Architecture of Resonance looks at acoustics and resonance within spaces as a relational thinking, defining listening as an act of care. The project is inspired by the collaborative work of architect Céline Condorelli and artist-curator Gavin Wade called Support Structures. It is a work on community gatherings, on how to create an ability to be heard, to listen, and by small design interventions contribute to a larger change. This project is created in collaboration with the non-profit organization and integration choir Voices Without Borders in Stockholm, 2022. The choir started during the Syrian war in 2016. The method used in the collaborative part of the project is called Graphic Notations, a process of painting notes of music as it intuitively feels in your body. Architecture of Resonance is a bodily and spatial investigation of ways to vocalize the poetic and political aspects of a space, by developing a support structure for the choir Voices Without Borders. The project proposes a spatial supporting act, called the Resonance Structure, specifically made for the choir’s rehearsal room. It is a tool for listening, to support the resound of the voices in the choir, and to give voice to new stories.

The focus of this study is the relevance and effectiveness of the support structures available to high school learners with substance abuse problems. This research was confined to learners in Eersterust, a township situated to the east of Pretoria. Substance abuse, especially among high school learners in South Africa and in Eersterust, has increased in recent years. Substance abuse obviously poses a major barrier to learning. Along with poor academic motivation, this problem seriously interferes with learners’ academic performance and results in lower educational achievement. As an institution, the school is not able to provide support to these learners and so is obliged to link them with support structures such as the South African National Council on Alcoholism and Drug Dependance (SANCA) and the National Youth Development Outreach (NYDO). / Inclusive Education / M. Ed. (Inclusive Education)

The focus of this study is the relevance and effectiveness of the support structures available to high school learners with substance abuse problems. This research was confined to learners in Eersterust, a township situated to the east of Pretoria. Substance abuse, especially among high school learners in South Africa and in Eersterust, has increased in recent years. Substance abuse obviously poses a major barrier to learning. Along with poor academic motivation, this problem seriously interferes with learners’ academic performance and results in lower educational achievement. As an institution, the school is not able to provide support to these learners and so is obliged to link them with support structures such as the South African National Council on Alcoholism and Drug Dependance (SANCA) and the National Youth Development Outreach (NYDO). / Inclusive Education / M. Ed. (Inclusive Education)

