The influence of cultural diversity on international business negotiation continues to increase in importance as a result of globalization, liberalization of worldwide markets, and the growth of cross-border mergers and acquisitions. Negotiating styles' options and choices are key factors in determining successful outcomes in cross-cultural negotiations. While much research has been conducted on the influence of cultural dimensions on international negotiation styles, the samples and comparative studies have focused mainly on developed regions of the world - the United States of America, Europe, and Asia. This study focuses on the influence of selected cultural dimensions on the negotiating styles of the United States, and Jamaica - a developing Caribbean territory. Previous research in this area was minimal or non-existent. The study engaged tertiary student respondents in both territories and adopted the GLOBE Leadership Scale instrument to measure the effect of six cultural dimensions on cultural practices and cultural values in both countries. Simultaneously, the Glaser and Glaser Negotiating Style instrument was used to measure five different style choices grounded in the Dual Concerns Theory. The findings suggest that US negotiators would demonstrate a higher concern for self than Jamaican negotiators while Jamaican negotiators would show a higher concern for others in the negotiating process. This was also supported by the finding that the higher collectivism culture of the Jamaicans has a significant positive influence on their compromising style approach. Another significant finding was on the gender egalitarian cultural construct which suggests that both the US and Jamaican negotiators would embrace the participation of a greater number of female negotiators in the future. The US would also be more accommodative in their negotiating style where greater gender equity prevails. Power distance as a cultural dimension was not significant on negotiating styles in both countries but it was encouraging to note that power distance gaps would be narrower in the future.

A review of the literature concerning the personalities of accountants revealed that styles and preferences have remained consistent through the years. However, the job requirements of upper-level management in large CPA firms have been changing, especially in this post-SOX regulated era. Studies related to the personalities of accountants have been conducted concerning various behavioral issues. However, the influence of behavioral style on specific attitudes at each of the three levels in large auditing firms has not been addressed. As a result, this study identified the styles of auditors at three levels (staff auditor, audit manager, audit partner) using DiSC Indra, a self-evaluation assessment tool. In addition, the changes (if any) in specific behavioral attitudes of CPAs at each of the three levels were measured using a Survey of Attitudes. Analysis revealed statistically significant correlations existed between dominant interpersonal relationship styles and role conflict, professional commitment, and affective professional commitment. In addition, statistically significant correlations between the three organizational levels and role conflict, organizational identification, professional commitment, and affective professional commitment also were found. As expected, the study found that the interpersonal relationship styles of auditors in this study were significantly different from those of the general working population. In addition, the study found statistically significant differences in the frequency of interpersonal styles between levels of auditors. This may indicate that as auditors move up in their firm, they must work out of their natural interpersonal style.

The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010 semester and determine whether or not their personal learning styles influenced the way they designed and developed out-of-class study sessions. The total population of supplemental instruction leaders was 37, of which 24 were eligible to participate in the study. Of the 24 eligible supplemental instruction leaders, 20 completed the entire study. Participants in the study included nine male and 11 female supplemental instruction leaders with a median age of 22.25 years-old. Seventeen participants indicated their classification as senior, two as junior, and one as sophomore. Of the participants, 16 indicated white as a race or ethnicity, one indicated Asian, two indicated African American, and one indicated both American Indian/Alaska Native and white. Supplemental instruction leader learning style was assessed using the Kolb Learning Style Inventory. Leaders were then interviewed, and their study sessions were analyzed. Through triangulation of data from learning style, interviews and actual study session documents, four major themes emerged. The four themes were: 1) incorporation of personal experience into study session design, 2) the sense of impact on student learning, 3) a feeling of the need to incorporate varied activities into study session design, and 4) the concept that students must take ownership over their own learning. No consistent pattern emerged among the themes; however, the results attributed out-of-class study session design to both the incorporation of personal learning style preferences as identified through the Kolb Learning Style Inventory and training conducted by the institution. Implications for future research include the need for continued research addressing how and if supplemental instruction leader learning style influences out-of-class study session design. Also, as institutions of higher education seek to expand academic support services to all students, future research should explore supplemental instruction leader training and the impact such training has on students seeking support from the supplemental instruction program.

Two men of genius who came from nowhere to break the rules were David Garrick in 1741 and Sir Laurence Olivier in 1937. These two men will be the major subjects of this thesis. Both Garrick and Olivier introduced new styles of acting to the theatre in Shakespearian plays.

