Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (LL. M.)--York University, 2000. / "Graduate Programme in Law, Osgoode Hall Law School, York University." Includes bibliographical references (leaves 235-242). Also available on the Internet. MODE OF ACCESS via web browser by entering the following http://wwwlib.umi.com/cr/yorku/fullcit?pMQ59548.

Thesis (Ph. D.)--University of Louisville, 2005. / Department of Leadership, Foundations, and Human Resource Education. Vita. "May 2005." Includes bibliographical references (leaves 207-223).

Ph.D. (Educational Psychology) / The researcher explored and described principals’ management of union members’ aggression in schools. The overarching aim was to assist principals who experience aggression from union members in the schools they head. To accomplish this, the researcher developed, implemented and evaluated a psycho-educational programme to manage union members’ aggression through the facilitation of their mental health. Union members’ aggressive behaviour and attitudes have become the order of the day in schools. This hampers the quality of teaching and learning, and also contributes to the increased levels of stress and frustration for principals, who are the school managers. Notwithstanding the traumatic environment in the workplace, principals are still expected by the Gauteng Department of Education (GDE) as well as the community, to fulfil their day-to-day functions: Principals impute violence and aggression as foremost reasons why schools have become dysfunctional and ungovernable. The research design was structured into four chronological research phases. Phase One: the situation analysis was conducted according to a qualitative research approach through individual phenomenological interviews with a purposive sample of school principals. Tesch’s descriptive approach to data reduction was applied. Thereafter a literature control was conducted. Trustworthiness was ensured through adherence to credibility, transferability, dependability and confirmability...

D.Ed. (Educational Management) / The influence of union leadership plays an important role in determining both the perspectives and leadership styles of the principals who hold positions of leadership in teacher unions. Although there is extensive literature on the basics of the development of the concept of identity in general, little is known about how identity is forged in education unionisation in general and what specific leadership character may result out of the principals who are union leaders. As is commonly known, such knowledge is crucial because principal leaders are continuously faced with making leadership decisions, acquiring endless information and implementing educational policies whose effectiveness might be tainted by union biasness and favoritism. In the light of continued absence of knowledge of how identity is forged in unionisation, coupled with the ever increasing election of principals by teacher union members to occupy leadership roles in these unions, this inquiry explored how such occupation of union leadership roles shape the self-knowledge of these principals and what leadership style may result as a reason there off. The inquiry specifically sought to determine whether the unionisation discourse constructs the identities of the principals who are leaders and if so, how it does this and what consequences this is likely to have on the leadership style of the principals concerned. The identity theory of Stryker and Statham (1985) (Owens, Stryker and Goodman, 2006) was used to addresses this aim. In addition to this, the inquiry used the principals who hold positions of leadership in Teacher Union A, Teacher Union B and Teacher Union C respectively as case studies, focusing specifically on the broader social discourses that exist subjectively in these unions as a vehicle to demonstrate the development of the identity of the principals who are leaders in them. The language used by these principals in focus groups discussions and participant observations were the main source of data for this inquiry. By doing so, this inquiry aimed to illuminate how union leadership act to produce self-knowledge that, in turn, leads to the discursive coordinates by which the principals who are union leaders come to define themselves. This was achieved by conducting focus groups interviews and participant observations of the principals who are in positions of leadership in these three unions and thereafter drawing on Critical Discourse Analysis in order to interpret the transcripts of the data collected by both focus groups interviews and participant observations.

