This dissertation uses the constructivist grounded theory methods of Charmaz to explore: 1 the unique characteristics of landscape-scale collaboration; 2 implications for collaborative capacity-building strategies; and 3 the relationship between conflict, landscape-scale collaboration, and conflict resolution. In the s and s, national forest management conflicts brought the forest industry to a standstill, with many jobs lost. In addition, historic fire suppression practices have made our national forests highly vulnerable to catastrophic wildfire. Many have strong opinions about what should be done and how. The proposed substantive theory suggests landscape-scale collaboration can serve as a conflict prevention, problem solving, or conflict resolution venue and offer opportunities for remarkable efficiencies in forest restoration as well as profoundly restorative transformation in ecological, social, economic, personal, and spiritual dimensions.
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The stimulus for this study came from the fact that there had never been an extensive investigation of the capacity building impact on the graduates of the off-campus Master of International Development Administration of Andrews University. Coupled with this, there was a very limited body of research on the importance and effect of education in international development when it comes to building the capacity of the practitioners of international development. Just as important it also proposed an original grounded theory about capacity building and tested the capacity building theoretical framework of this study. The research design used in this investigation is an explanatory ex-post-facto quantitative methodology design. There are also elements of qualitative data within the research process.
This paper discusses how teacher leadership is developed through appreciative inquiry. The research was conducted in a boys' public secondary school of District Ghizer in Gilgit-Baltistan, Pakistan. It is usually assumed that engagement of teachers in leadership roles contribute to school improvement.