In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for a world of uncertainty, due to inadequate schooling. The learners’ poor results in national and international studies and dysfunctional schools, for example, are clear evidence of inadequate schooling. If we are to improve schooling, and hence, the quality of teaching and learning in South African schools, we need to address the quality of teacher education that student teachers receive as part of their professional development. These improvements in schooling will depend on how student teachers are professionally developed, not to teach, but to facilitate learning. It is on this basis that I explore how student teachers construct and use phronesis to enhance their professional development. Within this question I explore the student teachers’ baseline phronesis when they enter the programme and how the student teachers utilise the contribution of the mentor teacher and the specialisation programme to construct and use phronesis to enhance their professional development. An interpretive, mixed methods, case study participatory action research methodology was used to explore these research questions. The participants in this study were three Postgraduate Certificate in Education Life Sciences student teachers, the specialisation lecturer, mentor teacher and the researcher. The context of this study was in the setting of a radical, innovative teacher education programme at the University of Pretoria, which focused strongly on the construction and use of phronesis. A variety of data collection instruments, including visual data, personal profile questionnaires and document analysis were used to collect the data. Ethical and research rigour issues were attended to and implemented. The findings are presented in four case study participatory action research cycles, each having a particular context and purpose. The descriptive data from each of these cycles was analysed to develop responses for the research questions. The finding in response to research question one indicated that the student teachers’ beliefs, emotions, desire and vision for the type of facilitator that they wanted to be influenced their perception of a facilitator of learning. Furthermore, their awareness of the challenges and constraints that ‘teachers’ experienced when teaching in particular contexts did not deter them from becoming facilitators of learning. The mentor teachers’ contributions were: direct with regard to providing support in designing learning tasks, resources and assessment feedback. Indirect contributions were in terms of the student teachers developing the need to generate ideas for effective practice and to change their beliefs about the role of a facilitator of learning, and the impact of this role on the learners’ work ethic and relationships. The contributions of the specialisation programme were in terms of challenging and changing student teachers’ beliefs about the role of a facilitator of learning and the development of learning practice in authentic contexts. The student teachers constructed and used their phronesis to enhance their professional development. Incorporated in each student teacher’s practice theory are their personal and professional transformations on their journey to becoming facilitators of learning. / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Syfte: Syftet med studien är att ur ett ledar- och medarbetarperspektiv undersöka om och i så fall hur ett tillverkningsföretag tillämpar empowerment i deras styrning. Vi vill även ge förslag på hur tillverkningsföretaget kan vidareutveckla empowerment. Metod: Vi har genomfört semistrukturerade intervjuer med totalt 11 individer från ett tillverkningsföretag. 7 av intervjuerna var med anställda med chefsposition och resterade intervjuer var med medarbetare. I analysen har medarbetarnas och ledarnas svar från intervjuerna jämfört med varandra, där sekundärdata har vävts in. Resultat och slutsats: Resultatet från vår studie visar att företaget tillämpar empowerment i deras styrning. Det undersökta företaget har med hjälp av teknikerna strukturell- och psykologisk empowerment skapat en arbetsmiljö där empowerment är närvarande. Den första slutsatsen som vi kan ta är att tillverkningsföretaget har anpassat empowerment till deras bransch och organisation. Den andra slutsatsen är att det förekommer brister, som t.ex. stöd, möjligheter, påverkan m.fl. inom strukturell och psykologisk empowerment. Examensarbetets bidrag: Vår studie bidrar till att företagsledare inom tillverkningsindustrin, samt andra branscher, får en tydligare riktlinje eller lärdom vid tillämpningen av empowerment i deras styrning. Förslag till fortsatt forskning: Förslag till fortsatt forskning är att göra liknande studie i samma bransch, men fokus på ett mindre företag eller företag utomlands. Ett annat förslag är att göra ett kompletterade studie inom ett tillverkningsföretag med fokus på andra tekniker inom empowerment än vad vi har undersökt. / Aim: The aim of this study is to investigate whether and if so, how a manufacturing company applies empowerment in their governance, from a leader and employee perspective. We also strive to be able to give suggestions on how the company can increase the degree of empowerment in their governance. Method: We conducted semi-structural interviews with a total of 11 employees from a manufacturing company. 