This thesis is offered as a series of three studies which applies the 3 + 1Cs relationship model (Jowett, 2007) to the study of the trainer-client interpersonal relationship in structured health-related fitness environments. The proposition that a rewarding and enjoyable working relationship should play an essential role in developing a client s motivation for, and commitment to, exercise is intuitive. However, the conceptual basis of this relationship, along with its determinants and consequences, remains to be investigated in trainer-led exercise settings. By establishing the theoretical suitability of the 3 + 1Cs model for this context, the thesis provides a valid framework for future study of this topic. It addresses a gap in the extant research by investigating whether the trainer-client relationship is a significant social variable which has the potential to promote adaptive motivation towards exercise and psychological well-being. The first study interviewed trainer client dyads to determine how the underlying constructs of the 3 + 1Cs model were expressed in the context of their interpersonal working relationship and to evaluate the applicability of the model. The second study used the code categories generated in the first study to develop and validate a questionnaire designed to measure relationship quality in client-trainer dyads. Evaluation of the structural validity of the questionnaire was used to provide further confirmation of the relevance of the 3C + 1 relationship model to this context. The third study used this questionnaire to investigate some of the antecedents and determinants of the trainer-client relationship in a sample of exercisers. Client perceptions of the trainer s trait emotional intelligence was investigated as a relationship antecedent. The psychological consequences of the relationship were tested using Self-Determination Theory (SDT: Deci & Ryan, 2000) by examining the association of relationship perceptions with need satisfaction, intrinsic and identified motivational regulation and psychological well-being (subjective vitality). The findings of these studies support the conceptual validity of the 3Cs for the study of client-trainer relationships in health-related exercise. The validation of the 12-item Client-Trainer Relationship Questionnaire (CTR-Q) and confirmation of its structural and criterion validity endorses this conclusion. Clients perceptions of their working relationship were found to be significantly and positively related to their perceptions of their trainer s trait emotional intelligence (a relationship antecedent). Relationship quality was also significantly and positively associated with the psychological consequences of psychological need satisfaction. In turn psychological need satisfaction was significantly associated with autonomous motivational regulation and subjective vitality. In conclusion, the thesis has shown that the client-trainer relationship operates as a key social variable congruent with SDT propositions to affect clients motivation and psychological well-being. The effectiveness of this relationship can be influenced by a potentially modifiable personal characteristic of the trainer, namely trait emotional intelligence.

Mobila betalningslösningar har blivit allt populärare och för att banker inte ska tappa konkurrenskraft behöver de införa olika mobila betalningslösningar som efterfrågas av bankernas kunder. En utmaning vid införande av mobila betalningslösningar är att det är många aktörer som är delaktiga i införandeprocessen. För att lyckas väl med införandet är samordning och samarbete mellan de olika aktörerna viktigt. När flera team samarbetar mot ett gemensamt mål är det vanligt att problem uppstår gällande att anpassa målen mellan teamen och det kan uppstå motstridiga mål mellan teamen vilket kan påverka kommunikationen, beslutsfattande och ömsesidigt förtroende. När flera team måste förlita sig på andras arbete för att få sitt eget arbete utfört finns också risk att mellanmänskliga konflikter uppstår, vilket kan leda till suboptimala resultat. Syftet med denna kandidatuppsats i informatik är att identifiera, beskriva och förklara framgångsfaktorer för en mellanprojektsrelation mellan kundens projektgrupp och systemleverantörens projektgrupp, och mellanmänskliga relationer inom respektive projektgrupp, vid införande av mobila betalningslösningar. Fallstudiemetoden har tillämpats och en litteraturstudie har genomförts. Utifrån litteraturstudien har en analysmodell utformats. Primära empiriska data har samlats in genom semistrukturerade intervjuer via Teams. Fem intervjuer med projektmedlemmar från Ålandsbankens och Crosskeys projektgrupper har utförts. Studiens viktigaste slutsatser är att följande framgångsfaktorer är särskilt betydelsefulla för bättre relationer: en öppen och tydlig kommunikation under hela projektet genom att projektmedlemmarna enkelt kan kontakta varandra utanför mötestider, genast tar upp oklarheter och alla projektmedlemmar tydligt informeras om vad som händer. Projektledarnas roll är också avgörande: de behöver vara engagerade och ha en högre grad av kommunikationsförmåga. Tidigare samarbete mellan projektmedlemmar medför att det redan från början av projektet finns ett ömsesidigt förtroende mellan projektgrupperna och individerna vilket också uppfattas som en viktig framgångsfaktor. Projektgruppernas storlek påverkar relationerna genom att en mindre grupp leder till att projektmedlemmarna har tydligare ansvarsområden, kommunikationen är enklare och det är lättare att samarbeta. Kunskapsbidraget från denna genomförda studie är tre indikatorer som lagts till i min modifierade analysmodell: Grad av tydlighet, Grad av öppenhet och Grad av tidigare samarbete.

