Significant research has investigated Jack Gibb’s model of defensive and supportive communication, but little has explored the influence of the type of talk -- defensive or supportive -- on perceptions of communication climate and the role that verbal aggressiveness may play in influencing both the types of talk and these perceptions. This thesis explored the relationship between defensive and supportive talk, verbal aggressiveness and communication climate using a mixed-method approach. Specifically, the Verbal Aggressiveness Scale was used to group participants for a dyadic problem solving exercise which generated conversational data that was analyzed qualitatively. Then, the Communication Climate Inventory was used to measure participants’ perceptions of the communication climate that emerged in their problem-solving dyad. The findings highlight factors that may influence the perception of communication climate. Examples of supportive talk that builds positive communication climates and limits the effects of verbal aggressiveness and examples of defensive talk that leads to negative communication climates are provided. This research demonstrates that language has an influence on communication climate through the words that shape the complex ways people perceive and understand each other and, interestingly, that the negative impact of defensive communication overrides the positive impact of supportive communication on the emergent communication climate.

This study uses a mixed methods approach to investigate an achievement gap observed in the reading of Canadian-born students with a first language other than English. Quantitative analyses of large-scale reading assessment data identified characteristics of these students and showed a relationship between reading levels and students’ home language environments. This relationship was further explored using a case study approach based on interviews with students and parents. Interviews revealed the role that parental language learning can play in children’s reading. The study revealed the relative invisibility of Canadian-born English language learners, and the consequent difficulties educators have responding to their English language learning needs. School registration data was shown to be an inaccurate indication of students’ home language use. The study’s findings point to the need for policies that support the systematic identification of Canadian-born English language learners and a deeper understanding of the language learning needs of these students-at-risk.

This study uses a mixed methods approach to investigate an achievement gap observed in the reading of Canadian-born students with a first language other than English. Quantitative analyses of large-scale reading assessment data identified characteristics of these students and showed a relationship between reading levels and students’ home language environments. This relationship was further explored using a case study approach based on interviews with students and parents. Interviews revealed the role that parental language learning can play in children’s reading. The study revealed the relative invisibility of Canadian-born English language learners, and the consequent difficulties educators have responding to their English language learning needs. School registration data was shown to be an inaccurate indication of students’ home language use. The study’s findings point to the need for policies that support the systematic identification of Canadian-born English language learners and a deeper understanding of the language learning needs of these students-at-risk.

Significant research has investigated Jack Gibb’s model of defensive and supportive communication, but little has explored the influence of the type of talk -- defensive or supportive -- on perceptions of communication climate and the role that verbal aggressiveness may play in influencing both the types of talk and these perceptions. This thesis explored the relationship between defensive and supportive talk, verbal aggressiveness and communication climate using a mixed-method approach. Specifically, the Verbal Aggressiveness Scale was used to group participants for a dyadic problem solving exercise which generated conversational data that was analyzed qualitatively. Then, the Communication Climate Inventory was used to measure participants’ perceptions of the communication climate that emerged in their problem-solving dyad. The findings highlight factors that may influence the perception of communication climate. Examples of supportive talk that builds positive communication climates and limits the effects of verbal aggressiveness and examples of defensive talk that leads to negative communication climates are provided. This research demonstrates that language has an influence on communication climate through the words that shape the complex ways people perceive and understand each other and, interestingly, that the negative impact of defensive communication overrides the positive impact of supportive communication on the emergent communication climate.

This study used a two-phased explanatory mixed-methods design to explore in-depth what factors are perceived by Instructional Design and Technology (IDT) professionals as impacting instructional design practice, how these factors are valued in the field, and what differences in perspectives exist between IDT managers and non-managers. For phase 1 of the study, one hundred and sixteen corporate IDT professionals (managers and non-managers) responded to a web-based survey that was designed and developed from: (a) The results of an exploratory study of the practices of corporate instructional designers, (b) the results of an extensive literature review into the theory and practice in the field of IDT, and (c) other survey instruments developed, validated and used in prior studies. Analysis of the data collected in phase 1 of the study resulted in the development of an Evaluation Model for IDT Practice that was used as a framework to answer the research questions. Quantitative analysis included the use of Hotelling’s T2 inferential statistic to test for mean differences between managers and non-managers perceptions of formal and informally trained groups of IDT personnel. Chi squared analysis test of independence, and correlation analysis was used to determine the nature and extent of the relationship between the type of training and the professional status of the participants. For phase 2 of the study, semi-structured interviews were conducted with selected participants and analyzed using the constant comparative method in order to help validate the findings from phase 1. Ensuing analysis of the survey data determined that, both managers and non-managers generally agreed that both formal and on the job training was valuable, and that their peers who were formally and informally trained were competent instructional designers. The qualitative phase of the study and a closer examination of effect sizes suggested the potential for some variation in perceptions. In addition, a statistically significant correlation showed that IDT managers who completed the survey were more likely to be formally trained. Recommendations based on the results included future studies with a larger, more diverse population; future studies to refine the Evaluation Model for ID practice; and that academic ID programs work more closely with practitioners when designing and delivering their curricula.

