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RISS 인기검색어
- 검색키워드
- 저자 : Ette, Ezekiel Umo (검색결과 6 건)
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Ette, Ezekiel Umo Portland State University 2005 해외박사(DDOD)
Though the number of Nigerian immigrants in the United States has increased since 1965, the literature on transnational communities has been selective in its examination of this population. The present study examines the adjustment and settlement issues of Nigerian immigrants in Portland, Oregon. The focus is on barriers, challenges and struggles that this group encountered as they settled in the area. The study examined the meaning of the experience of immigration for a group of twelve immigrants. Since the study sought to describe the immigration experience from the individuals' perspective, the method of study was phenomenology. The focus of the study, therefore, became the description of the phenomenon (immigration), the individual experiences of arrival, settlement and adjustment and the relationships and differences in these experiences. These individual experiences were then taken together and conclusions and lessons were drawn. The goal was exploratory with a view to stimulating interest among researchers in this particular population. Semi-structured interviews were conducted with 12 Nigerian immigrants, with an equal number of males and females, who lived in the Portland metropolitan area stretching from Multnomah County, in Oregon to Clark County, Washington. The stories collected were analyzed using themes that emerged and organized into an interpretive framework that included: reasons for coming to the United States, reasons for staying in the Northwest, barriers/challenges/struggles encountered, practical coping strategies, cognitive coping strategies, interpretation, and meaning imposition on the experience. Participants had different reasons for coming to and settling in the Northwest. Education played a large role both in the impetus to emigrate as well as in the coping process in the settlement phase. The participants reported lack of familiarity with formal networks and heavy reliance on informal networks. Social workers must pay attention to these concerns and issues of racism and culture raised in this study and employ appropriate practice skills in working with this population.
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Responsible Populism: Carl Schmitt's Constitutional Doctrine
Ette, Ndifreke ProQuest Dissertations & Theses University of Hous 2018 해외박사(DDOD)
Despite extensive commentary on Carl Schmitt, the relationship of his constitutional and political theory to constitutional democracy remains deeply contested. Unlike discussions that uncover an anti-liberal or an anti-democratic Schmitt, this dissertation draws from his works a defense of representative government and discerns within them a balancing act between protection of basic rights, through separation of powers, and the desires of a political community expressed through plebiscitary procedures.My dissertation supports this claim by examining his descriptions of constitution and democracy, focusing on three texts from the Weimar period: Verfassungslehre, Volksentscheid und Volksbegehren and Der Huter der Verfassung. According to Schmitt, the people achieves its democratic form through the political unity established by constitutional substance. Based on the substantial acceptance of liberal rights and institutional constraints on the state’s use of power, it supervises representatives and settles disputes between the different branches in government. On the other hand, despite the existence and application of plebiscitary democracy in the Weimar Constitution, especially as an effective check on government, representatives have a reciprocal responsibility to protect this same substance by obstructing the reckless deployment of the ‘people’ through popular initiatives.Consequently, constitutional democracy mediates the claims of both the individual and the collective within the state. Schmitt’s discussions on constitutional democracy are germane to our current concerns about populism because they show that neither the expression of popular participatory democracy, nor the establishment of a stronger executive authority are incompatible with a healthy liberal democracy. Instead, what is required today is a proper articulation of what counts as constitutional substance in Western democracies, as well as a reevaluation of political responsibility under a system of separation of powers.
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Principals' actions to influence change, for school success
Cowan, Susan D'Ette Fly The University of Texas at Austin 2001 해외박사(DDOD)
As school leaders, principals are called upon to influence change within complex and dynamic organizational structures. Using qualitative research methodology, this study examined actions of two principals to influence change in two successful Texas elementary schools and teachers' views of those actions. The study revealed that principals took similar actions in two different contexts. Both advocated a vision, changed structures and roles within the school, implemented the improvement process, changed norms of professionalism and work, and fostered relationships with principals and students. Major findings were: (1) Both principals took actions for substantive change within their schools. (2) Actions of the principals were similar in content but different in approach. (3) The contexts in which the schools existed significantly influenced principals' change actions, particularly regarding site-based management. (4) Principals' personal visions for their schools and their views of leadership significantly influenced their actions and teachers' willingness to engage in sustained change. (5) Teachers' views of principals' actions were highly influenced by their observations of principals' interactions with students. Findings of the study were explored using frameworks of systemic change, frameworks for leadership, and a framework for organizational change. Conclusions of the study are: (a) Organizational change at the school level is highly contextual, and principals' actions to influence change are reflective of that context. (b) A principal's <italic>personal vision only</italic> is inadequate to engage others in sustained change. Principals and teachers must develop a <italic>shared vision</italic> of their future. (c) Facilitative leadership and transformational leadership are most appropriate to the challenges of educational change. (d) Trusting relationships between principals and teachers and norms of respect and collaboration are critical to successful school change through site-based management. The study concludes with implications for school leadership practice and recommendations for further research. Further research is specifically needed to explore factors, in addition to principals' actions, perceived to be essential to substantive educational change. Further studies are also needed to determine whether principals' actions to influence change at the elementary school level are similar to such actions at other school levels.
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