Schools develop organizational cultures of their own; these cultures establish traditions and norms that guide everyday life in schools. The purpose of this case study was to examine teachers’ and administrators’ perceptions of how a positive school culture has been shaped, maintained, and sustained over the past four decades at one midsized Catholic high school in Southeastern Ontario. The qualitative research design combined document analysis and qualitative interviewing with the aim to establish a greater understanding of the school’s history. The interviews were conducted with current and former teachers and administrators who have worked at the school between 1970 and 2013. By looking at this school as a case study, I have attempted to gain a deeper insight to the subjective experiences that different teachers and administrators have had with the school over the course of its recent history, and have thereby developed an understanding of the motivations and actions undertaken to both preserve and change the school’s normative structure over the course of time. The results of the study indicate that the school has been able to maintain and sustain a positive culture over the past forty years. The findings have determined the school’s cultural manifestations at each of the three levels of organizational culture, and recognize the fundamental importance of the role of selected stakeholders in projecting, and reflecting the existing culture in order to preserve core underlying assumptions in the process of adaptation to internal and external changes. The school’s long-standing history, tradition of excellence, and strong focus on Catholic education and “educating the whole person” have allowed for the establishment of a close community network within the school. From an ecological perspective (recognizing schools as living systems) these networks, supported by strong leadership, have served to sustain the healthy elements of the school’s culture allowing it to evolve over time. / Thesis (Master, Education) -- Queen's University, 2013-08-03 14:26:59.744

This thesis is an investigation into women’s experiences of repeatedly attempting to lose weight and maintain a weight they find acceptable, and the implications of this for health education. This was an interpretivist inquiry which generated data through narrative interviews. The data was analysed using three different strategies to enable deeper understanding of the participants’ experiences. To set the context health education resources relating to body weight, healthy eating and activity were collected from local community and health settings. A former local practice nurse was also interviewed about her role in assisting women with weight loss. A literature review revealed an emphasis on research and policy that focuses on the dangers of overweight and obesity, prioritising individual behaviour and energy-deficit approaches to losing weight. A qualitative method was used to collect data from a convenience sample of five women. Data from interviews and autobiographical writing were recorded, transcribed and analysed within a narrative analysis framework. Analysis of the findings using three interpretive lenses are presented first as re-storied accounts of the women’s narratives, and secondly thematic analysis addressing issues of control, pleasure and pain, and embodiment and alienation. Finally a relational analysis reveals the ways in which participants position themselves in relation to themselves, other characters and the interviewer in order to build their desired identities. The data shows that the participants had followed a wide and diverse range of diets, eating and exercise plans, none of which had been successful in both reducing their weight and maintaining it at a level they were happy with, even after repeated attempts. Whilst biomedical literature suggests a dividing line between pathological eating disorders such as anorexia nervosa/bulimia and normality, the disordered eating and emotional difficulties described by the participants supports the view that a broad range of eating and body-image problems may be more culturally normative than is generally recognised. Dieting and weight cycling were common experiences. The findings of the thesis suggest that contrary to current public policy, the views of these women who are unhappy with their body weight are complex, idiosyncratic and demonstrate resistance to health messages that target individual responsibility for weight management. Their views are developed from personal experiences - the findings suggest that these women are stigmatised. However, one response to this can be to stigmatise other people whom they see as more overweight than themselves. Normative femininity is increasingly centred on appearance and women who do not comply with the requirements risk alienation and pain. The identities that the women construct are relevant for health education but not taken into account when national policy and strategies are developed to address overweight and obesity. The risks to health of weight cycling are also not addressed by policy. The implications of the thesis are discussed in relation to the embodied experiences and gendered roles of women, the role of health education and its relationship with biomedicine.

