As most of the project management models were developed for larger projects, there is a lack of understanding of what project managers in short duration projects do. Short-duration projects are projects in multi-project environments lasting for a number of weeks rather than a number of months. Even if they are common today, short-duration projects have not yet attracted the interest of project researchers. The present study aims to analyze what the project managers in short duration projects do and to develop a method for studying the project managers at work. A theoretical framework is built on earlier studies of managers’ work, suggesting three areas having impact on the project manager’s work. The impacting areas are the project, the project manager’s experience, and the organizational context of the project. The project manager and the assisting project manager were studied while managing a sub-project in a greater telecom system project. The project managers were studied one week each using participant observation and interviews. The findings indicate that much of the time at work was spent in meetings of different kinds, to deal with change, and to guard the production teams from being disturbed by changes in the environment. It was also found that studying a multi-project environment from the sub-project’s perspective gives a different view on multi-project environments that have earlier been presented as the project managers in the short-duration project constantly have to adjust to changes, inputs and demands from the surrounding projects and functional organizations. In the end some proposals on directions for further studies of managers of short-duration projects are made.

Mobile phone technologies are transforming how young people think, work, play and relate to each other. However, a central concern for the thesis is that education policy and practice far too often resembles an industrial model that is standardised, mechanistic and linear and that rarely reflects the informational, dynamic and creative lives of young people. In particular, the educational project fails to connect with the way young people use their mobile phone technologies to multi-task, connect, and create content at a precipitous rate. This thesis focuses on the ways in which mobile phone technology is now a significant influence in the way young people develop a sense of self, and a sense of identity and agency that permeates the way they engage with education. The specific research questions that follow from this are: how are young peoples’ identities shaping the meaning and use of mobile phones within (im)material culture? How is the relationship between identity and the creation and use of social space being defined through mobile phone technology? And, taken together how might these processes of identity development influence the way the educational project develops in the future? This thesis addressed these aims by conducting a visual ethnographic study over three years, using participation observation in a sixth-form college in the UK that included video interviews with seven college students. The research has produced a conceptual framework that documents a number of key findings that include: (a) the mobile phone has an immediate symbolic value to young people providing signals about the user’s identity, or presentation of the self; (b) the mobile phone also helps facilitate the performance of lived experiences and is actively part of assisting in various forms of agency. (c) The mobile phone enables a constant flow of (re)presentations of young people that reflects a fluidity of identity that characterises key aspects of contemporary social life. Finally, (d) the mobile phone also supports and enhances the maintenance of social space through the maintenance of social groups and also crucially, the feeling of being oneself. The main conclusion drawn from this research is that too often education systems overlook that fact that learning for young people is typically, and inevitably, personal and yet at the same time located in connected, information-driven environments that are predisposed to digital technologies. Therefore, this research argues for educational policy makers and practitioners to think creatively about how to develop education in ways that fundamentally support young people in their (re)construction of a personalised landscape for learning through their mobile phone technologies.

This thesis comprises an exploration of the plant commonly known as plantain, or Plantago major, through participant observation of an apprenticeship in traditional western herbalism in the Ottawa region of Ontario, Canada. The first section delves into ideas and manifestations of “weediness” and “invasion”, while offering medicinal/ herbalist views of such plants as a kind of counterpoint. This touches on learning to garden, soil, lawns, plantations, invasive species, protests, and extrajudicial police killings among other topics. The following section, “horror in the hedge”, takes us first on an “herb walk” in Ottawa’s Experimental farm before moving on to a discussion of medicinal understory plants and Plantain alongside hedgerows, witch trials, plagues of Covid-19 and vibration in healing. From here the final section discusses medicine, delving first into the darker side of things as they manifest in the realm of medicinal mushrooms, again touching on the over-harvesting of medicinals, and the discoveries of supposed messiahs. Following is an exploration of how herbalists see continuity between the terrain of the human body and the land, returning again to the “herb walk” as a pedagogic mode utilized by herbalists. Finally, this work is summed up by an exploration of herbal formulation and medicine making, of the Anglo-Saxon Nine Herb’s Charm and the potent power of the triad. Drawing on Plantain as a kind of talisman, and structured after the Lacnunga’s Nine Herb’s charm, this work is an anthropological invocation of animist traditions emerging from Europe. To these ends, the works of Anna Tsing, Tim Ingold, Robin Wall Kimmerer, Gilles Deleuze, Felix Guatarri, Donna Haraway, Michael Taussig, Silvia Federici, David Abram, and Victor Turner, among many others, underpin the theoretical framework of this project.

