Cette thèse consiste en une étude ethnographique au sein d’une organisation de la fonction publique du Canada, qui a pour but de décrire le processus mis en œuvre par une équipe de travail pour construire du sens et s’organiser. L’objectif principal est de répondre à la question suivante : Au sein des organisations gouvernementales où le changement est continu, comment les équipes de travail s’organisent-elles? Le cadre théorique élaboré dans cette thèse met l’accent principalement sur la théorie du sensemaking de Karl E. Weick, ainsi que sur le modèle discursif de l’organisation introduit par James R. Taylor, et inclut les travaux plus récents de chercheurs qui défendent l’approche constitutive de la communication organisationnelle. L’auteure propose un modèle théorique de l’organizing qui intègre les travaux de Weick et ceux de Taylor afin de décrire comment l’organisation se construit dans les réunions, dans les textes et dans les interactions.

The purpose of this study was to explore how employees' reflect organizational identification strategies in their everyday talk at a big-box retailer. Previous studies on organizational identification have mostly been organization-centric, focusing on the strategies organizations employ to induce employee identification. This study fills this gap by exploring the employee side of the identification process. Using ethnographic methods, the researcher conducted complete participant observation and textual analysis to understand how employees reflect, mock, and/or rebel against the organization's identification strategies in their narratives and rites. This study used a three phase approach to gain a deeper understanding of how employees used everyday discourse to reflect their connection with an organization. In Phase I, complete participant observation and informant interviews were conducted during the 2011-2012 holiday season at a big-box retailer, Big Alpha. Data were coded using thematic analysis. The second phase consisted of textually analyzing organizational artifacts to determine how Big Alpha employed organizational identification strategies. In the last phase, participant observation and informant interview data were compared to the strategies found in Phase II to determine what identification strategies employees reflected in their everyday talk. Findings indicate that employees enact specific identification strategies that reflect identification and disidentification. Additionally, employees utilized the tactic of espoused shared values, indicating their identification with their work group more than with Big Alpha. This study extends organizational identification theory by revealing specific five new tactics and one new strategy that employees use that connect them or disconnect them from the organization. This study also extends research on temporary workers as findings indicated that seasonal, part-time, and college student workers may not perceive themselves as having "real jobs." Finally, this study found that there may be a worker class system that influences the extent to which employees may or may not identify with the organization. These findings suggest practical implications and areas of future research.

Yes / The perspectives of people with moderate-to-severe dementia are rarely directly elicited in research studies. Objectives: This systematic review will explore methods and approaches for including the perspectives and preferences of people with moderate-to-severe dementia in research. Methods: AgeLine, CINAHL, Embase, PsycINFO, PubMed, Social Policy and Practice and Web of Science were searched until June 16 2022. Study quality was assessed using the 16-item Quality Assessment Tool. We described specific communication tools, reviewed the evidence for their effectiveness and considered their strengths and limitations. We examined the more general communication skills and techniques applied to support the use of these tools using thematic synthesis. The review protocol was registered with PROSPERO CRD42019130386 and the review was conducted and reported according to PRISMA guidelines. Results: Seven studies reported in 11 publications were included. In these studies five specific communication tools were used: Talking Mats, Augmentative and Alternative Communication Flexiboard, generic photographs in combination with a preference placement board, consultation ballot and personalised communication prescriptions. Each tool identified had advantages and disadvantages depending on dementia severity, verbal or physical ability, expense, researcher training requirements and ease of use. Thematic synthesis identified five general approaches to optimising communication that were employed to support use of the tools: ensuring conversations are individual and person-centred, managing external influences, engaging others, creating structure and facilitation skills. Conclusion: All tools had some utility and there was no clear evidence to support the recommendation of any one specific tool; therefore, researchers are advised to select the tool most appropriate to their context. Implications for Practice: The findings offer general guidance for researchers and practitioners on how to facilitate communication with people with moderate-to-severe dementia. / Alzheimer's Society. Grant Number: AS-PR2-16-001. National Institute for Health and Care Research. Grant Number: ES/L001853/2. UK Research and Innovation. Grant Number: ES/L001853/2