The purpose of this bachelor thesis is to examine the usabilityof Oatly.com, using qualitative as well as quantitative methodswithin usercentereddesign and information architecture, inorder to propose ways of developing and improving it. Byanalyzing the content of the website’s home page, andcomparing it to the home pages of similar websites usingcompetitive benchmarking, suggestions are made on how toimprove the home page of the website, along with results fromcontextual inquiries carried out using participants representingthe company’s target group. The methods used are followedout from a usability perspective, and are focused on the needsand preferences of the target group. The conclusion reached inthis thesis suggests that the overall quality of Oatly.com iswell thought out and adjusted to appeal to the desired targetgroup. However suggestions are made on how the website canbe adjusted and improved in order to appeal to the targetaudience, as well as ways for Oatly to continue the assessmentand analysis of how to continually evolve and improve thewebsite. The suggestions for development of the websiteinclude adding a search function, adding significant content tothe productandcontact pages, adding content which explainsto the user how the company’s products can be utilized, aswell as changing the current utilization of the slider on thehome page.

This study has evaluated outcomes of the care and educational intervention set up for children of Magalasi and the surrounding villages since 2003. Magalasi Village is located in the rural area of Zomba District in Malawi, Southern East of Africa. The study has investigated perceptions, attitudes and ultimately meanings that participants have attached to this intervention. In doing so, it has established the effectiveness of this intervention, which is based on based on the principle of partnership, and aimed at improving the care and education of young children of Magalasi Village. The study employed the narrative inquiry approach situated within a hermeneutic phenomenological framework. Data was collected from 35 community participants using conversational narratives and has been analyzed thematically. The study has generated numerous findings; way beyond assessing the objectives set out at the beginning of the intervention, 40 themes in total. The major findings are: a) the reversal of child neglect situation; resulting in improvement in the hygiene and personal care of nearly all children in Magalasi village; b) highly improved school performance of most children attributed to improved school preparedness and leading to most children enjoying and staying in school, and successfully completing primary education; c) highly appreciable nutritional support to children; and d) existence of challenges and tensions underlying the implementation process. Overall, the Muula Center is having a huge positive impact on the care and education of most children of Magalasi village with minimal financial and essential technical support. Therefore, the financial, technical and community ingredients that are responsible for the delivery of the care and educational services in this intervention need to be sustained for continued impact. Also, a good understanding of challenges and tensions underlying the implementation process bears the potential of identifying and addressing critical issues, which will lead to further strengthening of the efficacy of the intervention. / Graduate / khamachibwana@gmail.com

Inquiry is a learning stance that affords students with a variety of engagements to learn about a concept. It is a collaborative process where students think together, work together and talk together to develop their understanding of the issue they face. Inquiry supports teachers in creating highly recommended learning environments for students. Educators know the importance of the relationship between teachers and students and the influence on students' learning development and achievement in school. These goals can be reached through understanding classroom environments and informing teachers about an inquiry approach in teaching. This understanding will also improve teacher’s knowledge and help him/her professionally interact with students. This research explored the experiences and perspectives of eleven Saudi female educators on their learning experiences as students and as teachers in two different settings, Saudi Arabia and the U.S., and two different teaching strategies, a traditional teaching approach and a learning centered approach. I used a qualitative approach to design this study to ask my participants about their learning and teaching experiences before and after studying abroad. In-depth interviews allowed me to access their perspectives and how they created meaning out of experience. I used in-depth interviews, using focus group interviews for the third question only with the participants in Tucson because I wanted to explore an inquiry related to a group of people linked by their background culture. Throughout this study, the data was gathered and analyzed to answer three general questions: 1. What are the teaching and learning experiences of Saudi teachers? 2. How do the experiences of Saudi teachers impact their thinking about teaching practices and the curriculum in their classrooms? 3. What are the perspectives of Saudi women who either are teaching or have teaching experience on the type of learning experiences needed for Saudi Arabian pre-service and in-service teachers? The findings revealed that the participants in this study supported developing and working toward achieving reforms in education in Saudi Arabia. The participants' previous experience impacted them in thinking about their own teaching in their classrooms. All of the participants supported development of the education of teachers in Saudi Arabia. The participants' responses to this question revealed the need for ongoing professional development and redesigning teacher preparation programs around key principles of engagement and inquiry.

