From the perspective of a system developer, this study presents an in-depth analysis of the CiRM implementation process in Malaysian local government. The study was motivated by the lack of studies examining the CiRM implementation process initiatives in the local government sector. Furthermore, the performance of the Malaysian Government in this initiative has been subjected to various criticisms, i.e., not properly servicing its public. This raises the question as to what has happened during the period of the CiRM implementation process in Malaysia. As there has been a demand for local governments to invest more in CiRM projects, the need for existing and potential system developers in the Malaysian government to have an implementation framework that could guide their effort in implementing the system has become more vital. This study combines the case study research and grounded theory approaches. Twenty in-depth face-to-face interviews were conducted with system developers from ten local governments (i.e., five interviews from four pilot-cases and fifteen interviews from six primary-cases). The analyses of these data were divided in three main phases. The first phase involved a within and cross-case analyses of the pilot cases. The second and third phases involved a within and cross-case of the primary cases. These analyses enabled a set of determinants on CiRM implementation in the Malaysia local governments to be developed. The determinants were established by fitting their characteristics to the lifecycle of the CiRM system implementation process. Some of the determinants were found to be common to the existing literature while others were found to be enhancing the existing knowledge in CiRM implementation process. These determinants were then developed to shape a theoretical framework for the CiRM implementation process in the local Malaysian governments. This framework not only describes the main determinants in the implementation process, but also the forces and activities that lie within it.

This paper offers grounded evidence in support of the elaboration of Kim's [(2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage] integrative theory of communication and cross-cultural adaptation (ITCCA) to include sojourner reentry. Findings from 24 intensive interviews validate the heuristic value of ITCCA in the reentry context, but also reveal unique features that set reentry adaptation apart from cross-cultural adaptation. Key theoretical contributions include (1) a nuanced description of the role of reentry communication competence, (2) greater complexity of the roles and networks of interpersonal and mediated communication upon return, (3) an expansion to the environment domain to include home environment, and (4) a long-range perspective on the development of functional fitness, psychological health, and intercultural personhood. Implications for sojourner reentry training are addressed.

Background: Segregation, within the context of this study, is the removal of a prisoner from the wider prison to an environment that is regimented and controlling, and functions through enforced solitude. There is very little research that explores this environment from the perspective of the prisoners who experience it. By using the voices of the prisoners this study provides rich description of the conceptual understanding of how they and resolved their segregation experiences. Research Aim: The aim of this research was to develop a grounded theory of how prisoners gave meaning to their segregated environment experience. Methodology: This study was guided by a constructivist epistemology and the principles and process of grounded theory (Constructivist Grounded Theory) as described by Glaser, Strauss, and Charmaz. Data was gathered from a participant group of prisoners who were experiencing, or had experienced within the previous two months, time in segregation, from one specific Category A prison, as well as comparable case studies. Data was collected through semi structured interviews, and case study documentary analysis, and analysed using the concurrent processes of constant comparative analysis, data collection, and theoretical sampling. Results: The participants expressed that the main concern of their time in segregation was a desire to survive this experience. They expressed this desire, and the actions and behaviours necessary to achieve it, through a process conceptualised as reframing contextual power. This has three 'subcategories‘ 'Power Posturing', 'Power Positioning', and 'Power Playing', each comprising of further subdivisions of the conceptualisation of the participants main concern. These consisted of 'Knowing Fixed Rules', 'Reading Emergent Rules', 'Relating', 'Resistance', 'Being Bad', 'Being Mad', and 'Being Cool'. Power was the major interlinking concept and this was fundamental to the strategies and actions necessary for the participants to achieve their main concern. While presented as three distinct 'subcategories‘ they are neither independent nor hierarchical, rather they are interconnected and interlinked. The participants were active in the utilisation and enactment of power actions and not passive recipients of power. A theoretical exploration of the power inherent in reframing contextual power demonstrated that no one theory or approach can sufficiently explain power within this context. It is proposed that, drawing from a number of theorists, an integrated approach to viewing and understanding such power is required to allow for a more sophisticated understanding of how the participants reframe contextual power. Conclusions: The findings of this study provide a method of understanding how the participants engaged with, and utilised complex strategies to survive the segregated environment experience. The findings also contribute to how we understand the processes of power within this current (and similar) context(s). I consider that the uniqueness of this thesis is important as it contributes to the extant body of knowledge in this field and thus offers a salient message relating to the (potential) future of segregation and the solitary confinement of prisoners.

Despite the distance that often separates grandparents from their young adult grandchildren, the abundance of new technologies provides numerous means of connection for the grandparent-grandchild (GP-GC) dyad. The purpose of this study was to understand how grandparents use technology, namely text messaging and Facebook, in relationships with their young adult grandchildren. Specifically, the aim was to understand grandparents' purposes for using these technologies with their grandchildren, their motivations for using these technologies, and their perceptions of these technologies. Qualitative interviews were conducted with 23 grandparent participants and analyzed according to the procedures delineated in grounded theory analysis. Both text messaging and Facebook emerged as important tools for connection, as text messaging encourages more frequent communication and Facebook helps grandparents "fill in the gaps" about their grandchildren's lives. Furthermore, results indicated that grandparents' uses of text messaging, and to a lesser extent Facebook, are acts of accommodation to their grandchildren.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.

ABSTRACT UNACCOMPANIED REFUGEE MINORS AND THEIR STRATEGIES TO NAVIGATE A NEW WORLD: A GROUNDED THEORY By Justin Scott Lee A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2012 Chair: Pamela J. Kovacs, Ph.D. Associate Professor This study explored how unaccompanied refugee minors (URMs) define success. The population of URMs consists of individuals who, through forced migration from their country of origin, were resettled in the United States through the URM program. Little is known about the ways in which refugee adolescents view the resettlement process once they have left the URM program. Through a traditional grounded theory method, 15 interviews with former URMs were conducted with the aim of laying the groundwork for a theory that would explain how success is defined, the unique challenges URMs face, the mechanisms for overcoming challenges, and the role that culture plays in the resettlement process.

This dissertation research was designed as two independent research studies. The first study, qualitative, and non-experimental, aimed to examine residents’, family members’, and staff members’ (stakeholders’) satisfaction with, and attitudes toward Green House living one month prior to moving and again at one and three months after moving. Focus groups were the primary method of data collection. Thirty residents and 40 staff members transitioned to one of three Green House homes beginning January, 2013. Data collected began in December, 2012. Following each focus group, tape recordings were transcribed, and coded. Using grounded theory and the constant comparative method of analysis, themes emerged. Pre-move focus group themes revealed that stakeholders were concerned about (a) the quality of care in a system using fewer staff members and (b) the challenges associated with adjusting to a new environment. Post-move focus group themes revealed that (a) stakeholders remained concerned about staffing levels; (b) residents’ had improvements in appetite, socializing, and ambulation; and (c) staff members struggled with autonomous work teams, but preferred the Green House model of care to that of a traditional nursing home. The final model reflects a synthesis of themes from which self-efficacy beliefs were hypothesized. Themes were also linked to existing gerontological theories: Person-Environment Fit, Place-Space, Thriving, and Personhood. The second study, designed to explore the construct validity of the Person-Centered Care Attitude Tool (Per-CCat), consisted of 42 Likert-type questions divided into four sections that align with person-centered care principles. Eighty-six employees of Virginia Mennonite Retirement Community completed the survey; only 70 were analyzed due to missing data. Principal Components Analysis was the analytic approached used for these data. Bartlett’s Test of Sphericity (X2 = 2006.56, p = 0.000) and Keiser-Myers-Olkins measure of sampling adequacy (0.746) indicated that the data were factorable. The final four-factor 34-item solution aligned with the following person-centered care principals: resident autonomy, social interaction and community, work culture, and feelings toward work. Further validations studies of the Per-CCat are necessary. Given the trend in long-term care toward person-centered care, a validated survey will be useful for hiring and educating caregivers and other nursing home personnel.

The diagnosis of cancer in a child is one of the most significant stressors a parent can experience, and research in the area of stress-related effects of illness on parents has emerged in many areas. The majority of studies have focused on the potential or actual negative impact on parents during and after treatment of their child's illness. However, studies that initially set out to explore the difficulties associated with coping with childhood cancer found that parents often reported positive aspects about the experience. There is now increasing interest and support for the study of "positive-health" factors that contribute to protective variables influencing the health and well being of parents, such as benefit finding. The present study aimed to illuminate the process of benefit finding in parents of children with cancer and to develop a theoretical model of this process based on the findings.This grounded theory study resulted in a conceptual model that organized and depicted the constructs and structures related to the process of benefit finding. Through constant comparative analysis, the Basic Psychosocial Problem was identified as being overwhelmed with fear. The parents identified intervening conditions that helped move them from feeling overwhelmed to feeling that they could manage the fear. Many parents identified a specific event, an "epiphenomenon" that created a turning point for them. This event, along with the intervening conditions, moved the parent from being overwhelmed to managing/transforming the fear, which was the Basic Psychosocial Process. The strategies that the parents identified as helping to manage the fear are being in the present, being strong, having faith/maintaining hope, and making meaning out of the event, of which benefit finding was the major component. This entire process occurred within the context of being a parent, as this awareness colored the entire experience. Benefit finding emerged as both a strategy and an outcome within this process and encompassed a growth in character, strengthening of relationships, and a gain in perspective. The theoretical model and substantive theory that emerged during the course of this study provide a way to understand this process in parents of children with cancer.

This grounded theory project researches and analyzes publications from 1990-2008 assessing the debate over aesthetics in/and VCAE in 21st century art education. Through a series of visual models, a working theory and its supporting evidence assess this contested subject. Within the context of Modern and Postmodern paradigm conflict, art educators’ debate over aesthetics in/and VCAE fundamentally deals with differing conceptions of identity and freedom. Although commonly sharing the goal of fostering the formation of student identity through the provision and exercise of freedom, art educators’ differing perspectives on identity and freedom result in differing prescriptions for 21st century art education. By presenting qualitative data analysis through grounded theory, I guide fellow art educators through this debate by providing snapshots of information as well as detailed portraits of the scholars and their multifarious rationales.