Šio mokslinio darbo objektas yra vaikų ir jaunimo pokalbiai šiuolaikinėje vokiečių vaikų ir jaunimo literatūroje. Darbe nagrinėjami pokalbio sudarymo būdai, pokalbio struktūra ir struktūrą lemiantys veiksniai. Disertacijoje pokalbis apibrėžiamas kaip lingvistinis vienetas, aprašoma pokalbio struktūra ir jos vienetai. Vaikų pokalbiai analizuojami remiantis pokalbio maksimų teorija, stebimas taisyklių taikymas konstruojant pokalbį bei taisyklių pažeidimai. Tiriamosiose darbo dalyse aptariami pokalbio dalyvių vaidmenys ir jų keitimosi mechanizmai, pokalbio dalių raiškos variantai, verbalinės ir neverbalinės kalbos santykis pokalbyje. Be to, nagrinėjami fonetiniai, leksiniai, morfologiniai, sintaksiniai kalbėjimo vienetai, būdingi vaikų ir jaunimo kalbai, t.y. veikiantys vaikų pokalbio sudarymą, padedantys tiksliau nustatyti adresatą, tiksliau išreikšti mintis, apibūdinantys kalbėtojo statusą bei padedantys kuriant įvaizdį. / The object of the doctoral thesis is children's and youth conversations presented in contemporary German literature composed for children and youth. The author analyses the instruments of conversation construction, its structure and factors which determine it. Since the conversation is defined as a linguistic unit, the thesis discusses its structure and elements. Children's talks have been analysed on the basis of Grice's theory of conversational maxims, which allowed to observe the application of particular rules in conversation construction and their disregard or violations. The conversation analysis has also been developed from other perspectives, such as the roles of interlocutors and the mechanisms of their alteration, the expressive variations of the parts of conversations and the relationship between verbal and non-verbal language. Phonetic, lexical, morphological and syntactic discursive elements typical of the children's and youth language have been discussed as well, since they have a considerable impact on the formation of the children's conversation and help to determine the addressee more adequately, express the ideas more acurately, reveal the true status of the speaker and create the desired image.

Thesis (M.A.)--Miami University, Dept. of Spanish and Portuguese, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 54-55).

Habilitationsschrift--Universität des Saarlandes, Saarbrücken. / Includes indexes. Includes bibliographical references (p. 285-303).

Background: Sexuality, defined as love, intimacy and sex, is a part of patients’ overall health and concerns the quality of life. Patients have needs and wishes to discuss how the treatment and diagnosis might affect their sexual functioning as a number of medical conditions also can lead to sexual difficulties. Research has shown that nurses do not meet the patients’ need to discuss sexual matters. Aim: To describe nurses’ approach towards discussing sexuality with patients. Method: A literature review described by Friberg (2012) was conducted. The result of three qualitative and eight quantitative studies was summarized and then organized into groups depending on the similarities and differences. Results: The results outlined in four themes; The talk not taking place, Hindering factors, Promoting factors and Organizational factors. Nurses were knowledgeable in regards to how treatment and diagnosis affected patient sexuality. Even though they recognized the importance of sexuality for patients and felt responsible, nurses did avoid conversation about sexuality. Hindering factors stated by the nurses were lack of competency, considering sexuality as a private and taboo subject and feeling uncomfortable talking about sexual issues. Factors promoting conversation about sexuality were amongst others work experience and education. The organization may affect whether the nurses bring up the subject or not. Discussion: Despite that the society today is more open towards sexuality, the taboo of sexuality remains a fact in health care. A trusting and caring relationship between nurse and patient described by among others Travelbee could open up a permissive atmosphere, overcome taboos and facilitate discussions on sensitive issue. Models of sexual communication such as the PLISSIT-model could be used.

Results from curriculum enactment and sociolinguistic research have indicated that lessons are composed of information exchanges consisting of mostly facts and procedures that place little cognitive demand on students. Scholars from these areas have ascribed the characteristics of the school, teacher, student, management and task demands, or linguistic, and/or social context as explanations for those observations. They have not made a direct connection between how teachers and students decide who takes responsibility for providing the intellectual content of lessons and how that decision affects the students' higher order contributions. Consequently, the present study was designed to examine the way teachers and students cooperated for effective information exchanges and how that cooperative effort influenced students' higher order contributions. One hundred twelve chemistry and mathematics tutorials formed the data. The volunteer tutors possessed extensive training in their subject areas and the problems for discussion were designed to make high cognitive demands on the volunteer students. Methods from discourse analysis were used to develop an analytical model to identify, describe, and compare how the tutors and students exchanged information. The model was applied to the data to provide information on the following topics; the roles of the tutor and student, the substance of the exchanges, and the use of mediation strategies. Next, a code of conduct known as Grice's (1975) theory of conversational implicature was used to interpret the results of the analysis. The aim was to link conversational cooperation with students' higher order contributions to the discourse. First, the results indicated a model can be developed to describe, compare, and categorize instructional conversations. Second, tutors and students cooperate to maintain their roles during instruction and mediation strategies support those roles. Third, tutors and students intuitively follow Grice's (1975) conversational code of conduct to support their roles during their information exchanges. This cooperative effort is rooted in the conditions for conversational implicature. It was found when teachers and students explicitly negotiate and accept new intellectual roles before instruction (the conditions for implicature), higher order thinking can be encouraged by teachers and contributed by students to instructional conversations.

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