Negotiating the in-between : how two foreigners living in rural Japan narrated changes in their identities : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education (Guidance Studies), Massey University, Palmerston North, New Zealand

This thesis used narrative inquiry to find out how two foreigners, who had resided in rural Japan for a long period of time, narrated reflectively how they had changed as a result of their cross-cultural transitions. This thesis came about through my own transition experiences in Japan leading to a hybrid, bicultural notion of myself, and my subsequent curiosity as to how others underwent changes in identity, possibly leading also to hybrid selves. Each participant was interviewed twice. Their changes were contextualised within dominant themes arising from their life stories. In addition, they were analysed using a modified version of Herbert Hermans' personal position repertoire (2001), which was able to identify key identity positions and underlying beliefs that aided or hindered their transitions. This research found that the participants' respective dominant life themes of estrangement and communion had major impacts on their cross cultural transitions, local relationships, and life satisfaction. The first participant followed a theme of estrangement and evoked identity positions and imagined audiences to justify his stance. The second participant took on a learning model to enhance her relationships with the local Japanese, resulting in alterity, the incorporation of a Japanese identity position in her own personal position repertoire and subsequently a hybrid self. In both participants some identity positions were aligned to Japanese ways of being, consequently coming to the fore in their psyches, whereas others were subjugated. Also new positions were incorporated, while others were lost, with affective outcomes. The participants' transitions were impacted on by their environments. The first participant initially worked within a foreign enclave and had no close personal Japanese friends. The second participant was immersed in local public schools and enjoyed high recognition in her small, rural town. Motivating factors for being in Japan were also found to be of consequence for the participants' cross-cultural transitions. This thesis was able to capture the complexity of the participants' cross-cultural transitions through considering them as having multiple selves that were revealed through reflective life stories and collated within a personal position repertoire

Disempowerment and resistance in the print industry? Reactions to surveillance-capable technology

This article offers a critique of recent characterisations of the effects of electronic technologies in the workplace. It presents detailed case study evidence that calls into question a number of common theoretical assumptions about the character of surveillance at work and the responses of employees to it

Psychological types of female primary school teachers in Anglican state-maintained schools in England and Wales : implications for continuing professional development

A sample of 221 female primary school teachers in Anglican state-maintained schools in England and Wales completed the Francis Psychological Type Scales (FPTS). The data demonstrated clear preferences for Extraversion (E) over Introversion (I), for Sensing (S) over Intuition (N), for Feeling (F) over Thinking (T) and for Judging (J) over Perceiving (P). The two predominant types among female primary school teachers were ESFJ (27.6%) and ISFJ (18.6%). These findings confirm earlier research among trainee female primary school teachers and help to clarify the main strengths and potential challenges facing primary schools in light of knowledge about the key psychological preferences of those who shape the classroom environment. These findings also generate new insights into teacher retention and career paths in primary schools

Study of the barriers to the implementation of computerised information systems in the National Health Service

Metadata merged with duplicate record (http://hdl.handle.net/10026.1/842) on 20.12.2016 by CS (TIS).This is a digitised version of a thesis that was deposited in the University Library. If you are the author please contact PEARL Admin ([email protected]) to discuss options.In order for computerised information systems (CIS) to be utilised to their full potential they must first be successfully implemented. The acquisition and implementation process continues to be an area which is reported by the media to present problems for both public and private sector organisations (Keen, 1994; Collins, 1996). The process was originally considered to be a technical process only, but more recently there has been acknowledgement that there are human implications. The process of acquisition and implementation of CIS in the NHS has, therefore, been studied in order to identify the barriers which might be present. The research commenced by conducting a comprehensive literature search which showed some of the barriers found by previous researchers. A number of theories were examined which it was thought would be helpful in approaching the subject. A change model was then identified (MIT9Os, Scott Morton, 1991) which was used to structure the study and as an aid to analysis. The model would be examined for its utility as a change model in the NHS setting. The research used both quantitative and qualitative methods of data collection. A macro view of the process was initially sought because this approach is seldom taken (Kwon & Zmud, 1987). The major part of the research consisted of 4 case studies and 2 survey questionnaires. One survey questionnaire was sent to IT/IS directors and managers about the process. It was sent to eight NHS Regions (359 questionnaires) and a response rate of 51.5% was attained. An additional questionnaire was sent out to human resource directors in the NHS. This was sent to 400 directors and the response rate was 48%. The study identified a number of barriers to implementation in different elements of the organisation, one of the most important barriers being related to politics/power. It was found that the reasons for acquiring new systems are not always articulated, and if these are not in the interests of powerful stakeholder groups, then implementation may be more difficult. Labour process theory was helpful in examining this aspect (Dent, 1996). Results show that existing models are inappropriate for the majority of CIS implementations. The MIT9Os Model (Scott Morton, 1991) was adapted, adding the element of politics/power, together with money and time as major constraining factors. The element of strategy was given a more prominent position, to indicate a pivotal role and it is argued that the model should not be an equilibrium model because of the constant change necessaiy in the modern business environment. The previous model was expanded to show some of the important issues and questions which need to be addressed by those approaching implementation. However, the research showed that the complexity of the process precluded any simple prescriptive answers to implementation problems being given. Models are little used by practitioners, but if they are used they need to carry a warning note that they are only an aid to preliminary thought, and much other background reading and analysis of the particular situation needs to accompany them

