Syftet med den här studien är att undersöka och skapa djupare förståelse för hur begreppet grit framställs som motiv i klassisk barnlitteratur. Grit kan definieras som "the disposition to pursue long-term goals with sustained interest and effort over time" (Duckworth et al, 2014, s. 2). Analysens utgångspunkt är bland annat Angela Duckworths teorier om grit och Ethan Ris diskursanalys av grit. Undersökningen har ett litteratursociologiskt perspektiv och begagnar sig av speglingsteorin, som handlar om hur litteraturen speglar samhället. Det här är ett examensarbete som skrivs inom lärarprogrammet, därför studeras också vilken koppling grit har till studier i litteraturen. De frågor som ställs är hur grit framställs i persongestaltningen av karaktärerna, samt vilka samband som finns mellan grit, social klass och genus i texterna. De klassiska barnböcker som analyseras är Huckleberry Finns äventyr, Huset vid Plommonån, En liten prinsessa och Kulla-Gulla. Resultatet av analysen är att klassikerna har didaktisk användbarhet, både i skolans värdegrundsarbete och för att inspirera till grit. Motivet grit tycks dyka upp som mest när karaktärerna brottas med fattigdom och gestaltas ofta som ett utövande av självkontroll. Skönlitteraturen innehåller även oväntade och intressanta skildringar av strategier för grit. / The purpose of this study is to investigate and create a deeper understanding of how the concept of grit is portrayed as a motif in classical children's literature. Grit can be defined as "the disposition to pursue long-term goals with sustained interest and effort over time" (Duckworth et al, 2014, p. 2). The analysis is, among other things, based on Angela Duckworths theories on grit and Ethan Ris' analysis of the discourse of grit. The study has a perspective of literary sociology and applies the mirror theory, which describes how literature mirrors society. This is a thesis written within the teacher's education and therefore the literary connection between grit and academic studies will be investigated as well. The questions asked are how grit is portrayed in the forming of the characters, and what the connections are between grit, social class and gender in the texts. The classical children's books analyzed are the following: Huckleberry Finn, On the Banks of Plum Creek, A Little Princess and Anna All Alone. The result of the analysis is that the classics have didactic usefulness, both in the school's work with core ethical values and in order to inspire grit. The motif grit seems to appear the most when the characters struggle with poverty and is often portrayed as an exercise of self-control. The fiction also contains unexpected and interesting depictions of strategies for grit.

Geologically-constrained inversion of geophysical data is a powerful method for predicting geology beneath cover. The process seeks 3D physical property models that are consistent with the geology and explain measured geophysical responses. The recovered models can guide mineral explorers to prospective host rocks, structures, alteration and mineralisation. This thesis provides a comprehensive analysis of how the University of British Columbia Geophysical Inversion Facility (UBC–GIF) gravity and magnetic inversions can be applied to subsurface mapping and exploration by demonstrating the necessary approach, data types, and typical results. The non-uniqueness of inversion demands that geological information be included. Commonly available geological data, including structural and physical property measurements, mapping, drilling, and 3D interpretations, can be translated into appropriate inversion constraints using tools developed herein. Surface information provides the greatest improvement in the reliability of recovered models; drilling information enhances resolution at depth. The process used to prepare inversions is as important as the geological constraints themselves. Use of a systematic workflow, as developed in this study, minimises any introduced ambiguity. Key steps include defining the problem, preparing the data, setting inversion parameters and developing geological constraints. Once reliable physical property models are recovered they must be interpreted in a geological context. Where alteration and mineralisation occupy significant volumes, the mineralogy associated with the physical properties can be identified; otherwise a lithological classification of the properties can be applied. This approach is used to develop predictive 3D lithological maps from geologically-constrained gravity and magnetic inversions at several scales in the Agnew-Wiluna greenstone belt in Australia’s Yilgarn Craton. These maps indicate a spatial correlation between thick mafic-ultramafic rock packages and gold deposit locations, suggesting a shared structural control. The maps also identify structural geometries and relationships consistent with the published regional tectonic framework. Geophysical inversion provides a framework into which geological and geophysical data sets can be integrated to produce a holistic prediction of the subsurface. The best possible result is one that cannot be dismissed as inconsistent with some piece of geological knowledge. Such a model can only be recovered by including all available geological knowledge using a consistent workflow process. / Science, Faculty of / Earth, Ocean and Atmospheric Sciences, Department of / Graduate

