Abstract This paper describes an analysis of social practice taking place between teachers and students within the classroom in a Tanzanian Secondary School. The aim of this contemporary study is to describe and explain classroom interaction with respect to existing role patterns and frame factors. The studied material consists primarily of collected data from classroom observations, with concentration on one class in form one and five single teachers. In addition to the observation method the investigation is also based on complementary informant study where five students within the observed class were interviewed.  An analysis consisting of categorisation, description, and explanation of the different variables of verbal and written communication is expected to yield information about the social practice within the Tanzanian classroom. Such information will aid in addressing a potential connection between pattern of roles and certain frame factors.   The results of the observations imply that the teacher has the most active role; the teaching was almost entirely based on the use of direct, reproductive, teacher-centered methods leaving diminutive room for student moves.  A notably high frequency of questions of a reproductive form, where students merely had to emulate the teacher, was discovered. Even though students were rarely addressed with questions of an open form, observations and interviews reveal students’ eager to break free from their constrained roles. What occurred to be a fixed pattern of steered activities turned out to be highly dynamical process. Considering relevant frame factors, there are reasons to believe that the Tanzanian classroom interaction is about to shift from a monologic to a dialogic classroom discourse; making this a highly interesting matter to investigate.

This thesis presents a Fuzzy Consensus Building Framework (FCBF), which enables construction project parties to align their teams on their roles and responsibilities early on in their projects. The framework introduces a model that (1) incorporates consensus of construction project teams in aggregating their opinions to decide on the party responsible for every standard task of a construction project; (2) classifies the quality of experts in the decision making process by weighting their responses during aggregation, based on their attributes; and (3) resolves residual conflicts between project teams on their perceived shared tasks, using a consensus reaching process. A template of project and construction management tasks is extracted from relevant standard guidelines and interviews with industry peers. Different extents of the roles and responsibilities of the owner and contractors are described using seven linguistic terms. A modified similarity aggregation method (SAM) aggregates experts opinions in a linguistic framework, using a consensus weight factor for each expert. A fuzzy expert system (FES) determines an importance weight factor for each expert, representing expert quality; opinions are aggregated using this factor and the consensus weight factor. Based on the aggregated opinions of experts, the tasks are classified into three responsibility lists: the owners, the contractors, and the shared responsibility list. The fuzzy preference relations consensus (FPRC) approach is applied to the tasks of shared responsibility, and a linguistic consensus measure is applied to resolve potential conflicts between team members on their perceived shared tasks. Using a case study approach, the FCBF is applied to aid a project owner organization in the field of oil and gas to determine its roles and responsibilities in a customized project delivery system, called owner managing contractor (OMC). The FCBF contributes to the construction industry by solving a fundamental problem for project owners: it helps identify and reduce potential conflicts over the extent of project teams responsibilities prior to the construction stage. It also provides an improvement over previous consensus-based approaches, which rely on a subjective assessment of experts importance weights in aggregating their opinions, and it modifies the SAM to adapt it to a linguistic environment. / Construction Engineering and Management

In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development. The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership. The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills. The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role. The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.

This study has investigated the evolution of Michelin Siam Group (MSG), a Thai subsidiary of the Michelin Group (France), over the period between 1987 and 2007. Particular attention has been given to the process of changing subsidiary roles as well as factors influencing the process. The study has adopted a qualitative case-study approach based on the data collected from interviews of senior managers at MSG. The analysis has demonstrated that over the past 20 years, MSG has undergone several changes in its charters and capabilities, with the changes in its roles accordingly. In its early years (pre-1997), MSG was a ??local implementer?? in its MNC network, mainly serving the local market in a limited range of product lines mandated by the headquarters (HQs). Its charters, both manufacturing and commercial charters, have since been extended to cover broader product lines and international markets beyond Thailand through the accumulation of production capabilities enhanced by a range of training programmes. MSG has thus increasingly shifted from a ??local implementer?? to a ??regional/global implementer??. More importantly, it has also been revealed that the changes in MSG??s roles have been strongly influenced by the HQs. Through its control over decision making, the HQs has been heavily involved in introducing changes at MSG. However, the role of subsidiary, industry, and local environment factors should not be neglected. MSG??s increasing capabilities and superior performance coupled with the favourable and dynamic local environment as well as the competitive nature of an industry have been found to have instigated HQs?? favourable decisions for MSG. While the HQs has been the dominant driver of MSG??s roles and changes in its roles, the findings of this study largely appear to support the influences of the interplay of corporate, subsidiary, industry, and local environment factors in shaping subsidiary roles over time.

