The purpose of this study was to investigate how children with Inflammatory Bowel Disease (IBD) and their families perceived their school experiences in Québec. IBD is one of many “invisible” chronic diseases. It is considered invisible because it occurs internally without significant observable external symptoms. However, children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as the side effects from medications. As a result, they require special accommodations while they attend public or private school. The Québec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. Consequently, the research sought to answer the following questions: What are the experiences of parents and children with IBD enrolled in general education classrooms? And, what are the experiences of their brother or sister? To research these questions, a case study method was used with five families. The two instruments used to collect the data were, (1) individual semi-structured interviews that followed a modified version of Seidman’s (2006) in-depth interviewing approach and (2) drawings of the family by siblings. The data were analyzed inductively. This study was the first to use a qualitative approach with multiple methods that were guided by Bronfenbrenner’s ecological systems theory (1979) and Turnbull and Turnbull’s family systems theory (2001). The findings revealed that, unlike many studies on families of children with special needs, these families with a child with IBD functioned relatively well. At the microsystem level, mothers assumed responsibility as the primary caregiver. Siblings experienced their own challenges, such as feelings of parental neglect. Nonetheless, they also maintained nurturing roles. Within the mesosystem level, the home and school relationship was impacted. Parents and children with IBD experienced school personnel who lacked awareness of IBD and provided insufficient classroom support, especially at public schools. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child’s behalf. In contrast to many studies on children with disabilities, children with IBD in this research had many friends in and outside of school. In the exosystem, parents struggled with feelings of guilt at having to balance employment and the high financial expense of caring for a child with IBD. They relied on assistance from government services and their IBD association. At the macrosystem level, family members believed that children with IBD were perceived negatively by society because of the lack of public awareness and the stigma that surrounds the topic of incontinence. This study makes contributions to systems theories and provides practical recommendations to school personnel and parents.

Mining depletes, processes, and relocates mineral resources while profoundly changing landscapes and socio-economic patterns of affected regions and communities. For millennia these impacts have been “accepted” by society because of minerals’ many benefits, but the growing environmental crisis is pushing up demand for socially responsible and ecologically viable mining practices. In reaction to these pressures, large mining corporations have been increasingly trying to make the business case for a sustainable mining industry. To demonstrate progress towards this “case”, companies have started to publish sustainability reports based on a sustainability assessment and reporting tool called the Global Reporting Initiative (GRI) Framework. Many scholars have contested the effectiveness of that framework and argued that GRI-based reports can mislead decision-makers concerned with sustainability, or even camouflage unsustainable practices, particularly at the site level. Few scholars, however, have gone far beyond the realm of criticism to understand how to enhance that framework. This thesis addresses this gap. More specifically it sets out to answer the following questions: 1) what needs to be changed in mining corporations’ approaches to assessing and reporting sustainability for the purpose of promoting more meaningful and reliable disclosures? And 2) what are the key practical and conceptual barriers to implementing those changes? This research adopted a qualitative grounded theory approach underpinned by systems theories to answer the questions. Data were collected through extensive literature reviews, 41 semi-structured interviews and content analyses. The evaluation of data included software-aided techniques such as iterative coding, memo-writing, and diagramming. The four main contributions are as follows. First, the thesis presents an evaluation of the extent to which mining corporations’ approaches to sustainability reporting meet eight principles (the BellagioSTAMP) of sustainability assessment and communication. In light of the identified gaps, the thesis outlines a number of specific changes that should be promoted in mining corporations’ sustainability frameworks. Second, a critical evaluation is provided of the limitations of an industry initiative that is pushing for stronger GRI reporting. Proponents of that initiative are trying to standardize and enforce external verification of sustainability reports among large mining corporations, but, in doing so, they may reinforce a limited approach to sustainability reporting. Third, the thesis identifies and discusses the barriers that may emerge in the implementation of six additional guidance elements in the GRI framework that could promote sounder sustainability assessment and reporting processes. The many barriers are broadly categorized as motivational, structural and specific. Finally, the thesis specifies research implications for key stakeholder groups involved in sustainability reporting: standard-setters, industry associations, mining companies, external verifiers, investors, local communities, and scholars. Overall, this thesis corroborates the view that meaningful and reliable standardized disclosures of contributions to sustainability are unlikely to emerge any time soon. The geographical dispersion of mining corporations’ facilities imposes substantial barriers to the contextualization and systematization of sustainability evaluations and communications. These barriers can be overcome with additional indicator systems and partnerships, but standard-setters, industry associations, and governments do not seem motivated to take up this challenge soon. This situation opens opportunities for individual mining corporations to enhance their particular approaches. This thesis provides important information that should be considered in the development of a much needed long-term strategy for stronger sustainability reporting in the sector.