This study was conducted to explore the college adjustment of first year college students studying at a university in Northern Cyprus. Study I which used longitudinal mixed method design, examined changes in social, academic, and total college adjustment, perceived stress, self-esteem, college adjustment self-efficacy, cultural distance levels of students through three assessments (3 months, 6 months, 9 months) / and investigated college adjustment process and experiences of students through three interviews at three stages (3 months, 6 months, 9 months). Participants were 14 English Preparatory School Turkish students at a university in the Northern Cyprus. Study II, investigated the role of gender, academic achievement, student club membership, perceived stress, self-esteem, college adjustment self-efficacy, and cultural distance, on college adjustment. Participants were 186 English Preparatory School Turkish students at a university in the Northern Cyprus. In Study II, data were collected at the end of the academic year. In Study I, it was found that, students&rsquo / self-controlled persistence of activity dimension of CASES scores increased significantly from 3 to 6 months, and students&rsquo / cultural distance scores increased from 3 to 9 months. However, no significant differences were encountered in other variables&rsquo / scores among three assessments. The qualitative findings indicated that students experienced several challenges and frequently used active coping strategies to deal with them. During this challenging process family and friends were the two prime sources of support for the students. Students also revealed that their first year experience contributed to several positive personal changes and their supportive social network and previous experiences/life style were two important facilitative factors in their adaptation process. In Study II, the results of the three hierarchical regression analyses demonstrated that combination of all 5 predictors in three steps explained 34 % of variance in total college adjustment, 31 % of variance in social adjustment, and 34 % of variance in academic adjustment scores of the students. Among all individual predictor variables / self adjustment in human relations dimension of CASES, self-esteem, student club membership were positive predictors of overall college adjustment and social adjustment / academic achievement and self-controlled persistence of activity dimension of CASES were positive predictors of academic adjustment. On the other hand, perceived stress was a negative predictor of overall college adjustment and academic adjustment.

Introduction: Patient participation is important for improving outcomes and respecting selfdetermination and legal aspects in care. Heart failure is a chronic condition that puts high demands on self-care and patient participation. Patients often need advanced care due to deterioration of their heart failure symptoms, and one option is to provide care as home-care. There is limited knowledge of how patients with heart failure and their partners view participation in home-care. Aim: The overall aim of this thesis was to describe different perspectives of participation in structured heart failure home-care among patients with heart failure and their partners. Methods: All patients in this thesis received structured heart failure home-care, according to a model aiming to facilitate care, where safety, participation, and gaining knowledge about the illness and treatment, are in focus. Study I had a prospective pre-post longitudinal design including 100 patients with heart failure receiving home-care. Data was collected by selfadministered questionnaires. Study II had a descriptive design. Nineteen patients receiving home-care were interviewed, and data was analysed using qualitative content analysis. Study III had a descriptive and explorative design. Data was collected by video-recorded observations of 19 home visits and analysed by qualitative content analysis. Study IV had a parallel convergent mixed-method design including 15 partners of patients receiving structured home-care. Data was collected by interviews and self-administered questionnaires. Datasets were first analysed separately and then together. Results: Better self-care behaviour was significantly associated with all measured aspects of participation. Participation by received information increased significantly during the 12-month follow-up (I). Patients’ descriptions of participation included communication between patients and health care professionals, access to care, active involvement in care, a trustful relation with health care professionals, and options for decision-making(II). Observed care encounters revealed that participation was made possible by; (i) interaction, including exchange of care-related information, care-related reasoning, and collaboration, (ii) an enabling approach, including the patient expresses own wishes and shows an active interest, and the nurse is committed and invites to a dialogue (III). Partners scored fairly positive for their participation in care and they performed different levels of caregiving tasks. Descriptions of participation included; adapting to the caring needs and illness trajectory, mastering caregiving demands, interacting with care providers, and gaining knowledge to comprehend the health situation. The mixed-method results showed both convergent results and expanded knowledge (IV). Conclusions: Structured heart failure home-care facilitated participation both for patients and their partners. Patient participation with regard to received information improved significantly after receiving home-care. Aspects of patient participation were consistently associated with better self-care behaviour. Patients’ and partners’ descriptions revealed many aspects of participation, and observed home visits revealed how interaction and an enabling approach underpinned participation.

In its course of development, urban and regional planning has been greatly influenced by the modernist movement, which left human environments with various problematic ecological and social conditions. In reaction to these conditions, alternative planning approaches branched from the planning profession, one of these being the development approach known as place-making. Place-making is the physical designing of a place based on locational contexts. Place-making is offered as an alternative planning approach to current planning practice to ameliorate and possibly prevent continuation of the problematic ecological and social conditions. However, this implies that there has to come about a shift in the focus and aims of current planning practice. The main implications of place-making are that planning should become more contextually driven, holistic, multidisciplinary, as well as human and quality centred. Also, it is proposed to increase research on place in the South African context. In terms of current research in South Africa, a mixed-method research approach made it possible to include symbolic locational elements, like sense of place, in the planning process. Researching the Vredefort Dome's sense of place aimed to explore sense of place in a rural area and to concretise the area's sense of place for inclusion in spatial planning. Initial qualitative research informed the quantitative phase. This way symbolic experiences and meanings of participants were linked to spatial locations and three-dimensional features, which made it possible to create place-making guidelines based on both symbolic and material contexts of the Vredefort Dome. / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2009.

The aim of orientation programs at tertiary academic institutions is to introduce newcomers to the attitudinal and behavioral standards of their new academic and social situation, and these programs usually have a formal and an informal component. Formal orientation is officially developed and monitored by the university. Informal orientation is associated with socially orientated initiation or hazing activities administered by senior students in the seclusion of hostels and are often not monitored by the university, resulting in human rights violations such as racial discrimination, physical abuse and psychological bullying. Because both components of orientation take place during the same time frame and in the same broader context, orientation programs as a whole have been receiving negative attention and criticism in the media. Research has, however, also uncovered many positive elements in orientation programs - in both the formal and informal components. Literature suggests that universities put in place a high quality formal and informal orientation program to ensure the well–being of first–year students. Well–being is regarded as the subjective appraisals that people make about the quality of their lives based on their experiences, relationships, feelings and overall functioning in life. Two approaches towards subjective well–being are identified: the first is the hedonic approach, focusing on emotional well–being (EWB) and is equated to positive feelings, subjective happiness and satisfaction with life; the second is the eudaimonic approach, focusing on psychological well–being (PWB) and social well–being (SWB) which not only conceptualizes well–being in terms of meaning and purpose, but also as positive functioning in life on personal and social levels. The aim of this study was to determine the shifts in well–being of first–year students during an orientation program (with both the formal and informal components included) at a tertiary institution and to explore the experiences associated with these shifts. A sequential mixed method research design was used where quantitative and qualitative research approaches were combined to provide an in–depth understanding of the phenomenon. A convenience sample of first–year hostel residing students (mean age=19 years) was used for the quantitative study. Students completed the Mental Health Continuum Short Form (MHC–SF) and the Satisfaction With Life Scale (SWLS) before (n=102), during (n=371) and after (n=358) the orientation program. Twenty–one demographically representative first–year hostel residing students (mean age=18.5 years) were purposive selected to participate in the qualitative study consisting of a focus group discussion and semi–structured in–depth individual interviews which took place after the programs’ completion. The quantitative results indicated that first–year students’ well–being remained unchanged before, during and after orientation in all facets except in SWB. First–year students’ SWB increased practically significantly over the course of the orientation program. The qualitative findings suggested that first–year students’ well–being fluctuated from high before the orientation program to low during the program’s initial phase to high again after the program’s completion. Experiences associated with SWB were perceived to be the central experience associated with an increase in well–being. Recommendations are made regarding the promotion of the social and personal well–being of first–year students during an orientation program. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

In its course of development, urban and regional planning has been greatly influenced by the modernist movement, which left human environments with various problematic ecological and social conditions. In reaction to these conditions, alternative planning approaches branched from the planning profession, one of these being the development approach known as place-making. Place-making is the physical designing of a place based on locational contexts. Place-making is offered as an alternative planning approach to current planning practice to ameliorate and possibly prevent continuation of the problematic ecological and social conditions. However, this implies that there has to come about a shift in the focus and aims of current planning practice. The main implications of place-making are that planning should become more contextually driven, holistic, multidisciplinary, as well as human and quality centred. Also, it is proposed to increase research on place in the South African context. In terms of current research in South Africa, a mixed-method research approach made it possible to include symbolic locational elements, like sense of place, in the planning process. Researching the Vredefort Dome's sense of place aimed to explore sense of place in a rural area and to concretise the area's sense of place for inclusion in spatial planning. Initial qualitative research informed the quantitative phase. This way symbolic experiences and meanings of participants were linked to spatial locations and three-dimensional features, which made it possible to create place-making guidelines based on both symbolic and material contexts of the Vredefort Dome. / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2009.