Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Chicago, 2000. / Includes bibliographical references (p. 80-83). Also available on the Internet.

The primary purpose of this thesis was to determine whether self-legitimacy impacted police officer satisfaction. Using data collected through an online self-reported survey, perceptions of satisfaction among 266 St. Louis County police officers were analyzed, controlling for other factors previously determined to be important to satisfaction such as race, gender, educational achievement, stress, relationships with supervisors, and years of experience. Results showed that self-legitimacy did not significantly affect officer satisfaction; however, relationships with supervisors and stress were significant in determining officer satisfaction. A possible explanation is offered that takes into account the nature of law enforcement around the time of survey collection (i.e., in the aftermath of the Michael Brown shooting).

In order to fill the gap in existing research on the topic, this study was undertaken to establish whether a relationship exists between five sources of power and five conflict handling styles. A theoretical study regarding the concepts of power and conflict was undertaken. In the empirical study these variables were measured using the Power Base Index and Thomas-Kilmann Conflict MODE questionnaires. Reward power was significantly related to the competing and avoiding conflict handling styles; expert power was significantly related to the compromising style; and legitimate power was significantly related to the collaborating conflict handling style. The research contributes towards a better understanding of power and conflict in organisations and in supervisors' day-to-day management. However, the results indicate the importance of wider, more sophisticated research. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

This thesis consists of three essays on banking in the U.S. The first two chapters study how supervisors and regulators influence bank behavior. The third chapter explores how bank CEOs allocate credit. The first chapter uses a quasi-natural experiment, the closure of regulatory offices, to identify the effects of supervision on bank behavior. Under the decentralized structure of U.S. bank supervision, banks in the same geographic area may be supervised by different regulatory offices. The chapter shows that, following the closure of a regulatory office, banks previously supervised by that office increase their solvency risk and lending compared with banks in the same counties that are supervised by a different regulatory office. Further, these banks exhibit lower risk-adjusted returns, lower asset quality, and opportunistic provisioning behavior for loan losses. Information asymmetry between banks and supervisors partly explains the results. The second chapter documents that nearly 30% of U.S. banks employ at least one board member who currently or previously served on a regulator’s advisory council or on the board of a regulator as a form of public service. The chapter shows that connections to regulators undermine regulatory discipline by decreasing the sensitivity of bank risk to capital. Connected banks are able to extract larger public subsidies than non-connected banks by shifting risk to the financial safety-net, resulting in wealth transfers from taxpayers to shareholders of risk-shifting connected banks. One potential reason for these effects is that connected banks receive preferential treatment in supervision from regulators. The third chapter uses the birthplace of U.S. bank CEOs to investigate the effect of hometown favoritism on bank business policies. Exploiting within-bank variation in distances to a CEO’s hometown, the chapter shows that banks make more mortgage and small business lending as well as branch expansions in counties that are proximate to the hometown of the CEO. This is due to the CEO’s altruistic attachment to her hometown; the effects are stronger during economic downturns, among altruistic CEOs, in poorer counties and marginal mortgage applicants. Further, hometown favoritism does not lead to worst bank performance. However, it is associated with positive economic outcomes in counties exposed to greater favoritism.

