Syfte: Syftet med detta arbete är att se om ledare tenderar att ha skiftande ledarstilar i och med att de har skiftande förutsättningar. Vi vill även se hur stor medvetenhet ledare tenderar att ha beträffande sin egen ledarstil. Metod: Vi har valt att genomföra en kvalitativ studie, med intervjuer som ett viktigt inslag. Informationen som vi har insamlat ligger till grund för vår analys och slutdiskussion. Vi har utfört en intensiv studie där vi endast har intervjuat några få respondenter och utifrån de erhållna svaren bildat oss en uppfattning. Vi har studerat redan befintliga teorier och ställt dessa mot vårt empiriska material. Vårt mål har inte varit att hitta en absolut sanning, utan vår avsikt har varit att se om vår empiriska undersökning stämmer, eller inte stämmer, överens med tidigare forskning. Resultat & slutsats: Det som vi har funnit är att ingen av våra respondenter har en renodlad ledarstil. De leder som de önskar att leda, men vi ser dock att vissa förutsättningar påverkar ledarstilen. Verksamheter med olika inriktningar och skiftande produktion påverkar ledaren, i och med att kraven varierar mellan olika branscher. Det som vi kan konstatera, är att ledarstilen är ett medvetet val i den bemärkelse att samtliga respondenter har valt att leda efter hur de är som personer. Samtliga respondenter är även överens om att de egenskaper de själva har och hur de är som personer, speglar den bild av ledare som de vill vara. Förslag till vidare forskning: Ett förslag på vidare forskning, kan vara att undersöka ledarstilar i en viss vald bransch och därmed inrikta sig till på en och samma typ av verksamhet. Det kan vara intressant att se om det finns likheter/olikheter på ledarskapet inom samma verksamhetsgren, och jämföra dessa ledare med varandra. Uppsatsens bidrag: Våra förhoppningar är att denna uppsats ska bidra till en ökad förståelse för att ledare och deras stilar inte är en enkel ekvation. Främst ser vi att vårt arbete kan vara till nytta för medarbetare. Vi tror att en ökad medvetenhet hos dem kan leda till en ökad förståelse för varför deras ledare har en viss stil och därmed skapa viss respekt. / Aim: The aim of this work is to see if leaders tend to have varying leadership styles in view of the fact that they have varying conditions. We also want to see how big awareness leaders tend to have regarding there own leadership style. Method: We have chosen to carry out a qualitative study, with interviews as an important element. The information we have collected constitute the base for our analysis and conclusions. We have completed an intensive study where we only have interviewed a few persons, and formed an understanding on the basis of the answers. We have studied already existing theories and compared them with our empirical material. Our goal have not been to find an absolute truth, instead our intention have been to see if our empirical investigation correspond or not with earlier research. Result & Conclusions: What we have found is that none of our respondents have a pure leadership style. They lead as they wish to lead, but we can see that some conditions do have an effect on the leadership style. Businesses whit different directions and changing productions affect the leader, since the demands vary between branches. What we could state is that the leadership style is an aware choice in the sense that all respondents’ has chosen to lead dependent on the kind of person they are. All respondents also agree that their qualities and how they are as persons, reflects the leader they wish to be. Suggestions for future research: A suggestion for future research could be to investigate leadership styles in a chosen branch, and with that set focus on the same type of business. It could be interesting to see if there are similarities or differences in the leadership in the same field of activity, and compare the leaders with each other. Contribution of the thesis: Our expectations are that this essay will contribute to an increased understanding for the complex equation between leaders and their styles. Foremost we see that this work can be useful for co-worker. We believe that an increased awareness could lead to an increased understanding in why their leader has a certain style, and with that create some respect. Främst ser vi att vårt arbete kan vara till nytta för medarbetare. Vi tror att en ökad medvetenhet hos dem kan leda till en ökad förståelse för varför deras ledare har en viss stil, och därmed skapa viss respekt.

