Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 MariaABV_TESE.pdf: 1734275 bytes, checksum: 71b568d4058acc69a053fa7e6e1f7272 (MD5) Previous issue date: 2011-12-27 / L'histoire culturelle de l'?ducation de l'enfant dans le Piau?, de l'ann?e de 1730 ? l'ann?e de 1859, je mange ?criture dans ce travail de th?se, est motiv? dans l'analyse s?cio-hist?rica de la forme scolaire ? la lumi?re des th?orisations des historiens Gui Vincent, Bernard Lahire et Daniel Thin, avec l'objectif de refl?ter concernant le passage d'instauration de la socialisation des enfants dans les ?coles publiques, religieuses, particuli?res et domestiques. La recherche concernente ? la th?matique ?ducation de l'enfant dans leurs conceptions politiques et culturelles levou-em ? d?finir, je mange objet d'?tude, les mani?res d'instruire les enfants dans l'(s) ?cole (s) et dans la (s) famille (s). La th?se du travail ici d?fendu est de que l'?ducation destin?e aux enfants dans le Piau?, dans la p?riode de 1730 ? 1859, ?tait soumise aux acquisitions des habilit?s de lecture et d'?criture, principalement, analogue ? leurs conceptions politiques et culturelles. La judicieuse recherche de corpus documentaire (licences, avertissements, troupeaux, lettres, correspondances, consultations, m?tiers, r?glements, r?giments, rapports, lois, dispositions, cartes scolaires, cartes d'inscriptions) pour l'?criture de la th?se il se proc?de nous quantit?s formulaires et digitales du Portugal, Br?sil, Par?, Maranh?o et Piau?. L'analyse de l'ensemble des sources nous a permis de comprendre que la socialisation scolaire de l'enfant dans le Piau? n'a pas maintenu le m?mes fa?ons pendant cette longue p?riode qui a ?t? de 129 ans, malgr? des r?currences, celui-l? a acquis des formes et des sens divers qui variaient comme les circonstances politiques et culturelles, les exigences du commerce, les espaces et les sujets qui l'ont v?cue intens?ment / A hist?ria cultural da educa??o da crian?a no Piau?, do ano de 1730 ao ano de 1859, como escrita nesse trabalho de tese, est? fundamentada na an?lise s?cio-hist?rica da forma escolar ? luz das teoriza??es dos historiadores Gui Vincent, Bernard Lahire e Daniel Thin, com o objetivo de refletir acerca do trajeto de instaura??o da socializa??o das crian?as nas escolas p?blicas, religiosas, particulares e dom?sticas. A investiga??o concernente ? tem?tica educa??o da crian?a em seus des?gnios pol?ticos e culturais levou-nos a definir, como objeto de estudo, os modos de educar as crian?as na(s) por uma forma escolar. A tese do trabalho aqui defendida ? de que a educa??o escolar destinada ?s crian?as no Piau?, no per?odo de 1730 a 1859, estava submetida ?s aquisi??es das habilidades de leitura e escrita, principalmente, an?loga aos seus des?gnios pol?ticos e culturais. A criteriosa pesquisa do corpus documental (alvar?s, avisos, bandos, cartas, correspond?ncias, consultas, of?cios, regulamentos, regimentos, relat?rios, leis, provis?es, mapas escolares, mapas de matr?culas, entre outros) para a escrita da tese procedeu-se nos acervos impressos e digitais de Portugal, Brasil, Par?, Maranh?o e Piau?. A an?lise do conjunto das fontes nos permitiu compreender que a socializa??o escolar da crian?a no Piau? n?o manteve as mesmas fei??es durante esse longo per?odo que foi de 129 anos, apesar das recorr?ncias, essa foi se desenvolvendo por modos diferenciados e adquirindo sentidos diversos que variavam conforme as circunstancias pol?ticas e culturais, as demandas do com?rcio, os espa?os e os sujeitos que a vivenciaram

