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The aim of the present study is to clarify the nature of integration between the individual and the organization. I have utilized four analytical tools in this endeavor – forms of association, theoretical starting points, integrating factors, and principles of integration. The forms of association have been taken from Amitai Etzioni's model for describing the interplay between members' experience of an organization and organizational sanctions. These in turn provide us with three categories – coercion, when association is steered by constraint exercised by the organization; interest, when integration proceeds deliberately and voluntarily; and normative or institutional integration, when association is steered by a normative community. The starting point selected is important, and often decisive, for any effort to understand the connection between the individual and the organization. In the present effort to theoretically explain how a particular association between individual and organization emerges, I have deliberately selected human nature (the integrating unit) from the choice of two alternatives for the starting point. That is to say that the starting point for integration should be sought not in the organization, but in people. The reason for this decision is my contention that organizations have no organic form, and that they can be steered and influenced in a completely differently way than people. In order for the theoretical starting point to function as a explanatory factor, it should provide the location for an active element. I have chosen the individual's striving for development and maturity as the active element or integrating factor in this regard. The integration of individual and organization is fostered to the extent that the individual's striving for development is satisfied within the framework of the organization. I argue that participation is the principle of integration that serves this goal. In conclusion, participation promotes the integration of the individual and organization, and it drives the process of integration in respect to three forms of coordination – coercion, interest, and institutional integration. Submission (the absence of participation) leads to coercion. Negotiation (the preliminary stage of participation) leads to interest integration. Participation, finally, leads to institutional integration.

This study explores an interpretation of mysticism as a way of life that is a response to what the mystic conceives of as ultimate reality. The suggestion is that what lies at the centre of reality is the sense of a dynamic non-dialectic absence/presence. Mysticism is suggested to be an exploration of this centre of reality that takes the form of a conjoined movement of transcending and integrating. The argument of the study is developed in light of the contemporary approach that has made mysticism either totally grounded in the mystic's socio-linguistic context (Steven T. Katz) or detached from it in a 'pure consciousness event' (Robert K. C. Forman et al), both of which are primarily driven by a focus on mysticism as an experience. What is judged to have been overlooked in the contemporary discussion is that which is argued as being most endemic to mysticism, that is, the explorative life-enactment of that which the mystic conceives of as ultimate reality. / Religious Studies and Arabic / M.A. (Religious Studies)

Bakgrund: Arbetsintegrerande sociala företag integrerar människor som varit utanför arbetsmarknaden under en längre period genom arbetsträning och sysselsättning. Kravet innebär att medarbetarna ska vara delaktiga i arbetet, företagets drift samt beslutfattandet vilket bidrar till personlig utveckling och empowerment. Beslutsfattande i sociala företag är komplext i och med att de ska balansera ekonomiska och sociala mål. Delaktighetskravet går att tolka och hur delaktighet skapas skiljer sig mellan organisationer. Vidare skiljer sig graden av delaktighet bland medarbetarna i en organisation. Genom att undersöka de komplexa beslutsprocesserna i arbetsintegrerande sociala företag ämnar vi få en förståelse för vad medarbetarnas delaktighet innebär för organisationsstrukturen och beslutsprocesserna utifrån ett organisationsperspektiv. Syfte: Syftet med studien är att skapa en förståelse för vad kriteriet om delaktighet i definitionen av arbetsintegrerande sociala företag kan innebära i praktiken. Metod: Denna studie har en kvalitativ karaktär med en abduktiv ansats där syftet och frågeställningarna besvaras genom att studera ett fallföretag utifrån ett konstruktionistiskt perspektiv. Undersökningsmetoderna som har använts är en deltagande observation och intervjuer med representanter från fallföretaget. Slutsats: Fallföretaget skapar delaktighet genom att de följer de kooperativa principerna och har en demokratisk struktur. Delaktigheten grundar sig i att deltagarna och de anställda själva har valt att delta i verksamheten. Vidare har studien kommit fram till att möten och kommunikation är viktiga verktyg för att skapa delaktighet och empowerment. Studien har även belyst begränsningar i graden av delaktighet vilket kan kopplas till den valda organisationsstrukturen, den ekonomiska situationen, medarbetarnas arbetsförmåga samt kommunikationsbrist. Delaktighetskravet innebär att arbetsintegrerande sociala företag måste ha en decentraliserad struktur där medarbetarna är delaktiga i beslutsfattandet. Valet av organisationsstruktur och beslutsprocesser kan i sin tur både möjliggöra eller begränsa graden av medarbetarnas delaktighet i arbetsintegrerande sociala företag. / Background: Work integrating social enterprises integrate people that have been excluded from the labor market during a long period of time by offering training or employment. The definition of work integrating social enterprises includes a criteria of workers participation. The requirement of participation means that the workers must be involved in the company’s operations and decision making, which contributes to personal development and empowerment. The decision-making process is complex since it has to balance economic and social goals. The requirement of participation in the definition of work integrating social enterprises can be interpreted in various ways and the way participation is created in organizations also varies. Furthermore, the degree of participation among the workers differs in the organization. By studying the complex decision-making processes in work integrating social enterprises, we intend to create an understanding of what the workers participation entails for the organizational structure and decision-making processes from an organizational perspective. Purpose: The purpose of this study is to create an understanding of what the criteria of participation in the definition of work integrating social enterprises can mean in practice. Methodology: This study has a qualitative character with an abductive approach. The study has a constructionist perspective and a case study design has been chosen. A participatory observation and interviews with representatives from the chosen organization has been used as methods to reach the purpose. Conclusion: The organization creates participation by following the cooperative principles and by having a democratic structure. The participation is based on the participants and the employees choosing to participate in the activities themselves. Furthermore, the study has concluded that meetings and communication are important tools for creating participation and empowerment. The study has also highlighted limitations in the level of participation in the company which can be linked to the chosen organizational structure, the economic situation, the workers’ capacity of working and the lack of communication. The requirement of participation means that work integrating social enterprises must have a decentralized structure in which workers are involved in the decision making. The choice of organizational structure and decision-making processes can in turn, enable or limit the degree of participation in work integrating social enterprises.

