Socially conscious consumer behaviour : the role of ethical self-identity in the use of mental accounting / Vanessa K. Hanel

viii, 102 leaves ; 29 cmConsumers are becoming more socially conscious in their purchasing behaviours (Freestone & McGoldrick, 2008), and for some it is becoming a more salient aspect of buying criteria (Memery et al., 2005). Individuals‟ conceptions of themselves can influence behaviour (Aquino et al., 2009). An on-line experiment demonstrated the importance of consumers' ethical self-identity (ESI) in the mental processing of socially conscious consumer decisions. Findings reveal not only how individuals process decisions, but how they react to external stimuli. This study categorizes consumers into three levels of ESI, and shows differences and similarities between them. Individuals who feel an ethical orientation is part of their core self-identity were more inclined to mentally consult upon their previous behaviours when considering their current choice. Additional findings indicate that an assimilation effect took place; priming the environment led to more environmental purchase intentions (Herr, 1989). This study provides important insight into socially conscious consumer behaviour

An assessment and evaluation of two year cycling

vii, 63 leaves ; 28 cm. --No abstract

Women's journeys of transformation through self-other relationships : a phenomenological-hermeneutics investigation

ix, 218 leaves ; 29 cmIn contemporary transpersonal theory, women‟s experiences of transformation have largely been overlooked. This study seeks to answer the question, what are women‟s lived experiences of the path of transformation through self-other relationships? In setting the stage for the study, the researcher identifies two transpersonal theorists, Wilber and Almaas, and describes their models of consciousness development. She then outlines the feminist critique of existing psychological literature and the need for exclusively female research. Following is an inclusion of themes that have been extracted from the existing literature, themes which represent the biases of the researcher in what she expected to encounter in the current research. Further is a description of existentialism and the role it plays in inviting women to embark on a journey of transformation. The methods employed by the researcher were qualitative phenomenological-hermeneutics. Seven females participated in a three-stage interview process, whereby information was gathered via interviews, then further transcribed and interpreted. This information was then synthesized and presented in a thematic analysis where women‟s experiences were categorized into four separate stages. Finally, the sub-themes of each stage were compared to the stages of development as illustrated by Wilber and Almaas. Ultimately it is concluded that women‟s experiences are highlighted by the relational nature of self-development, and the cyclical process of the journey itself

Development of a staff handbook

[133] leaves in various pagings : ill., map ; 29 cm.No abstract.Tabbed pages/section dividers inserted but some/most are unclear for pages 6,45,72,92 and 105

Change, institutional morale and the effect on learner perceptions of classroom instruction

ix, 161 leaves ; 29 cm. --The study begins with the history behind the current culture of change. Good to excellent morale in an institutional setting is a phenomenon that educational leaders strive to capture only to fmd out that at times it can be like looking for the Holy Grail. This study was designed to examine a specific time span in the working environment of Lethbridge Community College (LCC), a time of "paradigm shift" that motivated the direction and the effects of the change. In the second stage of the study the goal was to identify and define what organizational changes had occurred at LCe. Much of the literature germane to this topic concentrates on the 'learning' institution and the characteristics behind this movement. The third phase defines what are good to excellent morale indicators in an institutional setting. The fourth and fifth stages identify conditions of staff morale during the specified time of the study and how varying and/or constant morale levels at Lethbridge Community College and the Centre for Applied Management have affected 'learner satisfaction' with instruction, through analyzing student evaluation results. The key fmdings of the study over all demonstrated that learner perceptions of the quality of instruction has gone up appreciably from 1999-2000 to 2000-2001. Something quite different occurred in the morale levels tabulated from the staff interview respondents. Morale levels were slightly down in 2000-2001 and the number of respondents selecting average to very poor responses rose noticeably. The results of this study will contribute to a critical look at the importance of institutional morale and its effects in the classroom

A two-phase transition programme to junior high school : student leadership

v, 154 leaves ; 28 cm. --The transition between grade s!ix and grade seven is a significant event in an adolescent's life. This project documents a thirteen year, continually evolving transition programme developed by a team of educators at Alexandra Junior High School. As the school counsellor, I played a role in the development of the strategies the team has identified as important for this programme. The first goal was to structure and facilitate a series of carefully planned activities to familiarize the incoming grade seven students and their parents with the school programmes and building. The second goal was to offer and promote student activities which served to have students take some ownership and leadership in the school

A case study of the Magrath school council 1995-2000

vii, 58 leaves ; 29 cm. --This study is an examination of the Magrath School Council, Magrath, Alberta, Canada, from 1995-2000. The study examines the reasons people in Magrath give for sitting on school council. The study also examines how the school council has evolved from 1995- 2000 and what the members consider their successes and failures. The results of the study provide some insight into the functioning of a school council in rural Alberta and hopefully offer some suggestions to school councils for avoiding potential problems and encouraging successes. Finally, a comparison of the work of a school council from the perspective of teachers and of parents is made. The results indicate that teachers, as council members, become very concerned when they think parent council members are using their positions on council to engage in school administration activities. Teacher members prefer a school council that works on building better communication between school and community. The studied group of parent members agree. In the beginning, parent council members had some serious misunderstandings of the work of a school council in the initial stages, coming to the task with personal agendas and activist determination. As their perceptions and their roles modified over time, the school council at Magrath has become a fairly innocuous organization, attending mainly to tasks that do not create conflict or tension with professional staff. Ironically, both parent and teacher members of the present school council are concerned about the current state of the council, worried that it lacks authority and purpose

A study of factors associated with student choice in the university selection process

x, 106 leaves : ill. ; 28 cm.Every year university bound graduating high school students are faced with the problem of selecting a post secondary institution. The selection process typically spans a number of years and involves considering many factors. Identifying those factors that influence students during the selection process was the goal of this study. Two hundred twenty-seven first year university students attending one of three degree granting institutions in Alberta were surveyed by means of a questionnaire to determine those factors considered during the university selection process. Correlations, means, analyses of variance and qualitative data provided the statistical and descriptive information for interpretation. The principal finding of this study was that parents, particularly mothers, are the most influential persons reported to affect the process. The factors which tend to be important to students at the University of Alberta were not the same factors important to students attending Camrose Lutheran College and the University of Lethbridge, the two smaller universities. University of Alberta students value reputation of the institution, reputation of the program, variety of courses offered, and proximity to home as important factors in their choice. Camrose Lutheran College and University of Lethbridge students value low student/professor ratio, low student population, and reputation of institution. This study may provide an increase in understanding of the selection process and thus assist those involved in guiding students through the process

A manual to support sexual and gender minority youth : fostering acceptance of sexual and gender diversity within school culture

In Western countries, sexual and gender minority (SGM) students have been ostracised and harassed due to heteronormative societal views that suggest individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are not entitled to the same rights as heterosexual people (Taylor et al., 2011). This lack of recognition, acceptance, and tolerance for this vulnerable population has negative impacts on the mental health of SGM youth and is correlated with increased risk for bullying, suicide, depression, homelessness, and drug use. There has been much research to suggest LGBTQ youth benefit from a supportive and inclusive school climate that validates, respects, and acknowledges the needs of this group (Peter, Taylor, & Campbell, 2016). This project includes literature on how to support SGM youth in school and A Manual to Support Gender and Sexual Minority Youth to help teachers, school counsellors, and administrators increase their competence in creating a culture of acceptance and tolerance