L’aide médicale à mourir (AMM) a été introduite au Québec en décembre 2015. Chaque année, les instances régulatrices confirment la hausse croissante des demandes auxquelles doit répondre le personnel de la santé et des services sociaux. Pour chaque requête, des médecins, des infirmières et des pharmaciens sont interpellés. Des travailleurs sociaux, des intervenants en soins spirituels, des éthiciens, des gestionnaires et d’autres partenaires sont aussi partie prenante de ce soin de fin de vie. Dans la province, ce sont les groupes interdisciplinaires de soutien (GIS) qui sont mandatés de soutenir ces personnes dans les pratiques administrative, clinique, légale et éthique de l’AMM. Plus de cinq ans après l’implantation des GIS, des variabilités importantes sont observées dans leur constitution, leur rôle et leur fonctionnement. Cette variabilité influence possiblement la disponibilité et l'offre de soutien dont peuvent bénéficier les soignants, de même que l’accès et la qualité des soins et services aux patients. Pour répondre à ces enjeux, nous avons mené une recherche mixte et multiphasée afin de décrire les pratiques clinico-administratives actuelles des GIS, d'en faire l’analyse critique et de soumettre des recommandations visant la valorisation, dans le réseau de la Santé et des Services sociaux, des pratiques jugées comme étant prometteuses. Notre cadre théorique est inspiré de l’éthique pragmatique de John Dewey. La théorie de l'enquête sert d'assise à la méthodologie employée. Trois méthodes ont été privilégiées pour répondre à nos objectifs. D'abord, toutes les personnes impliquées dans la pratique de l'AMM ont été conviées à remplir un questionnaire mixte en ligne. Cette étape permettait une représentativité de l’ensemble des GIS et de la population à l’étude. En deuxième phase, des entretiens semi-dirigés ont été menés avec les coordonnateurs de 24 GIS et les représentantes de 10 maisons de soins palliatifs (MSP). Cette étape permettait d’accéder aux savoirs expérientiels et d’atteindre une profondeur dans le discours des participants. En troisième phase, sept groupes de discussion ont été menés avec 35 coordonnateurs des GIS et représentantes des MSP. À cette étape, la co-construction et la validation des recommandations avec les participants étaient poursuivies. Au total, 24 GIS et 10 MSP ont fait l'objet d'une analyse approfondie. Une cartographie de chaque milieu a été réalisée. Au terme de l’analyse, 30 pratiques et neuf sous-pratiques ont été identifiées comme étant prometteuses pour les GIS. Un niveau de recommandation leur a été attribué en fonction de leur caractère novateur, utile et adaptable. Parmi les pratiques prometteuses, on retrouve le partenariat, la communication, la collaboration, le partage d’information et d’outils entre les GIS et avec les MSP. La formation des professionnels, le mentorat, le réseautage et l’interdisciplinarité s’inscrivent aussi comme pratiques à formaliser. L’investissement des participants dans la communauté de pratique des GIS devrait être stimulé, de même que la réciprocité entre les communautés de pratique sur l’AMM dans la province. La communication et l’information à la population doivent impérativement être améliorées. Sous le prisme de l’éthique pragmatique, nous avons étudié la formation des valeurs des GIS et avons réussi à les distribuer sur ce que nous avons appelé le « continuum des GIS ». Entre la responsabilisation des équipes et la prise en charge des demandes d’AMM par les GIS, une approche mitoyenne, axée sur la valeur de soutien, devrait être privilégiée. L’évolution de l’AMM entraîne pour les parties prenantes d’importants besoins de formation, d’information et de soutien. Les complexités légale, éthique et psychosociale afférentes à cette pratique justifient la pérennité et l’investissement dans les GIS pour les années à venir. / Medical assistance in dying (MAiD) was introduced in Quebec in December 2015. Every year, regulatory bodies confirm the growing number of requests that health and social services personnel must respond to. For each request, doctors, nurses, and pharmacists are called upon. Social workers, spiritual care workers, ethicists, managers, and other partners are also involved in this end-of-life care. In the province, interdisciplinary support groups (ISGs) are mandated to support these people in the administrative, clinical, legal, and ethical practices of the MAiD. More than five years after the implementation of the ISGs, significant variability has been observed in their constitution, role, and functioning. This variability may influence the availability and the type of support for health care providers as well as access to and quality of care and services for patients. To address these issues, we conducted a mixed, multi-phase research project to describe current clinical-administrative practices of ISGs, to critically analyze them, and to submit recommendations for the development of practices deemed promising in the Health and Social Services network. Our theoretical framework is inspired by John Dewey’s pragmatic ethics. The theory of enquiry serves as the basis for the methodology employed. Three methods were chosen to meet our objectives. First, all those involved in the practice of MAiD were invited to complete a mixed online survey. This step allowed for representativeness of all ISGs and of the population under study. In the second phase, semi-structured interviews were conducted with the coordinators of 24 ISGs and representatives of 10 hospices. This stage allowed access to experiential knowledge and depth in the participants' discourse. In the third phase, seven focus groups were conducted with 35 ISG coordinators and hospice representatives. At this stage, the co-construction and validation of the recommendations with the participants were continued. In total, 24 ISGs and 10 hospices were analysed in depth. A mapping of each setting was drawn out. At the end of the analysis, 30 practices and nine sub-practices were identified as promising for ISGs. They were given a recommendation level based on their innovativeness, usefulness, and adaptability. Promising practices included partnership, communication, collaboration, sharing of information and tools between ISGs and with hospices. Training for professionals, mentoring, networking and interdisciplinarity are also practices that should be formalized. The investment of participants in the ISG community of practice should be stimulated, as should reciprocity between the province's MAiD communities of practice. Communication and information to the public must be improved. Through the lens of pragmatic ethics, we have studied the formation of ISG values and have managed to distribute them along what we have called the "ISG continuum". Between the empowerment of teams and the handling of MAiD applications by ISGs, a middle ground approach, focusing on the value of support, should be favoured. The evolution of the MAiD creates significant training, information, and support needs for stakeholders. The legal, ethical and psychosocial complexities of this practice justify the continuation and investment in ISGs for years to come.

This research study focused on measuring the impact of structures that support community-university research partnerships. The broad research question asked: How can we determine the impact of community-university research partnership support structures such as the Office of Community Based Research at the University of Victoria, within the university and within local, regional, national and international communities? Methods of inquiry included: participatory research, institutional ethnography and case study. These are among an increasing number of research approaches consistent with what is called engaged scholarship. Congruent with the methods of inquiry, methods of investigation included: in-context immersion, participant-observer-listener, use of available documents and information, use of an impact assessment framework prototype designed pre-data collection, key informant interviews, field notes, research journaling and the writing process. Data contributing to this study were drawn from key informant interviews. Interview participants were situated within local, regional, national and international communities. Methods of analysis included: a two-pronged approach to organising data, deductive and inductive approaches, the lens of praxis, and the prototype as an analytical framework. Assessment as praxis is proposed as broad analytic framework. Theory was constructed through data analysis. This study’s data and analysis point to impact assessment as a cycle of inquiry and eight elements that inform impact on and through community life and impact on and through the university. The proposed Impact Assessment and Measurement Framework (IAMF) includes eight elements: coupling intention with impact, spheres of impact, categories of impact, conditions of impact, points of impact, impact-focused documentation, multiple perspectives of impact, and impact assessment and measurement statements. Contributions of this study include: recognition of staff who support community-university research partnerships through their varied work spaces, research councils as a type of support structure, impact assessment as a cycle of inquiry, explicating impact through elements of impact assessment, and a literature consolidation of impact assessment in the context of support structures. Future research may include revision and refinement of the IAMF across different types of community-university research partnership support structures. / Graduate

