Languages currently used by planners to conceptualize, document, and present projects lack expansive imagination and polyphonic literacy. Planning demands new languages to address social and environmental challenges within our increasingly cross-cultural urban environments. Although storytelling theory in planning has expanded contemporary understanding of what constitutes method and practice within the discipline of planning, there has been little work to date explicating what poetry offers to planning education and practice. This thesis examines several opportunities and challenges in adopting poetry into contemporary practice in Vancouver, British Columbia using a multi-method approach. Methods include: a literature review on planning projects collaborating with artists; an ethnomethodological analysis of interviews with four Vancouver poets; a constructionist analysis of a planning text and a re/formation experiment with poetry; and finally, autoethnographic 'poetry as inquiry'. Learnings suggest that a critical approach to poetry offers an alternative language to connect to both 'self as planner' and to the multitude of overlapping voices of 'publics' in process, document, and presentation.

Advertising through smart phone applications is one of the fastest growing categories in advertising nowadays. Branded game-apps on mobile phones have several very innovative and attractive aspects, they physically engage their customers into a game, creating on a first level an entertainment but mainly they are advertising their products and the brand’s name. Many studies have been written on gaming, customer engagement and marketing strategies, but only few studies has been written on the convergence of mobile phone technology, gaming and marketing. This research is investigating to which extend this innovative way of marketing can be considered as an efficient marketing strategy. In order to get an insight from both sides of the market, semi-structured interviews have been lead with phone-app experts and users. Similar answers were formulated by both the producers and the users, leading me to the conclusion that a game-app is engaging the users into an overall positive dialogue with the brand. The contribution of this exploratory study is a greater understanding of the phenomenon of branded game-apps, in relation to previous studies on marketing, game mechanisms and brand-consumer relationships.

El objetivo de esta tesis es poner a prueba una ampliación del modelo de Demandas-Recursos en usuarios de Tecnología de la Información y la Comunicación (TIC), integrando tanto las aproximaciones negativas (burnout) como positivas (engagement) del bienestar psicológico de los empleados y una consecuencia organizacional: el compromiso. Para conseguir este objetivo se han seguido una serie de pasos. En primer lugar, y para realizar una validación transcultural, este modelo se ha puesto a prueba simultáneamente con empleados que utilizan tecnologías pertenecientes a dos países Europeos: España y Holanda. Se han llevado a cabo análisis factorials confirmatorios, modelos de ecuaciones estructurales, así como análisis multigrupo. En segundo lugar, y dada la relevancia de la Psicología Positiva y de los recursos personales (las creencias de eficacia) como variables intervinientes en el proceso de estrés, se han puesto a prueba modelos de espirales positivos de recursos en un estudio longitudinal de laboratorio con usuarios de TICs. Finalmente, se ha evaluado el papel de la eficacia colectiva percibida en usuarios de TICs como variable interviniente en un proceso de estrés motivacional de trabajo en grupo.

