This diploma thesis deals with the topic of the U. S. Peace Corps and its possible areas of improvement in the third millennium. The aim of the thesis is to research available documents and to determine and analyze possible areas of improvement during the administrations of George W. Bush and Barack Obama. The thesis focuses on African continent with regards to the Peace Corps presence in individual host countries. The main research questions of this thesis are: "What are the possible areas of improvement within the U. S. Peace Corps organization in the third millennium?", and "Is the agency and the political debates concerning the reforms of the agency reflecting experiences and feedback of the volunteers?" The answers to these questions are sought with the help of research in documents as well as with the help of the analysis of author's one hundred collected surveys from current and former volunteers. Moreover, the areas of the Peace Corps training, recruitment, and support of the volunteers are researched in this thesis alongside with the Washington bureaucracy, mission of the agency, safety and security of the volunteers, sexual assault response, and whistleblower reforms. There are four chapters in the thesis and several subchapters. The first chapter elaborates on the origins of the Peace...

The present text develops a model designed to generate conceptual theories with respect to the pictorial (visual) form of representation. This is achieved by combining a computational approach to cognition with philosophical devices of the analytic tradition. The model itself, simulating the structure of reality, consists of (i) a metaphysical stage based on Armstrong's theory of combinatorial possibility, (ii) an epistemological stage proposing emergent phenomena founded upon the notion of computational irreducibility, and (iii) a semantic stage proposing a stochastic account of concepts anchored in the intensional/extensional apprehension of meaning. Towards the end, the model is applied to develop a conceptual account of a case of social, political, and economic organization of human communities as depicted in the visual propaganda of the so-called Islamic State.

This thesis describes and explains rumours as sociological phenomenon. It deals with circumstances under which rumour arises, how it spreads and how it persists in society. It also deals with the prerequisites for understanding the transmission and any believing in rumour. Emphasis is placed on understanding the rumours without negative connotations which is mostly attributed to it. The theory of fictional worlds brings idea that rumour should not be always fictional, fictitious and a priori negative, but rather should be considered as possibly true, especially in terms of the phenomenon, which it refers. It does not matter how many different variations of the rumour story exist, since all create a frame of reference through which is better spread the rumour; adoption of the rumours is not a sign of fiction, but rather a prerequisite to embed among people. The thesis promotes the view that a rumour is spread mainly due to its content and message, which is mainly a warning. The aim is not to pass the exact story, but to warn about a phenomenon that occurs in society. It is not important wheather the rumour is true in each detail, because the only important aspect is truth of phenomenon which the rumour refers to. Keywords Rumour, theory of possible worlds, conspiracy theories, contemporary legend,...

Paper title: Transition towards entrepreneurship Purpose: This paper explores and creates understanding regarding the identity transition of West Africa immigrants towards entrepreneurship. Methodology: This study applied a qualitative research method that was exploratory and descriptive in nature. Primary and secondary data were collected and used as sources of information. Primary data were obtained through multiple in-depth interviews strategy; the interviews were designed in a semi-structured format. In total, seven African immigrant entrepreneurs were respondents in this study. Secondary data utilized in this study comprised of information obtained via scientific materials and organizational websites. A convenience sampling method was determined as the appropriate method for selection of entrepreneurs’ sample that was utilized in this study. Key findings: This study found immigrant entrepreneurs to have a tendency to expose themselves to new practices and knowledge within their new environments. West Africa immigrants’ entrepreneurs are tenacious about valuable information in their new environment, they have a tendency to integrate new information to align with their previous work experiences. In the quest for channels to test business ideas acquired or perceived, immigrant entrepreneurs often try out their new ideas on a smaller scale. This study uncovered that a successful trial process tends to persuade immigrants towards entrepreneurship once an opportunity is well established. Immigrant entrepreneurs construct latent attitudes regarding potential new business prospects in order to solidify an entrepreneurial identity. Implication for practice: This study challenges the assertion made in past literatures which expressly concluded that people considered entrepreneurship as a highly professionalized occupation and stated that only few percentage of persons devotedly take the necessary steps to start a business. This study rejects the above argument by offering guidelines to anyone who may have entrepreneurial ideas or objectives but hesitates to make the identity change that is substantial to help create a transition.  Furthermore, revelations in this research showed that setting up a new business venture from scratch is conceivable, this study highlighted some extensive development processes that are essential in generating entrepreneurial identity.  Future research direction: Adequate attention and recognition have not been awarded to West African entrepreneurs in western society, and as well as in previous academic research. In western societies, people still view West African entrepreneurs as second-hand business minded traders. Hence, this study encourages upcoming academia to explore and create emphasis regarding the impact businesses owned by West Africa immigrants’ entrepreneurs produce in our today’s society. In conjunction to the above suggestion, it should be important to highlight useful channels through which our society (especially non-migrants) can support in encouraging and empowering various immigrant entrepreneurs towards growing their businesses in their various communities.

本研究では，実現可能な未来の自己像を構築することが自己制御を効果的に導くために重要であるという，自己制御モデルを提案し，モデルの妥当性ならびに実践的な応用への可能性について議論した。 / 博士(心理学) / Doctor of Philosophy in Psychology / 同志社大学 / Doshisha University

The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan. / Teaching & Learning

This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.

