This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.

This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.

This study explored the perspectives of children whose complex health needs included respiratory technology dependence, and that of their parents, regarding community life and helpful patterns of coping and relationship. In-depth interviews were conducted with 7 children (3-18 yrs. old) and 8 parents. Survey data collected from 31 parents contributed to a convergent mixed methods design. Findings showed that children viewed themselves as normal, but experienced "a constricted life". Parents' active engagement in their child's life, as system navigators and advocates, was necessary to ensure their child's wellbeing. Key relational components included "authentic engaged presence", caring, competence, communication and collaboration. Effective coping patterns included reliable social support and both emotion-focused and problem-focused strategies. Contextual factors significantly affecting parental coping and relationships included family structure and child’s dependence on invasive respiratory technology (tracheostomy). Respite reported inadequate. Findings have practice and policy implications for health, respite and education systems, professionals and parents.

目錄 謝誌－－－－－－－－－－－－－－－－I 摘要－－－－－－－－－－－－－－－－III ABSTRACT－－－－－－－－－－－－－－IV 目錄－－－－－－－－－－－－－－－－ V 表目錄－－－－－－－－－－－－－－－VII 圖目錄－－－－－－－－－－－－－－－VIII 第壹章　緒論 第一節　研究背景與動機－－－－－－－ 1 第二節　研究問題－－－－－－－－－－ 5 第三節　研究目的－－－－－－－－－－ 5 第四節　研究流程－－－－－－－－－－ 6 第貳章　文獻探討 第一節　真誠領導－－－－－－－－－－ 7 第二節　專注覺察－－－－－－－－－－ 13 第三節　情緒勞務－－－－－－－－－－ 18 第四節　主動顧客服務績效－－－－－－ 24 第五節　各變項間之關係及假設推論－－ 27 第六節　研究理論模式圖－－－－－－－32 第参章　研究方法 第一節　研究母體與抽樣對象－－－－－ 34 第二節　研究工具－－－－－－－－－－ 35 第三節　資料分析方法－－－－－－－－38 第肆章　研究分析與討論 第一節　樣本結構之敘述性統計分析－－ 41 第二節　信度與效度分析－－－－－－－ 43 第三節　相關分析－－－－－－－－－－ 51 第四節　整體結構方程模式分析－－－－ 52 第伍章　結論與建議 第一節　結論－－－－－－－－－－－－ 65 第二節　管理實務建議－－－－－－－－ 70 第三節　研究限制與後續研究之建議－－ 72 參考文獻 中文部分－－－－－－－－－－－－－－75 英文部分－－－－－－－－－－－－－－76 附錄一：研究問卷－－－－－－－－－－ 83

I learned to authentically connect by observing the pedagogues who mentored me. My lived experience with them inspired me to base my pedagogical approach on the constructs of community and engagement that youth dismantled by displaying increasing disengagement, which transferred into disaffected relationships. This reflexive/narrative autoethnography investigates the problematic phenomenon affecting youth: the loss of authentic connectivity. I critically examine my professional journey with pre-digital, digital, and post-digital university students by analysing our common, cultural context, thereby interpreting my behaviour, thoughts, and experiences in relation to them. Hermeneutic phenomenology’s framework deepens the inquiry, as it involves a broader cultural, political, and social understanding to uncover deeper meaning in changing behaviours by reflecting on what is the lived experience of authentic connectivity for youth. My comprehensive research evidences that youth’s technological addiction has influenced rapid brain evolution, and exploded their visual and multimodal skills. Neuroscience has broadly concluded that the new forms of learning technology offers are changing the way the brain processes information. I suggest that youth are experiencing a biological conflict, the brain’s rapid evolution overwhelming more slowly evolving physical responses, effectively interfering with the flow of affective information that requires hemispheric transfer. Neither moving beyond the premise of intelligence as being predominantly brain-based, nor acknowledging the cooperative role our bodily intelligence plays, as the latter is embedded in our lived experience, the greater understanding of the whole of learning, and its ally, authentic connectivity, cannot be achieved. I submit that moving beyond the absoluteness of a purely scientific approach to the brain, and integrating both human and cognitive sciences are key in moving toward a more holistic, autonomous learning pedagogy, so to layer our understanding of the ‘person process’, that which includes whole thinking and whole being. To counter the affective devolution, which is detrimental not only to learning, but to being a well-adjusted person, this paper proposes a foundational shift in teacher training curriculum design by suggesting tools that foster an observational pedagogy, which seeks to teach those navigational skills that support higher-level analytical processes that can counteract the excessive reactions that impede learning, and teaching.

