Y company started in 1988 positioned to be the largest and the most advanced coated steel producer. Y company (includes the plant in China)Owned seven continuous hot-dup galvanizing lines , five continuous pre-painting lines¡A6 cold rolling mills and 2 pickling lines .Y company has become not only the biggest coated steel producer in Taiwan ,Mainland China and South East Asia , but also one of the 15th largest producers of coated steel products in the world. Y company is able to offer a wide range of finished products to meet the needs of our customers one-stop shopping need. Y company is a coated ¡V steel producer which produce hot¡Vdip galvanized coils and pre-painted coils by means of the manufacturing process of pickling ,cold rolling ,hot-dip galvanizing and pre-painting .On recent ten years ,the steel market changes sharply, but Y company keep growing continuously , the key factor is to establish the strategic alliance with F company to replace electroplating steel sheet with hot-dip galvanized in computer cases . This research is studying the experience story, which we have overcame a number of difficulties during the period developed the ¡§replacing electroplating steel sheet with hot-dip galvanized in computer cases ¡¨and ¡§developing environmentally- friendly steel ¡¨. it is a story that the strategic alliance strenghthen organization ¡Fand after organization empowerment ¡Ait made the relationship between the members of the strategic alliance more closely. This story is to show the difficulties and challenges what we face by means of the Narrative Inquiry and hope to achieve the next success for the next opportunity on the basis of meanings from this story .

This thesis reviews life stories of three lay congregations with the method of narrative inquiry. It consists of a collection of life experiences, and the searching of the values of life. The researcher reviews, reflects on, appreciates and gives meaning to these three life stories by using the theory of introspection as the main axis. And, the researcher used open-ended interview guide for reference. The purpose of this study is to explore the life story of three lay congregations, further analyzing in narrative research. Although the life stories of the three participants were all cultivated under individual context, the researcher discovered via the practice of Buddhism, three participants had evolved the spiritual side of themselves to a great extent; they therefore encouraged researcher to elaborate for the love of life, support researcher to return to her heart, searching the source of life. Trough in-depth interviews and candid retelling of their life stories, the mercy spiritual leader ¡VMaster Daoyuan - his credibility is documented. Through the appreciative method of narrative inquiry, the researcher reflect her cognitive-self by listening to the life stories of three lay congregations, to further identify with the practice of Buddhism.

In the past, most studies of the multi-national team were focused on the differences of culture, or adopted the concept of Western theory to explain the organizational behavior of Chinese community. Research methods also are based on logical positivism, not showing the process of conflicting, bearing, and adjusting different cultures. In this study, there are several attempts, such as the standpoint of research and research method. In regard to standpoint of research, I adopt the perspective of Chinese to observe organization conflict and cultural differences within a multi-national team (CAT Problem); in regard to research method, I used Narrative Inquiry to explore and describe the progress and story of multi-national team and tried to analyze the Chinese members¡¦ silent response in the operational process of multi-national team, which can be interpreted as the following four meanings: (a) focusing on the harmonious relationship between the groups, and (b) showing the bearing, and (C) adhering to the formality, and(d) looking forward to equal payback. This study found that each member of the multi-national team has to understand and grasp his/ her deep cultural context which influences his/ her words and deeds. And then team members can base on understanding cultural differences in the interaction of the team to find out the consensus and the way of thinking of the multi-national team. In addition, this study also recommends the leader should assist the Chinese team member of multinational team to redefine the cognitive of the harmonious relationship. It will help Chinese team member to improve the performance in a multi-national team.

This thesis examines immigrants' acculturation with a specific focus on adolescents and the development of their self-identity overtime as immigrants in Canada. Adolescence is already a period of change and transition; when it happens in concurrence with the immigrant experience there is another dimension at play. Narrative inquiry was used to find meaning in five personal stories of immigrants. Their stories are a valuable collection of information with insight into the personal, family and societal factors for immigrant adolescence and their identity formation. The findings are limited due to the subjectivity of acculturation and data analysis along with the size and scope of the respondents. Moving forward, an expanded range of interviewees and collaborative partnerships with other scholars and institutions would continue to yield valuable data in this important field.