Until recently, research into dreaming followed the reductionist paradigm within a Freudian framework. This line of enquiry has failed to date to provide a meaningful relationship between neuropsychology and dreaming. As a result, theory development has halted, original therapeutic approaches outside the analytic tradition are scarce, and practitioners are disempowered when confronted with dream material. However, in recent years the concept of consciousness is back on the scientific agenda and the study of the subjective experience of dreaming is once again possible. Eight coinquirers employed Heron’s (1996) co-operative inquiry. We collaboratively explored our experience of dreaming holding seven meetings over six months. Paradoxically, we found that our experiences and understandings were similar and conflicting, mirroring the current debates in dream research. Our findings indicate strong links with waking consciousness, and that dreams are a source of entertainment, insight, problem solving and angst. Our study also highlighted that directing our awareness altered the nature of our dreams and our perceptions. Implications for Counselling Psychology theory, practice and research are discussed. It is argued that intentionality is a key concept and should be incorporated in Counselling Psychology research, theory and practice.

Historically, institutions of higher education have been perceived to be isolated from the real concerns of the world. They have appeared to be ivory towers and bastions of knowledge to which mere mortals can only aspire. There is currently still a call in the South Africa for education that is relevant and applicable to the development of South Africa. Through emphasizing community engagement and implementing service learning various dynamic approaches are now being considered to link “traditional domains of foundational knowledge and professional knowledge with a new emphasis on socially responsive knowledge” (Altman in Kenny & Gallagher, 2000:1). Altman suggests that service learning links the knowledge, skills and experiences of learners in a way that enables them to act and respond to social problems and engage with communities. The aim of the research was to through an appreciative inquiry framework determine what is being done in respect to and how best to support and encourage the continued implementation of community engagement and service learning in South Africa. The research focuses on how service learning and community engagement can be made sustainable in South Africa. It identifies what service learning practices are being established by higher education institutions in South Africa following the period typified as the era of the Community Higher Education Service Partnership programme. Over a period of nine years, higher education institutions received external support from the Community Higher Education Service Partnership programme. In 2008, the Community Higher Education Service Partnership programme was transferred to the Higher Education Quality Committee and the support and funding, previously supplied by the Community Higher Education Service Partnership programme, was terminated. The research investigates how service learning and community engagement has since continued to be sustained and implemented in higher education institutions. Service learning and community engagement, as an entity, is positioned to “produce powerful transformative effects for learners, teachers, schools, universities, communities and policy-makers” (Le Grange, 2007:8). These developments in higher education serve as a backdrop for the need for transformation and change in South Africa. In response to the fundamental changes occurring in South Africa, there is an imminent need to transform the function, role and purpose of higher education institutions. The findings of the research should generate a greater understanding of the current status of service learning and community engagement in South Africa.

This three-manuscript dissertation examined the construct and predictive validity of the Community of Inquiry (CoI) framework through a factor analysis, meta-analysis, and thematic synthesis. Accordingly, the overall results provided conceptual and empirical insights into the construct and predictive validity of the CoI framework.

This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.

Det finns mycket forskning som pekar på en tärande arbetssituation för den myndighetsutövande delen i socialtjänsten inom barn och unga. Denna kvalitativa studie influeras av förhållningssättet Appreciative Inquiry för att undersöka de positiva faktorerna, arbetsglädje och arbetsmotivation, med att arbeta som socialsekreterare inom den myndighetsutövande delen i socialtjänsten. Sju stycken semistrukturerade intervjuer genomfördes, där socialsekreterare fick dela med sig av sina upplevelser av arbetsglädje och arbetsmotivation i deras profession. Resultatet visar att det som ger arbetsglädje och arbetsmotivation är klientarbetet i sig, där möjligheten att kunna göra skillnad och hjälpa är viktig. En förtroendefull relation till klienten där det finns en ömsesidig förståelse är också av betydelse. Relationen till kollegor, både genom en mer stödjande roll i arbetet och en vänskapsrelation, är ytterligare en viktig faktor. Appreciative Inquiry upplevdes positivt då socialsekreterarna upplever att de sällan pratar om det som är positivt. Genom att lyfta det som är positivt vill vi stärka yrkets positiva faktorer.