Se basant sur le Modèle Dualiste de la Passion (Vallerand et al., 2003), la présente thèse avait pour objectif général d'examiner le rôle de deux types de passion amoureuse (passion harmonieuse et passion obsessive) dans les conflits vécus par les partenaires amoureux ainsi que dans les coûts et bénéfices personnels associés à l'engagement amoureux. L'objectif général de l'Article 1 était d'examiner les relations entre les deux types de passion et certains comportements susceptibles d'être émis par les partenaires amoureux pendant et après les conflits. Les résultats de cette série d'études révèlent que la passion harmonieuse est associée à des conséquences plus adaptatives que la passion obsessive. Plus spécifiquement, la passion harmonieuse s'est avérée liée positivement aux comportements réparateurs post-conflits alors que la passion obsessive était non significativement associée à ces comportements. En outre, les résultats ont montré que la passion obsessive était positivement associée à l'utilisation des Quatre Cavaliers de l'Apocalypse alors que la passion harmonieuse était soit négativement associée, soit non liée à ces comportements. Par ailleurs, les résultats ont montré que plus un individu rapporte utiliser les Quatre Cavaliers de l'Apocalypse, plus il perçoit également ces comportements chez son/sa partenaire, ce qui nuit à sa satisfaction relationnelle. De façon similaire, plus un individu rapporte émettre de comportements réparateurs post-conflits, plus il perçoit également ces comportements chez son/sa partenaire, ce qui a un impact positif sur sa satisfaction relationnelle. De plus, plus un individu rapporte faire usage des Quatre Cavaliers de l'Apocalypse, plus son/sa partenaire perçoit ces comportements, ce qui a pour conséquence ultime d'éroder la satisfaction conjugale du/de la partenaire. Le deuxième article de cette thèse aborde les relations entre les deux types de passion amoureuse et les coûts et les bénéfices résultant de l'engagement amoureux. Cinq études utilisant des devis variés ont été réalisées. Dans l'ensemble, les résultats de la série d'études composant le deuxième article se sont avérés cohérents avec nos hypothèses. Spécifiquement, les résultats ont montré que les deux types de passion étaient positivement liés aux bénéfices découlant de la relation. Par ailleurs, la passion harmonieuse s'est avérée négativement liée aux coûts découlant de la relation alors que la passion obsessive s'est révélée positivement associée à cette variable. Les résultats mettent également en évidence le rôle de l'expansion du soi vécue par les individus dans leur relation comme médiateur de la relation entre chaque type de passion et les bénéfices de la relation. Les résultats mettent également en lumière le rôle de l'inhibition de soi comme médiateur des relations, respectivement négative et positive, entre la passion harmonieuse et obsessive et les coûts découlant de la relation. Les résultats ont également montré que la passion harmonieuse et la passion obsessive avaient non seulement des conséquences intra-individuelles, mais également une influence sur les coûts et bénéfices vécus par leur partenaire. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Passion amoureuse, Modèle Dualiste de la Passion, conflits dyadiques, expansion du soi, inhibition de soi, coûts et bénéfices personnels.

A disconnect exists between research and practice that is impeding the flow of knowledge between researchers, practitioners and decision makers. This obstruction of knowledge is acting as a barrier to the use of evidence in decisions and also as a barrier to informing research of important questions that need answering through scientific investigation. This divide between research and practice can be crossed by building a bridge between researchers and practitioners across which knowledge can be transmitted, translated and exchanged. <br /><br /> A possible mechanism to understand the key contributors to bridge building is by using Wenger's Community of Practice model as a framework upon which to understand the importance of and how to build connections between research, policy and practice. The defining characteristic of a Community of Practice is the interaction between members in order to jointly determine and embrace goals, eventually resulting in shared practices. Crucial to the success of a Community of Practice is the engagement between community members. Without engagement, a Community of Practice can not share knowledge and achieve its negotiated goals. <br /><br /> This thesis studied a Community of Practice that is being deliberately formed to facilitate the development of a pan-Canadian population health research network. This network, CANSPANN (Canadian School Physical Activity and Nutrition Network) aims to bring together researchers, practitioners, and decision makers to create research programs studying the social-environmental influence of schools on youth physical activity and healthy eating that address priorities for policy and practice. <br /><br /> This thesis assessed if a quantitative questionnaire tool could validly and reliably measure the level of engagement between CANSPANN members. The questionnaire also aimed to determine if engagement predicted knowledge use. Eighteen items in the NEQ validly measure engagement of CANSPANN members. Sufficient content validly was established for these items. Of these eighteen items, only four subscales significantly predicted knowledge use. <br /><br /> Through reliability testing with qualitative interviews it was determined that the Network Engagement Questionnaire reliably measures engagement for CANSPANN members who are centrally involved. It is far less able to reliably measure engagement for peripheral members. Further testing with the NEQ is necessary in order to increase its reliability.

