I den här studien undersöktes om det finns sammanband mellan studieresultat och uppväxtvillkor i två länder med olika kulturer. Uppväxtvillkoren representerades av Maslows behovstrappa som genom fem olika kategorier förklarar mänskliga behov. Hur eleverna som deltog svarade på frågor konstruerade utifrån Maslows teori gav en indikator på hur deras uppväxt varit. För att få reda på deras betyg frågades eleverna om deras tidigare studieresultat i tre olika ämnen, engelska, matte och modersmål. Data samlades in genom ett frågeformulär med 15 frågor baserat på Maslows trappsteg. Denna studie undersökte likheter och skillnader mellan dessa länder för att se om Maslows teori överensstämmer med verkligheten oavsett vilken grupp som undersöks och därigenom kunna se om det finns något länderna kan göra för att förbättra sina resultat. Resultatet visade att det finns skillnader i både uppväxtvillkor och resultat i skolan. Maslows teoriförklarar detta till en viss nivå, men enbart i Thailand. Det är någon okänd faktor som denna studie inte fångade upp som verkar påverka svenska studenters betyg / This study examined if there are any correlation between school performance and upbringing in two countries with different cultures. The upbringing was represented by Maslow's hierarchy of needs that through five categories explains the human needs. The way students who participaded responded on questions based on Maslow's theory gave an indication on how their upbringing was. To know the students grades they were asked about their past school preformance in three subjects english, math and their native language. Data was collected with a questionnarie with 15 questions based on Maslow's steps on the hiarchy of needs. This study wanted to examine similarites and differences between these two countries to see if Maslow's theory correspond to reality regardless of what gruop that is examined and therefore be able to ascertain if there is something the countries can do to raise their students preformance. The results showed that there where differances in both upbringing and school performance. Maslow's theory explains this to adegree, but that was only the case in Thailand, it is some unknown variable that this study did not catch that seems to affect swedish students grades

The intention of this essay is to shine a light on an often overlooked aspect of Moa Martinsons debut novel Kvinnor och äppelträd. With the help of psychologist Abraham H. Maslows hierachy of needs the novels enormous focus on the working class’ life premises and how social standing affects the daily life of the depicted individuals are exposed. With marxist literary theorist György Lukács’s perspective on the connection between individuals and society, the consequences societal changes have on the working class come to light. Lukács’s thoughts on realistic literature and the unbreakable bond between an individual and their context, also works as a premise for questioning some of the more established research on Kvinnor och äppelträd. With these two points of view as a theoretical base, what emerges is a narrative where class related struggles are in the foreground rather than the background.

This study employs qualitative methods to: (1) compare and contrast public conversations about a complex social phenomenon with my experience of that phenomenon, and (2) explore the nature of those public conversations and their impact on planetary transformation. This study is divided into two parts. Part One of this dissertation compares my personal experience with Landmark Education Corporation, a private personal development company, with how it is characterized in public conversations. The public conversations chosen for analysis include: (1) an episode of the television show, Law and Order: Criminal Intent (Balcer, et al., 2003), (2) a Time Magazine article about Landmark Education Corporation (Faltermayer, 1998 March 16), and (3) psychological research on large group awareness trainings, of which Landmark Education courses are one example. Each of these public conversations contrasts significantly with my personal experience and therefore fails to account for what I see as the potential for work like Landmark's to transform the conversations that constitute our society, and ultimately, life on our planet. To help account for the value I see in Landmark's courses, Part Two of the dissertation examines the communication of Landmark participants to ascertain whether their communication in fact poses the possibility of global transformation through open, compassionate, reciprocal communication practices learned in Landmark courses. It draws from qualitative interviews, a focus group, and a focus group observation interview. Based on the results of this research, I argue that the communication of Landmark participants has the power to transform society, and that the public conversations about Landmark Education examined here are a drag on global transformation. Most broadly, I respond to the following question: When we examine particular public discourses about unusual social phenomena, what can we learn about the relationship between these discourses and the social phenomena aimed at transforming them?

