Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.

This dissertation is a survey and analysis of the ideal of severe asceticism conveyed in early religious Daoist texts. “Severe asceticism” in this study refers to religious practices that entail hardship, suffering and the rejection of basic human needs, along with the beliefs and attitudes that serve as justification and motivation for such practices. The period dealt with in the study is roughly the first six centuries of the common era. The study addresses three basic questions: 1) What specific severe ascetic training methods and ways of behavior were being carried out by Daoists? 2) What attitudes and beliefs served as motivation for such practices? 3) How and to what degree did the severe ascetic practices and the beliefs and attitudes dictating them evolve during the period in question? The study finds that throughout the period discussed, severe asceticism was always an important ideal for Daoists, especially for advanced adepts. The prominent severe ascetic practices included fasting, celibacy, sleep-avoidance, wilderness seclusion and selfimposed poverty. Highly uncommon and generally disapproved of were austeries which harmed and weakened the body with no purpose of ultimately strengthening it. In general, the motives for severe asceticism were (1) the strengthening and transformation of the body, (2) contact and participation in what is sacred and transcendent and (3) disdain and fear of the world and society. However, it is also discussed how during the latter part of the period examined, the emergence of new, partly Buddhist-influenced, soteriological and cosmological beliefs intensified the inherent tension between the two primary sotenological objectives, longevity and transcendence, and may have given justification to austenties which harmed the body and contradicted the archaic ideal of bodily immortality. In order to be able to analyze the phenomenon of severe asceticism in its full integrity, an approach has been taken that emphasizes comprehensiveness. This is because the phenomenon was much too widespread and diverse to be accurately assessed on the basis of one authoritative text. Thus a wide variety of sources have been utilized so that severe asceticism in early Daoist religion can be viewed to its fullest and understood properly based on a broad base of information.

This observational study examines teacher pedagogy and student literacy practices in a 21st century resource rich Grade 1 classroom in order to gain insight into the forms, functions, tools, topics and contexts involved in students’ literacy experiences for boys of access and privilege. Teacher’s pedagogical choices were examined to understand how the teacher created learning opportunities based on her beliefs about texts and student identities and how her pedagogical choices were influenced by the curriculum, parents and the nature of schooling. Case study methodology was used in order to examine these complex relationships. Both quantitative and qualitative data was collected and analyzed in the form of reading and writing profiles, collection of assessment data and artefacts, classroom observations, parent questionnaires, interviews with teacher and students and data related to the texts used in the classroom. This study is significant because it demonstrates that, in a school of access and privilege, literacy is taught in both traditional and new ways and the layering of these beliefs about literacy create meaningful learning experiences for the boys. Teacher pedagogy draws on teacher and student beliefs, knowledge and identities but is also influenced by traditional assumptions about “what the boys need to learn” in Grade 1. Theoretical frameworks that inform analysis in this research include multiliteracies (New London Group [NLG], 1996), multimodality (Kress, 2000), literacy as social practice (Barton & Hamilton, 2000) and social constructivism (Vygotsky, 1978). These frameworks support an understanding of students’ literacy practices and the rationale behind the pedagogical choices made by the teacher as the students and teacher collaborate, communicate and engage in literacy practices around multimodal texts. Implications include shaping future teacher practice, goals for 21st century curriculum development and new conceptions around literacy learning practices that influence how young students contribute to and experience literacy in 21st century classrooms.

This observational study examines teacher pedagogy and student literacy practices in a 21st century resource rich Grade 1 classroom in order to gain insight into the forms, functions, tools, topics and contexts involved in students’ literacy experiences for boys of access and privilege. Teacher’s pedagogical choices were examined to understand how the teacher created learning opportunities based on her beliefs about texts and student identities and how her pedagogical choices were influenced by the curriculum, parents and the nature of schooling. Case study methodology was used in order to examine these complex relationships. Both quantitative and qualitative data was collected and analyzed in the form of reading and writing profiles, collection of assessment data and artefacts, classroom observations, parent questionnaires, interviews with teacher and students and data related to the texts used in the classroom. This study is significant because it demonstrates that, in a school of access and privilege, literacy is taught in both traditional and new ways and the layering of these beliefs about literacy create meaningful learning experiences for the boys. Teacher pedagogy draws on teacher and student beliefs, knowledge and identities but is also influenced by traditional assumptions about “what the boys need to learn” in Grade 1. Theoretical frameworks that inform analysis in this research include multiliteracies (New London Group [NLG], 1996), multimodality (Kress, 2000), literacy as social practice (Barton & Hamilton, 2000) and social constructivism (Vygotsky, 1978). These frameworks support an understanding of students’ literacy practices and the rationale behind the pedagogical choices made by the teacher as the students and teacher collaborate, communicate and engage in literacy practices around multimodal texts. Implications include shaping future teacher practice, goals for 21st century curriculum development and new conceptions around literacy learning practices that influence how young students contribute to and experience literacy in 21st century classrooms.