Cette thèse se propose de mettre en relief des enjeux esthétiques et théoriques encore inaperçus du décor filmique, en prenant pour exemple le travail de Luchino Visconti, dont le cinéma fournit un cadre privilégié pour mener une telle recherche. Cinq grands films en costumes situés dans un XIXe siècle tardif, entre 1860 et 1911, constituent le corpus de l’étude, que vient compléter l’horizon réflexif des mises en scène de théâtre. On se donne pour tâche de relever et de faire ressortir les fonctions descriptive, historique et dramaturgique du décor. Le concept de scène ouvre ce décor XIXe à son extension la plus large : de l’espace au temps, du plus matériel au moins évidemment perceptible, du visuel au sonore. Le décor est cette scène, à la plasticité et la malléabilité remarquables, sur laquelle se met en place une poétique indissociable des perspectives temporelles. Comme scène, le décor est là où l’émergence du XIXe se noue, se joue et se structure selon trois niveaux : l’historicité, le drame, le temps. De la reconstitution historique à l’imagerie du siècle, des rhétoriques XIXe à la dramaturgie passionnelle, de la mise en scène du temps aux décors-temps en passant par les fictions et la corporéité du décor : voilà vers quelle poétique les scènes du décor acheminent le spectateur. Le distendant jusqu’à ses limites les plus élargies (le temps et ses mouvements, son anachronisme et sa fragmentation, ses fractures et sa musicalité), la réflexion aborde pour finir le décor XIXe comme cette forme cinématographique aspirant à une autre visibilité : telle une présence qui « inquiète le regard » (D. Païni). Cette approche du décor permet alors de repenser le travail de Visconti dans la modernité. / This doctoral thesis aims at highlighting aesthetic and theoretical aspects of film sets, throughout the work of Luchino Visconti. Five great costume films taking place in the late nineteenth century, between 1860 and 1911, complemented by the reflexive horizon of theatre stagings, constitute the corpus of the analysis. Descriptive, historical, and dramatic features of the film sets are identified and highlighted. The notion of scene enables us to consider the nineteenth century sets through a broad spatial and temporal scope; from the more substantial to the least clearly perceptible; from vision to audition. The film set is considered as a stage, with its characteristic plasticity and malleability, whereby the poetics is set up, indivisible from temporal perspectives. As a stage, the film set is the place where the emergence of the nineteenth century gets structured according to three levels: historicity, drama, and time. From the reconstruction of history to the imagery of the century, from the nineteenth century’s rhetoricity to the passionate drama, from the staging of time to temporal-settings, through film sets’ fictions and corporeality: this is the poetics towards which film sets’ scenes carry on the viewer. Distending the film set to its most extended limits (its time and movements, its anachronism and fragmentation, its fractures and musicality), towards the end, the reflection tackles the nineteenth century film sets as a cinematographic form aspiring to a new type of visibility — similar to a presence which "worries the sight" (D. Païni). This wide approach of the film set enables us to analyse Visconti’s work through the lens of modernity.

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The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.

The present exploratory study examines family conflict style as a correlate of commitment to the family of origin in a one-stage random cluster sample of 200 university students between the ages of 18 and 25. The hypothesis rests on the theoretical assumption that family climate factors, such as conflict, influences commitment to the family of origin. I argue that family conflict style (adaptive or maladaptive) is associated with the level of commitment to the family of origin. Surveys are utilised to collect data in the present study which includes two scales, namely the Family Conflict Style Scale (FCS) and the Family Commitment Scale (FC). The Family Commitment Scale (FC) is an adaptation of Rusbult’s (1998) Investment Model Commitment scale and the Family Conflict Scale (FCS) is a new scale that was constructed for the purpose of the present study, derived from Gottman’s (1993) definitions of couple conflict styles, in order to examine conflict styles within a family and to examine the correlations to see whether family conflict style can be associated with commitment. The Family Resilience Framework (Walsh, 2003) and the Marital Spillover Hypothesis (Gerard, Krishnakumar & Buehler, 2009) guides the present study in better understanding how the constructs marital conflict style and commitment can also be viewed as systemic variables influencing the entire family. Results revealed that all correlations between conflict styles and commitment to the family of origin were found to be significant at the -.01 level. Findings support the value in exploring family conflict style in relation to commitment to the family of origin and, for the current sample, suggest that a more adaptive conflict style positively relates to the level of commitment whereas a maladaptive conflict style negatively relates to the level of commitment to the family of origin. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Educational Psychology / MEd / Unrestricted

The thesis deals with the issues of learning styles of secondary and university students. In the theoretical part, the problems of thinking, individual-specific ways of learning, individual-specific learning methods and learning styles are outlined. The diploma thesis focuses on learning styles, which are defined and divided from different points of view. Thesis also includes the diagnostics of learning styles, the influence of learning styles and, among other things, the motivation that is important in learning. The theoretical part is consists of research of professional literature, scientific articles and current researches from the area. The practical part consists of questionnaire survey, which took place at several secondary schools and universities. The LSI questionnaire and the VARK questionnaire were used to find out the student's learning styles from the research sample, the results obtained from the two questionnaires were compared between each other, from which conclusions were drawn. The survey results are evaluated by descriptive statistics and captured in charts and tables.

