Thesis advisor: Janet E. Helms / Supervision may be an ideal format for training psychologists to be racially and culturally responsive because supervisors can tailor interventions to fit supervisees’ individual developmental needs. Nevertheless, over 30 years ago, counseling psychology researchers began identifying harmful effects of racially and culturally unresponsive supervision from the perspectives of supervisees. Missing from the literature has been empirical evidence from the perspectives of supervisors themselves. Moreover, research has failed to explore the influence of context (i.e., mental health sites) on supervision that addresses race and culture. The present study explored supervisors’ perspectives and experiences as they pertained to (a) providing racially and culturally responsive supervision, (b) the racial climate of their mental health work environments, and (c) influences of their institutional racial climates on their supervision practices as they pertained to race and culture. Interviews with psychologists, who identified as Black (n = 4) and White (n = 4), were analyzed using directed content analysis guided by the Racial Identity Social Interaction Model. Core domains and themes from the analysis drew connections between the supervisors’ perceptions of the racial climate of their institution and the challenges of supervising on race and culture. Findings from the study highlight the ways in which supervisors in mental health settings attempt to protect their supervisees in environments in which they often feel unprotected. Limitations and implications of the study for supervision theory, research, and practice are discussed. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to different worldviews while appreciating the impact of one’s own cultural lens. This thesis applies a cultural proficiency framework to analysis of the conflict management practices of administrators in secondary schools in a south-central Ontario school board. Analysis of data from interviews with secondary school administrators, students, school board cultural community liaisons, and school board documents indicate that culturally proficient cross-cultural interactions between administrators and students tended to include relationship-building efforts aimed at learning from and about disputants. In contrast to typical punitive and uncommunicative approaches, cultural proficiency was evident in some elements of alternative participatory or restorative approaches. In combining cultural proficiency with conflict management, this thesis helps to fill a gap in research relevant to equitably serving diverse student populations in southern Ontario schools.

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to different worldviews while appreciating the impact of one’s own cultural lens. This thesis applies a cultural proficiency framework to analysis of the conflict management practices of administrators in secondary schools in a south-central Ontario school board. Analysis of data from interviews with secondary school administrators, students, school board cultural community liaisons, and school board documents indicate that culturally proficient cross-cultural interactions between administrators and students tended to include relationship-building efforts aimed at learning from and about disputants. In contrast to typical punitive and uncommunicative approaches, cultural proficiency was evident in some elements of alternative participatory or restorative approaches. In combining cultural proficiency with conflict management, this thesis helps to fill a gap in research relevant to equitably serving diverse student populations in southern Ontario schools.

As the mosaic of our classrooms becomes more diverse, teachers need to be able to celebrate the multilingual, multicultural students and provide the academic and social opportunities for their students. As well, teachers need to use culturally relevant pedagogy and diverse instructional strategies within the curriculum that will allow all students to develop meaningful language experiences. Through narrative inquiry and through qualitative research, I have examined my teaching practices and methodologies in relation to the observations and critical conversations with EAL teachers directly involved in the instruction and English language development as support for linguistically and culturally challenged students in the elementary school setting. I have taught a community of diverse learners with rich heritages and backgrounds in a multilingual classroom, and I have learned, from these four specialist teachers, to be more knowledgeable in teaching strategies and more adaptable in implementing culturally relevant content. For a brief time, I was able to enter four different classrooms of students, who had come from many different countries and had been removed from their regular classrooms to receive EAL support. Through observations of these students, and interviews and dialogues with specialist EAL teachers, I have been able to critically reflect upon and analyze my results, expanding my repertoire of instructional practices as a multilingual classroom teacher. By allowing me into their professional spaces, and by sharing their teaching practices as English language specialist teachers helping students, I have been both inspired and enlightened.<p> EAL students in our communities and classrooms will bring their personal experiences and rich cultural backgrounds, created from their multigenerational histories. As teachers create welcoming classrooms, all students will receive the language support that they need, without losing their cultural beliefs and values. School families and communities can become the threads that will eventually create a fabric, rich in design and texture. In representing the Canadian mosaic of individuals, this journey metaphorically takes our students, from individual fabrics to quilts of many hues and patterns.