This paper provides the theoretical component to a blog I wrote as part of an academic program in Cultural Studies for a period from March 2, 2011 until September 30, 2011. Called The Last Triangle: Sex, Money and the Politics (http://www.thelasttriangle.com), I set out to explore the increasing normalization of pubic hair removal among women in North America. The reasons for the upswing in the popularity of pubic hair removal are hard to pinpoint, but seem to be motivated by a number of forces. From the ready accessibility of pornography, where pubic hair is currently so rare it has spawned its own fetish, to the widespread attention Brazilian waxing has received in the media, pubic hair removal is merely one among a myriad of body grooming practices many women increasingly indicate they feel obliged follow. This paper will explore some of those ideas, taking a critical view of the practice in light of questions around performing femininity, how pubic hair removal pertains to body control, and how pubic hair removal is, for many, increasingly viewed as a practice closely connected with good hygiene. Because it is intimately tied to the purchase of dedicated products, pubic hair removal will also be considered in as much as it relates to capitalism. Because the blog was a fundamental component of my research experience, excerpts of both my own writing, as well as comments from readers, will be included in conversation here with the theoretical questions. / Thesis (Master, Cultural Studies) -- Queen's University, 2011-10-14 09:54:11.802

No description available.

No description available.

No description available.

Business management is characterised by fast and ever–expanding development. Culture and generation play an increasingly important role in the management of businesses worldwide. Although studies have been conducted on the subjects of culture and generation, little attention has been paid to culture and generation as a combination of diversity characteristics. As more managers are realising the challenges that arise when managing diverse work environments, the modern manager must question old assumptions about how diverse people work together. In this modern age, it is important to understand diversity issues on all levels of management. Networks are based on people's backgrounds, and understanding the link between networking and diversity is becoming increasingly important. In a culturally complex country such as South Africa, experiencing the impact of diversity on a daily basis can be anticipated. Culture and generation are two terms that encompass all dimensions of diversity. This study investigates the different networking practices found among diverse cultural and generational groups at a Gauteng mine. The generational classification used in this study is based on the fact that generations differ from country to country; therefore, the classification used in this study is relevant to South African generations. Seven hypotheses were formulated pertaining to differences among cultural and generational groups with regard to networking practices. Furthermore, four cultural–generational groups were identified, namely Black Generation X'ers, Black Baby Boomers, White Generation X'ers and White Baby Boomers. Data was collected from Kusasalethu mine employees. The original sample frame comprised 3630 employees from which a sample was chosen that complied with the criteria for culture, age / generation and education. A total of 1046 employees remained from which the sample elements were chosen by making use of probability, systematic proportionate stratified sampling. Self–completion questionnaires were used for collecting the data. A total of 289 questionnaires were completed which constituted a 100% response rate. The questionnaire used was intended to obtain feedback from respondents regarding their cultural and generational diversity, as well as preferences pertaining to their networking practices. The results from the survey were used to determine the differences between diverse cultures and generations with regards to networking practices. The findings, supported by the rejection of the first null–hypothesis, indicated that there are indeed a number of salient differences between Black Generation X'ers, Black Baby Boomers, White Generation X'ers and White Baby Boomers. Specifically, the results indicated that White Baby Boomers incline to rarely use the medium of SMS when networking while this group also makes use of telephones when networking more often than Black Generation X'ers. Furthermore, Black Baby Boomers more frequently use e–mails when networking while Black Generation X'ers indicated that they rarely use e–mail as network medium. It was found that White Baby Boomers make use of one–on–one face–to–face methods more often when networking than Black Generation X'ers and White Generation X'ers. The largest number of differences was between Black Generation X'ers and White Baby Boomers. The respondents all indicated that they incline to value good relationships at work highly, that they agree that informal work environments are conducive to more effective networking practices, that they frequently have good influences on their families and that they network more during spare time than at work. The results also indicated that the mediums that are used most often when networking include the cell phone and one–on–one face–to–face methods. Respondents tended to rate sharing experiences and exchanging work ideas as very important aims for networking. By dividing diverse workforces into smaller, more manageable units or homogeneous groups, diversity management can be simplified. This is an ability for which managers can be trained and which should be applied correctly within a business environment. In view of the results, it is recommended that managers of diverse workforces should identify different generations and cultures as a way to manage them more effectively. Furthermore, managers should ensure that work environments that are conducive to good relationship building and informality need to be created. Additionally, conflict between Black Generation X'ers and White Baby Boomers should be handled cautiously with a view to ensure that effective solutions are achieved to such conflicts. Preferences with regard to network mediums should be noted, as such awareness may lead to more effective networking / communication within businesses. Management's approach to meetings needs to be reviewed for each group, because differences exist in terms of preferences in this regard. A working environment conducive to exchanging ideas and experiences should be created. Lastly, as all groups value good relationships at work, a climate that encourages openness and conflict resolution should be created. / Thesis (M.Com. (Business Management))--North-West University, Potchefstroom Campus, 2012.