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Abstract Throughout history, land has been treated as man's platform for development and expansion into new territories and the basis for our current infrastructure. Understanding existing properties and characteristics of the land has become imperative to successful development and strong networks that connect human beings to one another. As we discover ever changing natural tendencies, we are prone to rethinking the way in which the land is engaged from a developmental and conservational standpoint. Coexisting with natural processes of the earth and the land is of utmost importance to the success of human systems using it as a base for growth. Land is becoming very scarce as the human race expands its network, which makes the term "Conservation Development" an integral part of the future of infrastructure. Conservation Development is defined as the process of planning, designing, building, and managing communities that preserves landscapes or other community resources that are considered valuable for their aesthetic, environmental, cultural, agricultural, and/or historic values (McMahon, 2010). Critically analyzing potential sites prior to any ground work is vital to successful conservation development. Specifically, Bristol West is a challenging site and as with every site it has specific constraints and opportunities for development. If developed using traditional methods, it has the potential of being built upon without responding to the existing features and natural resources, which could potentially lead to economic and environmental problems. Some problems include wildlife corridor interruptions, flooding problems within the site and contextually, destruction of the character and "sense of place" of Bristol, unsuccessful business applications, and strip development. The appropriateness of conservation development to a site in Bristol will be examined through analyzing existing topography, natural drainage patterns, wildlife corridors, and relationships to surrounding context. Strip development of the site could hinder the economic and environmental integrity of Bristol, TN if certain issues are not addressed throughout its planning process. Therefore, more responsible development strategies are explored as well as how economically efficient the site can be for its surrounding context and the City of Bristol, Tennessee.

The study uses the nonequivalent quasi-experiment designs to explore the effects of integrating experiential learning into life education through picture books for third grade elementary students¡¦ life attitude instant and continuous influences. Samples were taken from two classes of third grade elementary students in Kaohsiung County. Twenty students in the class one as experimental group, nineteen students in the class two as control group. The duration of the course took two hours a week until ten weeks in the field of ¡§Integrative Activities Learning Area.¡¨ The experimental group uses the method of integrating experiential learning while the control group uses the traditional teaching method. The elementary school students¡¦ life attitude evaluation scale is based on ANCOVA (on-way Analysis of Covariance). The research also adopted qualitative research method, which includes worksheet, students¡¦ session feedback forms and teacher¡¦s examination. The result showed significant differences between two groups as follows: 1. Students in experimental group were more interested in experiencing activities, which could improve their learning motivation. 2. The thesis is based on the experiential learning cycle designed by Kolb(1984) and the guidance of the discussion by Henton(1996). Integrating experiential learning into life education through picture books and a direct participation in the events of life have greater effect on third grade students. Further, Reflective Observation was the important phase of students¡¦ learning processes; the teacher must pay more attention to this area for students to develop their own ability of self-reflection. 3. The experimental group showed instant influences on ¡§Self Acceptance¡¨ and ¡§Emotion Management¡¨ in the life attitude evaluation scale. 4. The experimental group showed continuous influences on ¡§life attitude¡¨ and ¡§cooperation among classmates¡¨ in the life attitude evaluation scale. 5. The study has a conclusion indicated that the integrating experiential learning into life education through picture books encourages students to explore the meaning and value of their life. 6. Teachers could have better comprehension of children¡¦s motivation and improve personal growth during the course. Based on findings, several constructive suggestions were proposed for schools and further research

Abstract The prupose of theis study is to prove into the teaching model of integrating information technology into Project-based Science Learning designed by the researcher. We will discuss how information technology assists teachers and students to ¡§teach¡¨ and ¡§learn¡¨ through developing curriculum module and teaching activities. Teacher analyze that how students decided team¡¦s research topic, and the problems they met and solution to them by learning journal, observation reports, teacher¡¦s journal, self-checking list and surveys. Then, to criticism the possibility of carrying out Project-based Learning through teachers¡¦ reflection, students¡¦ feeling, and parents¡¦ reaction.The final conclusions are as follows: 1.The Project-based Science Learning model of this research is suitable for 5th and 6th graders. 2.Promoting Project-based Science Learning can develop students¡¦ interests toward science research, open students¡¦ spirits of thinking automatically and solving problems through cooperation, and make students apply their experience in their lives. 3.Third, the practice of Project-based Science curriculum can make students easier to understand the preparations, process, and its final results, to reverse students¡¦ the vary first thoughts about ¡§doing research is difficult¡¨, to stimulate their abilities of creative thinking, and to apply students more concrete postmortem index and strategies while choosing topics. 4.In the curriculum, information technology is mainly applied into three parts, including collecting research topics and information, discussing research process, and sharing and showing research results. Applying class website message board can make up the disadvantage of arranging meeting time, and be the bridge for teachers and students to provide sources of information, transmit messages, discuss problems and solutions, exhibit the result of experiment, and write research papers and so on. It is the most useful information technology application for students. 5.Teachers, students, and parents all agree project-based science learning with highly support.