Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 150-156).

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 42-45).

Thesis -- Marburg. / Cover title. Vita. Bibliography: p. 71-72.

Thesis (Ph.D.)--University of Florida, 2004. / Typescript. Title from title page of source document. Document formatted into pages; contains 148 pages. Includes Vita. Includes bibliographical references.

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Leadership always plays an important role in the growth and performance of an organization. Changes in organizational structure, vision and leadership are inevitable in any institution. Leadership style is a special characteristic that distinguishes a leader from another and this powerful force is what pushes an employee or employees to complete a task that produces maximum results; especially in the banking sector. Survey questionnaires were used in this study as a main method for data collection. The data was analyzed by using the Structural Equation Modeling (SEM) Method using Lisrel software. This research has been conducted to determine the impact of using transformational, relation-oriented and transactional leadership styles and their direct effect on job Satisfaction. A total of one hundred questionnaires were distributed among SEB and Swede bank´s employees and seventy-one fully answered questionnaires were used for statistical analysis. In other words, seventy-one percent of the questionnaires were returned. The results clearly show that leadership style (Relation-oriented, Transactional, and Transformational) have a significantly positive effect on both the employer and employee’s satisfaction with the job. The results indicate that the Transformational approach ads the most contribution toward job satisfaction compared to the Transactional and Relation-oriented styles of leadership.

AN ABSTRACT OF THE THESIS OF JOSEPH PIERRE KEENE, for the Master of Arts degree in Administration of Justice, presented on June 9, 2009, at Southern Illinois University Carbondale. TITLE: An Analysis of Victim Lifestyle in Assessment of Victimization of Native-American Women MAJOR PROFESSOR: Dr. George Burruss Native-American women have endured victimization for five centuries. The problem of Native-American female victimization should be a topic of great concern but has not been studied very well. Dugan & Apel (2003) demonstrated that a young unmarried woman, frequently transient, living in an rural setting, having children under the age of 12, and going out every night predisposed Native-American women to violent victimization because "risk" factors were heightened and "protective" factors were jeopardized. However, this theoretical approach involved use of routine activities theory to help explain the situational context of Native-American female victimization, which possibly suggested victim blaming. Therefore, the use of lifestyle theory vs. analyzing "risk" and "protective" factors coinciding with routine activities theory was used to help explore the nature and extent of Native-American female victimization. This study used NCVS data from 2005 (n = 4252 cases; Caucasian (n = 2987), African-American (n = 522), American Indian (n = 104), Asian (n = 91), Hispanic (n = 541), Other (n = 7)) to explore the nature and extent of Native-American female victimization (U.S. Department of Justice, 2007). This analysis contributed to relevant literature in regards to Native-American female victimization by examining contributing factors that were linked to Native-American female victimization, and it also enhanced previous literature establishing the predicating factors that precipitated disproportionate statistical findings of Native-American women having the highest percentages of victimization of any race of woman in the U.S. Findings indicated that higher rates of victimization took place off tribal land more so than on tribal land for Native-American women, contrary to previous literature findings that Native-American female victims encountered higher incidents of victimization on reservations as opposed to non-reservation land (due to lack of prosecution, jurisdictional issues) (Amnesty International, 2007). Further research is needed to explore the lack of prosecution of crimes and conflicts of interest between U.S. and tribal laws in regards to their impact on the victimization of Native-American women. Furthermore, findings of Native-American women having the highest percentages of victimization of any race of woman in the U.S. have prompted further research.

This thesis explores questions of identity and the body in performance in collegiate competitive bhangra, a South Asian diasporic popular dance form, through the analytical frameworks of hype and the musicking body. I explore the relatively recent shift of bhangra from a club scene to a college-level, competitive context in order to understand the ways in which this contemporary bhangra still offers participants a meaningful expression of South Asian identity, when the context in which the music is produced and consumed seems to have changed dramatically from the original context in which the genre emerged as a popular cultural form in the UK in the 1970s and 1980s. I analyze the way in which hype, an intangible element of contemporary bhangra that is essential for successful performance, is built up and maintained through the embodied practices of the co-producers of bhangra.

