Engagemang respektive oengagemang på arbetsplatsen har en essentiell betydelse för både individer och organisationer. Studiens syfte var att ta reda på vad som skapar engagemang respektive oengagemang hos ledare utifrån Kahns (1990) definition kring engagemang och tre psykologiska tillstånd; psykologisk meningsfullhet, psykologisk trygghet och psykologisk närvaro. Åtta semistrukturerade intervjuer genomfördes med ledare från olika branscher. En tematisk analys identifierade 13 teman som var associerade med engagemang och åtta för oengagemang. Studiens resultat visade att det viktiga för ledares engagemang var att ha ett arbete där de skapade värde, som innebar utveckling samt hade ett gott samarbete i det egna teamet. Oengagemang upplevdes när arbetet var enformigt och ostimulerande. Resultatet ger en god förståelse kring hur engagemang respektive oengagemang skapas hos ledare. Tips för framtida studier är att jämföra ledare i olika branscher, som den offentliga respektive privata sektorn, för att se om innebörden kring engagemang respektive oengagemang är densamma där.

The purpose of this quantitative study was to investigate the perceptions regular education teachers have of the Response to Intervention framework and the Progress Monitoring Process. Participants of the study included 246 K-3 regular education teachers from 4 Northeast Tennessee school systems. The survey achieved a 42% return rate for a total of 104 participants. Specifically, this research assessed K-3 regular education teachers’ perceptions of the RTI framework as a whole, their perceptions of the progress monitoring process, their perceptions of their readiness to implement an RTI framework, their perceptions of the effectiveness of the professional development opportunities they had been provided by their school systems regarding RTI, and their perceptions of the effectiveness of RTI on the academic growth of their at-risk students. The data sources analyzed consisted of a survey design using a 5-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed with a series of one-tailed single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of the RTI framework were significantly positive.

Over the last year the Faculty of Biological Sciences at East Tennessee State University have been evaluating core coursework for biology majors and working towards transforming teaching approaches to enhance the undergraduate learning experience and improve overall learning outcomes among our graduates. Our institution serves a large population of low-income and first generation college students living and working in Southern Appalachian region. The most important motivation behind transformation is to provide highly-qualified graduates who can contribute to the economic development and growth of the area. In focusing on traineeship and skills development of graduates, we adopted an action plan focused on students, faculty, and curriculum development. Under the leadership of the chair, productive and positive discourse on curricular goals among faculty has shaped well-defined core concepts and competencies we envision for our graduates. Several faculty are using research-based methods to improve the core curriculum and to infuse best teaching practices in the classroom. The strengths of our program lie in having demonstrated success in providing students with authentic research experiences in upper-level courses. We are working towards infusing these ideas and skills-development into the introductory core curriculum in hopes of increasing the number of undergraduates who pursue professional graduate degrees. Our hopes are that investing in transformative changes in the classrooms and providing high-quality educational opportunities will increase the time our students devote to STEM career development and ultimately result in large-scale economic development on the Southern Appalachian community.

The implementation of the Affordable Care Act (ACA, 2010) has resulted in efforts to make healthcare more affordable and effective. One strategy for making healthcare more affordable and effective is the integration of behavioral health and primary care. In today’s healthcare system, it is estimated that approximately one in three patients seen in a primary care setting meet the criteria for a mental health disorder and another third – while not meeting those criteria – are experiencing psychological symptoms that impair their functioning (Kessler, 2005). Despite the evidence supporting behavioral health services in a primary care setting, treatments tend to be diagnosis specific (Archer et al., 2012; Lemmens, Molema, Versnel, Baan, & deBruin, 2015) and as such do not capture patients’ varied presentations. Patient feedback offers a potential strategy to improve the quality of services provided. Patient feedback is the use of measures administered at each session to assess distress and track progress. There is a robust psychotherapy literature demonstrating the effectiveness of using routine progress monitoring in clinical practice but it has not been evaluated in an integrated care setting. Therefore, the purpose of this study was to evaluate the efficacy of patient feedback in this setting. Preliminary results of this ongoing study revealed there was a moderate feedback effect using both the ORS (d = 0.38) and PHQ-9 (d = 0.12) as the outcome measures. Using the ORS as the outcome measure, patients in the feedback condition demonstrated faster treatment gains, which suggests that they improved faster compared to those patients in the TAU condition. Additionally, patients in the feedback condition incurred significantly more reliable change compared to TAU. However, this result was not replicated when the PHQ-9 was used to measure outcome. Overall, the results suggest that PCOMS may be a potentially useful quality improvement strategy.

The research study explored the impact of community resources has on client progress in their case plans as assessed by social workers in Child Welfare Services. The study site was at the Children and Family Services Agency in Central California. The data was gathered using face-to-face interviews with social workers by using a prepared interview guide, which was later transcribed for data analysis utilizing axial, and selective coding. During the Data analysis the researchers found two major themes that have an influence in the clients’ case progression and they include the following: 1.) barriers towards case plan progression and 2.) key elements to case plan progression. The termination of the study included the preparation of the study findings and was presented to the gatekeepers of the research site.

