This study examines the motivation factors that make some individuals (terrorists) confidential informants. The study is based on the assumptions of Maslow’s hierarchy of needs and Herzberg’s motivation-hygiene theories. Accordingly, main assumption of the present study is that some individuals with unsatisfied needs in religion-abusing terrorist (RAT) networks choose to become confidential informants to satisfy their predominant needs. The main hypothesis for the purpose of this study is “The individuals’ decision-making processes to cooperate with law enforcement intelligence (LEI) as a confidential informant is affected by some motivation factors during recruitment process.” The present study tests 27 hypotheses in order to answer two main research questions. To meet its objectives the present study uses quantitative research methodology, constructs a cross-sectional research design, and employs secondary data analysis to test the hypotheses of the research questions. A dataset was formed based on official records of Turkish National Police by including all confidential informants within eight different RAT networks in Turkey. First, individual effect of each motivation factor on being a confidential informant is tested and discussed in detail. Then two group specific multivariate models for being an informant in Al-Qaeda and Turkish-Hezbollah are illustrated, compared and contrasted. Both bivariate and multivariate statistical analyses not only revealed the extent of individual effects of motivations among RAT groups, but also helped us to build fitting multivariate models that explain the probability of being informants in certain RAT networks. By doing so, the present study aims to make contributions to the literature and practice on this relatively unexplored phenomenon. Findings indicate that while some motivation factors are common among all RAT networks, the strength and direction of their effects vary among different RAT networks.

The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted permission to survey novice secondary teachers. The Leader Behavior Description Questionnaire, Form XII (Stogdill, 1963) was used to determine the perception of principal leadership in two dimensions: consideration behavior and initiation of structure behavior. The Teacher Stress Inventory (Fimian, 1988) was used to collect demographic data on the participants and to determine a composite stress score from five sources of stress and five manifestations of stress. The statistical analyses included stepwise multiple regression and one-way ANOVA. Data were analyzed with the Statistical Package for the Social Science Version16.0 (SPSS). Time management, along with discipline and motivation, were the top two sources of stress for novice teachers. Fatigue manifestation and emotional manifestation were the most conspicuous manifestations of stress. These results reflect relevant issues facing the contemporary teacher. Professional investment, the diminished autonomy teachers experience when the locus of control is external to the classroom, was the single most reliable source of stress to predict both initiating structure and consideration leadership behavior. Emotional manifestation was the single most reliable manifestation of stress to predict initiating structure xiv and consideration leadership behavior. No significant relationship was found between the demographic and organizational variables and stress in the novice secondary teacher. Principal leadership is a potential predictor of teacher retention. Thus, the findings of this study have implications for three specific areas: programs of support for new teachers, preparation and training of principal leadership, and policies that are critical for the successful principal.

The purpose of this study was to describe and explore the organisational climate as a cause of job dissatisfaction among nursing staff in selected hospitals within Mpumalanga Province. The major objectives were to determine what organisational climate encompasses; ascertain which factors related to organisational climate can cause dissatisfaction among nurses; determine whether there is a difference in the way nursing management and the nursing staff perceive the existing organisational climate; and make recommendations for health service managers to improve the organisational climate in order facilitate greater job satisfaction among their subordinates. The descriptive exploratory survey method was used. A questionnaire with closed-ended and open-ended questions were distributed and collected from one hundred and fourty (140) respondents. The results indicated that the nursing management and the nursing staff are happy with the intrinsic factors of the job, but dissatisfied with the extrinsic factors of the organisational climate. The outcome of this research affirms that there are extrinsic factors within the work climate that affect the nursing management and the nursing staff negatively. Recommendations are made to promote job satisfaction in selected hospitals within the Mpumalanga province. / Health Studies / M.A. (Nursing Science)

The aim of this study was to identify those job factors that determine the level of motivation in the Nigerian Federal Civil Service Commission and to establish how this knowledge can be used to increase motivation and job satisfaction across the Nigerian Federal Civil Service. A wide variety of theories on motivation and job satisfaction were studied. Herzberg's dual-factor theory of job satisfaction was used as the defining basis for the empirical part of the study. The findings both supported and refuted the theory. Both intrinsic and extrinsic job variables influenced the work motivation of respondents, with specific extrinsic variables having a significant effect, contrary to Herzberg's findings. A difference was also recorded among senior staff who appeared more motivated by intrinsic variables and junior staff who tended to emphasise extrinsic job variables. / Public Administration and Management / D. Admin.

