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People hold images of themselves, of their ideal partner, and of the ideal relationship (Simpson, Fletcher, & Campbell, 2001). The present study examined Perceived Meta-Ideals (PMI): people’s conceptions of who they think their partners want them to be, whereas Perceived Meta-Ideal Similarity (PMIS) is how close individuals feel they are to their PMI. 143 dyads in a romantic relationship were randomly assigned to one of three experimental conditions: primed similar/dissimilar to the PMI, and no prime control. Individuals higher in self-esteem (HSEs) reported higher PMIS than individuals lower in self-esteem (LSEs). Higher PMIS lead to an overestimation of the amount of positive qualities that the partner is looking for. HSEs were more satisfied in their relationship and reported a greater self-other overlap, and higher PMIS predicted relationship satisfaction. Finally, self-other overlap mediated the relationship between PMIS and the desire to become the PMI.

People hold images of themselves, of their ideal partner, and of the ideal relationship (Simpson, Fletcher, & Campbell, 2001). The present study examined Perceived Meta-Ideals (PMI): people’s conceptions of who they think their partners want them to be, whereas Perceived Meta-Ideal Similarity (PMIS) is how close individuals feel they are to their PMI. 143 dyads in a romantic relationship were randomly assigned to one of three experimental conditions: primed similar/dissimilar to the PMI, and no prime control. Individuals higher in self-esteem (HSEs) reported higher PMIS than individuals lower in self-esteem (LSEs). Higher PMIS lead to an overestimation of the amount of positive qualities that the partner is looking for. HSEs were more satisfied in their relationship and reported a greater self-other overlap, and higher PMIS predicted relationship satisfaction. Finally, self-other overlap mediated the relationship between PMIS and the desire to become the PMI.

The relationship between citizenship performance and overall performance and the relationship between citizenship performance and reward recommendations were investigated, with gender and scale type as possible moderators. Two hundred and fifty-four University of South Florida students were used in this study. The majority of these participants were undergraduate, psychology majors, female, and between the ages of 17 and 23. Participants were given statements describing a teacher's performance and were asked to evaluate the professor on citizenship and overall performance and recommend them for rewards. No support was found for the hypothesis that men would have a stronger relationship than women between citizenship and overall performance. No support was found for the hypothesis that men would have a stronger relationship than women between citizenship performance and reward recommendations. Scale type was not found to influence these relationships. These results are not consistent with the shifting standards model. Numerous suggestions are made for changes to the experiment, including performing a field study instead of a lab study.

Gender differences were investigated on ratings of citizenship performance (altruistic behaviors in the workplace). Self, peer, and supervisor ratings were collected on the three dimensions of citizenship performance (personal support, organizational support, and conscientious initiative) with scale type and gender as possible moderators of citizenship performance ratings. Two hundred and twenty-four individuals performance ratings were collected, from different companies across the United States. The majority of these participants were white and female, and the largest industry sampled was the customer service industry. Participants were asked to complete a performance rating about themselves and have their peers and supervisor evaluate their performance. It was found that peers and supervisors rated women significantly higher on citizenship performance than they rated men. No gender differences were found on self ratings. Scale type was found to moderate the findings for peer ratings, but not supervisor ratings. The difference between men and women was larger on the objective scale than on the subjective scale. Further, a significant relationship was found between supervisor ratings of citizenship performance and salary for men, but not for women. Implications are discussed for men and women in the workplace in regards to women receiving higher citizenship performance than men and women not being rewarded equally with a higher salary for performance citizenship performance as were men.

Universities are increasingly applying student developmental theories in a variety of contexts in order to better understand students and to accomplish institutional educational objectives. Robert Kegan's constructive-developmental theory has been utilized in the creation of the Community Standards Model, a program designed for use in university residence halls. The purpose of the Model is to promote student development from Kegan's third order of consciousness, in which student identity is based on a fusion of their peers' expectations and ideas, to the fourth order of consciousness, in which one becomes the author of his or her own values, beliefs, and ideals. The Community Standards Model has been in place in Brigham Young University-Provo residence halls since 2000, yet no studies have been done to determine its effects. The present study examined the development of student self-authored identity as it occurred during the implementation of the Community Standards Model at BYU-Provo. The Student Developmental Task and Lifestyle Inventory was used to evaluate student development across three general developmental tasks. Two populations were sampled: students at BYU-Provo residence halls, where the Model was practiced, and students from BYU-Idaho residence halls, where the Model was not practiced. Students were tested at the beginning and at the end of the 2004-2005 academic school year. Split plot ANOVAs were conducted and no significant interactions were found for any of the three task scores. This study did not detect any significant differential effects with regard to student developmental task achievement that could be attributed to the Community Standards Model. Study results indicated that the Community Standards Model may not fit well at BYU. Many reasons exist as to why the Model may not promote student self-authored identity at BYU, including a mismatch between the Model's emphasis on self-determination of values and ideals and the institution's imposition of certain behavioral and belief standards. However, the Model may have beneficial effects in other areas, such as the development of community. Further research is needed to more fully understand which effects, if any, the Community Standards Model is having at BYU.

