Purpose: To examine the social competence of childhood brain tumour survivors in the context of a group social skills intervention program developed to address documented social deficits among this population and to expand outcomes obtained from a feasibility study, by: conceptualizing social competence as three separate but interrelated constructs including social adjustment, social performance, and social skills; incorporating a control group; eliciting teacher responses; and examining sense of self. Methods: Participants were 23 survivors (10 males; 13 females) aged 7 to 15 years and comprised an intervention (n=15) and control group (n=8). The intervention consisted of 8 2-hour weekly sessions focused on social skills including friendship making. At the level of social adjustment, intervention participants, controls, parents, and teachers (n=6) completed standardized measures of social adjustment including: social skills (SSRS, Gresham & Elliott, 1990); social functioning (Varni, 1999); and social problems (Achenbach, 2001). At the level of social performance, behavioural observations were conducted on intervention participants. At the level of social skills, intervention participants responded to the Social Problem-Solving Measure (SPSM; Vannatta, 1993). Survivors also completed standardized sense of self measures. Results: Outcomes related to social adjustment showed a significant increase from Time 1 to Time 2 for parent reported SSRS within and between groups. Significant improvements were also found for parent reported social problems between groups. Child reported social problems decreased within groups and a borderline effect was found between groups. Teachers reported improved SSRS scores form Time 1 to Time 2. For social performance, significant increases in frequency were found for maintaining facial attention and social conversations with peers over the course of the intervention. At the level of social skills, a borderline significant increase was found for quantity of strategies offered from Time 1 to Time 2. No significant findings were found for sense of self data. Conclusions: Improvements after intervention were noted at each level of social competence, but primarily at the level of social adjustment. Control group and teacher outcomes strengthen findings. This is the first study to explore varying levels of social competence and provides important insight into the source of survivors’ social deficits.

Board involvement in Information Technology (IT) governance and the antecedents and consequences of such involvement are examined from both a theoretical and practical perspective. Practitioner and academic IT governance literature highlight the need for increased board involvement in IT governance; however, it seems that many corporate boards do not practice a formalized style of IT governance, while those that do, face significant challenges. A gap clearly is seen as in spite of the potential benefits of board IT governance and the costs of ineffective oversight, there has been little field-based research in this area, nor adequate application of theory. This research addresses this gap by developing and testing an exploratory multi-theoretic framework of board IT governance. Drawing upon strategic choice and institutional theories, and Ashby’s Law of Requisite Variety, a model of the antecedents (organization factors and board attributes) of board IT governance and its consequences (financial performance and operational performance) is both developed and tested. Unlike previous studies, board IT governance is designated as a central construct in this model rather than a secondary factor. Constructs of board IT governance and IT competency are explored and multi-item measures for both constructs are developed. Board IT governance is conceptualized as the extent of offensive and defensive board oversight activities, while IT competency is conceptualized as the extent of IT expertise (IT knowledge, experience and training) and IT governance mechanisms (structures, processes and relational mechanisms). Detailed interviews with board members enabled a preliminary examination of the theoretical framework. To further test the propositions in the theoretical framework and to validate the measures for the board IT governance and IT competency constructs, an online survey was administered to corporate directors across Canada. Exploratory Factor Analysis and Ordinary Least Squares multiple regression were used to analyze responses from 188 directors. The board IT governance and IT competency constructs were well supported by the data. In addition, the results show that the organizational factors explain 28% of the variance in board IT governance, and that board attributes explain 39% more of the variance, for a total explained variance in board IT governance of approximately 68%. The results also show that board IT governance has a positive impact on operational performance, explaining 19% of the variance in operational performance. However, the proposed impact of board IT governance on financial performance, and the impacts of ‘fit’ between role of IT and board IT governance approach on financial and operational performance were not supported by the survey results. Overall, this research makes a theoretical contribution by: focusing on the board’s role in IT governance; developing a multi-theoretical model of the antecedents and consequences of board IT governance; developing measures of board IT governance and board IT competency, and; empirically assessing the antecedents and consequences of board IT governance.

Ontario is a culturally diversified society. Its population composition has changed drastically in the past few decades to include large numbers of individuals with cultural norms differing from that of the majority. This poses challenges to public health, such as HIV prevention. Identifying practices that promote social inclusion in these communities is an important step toward the maintenance of cultural diversity and elimination of social exclusion. Culturally competent health promotion is one example of socially inclusive practices. Cultural competence refers to practices that take into consideration the cultural and linguistic nuances of a specific community or group. This thesis will be guided by the research questions: (1) What are the main health promotion practices of Community-based AIDS Service Organizations (CBAOs)? (2) How do the activities of these organizations promote social inclusion? This thesis uses qualitative methodology to study the CBAO as the unit of analysis. Data were collected from operators at three ethno-cultural CBAOs in Ontario: South Asian; Black, African, and Caribbean; and Portuguese. CBAOs are organizations within the community that provide HIV prevention resources, as well as support for persons living with HIV/AIDS in the community. The practices demonstrated at CBAOS in these communities illustrate three related mechanisms present that promote social inclusion: (a) community networking, (b) community knowledge and involvement, and (c) community-specific resources. These mechanisms can be used to inform practices at other community-based organizations in Ontario.

ABSTRACT The purpose of this qualitative multiple site case study was to explore Hutterite colony teacher/principals’ understandings related to their teaching and principal roles in a cross-cultural context. A constructivist epistemology framed an examination of issues and experiences of teacher/principals, drawing out patterns and trends regarding influences on their cultural understandings, focusing attention on their interactions with students and colony members, and illuminating their attitudes towards their previous and emergent work environment. The study investigated four teacher/principals’ understandings of how their cultural identity impacted their work, the understandings of the teacher/principals regarding similarities and differences between their culture and Hutterite colony culture, and their utilization of their knowledge of Hutterite culture to maintain positive student relations. Four Hutterite colony schools comprised the research sites. The teacher/principals, two females and two males, shared 28 years of colony school experience. This multiple site case study utilized qualitative techniques: data were gathered from four teacher/principals through pre-interviews, semi-structured interviews, on-site observations, and the examination of administrative processes. From the data, sense-making capacity, order-making ability, and intuition, also referred to as recognition-producing capability, four broad themes emerged: (a) the idiosyncratic effects of personality and cross-cultural connections, (b) the catalytic effect of similarities and differences, (c) the emphasis on the primacy of teaching, and (d) the tension between the roles of teacher/principal and principal/teacher. The study’s findings add to the existing theory and research on being a teacher and a principal in a cross-cultural context, specifically a monocultural setting. Policy makers, educational leaders, principals, and teachers may well reflect on the roles of life experience, personal origin and interests, belief system, educational and administrative skills, world view, temperament, and personal and professional commitment when considering school appointments. The study increases the understanding of the role and the effects of a non-Hutterite teacher and principal on Hutterite students. Ideas for further research generated from this study include a multiple site case study of Hutterite teachers, a qualitative analysis between non-Hutterite teachers and Hutterite teachers, and a mixed methods study in a colony-rich region. Within the professional domain, understanding how pre-service teachers and working teachers are prepared for teaching in diverse classrooms would be beneficial. What is being done, and what could be done, in the preparation and delivery of professional development for presently serving colony teachers are questions meriting further consideration.

The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn’t mean that teachers make of this relationship means in their teachings. Lack of knowledge about students' cultural background means that teachers can´t integrate it into their teaching. Another result is that the school has no clear goals, students are not faced with high expectations and the school will not be on the student's own experiences. Pupils' prior knowledge is mapped and not the pupil's needs are met. The key aspects that emerge are that teachers should have knowledge of their students' cultural backgrounds in other words, become inter-culturally competent, the school must have clear goals and guidelines and will offer training that is tailored based on student needs and abilities, and student prior knowledge must be identified on the student school language. For individual support and education to plan and to primarily utilize the student's skills and strengths and not focus on the student's potential lack of ability.

Board involvement in Information Technology (IT) governance and the antecedents and consequences of such involvement are examined from both a theoretical and practical perspective. Practitioner and academic IT governance literature highlight the need for increased board involvement in IT governance; however, it seems that many corporate boards do not practice a formalized style of IT governance, while those that do, face significant challenges. A gap clearly is seen as in spite of the potential benefits of board IT governance and the costs of ineffective oversight, there has been little field-based research in this area, nor adequate application of theory. This research addresses this gap by developing and testing an exploratory multi-theoretic framework of board IT governance. Drawing upon strategic choice and institutional theories, and Ashby’s Law of Requisite Variety, a model of the antecedents (organization factors and board attributes) of board IT governance and its consequences (financial performance and operational performance) is both developed and tested. Unlike previous studies, board IT governance is designated as a central construct in this model rather than a secondary factor. Constructs of board IT governance and IT competency are explored and multi-item measures for both constructs are developed. Board IT governance is conceptualized as the extent of offensive and defensive board oversight activities, while IT competency is conceptualized as the extent of IT expertise (IT knowledge, experience and training) and IT governance mechanisms (structures, processes and relational mechanisms). Detailed interviews with board members enabled a preliminary examination of the theoretical framework. To further test the propositions in the theoretical framework and to validate the measures for the board IT governance and IT competency constructs, an online survey was administered to corporate directors across Canada. Exploratory Factor Analysis and Ordinary Least Squares multiple regression were used to analyze responses from 188 directors. The board IT governance and IT competency constructs were well supported by the data. In addition, the results show that the organizational factors explain 28% of the variance in board IT governance, and that board attributes explain 39% more of the variance, for a total explained variance in board IT governance of approximately 68%. The results also show that board IT governance has a positive impact on operational performance, explaining 19% of the variance in operational performance. However, the proposed impact of board IT governance on financial performance, and the impacts of ‘fit’ between role of IT and board IT governance approach on financial and operational performance were not supported by the survey results. Overall, this research makes a theoretical contribution by: focusing on the board’s role in IT governance; developing a multi-theoretical model of the antecedents and consequences of board IT governance; developing measures of board IT governance and board IT competency, and; empirically assessing the antecedents and consequences of board IT governance.

Ontario is a culturally diversified society. Its population composition has changed drastically in the past few decades to include large numbers of individuals with cultural norms differing from that of the majority. This poses challenges to public health, such as HIV prevention. Identifying practices that promote social inclusion in these communities is an important step toward the maintenance of cultural diversity and elimination of social exclusion. Culturally competent health promotion is one example of socially inclusive practices. Cultural competence refers to practices that take into consideration the cultural and linguistic nuances of a specific community or group. This thesis will be guided by the research questions: (1) What are the main health promotion practices of Community-based AIDS Service Organizations (CBAOs)? (2) How do the activities of these organizations promote social inclusion? This thesis uses qualitative methodology to study the CBAO as the unit of analysis. Data were collected from operators at three ethno-cultural CBAOs in Ontario: South Asian; Black, African, and Caribbean; and Portuguese. CBAOs are organizations within the community that provide HIV prevention resources, as well as support for persons living with HIV/AIDS in the community. The practices demonstrated at CBAOS in these communities illustrate three related mechanisms present that promote social inclusion: (a) community networking, (b) community knowledge and involvement, and (c) community-specific resources. These mechanisms can be used to inform practices at other community-based organizations in Ontario.

Verbal irony, a form of figurative language, uses the discrepancy between a speaker’s intended meaning and the literal word meanings to achieve social goals. Yet, little research exists on individual differences that may disrupt irony understanding. Verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening, and who have difficulties with mentalizing in social contexts. This study assessed whether shy children interpret ironic statements differently than do non-shy children. Children (8- to11-year-olds) listened to stories wherein one character made a statement to another character that was a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker’s belief and communicative intention. Shyness was assessed using self report measures of social anxiety symptoms and shy negative affect. Shy children did not differ from non-shy peers in comprehending speakers’ beliefs. However, shy children rated speakers who made ironic criticisms as being more mean than did children low in shyness. Thus, while understanding that speakers intended to communicate their true beliefs, shy children construed the social meaning of irony differently, indicating difficulties with pragmatics. Such subtle differences in pragmatic understanding may underlie some of the social difficulties facing shy children.

Syftet med det här arbetet var att ta reda på vem rederierna anställer, samt identifiera vilka faktorer som påverkar rekryterarna när de ska anställa en ny styrman.  För att ta reda på det har jag intervjuat två rederier som anställer svenska styrmän. Jag valde att göra en kvalitativ undersökning för att kunna ställa lite mer ingående frågor samt att ha möjlighet att ställa följdfrågor. Resultatet blev att det är till stor del de personliga egenskaperna samt den sociala kompetensen som är av störst betydelse så länge de formella kraven uppfylls. Erfarenhet inom sjöfarten eller utav yrken som man kan ha nytta av i sjöfarten är också meriterande samt att man har bra referenser.

Competence based self-esteem (CBSE) refers to a disposition where an individual strives for self-worth by achievements to compensate a low basic self-esteem (BSE). This kind of self-attitude is linked to burnout. The purpose of the study was to examine the effects of an 8-week mindfulness based stress reduction (MBSR) intervention on self-ratings of CBSE, BSE, burnout and mindfulness. Four MBSR groups were enrolled and a total sample comprised 29 participants. Results of repeated measures ANOVAs showed a significant decrease in CBSE and burnout as well as significant increases in BSE and mindfulness. It was further found that pre test - post test change in mindfulness was significantly associated with reduced CBSE. These results indicate the effectiveness of MBSR to reduce burnout and suggest the program’s applicability in treating self-esteem related problems.