Las Universidades, desde su creación, han sido un actor fundamental en la evolución de la sociedad donde desarrollan su actividad. Las Universidades ayudaron a modelar Europa y desde Europa, participaron en la modelización y evolución del mundo. Ciertamente, las Universidades son parte de la historia de las civilizaciones desde su creación. Y es bien asumido que las Universidades fueron creadas no solo para clasificar a sus egresados sino también para crear, almacenar y transmitir conocimientos. Los sistemas, herramientas y modelos que han sido usados históricamente para desarrollar esas funciones básicas también han debido evolucionar ajustándose a nuevas realidades socioeconómicas y políticas. Y bajo esa necesidad de adaptación, la razón básica de la existencia de las Universidades, esto es su Misión, solo puede ser entendida bajo una perspectiva multivariable donde tanto la docencia como la investigación como los servicios a la sociedad deben formar parte de esa definición misional. Es a finales del siglo XX y a principios del siglo XXI cuando se ha generado una especial inquietud en entender cómo las Universidades interaccionan con la sociedad que las financia y que Universidades generan un mayor y mejor rendimiento y productividad. Hay al menos tres modelos conceptuales que abordan esta compleja cuestión, cómo se organizan y gestionan las actividades que no son docencia e investigación, en definitiva, cómo se ejecutan las diferentes dimensiones de las Misiones Universitarias. El primero de ellos es el modelo de la ¿triple hélice¿, modelo donde se describe cómo interaccionan 3 actores, la universidad, la industria y los gobiernos, para generar innovación sostenible. Esta aproximación, formulada por Etzkowitz , (Etzkowitz and Leydesdorff 2000), es en realidad una actualización del Triángulo de Sabato (Sabato 1968), modelo muy conocido en Latinoamérica pero poco difundido en Europa y los EEUU. Bajo este modelo, se identifican 3 Misiones básicas de la Universidad (docencia, investigación y transferencia de conocimientos a la sociedad) que las Universidades desarrollan de manera secuencial en función de su evolución y madurez (Etzkowitz 2001). La segunda aproximación a las Misiones Universitarias se centra en cómo se crea el conocimiento. Gibson describe dos formas de generar el conocimiento, una primera enfocada hacia la generación de riqueza intelectual entre los académicos y otra más orientada a la generación de riqueza y competitividad entre las empresas. El tercer modelo, el de las Universidades Technopol (Sole 2001), está basado en cuales son los valores de las Universidades y como se organizan internamente para desarrollar estos valores. Usando la clasificación de Etzkowitz (primera, segunda y tercera misión: docencia, investigación y servicios), es posible a su vez clasificar los misiones Universitarios desde la perspectiva de sus ¿clientes¿. Hay clasificaciones de la primera misión que consideran como clientes principales a los futuros alumnos de las Universidades y como no, a sus progenitores tanto en cuanto financian total o parcialmente esa etapa de la vida profesional de los estudiantes. Los periódicos y revistas de todo el mundo aumentan significativamente sus tiradas cuando publican los rankings anuales de Universidades y Escuelas usando parámetros que describen en detalle el tipo de docencia que cada institución imparte. En el conocido Informe Delors, ¿La educación encierra un tesoro¿ (Delors 1993), se acuñan diferentes dimensiones para caracterizar la formación permanente que aparecen prácticamente en todas las definiciones posteriores. Delors considera que la educación a lo largo de la vida se fundamenta en cuatro tipos de acciones: aprender a conocer, aprender a hacer, aprender a vivir juntos y aprender a ser. Y esto, por supuesto, afecta a su consideración de lo que es la formación para los profesionales. Jacques Delors indica que las actividades de nivelación, de perfeccionamiento y de conversión y p / Montesinos Sanchís, P. (2014). MODELO INTEGRAL PARA LA ORGANIZACIÓN Y GESTIÓN DE LA FORMACIÓN PERMANENTE UNIVERSITARIA A DISTANCIA BASADA EN EL APRENDIZAJE SITUACIONAL [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/39373