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

The researcher investigated ways of alleviating stress and burnout among secondary school teachers. In this regard, factors causing teacher stress and burnout, the effect of stress and burnout on the quality of teaching and learning, support structures offered by secondary schools, and coping strategies to deal with stress and burnout were relevant. A total of 20 participants consisting of 12 teachers and 8 school management team members were interviewed using individual and focus group interviews, and participant observation. Findings revealed that teachers are experiencing a range of stressors of a consistent and prolonged nature leading to burnout. The allocation of unfamiliar subjects as a stressor appeared to be a new finding not noted in any of the previous literature. Stress and burnout constitute a threat to teacher retention and effective teaching and learning. Support structures offered to teachers are inadequate, resulting in teachers using ineffective stress coping strategies. / Die navorser het maniere ondersoek om spanning en uitbranding by hoërskoolonderwysers te verlig. In hierdie verband was faktore wat spanning en uitbranding tot gevolg het, die effek van spanning en uitbranding op die kwaliteit van onderrig en leer, ondersteuningstrukture wat deur skole aangebied word, en strategieë om spanning en uitbranding te hanteer van toepassing. Onderhoude, individueel en fokusgroep, is met 20 deelnemers, 12 onderwysers en 8 lede van die skoolbeheerraad gevoer. Data is ook met deelnemerwaarneming ingesamel. Navorsingsbevindinge toon aan dat onderwysers volgehoue spanning ervaar wat tot uitbranding lei. Die toewysing van vakke waarmee onderwysers nie vertroud is nie is as ‘n bevinding geïdentifiseer wat nie algemeen in die literatuur opgeteken is nie. Spanning en uitbranding affekteer onderwyserbehoud vir die beroep en goeie kwaliteit onderrig en leer negatief. Ondersteuningstrukture vir onderwysers is onvoldoende met die gevolg dat onderwysers geneig is tot die oneffektiewe hantering van spanning. / Umcwaningi ucwaninge izindlela zokuciphisa ukucindezeleka nokushisa phakathi kwabafundisi besikole esiphakeme. Kulokhu, izici ezidala ukucindezeleka nokushisa kothisa, umphumela wokucindezeleka nokushiswa kumhangatho wokufundisa nokufunda, izakhiwo zokusekela ezininkezwa izikole zamabanga aphezulu, Kanye namaqhinga okubhekana nomphumela wokucindezeleka nokushisa kwakufanele. Ingqikithi yabangu-20 yabahlanganyeli abangothisa abangu-12 kanye namalunga eqembu lesiphathimandla sabaphathi abangu-8 besikole babuzwe imibuzo ngokusebenzisa izingxoxo zanye ngabanye kange neqembu lokugxila, Kanye nokubonwa kwabahlangayeli, Kutholakale ukuthi othisha babona ububanzi bokucindezeleka kwendalo eqhubekayo okungaholela ekusheni. Ukwabiwa kwezihloko ezingajwayelekile njengoba ukucindezeleka kubonakala sengathi kuyinto entsha engatholakali ezincwadini zangaphambilini. Ukucindezeleka nokushisa kwakha umsongelo ekugcinweni kothisa Kanye nokufundisa nokufinda okuphumelelayo. Izakhiwo zokuseleka ezinekezwa othisha azanele, ziholela kothisa besenbenzisa amaqhinga okubhekana nokucindezeleka angasebenzi. / Educational Management and Leadership / M. Ed. (Education Management)

