McLaughlin et al (1977), Dressel et al (1970, Corson (1975), and others characterized departmental administrators in four-year colleges and universities on a continuum ranging (1) from a"static" administrator, somewhat passively maintaining the status quo , to a"leader-like" individual aggressively pursuing change. In a related (1979) study, Terry encountered the suggestion that the activities and behaviors of administrators in reality may not be one dimensional as described in the literature. Consequently, in this doctoral analysis, Terry formally examined the following possibilities: 1) that the manner in which department heads discharge their major duties and responsibilities may lie in more than one dimension, and 2) that multiple department heads may be dimensional differences among demonstrated operationally in a sample of former state colleges where change may be valued both in institutional programs and in traditional faculty roles of teaching and public service. The study contradicted significant parts of the extant literature describing administrative style. Moreover, the study raised a serious question about the progress made by former state teachers colleges in their transition to comprehensive university status. / Doctor of Education

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 224-248). Also available on the Internet.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 224-248). Also available on the Internet.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 224-248). Also available on the Internet.

The purpose of this descriptive study was to examine and compare perceptions between high school department chairs and teachers regarding the role of the high school academic department chair in Oregon, a position which has been largely ignored in recent educational reform efforts. Schools selected for the study were limited to those sharing the same qualities of size and structure as those of the high schools in the researcher's own district. A researcher-constructed questionnaire defining 44 activities comprising five categories of department chair responsibility provided data from 118 high school department chairs and 114 teachers from 34 Oregon high schools. Respondents addressed three issues: (a) definition-perceptions of what the role of the high school department chair looks like in practice; (b) clarification-perceptions of which activities are most important to the role; and (c) extension-perceptions of which activities are most important for the department chair to continue to improve in carrying out the role. Results of this study show teachers' expectations for the role of the department chair to be substantially different from those of the chairs themselves. Chi-square testing revealed statistically significant (R < .05) incongruence of perceptions between department chairs and teachers for 21 of the 44 activities across all five of the categories of department chair responsibility. Department chairs consistently perceived themselves to devote more time to their role than teachers perceived chairs to spend. Teachers placed more importance than did chairs on protection of instructional time and support of teachers' professional needs and concerns. Statistically significant differences in perception between males and females in the study population were also found for 24 of the 44 activities. Females consistently valued more highly than did males those department chair activities that reflect a facilitative, collaborative approach to leadership. Greater percentages of males more highly valued management activities than did females. These findings suggest both ambiguity in role definition and incongruence of role expectations to be obstacles to effective role performance for the high school department chair. Open, focused dialogue is suggested as a means for resolving these contradictions.

M.Ed. (Education) / Please refer to full text to view abstract

Activation of innate immune surveillance mechanisms during the development of cancer is well-documented. However, knowledge of how these innate immune proteins, when added exogenously, independent of tumour microenvironment, affect tumour cells is limited. In Chapter 3, the effects of human C1q and its individual globular domains (ghA, ghB and ghC) on an ovarian cancer cell line, SKOV3, have been examined. C1q and globular head modules induced apoptosis in approximately 55% of cells, which involved upregulation of TNF-α and Fas and activation of the caspase cascade. This occurred in parallel to the downregulation of mTOR, RICTOR and RAPTOR survival pathways, which are often over-expressed in the majority of the cancers. Thus, this study provided evidence for another complement-independent role of C1q. The second part of this thesis was to investigate the effect of Human Surfactant Protein-D (SP-D), which is known to modulate secretion of a range of cytokines and chemokines by effector immune cells, such as TNF-a and TGF-β, at mucosal surfaces during infection and inflammation. Our hypothesis was that SP-D can influence these soluble factors as a part of its putative role in the immune surveillance against pancreatic cancer, where the inflammatory tumour microenvironment contributes to the epithelial-to-mesenchymal transition (EMT) invasion and metastases. In this study, a recombinant fragment of human SP-D (rfhSP-D) inhibited TGF-β expression in a range of pancreatic cancer cell lines, thereby reducing their invasive potential by downregulating Smad2/3 expression that may have interrupted signal transduction negatively, which affected the transcription of key mesenchymal genes such as Vimentin, Zeb1 and Snail. Furthermore, prolonged treatment with rfhSP-D induced apoptosis in the pancreatic cancer cell lines via activation of the caspase cascade. Thus, this study added another layer to the well-known protective role of SP-D.

No description available.

Thesis (M.Ed. Mgt.)--Unitec New Zealand, 2007. / Includes bibliographical references (leaves 131-140).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 121-124).