The U.S. manufacturing industry produces products that ship all over the world. Because of the shortage of skilled labor, some manufacturing human resource professionals lack the strategies and processes necessary to acquire and retain skilled employees. Guided by Maslow's hierarchy of needs theory and Herzberg's motivation-hygiene theory, the purpose of this qualitative multiple-case study was to explore the strategies and processes that manufacturing human resource professionals use to acquire and retain skilled employees. Data were gathered from a population of manufacturing human resource professionals in Giles County, Tennessee from individual interviews; focus group; and participants' internal documents, public documents, and websites. Transcribed interview data and focus group data, along triangulated data from other gathered documents, were inductively coded following Yin's approach to analysis. Six themes emerged as key strategies to acquire and retain skilled employees: company culture, succession, benefits, finding new employees, incentives, and employee attraction and retention. These findings may contribute to improving business practices in manufacturing industries or human resource management. The implications for positive social change include the potential for the community to become more attractive for other industries and improve the quality of life for individuals who reside in the community.

Employing a virtual workforce has become a common practice among technically advanced and globally competitive organizations. Yet there is limited information regarding factors that affect job satisfaction and work outcomes of virtual workers. The purpose of this phenomenological study was to address the problem by exploring the lived experiences of virtual workers. Principles of Bandura's self-efficacy theory and Maslow's needs theory formed the conceptual framework. Babbie's sampling strategy and social media were used to obtain 26 participants among the target population of virtual workers. By distributing an online questionnaire, data were collected and analyzed through open coding techniques. As the data were analyzed, common themes emerged. The themes affecting job satisfaction of virtual workers included work and life balance, isolation and belonging, flexibility, resource efficiency, and trust and respect. The themes affecting work outcomes of virtual workers included training and technical support, communication, and workplace distractions. Findings indicated that job satisfaction and work outcomes might vary according to the self-efficacy level, needs, and virtual competencies of the individual virtual worker. Findings may contribute to positive social change by educating individuals on the benefits and challenges of the virtual workplace. Managers may reference the study outcomes when seeking to improve hiring processes, enhance training and technological support, and assess relevant virtual competencies. Employees may consider the study outcomes when determining whether virtual work arrangements align with their professional and personal goals.

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Such personality idiosyncrasies of creative persons as a preference for disorder and complexity rather than neatness and simplicity may erroneously have earned them the nomenclature of maladjusted, emotionally unstable and eccentric. This field study explores the conventional approach to the evaluation of creative behaviour and suggests that there is an urgent need to revolutionise our acceptance and encouragement of such behaviour in an integrated social and educational sense. Chapter 1 reviews various definitions of creativity and in particular the sociological discrimination against creativity in contemporary society. The notion of the relativity of the predominant social, educational and psychological research perspective is raised. The confusion in meaning which the terms &quotegiftedness&quote, &quotegenius&quote and &quotecreativity&quote evoke in the context of classical research efforts is discussed in Chapter 2. Chapter 3 reviews traditional psychoanalytic, psychiatric and psychometric research into creativity. Orthodox methodology which fragments the total human individual, is seen as detrimental to understanding, accepting and facilitating research into creativity. It has only been where total personality has been considered, that research has proved meaningful. Chapter 4 attempts to correlate the theoretical viewpoints of various authors on creativity, in particular Jung, Barron, Maslow, Assagioli and Hudson. The empirical chapter 5 is divided into four sections. Section I explores teacher attitudes towards creative personality characteristics using Torrance's Ideal Pupil Checklist. The results of the sample of A.C.T. teachers surveyed,correspond closely with those found by Torrance in five other countries, although creativity is markedly less encouraged in Australia than in the United States. Section II explores the attitudes of a sample of Year 10 A.C.T. high school students towards creative personality characteristics. Results show an alarmingly low correlation with expert rankings. Section III compares the teachers' and students' responses on the checklist and finds interesting discrepancies. Section IV is concerned with identifying &quotecreativity&quote in students using a number of instruments, in particular the Myer-Briggs Type Indicator. Additionally, results on this instrument are compared with WL/WQ results and career preferences, where few trends emerged. Chapter 6 restates the necessity of adopting a total personality perspective when considering creativity. The &quotepsychosynthesis&quote model is suggested as fundamentalising and facilitating creative growth personally, educationally and socially. Futuristic aspects of evolution and creativity are raised. Wholeness as opposed to separatism and synthesis as opposed to fragmentation are considered paramount contemporary psychological issues, as exemplified by the &quotesoul searching&quote associated with the drug culture. The need to achieve growth and balance between the different, diverse and complementary, aspects of the psyche, both in individuals and in society is seen as being paramount and of increasing sociological relevance.