Mining depletes, processes, and relocates mineral resources while profoundly changing landscapes and socio-economic patterns of affected regions and communities. For millennia these impacts have been “accepted” by society because of minerals’ many benefits, but the growing environmental crisis is pushing up demand for socially responsible and ecologically viable mining practices. In reaction to these pressures, large mining corporations have been increasingly trying to make the business case for a sustainable mining industry. To demonstrate progress towards this “case”, companies have started to publish sustainability reports based on a sustainability assessment and reporting tool called the Global Reporting Initiative (GRI) Framework. Many scholars have contested the effectiveness of that framework and argued that GRI-based reports can mislead decision-makers concerned with sustainability, or even camouflage unsustainable practices, particularly at the site level. Few scholars, however, have gone far beyond the realm of criticism to understand how to enhance that framework. This thesis addresses this gap. More specifically it sets out to answer the following questions: 1) what needs to be changed in mining corporations’ approaches to assessing and reporting sustainability for the purpose of promoting more meaningful and reliable disclosures? And 2) what are the key practical and conceptual barriers to implementing those changes? This research adopted a qualitative grounded theory approach underpinned by systems theories to answer the questions. Data were collected through extensive literature reviews, 41 semi-structured interviews and content analyses. The evaluation of data included software-aided techniques such as iterative coding, memo-writing, and diagramming. The four main contributions are as follows. First, the thesis presents an evaluation of the extent to which mining corporations’ approaches to sustainability reporting meet eight principles (the BellagioSTAMP) of sustainability assessment and communication. In light of the identified gaps, the thesis outlines a number of specific changes that should be promoted in mining corporations’ sustainability frameworks. Second, a critical evaluation is provided of the limitations of an industry initiative that is pushing for stronger GRI reporting. Proponents of that initiative are trying to standardize and enforce external verification of sustainability reports among large mining corporations, but, in doing so, they may reinforce a limited approach to sustainability reporting. Third, the thesis identifies and discusses the barriers that may emerge in the implementation of six additional guidance elements in the GRI framework that could promote sounder sustainability assessment and reporting processes. The many barriers are broadly categorized as motivational, structural and specific. Finally, the thesis specifies research implications for key stakeholder groups involved in sustainability reporting: standard-setters, industry associations, mining companies, external verifiers, investors, local communities, and scholars. Overall, this thesis corroborates the view that meaningful and reliable standardized disclosures of contributions to sustainability are unlikely to emerge any time soon. The geographical dispersion of mining corporations’ facilities imposes substantial barriers to the contextualization and systematization of sustainability evaluations and communications. These barriers can be overcome with additional indicator systems and partnerships, but standard-setters, industry associations, and governments do not seem motivated to take up this challenge soon. This situation opens opportunities for individual mining corporations to enhance their particular approaches. This thesis provides important information that should be considered in the development of a much needed long-term strategy for stronger sustainability reporting in the sector.

