Many countries are going through severe transitions as they move from one system of economic management to another, experiencing a traumatic state which we term collective culture shock. Taking a cue from psychology, we suggest that collective culture shock can be seen as comprising four components: integration, assimilation, separation, and marginalisation. The movement towards free market economic systems calls for complex institutional adjustments, but these seem very difficult for societies to introduce in a systematic way. In order to exemplify collective culture shock, we examine four countries (including one country group): Russia, East Central Europe, South Africa, and Japan. Our treatment of these countries will show how collective culture shock is the product of complex economic, social and political forces specific to each situation. We hope to demonstrate that the phenomenon of collective culture shock is an important conceptual tool for managers responsible for international business strategy to help them to understand the complexities of change - or rather resistance to change - in transitional economies. (author's abstract) / Series: EI Working Papers / Europainstitut

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

Seit Erlangung der Unabhängigkeit 1991 machte Belarus' wenig Fortschritte in Richtung Demokratie. Nach einer Phase des formal-demokratischen Institutionenbaus (1991-1994) er-starkten die konservativen Nomenklaturakräfte erneut. Sie setzten sich in nachfolgenden Machtkämpfen mit den Radikaldemokraten durch, die von 1995 bis zur illegalen Verfas-sungsänderung mittels eines Referendums Ende 1996 dauerten. Es ermöglichte ihnen die Eta-blierung einer Autokratie, welche die Präsidialmacht maximierte, jedoch durch wachsende, durch die internationale Isolation noch verstärkte innersystemische Defizite bedroht war. Die Dissertation analysiert die Wechselwirkungen zwischen Akteuren, Institutionen und weiteren Kontextfaktoren, die den belarussischen Transformationsprozeß beeinflußten. Sie argumen-tiert, daß ökonomische Strukturen und das Verhalten ausländischer Akteure von eminenter Bedeutung waren. Sie beförderten die postsowjetischen Entwicklungen, bedrohen seit 1998 aber gleichzeitig die Stabilität des Regimes, das ohne Reformen nicht überleben wird. / Since achieving independence in 1991, Belarus has made little progress towards democ-racy. After the period of formal-democratic institution-building (1991-1994), conservative nomenklatura forces strenghened again. They prevailed in following struggles with radical democrats from 1995 until the illegal change of the constitution by referendum in the end of 1996. It enabled them to establish an autocracy which maximized presidential power but fa-ced growing innersystemic deficits boosted by international isolation. The thesis analyzes the framework of actors, institutions, and further context facors influencing the Belarusian trans-formation process. It argues that economic structures and the behaviour of foreign actors had been of great importance. They encouraged the post-Soviet developments but, since 1998, endanger the stability of the regime which will not survive without reforms.

The Internet is an integral part of higher education today. Students, faculty, and staff must have access to the institutional web for essential activities. For persons with disabilities, the web is a double-edged sword. While an accessibly designed website can mitigate or remove barriers, an inaccessible one can make access impossible. If websites that provide necessary information are not accessible, those with disabilities will be unable to independently complete their daily tasks or compete in the modern world. Project GOALS (Gaining Online Accessible Learning through Self-Study) has developed a document outlining a set of four institutional indicators of Web accessibility. Postsecondary institutions can use this document in their efforts to ensure that online content is accessible to all users. This dissertation evaluated the social validity of the document to determine if it was appropriate, understandable, usable, and satisfactory to provide a framework for implementing and promoting institution-wide web accessibility across a variety of demographic markers including job type (administrator, faculty, and technology specialist) and institution type (2- and 4-year). Ninety-seven participants reviewed the document and completed an online survey. All four indicators with their subsequent benchmarks were found to be "good" or "very good" based on the evaluation criteria. Administrators rated the document somewhat lower than faculty or technology specialists. Participants from 2-year schools consistently rated the document higher than their 4-year counterparts. In general, the longer participants had been in their positions, the less favorably they rated the document. The median ratings for all questions of appropriateness, understandability, usefulness, and satisfaction were a 6 or 7 on a 7-point scale across the board. This result would indicate that while different aspects of the indicator document may appeal to different groups, participant ratings across job and institution type show that these criteria achieve acceptable levels that validate the use of the indicators as a tool to assist institutions in their web accessibility efforts. This dissertation utilized the multiple-paper format recommended by the committee.

This research focused on how school principals in the Limpopo Province apply induction to the newly appointed teachers. The school principals, SMTs and senior teachers are responsible for inducting and mentoring newly appointed teachers with the purpose of developing them professionally and to help them adjust to the school environment. Principals play a major role in seeing to it that newly appointed educators do not feel overwhelmed by the complexity of the teaching profession and the practice of teaching learners. The study aims at exploring the educator experiences of the induction process as well as to explore the process followed by principals in inducting educators. The research methodology used in this study is a qualitative case study which is explorative and descriptive by nature. Data was collected through one-on-one interviews, which involved principals and newly appointed teachers. The collected data was analysed and categorised into specific themes. The findings from data revealed numerous challenges that principals and newly appointed teachers experience during the induction process. Findings revealed that the induction process was not adequate and that the time allocated for induction was very little. There were neither standardised and continuous induction programmes nor educational support mechanisms to support newly appointed educators. Recommendations were that schools should be provided with the opportunity to review the induction process in line with the systemic changes in education in order to develop educators professionally. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

One major societal issue in our time is regarding the creation of a sustainable society. Both international intergovernmental organizations such as the UN and EU, as well as nations, have goals that include climate neutrality and descriptions of measures for implementing societal transformations. This study aims to describe and analyse how textbooks in social studies portray the phenomenon of societal transformation, both based on the premise that a transformation is currently underway, and how past transformations are used for future guidance. The study applies an idea-analytical method by using systems theory, historical institutionalism, and historical consciousness. This, to conceptualize the textbooks' respective representations of societal transformations, from both contemporary and historical perspectives. The results show both similarities and differences regarding the textbooks' relationship to the phenomenon of societal transformation. Significant differences are found regarding the factors of speed and scale; only two of the five textbooks studied can be interpreted as closely aligned with the goals set by the UN, EU, and Sweden as a nation. The textbooks' use of historical perspectives demonstrates clear differences, as well as the types of measures presented and their impact on the societal system. Thus, there are inconsistencies regarding the depiction of society and its future, as well as the depiction arising from the empirical material

The relationships between teacher opinions about Virginia's Standards of Learning testing program and five variables related to teachers' backgrounds and present working conditions were examined in the context of five dependent variables represented as discrete domains. A systematic sample of 464 members of the Virginia Education Association (VEA) was selected to participate in the study. A 52 item survey was mailed to the members of the sample to gather their opinions about the outcomes they believed were occurring as a result of Virginia's Standards of Learning testing program and the state's Regulations Establishing Standards for Accrediting Public Schools in Virginia. Three hundred fifty-two usable questionnaires were returned, for a 76% return rate. Descriptive statistics were used to portray teacher responses in five domains. Three way ANOVAs were computed to determine if any significant main effects or interactions were evident among the independent variables of tenure status, SOL test grade status, and school socio-economic level. Telephone surveys of twelve randomly selected teachers were conducted to enhance understanding of three dependent variables (domains): student outcomes, instructional outcomes, and teacher outcomes. These data were analyzed using qualitative strategies. Findings: Teachers' responses to the mailed survey indicated relatively unfavorable opinions about the outcomes of Virginia's Standards of Learning testing program and related regulations. Outcomes for instructional programs and for teachers themselves were rated more unfavorably than outcomes for students, outcomes for schools, or outcomes for public confidence. The ANOVA analyses indicated that teacher opinions did not vary meaningfully by any of the variables studied or by any combination of these variables. In short, even though a systematic sample of VEA members from throughout the state was surveyed, the opinions of this group of teachers were remarkably similar. Interview data confirmed that teachers had many concerns about outcomes associated with SOL testing. The interviews also indicated that teachers attributed several positive outcomes to SOL testing as well. Several rival hypotheses are presented to explain the apparent homogeneity of opinions among this systematic sample of Virginia educators. / Ed. D.