La presente tesi di dottorato è articolata in tre capitoli a se stanti che riguardano l’ambito dell’economia applicata e dell’economia dello sviluppo. Il primo capitolo analizza l’impatto intergenerazionale di shock idiosincratici alla situazione lavorativa dei genitori sull'istruzione secondaria dei figli, utilizzando un’indagine longitudinale condotta in Bosnia Erzegovina. Il secondo capitolo tratta delle potenziali conseguenze di lungo termine della guerra civile sulla partecipazione politica. In particolare, l’analisi utilizza le statistiche ufficiali disponibili relative alle elezioni in Bosnia Erzegovina e mostra che nelle municipalità più intensamente colpite dal conflitto, misurato in termini di perdite civili, l’affluenza elettorale e il capitale sociale sono minori. Il terzo capitolo contribuisce alla letteratura sulla “auto-selezione” in termini di salute della popolazione Indiana migrante presente in Inghilterra. L'analisi fornisce evidenza empirica delle differenze in termini di statura ed altri indicatori di salute delle prime e seconde generazioni di migranti in relazione alla popolazione nativa del paese di destinazione, e a quella del paese di origine. / This dissertation is a collection of three self-contained essays in applied and development economics. In the first chapter I evaluate whether educational investments of adolescent offspring are vulnerable to idiosyncratic shocks to parental employment. Specifically, I estimate the short-term impact of parental job loss on children’s enrollment in post-compulsory schooling, introducing a focus on paternal and maternal unemployment, and analysing differential gender specific effects. I further discuss the potential channels of inter-generational transmission with a specific focus on the role played by female labor supply in contexts of developing economies. Using panel data estimation techniques based on four waves of longitudinal household data from Bosnia and Herzegovina, the results show that maternal involuntary employment shocks affects school enrollment of daughters aged 15-18. In the second chapter I analyze the consequences of exposure to civil conflict on voters’ turnout and social participation. Our source of variation in violence exposure is given by war-related civilian fatalities recorded at the municipality level. In a “difference in differences” estimation framework, our results show that the intensity of civil conflict reduces turnout in the medium and long run, up to twenty years after the end of the war. War exposure is also associated with lower generalised trust and worse measures of social participation. The third chapter evaluates height performances of first and second generation migrants of Indian origins in England, with respect to adults and children in India, and the native population at destination. We provide evidence of migrants’ “self selection” on health, and we show that the circumstances in which individuals are born and raised can contribute to the definition of body size, in addition to the genetic channel and to the traits transmitted by maternal characteristics through gestation.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / presente trabalho dissertativo tem por objetivo investigar as categorias presentes na obra do revolucionÃrio italiano, Antonio Gramsci, acerca da frente Ãnica e sua formaÃÃo educacional na perspectiva da revoluÃÃo; revisitando, ainda, as contribuiÃÃes de teÃricos e estudiosos do pensamento de Gramsci sobre a alianÃa operÃrio-camponesa diante da revoluÃÃo proletÃria como, por exemplo, Del Roio (2005) e Nosella (1992). Tendo por base teÃrica o materialismo histÃrico dialÃtico, realizou-se um trabalho a partir de procedimentos teÃrico-bibliogrÃficos de carÃter classista, adotando como revisÃo principal, a produÃÃo de Antonio Gramsci, especificamente nas obras prÃ-carcerÃria e nos escritos polÃticos, que se constitui, rigorosamente, um teÃrico-militante da causa operÃria. Deste modo, buscamos fazer um resgate histÃrico da gÃnese e processualidade do pensamento de AntÃnio Gramsci, consolidadas em sua curta trajetÃria de vida, recuperando elementos vinculados à sua origem familiar, como a sua militÃncia teÃrico-prÃtica, marcada pela profunda imersÃo na luta polÃtica e social na ItÃlia, em especial, seu envolvimento com a problemÃtica dos conselhos de fÃbricas e da escola do trabalho. Em linhas gerais, na anÃlise do contexto da QuestÃo Meridional, expressada na divisÃo polÃtico-geogrÃfica, destacamos as concepÃÃes revolucionÃrias de Gramsci, na funÃÃo dos grupos subalternos. Na compreensÃo do movimento operÃrio, situamos a experiÃncia francesa no sÃculo XIX a partir de O 18 BrumÃrio de LuÃs Bonaparte de Karl Marx, relatando a luta dos camponeses. Posteriormente, partindo da ontologia marxiana e entendendo a educaÃÃo como um complexo fundado pelo trabalho, dissertamos sobre a frente Ãnica e suas complexidades, traÃando o papel da educaÃÃo e/ou formaÃÃo humana para a constituiÃÃo de uma alianÃa operÃrio-camponesa diante da conjuntura italiana do inÃcio do sÃculo XX, mostrando o carÃter ao mesmo tempo histÃrico/particular e universal das contribuiÃÃes gramscianas / The dissertation aims to investigate the categories present in the work of the Italian revolutionary Antonio Gramsci, pinpointing his proposal of a united front and its educational construction in the perspective of the revolution; revisiting the contributions of theorists and scholars in line with the thought of Gramsci, as it relates to worker-peasant Alliance in view of proletarian revolution, Del Roio (2005) e Nosella (1992), for example. Based upon historical dialectic materialism, the paper followed a set of theoretical-bibliographic procedures of a classist character, adopting as its major reference, the production of Antonio Gramsci, a true militant theorist of proletarian cause, specifically his pre-prison work; and political writings, in general. In this way, we seek to historically retrieve the genesis and evolution of Antonio Gramsciâs thought, consolidated in his short life trajectory, highlighting elements linked to his family origin, as his theoretical-practical militancy, marked by a deep immersion in the political and social class struggles in Italy, in particular, his involvement with the problematics of the factories councils and the school of labor. Generally speaking, in the analysis of the context of the Southern Issue in Italy, expressed in political-geographical division, we feature the revolutionary conceptions of Gramsci, in function of subalternity. Attempting to understand the labour movement, we situate the French experience in the 19th century from the reference point of the 18 Brumaire of Louis Bonaparte, of Karl Marx, reporting the peasants struggles. Further on, from the Marxian ontology frame of reference, and understanding education as a complex founded by work, we focus upon the united front and its complexities, tracing the role of education and/or human formation for the constitution of a worker-peasant Alliance in the context of the Italian situation of the early 20th century, showing the character at the same time particular and universal of Gramscian contributions