Project Thesis (D. Min.)--Denver Seminary, 2000. / Includes bibliographical references (leaves 205-210).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Roy F. Baumeister, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 22, 2005). Document formatted into pages; contains vi, 44 pages. Includes bibliographical references.

Thesis (D. Min.)--Trinity International University, 2001. / Abstract. Includes bibliographical references (leaves 169-171).

Project Thesis (D. Min.)--Denver Seminary, 2000. / Includes bibliographical references (leaves 205-210).

Thesis (Ph. D.)--University of Wisconsin-Madison, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 307-328).

Η ενότητα αυτή αποτελεί μια συνοπτική επισκόπηση της παρούσας πτυχιακής εργασίας. Πριν παρουσιαστούν περιληπτικά τα περιεχόμενα της εργασίας πρέπει να διατυπωθεί ο σκοπός της, ο οποίος συνίσταται στην εξακρίβωση των συσχετίσεων που υπάρχουν μεταξύ των διαφόρων μορφών επικοινωνίας και των 5 διαφορετικών μεθόδων διοίκησης συγκρούσεων στο ερευνητικό πεδίο της δευτεροβάθμιας εκπαίδευσης, καθώς και με την εφαρμογή συμμετοχικών διαδικασιών στην διοίκηση της σχολικής μονάδας. Συγκεκριμένα ο εντοπισμός των πιθανών σχέσεων που μπορεί να υπάρχουν μεταξύ της επίσημης ή ανεπίσημης επικοινωνίας μεταξύ συναδέλφων σχολικής μονάδας ή εκπαιδευτικών και διεύθυνσης σχολικής μονάδας και των πέντε μεθόδων διοίκησης συγκρούσεων, καθώς επίσης των σχέσεων της αποκέντρωσης ή της συγκέντρωσης εξουσίας στις διαδικασίες λήψης αποφάσεων με τις πέντε μεθόδους διοίκησης συγκρούσεων στο πλαίσιο της σχολικής μονάδας. Επίσης η παρούσα εργασία σκοπεύει να εξαντλήσει και να εμπλουτίσει την υπάρχουσα βιβλιογραφία μέσα από τη θεματική και τα ευρήματά της. / The aim of this report is to ascertain the correlations between the diverse patterns of communication and the five (5) different methods of conflict management in the searching field of the secondary education and specifically between the educators and the school unit’s administration. What is studied particularly is the localization of the potential relations that might exist between the formal or informal communication among school unit’s colleagues or teachers and school unit’s administration and the five ways of conflicts management. The data for this survey was collected with questionnaires from secondary education’s educators and directors in various school units. Moreover this very study intends to use up and enrich the existing bibliography through its issues and findings.

