The death of a spouse is one of the most profound and life-altering events adults will ever experience. While the experience of spousal bereavement is traumatic at any time, there is evidence to support the fact that young women who are widowed experience unique challenges. The purpose of studying young widows was to understand the meaning of spousal bereavement for individual participants. The research tradition of phenomenology was chosen to inform the study, and the guiding question became what is the lived experience of spousal bereavement for young women? The study participants were five women who were under the age of 45 at the time of their husbands death. The experiences of these young widows were illuminated through stories and reflections on the journey of a young widow. Five themes emerged from their experiences. Young widows grieve both the loss of a companion and the death of their dreams. Accompanying these losses can be the challenges of single parenthood, the need for career, financial and lifestyle changes, and the readjustment to life as a single adult. Increased understanding from the perspective of the bereaved widow, along with strategies and interventions for nurses working with this group of women, will provide nurses and health care professionals with skills to better assist this client population.

The death of a spouse is one of the most profound and life-altering events adults will ever experience. While the experience of spousal bereavement is traumatic at any time, there is evidence to support the fact that young women who are widowed experience unique challenges. The purpose of studying young widows was to understand the meaning of spousal bereavement for individual participants. The research tradition of phenomenology was chosen to inform the study, and the guiding question became what is the lived experience of spousal bereavement for young women? The study participants were five women who were under the age of 45 at the time of their husbands death. The experiences of these young widows were illuminated through stories and reflections on the journey of a young widow. Five themes emerged from their experiences. Young widows grieve both the loss of a companion and the death of their dreams. Accompanying these losses can be the challenges of single parenthood, the need for career, financial and lifestyle changes, and the readjustment to life as a single adult. Increased understanding from the perspective of the bereaved widow, along with strategies and interventions for nurses working with this group of women, will provide nurses and health care professionals with skills to better assist this client population.

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This thesis explores leadership from an inverted or inner perspective of a leader. It draws on humanistic, psychological approaches to leadership, and develops a theory of systemic, constructivist leadership. While systemic, constructivist concepts are well known and accepted methods in therapy, counselling, coaching, and organisational consulting, in leadership there is still a gap between theory and practise. In this study systemic, constructivist ideas such as self-organization of human systems, radical constructivism, and systems theory are transferred, through an experiential learning project to leadership practise. Previous research (Steinkellner, 2005) indicated that in addition to the understanding of systemic theory and the application of systemic interventions, the specific mental attitude of a leader is required. So this thesis (1) explores the qualities of the mental attitude of a systemic, constructivist leader, (2) reflects on the transformation of the self of a leader in an experiential learning process, and (3) develops a theory of systemic, constructivist leadership. The methodology is heuristic inquiry, which involves the subjectivity of the researcher, and includes introspective procedures such as self-searching, self-dialogue, and self-discovery (Moustakas, 1990). Its focus on the inner perspective of a leader is unusual, if not unique. Various concepts from humanistic psychology including tacit knowledge (Polanyi & Sen, 2009), awareness (Perls, 1973), and focusing (Gendlin, 2003) were applied to transcend the concept of rationality both in science and in business. The main contributions of this study are: the description of a theory of systemic, constructivist leadership and; the design of appropriate training to implement this.

Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

As the population of English language learners (ELLs) in the United States grows, educators, administrators, and policymakers must support effective methods of instruction. Co-teaching, an inclusive special education instructional approach, has recently grown in popularity as a method for providing English as a second language (ESL) support. The research on ESL co-teaching lacks in-depth data about the experiences and relationships of co-teaching teams. The purpose of this heuristic phenomenological study was to explore the lived experiences and relational dynamics of co-teachers within an English language instructional setting. Friend and Cook's model of collaboration and Siemen's theory of connectivism provided a framework for this study. Through purposeful sampling, 3 ESL and 3 mainstream teachers were identified. Individual interviews and subsequent focus groups yielded information about the lived experiences and perceptions of both the ESL and mainstream teachers. Using Moustakas' heuristic inquiry stages of analysis, the data were analyzed and coded. Four themes emerged: preparation, the value of time, the issues of control, and the dynamics of a co-teaching relationship. The teachers perceived insufficient time as a major barrier to effective preparation and coordination of teaching teams. The participants also indicated additional elements as important to the success of a teaching team: personality, teacher modeling, flexibility, and communication. This study may lead to social change by informing educators, administrators, and policy-makers about (a) implementing the ESL co-teaching model and (b) the supports needed to help ESL and mainstream teachers function effectively in a co-taught classroom.

This thesis explores leadership from an inverted or inner perspective of a leader. It draws on humanistic, psychological approaches to leadership, and develops a theory of systemic, constructivist leadership. While systemic, constructivist concepts are well known and accepted methods in therapy, counselling, coaching, and organisational consulting, in leadership there is still a gap between theory and practise. In this study systemic, constructivist ideas such as self-organization of human systems, radical constructivism, and systems theory are transferred, through an experiential learning project to leadership practise. Previous research (Steinkellner, 2005) indicated that in addition to the understanding of systemic theory and the application of systemic interventions, the specific mental attitude of a leader is required. So this thesis (1) explores the qualities of the mental attitude of a systemic, constructivist leader, (2) reflects on the transformation of the self of a leader in an experiential learning process, and (3) develops a theory of systemic, constructivist leadership. The methodology is heuristic inquiry, which involves the subjectivity of the researcher, and includes introspective procedures such as self-searching, self-dialogue, and self-discovery (Moustakas, 1990). Its focus on the inner perspective of a leader is unusual, if not unique. Various concepts from humanistic psychology including tacit knowledge (Polanyi & Sen, 2009), awareness (Perls, 1973), and focusing (Gendlin, 2003) were applied to transcend the concept of rationality both in science and in business. The main contributions of this study are: the description of a theory of systemic, constructivist leadership and; the design of appropriate training to implement this.

The purpose of this study is to better understand how the natural environment influences who we have become as adults. Recognizing the importance of childhood experiences, with and within nature, the intent of this study is to interpret the essential meanings associated with these experiences and how these, in turn, are situated in our beliefs and relationship with nature. The targeted respondents for the study were all K-12 educators teaching in schools in Central California. The driving research question is stated as In what ways do childhood experiences with and within the natural environment impact who we are as adults? Three sub-questions were also explored: What personal meanings are associated with childhood memories and experiences of being with and within the natural environment? In what ways do individuals assimilate childhood experiences of the natural environment into their adult beliefs about their relationship with nature? In what ways does the exploration of early childhood nature experiences affect the decision to become environmental advocates? Moustakas' (1990) six-stage heuristic inquiry process was adhered to. The initial data collection began within myself, the researcher. Aspects of the experience, which became the collected data by means of conversations with co-researchers, journal writing, and other personal documents, were filtered by way of my own self-inquiry, sense of eco-literacy and experience with my childhood experiences with and within the natural environment. From the organization and analysis I have derived the essential elements of the experience. Nature as the common denominator, Nature awakens inner passions, Nature as lived through a relational awareness, Nature experiences support and guide our every day lives, and Nature stimulates a child's potential were the key thematic elements that embraced my own experience and that of my co-researchers.

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