The Professional Practice Leader: The role of organizational power and personal influence in creating a professional practice environment for nurses

Professional Practice Leadership (PPL) roles were introduced in response to health care professionals’ concerns about the loss of professional autonomy and other possible negative consequences on professional practice arising out of the widespread implementation of program management during health care restructuring. Despite the extensive implementation of the PPL role in Ontario, there is a paucity of empirical studies examining the impact of the PPL role. The main purpose of this study was to address this knowledge gap by determining the role of organizational power and personal influence in enabling the PPL to fulfill their role functions toward creating a positive professional practice environment for nurses. The study tests a theoretically based model that integrates PPL perceptions of manager support and organizational power with their own influence tactics to predict the achievement of PPL role functions and the impact these functions could have on nurses’ perceptions of the professional practice environment. This dissertation is comprised of four main components: 1) a review of the literature describing professional practice; 2) the application of a theoretical framework to describe the PPL role; 3) the development of an instrument to enable measurement of the PPL role; and 4) the empirical testing of a conceptual model depicting the proposed relationship of the PPL role and nurses practice environments. Based on path analysis with the hypothesized model, organizational power had a direct and positive effect on PPL role functions and PPL influence. Although PPL influence had a direct and positive impact on PPL role function the proposed mediated effect of organizational power on PPL role function was not supported nor was the hypothesized moderated effect of manager support on PPL role function. Finally, there was a small but statistically significant, positive relationship between PPL role function and aggregated nurse perceptions of the practice environment. As this was the first known research study specific to the Nursing PPL role in Ontario, the evidence generated from this study can be used to inform current practices regarding the design, implementation and evaluation of the PPL role as well as future research regarding the impact of professional practice leadership roles on staff, organizational and patient outcomes

Nuevas alfabetizaciones: tecnologías y valores

It is too easy to make light of ‘new literacies’ by saying things like: “Well, there are always newer ones coming along”. Such remarks suggest new literacies have a similar kind of life trajectory to an automobile: new in 2009, semi-new in 2010, and old hat by 2011. Against this kind of “that’s so yesterday” perspective, we suggest in this article that ‘new literacies’ are best understood in terms of an historical period of social, cultural, institutional, economic, and intellectual change that is likely to span many decades – some of which are already behind us. We associate new literacies with an historical conjuncture and an ascending social paradigm. From this perspective we suggest that the kinds of practices we currently identify as new literacies will cease to be ‘new’ once the social ways characterizing the ascending paradigm have become sufficiently establised and grounded to be regarded as conventional. Furthermore we suggest that at the heart of the idea of new ethos stuff is the idea of technological change aligning with a range of increasingly popular values.Pensar en las “nuevas alfabetizaciones” con afirmaciones del tipo “seguro que algo más nuevo está al caer” es un recurso fácil, que asimila la trayectoria de las nuevas alfabetizaciones a la de un coche: nuevo en 2009, seminuevo en 2010 y un usado en 2011. Frente a esta perspectiva de “eso ya pasó de moda”, en este artículo proponemos abordar las “nuevas alfabetizaciones” como parte de un periodo de cambios sociales, culturales, económicos e intelectuales cuyo inicio se remonta varias décadas en el tiempo. Desde esta perspectiva sugerimos que “las nuevas alfabetizaciones", entendidas como paradigma social emergente, forman parte de una coyuntura histórica. A su vez sostenemos que este conjunto de nuevas prácticas dejarán de ser “novedosas” cuando los estilos sociales que caracterizan este paradigma emergente se hayan incorporado al quehacer cotidiano, hasta el punto de que se den por sabidos o se consideren “normales”, pasando a formar parte de las alfabetizaciones convencionales. Por añadidura, consideramos que en el epicentro del nuevo ethos yace la idea de un cambio tecnológico, identificado con un serie de valores cada vez más populares

‘New’ literacies: technologies and values

It is too easy to make light of ‘new literacies’ by saying things like: “Well, there are always newer ones coming along”. Such remarks suggest new literacies have a similar kind of life trajectory to an automobile: new in 2009, semi-new in 2010, and old hat by 2011. Against this kind of “that’s so yesterday” perspective, we suggest in this article that ‘new literacies’ are best understood in terms of an historical period of social, cultural, institutional, economic, and intellectual change that is likely to span many decades – some of which are already behind us. We associate new literacies with an historical conjuncture and an ascending social paradigm. From this perspective we suggest that the kinds of practices we currently identify as new literacies will cease to be ‘new’ once the social ways characterizing the ascending paradigm have become sufficiently establised and grounded to be regarded as conventional. Furthermore we suggest that at the heart of the idea of new ethos stuff is the idea of technological change aligning with a range of increasingly popular values.It is too easy to make light of ‘new literacies’ by saying things like: “Well, there are always newer ones coming along”. Such remarks suggest new literacies have a similar kind of life trajectory to an automobile: new in 2009, semi-new in 2010, and old hat by 2011. Against this kind of “that’s so yesterday” perspective, we suggest in this article that ‘new literacies’ are best understood in terms of an historical period of social, cultural, institutional, economic, and intellectual change that is likely to span many decades – some of which are already behind us. We associate new literacies with an historical conjuncture and an ascending social paradigm. From this perspective we suggest that the kinds of practices we currently identify as new literacies will cease to be ‘new’ once the social ways characterizing the ascending paradigm have become sufficiently establised and grounded to be regarded as conventional. Furthermore we suggest that at the heart of the idea of new ethos stuff is the idea of technological change aligning with a range of increasingly popular values

Digital literacy and digital literacies: policy, pedagogy and research considerations for education

[English abstract] «Digital literacy» is increasingly being identified as a formal educational goal. While mainstream definitions vary in detail, the scope and meaning of digital literacy are rarely seen as problematic. This paper argues that typical mainstream accounts of digital literacy are seriously flawed. Rather than conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies. The paper concludes by identifying some implications of this argument for educational policy, pedagogy and research. [Scandinavian abstract] «Digital literacy» er i stadig større grad uttrykt som et utdanningspolitisk mål. Populære definisjoner varierer i innhold, men målsettingen for begrepet er sjelden problematisert. Denne artikkelen diskuterer «digital literacy» ut fra en forståelse om at begrepet ikke er lukket, entydig og selvforklarende. Snarere enn å forstå «digital literacy» som et enhetlig fenomen, er det bedre å tenke seg et spekter av «digital literacies». Artikkelen konkluderer med å synliggjøre dette argumentets mulige implikasjoner for utdanningspolitikk, pedagogikk og forskning

New literacies: everyday practices and social learning, 3rd edition

The new edition of this popular book takes a fresh look at what it means to think of literacies as social practices. The book explores what is distinctively 'new' within a range of currently popular everyday ways of generating, communicating and negotiating meanings. Revised, updated and significantly reconceptualised throughout, the book includes: * Closer analysis of new literacies in terms of active collaboration * A timely discussion of using wikis and other collaborative online writing resources * Updated and expanded accounts of digital remix and blogging practices * An explanation of social learning and collaborative platforms for social learning * A fresh focus on online social networking * A new batch of discussion questions and stimulus activities The importance of social learning for becoming proficient in many new literacy practices, and the significance of new media for expanding the reach and potential of social learning are discussed in the final part of the book. New Literacies 3/e concludes by describing empirical cases of social learning approaches mediated by collaborative learning platforms. This book is essential reading for students and academics within literacy studies, cultural or communication studies and education