<p>Diss. (sammanfattning) Umeå : Umeå universitet, 1993, härtill 4 uppsatser.</p> / digitalisering@umu

Learning occurs not only when we encode information but also when we test our memory for this information at a later time. In three empirical studies, I investigated the individual and combined effects of interleaved testing (via repeated rounds of study and test practice) and encoding (via motor enactment) during learning on later cued-recall performance for action phrases. Such materials (e.g., “water the flowers”) contain a verb and a noun and approximate everyday memory that typically revolves around past and future actions. Study I demonstrated that both interleaved testing (vs. study only) and enactment (vs. verbal encoding) individually reduced the forgetting rate over a period of 1 week, but these effects were nonadditive. That is, the direct testing effect on the forgetting rate occurred for verbal, but not for enactive encoding; enactment reduced the forgetting rate for the study-only condition, but not for the study–test condition. A possible explanation of these findings is that both study techniques sufficiently elicit verb–noun relational processing that cannot be increased further by combining them. In Studies II and III, I replicated these testing-effect results and investigated whether they varied as a function of recall type (i.e., noun-cued recall of verbs and verb-cued recall of nouns). For verbal encoding (Study II), the direct testing effect was of similar size for both noun- and verb-cued recall. For enactive encoding, the direct testing effect was lacking irrespective of recall type. In addition, interleaved tests enhanced subsequent re-encoding of action phrases, leading to an accelerated learning. This indirect testing effect was increased for the noun-cued recall of verbs—for both verbal and enactive encoding. A possible explanation is that because nouns are semantically more stable, in that the meaning of nouns changes less over time and across different contexts, they are more recognizable. Hence, associated information (e.g., about the recall status) may be more available to the learner during restudy that, in turn, can initiate more effective re-encoding. The two different testing benefits (i.e., direct and indirect) may, partly, engage different mechanisms, as they were influenced differentially by the manipulations of encoding type and recall type. The findings presented in the thesis provide new knowledge regarding the combined effects of strategies and materials that influence memory. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1. Epub ahead of print. Paper 2: Manuscript. Paper 3: Manuscript.</p>

The purpose of this study is to develop the construct of organizational hardiness which is thought to distinguish organizations that thrive under conditions of turbulence and uncertainty from organizations that whither under these same conditions. This new construct is based on individual hardiness which is a constellation of personality dispositions that a large body of empirical work has suggested supports individual performance under conditions of turbulence and uncertainty. Paralleling the individual hardiness dispositions of challenge, commitment, and control, organizational hardiness is posited to consist of the organizational level constructs of sensemaking, organizational identification, and enactment. The development of organizational hardiness is supported by literature reviews of individual hardiness, organizational stress, sensemaking, organizational identification, and enactment. To support the theoretical development of this construct, this study includes a content analysis of the CEO letters to shareholders for the 20 largest commercial banks in the United States during the years 2000-2009. Using generalized least squares estimation techniques, the current study demonstrates a positive relationship between organizational hardiness, sensemaking, organizational identification, and enactment and multiple measures of organizational performance. Furthermore, organizations demonstrating higher levels of organizational hardiness demonstrate higher levels of organizational performance on three out of four measures. The study concludes with a discussion of theoretical and managerial implications concerning the development of this new construct.

This thesis considers Seven Easy Pieces, Marina Abramović’s 2005 cycle of re-performances at the Guggenheim Museum, as part of a broader effort to recuperate the art of the 1960s and 1970s. In re-creating canonical pieces known to her solely through fragmentary documentation, Abramović helped to bring into focus how performances by Joseph Beuys, Bruce Nauman, Gina Pane, Vito Acconci, Valie Export, and herself were being re-coded by the mediating institutions. Stressing the production of difference, my analysis revolves around two of the pieces in detail. First, the Deleuzian insight that repetition produces difference sheds light on the artist’s embellishment of her own Lips of Thomas (1975) with a series of Yugoslav partisan symbols. What follows is an examination of the enduring role of this iconography, exploring the 1970s Yugoslav context as well as the more recent phenomenon of “Balkan Art,” an exhibition trend drawing upon orientalizing discourse. While the very presence of these works in Tito’s Yugoslavia complicates the situation, I show how the transplanted vocabulary of body art may be read against the complex interweaving of official rhetoric and dissident activity. I focus on two distinct interpretations of Marxism: first, the official emphasis on discipline and the body as material producer, and second, the critique of the cult of personality as well as dissident notions about the role of practice in social transformation. It is in this sense that a distinctly spiritualist vocabulary also acquires a political dimension in drawing upon movements such as Fluxus and Neo-Dada, and underscoring the value of the immaterial and the non-productive. Finally, I explain how a reversal of Slavoj Žižek’s tripartite structure of ideology can help to articulate how a repetition of Beuys’s actions in this context actually displaces their cosmological aspect by virtue of the re-enactment setting alone.

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-07-05T17:50:23Z No. of bitstreams: 1 Dissertação de Carolina dos Anjos Almeida Brantes.pdf: 1200147 bytes, checksum: eb594c4e8e6083722f73708c8866da35 (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-07-06T12:33:16Z (GMT) No. of bitstreams: 1 Dissertação de Carolina dos Anjos Almeida Brantes.pdf: 1200147 bytes, checksum: eb594c4e8e6083722f73708c8866da35 (MD5) / Made available in DSpace on 2016-07-06T12:33:16Z (GMT). No. of bitstreams: 1 Dissertação de Carolina dos Anjos Almeida Brantes.pdf: 1200147 bytes, checksum: eb594c4e8e6083722f73708c8866da35 (MD5) / CAPES / Este estudo tem como objetivo analisar as mudanças nas ações de desenvolvimento de pessoas em órgãos do poder executivo federal, após a publicação do decreto 5707/2006, que estabelece a política e as diretrizes para o desenvolvimento de pessoal da administração pública federal, com base em competências. A abordagem metodológica adotada foi quantitativa de corte transversal. O instrumento usado para a coleta de dados foi um questionário eletrônico com 17 questões comparativas (antes e depois do decreto) sobre as ações de desenvolvimento de pessoas. A escala de resposta variava de 1 (nada) a 4 (totalmente). Foram 105 participantes, todos profissionais da área de Recursos Humanos das instituições públicas federais, a maioria de autarquias (47.6%) e localizada no Distrito Federal (38.1%). O resultado das análises para esta amostra permitiu identificar quatro níveis de estágio do desenvolvimento das competências, em órgãos federais do poder executivo, denominados: estagnado, conservador, engajado e pioneiro. Os resultados revelam ter havido mudanças na política de desenvolvimento de pessoas após a publicação do decreto. O plano anual de capacitação enfatiza as metas institucionais e as competências; as escolas de governo estão sendo mais procuradas como parceiras para capacitações; e os treinamentos estão sendo mais avaliados em termos de reação e de impacto (transferência de aprendizagem). Conclui-se que após o decreto aumentou a preocupação em executar políticas de capacitação congruentes com o perfil de competências do serviço público, o que sugere estar em processo uma mudança cultural do modelo de gestão de pessoas, embora o ritmo dessa mudança não seja o mesmo em todos os órgãos públicos investigados. The objective of this research is to analyze the changes in the processes of people development in the executive federal power, before the publication of enactment 5707/2006, that establishes the policies and the guidelines to people development in federal public administration, based in competences. The methodological approach adopted was quantitative cross-sectional. The survey used in data collection was an electronic questionnaire with 17 comparatives questions (before and after of enactment) about the actions in people development. The response scale ranged 1 (nothing) to 4 (totally). 105 professionals in the field of human resources of the federal public administration participated in the survey, most municipalities (47.6%) and located in the Distrito Federal (38.1%). The results of analyzes for this sample identified four levels of training competences development in the federal executive branch called: Stagnant, Conservative, Engaged and Pioneers. The results show that policies of people development have some changes after the publication of the enactment. The annual training plan underlines the institutional goals and the competences; the government schools are being more sought as partner for training; and the training are being more evaluated in terms of reaction and impact (transfer of learning). The conclusion is that after the enactment has raised concern in implementing training policies congruent with the competences profile of the public service, which suggests being in process a cultural change in people management model, although the pace of change is not the same in all public bodies investigated.

This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.

La ferme attire une nouvelle population. Pour manger sainement, pour des vacances rurales ou même pour qu’elle devienne le lieu de vie et de travail. Souvent, cette visite ou ce séjour ne laissent pas les personnes qui les vivent indifférentes. « Que se passe-t-il ? » et « comment ça se passe ? » quand la ferme accueille deviennent la problématique de cette recherche. L’épistémologie dans laquelle elle s’inscrit est celle d’un rapport au monde, énacté, qui autorise la conception de la co-émergence du perçu et du percevant alliée à l’incomplétude. Ainsi « s’accueillir » s’apparente à une mise en mouvement, comme pour une danse de la corporéité. Le corpus qui sert de support à l’étude empirique est au départ une situation d’accueil à la ferme dont l’auteure est aussi paysanne. La méthodologie de traitement, essentiellement en première personne, et intégrant le jeu de l’analogie et des hiérarchies enchevêtrées, aboutit à la proposition d’une étoile à cinq brancjes comme modèle de l’accueil mosaïque. Cette modélisation d’un « s’accueillir » par et dans une sensibilité renouvelée intègre relaxation et intensité des pratiques. La contribution de cette modélisation interroge la mise en œuvre de dispositifs d’accueil à la ferme et hors la ferme, et incite à l’ouverture des champs du possible. / Farms attract new populations. They come in search of healthier food, for rural holidays and even to live and work. A visit rarely leaves people indifferent. “What is happening?” and “How does it work?” when a farm hosts visitors has become the problem of this research. The epistemology to which it belongs comes from the enactment of a relationship with the World that allows the development of co-emergence of the perceived and the perceiver, allied with incompleteness. “Hosting oneself” is therefore akin to setting in motion, a dance of corporeality. The body that serves as support for the empirical research is a situation of hosting at the farm where the author is also the farmer. The methodology adopted is essentially from the perspective of the first person, integrating rules by analogy and intricate hierarchies. The result is the proposition of a five-pointed star model of mosaic hosting. This modelisation of a “host oneself” - by and with a renewed sensitivity - integrates relaxation and the intensity of acts. The modelisation itself puts into question the implementation of hosting facilities on farms, but also outsideof farms, and encourages the field of possibilities to be opened. / Jende berri bat erakartzen du laborantza etxaldeak. Sanoki jateko, baserri munduan opor hartzeko edo berdin, bizi eta lan lekua bilakatzeko. Ardurenean, bisita edo egonaldi horrek, bizi izan duten jendeak hunkiturik uzten ditu. Etxaldea batzarri egile denean, « Zer gertatzen ote da? » eta « nola doaz gauzak? » galdeak aztertu nahi ditu ikerlan honek. Munduarekiko harreman enaktatu batean datza bere epistemologia; hautemana eta hautemailea batera agertzea baimentzen duen kontzeptuaren harremana, osatugabetasunari loturik. Ondorioz, « nork bere burua errezibitzea », mugimenduan jartzea bezala da, gorpuztasunaren dantza baten gisan. Hastapenean, ikerketa enpirikorako erabili korpusa, idazlea laborari daukan etxaldean egin errezibitze egoera bat da. Azterketa metodologia, nagusiki lehen pertsonan, analogia eta hierarkia nahasien jokoa sartuz, bost adarreko izar baten egitera heltzen da harrera mosaikoaren eredu gisa. Sentiberatasun berpiztu batez « nork bere burua errezibitze » hori moldatzeak bere baitan dakar, praktiken lasaitasuna eta bizitasuna. Moldatze horren ekarpenak etxaldeko eta etxaldetik kanpoko harrera baliabideen plantan ematea galdezkatzen du, eta aukeren zelaiaren irekitzera bultatzen.

The diploma thesis is focused on the analysis of the system of payment in the Czech Republic and in the whole European Union. The theoretical part defines system of payment generally, its organization, the telecommunication network SWIFT and also describes the electronic payments. The following chapter deals with the legislation of this area in our country. There have been made a lot of changes untill these days because of the strong effort to harmonize legal form of payment system with the regulations of European Union. The next part of this study is dedicated to individual payment system especially the CERTIS which is the unique but highly efficient system in the Czech Republic. The practical part obtained the comparison of the payment system which are using in the European Union. For better lucidity the systems are devided into the wholesale payments and the retail payments. The trends and the prognosis of the interbank payment system development are identified in the conclusion of this study.

While research has identified the practices that successful school leaders use, the effectiveness of those practices rests on leaders enacting them with great contextual sensitivity. Research literature suggests that leaders should be thoughtful, discerning, careful and dexterous with regard to how they lead. This thesis presents a qualitative, multi-case study of how five elementary school principals lead the improvement of mathematics achievement in their schools. Taking the perspective that leadership is a sensemaking praxis, principals’ perceptions and interpretations of their contexts were explored with the goal of better understanding why they lead the way they do. The evidence revealed that the actions of the principals in this study were the product of their contextually-influenced, idiosyncratic sensemaking. This study demonstrates the value of using the sensemaking praxis perspective as a lens for understanding the enactment of educational leadership. Further, this study has practical implications for principal training, policy implementation, and school improvement.

While diversity is widely discussed throughout management literature, the impact of diversity management on diverse organizational members remains exceedingly sparse. Furthermore, the present case study uses a communication centered approach to address how diverse faculty member’s organizational experiences with diversity align with an academic institution’s publicly stated values of diversity. Through a critical interpretive lens, 15 semi-structured, in-depth interviews of diverse faculty members were conducted at a medium sized, Southern university (“Southern U”). Findings suggested that contradictions were heavily embedded into Southern U’s diversity communication resulting in a host of paradoxical tensions for diverse faculty members. This study explored the communicative constitution of organizations and how organizations constrain and enable diversity through communicative enactment.