Since 2001, the forest sector and forest communities across Northern Ontario have experienced many challenges. In response, there has been significant provincial debate and policy reform surrounding the use and control of Crown forests, and some local leaders have established the Northeast Superior Forest Community Corporation (NSFC) under the federal Forest Communities Program (FCP) to collaborate for much needed economic and governance alternatives. This process has been difficult and characterized by uncertainty and conflict. This research examines evolving social framings of Northern Ontario’s ‘forestry crisis’ and the consequences of uneven power relations in the Northeast Superior Region of Ontario, Canada. Four core research questions were pursued: 1) how do different actors frame the forestry crisis in the Northeast Superior Region (e.g., problems, solutions and different actors)? 2) Do actors’ frames change over time? 3) What forms and sources of power are present and how do they influence, if at all, the construction of shared meaning? 4) How does social learning influence the way actors approach forest management problems related to policy, planning and practice? A single embedded case study design and mixed methods approach enabled analysis at the regional and organizational scales, for the period 2001-2009. A key informant survey assessed regional public-civic-private perceptions regarding the use and control of Crown forests. Fifty-nine interviews and over 200 documents from local and regional newspapers and reports were examined. Direct observations from two NSFC meetings and two regional conferences regarding Ontario’s forest governance challenges supplemented these data. Actors’ contrasting and shifting views were coded using QSR Nvivo 7 and analyzed for convergence as evidence of collective reframing. Survey results and frame analysis established two main perspectives of the ‘forestry crisis’: 1) a conventional perspective in which forest companies hold the primary interest in resource extraction as policy agents; and, 2) an alternative view that seeks increased municipal and Aboriginal control of forests to achieve equity and provide regional stability. Power relations reinforced an entrenched community of interest, including both internal and external actors (e.g., investors, mill managers and workers, bush workers, and government regulators), that has formed around a common goal and/or set of beliefs (i.e., timber extraction and scientific forestry). These interests have historically reproduced uneven social relations and overridden communities of place and collective place-based identities. The analysis builds to 14 conclusions that address the core research questions, highlights of which include: • Social framings of the forestry crisis in the Northeast Superior Region, as well as identities and local culture, are mediated by core-periphery dynamics. Such conditions normalize ongoing community instability and oversimplify notions of sustainability which prioritize a perpetual timber supply and economic values. • Commitment to place before interests provides a basis to develop trust and mutual understanding of each other and shared problems, and enable reframing of common identities based on shared values and local problems/opportunities. • Public control and collaboration are strongly valued in the Northeast Superior Region. Many leaders and residents want control over resources devolved to the municipal level; however, awareness and a model for effective implementation are needed. • Independent local forums are valuable for developing alternative and representative social framings. • Relational power works to consolidate various forms of agent-based power in dominant actors rather than facilitating its distribution. • Actors with unmatched positional and expertise power can (un)intentionally subvert reframing processes through limiting the participation of dissenters, thereby controlling the organizational framings guiding actions. • Dominant social relations influenced the perceived range of reasonable or desirable options as dominant actors bounded the problem to serve conventional interests, which in turn constrained debate about solutions. • Reframing a common place-based identity inclusive of Aboriginals and municipalities requires the willing redistribution of agent-based power and full recognition of Aboriginal and Treaty Rights. This research builds understanding of how power relations affect the social framings that drive action in settings of crisis, conflict and uncertainty, and provides new evidence to bridge concepts from framing and social learning theory. It supports the premise that social learning is a political process inherent in multi-party collaboration, in which reconciliation of individual and group identities occurs alongside the negotiation of problem and solution definitions. By documenting regional and NSFC perspectives, this research supports the search for alternative tenure models to reinvigorate Ontario’s forest economy and communities. Ten recommendations for NSFC, the Forest Communities Program or emerging collaborative organizations focus on organizational governance and practice to improve conditions affecting power relations and social learning. Main points include considering the need to organize culturally appropriate public workshops on forest issues to meet the need for deliberative space; increase access to organizational information and opportunities for NSFC plans to be publicly reviewed; actively participate in Ontario tenure policy reform discussions to develop, publicize and implement policy alternatives; support Aboriginal and Treaty Rights and meaningful resolution of First Nations settlement negotiations; expand NSFC board representation to include at-large public and ex-officio provincial members; decentralize organizational structures to establish a physical presence in partner communities and draw on leadership and capacity from the whole region; and, establish an explicit rationale for and clearly identify geographical boundaries for the organization.