This study explored the perspectives of children whose complex health needs included respiratory technology dependence, and that of their parents, regarding community life and helpful patterns of coping and relationship. In-depth interviews were conducted with 7 children (3-18 yrs. old) and 8 parents. Survey data collected from 31 parents contributed to a convergent mixed methods design. Findings showed that children viewed themselves as normal, but experienced "a constricted life". Parents' active engagement in their child's life, as system navigators and advocates, was necessary to ensure their child's wellbeing. Key relational components included "authentic engaged presence", caring, competence, communication and collaboration. Effective coping patterns included reliable social support and both emotion-focused and problem-focused strategies. Contextual factors significantly affecting parental coping and relationships included family structure and child’s dependence on invasive respiratory technology (tracheostomy). Respite reported inadequate. Findings have practice and policy implications for health, respite and education systems, professionals and parents.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

L’adoption de la Loi concernant le cadre juridique des technologies de l’information en 2001 a permis de mettre en place un cadre juridique favorisant l’intégration des technologies de l’information dans le droit. Plus particulièrement en droit de la preuve, cela a conféré au document technologique la qualité d’élément de preuve. Dans ce contexte il a été nécessaire d’adapter certains articles du Code civil du Québec et du même fait certaines règles dont la règle de la meilleure preuve, telle que prévue à l’article 2860 C.c.Q.. Cette règle s’appuyait jusqu’à présent sur la notion d’original, notion propre au support papier dont il a fallu trouver un équivalent pour le document technologique. C’est ce qu’a fait la Loi en prévoyant à son article 12 les caractéristiques de l’original technologique. Nous nous penchons sur cette notion en regardant quelles sont ses origines et ses justifications, puis nous avons analysé l’article 12 de la Loi qui traite de l’original sous forme technologique. Enfin nous nous sommes interrogé sur la place des reproductions dans le contexte technologique et nous avons vu que celles-ci ont pris de plus en plus d’importance à côté du document original, au fur et à mesure du perfectionnement des moyens de reproduction. / The adoption, in 2001, of the Act to Establish a Legal Framework for Information Technology (the Act) allowed the establishment of a legal framework facilitating the integration of Information Technology in law. More specifically in law of evidence, this allowed for the recognition of the technology-based document as evidence. In this context, it was necessary to adapt certain sections of the Civil Code of Québec and, thus, certain rules, among which the best evidence rule, set forth in Section 2860 C.C.Q. Until the Act, this rule relied on the original, a concept specific to the paper medium; consequently, it became necessary to find an equivalent for the technology-based document. This was done by Section 12 of the Act, which sets out the technology-based original’s characteristics. We will look into this concept’s origins and rationale, before analysing Section 12 of the Act, which addresses the original in a technological form. We will then examine the reproductions’ place in the technological context, and ascertain their growing importance beside that of the original document’s, as the means of reproduction continuoulsy improved.

Over the last two decades research into the notion of empowerment has been focused on the three primary dimensions of process, outcomes and environment within the contexts of the individual, community groups and business organisations. As a psychological attribute, empowerment at the individual level has been investigated significantly by such theorists as Rappaport (1995) and Zimmerman (2000). However, studies in this field neglect deep understanding of the reality of the individual's experiences of the empowerment process. Definitions within the literature refer to empowerment as being a process which occurs over time for the individual who is personally challenged to achieve power and control within his/her own life context by the application and reflection of learning new knowledge and skills. The purpose of this investigative case study is to examine the reality of the empowerment process as it occurs in the individual lives of a group of women who have actively participated in the learning environment of an investment club over a 2 year period in Brisbane. The three dimensions of empowerment support the structure of the study with the findings evidencing 'authentic empowerment' is achieved when the individual seeks to operate within the dual learning environments of the supportive group as well as the solo learning environment. The reality of individual authentic empowerment proved to be a continuum of experience dependent upon the individual's levels of motivation, energy, decision-making abilities, knowledge, risk taking, confidence, time and goals. Sustainability of empowerment related to the participant's level of active involvement in the dual learning environments while accepting complete responsibility for actions and consequences.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.