Occupational Therapy is a client centred, holistic allied health profession in which the quality of a supportive, empowering therapist-client relationship is seen as having a key and central role in effective therapy. A minimum of a 1000 hours of practice placement education (PPE) must be successfully completed in pre-registration programmes, which are charged with ensuring graduates are fit for practice and purpose. This Work Based Project focussed on how pre-registration education can best equip students for a first PPE in terms of sufficient inter-personal communication skills. Primary data collection was conducted between November 2008 and March 2010. The project firstly employed thematic content analysis of data elicited from two rounds of focus group surveys of practice placement educators (PPEds) to identify a baseline of inter-personal communication skills required prior to embarking on a first PPE. This data was used to formulate an objective structured clinical examination (OSCE) checklist of inter-personal communication skills, which was then utilised as a formative assessment and in role play scenarios in taught sessions with one first year pre-registration occupational therapy cohort. This cohort was surveyed via a questionnaire and in addition five students were interviewed. Subsequently a group of third year students, who role played clients for the OSCE, participated in a facilitated discussion on their perceptions of the OSCE. The data on students’ perceptions and an analysis and comparison of staff and student ratings of performance in the formative OSCE, were utilised in a critical evaluation of the use of this OSCE as a teaching and assessment tool. The findings indicate a level of agreement on the content of the OSCE checklist, providing content validity to this particular assessment. PPEds, and first and third year students are positive about the use of an OSCE when it is used as a formative experience. Students recommend that if used as a summative assessment the OSCE is combined with a reflective piece. Objective structured clinical examinations have long been established in other health care professions such as medicine and nursing. This project has provided evidence indicating that an OSCE of inter-personal communication skills is a valid assessment tool for occupational therapy pre-registration students, and that it can also facilitate student reflection, self-awareness and learning. It has also identified profession specific inter-personal communication skills required for embarking on a first PPE.

The purpose of this study was to determine which of two methods of teaching interpersonal relationship skills to student nurses was the most effective. The two methods compared were the traditional "established" method and a programmed group teaching method, the Basic Interpersonal Relations program. Subjects were 45 sophomore associated degree nursing students in their psychiatric rotation. Subjects were administered as pretests and posttests the Leory Interpersonal Checklist (ICL) and the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). Four groups were formed. Two groups (I and IV) were taught in the "established" way and in two groups (II and III), the basic Interpersonal Relations program was taught. The results showed that there was no significant difference in the amount of change in pre-post scores of any of the groups. This would indicate neither teaching method was superior to the other.