<p>Syftet med denna C-uppsats var att undersöka om och/eller hur man kan skapa en klassrumsmiljö som befrämjar elevers motivation, prestation och utveckling i den kommunala skolan. För att få svar på denna fråga intervjuades åtta lärare i årskurs ett till fem om hur de uppfattar den fysiska miljön och hur de tror att den kan påverka elevers motivation. Vi använde oss av en kvalitativ intervju av halvstrukturerad typ samt aktuell litteratur i ämnet för att få svar på våra frågor</p><p> </p><p>Studien visar att lärarna anser att den fysiska klassrumsmiljön har stor påverkan på elevernas motivation och lust att lära. I intervjuerna framhöll alla lärare att den fysiska miljön påverkar eleverna på ett eller annat sätt. Flera av lärarna betonade vikten av att eleverna trivs och känner sig välkomna i klassrummet. De anser även att det är viktigt med en mysig och hemtrevlig stämning. Resultatet på vår undersökning visar även att flera av lärarna anser att en varierande och spännande miljö är positivt för elevernas lust och motivation. Flera av lärarna anser att det finns faktorer i ett klassrum som kan bidra till att stimulera och motivera eleverna till en bra prestation. Saker som lärarna uttrycker som önskvärda i ett motiverande klassrum är fler grupprum, avskärmningsväggar, ny teknik såsom smartboard, storbildsskärm och multimedieanläggning.</p><p> </p><p>Resultatet visar att majoriteten av de intervjuade lärarna framhåller att oavsett den fysiska klassrumsmiljön är det framför allt är mötet mellan lärare och elev som är det viktigaste för elevernas motivation. Slutsatsen är att lärarna anser att det inte är ekonomiska resurser eller nybyggnationer som är avgörande för att lärandemiljön ska bli den bästa – istället anser de att det är lärarens medvetenhet om miljöns påverkan på inlärningen samt elevernas möjlighet att påverka och delta i miljöns utformning som är de viktigaste faktorerna.</p>

This research project is an investigation into the wellness levels of victims of domestic violence. Wellness was measured using the Five Factor Wellness Assessment by Meyers and Sweeney (2005). The research is grounded in a theoretical trifecta comprised of the works of Alfred Adler, Hiram Maslow and the global concept of wellness as defined by Jane Meyers and Thomas Sweeney. An exploratory factor analysis was run on the Five Factor Wellness Assessment to assess the goodness of fit for the population being studied. Wellness levels were assessed upon intake into a domestic violence shelter and compared with the national normative wellness scores using a series of one way two-tailed T-tests. Additionally, the national normative wellness scores were compared with the wellness scores of a local population using the same analysis method. The wellness scores of the victims of domestic violence were compared with the local population using a MANOVA. Statistical significance levels were established at .003 using a Bonferroni adjustment to accommodate the number of variables that comprise the assessment. Results indicated that there are statistically significant differences between the victims of domestic violence and the national normative population in a negative direction. There are also statistically significant differences between the scores of the local population and the national normative population in a positive direction. Finally, the wellness scores of the victims of domestic violence when compared with the local population are also statistically significantly different with the victims scores being much lower than the scores of the local population. These findings create a wealth of information for practitioners and researchers in the domestic violence field and a plethora of new avenues for research.

The aim of this study was to validate the use of a virtual environment (VE) for psychological research. A study made by Maslow and Mintz (1956) in which they found that a room’s aesthetic affects how participants estimate pictures of people was replicated using a VE. A picture of a beautiful room and a picture of an ugly room were projected on an angled screen measuring 185 cm in height and 405 cm in width as to attempt to replicate the effect found in the original study. A total of 31 participants were tested in either the beautiful or the ugly environment. A t-test revealed no significant difference between the groups on the total score given on the pictures. However, a mixed-model ANOVA revealed several significant differences and interaction effects. The results of this study suggest that VE’s could be valid for psychological research, in particular environmental psychological experiments, but that more investigations are needed in order to understand this instrument better.