Magister Artium (Social Work) - MA(SW) / Globally childhood obesity is becoming an epidemic, which is resulting in a generation of children who will live a shorter life expectancy than their parents. Researchers claim that overweight and obesity in school going children is on the rise with very few publications that have examined its significance and prevalence in South Africa. Recent research indicates that parenting styles are a contributing factor towards children’s weight status and obesegenic behaviours (such as eating patterns). Recent studies have identified a gap in this area where more informed research needs to be conducted on this topic. The aim of this study was to investigate the relationship between parenting styles and BMI scores of school children in low and high socio economic areas. A quantitative cross sectional study, with correlational, comparative research design was conducted. This study used a multi stage sampling procedure which included convenient sampling and cluster sampling to identify the areas as well as the schools relevant to the study. The sample size consisted of all the grade 2 learners in the 4 randomly selected schools (200 male and 166 female learners) with a primary care giver (366). The final sample consisted of 366 learners and 366 primary caregivers from the 4 different schools which provided a final sample of 732 participants. The parents completed the Parenting Style and Dimensions Questionnaire (PSDQ) and the BMI of the children was manually taken. Findings of the study show that authoritative parenting styles are higher in high socio economic areas but this style of parenting has a higher prevalence in both socio economic areas when compared to the other parenting style typologies. Furthermore the BMI scores in low socio economic areas were documented as being more in line with the WHO growth curves assigned to that age group as compared to the high socio economic areas that did not meet those growth curve markers. There was no clear correlation identified between the parenting style and increased BMI scores.

Magister Artium (Child and Family Studies) - MA(CFS) / Adolescence is a critical developmental stage for any individual. The process of identity formation occurs during this stage and Erikson's theory states that adolescents' engagement in exploration, to form their own sense of identity, is influenced by environmental factors and socialization figures. Family has been one of the most important agents of socialization for adolescents. The family unit is essential in providing the support system for adolescents to overcome the challenges they face. Parenting is one of many aspects that play a role in the development of both adaptive and maladaptive behaviour in adolescents. Family and parenting are, therefore, important in adolescent identity formation. Berzonsky examined the process of social cognitive strategies that individuals utilize, when dealing with identity relevant information; that is the identity styles. One and two-parent families are among the forms of family structures, in which parents employ various parenting styles that, along with the interaction of families members, result in different outcomes in adolescents. The aim of this study was to compare the relationship between perceived parenting styles and the identity styles of adolescents living in one and two-parent families in Botswana. A quantitative methodology with a cross-sectional, correlational-comparative design was employed. The study population was Junior Secondary school learners in Gaborone, Botswana, aged between 13-17 years, residing in a one and two-parent families. Simple random sampling was used to select the 4 schools that participated. The study sample consisted of 194 learners. Data was collected using self-administered questionnaires that included demographic information, the identity style questionnaire and the parenting style and dimensions questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics, Pearson correlation and independent t-tests were used to analyze the data. The findings of the study showed that the majority of the participants were oriented towards choosing the informational identity style as was shown by the mean and standard deviation (M=3.64, SD=.62). The most prevalent parenting style was authoritative, with higher maternal scores (M=3.52, SD=.81). There was a relationship between identity styles and parenting style and a significant difference in the relationship between parenting styles and identity styles in one and two-parent families. Pearson correlation was used to determine the relationship between variables and a significant positive relationship was at significance level (p = <0.05).

