<p>The purpose of this study was to examine the cooperation between two parts of the Swedish prison and probation service, the prison and the probation office. More specifically its aim was to find the attitudes and the different work models surrounding this cooperation. To find my result I had interviews with six probation officers in two probation offices in south of Sweden. My questions were general and I choose follow-up questions during the interviews. The analysis was based on a cooperation theory. The conclusions of the study were that there are work models that have been brought in by the head office of the organization, that does not work properly and they are not popular by the staff. This keeps the probation officers from having a good cooperation with the staff from the prisons. The probation officers also have some attitudes toward the prison staff that keeps them from having a good cooperation. These attitudes are clearly shown during the prison and probation service’s staff education and somewhat continues to show up during the probation officers every day work. These problems can be explained through the cooperation theory as a lack of perquisite for a good cooperation.</p>

Thesis (M.B.A.)--Naval Postgraduate School, December 2003. / Thesis advisor(s): Marshall Engelbeck, Raymond E. Franck. Includes bibliographical references. Also available online.

Learning in cooperation is a new educational movement that has changed turn of mind in our schools essentially. Researches show that most educators don’t have enough educational concepts and don’t keep the ones they have as a whole. Educational concepts are the basics of cooperation and they help us to understand the main point of the system of cooperation. That is why it cannot be developed in the practice successfully. Problematic questions, like Is it possible to educate an elementary-school child to be a co-worker? and What system should the education be based on? arise from such a situation. The aim of the research is to investigate the development of a pupil’s, an educator’s associate, education and its conditions and to find the spheres where educational interaction should be improved. In order to approach the problems I have chosen the ways: to investigate the theory of educational cooperation; to find out pupils’ and teachers’ attitude to cooperation; to determine the peculiarities of interaction of pupils and teachers and the role of a teacher and a pupil; to show the factors that are essential the cooperation to be functional and perfect. Analysis of nonfiction, the evaluation of source information (the survey), the analysis of the statistics, average, stated correlation, standard deviation and comparative analysis are the methods of the research work. Elementary school teachers and junior pupils were the respondents. 305 respondents took part in the research... [to full text]

<p>The study examines the relationship of these institutions with the University of Botswana within the affiliation system. The issues that were investigated were related to the affiliation system in general, and whether it was beneficial to both the University of Botswana and the affiliated institutions. It was found from the study that the relationship is a symbiotic one. Furthermore, the study looked into the articulation of the programmes of the affiliated institutions with those of the University of Botswana. The issue of the level at which diplomates from the Affiliated Institutions join a degree programme at the University of Botswana was also discussed. The current system is that after three years of doing a diploma at an affiliated institution, the diplomate will join a degree programme at the University of Botswana at year two with a diploma that was awarded by the University of Botswana. As a result the diplomate will spend three more years on the degree programme. Moreover, the issue of semesterising the affiliated institutions&rsquo / programmes, like those of the University of Botswana, was also looked into. Another issue considered was that of monitoring Quality Assurance in the affiliated institutions by the University of Botswana.</p>

Software development projects typically involve repeated interactions among several groups of people. This setting seems well suited for an analysis by means of the standard-model of the evolution of cooperation, the Iterated Prisoner's Dilemma. Computer simulations of a population of stochastic reactive strategies show that the existence of intergroup discrimination can be modeled endogeneously as a result of noise due to misperception of the opponent's move. (author's abstract) / Series: Working Papers on Information Systems, Information Business and Operations

I conduct two experiments to examine the effects of different types of stress on individuals' willingness to cooperate. The experience of stress is characterized by the primary cognitive appraisal of threat. It activates the emotion of anxiety and induces stress coping behaviors. I posit that because different types of stress differ in terms of the secondary dimension of cognitive appraisal, the responsibility of possible failure, they lead to different stress coping behaviors in collaborative contexts. Based on the attribution of threat, I classify stress into two types, ego and external stress. Under ego stress, the possible failure is attributed to one's capabilities. Ego stressors, such as lack of skill, cause individuals to worry about their capabilities, posing a threat to goal achievement. I argue that ego stress motivates an individual to seek affiliations for joint protection. I provide experimental evidence that ego stress increases cooperation. Under external stress, on the other hand, the possible failure is attributed to factors in the environment. External stressors, such as environmental uncertainty, cause individuals to worry about threat related factors in the environment, which also may hinder goal achievement. I argue that external stress motivates people to avoid risks, including the risk of being exploited by a partner. I provide evidence that external stress reduces cooperation.

No description available.

The purpose of the research reported in this thesis has been to investigate some of the consequences of schemes of 'support' for small primary schools. In particular, attention has focused on the development of identified teacher cooperation among groups of small schools. An introductory part one provides an overview of the range of issues encompassed in what is sometimes referred to as the small school 'problem'. A deficit view of small rural schools is identified in 'official discourse': an official documentary reality is outlined, summarised under headings of 'curriculum' and 'cost'. Conflicting evidence from the research literature is presented to counter the official view of deficit. An attempt is made to locate a consideration of the small school problem within the context of discussion about 'community': in particular, the processes of decision-making which may contribute towards a view of a 'healthy' community and a role for education in community development. The notion of support for small schools was thought to reside in the official pathology. The research focuses initially on the provision of Education Support Grant (ESG) funding for specific officially approved projects to support groups of small schools. The frequency with which support has been organised across groups of small schools, usually referred to as 'clusters' or 'federations', led to its identification as conventional wisdom. Non-funded Headteacher initiatives to set up similar groupings of small schools without large scale funded support reflects the extent of this thinking. The research focuses on the development of cooperation among teachers working in these various groupings of small schools. In comparing funded projects and non-funded Headteacher initiatives the dual meaning of 'managing' in the title of this thesis becomes clear.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 297-324). / Microfiche. / xviii, 324 leaves, bound ill. 29 cm

This research project was an in-depth case study, an investigation of a small sample of white South African male academics from the University of Cape Town who were part of the USHEPiA (University Science, Humanities, and Engineering Partnerships in Africa) initiative. The project investigated these University of Cape Town academics experiences and perceptions of another African country and university, and considered the effect that this might have had on the academic's own life.