrations. This research has enabled us to understand the meaning of educational administration as humanized management which seeks to overcome the formalistic character, bureaucratic and impersonal. Initially, we present the theoretical and historical assumptions that have guided thinking and doing in education management; We discuss and present the phenomenological approach of Husserl, which guides this research with emphasis on the concept of life-world; we analyzed the profile of managers and former managers who work with phenomenology through the units and meaning taken from their speeches, unveiling the vision and role of educational administrators, as well like their appraisal of the possibilities of overcoming the paradigms that have guided the management of education; and finally we presented from the based on the ideas from the phenomenology thinkers and conceptions of managers possibility of educational management in the phenomenological perspective, where we discuss the fundamental aspects of educational management as planning, managing and evaluating and its main mediations, such as educational, political, ethical and dialogical. The study sough to rethink the practice of educational administration, proposing a new conception of the educational manager, developed more humanized way / Esta Tese, compreendida na Linha de Pesquisa Cultura e Processos Educacionais, discute a partir de depoimentos de gestores educacionais, o significado de ser gestor educacional na perspectiva da fenomenologia. Com o objetivo de compreender a partir da fenomenologia, o sentido da gestão educacional no viés humanizador, colocando a pessoa como centralidade. O problema investigado foi como a Fenomenologia, enquanto teoria, método e prática, poderá contribuir para que o projeto de gestão educacional supere seu caráter formalista, burocrático e impessoal, valorizando a pessoa enquanto ser de totalidade, solidário, consciente, crítico, criativo e ético? Utilizamos como referencial teórico-metodológico o pensamento de Edmund Husserl e as contribuições de autores da fenomenologia, como: Merleau-Ponty, Ângela Ales Bello, Pedro M. S. Alves, Antônio Muniz de Rezende, Joel Martins, Creusa Capalbo, Maria Aparecida Bicudo e outros. Após uma revisão bibliográfica sobre os fundamentos fenomenológicos, realizamos a pesquisa empírica, de natureza qualitativo-fenomenológica com aplicação de uma questão norteadora aberta, que permitiu ao pesquisado responder livremente. Procuramos desenvolver um trabalho centrado no humano, que se contraponha às orientações tecnicistas, burocráticas, autoritárias e individualistas, que estão presentes nas práticas sociais e nas gestões educativas. Este trabalho nos possibilitou compreender o sentido da gestão educacional enquanto gestão humanizada, que busca superar o caráter formalista, burocrático e impessoal. Inicialmente apresentamos os pressupostos teóricos e históricos que têm orientado o pensar e o fazer na gestão educacional. Discutimos e apresentamos a abordagem fenomenológica de Husserl, que orienta esta pesquisa, com destaque para o conceito de mundo vivido; analisamos o perfil dos gestores e ex-gestores que trabalham com a fenomenologia, por meio das unidades de significados, retiradas dos seus discursos, desvelando a visão e a atuação destes gestores educacionais, bem como as suas avaliações sobre as possibilidades de superação dos paradigmas que têm norteado a gestão educacional; e, por último, apresentamos, a partir das concepções dos pensadores da fenomenologia e das concepções dos gestores, a possibilidade da gestão educacional na perspectiva fenomenológica, onde discutimos os aspectos fundamentais da gestão educacional como o planejar, administrar e avaliar; e as suas principais mediações, como a pedagógica, política, ética e dialógica. O trabalho procurou repensar a prática da gestão educacional, propondo uma nova concepção de ser gestor educacional, desenvolvida de modo mais humanizado

The goal of my thesis is to analyze anti-crisis measures of the hotel Westside located in the United States of America. The first chapter explains theoretical approaches to crisis and its impacts. It depicts crisis management approaches to successful crisis managing. In the next part of my thesis I look closer at the U.S. subprime mortgage crisis. I tried to show details of subprime mortgage crisis spreading into the financial sector and also its impacts on tourism industry. The last chapter of my thesis compares theoretical approaches with the real steps in the crisis. After analyzing the real hotel behavior, I can conclude the hotel managed the crisis successfully. Right identification of the crisis, choosing effective price strategy and additional financial resource utilization contributed to smooth managing of the crisis. There were mistakes made by human resources department. They made the impact of the crisis on the hotel bigger but their realizing taught the management of the hotel how to behave in the future.