This study addresses the question “what is it like to be a gifted early college entrant?” Participants were eight college graduates between the ages of 23 and 45 who matriculated to college as full-time, degree-seeking students at age 16. This was a qualitative study conducted by open-ended interview and utilized narrative inquiry as a framework for the analysis. Participant responses were coded and analyzed using constant comparative method. Coded responses were grouped into 40 subcategories which were further collapsed into 7 overarching categories that provide a framework for understanding the experience of early college entrance: life story; being exceptional; understanding exceptionality through others’ experience; transition to college, academic preparation, performance, and experience; getting involved and pursuing interests; and social-emotional awareness and agency. These categories provide a picture of the milieu in which participants made the decision to enter college early. Results of this study suggest that participants experienced a milieu of educational experiences, including academic acceleration, and embedded social-emotional contexts that increased their academic self-concept and precipitated early college entrance. Despite failing to recognize their own giftedness and experiencing academic struggle, participants successfully completed college and embarked on meaningful careers. Interpreting giftedness as asynchronous development provides a framework for these results. The results of the present study suggest that while the native cognitive ability of a gifted early entrant might be sufficient to complete college, additional social-emotional supports are needed to fully realize the academic potential of gifted students.

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The Tracks rites of passage are processes that mark the adolescent transition, for the participant, the family and the community, between the two life stages of childhood and adulthood. Adolescent initiation rites offer a community led journey of separation, transition and integration as a way to work meaningfully with adolescents as they move between the life stages of childhood into adulthood. In Aotearoa/New Zealand the Tracks programme provides a five day contemporary rite of passage for adolescents and, where possible, their fathers. The rite of passage is based on the assumption that adolescents need opportunities to find their voices and make meaning if they are to become more aware of who they are and where they belong. The methodology recognises that I, as researcher and insider in the Tracks organisation, needed to develop a holistic approach to insider research so that I could call on my understandings of the organisation and also guard against bias. The holistic approach involves the four interpenetrating strategies of appreciative inquiry, narrative inquiry, a blend of approaches to self-study that include meditation and critical reflection, and most importantly organic inquiry. The four strategies are based on coherence theories that describe learning as being organic, interconnected and emergent. Data were gathered from interviews and cycles of critical self-reflection in the form of a learning journal. Data comes from interviews with the mother or fathers and young men of six families who have participated in the Tracks rite of passage programme. I have also discussed this work with a number of professionals in the field of youth work. The project found that Tracks had created conditions that empowered these young men with an increased capacity to make sense of their lives. Fathers expressed how challenging and rewarding they had found it to speak in honest terms with their sons, and that they were supported to do the inner work necessary to be able to speak in such ways. All of the family members expressed a need to have more support after the event. The findings suggest a need to explore further the nature of the work happening at Tracks. It validates Lashlie’s (2005) theory that adolescents need their fathers and other men to be involved in their lives at the time of transition. Tracks also helps fathers to get to grips with the inner work of developing emotional maturity. The work happening at Tracks invites further research into and debate on the value of emotional intelligence. The Tracks rite of passage offers an alternative perspective to understand the unacceptably high rates of adolescent morbidity and mortality happening in New Zealand.

This autobiographical narrative inquiry explores the teaching, learning and leadership experiences of a middle school teacher in Manitoba. My early experiences as a classroom teacher reflect my uncertainty and unpreparedness of a teacher who struggled to meet the needs of the English as an Additional Language (EAL) students who entered my classroom. As the EAL student population increased within my middle school, I began the journey of a Masters program to seek knowledge in order to support my EAL students and to help guide my colleagues towards an inclusive environment. As I explored how my experiences as a graduate student had influenced my classroom practices, and then how my experiences as an EAL specialist and school leader had influenced the school community, five main themes emerged: The use of the iPad in a mainstream classroom, the use of effective instructional strategies, the role of culture in the classroom, co-teaching practices and collaboration in a Middle School setting. Through narrative inquiry I investigated these themes and discovered new pathways to support EAL students and guide my colleagues while moving toward a more inclusive classroom and school environment.

Physical inactivity is a serious public health concern in Canada, especially among the country’s youth. Adolescent girls, in particular, suffer many life-long consequences due to inactivity. Physical Education (PE) can offer a solution. However, the vast majority of girls discontinue enrollment in PE as soon as the mandatory credits are met. Tailored PE courses designed to meet the needs and interests of girls may motivate girls to continue participating in PE. This narrative inquiry explored three girls’ stories of their past experiences in elementary, middle, and high school PE, as well as their current experiences in a tailored elective PE course entitled Girls Actively Living (GAL). The goals of this study were to explore how the girls’ experiences with the course content, learning environment, and assessment in GAL affected their perceptions of physical education. Additionally, it was of interest how their experiences outside of PE influenced their desire to continue in elective PE and how their experiences in GAL affected their perceptions of physical activity. Findings emphasized the importance of (a) variety and cooperation within PE course content, (b) a fun and welcoming PE learning environment, (c) fair and private assessment, and (d) feelings of confidence, social safety, and competence for girls in PE. / Graduate / 0523 / jgruno@uvic.ca