This study addresses methodological critiques of ethnicity research in organisations by combining intersectionality and identity work frameworks. Additionally, it extends intersectionality beyond its traditional focus on multiple disadvantage and demonstrates contextual sensitivity to ethnicity. Taking an individual constructivist stance, I examined ethnicity and its intersection with gender and seniority through an identity work lens. The research question was: How do senior black, Asian and minority ethnic women and men make meaning of episodes that raise the salience of their intersecting identities at work? The study investigated how 24 senior black, Asian and minority ethnic (BME) women and men constructed an understanding of their multiple-identified selves in response to affirming, contradictory or ambiguous identity-heightening work experiences. Respondents kept journals about episodes that raised the salience of their intersecting identities. Then, in interviews, they described the sense they made of the episodes and their responses to them. Following a template-based analysis of 101 accounts, a typology emerged of Accommodating, Refuting, Reconciling, Affirming and Exploratory identity work modes, describing senior BME individuals’ identity construction in response to identity-heightening episodes. I introduce ‘intersectional identity work’ to illustrate how individual (e.g. cognitive effort to reconcile a paradox), relational (e.g. a sense of responsibility and affinity for subordinate minority colleagues) and contextual (e.g. visibility resulting from demographic distribution in one’s immediate environment) factors influence intersecting senior, ethnic and gender constructions at work. Integrating intersectional and identity work perspectives to examine ethnicity demonstrates the dynamic interplay of multiple identity dimensions during meaning-making, the range of modes adopted and the intensity of effort expended by senior BME women and men during personal meaning-making. This approach makes a methodological contribution to ethnicity and intersectionality research. It also makes an empirical contribution to UK ethnicity and identity work research through the suggestive model of identity work modes and rich insight into senior BME individuals’ experiences at the juxtaposition of disadvantage and privilege.

The purpose of the qualitative study titled An Investigation of Formative and Summative Portfolio Assessment Methods, is to explore the experiences of a self-described eclectic, primarily constructivist writing instructor who employs portfolio assessment methods in post-secondary writing classes taught to pre or in-service writing teachers. This Action Research study focuses retrospectively on the experiences of the instructors formative and summative assessment of post-secondary writing portfolios. The study also explores theoretical grounding of which educators are often not consciously aware and adds insight into the existing body of knowledge on portfolio assessment practices.<p>The research question is as follows: How does a post-secondary writing instructor employ formative and summative portfolio assessment methods within a constructivist writing community and how does s/he describe the teaching/learning relationship that consequently develops? <p>The goal of the study is to explore in depth one instructors experiences in post-secondary writing courses. I used the following questions as a guideline. <br> to discover how the instructor uses a formative portfolio assessment process of teaching to positively affect the development of writerly skills in a constructivist writing community<br> to discover how the instructor uses summative portfolio assessment of writing to provide accountable end-of-term numerical ranking of student achievement for educational institutions<br> to describe the perspective of a constructivist writing instructor on the use of formative and summative portfolio assessment practices at the post-secondary level<br> to discover the effect formative and summative processes and the constructivist writing community has on the teacher/student relationship <p>Upon analysis of the interview transcripts, I found that teaching, for my participant, is a colourful tapestry that stands alone as her well-crafted teaching practice, but can also be viewed as 4 distinct panels that fit seamlessly together. These four themes are: <br>1. Portfolio evaluation of writing provides for the Constructivist conditions for learning as identified by Driscoll (2000).<br>2. Portfolio evaluation is most effective when built on a foundation of Community within a group of writing students.<br>3. Portfolio evaluation promotes balanced transactional experiences that result in transformation for both student and teacher.<br>4. Portfolio evaluation of writing, as a teaching practice, shows promise for the successful education of marginalized students. <p> I also found that this research has only rippled the surface of a pool of anecdotal knowledge that invites full immersion. I am drawn to further exploration, discussion, development, implementation and assessment of models of formative evaluation that will benefit our students of writing. To this end I have included recommendations for further study specifically aimed at exploring the promising practices of portfolio evaluation for marginalized peoples, most particularly First Nations, Métis and Inuit students, at various levels of education, including primary, secondary and post-secondary levels.

The forensic focus has been a popular career choice and area of study for many of the health science disciplines. Forensic nursing education recently appeared in the curriculum at many colleges and universities. Now more than a decade from when some of the first forensic nursing courses were established, it was timely to explore rather than evaluate this unique specialty that has programs existing at every post-secondary educational level from certificate to doctoral programs. <p>The purpose of the study was to explore forensic nursing knowledge as a specialty area of study, and factors influencing educational development, as perceived by educators who were instrumental in establishing some of the earliest forensic nursing courses or programs. This predominantly qualitative study involved interviewing a purposive sample of nurse educators from Canada and the United States. Data collection involved an email survey to collect demographic information about the educators and course statistics about the programs they created, in addition to a qualitative, semi-structured telephone interview. <p>I utilized a thematic analysis to compare the data to literature relevant to the study, which included the historical evolution of forensic nursing along a sequential pattern of specialty development. I drew on my constructivist worldview to understand and interpret the responses. Although exploring forensic nursing provided a starting place for inquiry, the purpose of the research question was not only to describe what is but to consider the larger socio-technical, media, and economic forces influencing the educational development of this forensic specialty and then to link particular experiences into wider generalized and generalizing social relations. <p>One result of this study was a definition of forensic nursing constructed from the data and compared to earlier definitions in the literature. A further differentiation of forensic nursing determined knowledge that was different from nursing in general, and different from other forensic disciplines, a distinction that has significance for interprofessional education. In addition, it was determined that the unique knowledge content of forensic nursing may be the dual knowledge or dual roles of care and concepts specific to each subspecialty, for example: care and custody, care and collection of evidence, care and chain of custody, care and court room testimony, or care and crisis intervention. <p>In the early years of forensic nursing education development, it became evident that more than one positive factor was needed to create and maintain new specialty programs that were not then recognized as future mainstay programs. Therefore, from the constructivist worldview, multiple perspectives exist, and multiple and alternative factors are recognized to have influenced practice, education, and research in any discipline. From a constructivist interpretation to the findings of this study, all factors have relevance as all are needed for specialty programs to be developed and sustained.

Since 1978 in mainland China¡¦s reform and opening up, the state gradually beyond the control of the development of society. The civil society in mainland China is changing. The development of NGOs in Taiwan has rapid growth after the lifting of martial law period. Whether China could refuse or not promote the activities of the international NGOs, not only because of local NGOs massive increase but also the wave of globalization. This article compares the ways of NGOs international participations across straits. For mainland China, how to catch up with the world become more important after reform and opening up. And the Martial law ended, Taiwan how to cope with the development of globalization. This article first discusses under the global civil society, the cross-strait NGOs how to participate in international affairs, and how to exchange and cooperate with international organizations. And then observe the interactive relationship from the international participation architecture. Finally, we discuss the cross-strait development of the NGOs with constructivism. And the activity of NGOs develops from global civil society and International participation in interactive mode. Through these three architectures, we could understand the across strait NGOs attitude for international participation, and how to influence the international participation mode. In addition to use the theory to prove the cross-strait NOGs international participation mode and manner. We figure out the different ways of NGOs in Special Consultative Status with ECOSOC of the United Nations across straits, what mainland China NGOs and Taiwan initiative type and service-oriented NGOs. There are many different not only in China¡¥s international participation on unlike issues within theNGOs , but also in cross-strait NGOs international participation way and the types of activities. While Taiwan NGOs do something about international participation, subjected to mainland China. Taiwan how to use the power of the NGOs to break the siege, step on the big stage of international affairs.

This thesis tries to argue the important influence of culture and identity in national security studies, especially about Taiwan¡¦s security. In my viewpoint, culture and identity have become two powerful elements in security studies. In the Post-Cold War era, material factors are no longer the only base of national security. At the same time, the culture clash has become another potential factor that influences the national and international security. The 911 event offers the best example. Meanwhile, the Taiwan security environment is undergoing a great change. The military competition tendency between Taiwan and Mainland China becomes more and more dangerous. It seems that the elements of culture and norms haven¡¦t been taken into consider by Taiwan authorities upon how these elements could affect Taiwan¡¦s security. In this thesis, the viewpoint of constructivism on international relations theory has been chosen to survey how culture and identity factors influence Taiwan¡¦s security, and I try to figure out the influence of culture and identity in security research of international relations. Three main points of conclusion could be made: 1. Culture and identity have become important factors of national security. At the same time, the scholars of mainstream international theory (like neo-realism and neo-liberalism) have paid more attention to culture and identity research. 2. It is very important to combine cultural and material factors in national security research. An effective cultural strategy could improve the function of national security policy. 3. Taiwan administration has to think over the culture and identity factors¡¦influences upon Taiwan security. Although theses factors don¡¦t construct an immediate and clear threat, but in the future, theses factors may become a dangerous threat of national security. In the long run, they could even destroy the political power.

Abstract: In the definition of Mahan`s theory of Seapower, the material conditions and military power are essential for the countries to strengthen national power and develop the Seapower. And the Seapower also becomes one of the methods to strengthen national interests and power. It didn`t be explained that how do the countries find the way to seek for power and interests and what does the Seapower mean to other countries? In my article, I try to explain that after 1949, the process of PRC that seek for Seapower and the meanings to other countries by Constructivism.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 253-266). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 253-266). Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-238). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.) in Educational Leadership--University of Maine, 2001. / Includes vita. Includes bibliographical references (leaves 250-255).