The research undertaken in this study is designed to examine the reliability of management estimates of expected future net revenues from the production of proved oil and gas reserves determined in accordance with the requirements of the prediction model specified in ASR No. 253. The issue of the required disclosure of earnings forecasts has been a topic of considerable controversy for many years. Within that controversy, the most frequently encountered opposition questions the reliability and ultimate utility of earnings forecasts. Similar opposition to both past and present forecast disclosure requirements exists in the oil and gas industry. In order to examine the reliability of management estimates of expected future net revenues, a two-part analysis was conducted. In the first part of the analysis, error metrics comparing management forecasts to actual results were computed and examined. Included in the examination were various relationships among and within the computed metrics. In the second part of the analysis an attempt was made to establish the association between the error metrics and specific related variables. It was anticipated that the degree of association determined would provide evidence of the relative accuracy of management in predicting the timing and volume of future production within the framework of the prediction model.

The purpose of this study was to determine the business communication needs and problems of women in entry-level, middle, and upper management positions in Texas. A questionnaire was completed by sixty-eight female managers (twenty-one entry-level; forty middle; and seven upper). Female managers were asked to indicate the frequency of use and the importance of fourteen types of written and seven types of oral business communication, the importance of twenty-seven skills or knowledge, and the frequency with which they consider thirty-two skills or knowledge as problem areas. Data were also collected for the same number of male managers and were used to further interpret and complement the data on female managers. Results for female managers as a total group and male managers as a total group were evaluated by performing chi-square tests.

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Organizational systems from a variety of fields and industries have begun to investigate and evaluate the skills, strategies, and lessons learned from conflict. Yet, many of the findings are isolated to their specific organizations or industries, decreasing the impact of the newly emerging knowledge. Due to the lack of interconnectedness in the fields and industries, this study poses the following research question: How do organizations develop skills and strategies to respond to internal and external conflict within systems? The purpose of this grounded meta-analysis was to discover what skills and strategies organizations learn through the process of managing conflict and to utilize the findings to develop a comprehensive integrated conflict development model to aid organizations in the development of their systems. The study utilized Hossler and Scalese-Love’s (1989) grounded meta-analysis methodology. Theories such as systems theory, social constructivism, and frame analysis were used to inform the development of the new theoretical framework: the roadmap for organizational conflict management systems (ROC framework). From an initial sample of 33 reports from 1990 to the present indicating conflict, I reviewed 12 executive reports and publications relating to conflict in organizations (before, during, or after conflict). Data analysis produced a framework including a holistic, transparent, and innovative context for learning, using strategies of communication, knowledge sharing, support, and collaboration. The resulting ROC framework is presented in the form of a chart to assist organizations in developing an integrated conflict management system resulting in organizational effectiveness, cooperative conflict management, and a culture of openness and trust.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第20689号 / 工博第4386号 / 新制||工||1682(附属図書館) / 京都大学大学院工学研究科都市環境工学専攻 / (主査)教授 清水 芳久, 教授 田中 宏明, 教授 米田 稔 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

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Successfully implementing continuous improvement and quality methodologies have been challenging over the past century. Challenges occur in managing change in the organization, which can be effectively addressed through relationship building in concert with strong leadership. Even with solid leadership, change management, and relationship building, initiatives have challenges quantifying and identifying when to intervene in order to keep them on track for success. Creating a quantitative model using a 3-parameter logit s-curve, Blythe S-curve, to illustrate the growth and decay of the handoff of projects to the process owner will allow leadership the knowledge and direction to keep the initiative moving in a positive direction. Leveraging the Hotelling T2 multivariate charts on the residuals derived from the Blythe S-curve will give definitive statistical evidence on when to intervene on projects in the earliest possible time frame. Leaders in organizations implementing and actively using change management, relationship building, the Blythe S-curve model, and Hotelling T2 multivariate charts to drive quality and continuous improvement methodologies in their organization will improve the likelihood of success.

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