Business management is characterised by fast and ever–expanding development. Culture and generation play an increasingly important role in the management of businesses worldwide. Although studies have been conducted on the subjects of culture and generation, little attention has been paid to culture and generation as a combination of diversity characteristics. As more managers are realising the challenges that arise when managing diverse work environments, the modern manager must question old assumptions about how diverse people work together. In this modern age, it is important to understand diversity issues on all levels of management. Networks are based on people's backgrounds, and understanding the link between networking and diversity is becoming increasingly important. In a culturally complex country such as South Africa, experiencing the impact of diversity on a daily basis can be anticipated. Culture and generation are two terms that encompass all dimensions of diversity. This study investigates the different networking practices found among diverse cultural and generational groups at a Gauteng mine. The generational classification used in this study is based on the fact that generations differ from country to country; therefore, the classification used in this study is relevant to South African generations. Seven hypotheses were formulated pertaining to differences among cultural and generational groups with regard to networking practices. Furthermore, four cultural–generational groups were identified, namely Black Generation X'ers, Black Baby Boomers, White Generation X'ers and White Baby Boomers. Data was collected from Kusasalethu mine employees. The original sample frame comprised 3630 employees from which a sample was chosen that complied with the criteria for culture, age / generation and education. A total of 1046 employees remained from which the sample elements were chosen by making use of probability, systematic proportionate stratified sampling. Self–completion questionnaires were used for collecting the data. A total of 289 questionnaires were completed which constituted a 100% response rate. The questionnaire used was intended to obtain feedback from respondents regarding their cultural and generational diversity, as well as preferences pertaining to their networking practices. The results from the survey were used to determine the differences between diverse cultures and generations with regards to networking practices. The findings, supported by the rejection of the first null–hypothesis, indicated that there are indeed a number of salient differences between Black Generation X'ers, Black Baby Boomers, White Generation X'ers and White Baby Boomers. Specifically, the results indicated that White Baby Boomers incline to rarely use the medium of SMS when networking while this group also makes use of telephones when networking more often than Black Generation X'ers. Furthermore, Black Baby Boomers more frequently use e–mails when networking while Black Generation X'ers indicated that they rarely use e–mail as network medium. It was found that White Baby Boomers make use of one–on–one face–to–face methods more often when networking than Black Generation X'ers and White Generation X'ers. The largest number of differences was between Black Generation X'ers and White Baby Boomers. The respondents all indicated that they incline to value good relationships at work highly, that they agree that informal work environments are conducive to more effective networking practices, that they frequently have good influences on their families and that they network more during spare time than at work. The results also indicated that the mediums that are used most often when networking include the cell phone and one–on–one face–to–face methods. Respondents tended to rate sharing experiences and exchanging work ideas as very important aims for networking. By dividing diverse workforces into smaller, more manageable units or homogeneous groups, diversity management can be simplified. This is an ability for which managers can be trained and which should be applied correctly within a business environment. In view of the results, it is recommended that managers of diverse workforces should identify different generations and cultures as a way to manage them more effectively. Furthermore, managers should ensure that work environments that are conducive to good relationship building and informality need to be created. Additionally, conflict between Black Generation X'ers and White Baby Boomers should be handled cautiously with a view to ensure that effective solutions are achieved to such conflicts. Preferences with regard to network mediums should be noted, as such awareness may lead to more effective networking / communication within businesses. Management's approach to meetings needs to be reviewed for each group, because differences exist in terms of preferences in this regard. A working environment conducive to exchanging ideas and experiences should be created. Lastly, as all groups value good relationships at work, a climate that encourages openness and conflict resolution should be created. / Thesis (M.Com. (Business Management))--North-West University, Potchefstroom Campus, 2012.