Denna rapport avser att förbättra och utveckla Sveriges flygvapens metoder för kategorisering och analys av avvikelser vid flygplansunderhåll. Säkerheten är den viktigaste aspekten vid flygning och oftast är det mänskliga faktorer som bidrar till att säkerheten äventyras. De mänskliga faktorerna är direkt relaterade till flygolyckor, därför får underhållsarbetet en stor roll inom flygsäkerheten. Studier påvisar att 70-80% av olyckor orsakas av mänskliga felhandlingar vid underhållsmoment vilket gör det ytterst viktigt att undersöka vilka faktorer som ligger bakom avvikelser. Målet med arbetet är att förstå och förklara felhandlingar. Tvåhundratvå avvikelserapporter från Sveriges Försvarsmakts avdelning F21 analyserades. Modellen ”Human Factors Analysis & Classification System- Maintenance Extension” (HFACS-ME) användes för att kategorisera avvikelserna. Resultatet visar att kategorierna inom HFACS-ME är för generella för att med precision kunna kategorisera avvikelserna på ett effektivt sätt. Därför tillförde författaren nya externa kategorier som berör leverantörer och en ny typ av dokumentationsbrist. Den nya modellen kallas för HFACS-SAFE. Det föreslås att ett systematiskt arbete med modeller samt informationsspridning om felhandlingar förhoppningsvis ska kunna minska antalet avvikelser. / This report aims to improve and develop Sweden's air force's methods for categorization and analysis of aircraft maintenance deviations. Safety is the most important aspect of aviation and human factors is usually a contributing factor when safety is jeopardized. Human factors are directly related to aviation accidents, and maintenance work therefore plays a major role in aviation safety. Studies show that 70-80% of accidents are caused by human error at the maintenance level, which makes it of outmost importance to investigate the factors behind deviations. An analysis of 202 deviation reports contributed from the Swedish Defense Forces department F21were made. The aim of the work is to understand and explain human errors. The model "Human Factors Analysis & Classification System Maintenance Extension" (HFACS-ME) was used to categorize the deviations. The results show that the HFACS-ME categories were too general to accurately categorize the deviations efficiently. Therefore, the author added new categories involving suppliers and a new type of documentation shortage. The new model is called HFACS-SAFE. The report also suggests that, through systematic work on models and distribution of information on wrong actions, deviations may hopefully be reduced.

Web2.0的時代來臨，「使用者創作內容（UGC）」概念開始提出。照片分享服務Instagram出現，大量照片上傳至此。因此，本研究希望探討以下三個研究問題：社群媒體上的熱門影像風格是如何建立的？社群媒體上meme是如何保持和變化的？Meme是否會有一個特定的影像風格？本研究通過資料探勘和內容分析的方法建立了一個以圖片為主的研究方法。本研究選擇了現在在Instagram上熱門的“follow me to”的背面牽手照為例來進行分析。 通過比較分析原攝影師Murad Osmann“follow me to”照片和其仿拍者的照片，得出了熱門影像有以下幾個特點：1） 與社群媒體的平台特性做結合。2) 容易模仿。3) 注重服装和影像的敘事性。4) 有充裕的經濟資本找到全球的風景作為背景。5) 有高藝術美感和技術操弄的精細度。仿拍型meme在構圖和內容的部分上有較高一致。不同之處有以下幾點：1) 在景別、內容上相似但更豐富。2) 不注重影像的敘事性表達，只呈現景色和人。3) 個人仿拍者的場景變化度小。4) 不注重攝影技巧的模仿。總之，仿拍型Meme的不穩定性強，較難形成特定的風格，但有部分仿拍者有自己的特點。 / In the age of web 2.0, the concept of ‘the User Generated Content (UGC)’ is put forward. Now millions of images posted on the photo sharing service such as Instagram. We want to explore the following three questions: How is the style of hot images on the social media set up? How are memes on social media to maintain and change? Do memes have a specific image style? We performed the image-based method of data mining and content analysis to study the three research questions. We choose ‘follow me to’—the hot photos on Instagram— as an example for analysis. Though the comparative analysis of the ‘follow me to’ photos of photographer Murad Osmann and the imitators. The hot images on social media have characteristics: 1) They combine with social media platforms’ characteristics. 2) It’s easy to imitate photo’s composition and view. 3) Pay attention to model’s clothing and image narrative. 4) Have enough fund to take pictures around world. 5) Have arts beauty and skilled photography. The photos of imitators and photographer Murad Osmann have the same composition and contents. There also have some differences: 1) Richer in shooting scale and contents. 2) Not pay attention to image narrative. 3) Not have enough fund to take pictures around world. 4) Not have enough arts beauty and skilled photography. In conclusion, compare to hot photos, most of imitators’ don’t have their own characteristics. But some imitators have some characteristics.