Childhood obesity is a prevalent subject of research currently, and many researchers have studied the effectiveness of school programs in battling obesity among students. This case study, utilizing ethnographic tools of observation, interviews, and investigation of artifacts, examines educators' perceptions of the role of the school in the prevention of this epidemic, how perceptions affect practices, and the barriers to prevention efforts. The lens of caring theory, social justice, and critical theory frame the analysis of how educators in a medium-sized elementary school contend with the problem of childhood obesity. Educators in this setting perceived their role in the prevention of childhood obesity as limited and tended to blame parents for the condition of obese students. Because of this perception, attempts at prevention were somewhat sporadic and individualistic in nature. Barriers included a lack of training in critical reflection and the stresses of mandated testing and budget cuts. Teachers and staff members cared for their obese students' well-being, but generally lacked the resources to help them. They were often uncomfortable discussing obesity with parents and tended to avoid the subject, and unfortunately, this conversation needs to occur in order to find help for their obese students.

abstract: The long-term impacts of bullying, stress, sexual prejudice and stigma against members of the LGBTQ population are both worrisome and expansive. Bullying among adolescents is one of the clearest and most well documented risks to adolescent health(Nansel et al., 2004; Wilkins-Shurmer et al., 2003; Wolke, Woods, Bloomfield, & Karstadt, 2001) The present study examined the influence of sexual orientation to severity of bullying experience, coping strategies, emotion regulation and the interaction of gender role endorsements in relation to coping and emotion regulation strategy prediction. Extensive research exists to support high victimization experiences in LGBT individuals (Birkett et al., 2009; Robert H DuRant et al., n.d.; Kimmel & Mahler, 2003; Mishna et al., 2009) and separately, research also indicates support of gender role non conformity, social stress and long term coping skills (Galambos et al., 1990; Sánchez et al., 2010; Tolman, Striepe, & Harmon, 2003b). The goal of this study was to extend previous finding to find a relationship between the three variables: sexual orientation, victimization history, and non-traditional gender role endorse and utilizing those traits as predictors of future emotion regulation and coping strategies. The data suggests that as a whole LGBT identified individuals experience bullying at a significantly higher rate than their heterosexual counterparts. By utilizing gender role endorsement the relationship can be expanded to predict maladaptive emotion regulation skills, higher rates of perceived stress and increased fear of negative evaluation in lesbian women and gay men. The data was consistent for all hypotheses in the model: sexual identity significantly predicts higher bully score and atypical gender role endorsement is a moderator of victimization in LGBT individuals. The findings indicate high masculine endorsement in lesbians and high feminine endorsement in gay males can significantly predict victimization and maladaptive coping skills, emotion dysregulation, increased stress, and lack of emotional awareness. / Dissertation/Thesis / M.S. Psychology 2012

Antecedentes: En nuestro contexto, se han encontrado diversas problemáticas sociales referidas a la temática de género y los roles del mismo, el cual puede ser comprendido bajo una mirada binomial (masculino-femenino) o de identificaciones cruzadas. El Conflicto de rol de género, constructo creado por James O’Neil, refiere al estado psicológico en el que los roles de género tienen consecuencias negativas en uno mismo y los demás. El objetivo ha sido adaptar la escala del presente constructo, Gender Role Conflict Scale, a una población universitaria limeña, corroborando sus propiedades psicométricas en la misma población. Método: La muestra fue constituida por 210 estudiantes hombres con una edad promedio de 19.1 años. Resultados: La composición de la escala mostró comprenderse bajo los cuatro factores originales, manteniendo de manera general la estructura original. Tanto a nivel global como por factor, la escala muestra una fiabilidad aceptable, la cual oscila entre .84 y .86 según factor; así como una buena validez convergente. Conclusiones: El presente instrumento adaptado puede ser utilizado para evaluar el conflicto de rol de género en universitarios hombres limeños. / Background: Current, in Lima, we can find various social issues related to gender roles and gender itself, which can be understood under a binomial perspective (male-female) or cross-identifications. The gender role conflict, construct created by James O'Neil, refers to the psychological state in which gender roles have negative consequences for oneself and others. The aim has been to adapt the scale of this construct, Gender Role Conflict Scale, to a university population in Lima, confirming its psychometric properties in the same population. Method: The sample consisted of 210 male students with an average age of 19.1 years. Results: The composition of the scale showed the original four factors, generally maintaining the original structure. Both globally and by factor, the scale showed acceptable reliability, between .84 and .86 depending of the factor; as well as a good convergent validity. Conclusions: This adapted instrument can be used to evaluate gender role conflict in university men from Lima. / Tesis