Climate change poses significant risks to the food system, directly impacting food security and disproportionately affecting vulnerable populations. This study examines the critical role of local municipalities in planning for the effects of climate change on food systems through the case of the New River Valley, located in Southwestern Virginia. This study utilizes a qualitative participatory research design, including semi-structured interviews and focus groups with both food system and municipality stakeholders in the New River Valley region. Guided by Stroh's Systemic Change Process, the study seeks to advance climate adaptation planning in the region through the implementation of the first stage of the process, called "building a foundation for change." This stage involves identifying key stakeholders, getting them involved in the process, and establishing common ground. Through facilitation, stakeholders build capacity for systems thinking with a focus on collaboration. The findings of this study will inform the ongoing efforts of the Blacksburg Sustainability Department in planning for climate change transformation at a local level. This research is significant in that it addresses the gap in the literature around how municipalities are planning for climate resiliency in the food system, provides insight into the use of interviews and focus groups to bridge the creative tension gap in collaborative problem-solving through a systems thinking approach, and informs policy decisions made by local government. This study's findings have the potential to inform community-engaged efforts to plan for climate change while envisioning a more resilient and fair food system. / Master of Science in Life Sciences / In this study, researchers explore how climate change affects our food system and the steps local communities can take to address these challenges, with a focus on the New River Valley in Southwestern Virginia. By using interviews and group discussions with various stakeholders, including those involved in the food system and local government, we aim to enhance climate adaptation planning in the region. To achieve this, we focus on "building a foundation for change," which involves identifying key stakeholders, getting them involved, and finding common ground for collaboration. Through this approach, we promote systems thinking and cooperation among stakeholders. The insights from this research will be valuable for the Blacksburg Sustainability Department as they work towards climate change resiliency at the local level. This study addresses a gap in the existing literature by examining how municipalities plan for climate resilience in the food system. It also sheds light on the benefits of using interviews and group discussions to foster creative problem-solving through a systems thinking perspective. The findings of this study can contribute to community efforts in planning for climate change, with a vision for a more vibrant and equitable food system. Climate change impacts us all and understanding how local communities can respond and adapt is essential for a sustainable future.

The Ph.D. dissertation encompasses an interdisciplinary study exploring qualitative, holistic strategies for individuals with Fetal Alcohol Spectrum Disorder (FASD) in integrated areas of law, medicine, education, psychology and justice, through both inductive analysis of field research as well as through relevant documentary analysis, incorporating a global or comparative component. Compliance with Guidelines for Research Involving Aboriginal Peoples has been sustained through community partnerships with various First Nations and Métis Communities, Elders and Parents, as well as with an FASD Parental Advocacy Group, advised by a team of interdisciplinary researchers in the academy. Accordingly, emergent research protocols were co-constructed through ongoing collaboration with the various community partners. In Aboriginal research, it is essential not to parachute in and out of communities with the data, but rather to forge genuine, collaborative, long term partnerships, and to build capacity in those communities.<p> The dissertation format approved by the Student Advisory Committee is Manuscript Style, a format approved by the University of Saskatchewans College of Graduate Studies and Research (formerly referred to as X-Format) similar to a self-edited book or collection of articles with introduction, sub-text, intra-text and general discussion to link the manuscripts. The various manuscripts comprising the present thesis include:<p> 1.Framing the Research Anthology: A Vision Quest, Ékehohksimoht Ke-kiss-see Muya<p> Section One situates the research style, process, approach, substance and rationale of the dissertation. It is largely situated within holistic Indigenous epistemologies, which may require a paradigm shift, in contrast to more bounded western world views.<p> Interdisciplinary, holistic, community-based research on the topic of FASD, including a search for solutions, extends globally, across the lifespan, and across sectors.<p> II. Indigenous Disadvantage and Despair, An Evaluation of Recent Strategies and Alternatives: Healing and Transformation, Pluralism and Reconciliation, Ne wah kuma ka tik<p> Section Two explores historical and contextual factors leading to a high prevalence of FASD, as well as strategies to overcome disadvantage, including Reconciliation, Treaty Processes, and Research as Reconciliation. Local Narratives are privileged over Meta-narratives, to counter the power of global market forces usurping the sphere of family, community and culture.<p> III. Disjunctures and Discontinuities in the Law of Mental Intent: FASD as a Site of Resistance and Transformation, Esquiskuit<p> Section Three examines the disconnect between medical knowledge of FASD, on the one hand, and the Laws of Mental Intent, on the other, inspiring a search for a unified, integrated theory of mental disorder and criminal responsibility that takes into account modern neurocognitive conditions like FASD. Section Three further explores the present piecemeal and compartmentalized rules for fitness, responsibility, various levels of mental intent, and a resultant rationale, substance and process of law reform and systemic change.<p> IV. FASD and Holistic Literacies: A Talking or Sharing Circle, Wa-sa-cam-e-be-ke-skue<p> Section Fours inductive themes comprise model practice guidelines for the gestalt of Literacy and FASD, derived from inductive analysis of qualitative data collected in the field research. The data was collected using Sharing Circles with Aboriginal Elders, Parents, and Mentors of Individuals with FASD; Conversational Interviews with Parents and Children with FASD; as well as Interviews and Focus Groups with various Professionals who support individuals with FASD and their Families. Special protocols were followed in creating and participating in the Indigenous Research, Sharing Circles and Conversational Interviews. Meta-paradigmatic analysis situates Indigenous Research Methodologies among emerging, multi-disciplinary, inductive methodologies suitable for understanding the infinite complexity of natural phenomena, such as FASD.<p> V. Epilogue: An Honour Song, Kethou-ne-ka-mon<p> Circles of healing, transformation and reconciliation heal wounds, reconcile differences, and transform paradigms of justice, health, education and governance, through the incorporation of models of equitable, holistic relationships with one another and with Mother Earth. Multidisciplinary and cross-cultural perspectives, dialogues between local and global, and particular and universal, become matrices to support new paradigms embodying broader reflections of reality.