This paper explores the contextual factors that promote and inhibit firms? motivations to adopt a voluntary environmental initiative that is good for the environment but does not provide a clear competitive or legitimating benefit to the firm itself. Using green electricity (e. g. , wind, solar, small hydro, and biomass) as an example of such an initiative, the study uses qualitative research to investigate the willingness of 20 Canadian businesses to voluntarily adopt green electricity for at least a portion of their total electricity requirements. <br /><br /> Although the corporate ecological responsiveness literature reveals that external factors (e. g. , economic, government, infrastructure), organizational factors (e. g. , industry cohesion), and individual factors (e. g. , leadership, individual interest, manager discretion) can all affect the types of environmental projects that firms will adopt, in the case of green electricity the external factors were the more significant obstacles to it being perceived as a viable means to improve corporate environmental performance. In firms currently using green electricity, these obstacles were largely overcome by the successful efforts of an internal champion motivated primarily by individual values. An important aspect of the champion?s success is her ability to attach her personal interest to a tangible business issue. This task is in turn aided by proactive or sustaining corporate environmental strategies that formalize continual environmental improvement processes and are predisposed to evaluating the success of an initiative on more than its financial or legitimizing contribution to the firm. <br /><br /> Based on these findings, the thesis concludes that the two most important factors associated with the willingness of firms to adopt an initiative that is good for the environment but not necessarily good for the firm are the development of decision-making criteria that extend beyond the bottom-line and the capability of concerned individuals to legitimize the initiative within the firm.

This paper explores the contextual factors that promote and inhibit firms? motivations to adopt a voluntary environmental initiative that is good for the environment but does not provide a clear competitive or legitimating benefit to the firm itself. Using green electricity (e. g. , wind, solar, small hydro, and biomass) as an example of such an initiative, the study uses qualitative research to investigate the willingness of 20 Canadian businesses to voluntarily adopt green electricity for at least a portion of their total electricity requirements. <br /><br /> Although the corporate ecological responsiveness literature reveals that external factors (e. g. , economic, government, infrastructure), organizational factors (e. g. , industry cohesion), and individual factors (e. g. , leadership, individual interest, manager discretion) can all affect the types of environmental projects that firms will adopt, in the case of green electricity the external factors were the more significant obstacles to it being perceived as a viable means to improve corporate environmental performance. In firms currently using green electricity, these obstacles were largely overcome by the successful efforts of an internal champion motivated primarily by individual values. An important aspect of the champion?s success is her ability to attach her personal interest to a tangible business issue. This task is in turn aided by proactive or sustaining corporate environmental strategies that formalize continual environmental improvement processes and are predisposed to evaluating the success of an initiative on more than its financial or legitimizing contribution to the firm. <br /><br /> Based on these findings, the thesis concludes that the two most important factors associated with the willingness of firms to adopt an initiative that is good for the environment but not necessarily good for the firm are the development of decision-making criteria that extend beyond the bottom-line and the capability of concerned individuals to legitimize the initiative within the firm.

As the mosaic of our classrooms becomes more diverse, teachers need to be able to celebrate the multilingual, multicultural students and provide the academic and social opportunities for their students. As well, teachers need to use culturally relevant pedagogy and diverse instructional strategies within the curriculum that will allow all students to develop meaningful language experiences. Through narrative inquiry and through qualitative research, I have examined my teaching practices and methodologies in relation to the observations and critical conversations with EAL teachers directly involved in the instruction and English language development as support for linguistically and culturally challenged students in the elementary school setting. I have taught a community of diverse learners with rich heritages and backgrounds in a multilingual classroom, and I have learned, from these four specialist teachers, to be more knowledgeable in teaching strategies and more adaptable in implementing culturally relevant content. For a brief time, I was able to enter four different classrooms of students, who had come from many different countries and had been removed from their regular classrooms to receive EAL support. Through observations of these students, and interviews and dialogues with specialist EAL teachers, I have been able to critically reflect upon and analyze my results, expanding my repertoire of instructional practices as a multilingual classroom teacher. By allowing me into their professional spaces, and by sharing their teaching practices as English language specialist teachers helping students, I have been both inspired and enlightened.<p> EAL students in our communities and classrooms will bring their personal experiences and rich cultural backgrounds, created from their multigenerational histories. As teachers create welcoming classrooms, all students will receive the language support that they need, without losing their cultural beliefs and values. School families and communities can become the threads that will eventually create a fabric, rich in design and texture. In representing the Canadian mosaic of individuals, this journey metaphorically takes our students, from individual fabrics to quilts of many hues and patterns.

Recent media articles have illustrated different human resource management problems within Zara Sweden and the retail industry in Sweden. In these articles numerous employees speak about mistreatment and abuse at Zara Sweden. A union official states that Zara is not a unique case, but more so a representative case of the retail industry. Adding to this Zara Sweden has not performed well financially and they state that they are still trying to adapt to the Swedish market.   There is plenty of research explaining the relationship between human resource management and performance. Furthermore, a lot of research urges international companies to be locally responsive especially in their people management. To understand the level of local responsiveness it is important to first examine the cultural disparity between the organization and the employees, for this Hofstede’s cultural dimension was used. With this background the study explores Zara Sweden’s level of local responsiveness as well as their general human resource management practices from three perspectives. Semi-structured interviews have been used to understand the employee perspective. The two other perspectives come from the Annual reports produced by both Inditex and Zara and media articles.   Our findings demonstrate that media perspective and employee perspectives comply well with each other. However, there is a great disparity between the annual report perspective and the other two perspectives. The results show three major HRM liabilities, the sole use of internal promotion, general employee dissatisfaction and the lack of local responsiveness. Our aim is that this study will benefit the Swedish retail industry, to perhaps understand performance issues through study. Also, benefit Zara and Inditex if they have similar problems in other countries and the study might explain their lack of financial performance in the Swedish market. In general, this research could assist companies that are expanding into the Swedish market, seeing it emphasis the importance of regional adaption.

Abstract This study aims at continuously exploring government procurement policy itself via the views of both constructors and the government officials, based on the Likert-scale questionnaire designed by the author. With cluster sampling, the subjects are 99 officials from the government officials of Kaohsiung city and 44 constructors in the south of Taiwan . The key point is to evaluate the policy impact, in other word is to assess the achievement of policy effectiveness & policy goal. Is there any significantly difference for and against practicing the government procurement law between constructors and the government? This study construct policy impact evaluation with in the way of management, politics & law; based on policy effectiveness, system maintenance, responsiveness, To evaluate whether or not can the illegal thing be reduced because of practicing government procurement law which based on policy effectiveness, system maintenance, responsiveness & appropriateness. Results from questionnaire are statistically processed with SPSS. There are several conclusions. Both constructors & the government officials have the same views toward practicing the government procurement law. Both of them agree that the procurement environment itself has been significantly changed. Though the efficiency & quality of government procurement have been improved since the government procurement law had been practiced. But the efficiency & quality of government procurement still has not improved equally, even the government procurement procedure were fair & information openly. The persons who proceeded procurement have no confidence toward their own departments is rather alarming. Anyway, NT$500 thousand have been thought to be the appropriate standard of internet procurement. The findings can serve as reference of improvement of government procurement policy. Key words¡GPublic Policy, Policy Impact, Policy Effectiveness, System Maintenance, Responsiveness, Appropriateness

Fathers in two-parent families are becoming increasingly involved in infant care, highlighting the need to understand the determinants and influence of father-infant interactions. Paternal responsiveness is a core component of positive father-infant interactions. This study investigated associations between paternal responsiveness and infant development; and paternal low mood and paternal responsiveness. Participants were a sub-sample of father-infant dyads (n=47) from a UK community cohort study: The Avon Longitudinal Study of Parents and Children. The Mellow Parenting Coding System was used to measure paternal responsiveness within a video-recorded father-infant interaction at 12 months. Infant development was assessed using the Griffiths scales at 18 months and paternal low mood was measured using the Edinburgh Post-Natal Depression Scale (EPDS) at 8 months. Linear regression analysis provided no evidence for an association between paternal responsiveness and infant development. Due to methodological limitations it is unclear whether this reflects a true null relationship. Unexpectedly, lower paternal mood (indicated by higher scores on the EPDS), was found to be associated with greater paternal responsiveness. For every standard deviation increase in EPDS score, fathers displayed approximately two additional responsiveness behaviours per minute in the observed interaction; this corresponds to a standardised effect size of 0.32 standard deviations. The mechanisms for this association are unclear, but possibilities are discussed. The finding requires replication within larger studies, but clinicians may wish to consider that fathers who achieve very low scores on measures of depressed mood may be at risk for low paternal responsiveness.