Par nature, le théâtre a partie liée avec le temps. Dans les sept pièces conservées de Sophocle, χρόνος est au cœur du discours des personnages, comme sujet de leur réflexion sur l’existence, mais aussi comme agent de la progression du drame. Au premier niveau, son action est destructrice, car l’homme de Sophocle, « homme d’un jour » (Aj.399 et Ant. 790), éprouve durement sa nature brutale, faite de revirements arbitraires, auxquels il résiste autant qu’il peut, à moins qu’il ne s’en joue. Mais au second niveau, celui de la dynamique de l’action, le temps est aussi constructeur de l’effet tragique. En atteste le lexique, important et varié, capable de rendre visible la fatalité en marche au sein de la tragédie. Ainsi, le temps, non représentable puisqu’il échappe à la mimèsis, peut servir de révélateur à la tension latente, qu’on appelle communément le tragique, concept flou et jamais véritablement défini par les textes, et qui va trouver ici une consistance poétique et une définition nouvelle dans l’observation des choix d’écriture du dramaturge. Ce faisant, c’est la démarche créatrice de Sophocle que l’on interroge. L’analyse du vocabulaire dans des passages choisis dément sa réputation d’auteur peu spectaculaire : retard, hâte, revirements, hasard, opportunité…sont mis en valeur au cœur des vers comme des indicateurs majeurs de la marche du drame vers sa fin. Et si l’on croise ensuite les données lexicales avec les marques de l’énonciation et les éléments des rites civiques qui affleurent dans les textes, on distingue alors la concaténation assurant la cohésion des ensembles et forgeant la temporalité propre à chaque pièce. Du rapport contraint entre le temps dramatique et le temps scénique, Sophocle a tiré des effets originaux qui forment sa poétique. Comme l’aède-démiurge d’Homère, le dramaturge construit ses tragédies en charpentier de l’effet tragique. Il fabrique un présent dramatique parsemé de signes indiciels marquant le passage de χρόνος. Ce présent, troublé par le passé qui s’y déploie encore, est celui de l’inadaptation du héros, tout à la fois temps de l’urgence, du retard, de l’immobilité qu’il faut conjurer pour que la perspective d’un futur puisse prendre forme. La tragédie sophocléenne s’avère finalement très consciente d’elle-même, développant un langage performatif qui entraîne à l’action, disant le rapport sensible de l’homme au temps et tout à la fois sa propre relation au temps qui la compose.MOTS-CLÉS : tragédie-effet tragique-deixis-temps-temporalité / By nature, theatre and time are linked. In Sophocles’ seven remaining tragedies, χρόνος is in the heart of the characters’ speeches, as a subject of their thought about human life, but first of all, as an agent of the progressing plot. On the first level, his action is destructive, because Sophocles’ hero, “a man of one day” (Aj. 399 and Ant.790), is afflicted by the brutal nature of time, made of arbitrary reversals to which he tries to resist to, as much he can, unless he makes light of them. But, on the second level, action in progress, time is also constructive of the tragic effect. This is attested by many and diverse words, showing fate going through the tragedy. So, time, that is impossible to represent on stage, because it is outside of the mimesis, reveals the hidden tension, commonly named the tragic, a woolly concept, never really defined by the texts, which will find here a poetic consistency and a new definition by the observation of the playwright’s choices. Thus, it is Sophocles’ creative reasoning that is analysed. According to the vocabulary in some passages selected, his reputation of not being a very spectacular author is belied: delay, haste, reversals, luck, opportunity… are highlighted in the texts, as major indicators of the action progressing to its end. And then, by crossing the lexical data, the enunciation marks and elements of civic rituals showed on the surface of the texts, we can then clearly distinguish the logical sequences of events making the tragedies’ coherence and the own temporality of each work. Sophocles builds his tragedies like a “carpenter” of the tragic effect. He makes up a dramatic present scattered with a plenty of signs showing χρόνος going through. At the end, Sophoclean tragedies are conscious of their own structure, because they develop a performative language to speak about the sensitive relation between man and time, and also, about their relation with time making of their poetic organization.KEYWORDS: tragedy-tragic effect-deixis-time-temporality

