Women Creators: Artistry and Sacrifice in the Novels of Virginia Woolf

This thesis examines different facets of feminine artistry in Virginia Woolf's novels with the purpose of defining her conception of women artists and the role sacrifice plays in it. The project follows characters in "Mrs. Dalloway," "To the Lighthouse," and "Between the Acts" as they attempt to create art despite society's restrictions; it studies the suffering these women experience under regimented institutions and arbitrary gender roles. From Woolf’s earlier texts to her last, she embraces the uncertainty of identity, even as she portrays the artist’s sacrifice in the early-to-mid twentieth century, specifically as the creative female identity fights to adapt to male-dominated spaces. Through a close-reading approach coupled with biographical and historical research, this thesis concludes that although the narratives of Woolf's novels demand the woman artist sacrifice for the sake of pursuing creation, Woolf praises the attempt and considers it a crueler fate to live with unfulfilled potential.

How can personal role engagement lead to increased engagement? The roles of meaningfulness and perceived line manager relations

There is an increasing need to understand the psychological processes that link personal development with employee engagement, particularly the boundary conditions at which these occur. The current study sought to meet this need by testing whether perceived opportunities for development are positively associated with job engagement indirectly through the experience of meaningfulness, and whether this indirect relationship is conditional on the level of perceived line manager relations. Questionnaire data was collected from 152 UK workers from a range of occupations and organizations. The results found support for all the hypotheses. In particular, the positive effects of perceived opportunities for development on job engagement (measured one month later) via meaningfulness were only significant for those who perceived that they had a good relationship with their line manager. Thus, there is a need for line managers to develop high quality relationships with their direct reports in order for development practices to translate into positive psychological outcomes. Engagement theory could be advanced by further understanding broaden-and-build and social exchange processes.

Coping with uncertainty:gender and leadership identities in UK corporate life

Within corporate contexts, senior leaders must construct credible leadership identities if they are to demonstrate effectiveness in achieving business goals. This is a particular challenge for women, who have struggled historically to gain senior leadership positions. This chapter explores the identity struggles experienced by Karen, a woman Human Resources director within a management meeting as she delivers bad news about ‘company restructuring’ to her colleagues. Using Feminist Poststructuralist Discourse Analysis (FPDA), I show how this leader struggles to maintain a professionally competent identity as she negotiates the bad news. The analysis reveals that despite the demands of her role, Karen demonstrates extraordinary linguistic competence in managing her team within a turbulent business world that continues to remain inhospitable to female leaders.

La relation d’accompagnement entre des jeunes pères et des infirmières dans les SIPPE : une analyse sensible au genre

La pratique infirmière en contexte de parentalité précoce et de vulnérabilité sociale auprès de mères âgées de moins de 20 ans et leurs bébés comporte des défis pour les infirmières qui éprouvent des difficultés à établir des liens avec les jeunes pères. Leur pratique d’accompagnement est orientée principalement vers la dyade mère-enfant, tandis qu’elles se sentent peu outillées pour accompagner les jeunes pères dans leur rôle paternel. Des études récentes suggèrent de considérer le genre dans la compréhension de l’espace relationnel entre des pères et des infirmières, notamment dans des services de première ligne. Cette étude a pour but de décrire, selon une perspective sensible au genre, les représentations identitaires qui configurent la relation d’accompagnement entre des jeunes pères et des infirmières dans le cadre des Services intégrés en périnatalité et pour la petite enfance (SIPPE). Partant d’une recherche évaluative multicentrique du Programme de soutien aux jeunes parents (PSJP) des SIPPE, cette recherche qualitative interprétative présente une analyse secondaire de 34 entretiens semi-dirigés complétés auprès de jeunes pères et d’infirmières. L’analyse croisée du discours des participants et la modélisation systémique ont permis de représenter des conceptions identitaires et des dynamiques contextuelles qui composent la relation d’accompagnement entre des jeunes pères et des infirmières dans le PSJP/SIPPE. Cette relation prend principalement forme autour de l’échange d’informations axées sur les soins de l’enfant. De plus, elle est marquée par des représentations différenciées de l’identité parentale du jeune père (père présent et soignant vs père peu compétent), de son engagement dans les responsabilités afférentes à son rôle et par une dynamique de vigie-surveillance exercée par les infirmières. Cette relation peut se transformer à travers le temps, où le père conçu responsable et protecteur devient un allié pour l’infirmière, tout en demeurant sous surveillance. Parmi les contributions de cette recherche, nous signalons l’importance du soutien émotionnel en plus du soutien informationnel pour les pères qu’il importe de considérer à part entière dans l’accompagnement auprès de familles vivant en situation de vulnérabilité sociale. Enfin, cette recherche souligne la pertinence d’une perspective sensible au genre pour concevoir l’espace relationnel du soin et développer la pratique infirmière d’accompagnement.