Bakgrund: ME/CFS är en allvarlig, kronisk och komplex multisystemsjukdom som ofta och dramatiskt begränsar de drabbade personernas aktivitet. De vetenskapliga beläggen gällande effekten av interventioner riktade mot funktion och funktionsnedsättning är begränsade. Nuvarande kunskapsläge indikerar att arbetsterapeuten kan bidra i vården av personer med ME/CFS, men behov av vidare forskning finns. Syfte: Att med denna litteraturöversikt kartlägga och beskriva aktuell forskning gällande arbetsterapeutens roll för personer med diagnosen ME/CFS. Metod: Datainsamling för litteraturöversikten genomfördes baserat på utarbetade urvalskriterier i tre relevanta databaser; PubMed, CINAHL och PsycINFO och resulterade i tio artiklar, sju kvantitativa och tre kvalitativa studier. Studiernas kvalitet granskades och sedan utfördes en latent innehållsanalys. Resultat: Analysen resulterade i fyra kategorier: Att ge klientcentrerat stöd för strategier i aktivitet, Att justera terapeutiskt förhållningssätt vid aktivitetsanpassning, Att beakta gruppbehandlingens terapeutiska värde samt Att bidra till professionernas teamsamverkan. Slutsats: Arbetsterapeutens kompetens är ett viktigt bidrag i rehabiliteringen på grund av den komplexa aktivitetssituation som diagnosen innebär. / Background: ME/CFS is a serious, chronic and complex systemic disease which often and dramatically limits the activity of the affected. The existing scientific evidence of interventions regarding function and disability is limited. The current level of knowledge indicates that the occupational therapist can contribute to the care for people with ME/CFS, but there is a need for further research. Aim: The aim of this literature overview was to map out and describe current research regarding the role of the occupational therapist for people diagnosed with ME/CFS. Method: Data collection for the literature overview was conducted based on developed selection criterias in three relevant databases; PubMed, CINAHL and PsycINFO which resulted in ten articles, seven quantitative and three qualitative studies. The quality of the included studies were assessed and finally a latent content analysis was completed which resulted in four categories. Result: The content analysis resulted in four categories: to supply a client centered support for strategies in activity, to adjust therapeutic approach in occupational adaptation, to consider the therapeutic value of the group treatment, and to contribute to the professional team collaboration. Conclusion: The expertise of the occupational therapist is an important contribution to rehabilitation due to the complex occupational situation for people diagnosed with ME/CFS.

