Two factorsrole duality and school sizeimpact teaching principals abilities to fulfill their roles and responsibilities. Principals with significant teaching loads experience role duality a situation in which one person fills two distinct roles. Teaching principals experience role tension and conflicts between professional teaching concerns, leadership demands and management issues. Further tensions are created when policymakers demands fail to recognize complexities around the roles of a teaching principal working in a unique context (Dunning, 1993; Wilson & McPake, 2000). Specifically, though the tensions of role duality are known to be more challenging in small schools, exceptionally small schools are a different context altogether. My autoethnographic study examined the complexity of my teaching principals role in an exceptionally small rural school. It was guided by a central question: How does the context of an exceptionally small, rural school impact upon a teaching principal's role(s)? Sub questions included: (a) How do stakeholder expectations (school staff, community, division, Ministry) impact a teaching principals roles and responsibilities in an exceptionally small rural school? and (b) What challenges and opportunities does a teaching principal face in an exceptionally small rural school? Documentation from two daily personal journals and my what I do log during the 2009 2010 school year provided research data. My analysis focused on three themes: fractured roles, capacity to meet expectations and establishing relationships. This study added to current research rich narratives describing the impact of an exceptionally small school on a teaching principals role.

Do teachers’ expectations of their pupils become a part in the judgement of which grade a pupil will receive in the end? Several of the polical parties in Sweden have recently been argueing that teachers should be able to give pupils a grade in how they behave in school. Several newspapers also have reported that pupils today have gotten lower results for the last few years and more pupils do not get approved in all subjects. Because many of the studies about pupils results focus on the pupils’ skills, I deciced to focus on the teachers part in how a pupil get a better grade or not. In the study I have been looking at a small community in the south of Sweden. I have sent out a form that teachers in the community’s high schools have been asked to answer. During the study I have also gone to these three schools and done four classroom observations at every school. There I have looked at the environment, how the teacher works and how the pupils react on the teacher’s way of behaving and vice versa. The results of this study has shown that there are more men that choose to include a pupils beahviour when deciding which grade she should get. There is also a tendency that shows that even if teachers themselves do or do not weigh in pupils behaviour, the teachers overall think that it´s more likely that their companions do so.

In this thesis, first we replace the condition X ¡Ø y in Huang and Su (2000) by X ¡Ù y and give necessary and sufficient conditions such that there exists a random variable X satisfying that E(g(X)| X ¡Ø y)=h(y) f(y )/ F(y), " y Î CX, where CX is the support of X.Next, we investigate necessary and sufficient conditions such that h(y)=E(g(X) | X ¡Ø y ), for a given function h and extend these results to bivariate case.

<p>Do teachers’ expectations of their pupils become a part in the judgement of which grade a pupil will receive in the end?</p><p>Several of the polical parties in Sweden have recently been argueing that teachers should be able to give pupils a grade in how they behave in school. Several newspapers also have reported that pupils today have gotten lower results for the last few years and more pupils do not get approved in all subjects. Because many of the studies about pupils results focus on the pupils’ skills, I deciced to focus on the teachers part in how a pupil get a better grade or not.</p><p>In the study I have been looking at a small community in the south of Sweden. I have sent out a form that teachers in the community’s high schools have been asked to answer. During the study I have also gone to these three schools and done four classroom observations at every school. There I have looked at the environment, how the teacher works and how the pupils react on the teacher’s way of behaving and vice versa.</p><p>The results of this study has shown that there are more men that choose to include a pupils beahviour when deciding which grade she should get. There is also a tendency that shows that even if teachers themselves do or do not weigh in pupils behaviour, the teachers overall think that it´s more likely that their companions do so.</p>

Thesis (Ph. D.)--University of Oklahoma, 1998. / Includes bibliographical references (leaves 125-136).

Both The Scarlet Letter by Nathaniel Hawthorne and My Ántonia by Willa Cather depict characters that perform non-traditional gender roles. In these novels, there are expectations about how women and men should act. The purpose of this comparative study is to look at how the female and male protagonists’ actions correspond to, or differ from, these expectations and if they do so in similar ways. The analytical approach is based on Judith Butler’s theory of gender performance. This study also examines in what ways the characters’ actions conflict with, or conform to, social norms of the time by investigating the social expectations for women in the Puritan society and in the late nineteenth century. Even though the settings are separated by two hundred years, this study shows that the protagonists challenge traditional gender role norms in similar ways and that both female protagonists show a feminist desire to exist outside the binary understanding of gender.

