Lawrence Ngoveni, Student no 0204864A, MA thesis, Literature & Language Studies, Faculty of Humanities & Social Sciences. 2006. ngovenil@yahoo.com. / This research report examines Mia Couto’s novel Under the Frangipani as an intervention into the problematic of memory in post-war Mozambique. It attempts to locate Couto’s narratives among contemporary writing in Africa. It argues that Couto’s narratives combine allegory and magic realism in their endeavor to highlight the complexity of the Mozambican past and the need to include a diversity of voices from different sources. It focuses primarily on the novel’s inclusive narrative approach which manifests through the coexistence of putative worlds. In doing so, I explore the tension between the ontological assumptions of officialdom and those of the weak.

The purpose of this dissertation is to explore how stereotype threat impacts women and minorities within the College of Engineering. Within this study, I present a mixed-methods study that begins with an exploratory qualitative study into an sequential explanatory study. The purpose of the first study, Manuscript 1, was to identify common barriers present to women in engineering that negatively impact their motivations within engineering. During the analysis of this data, stereotype threat emerged as a common theme which lead to a literature review and subsequent explanatory study. A quantitative study, using Picho and Brown’s Social Identities and Attitudes Scale, was conducted to help pin point which groups on campus (i.e. women, men, and racial groups plus their intersections) were most impacted by stereotype threat (Manuscript 2, Chapter IV). The instrument also divides stereotype threat amongst six different constructs which allowed insight into specifically which types of stereotypes persist within engineering. Using the data collected from the 137 participants, I was able to identify that women are the most at risk for stereotype threat across 4 of the constructs in the instrument. Using the information from the SIAS instrument, I developed a focus group protocol and conducted 4 different focus groups with 8 different participants to gather data on what ways these negative stereotypes persist and interfere with women’s motivations within engineering (Manuscript 3, Chapter V). The implications of this research is then utilized to formulate proposed solutions to increase diversity and inclusivity within engineering.

Play is inarguably an important part of human development. Through play, children as young as three years of age learn social skills and values that will form the foundation of their development in to adult life. Children can be excluded from play for many reasons. Any visible or cognitive differences in a child can cause them to be marginalized in playgroups or daycares and later in their development, at school and camps. This makes it difficult for them to experience the types of play that are so important to their healthy development. This thesis examines the existing standards for accessible design, finding the contradictions in the information available, and exposing the gaps of information that make it impossible for designers to create truly inclusive play spaces for children. Collaboration with Camp Trillium, one of the foremost pediatric oncology camp programs in Ontario, will be a useful tool for gaining insight into the healing powers of inclusive play experiences for children. The product of this thesis will be the design of a system for creating inclusive play spaces that will allow children who have been marginalized by disabilities and illness to play freely with others. These fully-inclusive play spaces will aim to foster a new understanding of inclusivity in children; teaching those without distinguishing differences the value of relationships with people of differing challenges, and instilling in marginalized children a sense of self that helps them develop the confidence and social ability to penetrate the boundaries that have been inflicted on them.

Play is inarguably an important part of human development. Through play, children as young as three years of age learn social skills and values that will form the foundation of their development in to adult life. Children can be excluded from play for many reasons. Any visible or cognitive differences in a child can cause them to be marginalized in playgroups or daycares and later in their development, at school and camps. This makes it difficult for them to experience the types of play that are so important to their healthy development. This thesis examines the existing standards for accessible design, finding the contradictions in the information available, and exposing the gaps of information that make it impossible for designers to create truly inclusive play spaces for children. Collaboration with Camp Trillium, one of the foremost pediatric oncology camp programs in Ontario, will be a useful tool for gaining insight into the healing powers of inclusive play experiences for children. The product of this thesis will be the design of a system for creating inclusive play spaces that will allow children who have been marginalized by disabilities and illness to play freely with others. These fully-inclusive play spaces will aim to foster a new understanding of inclusivity in children; teaching those without distinguishing differences the value of relationships with people of differing challenges, and instilling in marginalized children a sense of self that helps them develop the confidence and social ability to penetrate the boundaries that have been inflicted on them.

Healthcare equality may seem attainable to most people, but the LGBTQ+ community is not among them. The type of care currently being received by the LGBTQ+ community has caused their reluctance to seek care. According to the last census, the LGBTQ+ population is about 12% of the United States population, so a lack of competent and holistic care for this community creates a massive safety concern. This study aimed to investigate the effect of teaching LGBTQ+-centered care to nursing students via simulation studies. A pre-/post-test design was used with a convenience sample of pre-licensure nursing students at a large Southeastern university (n=19). The Gay Affirmative Practice (GAP) scale measured attitudes about LGBTQ+-centered care pre- and post-education. Personal relationships with the LGBTQ+ community were also explored as a potential factor related to comfort with providing care. A significant difference was found for learners' Gay Affirmative Practice (GAP) scores from the pre- to post- simulation event, with post-test scores higher (µ = 135.37, SD 17.08) than baseline (µ = 126.42, SD = 17.59, p = 0.002). No significant association was found for those having a personal relationship and the pre-to post-test score change for the GAP (r=0.383, p = 0.106). This study can help other nursing programs, or other programs for health care professionals in general, build strong curriculums to help create change for this community.

