This study investigated disciplinary differences in students' approaches to the learning task. Students in introductory undergraduate courses (English, psychology, education, engineering) had different levels of academic self-concept, intrinsic motivation, extrinsic motivation, and the use of surface learning strategies. They did not differ however, in their subject motivation or their use of critical thinking or time management strategies. Course differences were found in how student academic self-concept and motivation related to their use of learning strategies, and in turn, how these variables predicted final course grades. Across disciplines, a higher-quality approach to the learning task, as emphasized by students and professors, related to academic achievement but in unexpected ways. Disciplinary differences in students' learning approaches suggest that general models of student learning, such as self-regulation theory, should be applied within academic disciplines.

As a community-based AIDS service organization, HIV North Society plays a key role in providing programming and supports for persons at risk or living with HIV in a vast, primarily rural region of Northern Alberta. This thesis examines the question: How can HIV North Society use collaborative strategies to increase and sustain the delivery of programming within Northern Alberta? The action research was performed utilizing a mixed-methods approach, which included an online survey and conversation café. Participants included a select sampling of funders, board members, community members, and persons living with HIV. In accordance with Royal Roads University ethics requirements, this research was conducted with the greatest degree of care and ethical consideration of participants. The research results suggest that there is potentially much value in new collaborative actions to increase program delivery. The new collaborative actions focus on shared vision, community capacity building, and education, for a collective impact.

When revising the curriculum for the Swedish upper secondary school in 2011, language-learning strategies were added to the description of the subject of English. It was also added to the core content and to the grading criteria, which in its turn has added a new dimension to teaching and assessing L2. By problematizing the teachers’ subjective views on assessment of these new criteria, the hypothesis, according to which teachers find assessing language learning strategies, in English 5, difficult, is discussed. Skolverket’s policy documents, the Common European Framework of Reference scale (CEFR scale) and researchers’ findings are compared to the teachers’ views. In order to provide an image of how teachers interpret the new assessment guidelines, and how teachers interpret problems related to assessment, six teachers from different upper secondary schools have been interviewed on their opinions about language-learning strategies. The interviews indicate that even though teachers are positive to the inclusion of language-learning strategies in the course description, the strategies are difficult to detect. One consequence is that the results of strategy use are assessed rather than actual strategy use.

During the Second World War, more than 22,000 Japanese Canadians were interned to various locations throughout Canada. While more than 60 years have passed since these events, there remains limited research on the impact that this event had on this group of people. Using McCubbin and Patterson’s (1983) Double ABCX model of family stress and adaptation as a framework, this study used historical narratives of 69 Japanese Canadians to gain insight into a) how Japanese Canadians coped with the challenges associated with their internment, and b) what resources they used during this same time period. The analysis of the coping strategies was done using a modified version of existing measures of coping strategies (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986; Suedfeld, Krell, Wiebe, & Steel, 1997), and the analysis of resources was done using an adjusted version of Rettig’s (1995) and Tucker and Rice’s (1985) resource classification list. There were no statistically significant differences between Japanese Canadian men and women in their coping strategy use, but that there were differences between the Issei (first generation) and Nisei (second generation). The Issei used Self Control, Positive Reappraisal, and Denail more than the Nisei, while the Nisei used Seeking Social Support more than the Issei. A strong relationship between coping and resources was found; a relationship that has often been assumed, but never tested. The findings from this study also provided additional support for the usefulness of using both narratives and the Double ABCX model in research.

As the struggle to attract, engage and develop talent in knowledge intensive firms increases, this paper sought to uncover succession-planning strategies professional services firms may employ to attract Chartered Accountants to partnership. Designed as an organizational action research study, this investigation elicited the perspectives of Chartered Accountants using a survey and interviews. Chartered Accountants at all stages of their career development at Collins Barrow Calgary LLP were targeted, including newly designated professionals, Managers, Senior Managers and Partners. The study found that although the role of partner is unclear to research participants, autonomy, compensation and an established firm infrastructure are enticing. Study recommendations included the creation of a compelling vision to educate and engage prospective partners, communicating attractants and barriers to advancement to partner and enhancing existing partnership talent development programs. This organizational action research project was designed in full compliance with Royal Roads University's (RRU) (2007) Research Ethics Policy.

Egzistuoja barjeras tarp asmenų, grįžusiųjų iš laisvės atėmimo vietų ir visuomenės. Tokie asmenys dažnai palūžta, pradeda svaigintis ir vėl nusikalsta. Reikalingas socialinis, dvasinis palaikymas, suteikiantis tikėjimo savo jėgomis, pasitikėjimo aplinka. Resocializacijos procese įgalinimas, pasitelkiant bendruomenę, yra efektyvus ir sėkmingas būdas padėti šiems asmenims. / There is a barrier between imprisonment returnees and society, therefore such persons often fall apart, start self intoxication and reoffends, therefore, on purpose to help imprisonment returnees, it is needed to support them spiritually, to stimulate self-confidence and belief in their inner power. During resocialization process, empowerment, invoking community, is an effective and successful way to help those people.

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Syftet med denna studie var att undersöka vilka effekter två olika läsförståelsemodeller, Reciprocal Teaching och Transactional Strategies Instruction, har på elevers läsförståelse. Den metod som användes i studien var kvalitativ textanalys som applicerades på 7 forskningsartiklar. Resultatet visar att modellerna gett effekt, i olika åldrar, länder och grupper. Detta resultat visar att Reciprocal Teaching och Transactional Strategies Instruction är effektiva modeller att arbeta med för läsförståelseutveckling.

<p>The purpose of the study was to investigate levels of occupational stress experienced by police officers and the strategies used to cope with stress. The study findings are based on a sample of 104 police officers from six police stations within the Cape Town area. The results indicated that participants have been in the police service for an average of 7.72 years, and have worked an average of 4.8 years at their present stations. The majority of participants are between 26-30 years old (31%), male (75%), married(51%), coloured (65%), constables (45%), Afrikaans speaking (47%), and have a matric qualification (70%). The Spielberger Police Stress Survey and the Brief COPE Inventory were used as data collection tools. The findings indicated that police officers were experiencing moderate levels of stress as an outcome of inherent and organisational occupational demands. Secondly, police officers were more likely to use problem-focussed coping strategies to manage occupational stress than maladaptive strategies. The limited use of avoidance coping strategies was surprising, given the elevated prevalence of both physical and psychological disorders within the police context. The results indicated no significant association between levels of distress and avoidance coping strategies. The potential adverse outcomes of severe stress within this group affect&nbsp / society in general more than stress from most other occupational groups. Addressing persistent stress within the organisation is imperative in ensuring a well-functioning police service, and ultimately, a secure and healthy society.</p>