This thesis focuses on the relationship between innovation and social learning in the foraging context, across and within bird species, using two different sources of data: anecdotal reports from the literature, and experimental tests in the laboratory and the field. In chapter 1, I review the trends in innovation and social learning in the avian literature, and contrast them with trends in mammals, especially primates. In chapter 2, I use anecdotal reports of feeding innovation and social learning in the literature to assess taxonomic trends and to study the relationship between the two traits at the interspecific level. In chapter 3, I investigate the relationship between innovation and social learning at the intraspecific level in captive feral pigeons (Columba livia). Innovation is estimated from the ability to solve an innovative foraging problem, and social learning is measured as the number of trials required to learn a foraging task from a proficient demonstrator. (Abstract shortened by UMI.)

In a time of upheaval in American higher education, student retention continues to be a chief concern on most campuses. Peer tutoring, like other peer-based programming, is asked to serve multiple functions as a low-cost, high-impact model. This study explored the cultures of these semi-structured, co-curricular, academic-social spaces and sought to understand what happens in a group peer tutoring context that impacts students. Data was generated with students on two campuses during the spring 2014 semester using a two-phase qualitative approach. Data generating activities included observation of students and peer tutors in the tutoring spaces on each campus. The second phase of data generation included focus groups with more than 30 students on each campus. Findings suggest that the student participants on these two campuses conceive of tutoring spaces as unique, that they engage with their peers in such contexts differently than they do in other places, and that programmatic structures may influence the outcomes they achieve. Implications range from contributions to more nuanced understanding of social learning theory to the critical importance of vulnerability in student help-seeking behavior.

This study used qualitative methods to examine if there was a connection between conflict resolution styles used with siblings in adolescence and conflict resolution styles utilized in current romantic committed relationships. The Conflict Resolution Behavior Questionnaire (Reese-Weber, & Bartle-Haring, 2003) and Gottman‟s (1994a, 1994b) couple-conflict types as adapted by Holman and Jarvis (2003) were administered to 144 participants through an online questionnaire. Analysis of the CRBQ using a multiple regression indicated participant‟s self-rating of compromise, attack, and avoidant conflict resolution styles used with siblings when an adolescent predicted current self-ratings of compromise, attack, and avoidant conflict resolution styles utilized in current romantic relationships.

Detta examensarbete, som skrivits inom området media vid Konstfack ägnas åt tonårskillars sociala lärande i strategispelet League of Legends. Jag har undersökt hur ungdomarna kommunicerar med varandra och vilka olika metoder de använder för att inskaffa kunskap som är nödvändigt för att utvecklas som League of Legendsspelare. Jag har utgått från kvalitativa intervjuer med tre femtonåriga killar och etnografiskt orienterade videodokumentationer som bas för min undersökning. Socialsemiotisk teori med ett multimodalt perspektiv används. Begrepp som jag använder mig av för att förstå och analysera min empiri är lärande och design. Analysen av intervjuer och videodokumentationerna vägleds av mina frågor kring hur ungdomarna lär sig av varandra och vilka resurser de skapar tillsammans. Resultatet visar att det sker en ständig läroprocess som styrs av ungdomarnas intresse och deras strävan efter att bli bättre League of Legends spelare och social tillhörighet. Samarbete kring hur strategiska val diskuteras mellan ungdomarna och formar dem att bli multikonstnärer som behärskar skrift, tal och gester. Min undersökning via videodokumentationerna blev mitt dubbla perspektiv, det jag inte kunde finna via skrift och intervjuer såg jag via filminspelningen. Jag har jag valt att klippa ihop en film om mitt sökande på svar kring hur ungdomarna kommunicerar. Denna film visas som min gestaltande del på Konstfacks vårutställning 2014.