Im Lauf ihrer Schulzeit bekommt ein Großteil der sächsischen Schülerinnen und Schüler die Gelegenheit den Landtag in Dresden zu besuchen. Obwohl im Lehrplan nicht vorgeschrieben, wird die Möglichkeit doch von vielen Lehrkräften, besonders in den Fächern Gemeinschaftskunde oder Sachkunde, genutzt, um ihren Klassen einen direkten Einblick in das politische Tagesgeschäft zu ermöglichen. Trotz der häufigen Nutzung dieses Angebots existieren nur sehr wenige empirische Untersuchungen, die aus einer didaktischen Perspektive das Potential, aber auch die Schwierigkeiten und Herausforderungen eines solchen Besuches in den Blick nehmen. An dieser Stelle setzt die vorliegende Arbeit an und soll zum Verständnis der interaktionellen Vorgänge zwischen Lernenden, Lehrenden und politischen Akteuren beitragen. Vor der Entwicklung der Forschungsfrage „Welche Erfahrungen machen Schülerinnen und Schüler im Gespräch mit Abgeordneten?“ stand zunächst die forschungsleitende Grundannahme, dass als Resultat mangelnder Vorbereitung aller Beteiligten großes pädagogisches Potential bei den Besuchen verschenkt wird. Diese Annahme entstand aus den eigenen Erfahrungen während der Schulzeit und ebenso durch Gespräche im privaten Umfeld. Die Beschränkung der Untersuchung auf die Gespräche zwischen den Lernenden und den Abgeordneten ergab sich einerseits aus dem Interesse die direkten Begegnungen zwischen den Beteiligten zu untersuchen, da Abgeordnete in diesen Situationen zu Akteuren der politischen Bildung werden. Andererseits war die Beschränkung schon aus organisatorischen Gründen notwendig um die Untersuchung überhaupt im Rahmen dieser Arbeit durchführen zu können. Der zweite Kapitel dieser Arbeit bildet das theoretische Fundament und es werden allgemeindidaktische Konzepte und Definitionsansätze von außerschulischen Lernorten vorgestellt und auf den Landtag angewandt. Dies dient dazu, das Geschehen im Landtag in einen Bezug zur Schule zu setzen, zu überprüfen, ob der Sächsische Landtag als außerschulischer Lernort bezeichnet werden kann und welche methodischen und didaktischen Zugänge sich zu diesem Lernort bieten. Im Zuge dessen werden mit der Erkundung und der Expertenbefragung zwei Makromethoden konkret vorgestellt, da diese den Schülertätigkeiten entsprechen, welche im Landtag durchgeführt werden. Diesen Überlegungen folgend werden außerdem Anforderungen an die Akteure vor Ort formuliert, welche sich aus didaktischen Prinzipien der politischen Bildung ergeben und eingehalten werden sollten um einem außerschulischen Lernort gerecht zu werden. Im dritten und vierten Kapitel werden das methodische Vorgehen und das Forschungsfeld Landtag vorgestellt. Da die empirische Untersuchung auf dem qualitativen ethnografischen Forschungsstil beruht, wird zunächst ein kurzer Überblick über die ethnografische Forschungstradition gegeben, an die sich eine theoretische Erläuterung der teilnehmenden Beobachtung anschließt. Den Abschluss des dritten Kapitels bildet die Vorstellung der „dichten Beschreibung“ nach Clifford Geertz, welche für diese Arbeit als Darstellungsmethode gewählt wurde. Zum besseren Verständnis meines zweimonatigen Feldaufenthalts ist es außerdem notwendig die spezifischen Charakteristika des Forschungsfeldes zu erläutern, was in Kapitel 4 erfolgt. Nachdem in Kapitel 5 eine kurze Darstellung zur Auswertung der erstellten Beobachtungsprotokolle erfolgte, schließt sich mit Kapitel 6 das Kernstück meiner Arbeit an. Auf der in Kapitel 3 vorgestellten methodischen Grundlage der „dichten Beschreibung“ werden einige besonders aussagekräftige Ausschnitte aus den Gesprächen dargestellt und interpretiert. Ausgehend von der Überlegung, die Interaktionen zwischen Lernenden und Abgeordneten als Manifestationen kultureller Lebenswelten zu betrachten, wird durch die dichte Beschreibung versucht das Geschehen in den Gesprächen aus einem pädagogischen Blickwinkel zu erfassen. Anhand des empirischen Materials werden Bedeutungsstrukturen und implizite Inhalte herausgearbeitet, welche auf ihre Übereinstimmung mit den didaktischen Prinzipien und den in der politischen Bildung angestrebten Kompetenzen überprüft werden. Das letzte Kapitel stellt eine Zusammenfassung der Untersuchung dar und soll einen Ausblick auf mögliche Verbesserungen der pädagogischen Qualität und didaktischen Ausgestaltung der Gespräche geben.