Yes / This chapter is an attempt at reflecting on applying the capability approach to cities and the challenges of inclusive and sustainable cities. The chapter starts with a brief literature review of some of the previous studies that have attempted to extend capability approach and human development thinking to urban issues. Then the chapter proceeds to look at a number of urban and city issues from the lens of expanding substantive freedoms. The paper includes analysis of evidence on life expectancy and living in urban areas. Some conclusions are identified.

The case study highlights the evaluation of one campus recreation center in terms of its inclusive design and operation on the basis of physical disability inclusion. Because of the plethora of barriers in campus recreation centers, those with physical disabilities are limited in their recreation choices and do not take part in recreation as their able-bodied counterparts. This study measures, observers, and evaluates one campus recreation center to determine its level of inclusiveness for those with physical disabilities. The AIMFREE survey was conducted along with observations and extensive interviews with staff that run the campus recreation center and those with physical disabilities that have attended the recreation facility. Results from six interviews, a focus group, the AIMFREE survey, and observations have yielded four main themes. The environment lacks inclusivity that results from financial, attitudinal, and social barriers. Attitudinal barriers to inclusivity occur at three main levels: administration, the staff and users of the facility. As a result, the recreation center is also not socially constructed for inclusivity. The goal of this research is to create change in the studied setting. As a result of investigating inclusivity at one recreation center, several areas of improvement emerged and can be used to implement change at campus recreation centers alike.

A medical examination couch is a primary piece of equipment in the health care delivery system. Unfortunately, the current design of examination couches used by Australian general and nursing practitioners is inadequate. Incompatibility of the couches with physical (anthropometric) dimensions and a majority of medical procedures contribute to risks of Cumulative Trauma Disorders (CTDs) or musculoskeletal problems among practitioner-users. The inappropriate height, width and gynaecological attachments of the existing couches also cause patient discomfort. This research aimed to develop a new examination couch design in order to improve practitioners' effectiveness, efficiency, health and safety while enhancing patient comfort. Ergonomics and user inclusivity were implemented in the vital stages of the couch development process. Practitioner and patient surveys, reviews of patient positions, medical procedures and equipment, Hierarchical Task Analysis (HTA) and an ergonomic analysis of couches in the Australian market were conducted to develop design criteria. The design criteria development demonstrated that adjustable height, head, body and foot sections were the major features, and adjustable gynaecological footpads and instrument placement (drawers) were the most important attachments. A wide variety of anthropometric data was applied to the development of design specifications and adjustments. To produce a prototype for a new examination couch design developed from the ergonomic research and initial user surveys, the researcher collaborated with a medical couch manufacturer, Metron Medical Australia Pty Ltd. Through this collaboration, the developed criteria and specifications were applied to actual production processes. User trials (a focus group, practitioner and patient surveys and personal communication) were conducted to investigate the effectiveness and efficiency of the couch prototype in a real clinical environment. From the trials, modifications to particular couch features were identified if they were considered difficult to operate, unnecessary or uncomfortable for patients. For example, the mechanism of the gynaecological footpads, which comprised three different adjustment controls, had to be simplified in order to avoid confusion and time consumption. The footpads had also to be equipped with straps or half a shoe to increase patient comfort and security. The collaborating manufacturer will need to adapt the design modifications from the user trials and conduct more extensive engineering research and value analysis for a final production couch model. Nevertheless, this research succesfully demonstrated the significance of ergonomics and user-centred design in developing design criteria more effectively, detecting usability problems before the couch is brought to the market, and in saving the manufacturer's overall product development costs.

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This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is utilized as the theoretical framework for this study. It coupled with the Social Model of disability channels our focus on the person's abilities rather than the impairments. Positioned as a qualitative illustrative case study, it sought to examine the factors that positively and negatively affect increased decolonisation of the higher education experiences of students with disabilities in South African universities. As the foremost Open Distance Learning institution in South Africa; the University of South Africa is the primary site for the study. Interviews with students with disabilities, the student representative council and staff members responsible for student support revealed the current experiences and perceptions of both students and staff regarding the topic. The study findings revealed key aspects of a decolonised Student Walk as being internationally relevant, students playing a pivotal role as a stakeholder, controlling worldviews, replicating inequalities and curriculum and power plays and clear strategy as a cardinal aspect of the process. It also discovered that decolonisation was not well understood by both staff and students, hypothetically pointing to many barriers than opportunities. There was disjointed institutional support initiatives that needed to be decolonised, inclusive, teaching and student support aligned. The major implications are linked to institutional level strategic support, staff training and awareness, policy reflection and strategy, inclusive initiatives and student involvement. Above all, a decolonised Student Walk framework has been proposed.