Schizoaffective disorder has routinely exhibited poor outcomes related to diagnostic accuracy and reliability. These pitfalls have been linked to the conceptual nature of Schizoaffective Disorder’s combined psychotic and affective symptoms. Clinicians likely perceive the psychotic components of Schizoaffective Disorder as more severe than the affective symptoms, and have demonstrated a bias toward misdiagnosing Schizoaffective Disorder as Schizophrenia. Thus, the present study sought to examine the clinical conceptualizations of Schizoaffective Disorder compared to Schizophrenia, Bipolar Disorder with psychotic features, and Major Depressive Disorder with psychotic features. The participants were clinicians recruited via email and randomly assigned to either select symptoms from a predetermined criteria list (Recognition group) or to freely list features of the disorders based on their own mental representations (Unprompted group). Participants’ conceptualizations of Schizoaffective Disorder were not entirely congruent with DSM-5 criteria; they conceptualized it as less psychotic than Schizophrenia and less affective than the two mood disorder tasks. Schizoaffective Disorder exhibited the lowest proportion of accurate endorsements, and Schizophrenia had the highest proportion. We hypothesized that Schizoaffective Disorder would have the most overextension endorsements because of its fuzzy boundaries, but Schizophrenia had the highest instead. The Recognition Group outperformed the Unprompted Group overall, which can be explained by the availability heuristic. This study’s findings support the notion that Schizoaffective Disorder’s poor diagnostic outcomes are possibly related to clinicians’ conceptualization of the construct, or that its current diagnostic formulation is not congruent with what clinicians observe in clinical settings.

As the United Nation Decade of Education for Sustainable Development draws to a close, there are growing calls for a critical reappraisal of the state of sustainability in Higher Education. The emerging literature suggests that despite modest gains in some areas, Higher Education’s overall engagement with the principles of sustainability has been both piecemeal and accommodatory leading many to ask: what is blocking this transformation? The questions that guided this research were: how do academics conceptualize 1) sustainability, 2) sustainable universities, and 3) the role they see for the university in envisioning a sustainable future. The purpose was to better understand what a culturally sensitive vision of organizational change for sustainability at the university could resemble and to offer insight into how to negotiate cultural or values-based barriers to change. This thesis discusses how culturing a perspective of critical ‘sustainabilities,’ based in pluralism and critical openness, as a vision of change for sustainability at the university is likely to be more aligned with academic culture while concomitantly helping to foster the development of diverse and transformative notions of sustainability.

<p>The literature on how employees conceptualize organizational citizenship behaviour (OCB) has not been well integrated. Research on employee conceptualizations of OCB is comprehensively reviewed and a model is proposed linking leader-member exchange (LMX), employee conceptualizations of OCB and supervisory ratings of OCB. I found support for the discriminant validity of three key facets of how employees conceptualize OCB: perceived role breadth, perceived instrumentality of OCB and perceived leader expectations for OCB. These facet conceptualizations mediated the relationship between LMX and OCB. My findings challenge past practices of blurring distinctions among facets of employee conceptualizations of OCB and provide new insights into the process by which LMX influences OCB. Implications for research and for practice are discussed.</p> / Thesis / Doctor of Philosophy (PhD)

abstract: The present study investigates some of the different ways in which English has been conceptualized in Brazil since the beginning of intensified globalization in the 1990s, and proposes how such conceptualizations relate to sociocultural, political and historical phenomena in the country. To this end, central texts (governmental documents, musical lyrics, cultural messages, educational policies, and language school commercials) of three domains of language regulation and use (political discourse, pop culture, and English language teaching) were examined through discourse analytical tools, text mapping, and content analyses. The investigation of each domain was supplemented by analyses of additional data (media texts, artistic work, and teacher interviews) that either confirmed or problematized results. Findings showed that the symbolic meanings of English in Brazil are caught in a heteroglossic web of discourses, which reflect diverse understandings of global processes, of the spread of English, and of Brazil itself. Tensions between authoritative and internally persuasive discourses, and between centripetal and centrifugal forces are revealed not only across different texts and realms - as reported in studies of English in other contexts - but also within domains, and within the discourses of the same people and institutions. It is argued that legislative authority, the role of the state, and the contradictions between discourses of mobility and empowerment and unsuccessful educational practices play a central role in the way English is understood and experienced in Brazil, confirming previous claims of an identity crisis, and revealing other crises of power, democracy, politics, and education. The study adds to the literature on English conceptualizations by bringing an understanding of the case of Brazil, which has not been as extensively investigated as other contexts. Moreover, the individual analyses presented bring new perspectives on the political discourses that have attempted to regulate loanword use in Brazil, and on the nature of language teaching in the country, besides emphasizing the role of pop culture in the understanding of English in that context. Further implications include the discussion of how the study of the spread of English may connect with different understandings of globalization, and the presentation of how the results contribute to language education. / Dissertation/Thesis / Ph.D. English 2012

No description available.

The research at hand maintains an emic approach to understanding (im)politeness1 (i.e. in its folk sense) within the meaning making processes involved in Turkish. With the intention of reaching an ethnopragmatic theoretical account of (im)politeness, this study investigates tacit knowledge native speakers of Turkish have on (im)politeness and their related perceptions and evaluations. The thesis explores the cultural-conceptual system of (im)politeness in Turkish utilizing three sources: (a) data from an open-ended metapragmatic conceptualization questionnaire probing Turkish native speakers&rsquo / politeness encounter narratives through seven key metapragmatic politeness terms (i.e. KiBAR, iNCE, NAZiK, D&Uuml / S&Uuml / NCELi, SAYGILI, G&Ouml / RG&Uuml / L&Uuml / , TERBiYELi) and eight key impoliteness terms (i.e. KABA, NEZAKETSiZ, D&Uuml / S&Uuml / NCESiZ, SAYGISIZ, G&Ouml / RG&Uuml / S&Uuml / Z, TERBiYESiZ, PATAVATSIZ, K&Uuml / STAH), and (b) corpus analyses for the lexical items KiBAR and KABA, (c) (im)politeness encounter narrative interviews with native speakers of Turkish. This research study has been designed mainly as an exploration of what Turkish people consider to be (im)polite, how they express they become (im)polite, and how (linguistic) (im)politeness is interpreted by others in everyday communication, as well as how Turkish native speakers evaluate (im)politeness through the key (im)politeness lexemes available in the language, what their &lsquo / bases of evaluation&rsquo / are and what views they hold concerning motivations underlying the want to be (im)polite in Turkish. The qualitative thematic analysis conducted on the questionnaire data yielded six bases of evaluation for (the total of 1211) politeness narratives, and eight bases of evaluation for (the 1306) impoliteness narratives. It was revealed that the bases of evaluation for a polite act in Turkish were primarily &lsquo / attentiveness to other&rsquo / s emotions, needs and goals&rsquo / and abidance by &lsquo / custom&rsquo / , whereas they were &lsquo / (quality) face-attack&rsquo / and &lsquo / (equity) rights violations&rsquo / for impoliteness. The corpus analysis and interview data also corroborated these findings. The quantitative cross-mapping of (im)politeness lexemes to (im)politeness themes suggested biases of lexemes for certain themes and themes for lexemes. The motivational and strategic uses of (im)politeness were related more to egocentric tendencies with politeness being motivated predominantly for self-promotion and image management, and goal attainment, and impoliteness motivated mainly by the desire to establish power and project power on to other, to perform an emotive reaction, to hurt other and to reciprocate others&rsquo / impolite acts to self. The relationship between (im)politeness and the concepts of sincerity, intentionality, historicity, reciprocity and public versus private domain influences are worth pursuing further research on for the Turkish culture. All in all, this study provides Turkish baseline data for later cross-cultural (im)politeness research and suggests that (im)politeness1 (lay) conceptualizations can aid the (scientific) theorizing of (im)politeness2 to a great degree.

Essa tese investiga o estagiário, professor de história em formação inicial, na finalização do curso de graduação em história. Apresenta um estudo de casos múltiplos, com cinco participantes, selecionados por suas qualificações acadêmicas e por seu desejo de participação. Caracteriza-se como pesquisa participante, pois a pesquisadora era professora da disciplina da Prática de Ensino I e II, cursada pelos sujeitos do estudo de caso. A coleta de dados realizou-se em uma instituição privada de ensino superior de Porto Alegre, durante um ano letivo. Como estratégia provocadora foi proposto que as aulas preparadas pelos estagiários contivessem uma problematização do conteúdo de história, que gerasse comparação espaço-temporal . A intenção era fazer emergir o que se queria investigar e possibilitar aos estagiários promoverem aulas de história diferenciadas e significativas a seus alunos. Foi formulada a hipótese de que o estudo e as reflexões que o estagiário realiza, ao planejar e realizar as aulas, bem como as discussões na disciplina de Prática de Ensino e nas orientações individuais para planejamento, proporcionam-lhe oportunidade de tematização das relações entre passado e presente, tornando-as objeto de reflexão, o que é uma possibilidade de tomada de consciência das relações espaço-temporais e da própria ação, bem como de reconstrução do conceito de tempo histórico. Os estudos de caso foram organizados a partir da observação participante da pesquisadora e dos documentos escritos pelos estagiários: planejamentos de ensino e relatórios finais do estágio. A teoria que dá sustentação a essa pesquisa é a Epistemologia Genética, de Jean Piaget, em especial no que se refere às tomadas de consciência e à construção de conceitos. A estratégia de pesquisa mostrou-se adequada ao que se queria investigar e os resultados remetem para a necessidade de revisão dos currículos de formação de professores de história, cujo objetivo deve voltar-se para maior integração entre conteúdo e ação pedagógica. A tese integra um projeto maior intitulado Contribuições da Epistemologia Genética para as Práticas Escolares, coordenado pela orientadora. / This thesis investigates the trainee professor of History in their initial training, completing the undergraduate course in History. The data collection was done in a private institution of undergraduate education in Porto Alegre, in the discipline of Teaching Practice I and II, during a school year. This was a multiple case study with five participants, selected from the class for their academic qualifications and their desire to participate. It also involves participatory research, in order that the researcher was a teacher of that discipline. To collect the data, we used a provocative strategy: the classes to be prepared by the trainees should contain a kind of solv-problems of the historical content, which in turn could generate a spatial-temporal comparison of this content. This strategy was intended to bring out what we wanted to investigate and to enable the trainees to promote History classes differentiated and meaningful to their students. It has been hypothesized that the study and considerations which the trainee performs to plan and conduct lectures and discussions in the discipline of Teaching Practice, and the guidelines for individual planning give them the opportunity to thematize relations between past and present, making these relationships subject of reflection, which is a possibility for grasp of conscience of space-time relations and their own actions, as well as reconstruction of the concept of historical time. The case studies were organized based on participant observation of the researcher as well as documents written by the trainees, their teaching plans and final reports. The theory that supports this research is the Genetic Epistemology by Jean Piaget, especially in regard to the grasp of conscience and building concepts. The research strategy was adequate to investigate what was proposed and the results point to a need to review the training table of contents for teachers of History, whose goal is to turn to a closer integration between content and pedagogical action. This thesis is part of a major research entitled Contributions of Genetic Ephistemology to school practices, coordinated by the academic adviser.

Essa tese investiga o estagiário, professor de história em formação inicial, na finalização do curso de graduação em história. Apresenta um estudo de casos múltiplos, com cinco participantes, selecionados por suas qualificações acadêmicas e por seu desejo de participação. Caracteriza-se como pesquisa participante, pois a pesquisadora era professora da disciplina da Prática de Ensino I e II, cursada pelos sujeitos do estudo de caso. A coleta de dados realizou-se em uma instituição privada de ensino superior de Porto Alegre, durante um ano letivo. Como estratégia provocadora foi proposto que as aulas preparadas pelos estagiários contivessem uma problematização do conteúdo de história, que gerasse comparação espaço-temporal . A intenção era fazer emergir o que se queria investigar e possibilitar aos estagiários promoverem aulas de história diferenciadas e significativas a seus alunos. Foi formulada a hipótese de que o estudo e as reflexões que o estagiário realiza, ao planejar e realizar as aulas, bem como as discussões na disciplina de Prática de Ensino e nas orientações individuais para planejamento, proporcionam-lhe oportunidade de tematização das relações entre passado e presente, tornando-as objeto de reflexão, o que é uma possibilidade de tomada de consciência das relações espaço-temporais e da própria ação, bem como de reconstrução do conceito de tempo histórico. Os estudos de caso foram organizados a partir da observação participante da pesquisadora e dos documentos escritos pelos estagiários: planejamentos de ensino e relatórios finais do estágio. A teoria que dá sustentação a essa pesquisa é a Epistemologia Genética, de Jean Piaget, em especial no que se refere às tomadas de consciência e à construção de conceitos. A estratégia de pesquisa mostrou-se adequada ao que se queria investigar e os resultados remetem para a necessidade de revisão dos currículos de formação de professores de história, cujo objetivo deve voltar-se para maior integração entre conteúdo e ação pedagógica. A tese integra um projeto maior intitulado Contribuições da Epistemologia Genética para as Práticas Escolares, coordenado pela orientadora. / This thesis investigates the trainee professor of History in their initial training, completing the undergraduate course in History. The data collection was done in a private institution of undergraduate education in Porto Alegre, in the discipline of Teaching Practice I and II, during a school year. This was a multiple case study with five participants, selected from the class for their academic qualifications and their desire to participate. It also involves participatory research, in order that the researcher was a teacher of that discipline. To collect the data, we used a provocative strategy: the classes to be prepared by the trainees should contain a kind of solv-problems of the historical content, which in turn could generate a spatial-temporal comparison of this content. This strategy was intended to bring out what we wanted to investigate and to enable the trainees to promote History classes differentiated and meaningful to their students. It has been hypothesized that the study and considerations which the trainee performs to plan and conduct lectures and discussions in the discipline of Teaching Practice, and the guidelines for individual planning give them the opportunity to thematize relations between past and present, making these relationships subject of reflection, which is a possibility for grasp of conscience of space-time relations and their own actions, as well as reconstruction of the concept of historical time. The case studies were organized based on participant observation of the researcher as well as documents written by the trainees, their teaching plans and final reports. The theory that supports this research is the Genetic Epistemology by Jean Piaget, especially in regard to the grasp of conscience and building concepts. The research strategy was adequate to investigate what was proposed and the results point to a need to review the training table of contents for teachers of History, whose goal is to turn to a closer integration between content and pedagogical action. This thesis is part of a major research entitled Contributions of Genetic Ephistemology to school practices, coordinated by the academic adviser.