Η παρούσα διπλωματική εργασία έχει ως κύριο στόχο τη διερεύνηση των εννοιών της «διοίκησης συγκρούσεων», της «επικοινωνίας», της «μετασχηματιστικής ηγεσίας», της «συναλλακτικής ηγεσίας» και της «λήψης των αποφάσεων». Για το σκοπό αυτό εκπονήθηκε εμπειρική έρευνα στο πλαίσιο των χρηματοπιστωτικών οργανισμών και συγκεκριμένα με τη συμμετοχή υφισταμένων καταστημάτων τραπεζών του Δήμου Πατρέων. Τα πρωτογενή στοιχεία αντλήθηκαν με τη συμπλήρωση εκατό δομημένων ερωτηματολογίων, αποτελούμενων από συνολικά 78 ερωτήσεις το καθένα. Επιπλέον το ερωτηματολόγιο κατηγοριοποιήθηκε σε 5 θεματικές ενότητες. Κάθε ενότητα του ερωτηματολογίου αναφέρεται σε μια από τις βασικές έννοιες που περιλαμβάνει το θέμα της διπλωματικής εργασίας. Τη συλλογή των δεδομένων ακολούθησε η επεξεργασία τους με τη χρήση του στατιστικού πακέτου SPSS (παραγοντική ανάλυση, συσχετίσεις, βηματική παλινδρόμηση). Στη συνέχεια πραγματοποιήθηκε έλεγχος των δεκατεσσάρων υποθέσεων στις οποίες βασίστηκε η έρευνα για την επαλήθευση τους. Ορισμένες επιπτώσεις για τη διοίκηση αναφέρονται στο ότι η οικονομική κρίση, όπως επιδρά στη λειτουργία των τραπεζών και των καταστημάτων τους, αναπτύσσει περισσότερο την συναλλακτική ηγεσία και περιορίζει μορφές μετασχηματιστικής ηγεσίας όπως είναι το χάρισμα και η εμπνευσμένη παρακίνηση. Η συναλλαγή των προϊσταμένων με τους υφισταμένους (ενδεχόμενη ανταμοιβή) οδηγεί τους τελευταίους αρκετές φορές στον συμβιβασμό, δίνοντας μεγαλύτερη έμφαση στην επίτευξη των στόχων. Αντιθέτως τα διανοητικά ερεθίσματα που δίνει ο προϊστάμενος στους υφισταμένους συμβάλλουν στην εναρμόνιση και την επίτευξη των στόχων. Στην ίδια κατεύθυνση η εξατομικευμένη φροντίδα από την πλευρά των προϊσταμένων αφήνει χώρο για συμμετοχή και αποτελεσματική επικοινωνία. / The main goal of the present dissertation is to investigate the concepts of “conflict management”, “communication”, “transformational leadership”, “transactional leadership” and “decision making”. An empirical research was conducted within the framework of credit organizations and more particularly to subordinates of bank branches in the municipality of Patras. Data was collected from one hundred structured questionnaires, each one of which comprised a total of 78 questions. Furthermore, the questionnaire was divided in five thematic units. Εach thematic unit refers to one of the primary concepts included in the subject of the dissertation. Subsequent to its collection, data was processed with the assistance of the statistical package SPSS (factor analysis, correlations, stepwise regression). Fourteen hypotheses which form the basis of the research were tested if they are supported. Implications for management also include that the economic crisis, as this affects the operation of financial institutions and bank branches, is developing more the transactional leadership and restricts transformational leadership components such as charisma and inspirational motivation. The transaction between supervisors and subordinates (contingent reward) leads several times the last to compromise, giving greater emphasis to the objectives. On the other hand intellectual stimulation has a positive impact on integrating and attaining common goals. Moreover, individualized consideration as transformational leadership component contributes to decentralization and communication.