In 2020, many Swedes were infected by the COVID-19 virus. The individuals who now suffer from post-COVID conditions have symptoms that resemble the neurological disorder myalgic encephalomyelitis (ME). ME is predicted to increase in the aftermath of the pandemic. Both post-Covid and ME patients commonly encounter misunderstandings, a lack of treatment options and experience difficulties with the Swedish Social Insurance Agency. The purpose of this study is to examine how patients with ME experience their condition to affect the relationships to people in their everyday life and the reception from the health care system as well as the Swedish Social Insurance Agency. The study also examines important factors in coping with the condition. Previous research on the disorder shows difficulties with getting diagnostic legitimacy, a drastically diminished social life, stigma and traumatic experiences with the Swedish Social Insurance Agency. This study is based on six semi-structured video interviews with people who have ME. The analysis of the results has its foundation in Goffman’s dramaturgical theory and his concept of stigma. It further draws on Elias’ and Scotson’s explanation of moral differentiation and Antonovsky’s determining factors of coping with traumatic events. The empiric material shows that having ME leads to a diminished group of friends, which seems to affect the young participants the most. They are also more prone to stigmatization by superficial acquaintances and new contacts. A shared experience among the participants is stigmatization in primary care, which also complicates their encounters with the Swedish Social Insurance Agency. Emotional, practical and financial support make it easier to handle the situation. When needed, it is essential to be able to rest. The situation also becomes easier to handle if the individual is able to create meaning from the new life circumstances. / 2020 smittades många svenskar av covid-19. De individer som drabbats av långtidscovid har en symptombild som liknar den neurologiska sjukdomen myalgisk encefalomyelit (ME). En sjukdom som förutspås öka i spåren av pandemin. Båda dessa patientgrupper möts av oförståelse, brist på behandlingsalternativ och problem med Försäkringskassan. Denna studie ämnar undersöka hur ME-sjuka upplever att sjukdomen påverkar relationen till de människor individen möter i vardagen samt bemötandet från vård och Försäkringskassan. Den fokuserar även på vad som är viktigt för individens hantering av situationen som sjuk. Tidigare forskning om sjukdomen visar på problem med diagnostisk legitimitet, krympta sociala nätverk, stigmatisering och traumatiserande behandling av Försäkringskassan. Studien är baserad på 6 semistrukturerade videointervjuer med ME-patienter. Resultaten har analyserats utifrån Goffmans dramaturgiska perspektiv samt teori om stigma. Vidare används Elias och Scotsons beskrivning av moralisk differentiering samt de faktorer Antonovsky uppger som avgörande för att hantera traumatiska händelser. Empirin visar att ME leder till en reducerad vänskapskrets, vilket de unga lider mest av. Unga är i större mån även utsatta för stigmatisering av ytliga bekanta och nya kontakter. Samtliga deltagare upplever stigmatisering inom primärvården, vilket bidrar till en komplicerad ärendeprocess hos Försäkringskassan. Hanteringen av situationen som sjuk främjas av emotionellt, praktiskt och ekonomiskt stöd, möjlighet att vila samt att utifrån nya förutsättningar finna mening i livet.

Made available in DSpace on 2014-07-29T15:30:43Z (GMT). No. of bitstreams: 1 liliane.pdf: 1600508 bytes, checksum: e9fcd25a4570269e3820045946b731d2 (MD5) Previous issue date: 2008-04-01 / Toxoplasmosis is a protozoosis of high incidence in the world, caused by Toxoplasma gondii, transmitted by the ingestion of food contaminated by oocysts found in feline feces, or cists in raw or underdone meat, congenitally in other instances. The disease is usually asymptomatic, but in embryos or in imunodrepessive patients it may be devastating. In this work, the experimental serologic profile has been evaluated after specific therapy in isogenies mice Balbc, infected with a cystogenic lineage ME-49 of T. gondii. Fifty animals have been intra-peritoneal inoculated with 10 cists of T. gondii (lineage ME-49) obtained from the maceration of mice brains of previously inoculated mice. The mice have been divided into three groups of 15 animals each and a negative control group (not infected and not treated) of 5 animals. All the animals have been daily accompanied, and the symptoms were verified during 20 days. After this period, two groups of 15 animals underwent specific therapy schemes in which; group A: pirimetamin (12,5mg/kg/day) + folic acid; group B: pirimetamin + folic acid + sulfadiazine (500mg/kg/day), orally administrated during 10 consecutive days. After this period, all animals have been scarified, with an interval of 5 days, and the blood has been collected by a heart puncture and the serum separated for the Indirect Immuno-fluorescence Reaction. The samples from the treated animals presented a significant diminution in