Submitted by ROSEMARY TRABOLD NICACIO null (rosenicacio@gmail.com) on 2016-03-31T14:14:08Z No. of bitstreams: 1 TESE_ROSEMARY_TRABOLD_NICACIO.pdf: 2670059 bytes, checksum: 3521ebe8784677a297d100c6a72f58ee (MD5) / Approved for entry into archive by Sandra Manzano de Almeida (smanzano@marilia.unesp.br) on 2016-03-31T17:33:46Z (GMT) No. of bitstreams: 1 nicacio_rt_dr_mar.pdf: 2670059 bytes, checksum: 3521ebe8784677a297d100c6a72f58ee (MD5) / Made available in DSpace on 2016-03-31T17:33:46Z (GMT). No. of bitstreams: 1 nicacio_rt_dr_mar.pdf: 2670059 bytes, checksum: 3521ebe8784677a297d100c6a72f58ee (MD5) Previous issue date: 2016-03-02 / Este trabalho é resultado de uma pesquisa realizada em um curso de formação para Supervisores de Ensino na modalidade a distância. O Curso Gestão de Redes Públicas foi promovido pela Secretaria de Estado da Educação de São Paulo, com a primeira edição em 2010, por meio do REDEFOR – Rede São Paulo de Formação Docente em parceria com a Universidade de São Paulo. Esta pesquisa documental teve como objetivo compreender a formação de Supervisores de Ensino cartografando as relações e mediações que ocorreram a partir das leituras iniciais até seus registros nos fóruns de discussão durante o referido curso. A metodologia utilizada foi guiada pelo Mapa de Mediações de Martín-Barbero (2009) cujas análises foram feitas pelas mediações da socialidade, institucionalidade, ritualidade e tecnicidade. Além de Martín-Barbero (2004;2009), os referênciais teóricos que permearam as análises apoiaram-se em Bakhtin (2002;2003), Bourdieu (2001;2004), Lévy (2011) e Mauês (2009). Neste percurso evidenciou-se, pelas mediações da socialidade e institucionalidade, um intenso jogo de forças opostas que, em diferentes momentos, mudavam o ritmo do movimento nas relações entre a Supervisão de Ensino e a instituição pública. Pelas ritualidades e tecnicidade, foram conhecidos os caminhos que os cursistas percorreram para a atribuição de sentido aos materiais lidos ao longo do curso, além dos aspectos dessa leitura em meio virtual. Por fim, as relações que ocorreram no curso, ao serem cartografadas pelas mediações, trouxeram marcas do contexto político evidenciando o jogo de forças exercido nos processos de formação dos servidores em meio virtual. / This is the result of a research done in a long distance training course for educational supervisors. The Public Network Management course was promoted by the “Secretaria de Estado da Educação de São Paulo, which the first edition was in 2010, through the REDEFOR – “Rede São Paulo de Formação Docente” - A teacher’s training program- in partnership with the University of Sao Paulo. This documentary research had as a goal, mapping relations and mediations that occurred from the initial readings to their records in discussion forums during that course. For this one, the speeches made in the discussion forums were analyzed. The methodology used was a mapping guided by Martin-Barbero’s Mediations map (2004; 2009) which analyzes were performed by the society meditations, Institutionality, rituality and technicality based in Bakhtin (2002; 2003), Bourdieu (2001; 2004), Lévy (2011) and Mauês (2009). On this process it was evident that between sociality and institutionality there was an intense game of opposite forces that at different times, practiced rhythms that changed the course of the relations between educational supervisors and public networks. By rituality and technicality was shown the paths used by the participants for delegating the materials read throughout the course, as well as the reading process in a virtual environment. Finally, the relations that occurred during the course were mapped by the mediations, brought political context marks showing the playing forces on the learning process in a virtual medium.