No description available.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Working students encounter challenges and responsibilities at university and work. In attempting to study the books and chapters assigned, meet assignment deadlines, take part in extracurricular activities and function at work, working students may be overwhelmed sensing inadequate time to complete all their responsibilities. These may lead to certain negative outcomes for the working student, such as languishing, poor grades, taking longer than the expected time to complete studies or, in the worse scenario, quitting their studies. The primary aim of this study was to examine and understand the influence of non-cognitive factors (including PsyCap, time management, and grit) on flourishing and the working students’ intention to quit employing correlational and hierarchical regression analysis. The secondary objective was to make recommendations to universities and organisations on how to aid working students to develop or increase non-cognitive factors to ensure their flourishing and a reduced intention-to-quit studies. A non-probability sampling technique indicating, convenience sampling and purposive sampling were employed to recruit respondents. Respondents had to be working students (part-time students). The sample included 194 respondents (n = 194) from a university in the Western Cape. The survey instrument included a biographical questionnaire, the academic PsyCap questionnaire, mental health continuum - short form (MHC-SF) questionnaire, Grit-Perseverance of effort subscale, the time management short-range planning subscale, and a self-developed intention-to-quit questionnaire. Numerous studies confirmed the validity and reliability of these instruments. The relationship amongst the non-cognitive variables (PsyCap, grit and time management), flourishing and intention-to-quit studies were assessed through Pearson correlation and hierarchical regression analysis. The non-cognitive variables had a positive relationship with flourishing and a negative relationship with intention-to-quit studies. PsyCap was established to explain the largest proportion of the variance in flourishing and intention-to-quit studies. This is consistent with the findings of studies with similar variables. Recommendations were made for lecturers, counsellors, and university officials to collaborate to incorporate programmes that will aid in developing these non-cognitive variables into the university’s curriculum.

Indiana University-Purdue University Indianapolis (IUPUI) / Educating a sufficient nursing workforce to provide high quality, compassionate, and ethical care to an increasingly diverse population is an ongoing challenge and opportunity for nurse educators. Current literature highlights the importance of engaging students in learning to strengthen student achievements. Fostering student engagement within nursing courses is particularly important. Grit (consistency of interest and perseverance of effort) is a factor that may be associated with student course engagement. Demographic characteristics of age, gender, race/ethnicity, prior education, degree program, and self-reported grade point average (GPA) also may be factors associated with student course engagement. Guided by a conceptual model derived from the literature, the purpose of this study was to determine whether grit and demographic characteristics were associated with student course engagement (skills, emotion, participation/interaction, and performance) within a nursing course. Using an exploratory, descriptive, cross-sectional design, a convenience sample of 97 nursing students in a didactic health assessment course was administered the Student Course Engagement Questionnaire (SCEQ), visual analog scales for student engagement, Grit-S Scale, and a Student Demographic Characteristics form. Using multiple regression, 22% of the variance (21% Adjusted) of total student engagement (SCEQ) was explained by total grit scores (Grit-S) F(1,95) = 26.54, p<.001. Further analyses of student engagement were conducted using the SCEQ subscales and visual analog scales with similar results. Findings provided support for the conceptual model used to guide the study, although replication of the study was recommended across varied learning environments. Findings warrant further study regarding grit as a potential area for the future development of strategies to foster engagement of nursing students in the classroom.

No description available.