the quantity of (IgG) antibodies evaluated by the two schemes by the indirect immuno-fluorescence reaction (t=3,5, and t=7,6 respectively), in relation to the control group. There have been no significant differences between the two therapeutic schemes (t=0,36). Our results have shown that the experimental precocious treatment reduces significantly the IgG levels, suggesting a diminution of antigenic stimulus, and consequently a better prognosis for toxoplasmosis. / A Toxoplasmose é uma protozoose de alta prevalência mundial, causada pelo Toxoplasma gondii. É transmitida pela ingestão de alimentos contaminados com oocistos excretados em fezes de felinos, ou cistos, em carnes cruas ou mal cozidas, congenitamente entre outros mecanismos. A doença é usualmente assintomática, mas em fetos e/ou pacientes com imunodepressão, pode ser devastadora. Neste trabalho foi avaliado o perfil sorológico experimental após terapêutica especifica em camundongos isogênicos Balb/C infectados com cepa cistogênica ME-49 de T. gondii. Cinqüenta animais foram inoculados intraperitonealmente, individualmente, com 10 cistos da cepa ME-49 obtidos de macerado de cérebros de camundongos previamente inoculados. Os camundongos foram divididos em três grupos com 15 animais em cada grupo e um grupo controle negativo de 5 animais (não infectados e não tratados). Todos os animais foram acompanhados diariamente, observando-se sintomatologia, por 20 dias. Após este período dois grupos A e B, foram submetidos a esquemas terapêuticos específicos; Grupo A: pirimetamina (12,5mg/kg/dia)+acido fólico; grupo B: pirimetamina+acido fólico+sulfadiazina (500mg/kg/dia), por um período de 10 dias consecutivos, por via oral, onde as drogas foram ministradas de acordo com o peso dos animais. Após este período eles foram sacrificados, com intervalo de 5 dias, o sangue coletado por punção cardíaca, e o soro separado para a reação de imunofluorescência indireta. As amostras provenientes dos animais tratados apresentaram diminuição significativa nos títulos de anticorpos (IgG) avaliados com os dois esquemas, pela Reação de Imunofluorescência Indireta (t=3.5, e t=7,6 respectivamente), em relação ao grupo controle. Entre os dois esquemas terapêuticos não houve diferenças significativas (t=0,36). Nossos resultados demonstraram que o tratamento experimental precoce reduz significativamente os níveis de IgG, sugerindo uma diminuição do estimulo antigênico, e conseqüentemente um melhor prognóstico para a toxoplasmose.

The focus of this essay is Kazuo Ishiguro’s Never Let Me Go. My central claim is that a theme of belonging underpins the novel and is recurrent in a number of different ways. In my reading, I utilise Jean Baudrillard’s postmodern critical concepts to produce this interpretation. I argue that the theme of belonging can be interpreted using Baudrillard’s loss of the real and hyperreal concepts. The usefulness of these concepts is primarily based on the element of clones and cloning in the narrative. Baudrillard’s theories deal with signs and images that do not correspond with the realities that they are meant to represent, mirroring the predicament of the Hailsham students in Never Let Me Go. My essay presents three main areas of discussion in relation to the theme of belonging. Firstly, Hailsham and the students are examined using the loss of the real/hyperreal concepts. The second area deals with belongings as a recurrent motif. In my reading, the dual meaning of the word belonging is an important factor in identifying the theme. This particular discussion deals also with ownership. The final area of discussion revolves around the issue of genre, or rather genres. The novel’s mixture of character drama and science-fiction dystopia is discussed in relation to the loss of the real/hyperreal. / Uppsatsens fokus är Kazuo Ishiguros Never Let Me Go. Min huvudtes är att det finns ett tema av tillhörighet som utmärker romanen. I min läsning applicerar jag Jean Baudrillards postmoderna kritiska begrepp i tolkningen av texten. I uppsatsen argumenterar jag att temat av tillhörighet kan tolkas med hjälp Baudrillards begrepp förlust av verkligheten samt hyperverkligheten. Användbarheten av dessa begrepp bygger på förekomsten av kloner och kloning i texten. Baudrillards teorier handlar om tecken och bilder som ej motsvarar verkligheten på ett tydligt sätt, och denna brist på korrespondens mellan verklighet och representation avspeglar Hailsham-elevernas situation i Never Let Me Go. Min uppsats har tre huvuddiskussioner i förhållande till temat tillhörighet. För det första, undersöks Hailsham och eleverna med med hjälp av begreppen förlust av verkligheten/hyperverkligheten. Andra diskussionsområden handlar om tillhörighet/er som återkommande tema. I min läsning, är det faktum att ordet tillhörighet har två definitioner en viktig aspekt när man ska identifiera temat. Denna diskussion handlar också om äganderätt. Den sista diskussionen handlar om romanens genre, eller genrer. Även romanens blandning av karaktärsdrama och science-fictiondystopi diskuteras i förhållande till Baudrillards begrepp förlust av verkligheten/hyperverkligheten.