Niche segregation between immature and adult seabirds: Does progressive maturation play a role?

In long-lived species with slow maturation, prebreeders often represent a large percentage of the individuals alive at any moment, but their ecology is still understudied. Recent studies have found prebreeding seabirds to differ in their isotopic (and trophic) niche from adult breeders attending the same nesting colonies. These differences have been hypothesized to be linked to the less-developed foraging performance of younger and less-experienced immatures or perhaps to their inferior competitive abilities. Such differences from adults would wane as individuals mature (“the progressive ontogenetic shift hypothesis”) and could underpin the prolonged breeding deferral until adulthood displayed by those species. This study documents a marked difference in the nitrogen and carbon isotopic ratios measured in the whole blood of immatures and breeders in 2 pelagic seabird species (Cory’s shearwaters, Calonectris borealis, and black-browed albatrosses, Thalassarche melanophris) nesting in contrasting environments. However, blood isotopic values did not present a relationship with prebreeder age, suggesting no gradual ontogenetic shift from an immature toward an adult isotopic niche. Furthermore, isotopic signatures of sabbatical adults could not be separated from those of immatures attending the same colonies, but were clearly segregated from adult breeders. These results suggest that isotopic differentiation between immatures and breeders is mainly linked to a factor unrelated to previous experience and hence probably unrelated to a hypothetical gradual improvement of foraging competence or competitive abilities. Any ecological differentiation between breeders and nonbreeders is more likely related to the severity of the central-place foraging constraints and to the energetic requirements of reproduction (“the reproductive constraint hypothesis”).

What public experience may be - on publicity, communication and the expression of lived experiences

The idea of public experience is often invoked in different social and academic contexts. However, it seldom deserved a reflection that specifically sought to deepen its meaning from the point of view of social life. In this article we contribute to the understanding of the uniqueness of the public form of experience. We believe that one of the best ways through which we can observe the public experience is by the objectification, performance and dramatization of the culture, i.e., the “expression of lived experiences”. There is, in publicity, the possibility of simultaneous allocation of individual and collective experiences, and it is in this sense that we can see how culture influences the shaping of experience itself. Public experience is characterized by the weaving and intertwining of singular experiences that are pluralized and plural lived experiences that are singularized, in a process where individual and society interpenetrate. The relationship between experience and publicity arises from this symbolic communion contained in the systems of thought and action of societies. The decisive role of the principle of publicity to experience consists, according with the hypothesis we wish to put forward, in making available and communicating the social world of symbolic (cultural) activity. Public experience is, then, envisaged as the experience of a common world where both singular and plural definitions of the individual (taken as society) converge through lived experiences and, particularly, through their expression, which can take different symbolic forms.