Do school principals use basic time-management practices as recommended in the literature, that are designed to help them focus on important tasks? Or do they allow the unrelenting pace of the job to dictate how they use their time? A systematic random sample of 400 United States principals representing the 27,000 members of the National Association of Elementary School Principals (NAESP) participated in this research project. Relationships between the frequency of use of the six categories of time- management practices (TMP)(contact practices, delegation practices, practices for managing meetings, interruptions, and establishing priorities) and eight (8) independent variables were examined. The independent variables were the principals' work- management styles, their degree of flexibility in using these five work-management styles, the complexity of their schools, their school types (public vs. private), their school levels (elementary vs. middle), their years of experience, gender, and the amount of training in time management they received. The principals with schools that housed some combination of grades PreK - 12, and who were members of NAESP were sent a 61-item survey. The overall analysis was a series of multiple regression equations with the dependent variables being the frequency of use of six categories of time-management practices and their total time-management practice (TMP) score. Training accounted for 4% of the variance in the total TMP scores and was the only independent variable that predicted the frequency of use of the six categories of time management. In the descriptive data, it was found that principals were more likely to use the Hopper Style (61.5%) of managing work than the other four work-management styles [Allergic to Details (20%), Perfectionist Plus (12.5%), Cliff Hangers (3%), and Fence Sitters (2.3%)] due to the nature of the job of being a principal. Flexibility was required in using all five work-management styles. Previous studies (Campbell & Williamson, 1991; Huffstutter & Smith, 1989; Hughes, 1989; Kmetz & Willower, 1991; Weldy, 1974), and this study support the need for principals to use those time-management practices that would reduce time wasters and help them have time to spend on important tasks. Principals used basic time-management practices for managing meetings (M=3.94, SD= .54), establishing priorities (M=3.92, SD= .81), and delegating (M=3.71, SD= .68). However, they continue to need training in some aspects of handling interruptions (M=3.19, SD= .63), scheduling contacts (M=3.08, SD=.61), and managing paperwork (M=3.05, SD=.57). / Ed. D.

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This Master´s thesis was primarily focused on examining the role of authentic and transformational leadership styles in enhancing the psychological capital (PsyCap) of employees in the international hospitality industry. We aimed to deepen our understanding of the relationship between these leadership styles and employee PsyCap, and to explore how this relationship is moderated by contextual factors within the industry. The study adopted a qualitative approach, which is less commonly used compared to previous research, by conducting semi-structured in-depth interviews with leaders and employees in International Hospitality Organizations. The findings of our study align well with previous and existing research, suggesting that authentic and transformational leadership styles play a role in enhancing employee PsyCap. Thus, the authors further suggest that the findings provide implications that the relationship between the leadership styles and employee PsyCap is influenced by contextual factors such as cultural context. A crucial insight from this study is that the characteristics of these two leadership styles can be expressed in a variety of ways which are dependent on the contextual factors, requiring leaders to adapt how they demonstrate their characteristics due to the moderating role of contextual factors. This study adds to the existing body of knowledge on leadership, employee well-being, HR-management, and psychology, and provides practical managerial implications for leaders primarily working in the international hospitality industry. For future research, a more comprehensive examination of the moderating role of contextual factors is suggested, with a focus on elements such as organizational culture, national culture, and a deeper exploration of how these factors support the study's assertion that there is variability in the relationship between leadership style and employee PsyCap. Essentially, contextual factors may have a moderating role in this relationship, requiring leaders to adapt their actions associated with authentic and transformational leadership traits. This highlights the multidimensional nature of how authentic and transformational leadership characteristics can be expressed dependent on context and underlines that further investigation is needed.

It is hoped that the scientific reasoning skills taught in our biology courses will carry over to be applied in novel settings: to new concepts, future courses, other disciplines, and non-academic pursuits. This is the educational concept of transfer. Efforts over many years in the Cell Biology course at BYU to design effective assessment questions that measure competence in both deep understanding of conceptual principles and the ability to draw valid conclusions from experimental data have had at least one disquieting result. The transfer performance of many otherwise capable students is not very satisfactory. In order to explain this unsatisfactory performance, we assumed that the prompts for our transfer problems might be at fault. Consequently, we experimented with multiple versions that differed in wording or the biological setting in which the concept was placed. Performance on the various versions did not change significantly. We are led to investigate two potential underlying causes for this problem. First, like any other important scholastic trait, the ability to transfer requires directed practice through multiple iterations, a feature absent from most courses. Second, perhaps there is something innate about an individual's learning style that is contrary to performing well at transfer tasks. Students sometimes see exams as tests of gamesmanship; "Teachers are trying to outsmart me with trick questions." Post-exam conversations can be very litigious: "But it's not clear what you wanted!" We recommend the pedagogical use of transfer problems which place on the learner the responsibility to define the appropriate scope for inquiry and improve one's ability to acquire the kind of precise and comprehensive understanding that makes transfer possible. In this study, we analyze the effects of directed practice and learning style on transfer abilities. Implications for teaching are discussed and include promoting meta-cognitive practices, carefully selecting lecture and textual materials to reduce the "spotlighting effect" (selective focus on only a subset of ideas), and encouraging students to consciously use multiple learning strategies to help them succeed on various tasks. It is important to note that these skills are likely to take a significant amount of time for both students and teachers to master.