The research aimed to investigate the influence of diversification on inter-personal trust, and how the perceptions of inter-personal trust affects work group performance in South African organisations. Experiments were used to determine the effects of demographic differences on inter-personal trust and to stimulate the perceptions certain demographic groups have regarding inter-personal trust. Data was collected from a representative sample using both in-depth interviews in conjunction with a standardised questionnaire. Research findings indicated that demographics still influence inter-personal trust in South African organisations, even 17 years after the demise of apartheid. It was evident that especially for white individual‟s race and culture differences influenced their perception of inter-personal trust. The study also determine that inter-personal trust has a significant role to play on the performance of work groups in South African organisations, and that the level of diversity correlates with the level of inter-personal trust. An unexpected result from the study was the influence that age-diversification had on inter-personal trust perceptions. It is evident that there are still lots of work to be done in South Africa, and that race continues to play a role in the country. A lot of responsibility lies with the organisations themselves and there are a number of solutions that they have at their disposal. The result of these solutions could be beneficial for these organisations and the country as a whole.Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第21770号 / 工博第4587号 / 新制||工||1715(附属図書館) / 京都大学大学院工学研究科電気工学専攻 / (主査)教授 中村 裕一, 教授 小山田 耕二, 教授 喜多 一 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

Yes / The opportunity to assess human skeletal remains from Norton Priory, near Runcorn (Cheshire), led to the discovery of peri-mortem blade trauma on an adult male skeleton. The burial evidence suggests that this individual was a wealthy knight and lay benefactor of the priory in the thirteenth century and skeletal evidence has revealed that he was the victim of inter-personal violence. Additionally, many skeletal elements were affected by advanced Paget’s disease, which may have resulted in a certain level of vulnerability due to restricted movement of his arms as a result of Pagetic thickening of the bones. This is the only evidence found of weaponrelated trauma on the Norton Priory skeletal assemblage, making it a rare case and contributing to our understanding of inter-personal violence associated with an ecclesiastical establishment in medieval Britain.

This work is referred to the Research Line School Practices and Public Policies of the Education Post-Graduation Program of the UFSM. This research had its focus on the pedagogical practice of an elementary schoolteacher (second series) on a Public Elementary School of Santa Maria, Rio Grande do Sul, regarding to the facing way of the violence and conflicts occurred between the classmates in the classroom. In this context, it was verified if the schoolteacher s actions contributed to prevent the school violence expressions and affected the student s autonomy development. The adopted methodology was based in a qualitative approaching, by using the case study perspective. Piaget (1993; 1994; 1998), De Vries & Zan (1998), Sastre & Moreno (2002), Fante (2005), Tognetta (2005), Dani (2008), Tognetta & Vinha (2008) studies, among others, were used as theoretical basis to develop this research. The data collection was accomplished by means of observations made in the classroom, registered in a diary notebook, and a semi-structured interview with the schoolteacher. The data analysis is given through categories, organized as functions of the frequency and centrality of the findings to the analytical objective. Starting from this data evaluation, it was concluded that the schoolteacher s pedagogical practice contributed to build a cooperative environment in the classroom, allowing the student s autonomy development. Also, it was verified that the methods to solve the conflicts and psychical violence resulting from the relations among the students were, most of the time, in agreement to the possible ways to confront and prevent the violence at school. / Este trabalho insere-se na Linha de Pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da UFSM. O tema central do estudo foi a questão da violência na escola, tendo como foco de análise a violência psíquica entre estudantes. A problematização desencadeadora desta investigação se deu em torno da prática docente em relação aos conflitos e violências psíquicas ocorridas entre alunos em sala de aula. Nesse sentido, o objetivo foi analisar a prática pedagógica de uma professora da segunda série do Ensino Fundamental de uma Escola Municipal da cidade de Santa Maria/RS quanto ao modo de enfrentamento dos conflitos e violências psíquicas entre alunos. Dentro deste contexto, buscou-se verificar se as ações desta professora contribuíram para a prevenção das expressões de violências na escola e repercutiram no desenvolvimento da autonomia dos alunos. A metodologia adotada contemplou uma abordagem qualitativa, utilizando-se da perspectiva do estudo de caso. Os estudos de Piaget (1993; 1994; 1998), De Vries e Zan (1998), Sastre e Moreno (2002), Fante (2005), Tognetta (2005), Dani (2008), Tognetta e Vinha (2008), entre outros, serviram como aporte teórico para o desenvolvimento da pesquisa. A coleta dos dados foi realizada por meio de observações feitas em sala de aula, registradas em um diário de campo, e entrevista semi-estruturada com a professora. A análise dos dados se deu através de categorias, organizadas em função da freqüência e da centralidade dos achados para o objetivo analítico. A partir da análise dos dados, pôde-se concluir que a prática pedagógica da professora contribuiu para a construção de um ambiente cooperativo em sala de aula, favorável ao desenvolvimento da autonomia dos alunos. Também se verificou que o modo como foram resolvidos os conflitos e as violências psíquicas resultantes das relações entre alunos foi, na maioria das vezes, condizente com as possíveis formas de combater e prevenir as violências nas escolas.

