Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The purpose of this study is to measure the effects of the Leadership Inspiration Facilitation Team (LIFT) program on the life effectiveness and locus of control of a group of sixth grade students at Schultz Middle School. The participants consisted of 36 sixth grade students, ages 10 to 12 years, from a single public middle school. The participants attended a two-day summer adventure-based ROPES camp. The Review of Personal Effectiveness and Locus of Control (ROPELOC) instrument was administered at the beginning (pre-test), the end (post-test), and six months later (follow-up). The twelve domains of life effectiveness have been identified, including active involvement, cooperative teamwork, leadership ability, open thinking, quality seeking, self confidence, self efficacy, social effectiveness, stress management, time efficiency, coping with change, and overall effectiveness. Two domains of locus of control were identified: external and internal. Composite ROPELOC, subscale, and gender data were all analyzed using t-tests of independent samples. The analysis showed no significant improvement in participants? composite ROPELOC score between the pre, post, and follow-up. However, there was an increase between the pre and post, although the increase was not at a significant level. Significant increases in participants? scores were found in three of the 14 ROPELOC subscales: cooperative teamwork, coping with change, and external locus of control. Significance for cooperative teamwork was found between the pre-test and post-test. Significance for coping with change and external locus of control was found between the pre-test and follow-up, as well as between the post-test and follow-up using a significance of .05. Gender was found to have made no difference in composite ROPELOC scores. Participants in the LIFT summer program have increased self-perceptions of life effectiveness at the immediate conclusion of the program. The degree of significance has yet to be determined, and the length of significance is still in question. Researchers maintain that positive youth development is a complex myriad of interventions. Positive youth development has taken a proactive shift to promote healthy development outcomes for all youth, in addition to reducing long-term negative outcomes of at-risk youth and has emerged into its own as an independent field of study. In addition, positive youth development is resulting from the combination of several factors that lead to the development of more comprehensive models and the development of programs which address multiple behaviors and that involve families and community.

This thesis will discuss the two popular issues recently, which are brand identity and experiential marketing. In addition, raising a strategic experiential model to examine if the case brand FU could effectively convey their brand identity. The purpose of this study were: (1) Figure out the brand identity of case brand FU. (2) Examining the five experiential modules within the all aspects of communication vehicles (3) Whether Case brand could actively deliver brand identity in the communication process. The research method of this research was held by in-depth interview with unstructured questionnaire to explore the incentives and attitudes of interviewees. According to the research findings, four propositions were shown: (1) Each brand identity element would convey through specific communication vehicles. (2) Experiential module mixes will be different in the following of all varied of conveyance medias. (3) Sense experiential module is the corner stone of the five experiential marketing modules. (4) To build firmly long-term brand-customer relationship, all the marketing medias should be integrated to convey the consistent message to the consumers. Future research should examine further the role of experiential marketing. In addition, the approach way from the brand image, on the counter part of the brand identity, should be continued in future studies.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--State University of New York at Buffalo, 1993. / "May 1993." Includes bibliographical references. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.

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This thesis is a theoretical and practical investigation of the role played by informal learning and teaching in the development of identity and applied knowledge. With the advent of mass schooling, there came to be a distinction between formal and informal education, with formal schooling representing the superiority of abstract, decontextualized, and rule-based learning over the informal, or the concrete, situated, and supposedly unstructured learning from everyday life. Research and theory in anthropology, sociocultural psychology and progressive educational philosophy have challenged this distinction, explicitly demonstrating the dialectical relationship between the formal and informal modes of all activity, regardless of setting. Inseparable from this conception of cognition is the notion that all knowledge is transmitted via culturally and sociohistorically framed and interrelated valuations of norms, beliefs, social conduct and the application of knowledge across spheres. / Progressive educational theorists argue that the creative process is the best means to tap the identity and skill-shaping potential of the informal mode. This proposition is actively and concretely investigated in this thesis through the writing, by this researcher, of a one-act play, Nineveh . As postulated by the theory, through the creative process the author's sense of identity and ability to creatively apply knowledge was affected positively. From this combined theoretical and practical examination of the informal mode of learning and teaching, a need for pluralistic educational praxis is forwarded. Engagement with the creative process is suggested as a means to help students feel more confident to learn from and enrich their lived experiences in their cultural environment, and thereby actively contribute to their interconnected sense of identity and mastery over multiple forms of applied knowledge.

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