The main objective of this thesis is to critically investigate and analyse the institutional role of the OAU in conflict resolution in Africa. In order to achieve that goal, among other things, it is argued that the philosophy, ideology and history of the Pan-African Movement influenced and shaped the institutionalisation process of the Pan-African Movement and the eventual establishment of the OAU, the formulation of its goals and objectives, as well as the OAU's potential in the resolution of conflicts on the continent. It is also argued on the one hand, that the tension between the preservation of sovereignty of the OAU member states, as well as their national interests and the promotion of continental interests on the other hand, directly affected the work of the OAU in conflict situations in Africa. Furthermore, it is emphasised in the thesis that the colonial legacy and the dynamics of the Cold War era did indeed affect the relations between the OAU member states and as a result, impacted on the African regional cooperation and the role of the OAU in conflict resolution processes in Africa. Another important aspect highlighted in the study was the evolution of the structures of the OAU involved in conflict management and resolution and their effect on the resolution of conflicts on the continent. A critical assessment was made of the various organs, mechanisms and methods adopted by the OAU and an attempt was made to ascertain whether they were suitable for the types of conflicts they were meant to resolve. Indeed, it is argued in the thesis that the principal organs of the OAU either lacked adequate powers to resolve inter-state conflicts, or they were inappropriately structured and thus they could not resolve these conflicts because their structures were not appropriate to intervene in most of these conflicts. Therefore, it can be stated that the mechanisms that were adopted by the OAU mediators to resolve these conflicts were not appropriate for the types of conflicts in which they were involved. It is important to mention that the conflict resolution mechanisms, which were provided for by the OAU Charter, were mainly aimed at resolving inter-state conflicts, and did not cater for various types of intra-state conflicts. An attempt was made in the study to ascertain to what extent this omission affected the role of the organisation in dealing with intra-state and other forms of conflicts, which emerged on the continent. Moreover, it is argued that the structural set up of the OAU's conflict resolution organs has produced complex legal and political problems for member states as well as to the parties to the conflicts. That situation in turn produced complex impediments in the operationalisation and the work of these organs in conflict resolution situations in Africa. This was because their functions were not distributed to minimise jurisdictual disputes such as boundary conflicts, hence resulting in the ineffectiveness of the work of the organisation. The study further analysed the extent to which the role and position of the UN as an international institution affected the role of the OAU in conflict management and resolution in Africa. The thesis also tried to ascertain to what extent the structural weaknesses and inherent challenges regarding the role of the UN in peace making in Africa hampered the work of the OAU in conflict situations where its cooperation with the UN was essential. Moreover, it is argued that the role and position of other regional organisations on the continent did in fact affect the role of the OAU in conflict management and resolution and that the inherent challenges and legal omissions of some vital provisions in the OAU charter regarding the role of the sub-regional organisations in peace-making in Africa did constrain the work of the OAU in conflict situations where its cooperation with sub-regional organisations was required. It was further argued that, although the American-European initiatives in conflict prevention, management and resolution in Africa was meant to facilitate and enhance the activities of the OAU in conflict situations in Africa, some of these initiatives did affect in different ways the role of the OAU. Finally, several arguments were presented to explain why the OAU was not able to successfully resolve the Ethiopian-Somali boundary dispute, a conflict seen as a typical inter-state dispute. Indeed, it is argued in the thesis that the Ethiopian-Somali boundary dispute exemplifies the challenges faced by and inherent weaknesses of the various mechanisms the OAU mediators had adopted to deal with conflict situations in Africa. / Political Science / D. Litt. et Phil. (International Politics)

Cette recherche contribue à la compréhension des interactions auditeur-audité, et plus particulièrement à la compréhension des conflits pouvant opposer ces deux acteurs. S’inscrivant dans une démarche interprétative, elle repose sur l’analyse d’entretiens menés auprès d’auditeurs (29), d’audités (20), de présidents de comités d’audit (3), ainsi que d’un ancien président de l’AMF (1). Un intérêt est porté aux dimensions cognitives et affectives du conflit et une taxinomie des conflits pouvant perturber la coopération auditeur-audité est intentée. La dimension comportementale du conflit (sa manifestation), abordée à travers les zones de sa survenance et des acteurs y impliqués, rend compte des proportions que peut prendre ce dernier, ainsi que de ses implications sur la conduite de la mission. S’agissant de dépasser le conflit, les auditeurs semblent privilégier sa résolution de façon non-coercitive. La recherche de consensus, au travers de la concertation et de la négociation, est pour eux le moyen d’équilibrer les cognitions dissonantes régissant leur environnement. Au-delà des aspects destructeurs connus du conflit, le conflit auditeur-audité peut revêtir des dimensions constructives, à condition de satisfaire à certains critères. / This research is a contribution to the understanding of auditor-client interactions and conflicts. Based on an interpretive approach, it rests on interviews with auditors (29), auditees (20), audit committee chairmen (3) and an ex-chairman of AMF (French Market regulator). Particular attention is paid to cognitive and affective dimensions of conflict and taxonomy of auditor-client conflicts is attempted. Conflict behavioral dimension approached through its concerned areas and participants, shows conflicts’ impacts, particularly on the mission conduct. Auditors give priority to non-coercive approaches of conflict handling. Consensus building, mainly by dialoguing and negotiating, enables them to rebalance their cognitions. When managed with respect to precise criteria, auditor-auditee conflicts may be constructive.