This dissertation comprises three essays that investigate how goal progress influences information processing and subsequent goal pursuit. Essay 1 demonstrates how perceived goal progress influences construal level. I propose that people perceiving low progress will pay more attention to specific means or subacts, which are required to effectively achieve their goals (a lower level of construal), whereas people perceiving high progress will consider the general meaning or value of their goal (a higher level of construal). Based on this relationship between goal progress and construal level, I further predict that fit between goal progress and goal construal (i.e., abstract vs. concrete goal construal) will enhance self-regulation as a result of increasing engagement. Across various domains of self-regulation, I show that fit between goal progress and goal construal increases engagement, which in turn influences subsequent self-regulation. Extending the motivational influence of fit between goal progress and construal level, essay 2 shows how to effectively persuade people to pursue their goals depending on goal progress. Based on the relationship between goal progress and construal level in essay 1, I propose that fit between goal progress and the construal level of message framing leads to greater persuasion than would nonfit. Three studies reveal that as people perceive greater progress, messages framed in an abstract, high construal level are perceived to be more persuasive than messages framed in a concrete, low construal level. Finally, essay 3 demonstrates how goal progress affects subsequent goal pursuit, specifically perceptions of and preferences for means that serve a single (i.e., unifinal means) or multiple goals (i.e., multifinal means). Based on cognitive theories of goals and motivation, I show that greater goal progress leads people to structure goals more inclusively than lesser goal progress. The inclusive structures further increase perceived instrumentality and preferences for multifinal means versus unifinal means. Across three studies, I demonstrate that greater goal progress increases perceived instrumentality of multifinal means relative to unifinal means. I further show that the inclusive representations of goals and means underlie the impact of greater goal progress on the perceived instrumentality of and preferences for multifinal means.

Magister Educationis - MEd / Drawing on the Progress in International Reading Literacy Study - PIRLS (Howie, et al., 2008), which highlights the reading literacy crisis in South African schools, this study investigated the literacy crisis in relation to reading literacy in Grade Four of the Intermediate Phase. The purpose of the study is to contribute to the debate about challenges around the reading literacy acquisition of South African school children by investigating the current teaching and assessing of reading comprehension practices of language teachers in multilingual Grade Four classes in disadvantaged contexts, focusing on reading comprehension in English and Afrikaans Home language. This study uses a qualitative research approach. Data was collected in Grade Four Afrikaans and English Home Language classes at two schools in the Western Cape, using observation, interviews and document analysis. To analyze the data, the study aligns itself with a learner-centered model (Wilhelm 2004). This learner-centered model draws on Vygotsky’s socio-cultural and constructivist teaching and learning approaches and will be the foundation to analyze current teaching and assessing of reading comprehension practices of language teachers in the Grade Four Afrikaans and English Home Language classes at two multilingual schools focusing on teachers’ questioning skills. It is hoped that this study will contribute to an understanding of the current reading literacy crisis experienced in South African schools and inform more effective teacher training.

L'étude de cette thèse porte sur trois méthodes de validation dynamiques : les méthodes de vérification, d'enforcement (mise en application), et de test de propriétés lors de l'exécution des systèmes. Nous nous intéresserons à ces approches en l'absence de spécification comportementale du système à valider. Pour notre étude, nous nous plaçons dans la classification Safety-Progress des propriétés. Ce cadre offre plusieurs avantages pour la spécification de propriétés sur les systèmes. Nous avons adapté les résultats de cette classification, initialement développés pour les séquences infinies, pour prendre en compte de manière uniforme les séquences finies. Ces dernières peuvent être vues comme une représentation abstraite de l'exécution d'un système. Se basant sur ce cadre général, nous nous sommes intéressés à l'applicabilité des méthodes de validation dynamiques. Nous avons caractérisé les classes de propriétés vérifiables, enforçables, et testables. Nous avons ensuite proposé trois approches génériques de vérification, d'enforcement, et de test de propriétés opérant à l'exécution des systèmes. Nous avons montré comment il était possible d'obtenir, à partir d'une propriété exprimée dans le cadre de la classification Safety-Progress, des mécanismes de vérification, d'enforcement, ou de test dédiés à la propriété considérée. Enfin, nous proposons également les outils j-VETO et j-POST mettant en œuvre l'ensemble des résultats proposés sur les programmes Java.

<p>Opinions, rankings and evaluations of states’ development are proliferating. In the context of the transformation and EU accession of the Baltic States, there were many organizations involved in the scrutiny of their efforts to become accepted as modern and European. This scrutiny directed towards states can be seen as a new practice of transnational regulation. Especially in times of major transformation, as was the case in the Baltic States after the collapse of the Soviet bloc, monitoring and evaluation of achievements can be expected to shape how reforms were prioritized and how problems were perceived. In order to gain a better understanding of these transformations it is necessary to study the practice of organizations that scrutinize the states.</p><p>The aim of the thesis is to analyze the role of scrutiny as a practice of transnational regulation. By analyzing how international organizations scrutinize states, this thesis adds knowledge to how transforming states are constructed in the everyday practices of scrutiny. A main argument is that by evaluating and reporting on states, international organizations can be seen as ‘auditors’ of transformations in states. The thesis compares three such ‘auditors’ and their respective relations to the states under scrutiny, namely: the European Commission, the European Bank for Reconstruction and Development (EBRD) and the NGO Transparency International. </p><p>The thesis contributes to discussions about the role of transnational regulation in the transformation of states. By comparing the three cases of scrutiny it is concluded that scrutiny produces both comfort and critique for and about these transforming states. In addition, through processes of scrutinizing, states are constructed as auditable and comparable. Scrutiny also inscribes states into a story about progress, it thus offers hope about reforms and of a better future.</p>