The pedagogical education of university teachers supervising pre-service internship in the School of Physiotherapy at Universidade Federal de Santa Maria (RS) (UFSM) is our object of study. The research investigated the pedagogical education of such teachers developed within the experience of supervising their students' pre-service internship at the School of Physiotherapy at UFSM. The study was grounded on the theoretical assumptions of qualitative approaches for educational research and, therefore, data collection was conducted through semi-structured interviews to thirteen internship supervising faculty of the School of Physiotherapy. Data analysis followed the technique of content analysis as proposed by Bardin (2004), with the aid of NVivo8 software. The analytical categories simultaneously considered have been both the authors studied and the outline of the data collected. Thus, three of those analytical categories have been constituted: a) the educational profile professional activities, b) self-education, c) teaching-learning opportunities for teachers. We conclude that the educational and professional profile of such physiotherapy university teachers, as well as their teaching experience is based on their clinical experiences as a teacher. We realize that, in spite of their lack of formal pedagogical education, such teachers working as internship supervisors, construe elaborate ways of thinking and acting that supports them educationally, thereby giving them authority over their professional activity of supervising clinical internship activities. / A formação pedagógica de professores supervisores de estágio no curso de bacharelado em Fisioterapia da UFSM é o nosso objeto de estudo. Apesquisa investigou a formação pedagógica dos docentes desenvolvida na experiência de supervisão de estágio do Curso de Fisioterapia da Universidade Federal de Santa Maria, RS. Delineamos a investigação por meio dos pressupostos da abordagem qualitativa em educação e, por isso, a coleta dos dados foi realizada por meio de entrevistas semi-estruturadas a treze docentes supervisores de estágio do Curso de Fisioterapia. A análise dos dados seguiu a técnica de análise de conteúdo de Bardin (2004) auxiliada pelo programa NVivo8. As categorias analíticas foram consideradas simultaneamente: dos autores estudados e do delinear dos dados coletados; assim, constituíram-se em três: a) o perfil de formação e atuação profissional; b) a autoformação; c) as aprendizagens docentes. Concluímos que o perfil de formação e atuação do docente fisioterapeuta pauta-se seja em sua experiência clínica seja de professor. Percebemos que os professores supervisores de estágio apesar de não terem formação pedagógica específica, ao longo de seu percurso elaboraram formas de pensar e agir que os respalda pedagogicamente, lhes conferindo assim a autoridade sobre o seu fazer profissional supervisionar estágios.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2014-09-22T20:33:06Z No. of bitstreams: 3 Magda Rosane Nunes Corrêa_Dissertação.pdf: 976369 bytes, checksum: 180fbfdc7e7610876b6235a42888d567 (MD5) Magda Rosane Nunes Corrêa_Produto da Dissertação.pdf: 523935 bytes, checksum: 16c3c9dcaa86f9fa9f9fe2d6ccaf76cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-22T20:33:06Z (GMT). No. of bitstreams: 3 Magda Rosane Nunes Corrêa_Dissertação.pdf: 976369 bytes, checksum: 180fbfdc7e7610876b6235a42888d567 (MD5) Magda Rosane Nunes Corrêa_Produto da Dissertação.pdf: 523935 bytes, checksum: 16c3c9dcaa86f9fa9f9fe2d6ccaf76cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-04-30 / Sem bolsa / A experiência como supervisora, desde 2008, e a participação nas ações disciplinares e interdisciplinares do Programa PIBID/UFPel, motivaram esta dissertação. Analisei as contribuições do Programa para o desenvolvimento profissional de professores-supervisores e a possibilidade das ações e referenciais teóricos deste constituírem-se em um projeto de formação continuada em serviço. Para a coleta de dados realizei entrevistas, gravadas, com doze professoressupervisores das Áreas de Ciências e Matemática, participantes do PIBID I e III, de quatro escolas públicas estaduais de Ensino Médio de Pelotas. Optei pela Análise Textual Discursiva como metodologia para a análise de dados. Os referenciais teóricos foram os suportes de análise para entender o desenvolvimento das concepções dos professores, de seu conhecimento profissional e dos seus modelos didáticos. A análise dos resultados obtidos indicou que a parceria entre a Universidade e Escola – constituída a partir das ações do PIBID/UFPel – evidenciou uma proximidade com um trabalho colaborativo e algumas contribuições para o desenvolvimento profissional dos professores-supervisores, relacionadas às trocas de experiências, à interação de saberes, ao tempo e espaço para os estudos de formação, à oportunidade de atualização, ao trabalho em equipe, à participação nas ações disciplinares e no projeto interdisciplinar. Além disso, as ações do PIBID – relacionadas aos estudos, auxílio financeiro e participação em eventos – promoveram um estímulo à formação continuada dos doze professoressupervisores: cinco deles optaram pelo ingresso no Mestrado Profissional, enquanto os demais, continuam a investir em cursos ou em grupos específicos na escola. Nos aspectos relacionados à reflexão de sua prática, consideração dos conhecimentos prévios dos alunos, o protagonismo da interação professor-aluno, o desenvolvimento de projetos disciplinares e interdisciplinares, o trabalho em equipe e a teoria aliada à prática, foram percebidos alguns avanços no conhecimento profissional dos professores-supervisores. Isso sugere evolução, de um modelo didático inicial majoritário – próximo ao Tradicional – para o modelo didático de transição Dual. A partir dos resultados construí um projeto de formação continuada em serviço, tendo como referências os pressupostos teóricos e as ações do PIBID/UFPel, em torno da ideia da evolução das concepções prévias dos professores, de um Modelo Didático de Investigação na Escola e de um conhecimento profissional desejável. / The experience as a supervisor since 2008 and the participation in disciplinary and interdisciplinary actions of PIBID/UFPel (The Institutional Scholarship Program for Teaching Initiation, from Portuguese Programa Institucional de Bolsa de Iniciação à Docência) motivated this dissertation. I investigated contributions from PIBID/UFPel to the professional development of teachers-supervisors and possibilities of PIBID actions and theoretical referential to constitute a project of continued formation during teacher‟s service. To collect data, I made recorded interviews with twelve supervisors from Science and Mathematics areas of knowledge who participated in editions I and III of PIBID in four public state High Schools at Pelotas. I chose Textual Discourse Analysis (ATD, from Portuguese Análise Textual Discursiva) as methodology to treat data. The theoretical referential were indicators to understand the development of teachers' conceptions, their professional knowledge and their didactic models. Obtained results indicated that the partnership between university and schools through PIBID/UFPel actions is attached with collaborative work and some contributions to professional development of teachers-supervisors (experience changes, different knowledge interactions using time e space to formation studies, update opportunities, team work, participation in disciplinary actions and interdisciplinary projects). Furthermore, actions of PIBID related to studies and financial support to events promoted stimulation to continued formation of twelve teachers-supervisors: five of them continued their formation as teachers in the Science and Mathematics Teaching Postgraduate Program – Professional master‟s degree, while the others invested in extended actualization courses or specific study groups at their schools. In the aspects of the reflection of their practices, consideration of students‟ previous knowledge, the leading role of teacher-student interaction, the development of disciplinary and interdisciplinary projects, team work and theory attached to practice, we notice some advances in the professional knowledge of teachers-supervisors. It suggests an evolution from an initial majority didactic model – next to the Traditional – to the transition one, Dual didactic model. From these results I planned a continued formation project during teachers‟ service, with theoretical assumptions as references and also PIBID/UFPel‟s actions surrounded by the idea of evolution of teachers‟ previous conceptions, from its Didactic Model of School Investigation and from a desirable professional knowledge.