Made available in DSpace on 2015-05-07T15:09:06Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2251050 bytes, checksum: 3139bdd2a59034c6a7d260408d5a6fbd (MD5) Previous issue date: 2012-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / ABSTRACT It is analyzed through the films The Wave (2008) and Freedom Writers (2007), how the cinema represents teachers in situations of violence at school and its educational management of this phenomenon. To this end, it is presented the image that the cinematography creates about the teacher, the educational institution where he/she works and other agents who are all directly or indirectly involved in conflict situations displayed. It is argued that the Hollywood film industry reproduces representations in which the teacher is primarily, if not exclusively, responsible for solving the conflicts, approaching his/her image to the image of a hero/heroine. Methodologically, the selection criteria of the films were the easy access to them, which should have a commercial appeal and violence in school as a central issue, as well as presenting stories based on real facts but with opposite outcomes. To select the scenes, it was used the method of decoupage and, afterwards, the comparison between them. The films were compared taking into consideration the following categories: the representation of the teacher (as the protagonist), the representation of the students, the representation of the school and the representation of violence and its management by the protagonist. From the theoretical point of view, some authors, such as Turner (1997), Fabris (1999, 2005, 2008), Duarte (2002) and Giroux (1996), contributed to understand the barrier that separates the research in areas like communication and education; these author s theories were the basis for composing the methodological path. Many concepts and theories have been articulated: the concepts of address (ELLSWORTH, 2001), the order of discourse (FOUCAULT, 2006) and the representation as a practice of meaning (HALL, 1997); considerations on contemporary school (COSTA, 1998, 2004, 2006), the philosophical debate on the status and history of violence (ARENDT, 1964, 1998; BOURDIEU; PASSERON, 2009; HOBBES, 1977, MAQUIAVEL, 2000), the representations of violence in Hollywood cinema (BERNARDET, 2009; VIRILIO, 2005); scientific knowledge about violence at school (ABRAMOVAY; RUA, 2002; CHARLOT, 1983, 2002; DEBARBIEUX, 1998; DEBARBIEUX; DEUSPIENNE, 2003). These studies were sources to present the scientific discourse about violence in school, a counterpoint to substantiate the analysis and discussion of the cinematographic discourse about the role of teachers when facing violence at school. / Analisa-se, nos filmes A Onda (2008) e Escritores da Liberdade (2007), como o cinema representa docentes em situação de violência na escola e a sua gestão pedagógica de tal fenômeno. Para tanto, trata da imagem que o cinema cria sobre o/a docente, a instituição escolar em que trabalha e outros agentes que a constituem, todos implicados direta ou indiretamente nas situações de conflito exibidas. Argumenta-se que a cinematografia hollywoodiana sobre o docente reproduz representações que responsabilizam prioritária, se não de modo exclusivo, o/a docente pela solução do conflito, aproximando-o/a da imagem do herói/da heroína. Metodologicamente, os critérios de seleção dos filmes foram o fácil acesso às películas, que deveriam ser de apelo comercial e ter a violência na escola como assunto central. Compararam-se os filmes em torno das seguintes categorias: a representação sobre o/a docente (como protagonista); a representação sobre discentes; a representação sobre a escola; a representação sobre a violência e sua gestão pelo/a protagonista. Do ponto de vista teórico, autores como Turner (1997), Fabris (1999, 2005, 2008), Duarte (2002), Giroux (1996) contribuíram para a compreensão da barreira que separa as pesquisas nas áreas de comunicação e da educação, e suas teorias serviram de base para compor o caminho metodológico. Quanto aos fundamentos teóricos e conceituais, articularam-se: os conceitos de endereçamento (ELLSWORTH, 2001), da ordem do discurso (FOUCAULT, 2006) e de representação como prática de significação (HALL, 1997); considerações sobre a escola contemporânea (COSTA, 1998, 2004, 2006); o debate filosófico e histórico sobre o estatuto da violência (ARENDT, 1964, 1998; BOURDIEU; PASSERON, 2009; HOBBES, 1977; MAQUIAVEL, 2000); as representações acerca da violência no cinema hollywoodiano (BERNARDET, 2009; VIRILIO, 2005); o conhecimento científico produzido a respeito da violência na escola (ABRAMOVAY; RUA, 2002; CHARLOT, 1983, 2002; DEBARBIEUX, 1998; DEBARBIEUX; DEUSPIENNE, 2003). Esses estudos foram fontes para análise acerca da violência na escola, fazendo um contraponto que fundamentou a discussão do discurso cinematográfico acerca do papel docente em face à violência na escola.