Managing natural resources and socio-ecological systems sustainably is one of the greatest challenges for society today. In order to deal with the complexities and uncertainties inherent to this challenge, adaptive management, collaborative (participatory) management and adaptive co-management have been advocated as governing tools instead of a traditional top-down approach. Much research has advocated that the crucial element of these three alternative management approaches is social learning. While a lot of research has investigated the preconditions, contents and outcomes of social learning, little is known about the processes of social learning. This thesis explores how social learning processes unfolded in a regional collaborative project, the Resolve project, carried out in Sweden. The methodological approach used is action research. The data was collected mainly by observing the project team’s internal workshops and also through observing interviews and official workshops in which diverse local stakeholders participated. The present study makes several noteworthy contributions to existing knowledge about social learning by providing detailed descriptions of social learning processes. The significant findings of thesis were that social learning was facilitated and encouraged through the opportunity to ask critical questions and to engage in collective decision-making. These findings enhance our understanding of social learning processes.

Studien har tagit sin utgångspunkt i det kunskapsintensiva arbetslivet där individen ses som kunskapsbärare. Det blir avgörande för organisationen att ta tillvara på denna kunskap och således ställs kunskapshantering centralt för studien. Syftet har varit att undersöka hur chefer upplever och uttrycker hur individburen kunskap kan komma organisationen till gagn. För kunskapsöverföring, mellan individ och organisation, har forskning betonat vikten av ett kollektivt lärande. Studien utgår därför från ett socialt perspektiv på lärande. Med hjälp av en kvalitativ strategi med semistrukturerade intervjuer inhämtades empirin. Sedermera problematiserades och analyserades resultatet utifrån Wengers teori om praktik-gemenskapen och Alvesson och Kärremans modell för kunskaps-hantering. Slutsatser som kunnat göras är bland annat att social interaktion och gemenskap är avgörande för en lärande organisation, dock kan inte praktikgemenskapen tillskrivas mening som ett managementverktyg. Teorin kan däremot anammas som förhållningssätt för cheferna i att uppmärksamma olika slags gemenskaper och deras potential till kunskapsutveckling för hela organisationen.

Durch Service Learning, das aktuell an deutschen Hochschulen an Bekanntheit und Verbreitung gewinnt, soll soziales Lernen und gesellschaftliches Engagement in Studium und Lehre verankert werden. Nach einem kurzen Überblick zur Idee und Entstehungsgeschichte dieses Ansatzes wird eine neue Initiative der Universität Augsburg vorgestellt, durch die das Engagement von Studierenden in sozialen Einrichtungen im Umfeld der Universität gefördert wird. Der Beitrag arbeitet im Hinblick auf dieses Projekt heraus, wie diese Initiative an zahlreiche Einzelprojekte anknüpft und diese in eine gesamtuniversitäre Strategie einbindet. Digitale Medien spielen dabei eine zentrale Rolle bei der Kommunikation der Projektidee und bei der Vernetzung der heterogenen Beteiligtengruppen.

Thesis (Ph.D.)--University of Hawaii at Manoa, 2008. / In recent years, more studies are exploring how contextual factors may influence mate preferences. Based on social learning theory, power, attitudes towards egalitarian gender roles, and type of mating were expected to influence women's romantic preferences for physical attractiveness and for resources. An online questionnaire was administered to a community sample and data analyses were employed using structural equation modeling (SEM) and multivariate analyses of variance (MANOVA). Results showed that, as women's power increased, women showed increased preferences for physical attractiveness and sexiness in potential short-term mates and increased preference for intelligence in potential long-term mates. Power and attitudes were also found to be significant in predicting women's preferences for physical attractiveness relative to potential earning capacity in both short-term and long-term mating conditions. / Includes bibliographical references (leaves 85-92). / Also available by subscription via World Wide Web / 92 leaves, bound 29 cm