7 of the interviews were with employees with leader positions and the remaining interviews were with employees. In the analysis, the employees 'and managers' responses from the interviews have been set against each other, where secondary data has been woven in. Results and conclusions: The results from our study show that the company applies empowerment in their management. With the help of the techniques of structural- and psychological empowerment, the studied company has created an environment where empowerment is present. The first conclusion that we can draw is that the manufacturing company has adapted empowerment to their industry and organization. The second conclusion is that there are shortcomings, such as support, opportunities, influence, etc. in structural- and psychological empowerment. Contribution of the thesis: Our study contributes to leaders in manufacturing industry, as well as other industries, gaining a clearer guideline or knowledge in application of empowerment in their governance. Suggestions for future research: Suggestions for further research are to do a similar study in the same industry, but to examine smaller companies or abroad companies. Another suggestion is to make a supplementary study within a manufacturing company with a focus on other techniques in empowerment than those we have studied.

No description available.

Long term ocean cruisers are self defined as people who have accepted, adopted or chosen a cruising lifestyle, who live aboard their own sailing vessels, have independent means, are self sufficient and have been away from their port of departure for an extended period of time. As a group, cruisers, constitute a subculture (Macbeth, 1985). Why do people choose to adopt a cruising lifestyle? Using the principles of grounded theory analysis, this study found that cruisers were motivated by a variety of extrinsic and intrinsic motivations as well as by their social background and status in society. Cruisers were motivated by a need to escape the pressures and constraints of their home society as well as to pursue a lifestyle which offered freedom and a sense of personal control, a need to add some adventure or challenge to their lives or to fulfil a dream. They were also motivated by relationship commitments and a desire to travel and experience new cultures, people and settings. Their age, gender, family life cycle stage, education, income and former lifestyle pursuits also motivated them. In setting about and maintaining the fulfilment of their motivations, cruisers exhibited personal agency in their choice to move from a life in the centre of mainstream western societies to one in the margins. Overall, cruisers were found to be social actors who exhibit agency and self governance in decision making as to whether or not to maintain a sense of 'connectivity' with and without various social settings. Cruisers' responses to feelings of anomie and alienation in their home societies, to their feelings of under or non-actualisation at the individual level, and to their need for belonging with a partner activated these people to make choices and decisions regarding the negotiation and direction of their own social realities. Based on the cruisers who participated in this study, such agency and self governance can be described as 'empowered connectivity'. Empowered connectivity is the action of exhibiting agency in order to achieve connectivity with the space in which an individual currently finds her or himself. It can be both a holding on to and a letting go of connections. Empowered connectivity is not a 'theory' per se, but rather a generic representation of a process that accounts for 'plurality, multiplicity and difference'(Tong 1989) in the actions of both women and men as they negotiate the spaces they choose to occupy. Moreover, this study informed by the interpretive social sciences paradigm and, a 'feminist methodology’ enabled an indepth understanding of cruising women's experiences to be counterpointed against cruising men's experiences. Subsequently, cruising women became subjects in their own right rather than'other’. Further, the interpretive social sciences paradigm and 'feministmethodology' emphasised the need for tourism research, in particular, to use bothernic and etic perspectives in data collection and analysis. This ethnographic study of cruisers was conducted between 1985 and 1999 on theeastern seaboard of Australia. The study involved participant observation, semi-structured indepth interviews and self-completion questionnaires relating tosociodemographics, vessel inventories, budgets and touristic experiences.

No description available.

125 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:47:55Z No. of bitstreams: 1 Dissertacao_ Claudia Dias Silva.pdf: 645211 bytes, checksum: 8f9f95bca79e60b79bc130f63f8f3266 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T13:34:32Z (GMT) No. of bitstreams: 1 Dissertacao_ Claudia Dias Silva.pdf: 645211 bytes, checksum: 8f9f95bca79e60b79bc130f63f8f3266 (MD5) / Made available in DSpace on 2013-06-11T13:34:32Z (GMT). No. of bitstreams: 1 Dissertacao_ Claudia Dias Silva.pdf: 645211 bytes, checksum: 8f9f95bca79e60b79bc130f63f8f3266 (MD5) Previous issue date: 2007 / A pesquisa buscou investigar e analisar as características apresentadas pelo colegiado escolar de uma unidade de ensino pública que propiciam o empoderamento da comunidade escolar na gestão da escola pública, contribuindo para minimizar o controle dos agentes do Estado sobre o funcionamento da escola. O estudo de caso em uma escola da rede pública estadual em Salvador, Bahia,envolveu no plano de coleta de dados a realização de entrevistas semi-estruturadas com conselheiros e diretor da escola, bem como acompanhamento de reuniões do órgão colegiado e análise de atas de reuniões realizadas pelo órgão no período de 2005 a 2006. As categorias trabalhadas para analisar a atuação do órgão colegiado foram: a) promoção da igualdade de capacidades de exercer influência sobre a ação governamental e de responsabilizar agentes públicos e governantes por decisões; b) participação; c) transparência; d) controle social. O estudo revelou que as relações de poder que se propõem à co-responsabilização na escola, ainda ocorrem sob a deliberação e orientação da direção da mesma, que tenta fortalecer o órgão colegiado. Identificou, ainda, que a tentativa de descentralizar o poder na gestão da unidade de ensino serve para reforçar o poder de um segmento que o detém, no caso o professor. Os pais e os alunos são os segmentos menos empoderados no colegiado escolar. Por fim, concluiu que empoderar indivíduos que dispõem de diferentes ferramentas para agir com o objetivo de mudar sua condição e a do grupo que pertence é um desafio. No caso da gestão escolar, o segmento dos professores, é o que mais dispõe dos recursos e capacidades necessários para atua r e modificar sua condição. / Salvador

Submitted by EDISON EUGENIO DE MORAES JUNIOR null (edi_eug@hotmail.com) on 2016-08-26T02:45:56Z No. of bitstreams: 1 Dissertação - Edison Eugênio.pdf: 4592905 bytes, checksum: 2415f5226c5275b8c5b27ed038c9512d (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-29T19:16:51Z (GMT) No. of bitstreams: 1 eugenio_e_me_ia.pdf: 4592905 bytes, checksum: 2415f5226c5275b8c5b27ed038c9512d (MD5) / Made available in DSpace on 2016-08-29T19:16:51Z (GMT). No. of bitstreams: 1 eugenio_e_me_ia.pdf: 4592905 bytes, checksum: 2415f5226c5275b8c5b27ed038c9512d (MD5) Previous issue date: 2016-06-28 / A pesquisa aqui proposta apresenta uma reflexão teórico-crítica acerca da relação entre o espectador e a obra de arte. Situando-se na continuidade dos estudos anteriores, investe-se na experiência pessoal do autor em diálogo com os pensamentos de Marcel Duchamp e Luigi Pareyson. Partindo do pressuposto de que qualquer pessoa que se disponha a ler um trabalho artístico possa vir a ser uma coautora da obra, o estudo se desenvolve por meio de problematizações dos processos de criação no fazer artístico e dos processos de leitura e interpretação da obra de arte em sua recepção,buscando possíveis confluências que possam vir a iluminar a questão do espectador como um coautor do trabalho artístico e, nessa medida, como um espectador-artista. / The research proposed here presents a theorical and critical thinking about the relationship between the viewer and the artwork. Standing in the continuity of the previous studies, is invested in the personal experience of the author in dialogue with the thoughts of Marcel Duchamp and Luigi Pareyson. Through the assumption that anyone who is willing to read a work of art can become a work co-author, the study develops through problematizations of creative processes in art making and reading processes and interpretation of the work of art in its reception, seeking possible confluences that may illuminate the issue of the viewer as a co-author of the artwork, and this case, as a spectator-artist.

As the United States' baby boom generation ages, the future of nursing home care becomes increasingly important. Through this study the researcher seeks to understand quality in nursing home care from the family's perspective. Surveys were collected at one North Texas nursing home, and data were analyzed to determine how gender and level of family involvement impact their concept of quality. Further, the information in this study is aimed at clarifying if interventions, specifically empowered CNA teams, have an impact on how family members view quality. Findings are identified and recommendations for future study are made.

Les théories sous-tendant le leadership transformationnel suggèrent que la congruence des valeurs personnelles et organisationnelles est au cœur du fonctionnement du leadership transformationnel. Or, l’examen de cette proposition soulève certaines questions. Par exemple, il y a lieu de s’interroger quant à l’importance du type (subjective ou objective) et de la cible (équipe, organisation) de congruence considérés, du contenu des valeurs utilisées pour juger de la congruence, des contingences situationnelles modulant l’importance de la congruence, et du rôle de la congruence des valeurs des leaders eux-mêmes. Ainsi, afin d’enrichir les connaissances sur le rôle des valeurs en regard du leadership transformationnel, cette thèse propose trois articles dans lesquels ce rôle des valeurs et de leur congruence est abordé sous trois angles. Les données utilisées dans cette thèse proviennent d’une grande organisation canadienne, et des sous-ensembles de données sont créés pour répondre aux objectifs de chaque article. Le premier article s’intéresse aux liens qu’ont a) les valeurs personnelles des gestionnaires, b) les valeurs qu’ils perçoivent dans leur organisation et c) la congruence de ces deux ensemble de valeurs avec l’émission de comportements de leadership transformationnel tel que perçus par leurs subordonnés. Les résultats suggèrent que la congruence des valeurs n’a pas de lien avec le leadership transformationnel, mais que c’est le cas pour certaines valeurs au niveau personnel et organisationnel qui présentent effectivement un lien. Le deuxième article porte sur le potentiel rôle modérateur de la congruence des valeurs personne-organisation des subordonnés dans la relation entre le leadership transformationnel et les comportements d’habilitation. Les résultats montrent que la congruence des valeurs peut effectivement modérer cette relation, et que la forme de la modération peut dépendre de l’ancienneté des employés. Le troisième article traite du rôle modérateur de la présence de valeurs et de leur congruence au niveau de l’équipe dans la relation entre le leadership transformationnel et les comportements d’habilitation. Les résultats suggèrent que les valeurs et leur congruence dans les équipes peuvent modérer l’efficacité du leadership transformationnel en regard des comportements d’habilitation. De façon générale, la présence et la congruence de cinq valeurs, parmi les sept testées, semblent rehausser la relation entre le leadership transformationnel et les comportements d’habilitation. Ainsi, la présente thèse, en ajoutant des considérations quant aux questions qui avaient été soulevées par l’examen de la proposition théorique du rôle des valeurs et de leur congruence dans le leadership transformationnel, permet d’améliorer la compréhension de ce rôle. Spécifiquement, les résultats de cette thèse suggèrent que globalement, la congruence des valeurs peut être plus importante pour l’efficacité du leadership transformationnel lorsque les valeurs considérées sont plus importantes dans l’équipe de l’individu, et lorsque l’individu a peu d’ancienneté dans son organisation. De plus, en ce qui a trait aux leaders, il semble que la présence de valeurs de bien-être collectif et d’ouverture au changement ait un lien avec l’émission de comportements de leadership transformationnel. Une discussion traite de ces résultats et indique les limites de la thèse ainsi que des pistes de recherche future. / Theories underlying transformational leadership suggest that value congruence is at the heart of transformational leadership’s effectiveness. However, the examination of this proposition evokes certain questions. For example, it is pertinent to question the importance of the type (subjective or objective) and target (team, organization) of congruence considered, of the contents of values used to judge congruence, of the situational contingencies for the importance of congruence, and the role of leaders’ value congruence As such, to extend knowledge on the role of values with regards to transformational leadership, this thesis proposes three articles in