Notre étude s’inscrit dans les recherches en didactique des langues. Elle vise à faire des propositions pédagogiques pour l’enseignement du français langue étrangère dans la formation linguistique des apprentis guides touristiques au Venezuela. Pour ce faire, nous avons enregistré sur le terrain de travail quatre guides professionnels (deux français et deux vénézuéliens. Le corpus ainsi constitué a été transcrit avec les normes ICOR (Laboratoire ICAR, Lyon 2). Dans le but d’effectuer une analyse comparative, nous avons pris des outils de l’analyse conversationnelle, de la linguistique énonciative et de la linguistique textuelle pour déterminer les ressemblances et les différences discursives des guides touristiques à étude au niveau pragmatique, énonciatif, syntaxique et sémantique. Les analyses ont démontré que les guides des deux groupes culturels ont recours aux mêmes actes de parole dans les visites guidées, se servent des mêmes procédés linguistiques propres aux discours oraux même si ces derniers sont empreints de traces de scripturalisation. Toutefois, les guides utilisent différemment les déictiques en tant que marques énonciatives et culturelles. Avec ces observations, nous présentons des modèles d’activités pédagogiques visant la maîtrise des savoirs linguistiques, le développement de savoir-faire communicatifs et savoir-être nécessaires pour un guide touristique. Ces activités de formation intègrent les dimensions interculturelles qu’a fait apparaître l’analyse des interactions. / The present study pertains to studies in research on language didactics. Its main objective was to make pedagogical proposals for the teaching of French as a foreign language as part of training for tourist guides apprentices in Venezuela.In order to do this, we recorded the field work of four professional guides (two French and two Venezuelans). The text corpus was transcribed using the ICOR standards (ICAR Laboratory, Lyon 2). In order to conduct a comparative analysis we employed tools such as: the use of conversational analysis, linguistic enunciation analysis and textual linguistic analyses. Such tools allowed us to determine discursive similarities and differences in the tour guides at the pragmatic, enunciative, syntactic and semantic levels.Analyses showed that the guides from the two cultural groups use the same speech acts in guided tours and use the same linguistic processes specific to oral discourse (even if written language traces are present). However, the guides use different deictics as cultural and enunciative marks. With these observations, we present models of pedagogical activities targeting the mastery of linguistic knowledge, the development of communicative skills and knowledge necessary to the tourist guide profession. These training activities include intercultural dimensions which have emerged from our analysis of interactions.