The purpose of this study was to determine if applying set induction to the beginning of a lesson would have an effect on student knowledge, attitude, and/or engagement levels throughout the lesson. Researchers addressed specific objectives in this report to determine if using a set induction at the beginning of a lesson will have a significant effect on students? attained knowledge levels, to determine if using a set induction at the beginning of a lesson will have a significant effect on students? attitudinal perspectives towards the lesson, to determine if using a set induction at the beginning of a lesson will have a significant effect on student?s engagement levels throughout the lesson. To address these objectives, a quasi?experimental study using four separate agricultural education classrooms was conducted. Descriptive and comparative analyses were then performed on all participating groups. The results of this study illustrate the following conclusions: (a) there is no significant difference in student knowledge between the treatment and control groups; (b) there is no significant difference in student attitude between the treatment and control groups; (c) the group that received the set induction was more engaged than the group that did not. These findings have implications to agricultural educators in designing lesson plans that can better engage students from the start. The results are also significant to researchers in this field in that they may choose to further their studies in this area of focus. Additional collected data could be to be extremely useful to those studying the use and effects of set inductions in classroom methodologies.

Reproduction de : Thèse de doctorat : Littérature française : Lyon 2 : 2005. / Titre provenant de l'écran-titre. Bibliogr.

Thesis (Ph. D.)--University of Chicago, Department of Psychology, The Committee on Human Development, 2001. / Includes bibliographical references. Also available on the Internet.

School engagement is associated with higher achievement and lower school drop- out rates. Teacher, peer, and parent relationships are critical in the development of school engagement. However, most researchers have looked at the effects of these relationships on school engagement in isolation. Also, few studies have looked at how the impact of these relationships on school engagement may vary as the result of school attended, age, gender, and race. The purpose of this study was to contribute to the growing body of research exploring the mechanisms that underlie the socio-emotional antecedents of school engagement. A theoretical framework for the examination of school engagement as an assessment of how well family, teacher, and peer relationships are meeting students' needs drew from Bronfenbrenner's (1979) ecological model and Catalano and Hawkins (1996) social development model. Latent variable structural equation modeling (SEM) was used to analyze an archival data set that included 2,217 students in grades 6 through 8 attending three public middle schools in Texas. Results indicated that reported levels of school engagement were explained primarily by peer and teacher relationships. Family context played an indirect role on school engagement, via its influence on peer and teacher relationships. Grade, gender, and race also impacted how relational factors influenced school engagement. Results highlight the importance of positive relationships with family, peers, and teachers, in increasing the development of school engagement. Results also highlight taking into account the unique needs of the student based on his or her age, gender, and ethnic background when designing interventions for school engagement. / text

Once considered the "heart of the university," many academic libraries are facing heightened pressures to prove their relevance and value to administrators, faculty, and students, especially during these times of constrained resources and greater calls for accountability and productivity in higher education. At the same time, colleges and universities are continually striving to understand how their institutional environments affect undergraduate engagement, persistence and, ultimately, degree attainment. As a fundamental co-curricular resource, it is time for academic libraries to start systematically assessing how they affect, either directly or indirectly, their parent institutions' goals of student engagement and persistence. This quantitative study investigated the relationship between the use of an academic library, its physical resources and spaces, and student engagement and persistence at a large, public, research university. This unique study combined institutional and library data sources for analysis, including the results from a large-scale student experience survey with over 13,000 respondents, data from the student information system, and library use data from a variety of library data systems. Descriptive statistics as well as correlations, linear regressions, and logistic regressions were conducted to investigate the relationship between the library-use variables and variables representing sense of belonging and satisfaction, academic engagement, academic disengagement, and persistence. The study found many practically significant, as well as statistically significant, correlations and predictive relationships between the library-use variables and the student outcome variables for engagement and persistence, although most of the effect sizes were small. The small to medium effect sizes re-presented in the results suggest that there a complex relationships between the variables and indicate the need for further research. This study contributes to an area of the literature that has received little attention from previous researchers and demonstrates one approach to creating a unique student-level dataset by combining student experience survey data with institutional data and library use data in order to investigate how the use of library resources and spaces may affect student success outcomes. / text