Unlicensed driving remains a serious problem for road safety, despite ongoing improvements in traffic law enforcement practices and technology. While it does not play a direct causative role in road crashes, unlicensed driving undermines the integrity of the driver licensing system and is associated with a range of high-risk behaviours. This thesis documents three studies that were undertaken to explore the scope and nature of unlicensed driving, in order to develop more effective countermeasures to the behaviour.----- Study One utilised official road crash data from the Australian state of Queensland to compare the crash involvement patterns of unlicensed drivers with those of licensed drivers. The results confirmed that unlicensed driving is a relatively small, but significant road safety problem. Unlicensed drivers represent over 6% of the drivers involved in fatal crashes and 5% of those in serious injury crashes. Based on a quasi-induced exposure method, unlicensed drivers were found to be almost three times as likely to be involved in a crash than licensed drivers. In the event of a crash, those involving unlicensed drivers were twice as likely to result in a fatality or serious injury. Consistent with these results, the serious crashes involving unlicensed drivers were more likely to feature risky driving behaviours, such as drink driving, speeding and motorcycle use, than those involving licensed drivers.----- Study Two involved a cross-sectional survey of 309 unlicensed driving offenders who were recruited at the Brisbane Central Magistrates Court. The survey involved a face-to-face interview that took approximately 25 minutes to complete and achieved a response rate of 62.4%. A wide range of offenders participated in the study, including: disqualified and suspended drivers; expired licence holders; drivers without a current or appropriate licence; and those who had never been licensed. The results reinforced concerns about the on-road behaviour of unlicensed drivers. Almost one quarter of all the offenders reported driving unlicensed when they thought they might have been over the alcohol limit. Similarly, 25% reported exceeding the speed limit by 10 km/h or more on most or all occasions, while 15% admitted that they didn't always wear their seat belt. In addition, the results indicated that unlicensed drivers should not be viewed as a homogeneous group. Significant differences were found between the offender types in terms of their socio-demographic characteristics (age, education level, prior criminal convictions); driving history (prior convictions for unlicensed driving and other traffic offences); whether they were aware of being unlicensed; the degree to which they limited their driving while unlicensed; and their drink driving behaviour. In particular, a more deviant sub-group of offenders was identified, that included the disqualified, not currently licensed and never licensed drivers, who reported higher levels of prior criminal offending, alcohol misuse and self-reported drink driving. The results of Study Two also highlight the shortcomings of existing police enforcement practices. Almost one-third of the sample reported that they continued to drive unlicensed after being detected by the police (up until the time of the court hearing), while many offenders reported experiences of punishment avoidance. For example, over one third of the participants reported being pulled over by the police while driving unlicensed and not having their licence checked.----- Study Three involved the further analysis of the cross-sectional survey data to explore the factors contributing to unlicensed driving. It examined the influence of various personal, social and environmental factors on three aspects of the offenders' behaviour: the frequency of their driving while unlicensed; whether they continued to drive unlicensed after being detected; and their intentions to drive unlicensed in the future. This study was also designed to assess the capacity of a number of different theoretical perspectives to explain unlicensed driving behaviour, including deterrence theory and Akers' (1977) social learning theory. At an applied level, the results of Study Three indicated that personal and social factors exert the strongest influence over unlicensed driving behaviour. The main personal influences on unlicensed driving were: the need to drive for work purposes; exposure to punishment avoidance; personal attitudes to unlicensed driving; and anticipated punishments for the behaviour. The main social influences reflected the social learning construct of differential association, namely being exposed to significant others who both engage in unlicensed driving (behavioural dimension) and hold positive attitudes to the behaviour (normative dimension). At a theoretical level, the results of Study Three have two important implications for traffic psychology and criminology. Firstly, they provided partial support for Stafford and Warr's (1993) reconceptualisation of deterrence theory by demonstrating that the inclusion of punishment avoidance can improve the overall predictive utility of the perspective. Secondly, they suggested that social learning theory represents a more comprehensive framework for predicting illegal driving behaviours, such as unlicensed driving. This is consistent with Akers' (1977; 1990) assertion that formal deterrence processes can be subsumed within social learning theory.----- Together, the results of the three studies have important implications for road safety. Most importantly, they question the common assumption that unlicensed drivers drive in a more cautious manner to avoid detection. While the findings indicate that many offenders reduce their overall driving exposure in order to avoid detection, this does not appear to result in safer driving. While it remains possible that unlicensed drivers tend to act more cautiously than they would otherwise, it appears that their driving behaviour is primarily designed to reduce their chances of detection. In terms of countermeasures, the research indicates that a multi-strategy approach is required to address the problem of unlicensed driving. Unlicensed drivers do not represent a homogeneous group who are likely to be influenced by the threat of punishment alone. Rather, innovative strategies are required to address the wide range of factors that appear to encourage or facilitate the behaviour. Foremost among these are punishment avoidance and the need to drive for work purposes.