The Ph.D. dissertation encompasses an interdisciplinary study exploring qualitative, holistic strategies for individuals with Fetal Alcohol Spectrum Disorder (FASD) in integrated areas of law, medicine, education, psychology and justice, through both inductive analysis of field research as well as through relevant documentary analysis, incorporating a global or comparative component. Compliance with Guidelines for Research Involving Aboriginal Peoples has been sustained through community partnerships with various First Nations and Métis Communities, Elders and Parents, as well as with an FASD Parental Advocacy Group, advised by a team of interdisciplinary researchers in the academy. Accordingly, emergent research protocols were co-constructed through ongoing collaboration with the various community partners. In Aboriginal research, it is essential not to parachute in and out of communities with the data, but rather to forge genuine, collaborative, long term partnerships, and to build capacity in those communities.<p> The dissertation format approved by the Student Advisory Committee is Manuscript Style, a format approved by the University of Saskatchewans College of Graduate Studies and Research (formerly referred to as X-Format) similar to a self-edited book or collection of articles with introduction, sub-text, intra-text and general discussion to link the manuscripts. The various manuscripts comprising the present thesis include:<p> 1.Framing the Research Anthology: A Vision Quest, Ékehohksimoht Ke-kiss-see Muya<p> Section One situates the research style, process, approach, substance and rationale of the dissertation. It is largely situated within holistic Indigenous epistemologies, which may require a paradigm shift, in contrast to more bounded western world views.<p> Interdisciplinary, holistic, community-based research on the topic of FASD, including a search for solutions, extends globally, across the lifespan, and across sectors.<p> II. Indigenous Disadvantage and Despair, An Evaluation of Recent Strategies and Alternatives: Healing and Transformation, Pluralism and Reconciliation, Ne wah kuma ka tik<p> Section Two explores historical and contextual factors leading to a high prevalence of FASD, as well as strategies to overcome disadvantage, including Reconciliation, Treaty Processes, and Research as Reconciliation. Local Narratives are privileged over Meta-narratives, to counter the power of global market forces usurping the sphere of family, community and culture.<p> III. Disjunctures and Discontinuities in the Law of Mental Intent: FASD as a Site of Resistance and Transformation, Esquiskuit<p> Section Three examines the disconnect between medical knowledge of FASD, on the one hand, and the Laws of Mental Intent, on the other, inspiring a search for a unified, integrated theory of mental disorder and criminal responsibility that takes into account modern neurocognitive conditions like FASD. Section Three further explores the present piecemeal and compartmentalized rules for fitness, responsibility, various levels of mental intent, and a resultant rationale, substance and process of law reform and systemic change.<p> IV. FASD and Holistic Literacies: A Talking or Sharing Circle, Wa-sa-cam-e-be-ke-skue<p> Section Fours inductive themes comprise model practice guidelines for the gestalt of Literacy and FASD, derived from inductive analysis of qualitative data collected in the field research. The data was collected using Sharing Circles with Aboriginal Elders, Parents, and Mentors of Individuals with FASD; Conversational Interviews with Parents and Children with FASD; as well as Interviews and Focus Groups with various Professionals who support individuals with FASD and their Families. Special protocols were followed in creating and participating in the Indigenous Research, Sharing Circles and Conversational Interviews. Meta-paradigmatic analysis situates Indigenous Research Methodologies among emerging, multi-disciplinary, inductive methodologies suitable for understanding the infinite complexity of natural phenomena, such as FASD.<p> V. Epilogue: An Honour Song, Kethou-ne-ka-mon<p> Circles of healing, transformation and reconciliation heal wounds, reconcile differences, and transform paradigms of justice, health, education and governance, through the incorporation of models of equitable, holistic relationships with one another and with Mother Earth. Multidisciplinary and cross-cultural perspectives, dialogues between local and global, and particular and universal, become matrices to support new paradigms embodying broader reflections of reality.