Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Abstracted in Dissertation abstracts, v. 23 (1963) no. 9, p. 3155. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 91-96).

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 49-50).

Heidelberg, University, Diss., 2005.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M. A. in anthropology)--Washington State University, May 2006. / Includes bibliographical references (p. 116-121).

Zugl.: Bremen, Universiẗat, Diss., 2006.

No description available.

Background: We are very individualistic in how we present ourselves to the world. Whilst we are healthy and self-caring we have control over the way we undertake self-groom. Once we need care the situation may change. In the setting of health and social care the emphasis has been on hygiene; aspects of personal grooming [PG] may be overlooked. Few studies exist in the health and social care literature that explore this crucial daily activity of living. Aim: This study aims to address the imbalance on what is known of PG. It seeks to thoroughly explore the concept of PG, identifying the normative activities involved, and the age-related behaviours that occur across the lifespan. Methods: Utilising a grounded theory [GT] methodology, an eclectic data collection approach was taken. Consequently a pilot group, four focus groups (child-focused; males 18-45; females 18-45; over-46), and a visual methodology formed the first phase of the study. The second phase consisted of a formal concept analysis, drawing on literature and data from the focus groups. The final phase of the study involved one-to-one semi-structured interviews with retired persons. A total of 26 participants took part in the study and both genders were represented. Analysis was undertaken using the range of coding consistent with a GT approach and the notion of constant comparison. Findings: New knowledge on PG emerged; an academic definition of PG; PG was found to have ‘four elements’: hygiene, appearance management behaviours, body modification and enhancement. There was a ‘spectrum’ of grooming recognised, which ranged from the wild, un-groomed state to that of being over-groomed. The term ‘allo-grooming’, which means grooming of another, was used to explore the part families play in social learning about PG. A timeline of PG behaviours was created to illustrate how PG changes over the lifespan. Additionally, information on grooming activities, other than those of hygiene, was recorded. Implications: PG is complex and the ‘one-size-fits-all’ approach of concentrating on hygiene may not meet the needs of service users. Some body areas, for example, are not included in the published documents that help to guide care services. There appears to a gap in educational programmes of health and social care workers, in respect to PG. Recommendations for practice, policy, education and further research are proposed.

El presente estudio tiene como finalidad, en primer lugar, examinar la relación entre la autoeficacia del docente y la calidad del manejo de aula en su práctica pedagógica, teniendo en cuenta el auto reporte del maestro y el reporte de los estudiantes. En segundo lugar, hacer una comparación entre una escuela mixta privada y una escuela mixta pública, ambas del distrito de Chorrillos. Para ello, se aplicaron dos escalas a 38 docentes y una a 401 alumnos de ambas instituciones. Se utilizó la Escala de Eficacia Percibida de los Maestros (Tschannen-Moran y Woolfolk, 2001), para evaluar la autoeficacia docente en los maestros y la Escala del Modelo Instruccional de Situación Educativa-MISE de Rivas, Descals y Gómez-Artiga (2003), para evaluar la calidad del manejo de aula en la práctica pedagógica. Esta última contaba con dos versiones, una para docentes y otra para los estudiantes. Los resultados indicaron que los docentes que poseen un mayor sentido de autoeficacia reportaron también un mejor manejo de aula en su práctica pedagógica. Asimismo, los docentes, tanto del colegio público como del privado, evaluaron mejor la calidad de su manejo de aula de lo que lo hicieron sus propios estudiantes. En cuanto a la comparación entre ambas instituciones, se encontraron diferencias siendo que los docentes de la institución privada se autoevaluaron como más eficaces que los docentes de la institución pública. Finalmente, se encontró, que aspectos como, los años de docencia en general, haber obtenido el título profesional en educación y el género, no tuvieron relación significativa con la forma en que los docentes se autoevalúan a sí mismos y con el reporte de la calidad del manejo de aula en su práctica pedagógica. Palabras claves: Autoeficacia, Autoeficacia docente, Calidad de la práctica pedagógica, Calidad del manejo de aula. / The present study aimed first, to examine the relation between teachers’ self-report of self-efficacy with the self-report of their quality of classroom management. Secondly, to compare the results between mixed private and public schools, both located in the district of Chorrillos, Lima, Peru. The Teachers’ Sense of Efficacy Scale (Tschannen- Moran and Woolfolk, 2001) and the Instructional Model of Educational Setting scale - MISE (Rivas, Descals and Gómez-Artiga, 2003) were applied to 38 teachers. The student version of the MISE was also applied to 401 students. Results showed that teachers, who have a higher sense of self-efficacy, also reported better quality of classroom management in their teaching practice. In addition, teachers from both institutions, private and public, evaluated their own classroom management significantly better than what their own students did. A comparison between both institutions showed that different reasons explain why private school teachers believe themselves to have a higher sense of self-efficacy than public school teachers. Finally, and regarding Peru’s educational system, variables such as, total number of teaching years, having obtained an education degree, and gender, had no significant relation with how teachers evaluate themselves on self-efficacy as well as on the quality of their classroom management in their teaching practice. Key words: Self-efficacy, Teachers’ self-efficacy, Quality of Teaching practices, Quality of classroom management. / Tesis

Esta investigación tuvo como propósito estudiar la relación entre el síndrome de burnout (desgaste emocional, cinismo y eficacia profesional), la satisfacción y frustración de necesidades psicológicas básicas (autonomía, relación y competencia) y las áreas de vida laboral (carga de trabajo, recompensa, comunidad). La muestra estuvo compuesta por 100 docentes de nivel primaria y secundaria de dos instituciones educativas; una privada y una pública. Se aplicaron tres cuestionarios para medir estas variables: Maslach Burnout Inventory – General Survey, Cuestionario de Necesidades Psicológicas Básicas y Cuestionario de Áreas de la Vida Laboral. Los instrumentos fueron válidos y confiables en la muestra estudiada. Se pudo corroborar a través de un análisis no paramétrico que el nivel de burnout era menor cuando el docente trabajaba en un ambiente laboral adecuado (menos carga de trabajo y mayor recompensa y comunidad) y sus necesidades psicológicas básicas estaban siendo satisfechas. / The purpose of this research was to study the relationship between the burnout syndrome (emotional exhaustion, cinism and professional efficacy), the satisfaction or frustration of psychological basic needs (autonomy, competence and relation) and the areas of worklife (workload, rewards, community). The sample consisted of 100 teachers from two primary and secondary schools; one private and one public. Three questionnaires were applied to measure these variables: Maslach Burnout Inventory – General Survey, Pyschological Basic Needs Cuestionnaire and Areas of Worklife Cuestionnaire. The instruments were valid and reliable in the sample studied. Through a nonparametric analysis, we were able to determine that there was lower levels of burnout when the teacher was working in a suitable working environment (less workload, greater rewards and sense of community) and the psychological basic needs were being satisfied. / Tesis