The inter-subjective and dialogical nature of narrative therapy, as commonly practiced, remains unarticulated. Further, there currently exists no rigorous empirical research investigating the process or outcome of narrative therapy. The research aim, to investigate the process and outcome of narrative therapy, comprised theoretical and empirical objectives. The first objective was to articulate a theoretical synthesis of narrative theory, research and practice. The process of narrative reflexivity was identified as a theoretical construct linking narrative theory with narrative research and practice. The second objective was to substantiate this synthesis empirically by examining narrative therapy processes, specifically narrative reflexivity and the therapeutic alliance, and their relation to therapy outcomes. The third objective was to support the proposed synthesis of theory, research and practice and provide quantitative evidence for the utility of narrative therapy, by evaluating depressive symptom and inter-personal relatedness outcomes through analyses of statistical significance, clinical significance and benchmarking. Founded in theories of self, language and narrative (James, 1890; Bruner, 1986; Gergen, 1991; Hollway, 2006; Vygotsky, 1934/ 1987), narrative therapy was conceptualized as involving dialogical and intra-personal processes. Narrative therapists generally apply a story metaphor and commonly focus on the inter-personal field (White, 2007). This thesis recognised the storied and inter-personal nature of narrative therapy, but proposed this does not represent narrative therapy in its entirety. The notion of story connotes monological processes, inconsistent with the conversations of narrative practice, and neglect of intra-personal dimensions is inconsistent with narrative notions of inter-subjectivity. This thesis proposed an integration of dialogical narrative theory (Cooper, 2003; Hermans & Kempen, 1993; Lysaker & Lysaker, 2006) and narrative research (Angus, Levitt, & Hardtke, 1999) provides a model for understanding narrative therapy (White, 2007) as involving the inter-subjective and dialogical process of narrative reflexivity. During the process of narrative reflexivity, a person engages in dialogue with his or her own self and others as extensions of self, interpreting experience from diverse perspectives in the context of personal aspects, such as beliefs, values and intentions that give meaning to experience, to achieve a rich narrative and a sense of well-being. To support this theoretical synthesis, a process-outcome trial evaluated eight-sessions of narrative therapy for 47 adults with major depressive disorder. Dependent process variables were narrative reflexivity (assessed at Sessions 1 and 8) and therapeutic alliance (assessed at Sessions 1, 3 and 8). Primary dependent outcome variables were depressive symptoms and inter-personal relatedness. Primary analyses assessed therapy outcome at pre-therapy, post-therapy and three-month follow-up and utilized a benchmarking strategy to the evaluate pre-therapy to post-therapy and post-therapy to follow-up gains, effect size and pre-therapy to post-therapy clinical significance. Results indicated that when a sub-sample of clients were categorised into five least-improved and five most-improved groups (according to depressive symptom change), there was a differential change in the percentage of reflexive sequences in the discourse of clients at the end of therapy depending on outcome. Improvement in the quality of the working alliance was associated with improvements in depressive symptoms and inter-personal relatedness, with working alliance improvement from Session 1 to 8 sharing 19% of the variance in depressive symptom improvement and 17% of the variance in inter-personal relatedness improvement from pre-therapy to post-therapy. The clinical trial provided empirical support for the utility of narrative therapy in improving depressive symptoms and inter-personal relatedness from pre-therapy to post-therapy: the magnitude of change indicating large effect sizes (d = 1.10 to 1.36) for depressive symptoms and medium effect sizes (d = .52 to .62) for inter-personal relatedness. Therapy was effective in reducing depressive symptoms in clients with moderate and severe pre-therapy depressive symptom severity. Improvements in depressive symptoms, but not inter-personal relatedness, were maintained three-months following therapy. The reduction in depressive symptoms and the proportion of clients who achieved clinically significant improvement (53%) in depressive symptoms at post-therapy were comparable to improvements from standard psychotherapies, reported in benchmark research. This research has implications for assisting our understanding of narrative approaches, refining strategies that will facilitate recovery from psychological disorder and providing clinicians with a broader evidence base for narrative practice. Despite limitations of a repeated-measures research design, use of a standardised intervention protocol, coupled with outcome evaluation of clinical significance enhanced internal validity. Future research could examine narrative therapy in a larger sample, with different disorders, and with an alternative therapy or control group. Coding a greater number of therapy transcripts for evaluating associations of narrative reflexivity with working alliance and outcomes could enhance understanding of narrative reflexivity. Thesis strengths included a strong theoretical foundation underpinning the research design and arguments, examination of therapy process in the context of outcome, and a parsimonious evaluation of narrative therapy outcomes.