The study reported in this dissertation investigated the relationships between thinking style, participation in classroom dialogue and learning outcomes. Classroom dialogue is a commonly used method for teaching and learning, and ways/strategies of taking advantage of classroom dialogue to optimise learning need to be specified. The study addresses this issue. Talking has traditionally been viewed as the main way of participation in classroom dialogue, and there is evidence for its learning benefit. However, silent participants have largely been overlooked and little is known about the function of listening with regard to learning. There is arguably a need to investigate the effects of both talking and listening on learning outcome. At an individual level, talking and listening do not serve all students equally well and individual characteristics should be considered when studying how students benefit from diverse participation behaviours. Thinking style, one aspect of individuality, is rarely related to participation in classroom dialogue nor has the corresponding learning outcomes been investigated previously: this will be addressed in the study. The study focuses particularly on high school students in mainland China, a group of people about whom there is relatively little material. A mixed-method research design was adopted, with the quantitative approach dominating. The Thinking Style Inventory - Revised II (Sternberg, Wagner & Zhang, 2007) was used to measure thinking styles. Talking and listening were considered as two forms of participation in classroom dialogue, with systematic observation being employed to collect data on talk and a newly designed questionnaire used to measure listening. Learning outcomes were illustrated through academic achievement and cognitive ability, with the former being measured by final-examination scores and the latter by the Sternberg Triarchic Ability Test (Sternberg, 1993). A series of statistical analyses were conducted and the results can be summarized as follows. Both talking and listening in classroom dialogue were found to be likely to facilitate academic achievement. Thinking style was significantly associated with participation in classroom dialogue. No relationship was found between thinking style and learning outcomes. Students’ thinking styles affected how they benefited from talking and listening, especially in mathematics. This study provides new perspectives on making use of classroom dialogue at both classroom and individual levels.

Cette thèse explore le rythme. Du chaosmos. De la vie. De la langue. Cette thèse constelle avec Deleuze. Avec Cummings. Avec Ignácio. Avec Diniz. Blake. Klee. Newbery. Delaunay. Avec les Campos. Mais aussi avec les matinées et avec la pluie. Cette thèse est faite avec Whitman. Albert-Birot. Chopin. Neruda. Avec les étoiles et avec la lune. Avec Moore et avec les baleines. Avec Cage. Ligeti. Varèse. Gervasoni. Avec Pessoa et avec la mer. Avec Mallarmé. Avec Pertuis et avec les navires. Avec Saramago. Pas plus qu’avec l’humidité de l’air. Cette thèse compose avec Villa-Lobos et avec l’Amazonie. Avec Tinguely. Feldman. Le Tellier. Kafka. Tavares. Valéry. Schumann. Avec Messiaen et avec les oiseaux. Avec les haikuistes... Finalement avec les et cetera. Mais aussi avec les et alli. Pas plus qu’avec le vent. Cette thèse expérimente avec le rythme. De la différence. De la répétition. De l’éternel retour. Avec une rythmologie. / Esta tese explora o ritmo. Do caosmo. Da vida. Da língua. Esta tese constela com Deleuze. Com Cummings. Com Ignácio. Com Diniz. Blake. Klee. Newbery. Delaunay. Com os Campos. Mas também com as manhãs e com a chuva. Esta tese é feita com Whitman. Albert-Birot. Chopin. Neruda. Com as estrelas e com a lua. Com Moore e com as baleias. Com Cage. Ligeti. Varèse. Gervasoni. Com Pessoa e com o mar. Com Mallarmé. Com Pertuis e com os navios. Com Saramago. Não mais do que com a umidade do ar. Esta tese compõe com Villa-Lobos e com a Amazônia. Com Tinguely. Feldman. Le Tellier. Kafka. Tavares. Valéry. Schumann. Com Messiaen e com os pássaros. Com os haicaístas... Enfim, com os et cetera. Mas também com os et alii. Não mais do que com o vento. Esta tese experimenta o ritmo. Da diferença. Da repetição. Do eterno retorno. Com uma ritmologia.