M.A. (Sociology) / The increasing deployment of clothing factories in the border industrial areas, has resulted in an increase in the demand for black female labour in this industry. This need, together with a sharp decline in the number of black male employees in the clothing industry, traditionally employed in all functional levels, forced employees to invest in black female labour on a large scale. It is practice to select first level supervisory staff from the higher operator levels, but a shortage of male workers in these positions created opportunities for black female operators to fulfil the need for supervisory staff. This however resulted in complications for both black women and employers, since factors emerged that could affect the black woman's achievement orientation. The objective of this research is to determine a job profile for the black woman in terms of her achievement orientation and also to investigate other variables that relate to her job profile and achievement orientation. Research conducted in this field on the European woman's achievement orientation, provided a framework for an explorative and qualitative research study on the achievement orientation of 15 non-supervisory and 15 supervisory black women. In order to gather sufficient information, interview guides were developed as an aid to conducting personal interviews with the sample group. A similar method was applied in investigating the attitude towards black female supervision, of 15 black male supervisors and 4 employers. From the case studies, three job profiles were distinguished namely a high achievement/high economical, a moderate achievement/moderate economical and a non-achievement/low economical orientated profile. For purposes of analysis the three profiles were reduced to two, namely an achievement/economical and a non-achievement/low economical orientated profile.

South African organizations operate in a changing environment. The ultimate criterion of organisational effectiveness is whether the organisation survives in its environment. Political, social, technological and economic changes constantly challenge businesses to adopt new approaches in this strive for survival. These challenges affect the roles, and possibly the job satisfaction levels of first-line supervisors and middle-level managers. In this paper, the writer aimed to study and compare job satisfaction levels of first-line supervisors and middle-level managers in the Nelson Mandela Metropolitan area. The effects of job satisfaction, or the lack thereof must be clearly identifiable to the top managers. These can either be positive or negative. In the case of positive effects, managers must strive to maintain the conditions that contribute to the positive effects of job satisfaction. In the study it was observed that middle-level managers scored higher and therefore they had higher overall job satisfaction levels than first-line supervisors. The job satisfaction levels of the first-line supervisors are found to be lower in all the areas that were stated as factors affecting job satisfaction. These areas were the personality job fit, the job content, the job context, the organisational environment and the macro environment. The companies therefore have a task of improving the job satisfaction levels in these areas. The writer recommends that organisations in the Nelson Mandela Metropolitan area take a closer look at the job satisfaction levels of their first-line supervisors. These managers' job satisfaction levels need to be improved from being just satisfactory to being excellent. It is mentioned in the theoretical study that firstline supervisors are very important in organisations, as they are the link between upper management and the employees. Their roles are multi-faceted as they have important functions to fulfil in the operation and ultimately success of the organization.