All kinds of management issues in practical operation of organization would be confronted with human heart. Therefore, many methods in management have to take human heart into account and try to change behavior of mankind. However, only few attempts have so far made at spirit transformation in the field of business management. The purpose of this paper is to explore spirit transformation through FaLun Gong practitioner's experiencing and understanding process. This research, in its process, is conducted by hermeneutic phenomenological methodology, attempting to interpret the inner part of the practitioner's heart and their profoundly hidden meanings. All texts are collected from In-depth Inteviewing with a FaLun Gong practitioner and from autobiography of other three practitioner's. The result of the studying is that practitioners are able to be True, Good, Endure and to get rid of attachments gradually. From 99¡¦ the Chinese Communist Party (CCP) start to persecute the FaLun Gong practitioner, but the way of practitioners continue resisting persecutions peacefully embodies the spirit of True, Good, and Endurance. There are three conclusions to this section of the thesis: 1) Telling the truth to other persons with standing their ground embodies the spirit of True, Good, and Endurance. 2) The way of enlightening persons on humanity is charity. 3) Improving of character is firm , hence standing their ground is not out of an impulse. Furthermore, following four factors result spirit transformation are obtained: 1. Three factors of the law of Falun DaFa : (1) To direct at the human mind (2) The law of Dafa give practitioner power (3) To influence and reform people 2. Experiencing or feeling the truth of matter and mind are one and the same. 3. To point out wrong of certain persons and to make them realize it by warning. 4. Communication with practitioner. As hermeneutic circle, the exploration of this research is endless. Therefore, the worth of our study is not to obtain conclusions but to bring its meaning, that is, we ought to value character of the human mind is not vague and general because of the practitioner experience the matter and mind are one and the same.

Thesis (D.M.A.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 113-115). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Phil.)--University of Queensland, 2001. / Includes bibliographical references.

Syftet med denna studie var att undersöker hur behandlare reflekterar över sitt bemötande av individer som missbrukar cannabis som primär drog. Vidare undersöks hur behandlaren individanpassar behandlingen för ungdomarna samt vilka egenskaper som är bra för en behandlare att besitta. Studien utgår från den hermeneutiska forskningstraditionen och har en kvalitativ ansats. Undersökningen gjordes av semistrukturerade intervjuer med hjälp av fyra behandlare inom missbruksvården som arbetar medungdomar som främst brukar cannabis. Studien utgickifrån Moira von Wrights relationella teori om det relationella perspektivet som är ihop vävt med Donald Schöns teori om den reflekterande praktikern. Resultatet visar på att ett gott bemötandet gentemot klienten är viktigt för relationsskapandet. Detär avgörande för behandlaren att visar respekt och empati för klienten samt att inge förtroende, struktur och att behandlingen är individanpassad. Hos behandlaren är reflektionav stor betydelse för att denne ska utvecklas

This largely conceptual thesis explores the epistemological nature of students' engagement with disciplinary knowledge, primarily in further education contexts. The disciplinary nature of students' engagement is frequently obscured by concerns relating to their engagement with educational processes. A model which distinguishes between different forms of knowledge and which places disciplinary knowledge at the centre of the educational context is proposed. This model serves as an organising idea throughout the thesis. Approaches to theorising educational knowledge, including social realist, sociocultural and situated theories of learning as well as Bernstein's work, are analysed, critiqued and in some cases adapted. A case study of the school science curriculum and scientific literacy explores the principles of recontextualisation of disciplinary knowledge and a key debate concerning the nature of 'authentic learning' is identified. It is argued that while Bernsteinian and social realist theories are useful in elaborating the role of forms of knowledge within the curriculum, these theories tend to neglect social relations to knowledge in different epistemic contexts. An alternative view which recognises the function of mythological disciplinary narratives is proposed. This conceptualisation acknowledges that disciplinary discourses are only fully meaningful in their authentic contexts and emphasises the role of pedagogy in bridging the meaning that is made between agential participants in the different contexts. The fully elaborated model for forms of knowledge within the educational context locates a realist theory of knowledge within sociocultural theory and provides an epistemological account of students' relationships with disciplinary knowledge. It provides a theoretical tool for practitioners and those engaged in curriculum development for thinking about students' engagement with disciplinary knowledge. Implications for aspects of policy and practice are discussed, as are opportunities for further research.

The purpose of this study was to investigate ICT-related EFL teacher development in the context of Chinese national College English reform. Four aims were established. First, to examine the current situation in a specific institution from the perspectives of: 1) teachers' attitudes towards ICT use in the context of College English reform; 2) the integration of ICT in English classes; 3) provision of ICT support within current continuing professional development (CPD) programmes for EFL teachers. Second, to assess the suitability of the CPD policies and practices for EFL teachers as a way of supporting the national College English reform. Third, to identify key issues affecting the effective provision of CPO in relation to ICT for EFL teachers. Fourth, to suggest possible solutions to problems identified and directions for future research. The study employed a case study involving quantitative and qualitative methods in order to give an in-depth account of the process of implementation of the reform at particular point in time. The findings indicated that initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, but their enthusiasm was waning in the light of inadequate support and training. The national reform had, however, stimulated the improvement of ICT competence of both teachers and students. At the same time, it had challenged EFL teachers to adapt to new teaching materials, student-centred classroom teaching and how to guide students in their autonomous learning. In terms of ICT-related CPD policies and practices, there existed a gap between the current policies in the provision of CPD and demand for this. Recommendations are made for future research and for improvements in policy and practice of ICT-related CPD for EFL teachers in China.

This thesis is my professional autobiography that records an action research process of three full cycles ranging from 2004 to 2006. I follow a narrative style and a first person perspective to present this process in loyalty to the action research nature and my research reality. I work at an online institute (the Institute) of a Chinese university and I am responsible for course design and development of degree-bearing courses in English language education via online delivery to learners nationwide. My job is contextualized in a situation in China where online course design and development booms in practice, yet it lacks theoretical guidelines, quality research with responsive approaches and staff with professional identity and practice. I started my research in 2004 with a mono-commitment -- a real-situation task of adapting the courseware of an "orientation” module of a post-diploma BA course in English language education. I worked alone as both a researcher and a practitioner, only to find that the task involved more than just courseware design - it dealt with subject matter in that online course design and development was a process as well as a product that aimed at the construction of a learning system (the "What" issue); it also dealt with a methodological issue of selecting a research approach that could accommodate my research need and situation (the "How" issue). I started my second research cycle in 2005 with dual commitments – the exploration of instructional design as a subject matter guideline and action research as a responsive research methodology. I led a team of 3 tutor-researchers and 15 learner-researchers through a process of "plan -- act -- analyze and reflect” during the design, development, implementation and evaluation phases of the "orientation" module. Two issues emerged from this research cycle. One was that there existed four major tensions between instructional design and the learners' reality: time design, media selection, support design in relation to interaction and group learning, and assessment design. The other was that action research could be applied as an effective approach to professional development. I conducted my third research cycle in 2006 with tri-commitments – professional development (the "Who" issue) of 12 new staff at the Institute in addition to a further exploration of instructional design (the "What" issue) and action research (the "How" issue). This research cycle revealed that the interventional strategies worked to some extent, but some issues persisted and new issues emerged. Among them, the tensions between instructional design and the learners' reality, and the multi-faceted context of the research were repeatedly recognized. The three research cycles have informed my further research to establish a paradigmatic and practical framework that can integrate the "What", the "How" and the "Who" issues. This framework is termed multimodal learning system design that adopts a design, learning, multimodal and ecological view to guide a cyclical process that involves a community of practice in inquiry and reflection as well as all the major stakeholders (e.g. designers, tutors, administrators and learners) and a product that creates a learning system. This framework is valued for its responsiveness to sustainable improvements and changes in the online education field full of innovation and challenges in theory, research and professionalism.

This qualitative case study examined the creation of the teacher self in the novice secondary teacher and its manifestation in classroom practice. In asking, how is the teacher self created through educational experiences, the researcher explored participants' educational memory, teacher preparation programs, experiences of the first year/s and educative life experiences. Simultaneously, the researcher focused on how the teacher self was or was not manifested in classroom practice. This study argued the creation of teacher self was a constant negotiation and state of dissonance between a cluster of experiences. The dissonance and resulting compromises of teacher self that occurred were apparent in four ways. First, the majority of the study participants believed their students would be as they were in during high school; however, all of them encountered differing realities. This paradox aroused an awareness of privilege, but not necessarily critical consciousness in the teacher selves of the participants. Second, it appeared there was an inconsistency between the participants' value and understanding of educational/instructional theory in influencing their teaching selves. All participants claimed pedagogical and curriculum conceptual understandings played a minimal role in shaping their teacher selves and classroom practice; however, interviews and observations demonstrated educational/instructional theory was visible in the classroom. Third, based on past educational experiences, the participants perceived the teacher self to be autonomous in the classroom; however, external forces, mainly high stakes standardized testing, collided with the teaching selves' vision of autonomy. Finally, there were times when participants believed their teaching selves were securely manifested in their classroom practices. Despite the informants' claims, there was ample data indicating that often teacher self did not emerge in ways informants assumed. The findings of this study suggested all facets of teaching--teacher preparation, teacher induction and teacher research--take a more in-depth examination at how past and present educational experiences shape the teaching self and in turn how the teaching self is or is not manifested in classroom practice. / text

Being a teacher is key to my identity. That I remain committed to a system characterised by low morale, poor conditions, compromised values and disparaged beliefs, surprises me. This thesis asks why and how I sustain a life in public education and what relevance my story may have for others. It poses the following questions: • What values, beliefs & educational approaches are important to me in education & why? • What experiences have contributed to the resilience of my approach to education? • How does my account relate to those of particular others? • What implications does the exploration of the values & beliefs of myself & others have for my present action in education? Such questions are important because of increasing evidence of teacher unhappiness in the UK. This thesis claims that systematic attention to fundamental beliefs promotes change and can build capacity. It traces a journey from introspective analysis towards public and collegiate action in education - a journey I think may be useful for others. Using the systematic study of autobiographies, diaries, letters, key influences and conversations, I seek answers to my questions by examining deeply held beliefs that prompt each major or minor decision. Values subsequently run through this thesis. The resulting enhanced self-understanding and professional activity is used to generate a theoretical basis and practical guidance for staff development in education. An original feature of this ethnographic research is that close friends were research participants. Friends form and fix each other’s’ stories and support the actions that sustain us. They are central to our resilience and other aspects of well-being. Values-conversations with these friends confirmed that values can form young, and remain relatively unchanged over long periods. Our conversations deepened relationships and our joint resolve to act in-line with our values. A common commitment to creativity, though based on different definitions, defined our identities, directed our values and sustained friendship itself. This thesis is also distinctive in its interdisciplinarity. My art works form a deliberately silent narrative argued to be as true, fluid and vulnerable as my words. I also use a musical structure called sonata form systematically to interrogate my conclusions. A blend of methodologies, dominated by auto-ethnography calls upon other interpretative approaches including: art and music criticism, grounded theory and action-based study. This mix of methodologies expressed my cross-curricular thinking and provided the engine that powered the staff development action recorded in the penultimate chapter. The term ‘interdisciplinary praxis-focussed autoethnography’, is introduced to emphasise the intention of action through autobiography which characterises this work. My approach shows that living/working in accordance with core values, developing/nurturing friendships and identifying/extending our distinctive creative strengths have been central to me and my friends’ resilience. This realisation changed my practice in teacher education. It strengthened my belief that teacher well-being is key to improving school experience for children.