This thesis uses a contextual case study approach covering the period 1985 to 2011 to examine the construction of Trinidad and Tobago's ICT4D policy as discourse. The guiding theory of method is contextualism as described in Pettigrew (1990), according to whom a contextual analysis can be characterised as: processual, by emphasising the evolution of actions embedded in specific contexts (structural and otherwise) over time; multi-stakeholder, by recognising the competing viewpoints of reality perceived by actors at different levels; longitudinal, by considering both historical and contemporary views of actions and events. Consistent with this approach a framework has been adopted here that views policy as an iterative process involving the generation of texts from events, the translation of texts into narratives, and competition between alternative narratives resulting in institutions, which, in turn, enable and constrain events. This framework facilitates understanding interactions between actors at multiple levels across time. There are three original contributions to knowledge made in this thesis. Firstly, I have proposed an analytical framework that integrates three separate bodies of literature. The discursive model of institutionalization of Phillips, Lawrence and Hardy (2004) and the ‘policy as discourse' approach of Shaw & Greenhalgh (2008) and Shaw (2010) are integrated by way of a bridge, the ‘trading zones' concept of Galison (1997) as extended by Collins, Evans, & Gorman (2007). Thereby, I developed a series of analytical constructs that can be used for contextual policy research, especially in developing countries where dominant policy narratives constrain and moderate discursive exchange when those policy narratives - which were originally articulated in advanced economies - are subsequently transferred into developing countries. Secondly, I have empirically applied the framework to the study of ICT4D policy construction in Trinidad and Tobago, generating new insights in the process. In so doing I critically examined the process of constructing policy as discourse with the aim of identifying ways in which policy could be done differently. A key finding is that the process of discursively transferring previously existing policy narratives into new contexts can result in one of three outcomes: no change - if the introduction of policy narratives had no impact whatsoever on institutions (either by creating new ones, or disrupting existing ones); the construction of policy pidgins (semi-specific yet incomplete proto-languages that mediate discursive transfer) - when discursive transfer, imitation and assemblage of narratives partially occurs; or the construction of policy creoles (full-fledged languages that facilitate not only discursive transfer, but social action) - if the discursive transfer is complemented by translation, editing and social embedding. Thirdly, I developed a model of policy creolization through which the two main factors that influence the emergence of policy pidgins and, eventually, policy creoles (both viewed as particular forms of institutions) in a setting of discursive construction were identified, namely:  The length of the temporal window over which policy actors have an opportunity to develop interactional expertise to transfer, imitate and assemble narratives, and eventually to translate, edit and embed those narratives into social actions;  The degree of intentionality of the discursive action, and subsequently the social action, that policy actors engage in, noting that there are three categories of social action: o Intentional action – which deliberately conveys particular ideas through texts. o Consequential action – which is generated as a by-product of ongoing dialogue among actors during which they may draw on broader narratives. o Emergent action – which arises through discursive contestation and struggle in ways that were not necessarily intended or predicted. This highlights that both intentionality and time are required to bridge the knowledge gaps present between the different contexts, and even so, that the policy construction process in the new context requires practitioners to develop non-trivial levels of interactional expertise. This thesis has implications for policy practice on two fronts. Firstly, the framework can be employed to assist policymakers in creating policy creoles through coordination and interaction between external mainstream narratives and alternative narratives, including those that are locally derived. In doing so, policymakers and policy analysts can unpack the conceptual constructions of their subject domain, learn how to engage with new domains (and thereby gain interactional expertise) and uncover the latent power dynamics that are reinforced by lack of critical analysis. Secondly, application of the framework provides a means of assessing institutional dynamics. This is important because of the powerful normative, cognitive and regulative functions institutions play on the development of new institutions, and ultimately on social action.

Project (M.A.) - Simon Fraser University, 2006. / Theses (Liberal Studies Program) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Issued also as thesis, Groningen. / Summary in English and Spanish. Bibliography: p. 291-318.

No description available.

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Spanish." Includes bibliographical references (p. 313-322).

Thesis (Ph. D.)--Ohio State University, 1986. / Includes bibliographical references (leaves 189-194). Available online via OhioLINK's ETD Center

Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.

No description available.

No description available.

The northwest part of the North America-Caribbean plate boundary zone is characterized by active, left-lateral strike-slip faults that are well constrained seismically and are corroborated by on- and offshore geologic mapping. The onshore plate boundary zone comprises the Motogua and Polochic fault systems of southern Guatemala which join and continue offshore as the Swan Islands fault zone along the southern edge of the Cayman trough. At the Mid-Cayman spreading center in the central Caribbean Sea, the fault motion is transferred at a 100 km wide left-step in the fault system to the Oriente fault zone. A third system, the Walton fault zone, continues east from the Mid-Cayman Spreading center to define the Gonave microplate. Seafloor features produced by strike-slip faulting along the Swan Islands and Walton fault zones have been imaged and mapped using the SeaMARC II side-scan sonar and swath bathymetric mapping system, single-channel seismic data, multichannel seismic data and 3.5 kHz depth profiles. Structures mapped along the Swan Islands and Walton fault zones include: 1) twenty-six restraining bends and five releasing bends ranging in size from several kilometers in area to several hundred kilometers in area; 2)en echelon folds which occur only within the restraining bends; 3) straight, continuous fault segments of up to several tens of kilometers in length; 4) restraining and releasing bends forming in "paired" configurations; and 5) a fault-parallel fold belt fold and thrust belt adjacent to a major restraining bend. The features observed along the Swan Islands and Walton fault systems are compared to other features observed along other strike-slip fault systems, from which empirical models have previously been derived. Based on the features observed in these strike-slip systems, a rigid plate scenario is envisioned where the geometry of the fault and the direction of plate motion have controlled the types of deformation that have occurred. In a related study, microtectonic features in an area of Neogene extension within the northwestern Caribbean plate were investigated in order to provide insight on the nature of intraplate deformation related to the motion along the plate boundary. Microtectonic features were measured in the Sula-Yojoa rift of northwestern Honduras with the intention of inverting the data to estimate stress states responsible for the observed strains. Data inversion for the estimation of stress states could not be undertaken with the available measurements, however, the observations made can be used to support several existing models for the intraplate deformation as well as to encourage the elimination of other models. / text