which this role of values and their congruence is considered from three point of views. The data used in this thesis comes from a large Canadian organisation, and subsets of data are created to match each article’s objectives. The first article concerns the link that a) managers’ values, b) the values they perceive in their organization, and c) the congruence of these values have with subordinates’ perception of managers’ transformational leadership behaviours. Results suggest that congruence has no link with transformational leadership, but that certain values at the personal and organizational level do present a link. In the second article, the potential moderating role of subordinates’ person-organization value congruence in the relationship between transformational leadership and empowered behaviours is examined. Results show that value congruence can effectively moderate this relationship, and that the shape of this moderation can depend on employee tenure. The third article presents the moderating role of values and their congruence in the relationship between transformational leadership and empowered behaviours at the team level. Results suggest that values and their congruence can moderate the impact of transformational leadership in teams. In general, the presence and congruence of five values, of seven tested, seems to enhance the relationship between transformational leadership and empowered behaviours. As such, this thesis, by adding considerations as to the questions that had been evoked by the examination of the theoretical proposition of the role of values and of their congruence in transformational leadership, permits an amelioration of the comprehension of this role. Specifically, this thesis’ results suggest that, globally, value congruence can be more important for the efficiency of transformational leadership when values considered are more important in one’s team, and when one has little experience in one’s organisation. Furthermore, as to leaders themselves, it appears that the presence of collective well-being and openness to change values is linked with the emission of transformational leadership behaviours.

En el Perú, la violencia contra los miembros del grupo familiar cobra vidas y deja graves secuelas en aquellos que logran sobrevivir. Según datos del Ministerio de la Mujer y Poblaciones Vulnerables, el 74% de niños y niñas sufren de violencia física y/o psicológica, cada 20 minutos se registra una denuncia por violación y en los últimos 10 años, más de 1150 mujeres han muerto a manos de su pareja, ex pareja o familiar cercano. Pese a las alarmantes cifras, y a la legislación existente a favor de cuidar a los miembros del núcleo familiar, nuestro país carece de la infraestructura necesaria que ayude a las víctimas a salir del circulo violento en el que se encuentran y tener una vida mejor. Los Entes encargados han cumplido con los Tratados Internacionales que obligan al Estado a brindar apoyo y protección a medias. El Gobierno dispone de edificaciones existentes, que no están preparadas para el uso requerido, y las acondiciona de forma mediocre, sin tener consideración por las necesidades del usuario y/o preocupación por cómo se podría reinsertar en la sociedad. El presente proyecto busca traducir los estudios teóricos de diversos entes especializados, en violencia familiar y de género, en arquitectura que permita a las víctimas no solo a superar la Ruta Crítica de Violencia sino también a convertirse en personas independientes y activas para el país. / In Perú, the domestic violence against women and children takes lives and leaves serious consequences on those who survive. According to the Women and Vulnerable Populations Office, 74% of children had suffered physical and psychologic violence, every 20 minutes a rape report is register at the police office and in the last 10 years, 1160 women has been killed by her ex-boyfriend, boyfriend, husband or someone close to her. Despite these alarming numbers and the existing legislation in favor of caring for the family members, our country lacks of infrastructure needed to the victims get out of their violent circle and have a better life. The Entities in charge have complied with the International Agreements that force the Government to give support and protection. The Government has places which aren’t prepared for some uses and have mediocrely condition it without consideration for the user needs or worried about the reinsert process. This project seeks to translate theoretical studies of the responsible entities, specialized in domestic violence or abuse, into architecture that allow victims not only to overcome the Critic Route but also became independent and active people. / Tesis