Exploring the Experience of Teachers Working with Exceptional Learners

Regular classroom teachers, who often report that they lack adequate training and resources, increasingly find themselves supporting students with special education needs (Connelly & Graham, 2009). Teachers working in challenging environments can thrive in their role and continue to experience professional growth and passion about their work with students with exceptionalities (Perry, Brenner, Collie, & Hofer, 2015). Thriving is one framework of psychological wellness that can provide insight into the experiences of teachers working with exceptional learners (Spreitzer & Porath, 2014). Chronic stress from occupational demands such as heavy workload and insufficient resources can negatively affect the wellbeing of teachers and lead to poor mental health (Desrumaux et al., 2015). Burnout and compassion fatigue are two constructs of poor mental health that can inform our understanding of teachers’ social and emotional experiences. The purpose of this study was to explore the social and emotional experiences of teachers working with exceptional learners in regular classrooms. The objective of this study was to describe the elements within teachers’ professional roles that they report contribute to their social and emotional experiences understood through the lenses of thriving, burnout, and compassion fatigue. Interviews were conducted with five teachers: one full-time in-service teacher and four teachers who are pursuing graduate studies in education. The theme of thriving emerged as a significant component of the interview with all five participants. All five participants described experiences of vitality and learning as essential to their workplace satisfaction and overall thriving. Although the data from this study did not suggest that participants were experiencing burnout or compassion fatigue, elements of the two constructs did emerge as relevant to the social-emotional experiences of the teachers.

Successful Aging with Illness

In twenty years almost one in four Canadians will be over the age of 65. How successfully these people age will influence their quality of life and contribute to their physical health. Illness and disease are frequent components of aging; however, ‘successful aging’ research normally excludes people with illness. Older people living with illness, even life threatening illness, often self-report a good quality of life and continue to experience psychological well-being and a significant engagement in social life. This dissertation uses a three manuscript approach to examine successful aging among people with illness. The first manuscript employed a scoping review to examine the models used in recent successful aging research, compiling the most frequently used constructs which included: engagement, optimism and/or positive attitude, resilience, spirituality and/or religiosity, self-efficacy and/or self-esteem, and gerotranscendence. The second manuscript utilized data gathered via interviews (online or in person) with people over the age of 65 years living with illness. The majority of these participants reported success in aging; only resilience was predictive in the binomial regression analysis. The third manuscript examined the role of social determinants of health on successful aging. The analysis revealed that disengagement from community-activities showed a significant association with higher self-reported successful aging. The best fitting model for predicting rate of successful aging with illness was a linear combination of participants’ ageism score and community activity score, while controlling for gender and age. When considered together, the results from these three manuscripts suggest that successful aging can be experienced by older adults aging with illness. And that, among these older adults, resilience, community interaction and ageism may all play a part in determining the extent to which aging is experienced as successful. Recommendations include the suggestion that we embrace the idea that people with illness can self-define as successful agers. Further, since some of the associated constructs (e.g. resilience) can be fostered, successful aging could be bolstered by education or programs to build skills along with the usual treatment modalities for the illnesses that co-exist.

Gender theory and the family business

Gender Theory started in understanding and explain women's role in society and are also now including men and masculinities, Gender Theory has recently been adapted to family business research. This chapter will briefly introduce Gender Theory and its development, before reviewing how it has been used in family business research. Arguing that the family business context is suitable in studying gender phenomena, the chapter outlines several ways through which Gender Theory could yield new insights into issues, of how family business structures, settings and practices produce relations of power or asymmetry. A common approach so far to the study of gender in family business situations is to consider ‘gender as a variable’, which maintains the categorisation of women and men as a relevant and unproblematic variable. Many analyses of family businesses that also address gender focus on feminist ‘standpoint positions’, giving voice to women´s unique experiences. Often in family business research, the dominant approach is to conceive gender in terms of limited male/female distinctions rather than by reframing family business through critical positions, with the aim of reflection and sensitivity towards gender issues in terms of the socially constituted patterns that are produced through male/female, masculine/feminine distinctions. Concluding, the chapter suggests a possible methodology for capturing gendered processes and proposes how family business research could offer new insights into Gender theory.

Apprendre avec la technologie : l'impact sur l'enseignement et l'apprentissage de l’utilisation de la technologie numérique (SMARTBOARD) dans les classes

This research was devoted to gaining information on teachers? use of technology, specifically SMARTBOARD technology, for teaching and promoting learning in the classroom. Research has suggested that use of technology can enhance learning and classroom practices. This has resulted in administrators encouraging the use of SMARTBOARDS, installing them in classrooms and providing training and support for teachers to use this technology. Adoption of new technology, however, is not simple. It is even more challenging because making the best use of new technologies requires more than training; it requires a paradigm shift in teachers? pedagogical approach. Thus, while it may be reasonable to believe that all we need to do is show teachers the benefits of using the SMARTBOARD; research tells us that changing paradigms is difficult for a variety of reasons. This research had two main objectives. First, to discover what factors might positively or negatively affect teachers? decisions to take up this technology. Second, to investigate how the SMARTBOARD is used by teachers who have embraced it and how this impacts participation in classrooms. The project was divided into two parts; the first was a survey research (Part 1), and the second was an ethnographic study (Part 2). A thirty-nine item questionnaire was designed to obtain information on teachers? use of technology and the SMARTBOARD. The questionnaire was distributed to fifty teachers at two EMSB schools: James Lyng Adult Centre (JLAC) and the High School of Montreal (HSM). Part 2 was an ethnographic qualitative study of two classes (Class A, Class B) at JLAC. Class A was taught by a male teacher, an early-adopter of technology and a high-level user of the SMARTBOARD; Class B was taught by a female teacher who was more traditional and a low-level user. These teachers were selected because they had similar years of experience and general competence in their subject matter but differed in their use of the technology. The enrollment in Class A and Class B were twenty-three and twenty-four adult students, respectively. Each class was observed for 90 minutes on three consecutive days in April 2010. Data collection consisted of videotapes of the entire period, and observational field notes with a graphical recording of participatory actions. Information from the graphical recording was converted to sociograms, a graphic representation of social links among individuals involved in joint action. The sociogram data was tabulated as quantified data. The survey results suggest that although most teachers are interested in and use some form of technology in their teaching, there is a tendency for factors of gender and years of experience to influence the use of and opinions on using technology. A Chi Square analysis of the data revealed (a) a significant difference (2 = 6.031, p < .049) for gender in that male teachers are more likely to be interested in the latest pedagogic innovation compared to female teachers; and, (b) a significant difference for years of experience (2 = 10.945, p < .004), showing that teachers with ?6 years experience were more likely to use the SMARTBOARD, compared to those with more experience (>6 years). All other items from the survey data produced no statistical difference. General trends show that (a) male teachers are more willing to say yes to using the SMARTBOARD compared to female teachers, and (b) teachers with less teaching experience were more likely to have positive opinions about using the SMARTBOARD compared to teachers with more experience. The ethnographic study results showed differences in students? response patterns in the two classrooms. Even though both teachers are experienced and competent, Teacher A elicited more participation from his students than Teacher B. This was so partly because he used the SMARTBOARD to present visual materials that the students could easily respond to. By comparison, Teacher B used traditional media or methods to present most of her course material. While these methods also used visual materials, students were not able to easily relate to these smaller, static images and did not readily engage with the material. This research demonstrates a generally positive attitude by teachers towards use of the SMARTBOARD and a generally positive role of this technology in enhancing students? learning and engagement in the classroom. However, there are many issues related to the SMARTBOARD use that still need to be examined. A particular point is whether teachers feel adequately trained to integrate SMARTBOARD technology into their curricula. And, whether the gender difference revealed is related to other factors like a need for more support, other responsibilities, or a general sense of anxiety when it comes to technology. Greater opportunity for training and ongoing support may be one way to increase teacher use of the SMARTBOARD; particularly for teachers with more experience (>6 years) and possibly also for female teachers.

Apprendre à être un Leader dans un Programme de Leadership: Perceptions, Éxpérience Préalable en Leadership et Sexe de l’Étudiant

The purpose of this study was to examine whether leadership can be learned through the Community Recreation and Leadership Training (CRLT) program and how effective the program is in terms of changing the perceptions and abilities of the students. The intentions of the researcher were to discover crucial learning moments as perceived by students and to gain insights that could lead to future improvements to enhance and enrich learning in a leadership program. To continue to be a viable program and to keep step with the demands of the recreation/leisure industry and society's wide-ranging needs, this study may help to inform the program's 'action plan' for continued success. This study employed a mixed method approach to determine how college students develop effective leadership ability in a three-year Community Recreation and Leadership Training (CRLT) college career program. First, a number of statistical tests were carried out to examine the four research questions used to guide the study. The SPSS software was used to analyze the data collected. The first research question asked how perceptions of leadership change as a result of being in a three-year leadership program. This study, using the Student Leadership Practice Inventory (SLPI), compared the five SLPI leadership dimensions by year. The SLPI was administered to all the first, second, and third year CRLT students ( N = 84). A one-way analysis of variance in participants' scores was conducted. No significant differences were revealed in any of the five dimensions of the SLPI among the first, second, and third year students at p < .05. However, two dimensions (model and encourage) approached significance and may hint at a possible influence the program is having on its students as they progress into the third year. The second research question asked whether perceptions of leadership vary by gender. Comparing the mean scores between the males and females on the five dimensions of the SLPI, no significant differences were found. The third research question asked whether prior leadership experience results in better academic performance for CRLT students in their 1st term. A one-way analysis of variance was conducted to evaluate the relationship between prior leadership experience and mean scores on academic performance. No significant correlations were found between grades and low, medium, or high levels of prior leadership experience F(2,79) = 2.67, p = .08. A correlation coefficient was also computed to determine whether there was a relationship between the Recreation Leadership I course grade and prior leadership experience. The correlation coefficient (.02) was statistically significant, r(80) = .24, p < .05. However, further studies with a larger sample size would be necessary to help determine this. The fourth question asked whether there was a correlation between students' first semester grades and their scores on the Student Leadership Practice Inventory (SLPI). Bivariate correlations (Pearson) were computed for the five SLPI dimensions with academic performance. None of the correlations using the five SLPI indicators was significant. Qualitative data was examined to discover what factors and experiences help students to assert a more effective leadership role. The study relied on content analysis of personal statements, and focus groups. Student perceptions of an effective leader, students' perceptions of their own abilities, and the strengths of the program were explored. A content analysis of the 'Personal Statements' was carried out to determine how students defined leadership prior to their having had any formal teaching in a college program. The result of the analysis of personal statements provided eight leadership categories used as an initial baseline for the study. Six focus groups (totaling N = 30) were conducted. Students responded to four key questions: how they define leadership. What is the single most effective quality of a leader? What leadership skills did they feel they had gained? How had the program helped them obtain their skills? Students credited the CRLT program with helping them develop a variety of leadership skills. Students revealed that they had gained skills such as confidence, knowledge and understanding of people's needs, and becoming more self-directed. They attributed their skill development to such things as good course design, intensive outdoor education and fieldwork courses, "hands on" learning approaches, group work, skill practice, the support they received from teachers, and encouragement they were given by their peers. A common finding among genders was defining an effective leader as someone who is "confident". However, the definition of the most important quality of a leader varied by gender. While males showed a tendency to prefer a leader being "confident," females preferred a leader being a "teacher".

Factors influencing success in introductory programming courses.

This study looked at the reasons why Vanier College students in computer programming are encountering difficulties in their learning process, Factors such as prior academic background, prior computer experience, mother tongue, and learning styles were examined to see how they play a role in students' success in programming courses. The initial research hypotheses were the following : Computer science students using understanding and integrating succeed better than students using following coding, or problem solving. Students using problem solving succeed better than those who use participating and enculturation. Students who use coding perform better than those who prefer participating ans enculturation. In addition, this study hoped to examine whether there is a gender difference in how students learn programming.||Résumé :||La présente étude a examiné les raisons pour lesquelles les étudiants en informatique du Collège Vanier rencontrent des difficultés dans leurs études en programmation. Les facteurs tel que le niveau des études précédentes, l'expérience en informatique, la langue maternelle e les méthodes d'apprentissage ont été considérés pour voir quel rôle ces facteurs jouent pour promouvoir la réussite dans les cours de programmation.Les hypothèses initiales de recherche ont été formulées comme suit : 1. Les étudiants en informatique utilisant la compréhension et l'intégration réussissent mieux que ceux utilisant «suivre», le codage ou la résolution des problèmes. 2, Les étudiants utilisant la résolution des problèmes réussissent mieux que ceux qui utilisent la participation dans la culture informatique. 3, Les étudiants utilisant le codage réussissent mieux que ceux qui utilisent la participation dans la culture informatique.

Gender, class and the household economy in Scotland in the ‘Age of affluence’

From early 1950s to the early 1970s Britain is said to have experienced an ‘age of affluence’. Whilst material conditions for many households improved in these decades, this detailed examination of budget management processes shows that for many working-class households, these gains were the product of hard work and careful money management. Using oral history methodology, this thesis explores lived experiences of the household economy to illuminate these qualifications to ‘affluence’. In so doing, this thesis advances analysis which considers the relationship between the macro-level economic conditions of affluence and the everyday economic realities of households in the post-war period. The thesis examines the operation of the household economy and shows how working-class households utilised domestic labour, budgeting, paid work, credit and thrift to make ends meet, as well as to achieve ‘affluence’. Further, by exploring these areas of the household economy, this thesis shows that gendered ideology continued to preserve power and material inequalities between men and women. Although considerable change did occur, particularly involvement in the paid labour market, domestic responsibilities continued to be an important focus of women’s identities and the effective performance of these duties by women remained central to the success of the household. This thesis represents a fresh focus on how the exploration of everyday life, including the salience of ideological continuities in shaping experience, can qualify and refine our understanding of twentieth century economic and social change, and contributes to socio-historical understandings of ‘affluence’ and its intersections with the household, gender, and class.

What public experience may be - on publicity, communication and the expression of lived experiences

The idea of public experience is often invoked in different social and academic contexts. However, it seldom deserved a reflection that specifically sought to deepen its meaning from the point of view of social life. In this article we contribute to the understanding of the uniqueness of the public form of experience. We believe that one of the best ways through which we can observe the public experience is by the objectification, performance and dramatization of the culture, i.e., the “expression of lived experiences”. There is, in publicity, the possibility of simultaneous allocation of individual and collective experiences, and it is in this sense that we can see how culture influences the shaping of experience itself. Public experience is characterized by the weaving and intertwining of singular experiences that are pluralized and plural lived experiences that are singularized, in a process where individual and society interpenetrate. The relationship between experience and publicity arises from this symbolic communion contained in the systems of thought and action of societies. The decisive role of the principle of publicity to experience consists, according with the hypothesis we wish to put forward, in making available and communicating the social world of symbolic (cultural) activity. Public experience is, then, envisaged as the experience of a common world where both singular and plural definitions of the individual (taken as society) converge through lived experiences and, particularly, through their expression, which can take different symbolic forms.

Entrepreneurship: a long way to go

Entrepreneurship education has emerged as one popular research domain in academic fields given its aim at enhancing and developing certain entrepreneurial qualities of undergraduates that change their state of behavior, even their entrepreneurial inclination and finally may result in the formation of new businesses as well as new job opportunities. This study attempts to investigate the Colombian student´s entrepreneurial qualities and the influence of entrepreneurial education during their studies.