Plusieurs études ont rapporté l’influence de la pression d’hydrogène, plus précisément la concentration réelle en hydrogène dissous dans le milieu réactionnel, sur l’énantiosélectivité des réactions d’hydrogénations catalytiques intervenant des catalyseurs à base de rhodium. Cependant, l’identification de l’étape ou les étapes enantiodéterminantes ou limitantes ainsi que l’explication de l’effet de la pression d’hydrogène sur cet étape, exigent la détermination des constantes cinétiques de chaque étape élémentaire. Ce projet de recherche vise une telle détermination en combinant deux études expérimentale et théorique. Dans un premier temps, un système catalytique présentant deux effets opposés de la pression de l’hydrogène en fonction de la nature du substrat, a été identifié : un effet néfaste avec le M-acrylate (MAA) et un effet bénéfique avec l’E-emap. Ensuite, deux études ont été menées sur les réactions d’hydrogénation de ces deux substrats par le Rh(I) /(R,R)-Me-BPE. L’étude cinétique expérimentale est basée sur le modèle cinétique proposé par Halpern dans le but d’estimer les paramètres cinétiques des différentes étapes élémentaires, alors que celle théorique consiste à étudier les différents chemins réactionnels possibles par calcul DFT en utilisant le logiciel de modélisation Gaussian 03. L’exploitation des résultats obtenus a permis de revisiter les concepts clés de la catalyse d’hydrogénation asymétrique et de mener une discussion par rapport à la fiabilité des méthodes théoriques à prévoir l’expérience. / Several studies brought back the influence of the hydrogen pressure, more precisely the real hydrogen concentration dissolved in solution, on the enantioselectivity of the catalytic asymmetric hydrogenation for rhodium based catalysts. However to identify the enantiodetermining step(s), and to gain some further understanding on the hydrogen pressure-enantioselectivity relationship, the determination of the kinetic constants is required. We have thus embarked a project aiming such determination by coupling experimental work and theoretical chemistry. Two studies were undertaken on the asymmetric hydrogenation of both substrates by the Rh (I)/ (R,R)-Me-bpe catalyst. The experimental kinetic work study is based on the kinetic model suggested by Halpern in order to estimate the parameters kinetic of each elementary step, whereas that theoretical, consists in studying the various possible pathways by DFT calculation using the software of modelling Gaussian 03. The analysis of the obtained results made it possible to revisit the concepts’ key of the catalytic asymmetric hydrogenation and to hold a discussion about the reliability of the theoretical methods to envisage the experiment.

Un des aspects les plus intéressants des identités numériques du type "Me-Sphere" est sa variabilité : les usagers d’Internet utilisent les technologies de l’écriture et de l’image, les espaces privés/publiques des RS et les dispositifs de connectivité à Internet afin de transformer leurs identités numériques. Nous explorons ce développement hypermédiatisé de la Digital Identity. Notre hypothèse de recherche est : l’hypermédiatisation reconfigure les manières de produire et de percevoir des informations et des connaissances. Cela signifie que la production de contenus d'information a des implications logiques, esthétiques et éthiques liées à la pratique social de l'identité numérique. Mots-clés : Identité numérique (Digital ID), Réseaux socionumériques (RS), Interaction, Hypermédiatisation, Me-Sphere / One of the most interesting aspects of "Me-Sphere" digital identities is their variability: (a) Internet users employ the technologies of writing and images, (b) private/public areas of social network, and (c) connectivity devices of Internet, to transform their digital identities. We explore this hyper-mediatized development of Personal Identity. Our research hypothesis is: the hyper-mediatization reconfigures the production and information of knowledge. This means that the production of information contents has logical, aesthetic and ethical implications on the social practice of digital identity. Keywords Digital identity (digital ID), Social Networks (RS), Interaction, Hyper-mediatization, Me-Sphere

This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More specifically this study set out to explore how teachers who participated in the Let Me Learn professional Learning process have experienced transformative learning. This study takes a qualitative phenomenological approach. It seeks to identify phenomena of personal and professional transformative learning through the perceptions of the educators participating in this study. Through the use of the semi-structured interview it seeks to gather ‘deep’ data. This data represents the voices of these educators in narrative, thus emphasising the importance of the personal perspective and interpretation. This allowed this research to understand the subjective experience, motivation and actions of the participants. The Literature review informs the questions asked during the interview. The interview was used as a tool for gathering information regarding values, attitudes and beliefs of participants. Each interview was transcribed, translated (when response was given in Maltese) and categorised according to Mezirow’s ten stages. Excerpts from each stage were further processed to generate themes. The themes were later streamlined and an acceptable interpretive framework was created. Each interview excerpt was then analysed through the framework. Once all interviews were coded, detailed narratives were written. These narratives are meant to help the reader reflect on the process of transformative learning. It underscores those factors highlighted by the participants, which helped bring about both personal and professional transformative learning. This research has identified that individual constructs are strongly determined by an individual’s personal learning characteristics. Awareness of these personal learning characteristics (self-knowledge) helped educators assess their practice and understand how their personal characteristics were determining their approach to teaching and affecting their interpersonal relationships with students and colleagues. This research showed that transformative learning is a mutually interdependent experience. Individual transformation amounts to, and is influenced by, the collective transformation. This study highlighted the role of the school community in the pursuit of personal transformation. Yet another important finding of this research is the importance of a shared language of possibility. Through a shared language, a learning community can create a dialogic environment through which intentions, beliefs and interventions can be shared among the professional community. This research accentuates the importance of a shared language as a means of articulating a change in perspective. The study identified three main agents of change. The Let Me Learn team, as promoters and experts of this particular learning process; the teachers, who internalised the process and applied it to their practice; and the school’s senior management team, who internalised the Process, positioned it into the larger vision of the school and created a conducive environment through which the whole school community was empowered to take responsibility to bring about change in practice. A number of implications emerge from this study that could inform policy on teacher professional learning. A major implication concerns the importance of a shared language – a language that reflects the shared values and ideological position of the community. Such language frames the learning process, makes learning visible for teachers to be able to respond effectively with strategies that respect each learner’s learning preference and makes learning visible to the learner himself. Another implication from this study arises from the finding that the transformative learning process of any individual educator and effectively of the whole school community, goes beyond the effectiveness and limitations of any one professional development programme. True and deep-seated transformative learning comes from within the individual educator. This statement has serious repercussions on any professional development programme that aims to aid participants in their quest to transform their practice. This study also emphasised the importance that any professional development needs to be seated in the local experience and needs of the school community. Any attempts at developing comprehensive, nation-wide projects with pre-packaged approaches, are doomed to fail. What this research has shown is that for effective professional development, the identified outcomes need to correspond to the local needs of the school, rather than the national guidelines, detached from the realities of the particular school. Finally, this study accentuated the importance of incorporating mentoring support in any professional development proposal. Delivery of information and skills without follow-up tend to lead to superficial application. Transformative learning presupposes a period of shared reflection on practice and collegial mediation of ideas through contact between teachers and their leaders and on-the-job support from their professional development mentors.