Name: Management of the Author Král Šumavy MTB Race Goal: Presentation of strengths and weaknesses of the Author Král Šumavy MTB 2020 cycling race and the creation of a list of specific measures improving the organisation of the race for the year 2021 and following. Methods: In this thesis three research methods (semi-structured interview, participant observation, questionnaire), and one analytical method (SWOT analysis), are used. The opinions of the race participants weree obtained with an eletronic questionnaire (sent to emails of all participants in 2020). The organizers'view of the race management is clarified through semi-structured interviews. The overall view of the management was observed through participant observation made by two independent researchers on the day of the race (August 22, 2020) at the venue. All obtained data are analysed through SWOT analysis. Results: The thesis provides a detailed analysis of the 27th year of the race. The results show that the strengths include the location of the race, the difficulty of the routes and the care of participants. The weakness is the current way of financing the race. It can be stated that the greatest opportunities for the future are creating a better area for participants and spectators, gaining new partners and improving promotion....

8 Abstract The diploma thesis Case study of Klecánky allotment site or there is not one gardener like the other is a case study of one of the huge allotment sites located near the village Zdiby on the north periphery of Prague. The aim of the thesis is to find out who the garden plot users are and what motivations for being in the allotment site they have. Furthermore to find out which concept of their garden plots they have chosen and which functions the allotment site satisfies. The thesis puts special emphasis on sustainable development aspects of gardening and on the values and value orientations of the garden plot users. The research was conducted with methods of participant observations and semi-structured interviews. In the course of the research it turned out that the gardeners demonstrate lots of common characteristics, however, their attitudes and values are different in substantial aspects. This is connected with the extent of their cultivation of fruits and vegetables. It also appeared that this fact is strongly related to the age and to the extent of busyness of the garden plot users. The analysis reflects these findings and besides the description of the gardeners as one social group it also refers deeply to each of the gardener groups. The outcomes of the thesis can help to understand to the...

京都大学 / 0048 / 新制・論文博士 / 博士(医学) / 乙第13222号 / 論医博第2169号 / 新制||医||1033(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 中山 健夫, 教授 松村 由美, 教授 森田 智視 / 学位規則第4条第2項該当 / Doctor of Medical Science / Kyoto University / DFAM

博士(商学) / Doctor of Commerce / 同志社大学 / Doshisha University

No description available.

The advancement and incorporation of media in daily life continue to grow exponentially as the median age of humanity continues to rise. While there are media literacy education programs targeted toward children and adolescents, older adults are often left out of these initiatives. Based on ethnographic research conducted at two senior centers in Denton, TX, this thesis explores the way older adults analyze and interact with media. Data collection methods include participant observation and semi-structured interviews with senior center members over the age of 65. The research findings highlight how older adults navigate an expanding information society and how they lean on their community for support. These findings laid the foundation for the creation of a media literacy educational seminar given at both senior centers.