Indiana University-Purdue University Indianapolis (IUPUI) / EMS personnel experience emotionally charged calls, such as CPR, trauma, or domestic violence. This study examined the changes on communication by these events. Communication Complex metaframework allowed use of other disciplines. There is a lack of scholarship surrounding EMS communication. Research from other military and other fields was translated into the EMS community. Mental illness is a growing concern in EMS as 37% contemplate suicide and 6% complete it. Part of understanding the affect is an exploration of how the culture of EMS (i.e. training, traditions, machismo) shapes the way new EMS are acculturated. EMS have repeated exposure to trauma over a career. These exposures change communication patterns. Using a three-chapter autoethnography, I was able to examine my communication and mental status changes from rookie until retiring 14 years later with PTSD and constant suicidal ideation. Ethnographic interviews of veteran EMS provided insight into the old school ideology of emotional repression and shelving. I analyzed using the NREMT Patient Assessment skill sheet as a guide in a three-step process to discover and reassess themes. The primary survey indicated common job-related stressors- pedi calls and staffing problems. The secondary survey revealed themes of emotions, senses, and support. Finally, the reassessment revealed subtle changes in EMS culture, including decreased PTSD stigma, increased resiliency training, and increased administrative support. Future research could examine the effect of spousal support and changes in cultural emotional suppression. The goal is to develop programs to help allies understand the emotionality in EMS and create dedicated support structures to increase EMS mental health.

This study focused on whether empowerment at individual, organisational and community levels was evident in the context of a school development planning programme. A contextualist, multi-method approach to the study was used, combining quantitative and qualitative data. A School Development Planning Evaluation Scale was developed to assess organisational empowerment in a school context. Quantitative data measuring variables associated with empowerment were also examined to establish whether involvement in the programme was associated with empowerment at the individual (locus of control and general and specific efficacy) and organisational (participation and leadership) levels. An ex post facto analysis based on a post-test only comparison group evaluation design was conducted to explore the impact of the programme. Focus groups and interviews were conducted to establish whether school staff reported that involvement in the programme had led to their personal empowerment and the empowerment of their schools. Archival data relating to the schools were also examined. Relationships between the variables were explored using multiple regression and structural equation modelling. A model of school development was developed and tested. The results indicated that extent of involvement in the programme was not a significant influence on level of empowerment. More important was the influence of school leadership, and in particular the leadership style exercised by the principal. Impact and relationship matrices, integrating the quantitative and qualitative analyses, indicated that the programme had effects on both individuals and schools, and that the process of school development planning was related to aspects of organisational empowerment. Issues of organisational internal capacity and contextual support, however, influenced implementation of school development planning. The study suggests that school development planning is a process which is contextually related, and confirms and refines the nomological network of II organisational empowerment. The results indicate that a variety of individual, organisational and contextual factors impact on individual and organisational empowerment and that a multi-level perspective is necessary for understanding the school development process. The study also suggests that community psychology, and empowerment theory in particular, offer useful frameworks for theorising and researching school development issues at individual, organisational and community levels.

This is a largely qualitative, part quantitative, inquiry into the effectiveness of classroom modelling in helping tertiary students prepare for their AS-level examinations. Classroom modelling, a form of peer modelling developed by the author, draws substantially upon neuro-linguistic programming (NLP), a discipline regarded as controversial in education. Classroom modelling involves students investigating each other's more successful practices and drawing out elements that might be woven into their own practice.

When people 'go to the theatre' we know that they are audiences. When young people go to Contact, however, they might be audiences, performers and/or theatre makers - they might play all three or more roles. Contact's users blur existing concepts and terminology. When we want to know more about theatre audiences, audience research offers models based on the distinction between audiences and theatre makers. If we want to know more about Contact's users, however, a model reflecting the blending of audiences and theatre makers' roles has yet to be developed. This thesis engages with Contact's users. It maps some of their multiple roles and experiences by asking two main questions: What are the practices of the people attending Contact and how can these practices be researched? A range of qualitative methods is necessary in order to investigate the wide variety of Contact's users' roles and experiences. Individual and group interviews are drawn from audience research, creative workshops are drawn from communication studies, and participant observation and visual research from the social sciences. Finally, a new method, Walking Fieldwork, is adapted for the use in theatre. A number of case studies are employed to investigate Contact's users. These case studies involve the observation of young actors during rehearsals and performances, the observation of participants in an outreach project, the investigation of audiences' experiences of two productions, and several short post-show interviews with general Contact audiences. This study found evidence that the relationship between theatre makers and audiences is changing. The term 'theatre user' is introduced as it opens up an area of overlap between the two and fits contemporary practices at Contact more closely. Contact's users function as communities, participants and co-creators. The descriptions of these roles and experiences contained in this thesis are understood as an initial exploration into practices of contemporary theatre users. However, further research is needed to build a more detailed understanding of these practices. In terms of research methods, this study found that the academic field of audience research needs to develop methods which are sensitive to both the backgrounds of theatre users and the theatrical context. The argument is put forward that audience research should become more aware of methods for the investigation of human experience and should enter into a 'methods-dialogue' with other academic fields of study.