Title from PDF of title page. / Document formatted into pages; contains 106 pages. / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The relationship between citizenship performance and overall performance and the relationship between citizenship performance and reward recommendations were investigated, with gender and scale type as possible moderators. Two hundred and fifty-four University of South Florida students were used in this study. The majority of these participants were undergraduate, psychology majors, female, and between the ages of 17 and 23. Participants were given statements describing a teacher's performance and were asked to evaluate the professor on citizenship and overall performance and recommend them for rewards. No support was found for the hypothesis that men would have a stronger relationship than women between citizenship and overall performance. No support was found for the hypothesis that men would have a stronger relationship than women between citizenship performance and reward recommendations. Scale type was not found to influence these relationships. / ABSTRACT: These results are not consistent with the shifting standards model. Numerous suggestions are made for changes to the experiment, including performing a field study instead of a lab study. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

The aim of the "Quality management system in the selected company" dissertation work is an analysis of the current situation of the quality management system in a company and make suggestions to improve the current system. For my dissertation work I have chosen engineering company Motorpal, a. s., which is the engineering company and the one of the leading producers of devices for diesel engines to tractors, ships and construction machine.The work consists of two parts, theoretical and practical. The first part describes terms like quality, importance of quality, factors that affect quality, management principles of quality, economy of quality, quality in pre-production stages, quality planning and quality control tools. The second part is primarily focused on the quality costs, which is the most problematic part of the quality management in the company. In this part of the dissertation work is also briefly described the company and its history, company's production program and customers and company's financial situation, processes and quality management system.

The aim of this study is, firstly, to determine if there is a difference in the perceptions of academic staff members and students concerning the purpose of their actual assessment practices. Secondly, the aim of the study is to identify what the challenges are that may influence the implementation of effective assessment practices. A case study design, involving the academic staff and students within the Baccalaureus Educationis (BEd) Early Childhood Development, Foundation Phase Programme in the Faculty of Education, University of Pretoria, was used. The sample consisted of 30 academic staff members and 114 third-year students who each completed a standardised questionnaire (quantitative data), to get a broader idea of their perceptions and understanding of the purpose of assessment practices. The questionnaire was followed up by face to face interviews (qualitative data) with three staff members and three students in order to validate and supplement the quantitative data. The method employed to analyse the collected data was a concurrent nested, mixed method design. The quantitative data analyses were done using SPSS computer software to determine the frequencies for both staff and students’ perceptions. Statistical data analyses were also performed using a non-parametric chi-square technique. The collected qualitative data was first analysed using manifest and content data analysis. Codes had been developed after which the data was further analysed using SPSS computer software to determine the frequencies for both staff and students’ perceptions. The standards model which represents assessment reform (enquiry or outcomes-based assessment) and the measurement model (traditional assessment) were used as framework to interpret the collected data. The results of my study showed that both academic staff and students perceived the main purpose of assessment as developmental or formative. However, the stated importance of the formative purpose of assessment was not evident in the practice of academic staff. For example, academic staff reported that within their assessment practices, assessment either took place at the beginning of the module, sometimes during the module, but mostly at the end of the module. Furthermore, staff reported that within their assessment practices, self- and peer-assessment and feedback were infrequent occurrences and that feedback to students was almost never followed up with actions. Academic staff perceived the biggest challenge for effective assessment practice to be large class sizes, while students perceived the biggest challenge to be the reliability of assessment, including marking reliability and assessor reliability. I concluded that the standards model of assessment is the desirable model in formal education and especially Higher Education, because it attempts to reflect what has been learned in criterion referenced terms. However, in this study, as well as in the Maclellan study (2001) and LOAP study (Fun, 2005), academic staff declared a commitment to formative purposes of assessment, but students perceived that staff engages in practices that were not in line with the standards model of assessment. / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted