La généralisation des médias sociaux change la façon dont les organisations interagissent avec les utilisateurs dans le cadre de l'innovation de service. Elle met en lumière des relations de co-production et de co-création. Cependant, l’analyse de ces relations entre l'innovation de service interactionnelle et les médias sociaux fait actuellement défaut. L’intégration de telles interactions met en évidence différents niveaux hiérarchiques dans la conception, la création et la diffusion de la connaissance.L’analyse a de réduire l’écart entre les médias sociaux et les réseaux d'innovation dans les services dans différents secteurs en utilisant l'innovation de service interactionnelle réalisée en coopération avec l'utilisateur des médias sociaux. L'intérêt ici ne réside pas uniquement dans la co-production d'information, mais dans la compréhension de la manière dont les organisations mettent à profit l'innovation non technologique et le méta-changement en lien avec les médias sociaux.Dans une première étape, cinq entreprises ont été étudiées sur une longue période à travers une méthodologie qualitative qui a permis la validation du modèle interactionnel. Ensuite une validation quantitative a été obtenue sur la base d'un échantillon plus grand.La thèse montre que les entreprises exploitent les médias sociaux pour l'innovation de service interactionnelle différemment les unes des autres. Bien que les médias sociaux semblent importants pour la co-création de valeur, les entreprises ne maitrisent pas les possibilités de co-création car elles co-produisent principalement lors d’interactions isolées avec les utilisateurs de médias sociaux dans les réseaux d'innovation de services. / The pervasive availability of social media is changing how organizations interact with the user in service innovation. However, the explanation how to leverage the co-production and co-creation relationship in interactional service innovation with the social media user is missing. The integration of such interactions reveals a system of knowledge production and dissemination. The system unfolds a configuration of hypothetical interactions, namely the gap between the social media and service innovation networks across different sectors is narrowed with the interactional model and social media user in co-production and co-creation. The emphasis is on how organizations leverage the non-technological innovation and complex meta-change with social media in different environments. The research involves the exploratory sequential research; qualitative leading to the quantitative methodology. In qualitative research five companies were investigated during a long-term span. A particular qualitative methodology was used for the validation of the interactional model. However, the results lead to the quantitative validation and testing of hypotheses as theorized in the qualitative step. Companies leverage social media user for interactional service innovation with different specifics and co-produce or co-create value. The findings are hypothesized on a larger sample to confirm/refute different hypotheses. Although social media seem significant for co-creation, the findings do not follow suit. Companies do not employ the possibilities of co-creation with social media; they rather co-produce value with scarce unique interactions with social media users across different sectors.

Motherhood has been described as an identity, a role, and a way of participating in life (Arendell, 2000; Farber, 2004). Motherhood has also been described as 'work', the care taking, nurturing and teaching of children (Francis-Connolly, 2000). Mothers with arthritis have reported difficulty in the tasks of parenting and household work (Allaire et al., 1991; Backman, Kennedy, Chalmers & Singer, 2004; Barlow, Cullen, Foster, Harrison & Wade, 1999; Grant, Cullen & Barlow, 2000; Reisine, Grady, Goodenow & Fifield, 1998), however, we know little about how a mother experiences these challenges. While the subjective experience of being a mother and having a disability is intrinsically linked to participation, health and social interaction (Farber, 2004), research has not been conducted on how mothers with arthritis experience mothering in the presence of arthritis, and how this experience affects their participation, identity and social interaction. This narrative research study asks "How is being a mother and doing motherhood activities affected by your arthritis?" Study objectives include: 1) Describe mothers' experiences of nurturing, teaching and caring for their children. 2) Describe how mothers understand and explain the effect of arthritis on their role of mother. 3) Describe whether or not this understanding changes how mothers participate and interact in their community. Narrative inquiry was used to explore the experiences of eight married mothers with inflammatory arthritis who have at least one child (aged 0-18) living at home. Purposive sampling allowed representation of families from different communities, with children of different ages. Data collection included two in-depth interviews, participant observation, document review, and fine art painting. Data was coded and analyzed using narrative inquiry techniques (Coffey & Atkinson, 1996; Riessman, 1993; Sandelowski, 1991). Overarching storylines are presented as narratives that describe the mother's experiences of identifying with the role of mother, participation, fatigue and the social context in which mothering occurs. This study contributes to the sparse body of literature on the impact of arthritis on participation in maternal practices and social interaction, informing health professionals about the experience of mothering with arthritis. / Medicine, Faculty of / Graduate

Au courant de ma thèse, je tente de répondre à la question de recherche suivante : qu’est-ce qui distingue les jeunes universitaires qui participent lors des élections fédérales canadiennes des jeunes universitaires qui ne participent pas? Je propose l’hypothèse que les jeunes universitaires qui participent lors des élections ont des réseaux sociaux plus politisés que les jeunes qui décident de ne pas participer. Suite à la distribution d’un sondage auprès des étudiants et étudiantes de l’Université d’Ottawa, j’ai effectué une série de statistiques descriptives, de tests du khi carré et deux régressions logistiques binaires (une régression utilisant un codage ordinal et une régression utilisant un codage de variables muettes). Ces régressions contrôlent le genre, la langue de préférence, l’année d’étude, l’habitation avec les parents au courant de l’année scolaire, la lecture des nouvelles, l’intérêt en politique, les connaissances en politique, et la fréquence des conversations au sujet de l’élection avec ses parents et ses ami(e)s. Cette analyse démontre des résultats intéressants, notamment que l’influence des parents est plus importante que l’influence des ami(e)s en ce qui concerne la participation électorale des jeunes universitaires.

Most research on participation in adult education has described participants using static variables, however, it has been suggested that dynamic factors which describe the relationship between the individual and the organization have more potential value. This study included both types of variables when analyzing the factors which influence participation in adult education in a rural Canadian setting. The data for this study were collected during the summer months of 1967, when interviews were completed with 881 household heads in six rural regions of British Columbia. The 126 respondents who were classified as participants and an equal number of randomly drawn non-participants were compared using both static and dynamic variables. The distributions within the groups were tested for significant differences using the chi square statistic while linear relationships were indicated by correlation coefficients. To remove the effects of the variables of age and education from the relationships existing between the two groups a second sample of non-participants was matched with the participants on these variables. The new groups were then compared using the static and dynamic variables on which the original groups had differed significantly. The first and second hypotheses which proposed significant differences between the two groups with respect to certain static and dynamic variables, were tentatively accepted when the original samples of participants and non-participants were shown to differ significantly on thirteen static and eight dynamic variables. The third hypothesis which proposed differences between vocational and non-vocational participants was only partially accepted as the two groups differed on the variables of occupational prestige and income. The findings with respect to the first two hypotheses were modified when the matched groups were shown to differ significantly on only five static and two dynamic variables. On these variables the participants reported better job training and better jobs, fewer but better educated children, and greater formal social participation. They also reported a greater felt need for further education and stated more willingness to give up spare time for this education. A general conclusion was proposed which suggested that the participants exhibited a more favourable attitude to education than did the non-participants. But this conclusion is tentative as the findings of the study emphasize both the need for further research with dynamic variables and the control of age and education variables when comparing participants and non-participants. / Education, Faculty of / Graduate

This thesis is primarily involved with the development of a planning teaching game called Planning Power Play, and the testing of this game's effectiveness as an educational tool with residents of a local community. The rapid growth of our North American urban centres has brought with it an increasing demand that the citizens be allowed to participate in the planning of their own local residential areas. However, the art of citizen involvement in the modern planning context suffers from a lack of effective techniques of implementation which in part explains the reluctance of many policy makers to initiate such programmes at all. This thesis is intended to assist in overcoming this shortcoming by introducing a new method of encouraging active citizen participation in the planning process. The study hypothesizes that a planning game can be developed that will be an effective educational tool in citizen involvement programmes in the neighbourhood setting. The thesis initially reviews much of the literature pertaining to teaching games citing examples of the effectiveness of existing teaching games, and building a theory of teaching game draftsmanship. It then proceeds to explain the development of a new teaching game called Planning Power Play. Five test sessions of Planning Power Play indicated that it was a successful teaching game and potentially useful tool in situations where citizen contact was required. The game fostered an informal social atmosphere facilitating discussion between the planner and the citizens, with the result that both parties learned from the experience. The tests indicated that Planning Power Play taught the players the practical constraints imposed upon the development of their local area by the variety of interest groups expressing their divergent viewpoints through the municipal political bargaining process. In addition, the game was practical for use in the citizen participation milieu where many participants were novice game players. The game proved to be engrossing, easy to learn, quick to play, and extremely portable and adaptable. The conclusion was reached that this thesis was primarily an exploratory study. Planning Power Play is a satisfactory teaching game, but it is not meant to be the final word on planning teaching games. Rather, it is hoped that this game will constitute an initial step encouraging further research in this relatively new aspect of urban planning. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

M.Ed. / The purpose of this study is to investigate the parental involvement in the education of their children. This research study is also an endeavour to explore the views of parents of students in grade eleven at Sitintile secondary school and on their role as support structure. In gathering data, qualitative research methods were used. This qualitative research methods lead to the understanding of people's perceptions. Processes that were involved in the data collection were one to one interviews with each of the twelve parents and observation was employed as the secondary data collection method. The researcher approached twelve individuals and they were identified as the sample population of the study . . The main implications of these findings could be summed up this way: • For the grade eleven students to prosper and be goal directed, parent-teacher relationship need to be enhanced. • There is a need for the parents to involve parents in the education of their children. • In conclusion, parents must play a meaningful role in the education of children.

The purpose of the study was to examine whether athletic participation as a child and/or adolescent acts as a protective factor for youth who endure childhood maltreatment. After screening for childhood maltreatment, our 269 participants were separated into either an athlete group or a non-athlete group and compared using two one-way multivariate analyses of covariance (MANCOVA). Emotional neglect served as the covariate due to non-athletes' significantly higher emotional neglect scores than athletes. The first MANCOVA compared athletes and non-athletes on positive outcomes, which included measures of post-traumatic growth, three adaptive coping strategies, and self-compassion. In the second MANCOVA, we assessed for differences between athletes and non-athletes on negative outcomes, which included measures of traumatic, depressive, and anxious symptomology and a maladaptive coping strategy. Neither MANCOVA reached significance, rejecting our hypothesis that athletes would be more resilient than non-athletes to the negative impact of childhood maltreatment. Discussion considers possible reasons for the lack of significance, such as the recency of athletic participation or the specific type of maltreatment experienced, as well as limitations and directions for future research.

The whole problem of the democratization of students is one requiring the participation of all students continuously in a living environment which begins with the simple experiences of the kindergarten and progresses more and more complex problem solving, and more and more share in the planning of the extra-curricular activities of the school as the children grow older. Through service of this kind, children come to recognize their responsibility for leadership on various occasions. Also, through such participation, they get the social, intellectual, and emotional maturity which characterizes the socialized individual and which is prerequisite to effective living in a democracy. / Adviser: Robert C. Moon, Professor Directing Paper. / Typescript. / "May, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Includes bibliographical references (leaves 40-41).

Submitted in fulfillment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education Faculty of Education University of Zululand, South Africa, 1996. / The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.

The objective of this study was to explore which community characteristics of northeast Carbondale residents' predicts the greatest resistance to the proposed solar panel installation project on the former Koppers wood- treating-site, an Environmental Protection Agency (EPA) designated brownfield site. Additionally, the data was used to examine if impediments to civic engagement, under Carbondale's current public participation strategy exist. Utilizing a mixed methods approach, a 21- question survey was developed and distributed, via door-to-door visits, to investigate residents' characteristics, civic involvement, and perceptions of their local government. A binary logistic regression (BLR) and Chi-Square test, via IBM SPSS 24TM statistics software, analyzed probable associations of multiple independent variables on resident’s attitudes towards the proposed solar panel array project. Written responses were analyzed using NVivo 11TM qualitative software to support quantitative findings. The findings suggest that there is a significant relationship between residents’ opposition to the proposed solar panel project and their proximity to the former Koppers wood-treating site. However, a further investigation into residents’ length of residency (L.o.R.) in northeast Carbondale, civic involvement, trust in the local government, and their knowledge of the former Koppers wood-treating site (K.o.K.), correcting for numerous constraints, is highly suggested.