The aim of this thesis is to explore how men in recovery from substance use conceptualize challenges and use their inherent strengths to navigate them. Estimates of substance use prevalence rates in Canada suggest that approximately one-in-five Canadians will meet the diagnostic criteria for substance use disorder throughout their lifetime (Pearson, Janz & Ali, 2013). These prevalence estimates represent a significant cause for concern as addiction is a significant phenomenon in contemporary Canadian society. A scoping literature review was conducted on nineteen research studies to investigate the state of current research. Although there is a wealth of studies on addiction, research frequently utilizes pathologizing approaches. These approaches are commonly focused on addiction in the context of a social or individual issue ripe with problematizing discourses. Six qualitative semi-structured interviews were conducted on men living in recovery-based supportive housing for this research to explore their experiences from the onset of substance use into substance use and recovery efforts. A strength-based perspective was adopted for analysis purposes in order to more accurately reflect on the inherent strengths of the participants. The men provided in-depth accounts of their experiences, conceptualized challenges to their recovery and contrary to many contemporary research discourses, demonstrated an affluence of strengths while articulating challenge navigation. The men were also proactive in their ability to anticipate future challenges and conceive methods of effective challenge navigation. Findings of this study are analyzed and discussed in the context of recognizing the magnitude of the challenges facing the men in recovery and the incredible strengths that they demonstrate in challenge navigation. The implications for current social work practice are outlined and several suggestions are tabled with the goal of improving current practice methods. Finally, suggestions for future strength-based addiction research are offered with the intention of seeking overall improvements to the research field and addressing existing gaps within the literature. / Thesis / Master of Social Work (MSW)

Au Québec, plusieurs adultes n’ont pas de diplôme d’études secondaires. Parmi eux, plusieurs ont des problèmes d’apprentissage. Peu d’études se penchent sur leur participation à des programmes d’éducation des adultes. L’objectif de cette recherche est d’identifier les obstacles rencontrés par les adultes ayant des problèmes d’apprentissage lors de leur passage au secteur public de l’éducation des adultes. Dans le cadre de cette étude qualitative, douze entrevues ont été réalisées auprès d’adultes âgés de 18 à 50 ans. Ces entrevues ont été analysées afin d’identifier les obstacles rencontrés par cette population. Les résultats révèlent que ce sont les obstacles dispositionnels et les obstacles institutionnels qui sont les plus occurrents. L’interprétation de ces résultats permet de conclure qu’une adaptation et une diversification des pratiques institutionnelles dans le secteur de l’éducation des adultes permettraient d’accroitre la persévérance et la réussite scolaires des adultes ayant des problèmes d’apprentissage. / In Quebec, there are many adults whithout a highschool diploma. Among them, several have learning disabilities. Few researches adress the question of their participation to adult education programs. The purpose of this study is to identify the barriers faced by adults with learning disabilities when participating in the public adult education system. In this qualitive study, twelve learning-disabled adults between the age 18-50 were interviewed. From the analyses of these interviews we observed that the most frequently cited obstacles are dispositionnal and institutionnal. Interpreting these results leads us to conclude that the adjustment and diversification of the institutionnal practices in the adult education system could increase school perseverance and success among adults with learning disabilities.

Au Québec, plusieurs adultes n’ont pas de diplôme d’études secondaires. Parmi eux, plusieurs ont des problèmes d’apprentissage. Peu d’études se penchent sur leur participation à des programmes d’éducation des adultes. L’objectif de cette recherche est d’identifier les obstacles rencontrés par les adultes ayant des problèmes d’apprentissage lors de leur passage au secteur public de l’éducation des adultes. Dans le cadre de cette étude qualitative, douze entrevues ont été réalisées auprès d’adultes âgés de 18 à 50 ans. Ces entrevues ont été analysées afin d’identifier les obstacles rencontrés par cette population. Les résultats révèlent que ce sont les obstacles dispositionnels et les obstacles institutionnels qui sont les plus occurrents. L’interprétation de ces résultats permet de conclure qu’une adaptation et une diversification des pratiques institutionnelles dans le secteur de l’éducation des adultes permettraient d’accroitre la persévérance et la réussite scolaires des adultes ayant des problèmes d’apprentissage. / In Quebec, there are many adults whithout a highschool diploma. Among them, several have learning disabilities. Few researches adress the question of their participation to adult education programs. The purpose of this study is to identify the barriers faced by adults with learning disabilities when participating in the public adult education system. In this qualitive study, twelve learning-disabled adults between the age 18-50 were interviewed. From the analyses of these interviews we observed that the most frequently cited obstacles are dispositionnal and institutionnal. Interpreting these results leads us to conclude that the adjustment and diversification of the institutionnal practices in the adult education system could increase school perseverance and success among adults with learning disabilities.

No description available.