Essa tese investiga o estagiário, professor de história em formação inicial, na finalização do curso de graduação em história. Apresenta um estudo de casos múltiplos, com cinco participantes, selecionados por suas qualificações acadêmicas e por seu desejo de participação. Caracteriza-se como pesquisa participante, pois a pesquisadora era professora da disciplina da Prática de Ensino I e II, cursada pelos sujeitos do estudo de caso. A coleta de dados realizou-se em uma instituição privada de ensino superior de Porto Alegre, durante um ano letivo. Como estratégia provocadora foi proposto que as aulas preparadas pelos estagiários contivessem uma problematização do conteúdo de história, que gerasse comparação espaço-temporal . A intenção era fazer emergir o que se queria investigar e possibilitar aos estagiários promoverem aulas de história diferenciadas e significativas a seus alunos. Foi formulada a hipótese de que o estudo e as reflexões que o estagiário realiza, ao planejar e realizar as aulas, bem como as discussões na disciplina de Prática de Ensino e nas orientações individuais para planejamento, proporcionam-lhe oportunidade de tematização das relações entre passado e presente, tornando-as objeto de reflexão, o que é uma possibilidade de tomada de consciência das relações espaço-temporais e da própria ação, bem como de reconstrução do conceito de tempo histórico. Os estudos de caso foram organizados a partir da observação participante da pesquisadora e dos documentos escritos pelos estagiários: planejamentos de ensino e relatórios finais do estágio. A teoria que dá sustentação a essa pesquisa é a Epistemologia Genética, de Jean Piaget, em especial no que se refere às tomadas de consciência e à construção de conceitos. A estratégia de pesquisa mostrou-se adequada ao que se queria investigar e os resultados remetem para a necessidade de revisão dos currículos de formação de professores de história, cujo objetivo deve voltar-se para maior integração entre conteúdo e ação pedagógica. A tese integra um projeto maior intitulado Contribuições da Epistemologia Genética para as Práticas Escolares, coordenado pela orientadora. / This thesis investigates the trainee professor of History in their initial training, completing the undergraduate course in History. The data collection was done in a private institution of undergraduate education in Porto Alegre, in the discipline of Teaching Practice I and II, during a school year. This was a multiple case study with five participants, selected from the class for their academic qualifications and their desire to participate. It also involves participatory research, in order that the researcher was a teacher of that discipline. To collect the data, we used a provocative strategy: the classes to be prepared by the trainees should contain a kind of solv-problems of the historical content, which in turn could generate a spatial-temporal comparison of this content. This strategy was intended to bring out what we wanted to investigate and to enable the trainees to promote History classes differentiated and meaningful to their students. It has been hypothesized that the study and considerations which the trainee performs to plan and conduct lectures and discussions in the discipline of Teaching Practice, and the guidelines for individual planning give them the opportunity to thematize relations between past and present, making these relationships subject of reflection, which is a possibility for grasp of conscience of space-time relations and their own actions, as well as reconstruction of the concept of historical time. The case studies were organized based on participant observation of the researcher as well as documents written by the trainees, their teaching plans and final reports. The theory that supports this research is the Genetic Epistemology by Jean Piaget, especially in regard to the grasp of conscience and building concepts. The research strategy was adequate to investigate what was proposed and the results point to a need to review the training table of contents for teachers of History, whose goal is to turn to a closer integration between content and pedagogical action. This thesis is part of a major research entitled Contributions of Genetic Ephistemology to school practices, coordinated by the academic adviser.

No description available.