This thesis demonstrates how the dynamics of hypertext fiction can inform an understanding of spectatorial practices provoked by contemporary performance and installation work. It develops the notion of the ‘hypertextual experience’ to encapsulate the particular qualities of active user engagement instigated by the unstable aesthetic environments common to digital and non-digital artworks. The significance and application of this term will be refined through an examination of different works in each of the study’s six chapters. Those discussed are as follows: Performances: Susurrus, by David Leddy; Love Letters Straight from the Heart and Make Better Please, by Uninvited Guests; The Waves, by Katie Mitchell; House/ Lights and Route 1 & 9, by the Wooster Group; Two Undiscovered Amerindians Discover the West, by Coco Fusco and Guillermo Gómez-Peña. Digital works: Afternoon (1987) by Michael Joyce; Victory Garden (1992) by Stuart Moulthrop; TOC by Steve Tomasula; The Princess Murderer by Deena Larsen. Installations: H.G. and Mozart’s House, by Robert Wilson; Listening Post, by Mark Hanson and Ben Rubin. In developing and discussing the hypertextual experience the thesis uses a number of conceptual frameworks and draws on philosophical perspectives and digital theory. A central part of the study employs an adaptation of possible worlds theory that has been recently developed by digital theorists for examining hypertext fiction. I extend this application to installation and performance and explore the implications of framing a spectator’s experience in terms of a hypertextual structure which foregrounds its performative operations and its engagement with machinic processes.

Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem. Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection. Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-26T22:13:09Z No. of bitstreams: 1 DISSERTA??O de Diego Bruno de Souza Pires - Mestrado em EDUCA??O - UEFS.pdf: 1389424 bytes, checksum: 422a49b848bb4125c5c8f71f3b3e05b0 (MD5) / Made available in DSpace on 2018-01-26T22:13:09Z (GMT). No. of bitstreams: 1 DISSERTA??O de Diego Bruno de Souza Pires - Mestrado em EDUCA??O - UEFS.pdf: 1389424 bytes, checksum: 422a49b848bb4125c5c8f71f3b3e05b0 (MD5) Previous issue date: 2017-07-20 / This research deals with judicialization of education, highlighting the characteristics of academic productions produced by postgraduate programs in Brazil from 2000 to 2010, and the perspectives to understand this phenomenon, especially for the feasibility of the right to education. Thus, we aim to analyze - in a systematic way - the academic productions about the judicialization of education produced by the postgraduate programs in education in Brazil and to qualify the possible changes in the focuses and dimensions of these productions in the period from 2000 to 2010, as well as mapping these productions to characterize their directions and understanding to the possible contributions to the constitution of educational policies. This is a qualitative study of the state of knowledge and, therefore, seeks to apprehend the tendencies in academic production based on thematic categories, exploring the repertoire of the selected texts, their argumentative characteristics, theoretical and methodological options and context. It has as a north a historical understanding of the right to education, from the understanding brought by Norberto Bobbio. In this approach, the right to education, the Judicialization and the Reservation of the possible were chosen as categories of analysis. In the analyzed productions the diversity of dimensions and terminologies are perceived, defending the judicialization as an instrument that imposed access to school, but, at the same time, it has become a phenomenon that for some time has extrapolated this limit, to cover thematic and diverse approaches such as the quality of education and education, and also to stimulate fronts of interventions such as supervising, interfering and formulating public policies and, in some cases, controlling didactics and school pedagogy, mitigating executive skills. / Esta pesquisa p?e em relevo o tema da judicializa??o da educa??o, tomando como quest?o as caracter?sticas das produ??es acad?micas sobre a judicializa??o da educa??o produzidas pelos programas de p?s-gradua??o em educa??o no Brasil, no per?odo de 2000 a 2010, e as perspectivas que elas aportam para o entendimento desse fen?meno, especialmente para a exequibilidade do direito ? educa??o. Com isso, temos o objetivo de analisar - de forma sistem?tica - as produ??es acad?micas sobre a judicializa??o da educa??o produzidas pelos programas de p?s-gradua??o em educa??o no Brasil e qualificar as poss?veis mudan?as nos enfoques e dimens?es dessa produ??o no per?odo de 2000 a 2010, bem como fazer um mapeamento dessas produ??es no sentido de caracterizar seus direcionamentos e compreender suas poss?veis contribui??es para a constitui??o da ?rea de pol?ticas educacionais. Trata-se de um estudo de natureza qualitativa, do tipo estado de conhecimento e que, portanto, busca apreender as tend?ncias na produ??o acad?mica baseando-se em categorias tem?ticas, explorando o repert?rio dos textos selecionados, suas caracter?sticas argumentativas, op??es te?rico-metodol?gicas e o contexto circunstanciado. Tem-se como norte uma compreens?o hist?rica do direito ? educa??o, a partir do entendimento trazido por Norberto Bobbio. Neste enfoque, elegeu-se como categorias de an?lise o Direito ? educa??o, a Judicializa??o e a Reserva do poss?vel. Nas produ??es analisadas se faz percept?vel a diversidade de dimens?es e terminologias, defendendo a judicializa??o como um instrumento que impunha o acesso a escola, mas, ao mesmo tempo tem se constituindo em um fen?meno que j? h? algum tempo extrapolou esse limite, passando a abranger tem?ticas e enfoques variados, tais como a qualidade do ensino e da educa??o, passando tamb?m a estimular frentes de interven??es tais como fiscalizar, interferir e formular as pol?ticas p?blicas e, em alguns casos, controlar a did?tica e a pedagogia escolar, mitigando as compet?ncias executivas.