La question de la compétence de l’entrepreneur est tout à fait centrale. Cependant la prise en compte de cette notion demeure un problème persistant qui inhibe les performances de l’accompagnement et entrave ainsi le développement du phénomène entrepreneurial. Dans ce travail de recherche, nous avons orienté notre intérêt vers le concept des compétences entrepreneuriales afin de repositionner la relation accompagnateur/créateur au centre du processus d’accompagnement. Nous avons mis en œuvre une recherche axée sur l’analyse de l’auto-perception des compétences entrepreneuriales par les entrepreneurs naissants faisant l’objet d’un accompagnement dans une structure d’appui.Sur la base de l’ensemble des classifications typologiques des compétences des entrepreneurs, nous avons arrêté le choix de l’objet de notre étude sur la typologie proposée par Man et al. (2002). Les auteurs proposent un modèle conceptuel permettant de relier les caractéristiques des entrepreneurs des PME et la performance de leur entreprise. Partant de la conviction selon laquelle la prise en compte des compétences est susceptible de produire des nouveaux outils et pratiques d'accompagnement mieux adaptés à la compréhension et la valorisation des différentes dimensions du phénomène entrepreneurial, la problématique soulevée dans cette recherche est de savoir : dans quelle mesure une structure d’accompagnement en phase post-création contribue-t-elle à l’amélioration de l’auto-perception des entrepreneurs de leurs compétences entrepreneuriales?Pour répondre à cette question, nous avons opté pour une étude empirique quantitative et longitudinale. Dans le but d’accéder au terrain et de collecter le maximum de données, notre étude a été réalisée dans le cadre d’un partenariat entre le centre de recherche en Entrepreneuriat de l’EM Lyon Business School (CRE) et Réseau Entreprendre® (RE®). Nous avons réalisé, parallèlement, trois études longitudinales à travers lesquelles nous avons administré, à deux reprises et avec 8 mois d’intervalle le même questionnaire auprès de trois populations différentes : lauréats de Réseau Entreprendre® (population de base), les accompagnateurs et candidats non retenus (groupe témoin). Les trois premières vagues de questionnaires ont été lancées le 29 février 2012, les secondes, vers la fin du mois d’octobre 2012.Pour réaliser les traitements d’analyse, nous avons utilisé l’approche des régressions linéaires avec le logiciel SPSS.11 pour tester la nature des relations entre les variables clés de notre étude. Dans une deuxième partie d’analyse, nous avons réalisé deux études comparatives. / The issue of entrepreneur’s competence is quite central. However, the taking into account of this concept remains a persistent problem that inhibits the performance of new venture support and/or incubation programs and thereby hinders the development of the entrepreneurial phenomenon. In this research, we focused our interest on the concept of entrepreneurial competencies in order to replace accompanying person/new venture creator relationship at the center of new venture support process. We implemented a research based on nascent entrepreneurs self-perception of entrepreneurial competencies. Based on some typologies of entrepreneurial competencies, we used the typology proposed by Man et al. (2002). The authors proposed a conceptual model that links the SME’ entrepreneurs characteristics with the business performance.We started with the belief that it is very important to consider entrepreneurial competencies because our research is likely to produce new tools and help support’s practices to better understand and enhance the different dimensions of the entrepreneurial phenomenon. The issue raised in this research is as follows: to what extent a post-creation support structure contributes to the improvement of entrepreneurs self- perception of his entrepreneurial competencies? To answer this question, we opted for a quantitative and longitudinal empirical study. In order to access the research field and to collect the maximum of data, our study was conducted as part of a partnership between the Research Center in Entrepreneurship of EM Lyon Business School (CRE) and Réseau Entreprendre® (RE®). We carried out three longitudinal studies through which we administered twice, with 8 months interval between each time, the same questionnaire to three different populations namely: the winners of Réseau Entreprendre® (Lauréats) (baseline population), the accompanying persons and non-selected applicants (control group). The first three waves of questionnaires were launched on February 29, 2012, the second towards the end of October 2012. To achieve the treatment analysis, we used the approach of linear regressions with SPSS.11 software to test the nature of the relationships between key variables in our study. In the second part of analysis, we conducted two comparative studies.

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

Text in English / The rationale for the study was to investigate the symbiotic connection of trauma and addiction. The focus is on childhood trauma and the turn to addictive practices to quell the memories and experiences endured as children. Chapter One discusses the methodology regarding the approach of the study and includes an introductory literature review of the phenomena. Additional literature is included in the ensuing chapters. A personal account of the motivation behind the research is chronicled in Chapter Two. In this chapter, I share with the readers my personal experiences around trauma and addiction in my family of origin. The notion of the blending of trauma and addiction is the focus of Chapter Three. It includes the approach to treatment of trauma and addiction as well as addiction counsellor training in the South African context. The storied lives of the participants and their experiences of trauma and addiction are encapsulated in Chapter Four. Finally, Chapter Five rounds off the study with the analyses of the narratives of the unique individuals who contributed to this research undertaking. / Psychology / M.A. (Psychology)