Dans un contexte professionnel en perpétuelle mutation, les salariés ont la nécessité de se former régulièrement, et ce quel que soit leur niveau de formation initial. Nous avons coutume de lire et d’entendre que le taux d’abandon et le taux d’échec des apprenants dans un dispositif de FOAD est supérieur à celui observé dans la formation présentielle. Ces défections ou revers peuvent être la résultante de divers facteurs dont: l'isolement de l'apprenant, un défaut d'ergonomie de l'environnement d’apprentissage (pédagogique, technologique) ou bien le manque d'autonomie de l'apprenant. Pour passer d’un système fondé sur la transmission du savoir (présentiel) à un système fondé sur l’appropriation et la création de connaissances (FOAD), il faut consentir des efforts particuliers, aussi, notre objectif est de découvrir : comment s’y prennent ceux qui vont jusqu’au bout et réussissent leur formation ? Pour répondre à cette question, nous allons investiguer les styles d’apprentissage des apprenants, qui induisent les méthodologies et stratégies d’apprentissage, ainsi que leur dimension auto-formative qui est une composante importante de la FOAD, due à l’éclatement des unités de temps, de lieu, d’action. Ainsi, nous souhaitons découvrir quels sont les styles d’apprentissage des participants d’une part, en essayant de voir quels sont ceux qui éventuellement dominent, et d’autre part, définir quelle est la capacité d’auto-apprentissage des participants dans le processus de formation ouverte et à distance. La FOAD suppose un ancrage fort dans l’humain, notamment les dimensions psycho-affectives et cognitives. Tous les participants ayant réussi leur formation, nous espérons découvrir chez eux des traits individuels, des dominantes ou constantes comportementales qui pourraient peut-être l’expliquer. / In a constantly changing professional environment, employees need to train regularly, regardless of their level of initial training. We usually read and hear that the dropout and failure rate of learners in an open distance learning device is higher than that observed in the classroom training face to face. These defections or setbacks may be the result of various factors including: the isolation of the learner, poor ergonomics of learning environments (educational technology) or the lack of learner autonomy. To move from a system based on knowledge transfer (face to face) to a system based on ownership and knowledge creation (Open Distance Learning), we must make special efforts, however, our goal is to discover how they managed to complete their education and succeed? To answer this question, we will investigate the learning styles of learners, which induce the methodologies and learning strategies and their self-formative dimension that is an important component of distance learning, due to the breakdown of unit’s time, place, and action. Thus, we would discover what are the learning styles of participants on the one hand, trying to see which ones may dominate the other hand, define what is the capacity for self-learning participants in the process of open and distance learning.ODL requires a strong anchoring in the human, including dimensions psycho-emotional and cognitive. All participants who successfully completed their training, we hope to discover in their individual traits, the dominant behavioral or constants that could possibly explain.

Training is a vital link between idle or inadequately used software and software seen as a tool. Education can take many forms such as self exploration, CAI, manuals, and formal class room training. The introduction of a computer to a system interjects complex interactions between the computer user and his work environment. Research in this area has been performed by such disciplines as MIS, education, and psychology. A fundamental purpose of this research is to study the interaction of such user variables as cognitive style, demographics, and reading to variables from education and psychology such as advanced organizers, reinforcement, and document layout.

This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.

Indiana University-Purdue University Indianapolis (IUPUI) / Esta investigación pretende investigar si hay un tipo específico de ansiedad relacionada al aprendizaje de lenguas extranjeras y también mostrar que esta ansiedad tiene un efecto en las maneras en que los alumnos aprenden y las notas que obtienen. Basándose en estudios previos, se realiza una investigación original que explora la combinación de estilos de aprendizaje y estilos de enseñanza y el efecto que pueda tener en las calificaciones de los alumnos. Se da a los alumnos encuestas sobre la ansiedad dos veces y otra encuesta sobre sus estilos de aprendizaje mientras se da a los instructores una encuesta sobre sus estilos de enseñanza. Se examinan los resultados de los cuestionarios juntos a las calificaciones globales al fin del curso para determinar si existe ansiedad en el aula y si había combinaciones apropiadas entre instructores y alumnos. Los resultados demuestran que la ansiedad de aprender lenguas extranjeras existe para una porción de alumnos, pero la mayoría de ellos no tenían experiencias con esta ansiedad. Los estilos personales de la enseñanza de las instructoras combinaron en una manera natural con los estilos del aprendizaje de los alumnos. Los alumnos tenían éxito en sus clases de lenguas extranjeras porque muchas de las calificaciones eran superiores a 80% para el semestre.