This dissertation investigates the pathways leading to violent extremism, participation in violence, and judicial responses to terrorism. By comparing individuals who joined extremist groups with those who shared similar beliefs and backgrounds but did not engage in violence, the study identifies key differentiating factors. Interviews with former members of the Red Brigades and other major leftist extremist organizations active in 1970s Italy, as well as potential recruits, coupled with testimonies from sensitive archival documents, reveal that exposure to critical moments can trigger a reconsideration of normative values. When the perception of injustice is high and the fear of violence is low, this reconsideration can lead to extremism. The research further proposes that militants' participation in violence is influenced by extra-group factors, such as isolation from family, and intra-group factors, such as violence committed by extremist organizations. Reviewing over 50,000 sensitive documents from various Italian State Archives enabled the creation of an original dataset and a Large-N analysis. The results indicate that density of social networks deter initial engagement in criminal activities and that there is a linear correlation between militants’ violence engagement and the violence inflicted by terrorist organizations across Italy, regardless of ideological stance. Finally, judicial responses to terrorism are examined to understand how judges' evaluations of group violence and individual crimes influence sentences. Interviews with jurists and statistical analysis of original data support these findings. Jurists indirectly acknowledged that the period’s conditions affected their judicial behavior, and negative binomial models show that increased attacks and ambush injuries lead to substantially longer sentences for members of the attacking group. The study highlights the need to understand violent extremism, noting that grievances in democratic countries can lead to violence. This is evident in the rise of right-wing extremism in North America and Europe, which can quickly escalate into violent actions. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-469750017 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:6.0pt; margin-left:0in; text-align:justify; line-height:200%; mso-pagination:widow-orphan; mso-layout-grid-align:none; text-autospace:none; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-ligatures:standardcontextual;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:11.0pt; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoPapDefault {mso-style-type:export-only; margin-bottom:8.0pt; line-height:107%;}div.WordSection1 {page:WordSection1;}

[Truncated abstract] At the commencement of this research project in February 2005, there was a paucity of empirical investigations that focused on understanding the psychological construct of mental toughness in sport (Bull, Shambrook, James, & Brooks, 2005; Fourie & Potgieter, 2001; Jones, Hanton, & Connaughton, 2002). Although impressive, the available literature did little in offering consensus in terms of a definition and operationalising the construct in a consistent manner as well as understanding those factors contributing to its measurement and development. The absence of theoretically guided research, in particular, was noted as a major limitation of this research. The potential significance of mental toughness for performance excellence combined with the conceptual confusion and lack of rigorous empirical research highlighted the need for further research on mental toughness in sport. Accordingly, the purpose of this thesis was to examine issues pertaining to the understanding, measurement, and development of mental toughness in sport, using personal construct psychology (Kelly, 1955/1991) as the guiding theoretical framework. Australian football was chosen as the context to explore these issues. In the opening empirical chapter, two qualitative manuscripts in which Australian football coaches’ perspectives on mental toughness and those factors contributing to its development are reported. Three central themes for understanding mental toughness in Australian football were generated: characteristics (self-belief, motivation, tough attitude, concentration and focus, resilience, handling pressure, personal values, emotional intelligence, sport intelligence, and physical toughness); situations (e.g., injuries, success); and behaviours (e.g., superior decision-makers, consistent performance). '...' In the final empirical chapter, two manuscripts in which the effectiveness of two different psychological skills training programs in enhancing mental toughness among youth-aged (15's) Australian footballers are reported. The first presents a quantitative analysis while the second presents a qualitative analysis. Multisource ratings (self, parent, and coach) of the AfMTI and self-reported resilience and flow indicated more positive changes in mental toughness, resilience, and flow than the control group. Similar patterns in the findings were evident across rating sources. Interviews with several players and one of their parents as well as the coaches generated their perceptions on the benefits of participating in the program (e.g., increased work ethic, tougher attitudes) and the processes by which the program had an effect (e.g., self-awareness; self-monitoring; self-regulation; and multi-perspective discussions) as well as suggestions for program improvement (e.g., parent and coach education programs). In summary, the results of the five studies presented in this thesis provide a comprehensive account of issues pertaining to the understanding, measurement, and development of mental toughness in Australian football. The findings are supportive of several aspects of previous research but also extend this line of inquiry in a number of ways. It is my hope that other researchers will be stimulated to engage in further research extending what is presented here and that practitioners will use this information to inform their professional endeavours.