The purpose of this study was to investigate how children with Inflammatory Bowel Disease (IBD) and their families perceived their school experiences in Québec. IBD is one of many “invisible” chronic diseases. It is considered invisible because it occurs internally without significant observable external symptoms. However, children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as the side effects from medications. As a result, they require special accommodations while they attend public or private school. The Québec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. Consequently, the research sought to answer the following questions: What are the experiences of parents and children with IBD enrolled in general education classrooms? And, what are the experiences of their brother or sister? To research these questions, a case study method was used with five families. The two instruments used to collect the data were, (1) individual semi-structured interviews that followed a modified version of Seidman’s (2006) in-depth interviewing approach and (2) drawings of the family by siblings. The data were analyzed inductively. This study was the first to use a qualitative approach with multiple methods that were guided by Bronfenbrenner’s ecological systems theory (1979) and Turnbull and Turnbull’s family systems theory (2001). The findings revealed that, unlike many studies on families of children with special needs, these families with a child with IBD functioned relatively well. At the microsystem level, mothers assumed responsibility as the primary caregiver. Siblings experienced their own challenges, such as feelings of parental neglect. Nonetheless, they also maintained nurturing roles. Within the mesosystem level, the home and school relationship was impacted. Parents and children with IBD experienced school personnel who lacked awareness of IBD and provided insufficient classroom support, especially at public schools. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child’s behalf. In contrast to many studies on children with disabilities, children with IBD in this research had many friends in and outside of school. In the exosystem, parents struggled with feelings of guilt at having to balance employment and the high financial expense of caring for a child with IBD. They relied on assistance from government services and their IBD association. At the macrosystem level, family members believed that children with IBD were perceived negatively by society because of the lack of public awareness and the stigma that surrounds the topic of incontinence. This study makes contributions to systems theories and provides practical recommendations to school personnel and parents.

The purpose of this study was to investigate how children with Inflammatory Bowel Disease (IBD) and their families perceived their school experiences in Québec. IBD is one of many “invisible” chronic diseases. It is considered invisible because it occurs internally without significant observable external symptoms. However, children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as the side effects from medications. As a result, they require special accommodations while they attend public or private school. The Québec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. Consequently, the research sought to answer the following questions: What are the experiences of parents and children with IBD enrolled in general education classrooms? And, what are the experiences of their brother or sister? To research these questions, a case study method was used with five families. The two instruments used to collect the data were, (1) individual semi-structured interviews that followed a modified version of Seidman’s (2006) in-depth interviewing approach and (2) drawings of the family by siblings. The data were analyzed inductively. This study was the first to use a qualitative approach with multiple methods that were guided by Bronfenbrenner’s ecological systems theory (1979) and Turnbull and Turnbull’s family systems theory (2001). The findings revealed that, unlike many studies on families of children with special needs, these families with a child with IBD functioned relatively well. At the microsystem level, mothers assumed responsibility as the primary caregiver. Siblings experienced their own challenges, such as feelings of parental neglect. Nonetheless, they also maintained nurturing roles. Within the mesosystem level, the home and school relationship was impacted. Parents and children with IBD experienced school personnel who lacked awareness of IBD and provided insufficient classroom support, especially at public schools. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child’s behalf. In contrast to many studies on children with disabilities, children with IBD in this research had many friends in and outside of school. In the exosystem, parents struggled with feelings of guilt at having to balance employment and the high financial expense of caring for a child with IBD. They relied on assistance from government services and their IBD association. At the macrosystem level, family members believed that children with IBD were perceived negatively by society because of the lack of public awareness and the stigma that surrounds the topic of incontinence. This study makes contributions to systems theories and provides practical recommendations to school personnel and parents.

Current learning support in an effort to address the learning needs of learners with learning disabilities tends to focus on their language abilities (reading and writing), without enough emphasis on the cognitive manifestations that could contribute to barriers to learning, if not addressed appropriately from within the school system. In this study the organisation skills of learners with learning disabilities were studied to determine their true nature. The research was undertaken with Grade 8 and 9 pupils in a private school for learners with learning disabilities. The research was conducted in two phases. In the first phase, assessment data of the learners with learning disabilities were analysed. Three different categories of learning needs regarding the organisation skills of learners with learning disabilities were identified. In the second phase, these categories of learning needs were explored using an Ethnographic Approach with Action Research as design. The outcomes of the action research were examined by analysing behaviours and written products of the learners, consistently within the context of the learning situation. It was established that the barriers to learning regarding the organisation skills of these learners are at least in part intrinsic and therefore make a strong appeal to the learning system for support. Learning support should be seen as an integral part of the teaching and learning process in all schools. It was therefore clear that a Systemic approach should be used to address the barriers to learning that learners with learning disabilities experience. A different perspective than that of the fragmented medical model was taken in exploring and addressing these needs. It was a shift towards a more holistic Ecological Systemic Approach. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted