Thesis (Th. M.)--Dallas Theological Seminary, 1999. / Includes bibliographical references (leaves [71]-82).

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2001. / Abstract. Includes bibliographical references (leaves 250-255).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2003. / Abstract. Includes bibliographical references (leaves 196-204).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2003. / Abstract. Includes bibliographical references (leaves 196-204).

Thesis (M.A.)--Miami University, Dept. of Comparative Religion, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 90-93).

Thesis (PhD(Practical Theology)--University of Pretoria, 2007. / Includes bibliographical references (leaves 195-213)

Thesis (M.S.)--Miami University, Dept. of Family Studies and Social Work, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 27-30).

Due to a demographic change in today’s society, it often occurs that people from different generations cohabitate in workplaces with each other. Due to this change, we observe a re-orientation of society and its beliefs and values, which affects not only organizations themselves, but also the work relationship between younger and older generations and explicitly the relationship between a leader and a follower. Generational diversity evolves, which can have a positive but also a negative impact on the workforce in organizations. The aim of this master thesis is to give an insight of how generations experience their leader-follower relationships in multigenerational workplaces, on the example of Millennials and Baby Boomers. For this purpose, a tendency to an inductive research approach was chosen. Firstly, a theoretical background is comprised, which includes a description of generations as well as leader-follower relationships. Secondly, a qualitative empirical study was pursued, with interview participants of the Millennial as well as Baby Boomer generation, in either leading or following positions. Based on the empirical data, nine areas of experience were discovered. These include open communication connected with honesty, work climate, mindset towards change, learning from each other, appreciating each other, respect, trust, intensity of relationship and preconceptions. The experiences of Millennials and Baby Boomers in leading as well as following positions can be categorised in these areas. The findings shall serve as a contribution for leaders as well as followers who cohabitate with each other in multigenerational workplaces. The study provides an insight of what Millennials and Baby Boomers value and expect in their workplace today, with the help of which a positive work climate can be ensured.

The U.S. social security system faces funding pressure due to the aging of the population. This dissertation examines the welfare cost of social security reform and social security policy uncertainty under rational expectations and under learning. I provide an overview of the U.S. social security system in Chapter I. In Chapter II, I construct an analytically tractable two-period OLG model with capital, social security, and endogenous government debt. I demonstrate the existence of steady states depends on social security parameters. I demonstrate a saddle-node bifurcation of steady states numerically, and demonstrate a transcritical bifurcation analytically. I show that if a proposed social security reform is large enough, or if the probability of reform is high enough, the economy will converge to a steady state. In Chapter III, I develop a three-period lifecycle model. The model is inherently forward looking, which allows for more interesting policy analysis. With three periods, the young worker's saving-consumption decision depends on her expectation of future capital. This forward looking allows analysis of multi-period uncertainty. Analysis in the three-period model suggests that policy uncertainty may have lasting consequences, even after reform is enacted. In Chapter IV, I develop two theories of bounded rationality called life-cycle horizon learning and finite horizon life-cycle learning. In both models, agents use adaptive expectations to forecast future aggregates, such as wages and interest rates. This adaptive learning feature introduces cyclical dynamics along a transition path, which magnify the welfare cost of changes in policy and policy uncertainty. I model policy uncertainty as a stochastic process in which reform takes place in one of two periods as either a benefit cut or a tax increase. I find the welfare cost of this policy uncertainty is less than 0.25% of period consumption in a standard, rational expectations framework. The welfare cost of policy uncertainty is larger in the learning models; the worst-off cohort in the life-cycle horizon learning model would be willing to give up 1.98% of period consumption to avoid policy uncertainty.

Orientador: Wilson Massashiro Yonezawa / Banca: Daniela Melaré Vieira Barros / Banca: Nelson Antonio Pirola / Resumo: A atividade do professor exige alguns saberes, tais como conteúdo e conhecimento pedagógico. O desenvolvimento da tecnologia de informação e sua influência no processo de ensino tornou o saber tecnológico algo necessário ao professor. O modelo criado por Mishra e Koehler (2006) denominado TPACK (Tecnological Pedagogical Content Knowledge - Conhecimento Pedagógico de Conteúdo Tecnológico) propõe uma base de investigação das relações desses três saberes. Atualmente as escolas contam com professores de diferentes gerações. As gerações mais atuais, denominadas de gerações X e Y vivem em um contexto onde a tecnologia da informação é parte integrante do dia-a-dia. Para essas gerações, ocorre uma integração desses três saberes. Este trabalho teve por objetivo investigar e caracterizar as relações desses dois saberes (o Conhecimento do Conteúdo Tecnológico - TCK e o Conhecimento Pedagógico Tecnológico - TPK) em diferentes gerações de professores de Matemática. Para isso, foi realizada uma pesquisa com abordagem quantitativa com a aplicação de um questionário, mensurado utilizando a escola tipo Likert, cujo objetivo foi o de indentificar as atitudes de professores de matemática com relação aos saberes do TPACK e também quanto às gerações. A amostra foi constituída por 71 professores que lecionam aulas de Matemática no Ensino Fundamental e/ou Médio de 32 escolas, sendo 23 públicas e 9 particulares, da Diretoria de Ensino de Jaú. Com o teste t para realizar as inferências estatísticas, foi possível identificar que a principal diferença entre esses professores de Matemática não se refere ao que eles conhecem sobre tecnologia e sim em como eles utilizam ou não a tecnologia em seu dia a dia / Abstract: Teacher's work requires some knowledge, such as content and pedagogical knowledge. The development of IT and its influence in the teaching process has become the technological knowledge something necessary to the teacher. The model created by Mishra and Koehler (2006) called TPACK (Tecnological pointed Content Knowledge, pedagogical knowledge technological Contents) proposes a research base of relations of these knowledges. Currently the schools are composed by teachers from different generations. The current generations, called generations X and Y are living in a context where information tehcnology is an integral part of day-to-day. For those generations, there is an integration of these three knowledges. This work aimed to investigate and characterize the relations between those two knowledge (Technological Content Knowledge - TCK, Techological Pedagogical Knowledge Technological - TPK) spread in different generations of teachers of mathematics. For this reaoson, a research was conducted as a quantitative approach with a questionnaire using a Likert scale. The objective was to identify the attitudes of teachers of mathematics related to TPACK and the generations. The sample was composed of 71 professors who teach classes in Mathematics in Elementary School and/or middle of 32 schools, 23 public and 9 private, the Board of Education of Jau. T test was used to perform the statistical inferences. As result it was possible to identify that the main different between these teachers of mathematics is not referring to what they know about technology, but in how they use or not the technology / Mestre