IKEA was founded in 1943 by Ingvar Kamprad and is currently retailing in 44 different countries around the globe. With the implementation of 25 year warranty the importance to validate the quality have increased to satisfy the customer. The aim of this thesis have therefore been to find out the critical factors for kitchen worktops through the expectations of the customers. In addition to this the product development process was investigated to gain an understanding on how IKEA deals with customer complaints today. The thesis was divided in four stages. First the customers’ expectations were investigated by using the survey research method. The formulations of the questions are of great importance in this research method so that the information needed can be gathered without confusion and irritation. The critical factors of the kitchen worktops were also located in this survey and are out of the customer point of view. After the survey was done and the critical factors identified a concept generation phase was started to analyze possible ways of solving the issues with the kitchen worktops. Three proposals of concepts was generated; improvement in quality, improvement in the information communicated by IKEA, and a combination of these two. These proposals were analyzed against each other, against the survey and against the possible concrete gains. When the proposals of concepts were completed a decision to investigate the product development process was made and suggestions on how these critical factors could be found earlier in the process were made. Lastly a proposal of a database system for categorizations of the customer complaints when it comes to different defects were made and proposed to IKEA. Out from the information received by the survey these proposals could be made and the conclusion that scratches and to some extent heat was the most critical flaws, which would be the thing to focus further on. The product development process could also be improved to make it possible to take notice of these critical flaws earlier in the process. To summarize the project was successful and IKEA was really happy with the results, and the extra tasks that were added to this thesis. The first problem description was to only find the customers’ expectations but to get something out of this we added the proposals and the attempt to change the product development process when it comes to kitchen worktops.

The goals of this study are to describe the importance of developing a measure of sibling group cohesion, to define this measure, to test the validity of the measure using similar constructs, and to explore how sibling group cohesion predicts perceived personal achievement. Sibling group cohesion is defined as an individual’s voluntary commitment to one’s group of siblings, which forms an open unit. A 12-item scale of adult sibling group cohesion is developed and validated. Adult siblings from sibling groups of 3 or more were asked to take an online survey and 541 participants from 184 families completed the survey. Three theories are proposed for how sibling group cohesion could impact achievement: support, expectations, and shared identity theories. Results indicate that sibling group cohesion is related to, but still unique from, the average and standard deviation of dyadic sibling relationship positivity quality. Individuals from larger families, who have a high proportion of siblings who inspire them, and who have high and consistently positive dyadic relationships report having high sibling group cohesion. Additionally, results from this study show sibling group cohesion is a strong positive predictor of two measurements of perceived personal achievement. The predictive power of sibling group cohesion is stronger than that of the average of dyadic sibling relationship positivity, and is mediated by a combination of support, average dyadic positivity, and demographic variables. Specifically, receiving active and emotional support, as well as being introduced to activities by a majority of one’s siblings is predictive of better achievement. / text

Philosophers, psychologists, and authors have long pondered the question of whether others’ expectations or one’s own self-views are more important in determining behavior and personality. Researchers have designated these two processes behavioral confirmation and self-verification, respectively, and the interaction of these processes is often referred to as identity negotiation. Little research has examined the process of identity negotiation during adolescence, a period during which individuals are attempting to forge unique identities. Therefore, the primary purpose of the present studies was to examine the identity negotiation process during adolescence. In Study 1, I examined whether adolescents (11-15 years of age) solicit self-verifying feedback. Adolescents first completed a measure of self-perceptions and then selected whether to receive positive or negative feedback from an unknown peer in areas of perceived strength and weakness. Adolescents desired feedback congruent with their own self-views; those with higher self-esteem tended to request more positive feedback than those with lower self-esteem. Further, adolescents were more likely to seek negative feedback regarding a self-perceived weakness than a self-perceived strength. In Study 2, I examined the joint operation of behavioral confirmation and self-verification in dyadic interactions among unacquainted adolescents. One member of each dyad (the target) completed a measure of self-perception. The second member of each dyad (the perceiver) was provided with false information regarding the attractiveness of their partner. I compared whether targets’ self-views or perceivers’ expectations of them were stronger determinants of behavior. Self-verification strivings were evident in these interactions; targets’ self-views influenced the perceivers’ final evaluations of their partners. Support for behavioral confirmation was lacking in same-sex dyads and dyads composed of male perceivers and female targets. Appearance based expectations influenced target behavior in dyads composed of female perceivers and male targets. The current findings suggest that adolescents’ self-views are important determinants of behavior. Significant implications for adolescent mental health and peer selection are discussed. / text

The Local Multiplier: Theory and Evidence. I show that 1) the policy-relevant "global multiplier" can be written as the sum of a spending component and a taxation component, all scaled up by spillover effects, 2) the "local multiplier" is exactly the spending com- ponent, and 3) if trade is anonymous, the local effects of a shock to federal government purchases in a county will be identical to the effects of a shock to consumer demand for the exports of that locality. I estimate a bound for the local multiplier and consider spillover effects to contiguous counties. I find that a shock of $48,000 creates at least one job-year locally. Analysis at a monthly frequency suggests that these jobs are more persistent than previously estimated. Evidence of higher multipliers in recessions is mixed. / Economics