Magister Artium (Psychology) - MA(Psych) / Literature on leadership and gender has primarily focused on gender differences between men and women's leadership styles as well as the existence of barriers to the advancement of women. This research has also shown that due to these barriers there is underrepresentation of women in leadership positions. It also appears that this research is mostly based on subordinates' perceptions of leaders and their leadership preferences. This research has also been quantitative in nature and has ignored women's personal experiences as well as their perceptions of gender dynamics within the organizational context. It becomes of interest how some women manage to advance into senior positions despite research indicating that women are still faced with many obstacles in doing so. This study was thus aimed at exploring the perceptions and experiences of South African female senior managers with regard to gender and leadership roles. The study's objectives were; to explore with South African female individuals in leadership positions their perceptions of gender roles and leadership, their experiences in leadership positions, their home and family lives and finally notions of gender stereotypes and prejudice within leadership. The theories used in making sense of the information and findings were the social role theory, and a derivative of it; the role congruity theory. An exploratory qualitative framework using purposive and snowball sampling was used. Six female individuals with at least a year's experience in a leadership position in the private sector who were based in the Western Cape and Gauteng provinces of South Africa were part of the study. Face-to-face semi-structured interviews were used in collecting data and an interview guide containing open ended questions was used in guiding the interview process. Ethical considerations with regard to anonymity, confidentiality and informed consent were also adhered to. Braun and Clarke's method of thematic analysis was used and themes that emerged were organised and coded accordingly. The thematic categories that were identified were; leadership and gender, barriers and challenges to the advancement of women, work/life balance, support structure and cracking the glass ceiling. Participants identified certain characteristics that they believed are attributed to leaders and were also of the opinion that women and men display different types of leadership styles while at the same time sharing how they approached their leadership positions. The participants also identified various socio-cultural, organisational and individual barriers that were viewed as preventing women from advancing to leadership positions. Further, the participants shared anecdotes with regard to work/life balance and the various strategies they employed in achieving this. In maintaining this balance the participants had in place support structures composed of various individuals who provided instrumental as well as emotional support. Finally, the participants were willing to provide advice and strategies that could be used in advancing women's careers as well as improving the representation of women in leadership positions.

Currently, the complexity of concepts of globalization--taking place in a variety of ways in the local economic, cultural, and political flows, and in the notion of World Englishes-- has been widely discussed (Saxena & Omoniyi, 2010). With the recent interest in internationalization, one of the issues in research on English teaching is expected and/or perceived roles of native teachers and non-native teachers in English language classrooms (Braine, 1999). In order to meet demands of international trends, the Japan Exchange and Teaching Program (JET Program) was established by the Japanese government in 1987, and it has played an important role by importing "internationalization" into actual classrooms in an EFL country (McConnel, 2000). Despite the long history of the JET program, very little research has been done on the program itself and related issues (e.g., McConnell, 2000; Miyazato, 2009; Fujimoto-Adamson, 2010). This study drew from a teacher-based perception of the Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) roles, and it illustrated how English teachers, including both JTEs and ALTs, act locally in the globalized/globalizing classroom while negotiating the governmental expectations for the JET program. Following the examples set by ethnographic research conducted in language teaching environments (e.g., Watson-Gegeo, 1988; Canagarajah, 1999), classroom fieldworks were conducted at three high schools in Hokkaido from May to August in 2010. More specifically, this research employed multiple data sources: participant observation, audiotape recording, interviews and questionnaires, which delivered thick descriptions of concrete reports from these sources (Richards, 2003; Canagarajah, 2006; McKay, 2006) for investigating the grounded perspectives and the practice of the JTEs and ALTs in the classrooms. The findings showed that the macro-level expected roles from the policies were not always directly projected onto the micro-level perceived roles, and there was emerging role at the micro-level as evident in the JTEs' role as guides to entrance examinations. In addition to this, through the classroom observations, this study revealed the perceived roles of JTEs and ALTs are negotiated in the classrooms in various ways. The JTEs sometimes played the perceived roles of ALTs and vice versa depending on the classroom pedagogical contexts, which were sometimes influenced on the power relationship between them. Those findings of the negotiation of roles in the classrooms led to the conclusions that the power of JTEs and ALTs is not something those teachers have a priori, but was negotiated through the interactions of JTEs and ALTs in the actual classrooms. The notion of power is dynamically implicated by language practice, which will be dedicated to the future study of English classrooms in Japan. Also, this study will contribute to casting a light on potential improvements to the JET Program before their quarter-century anniversary.

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