The doctoral research project is titled ‘An Exploration of the Relationship of Organisational Culture and Enterprise System Success and sought to address the research gap identified in the literature between organisational culture literature and Information System success literature. This is a research project which is funded by the Australian Research Council in conjunction with industry. The industry sponsors for this research were SAP AG, SAP USA and SAP ANZ. The research project adopted a multi-method research design, grounded in practice, in order to surface any reported relationship between Enterprise Systems Success (ESS) and Organisational Culture (OC). A critical part of the study was to identify who could report on this relationship. Partners in implementation include internal change managers, internal consultants, vendor consultants and implementation partner consultants. Representatives from each of these constituents were interviewed, covering a range of industry sectors and Enterprise Systems vendor organisations. The first phase of the research was to qualitatively assess the perception of these participants on the role of culture to Enterprise Systems Success. This phase used open, axial and selective coding of the responses obtained in a semi-structured interview. The next phase of the research was to gather quantitative measures of Organisational Culture and Enterprise Systems Success. The Organisational Culture Assessment Inventory (OCAI) of Cameron and Quinn was selected to gather quantitative data on Organisational Culture. The Enterprise Systems Success instrument of Gable, Sedera and Chan was selected to measure the perception of ESS because of its proven reliability and validity. Each of these data sets were then analysed to determine if an association existed between the cultures of organisations that achieved most success with the Enterprise System as opposed to the culture types reported of organisations that achieved the least success with the ES. These findings then assisted in the development of a model of interaction between OC and ESS. Finally, the relationship of OC to ESS was explored in a rich case study of one large firm, to determine if the consultant’s reported relationships could be identified in the subcultures of the organisation. The key findings of this study were: 1. There was a relationship reported between culture type and success types. The findings a-e below represent findings using the culture definitions from Cameron & Quinn’s culture instrument: a. clan cultures which emphasised the behaviours of development of others were related to reports of ESS b. hierarchical cultures which emphasised the behaviours of control and coordination were related to reports of ESS c. hierarchical cultures which were poor in the execution of control and coordination were related to reports of the least success with ES d. market cultures which emphasised (internal) competitiveness were strongly related to reports of least success with ES e. literature attributes of continuous improvement (CI), flexibility (F) and innovation (I), which are often described as antecedents to innovation success and are found in the culture type of adhocracy, were reported as strongly related to success of ES, but the culture type of adhocracy was not reported as being present in the quantitative data describing consultant experiences with enterprises which had implemented ES. 2. that the literature supported theoretical reasons for the above findings 3. that these patterns of association were found in the case study. The research supports the proposition that there is a relationship between Organisational Culture type and ESS. Certain culture types practice behaviours that correspond to reported necessary behaviours for innovation success and ESS, whilst other culture types practice behaviours that correspond to behaviours for failure of innovation and of ES failure. A model of and explanation for this relationship was proposed as a result of the findings. Future research is now required to empirically test this model.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.

This thesis examines the trans-border circulation and production of feminist knowledge through translation. More specifically, my research focuses the translation of the U.S. women’s health book, Our Bodies, Ourselves, by a Chinese feminist NGO in 1998. My dissertation studies the social, cultural and political aspects of feminist translation, and examines the relation between translation and feminist praxis. Through the lens of gender and (feminist) health politics in 1990s China, I examine how the 1998 Chinese translation conveys the book’s message about how women should relate to their bodies. Set in the context of Chinese society opening up during the late 1970s, my research outlines the emergence of gender awareness in China with the influx of translated feminist texts, especially in the realm of women’s health research. Medical discourses were then assigned a privileged position in the studies of women’s sexual and reproductive health. However, with increased communications between Chinese and foreign feminists, Chinese women scholars developed new ideas around women’s sexual and reproductive health. The Chinese translation of OBOS addresses the lack of gender awareness in local discussions about women’s health. With a multi-method study, I emphasize the social and linguistic dimensions of translating a feminist health project into post-reform China. This study is based on both interview and comparative textual analysis data. Using feminist translation theories, I examine how the Chinese translators handled the book’s presentation of women’s sexuality and reproductive health. This thesis also highlights the constraints on translating feminism from the local context. This raises questions about the power of (feminist) translation, and emphasizes the need to examine the social-political context of translation practices.