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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Reconsidering the civilizing process : a study of American, British and French courtesy practices (1200-2002)

Davetian, Benet January 2002 (has links)
No description available.
2

'A barbarous nook of Ireland' : representations of the Irish Rebellion in Milton and some contemporaries

Daems, James William January 2001 (has links)
The Irish Rebellion profoundly affected the literary and political imagination of John Milton and his contemporaries. This work examines some of the textual strategies employed in representing the Irish Rebellion. These include analogies to the 1605 Gunpowder Plot, the Old Testament, and paternity. Each of these analogies works in con j unction Nvith the familiar, barbaric Irish stereotype in order to discredit the political objectives of the rebels. In addition, many of these political analogies prompt accusations of sexual depravity. This association of the political and the sexual is essential in how Milton, in particular, genders the godly commonwealth as masculine. Representing the Irish, however, also betrays domestic political anxieties. The binary opposition of civility and barbarism prompts an active struggle against barbarism on both a national and individual level. Paradoxically, the more the Irish stereotype is used in an attempt to differentiate and distance the Irish from the godly commonivealth, the closer the poles of the binary opposition come together.
3

Investigating Civility, Respect, and Engagement in the Workplace (CREW): What Impact Do Selective Process Variables Have on the Success of CREW?

Judkins, Sarah January 2013 (has links)
No description available.
4

Teaching Civility: How Teachers Negotiate Race, Culture and Citizenship in the Multicultural School

Azzam, Raneem 29 November 2011 (has links)
In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.
5

Teaching Civility: How Teachers Negotiate Race, Culture and Citizenship in the Multicultural School

Azzam, Raneem 29 November 2011 (has links)
In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.
6

Who Can We Trust with Our Money?: Accountability as an Ideological Frame in Canada

Pinnington, Elizabeth Lyn 19 December 2012 (has links)
While accountability measures are designed and promoted to increase trust among members of society in Canada, this study finds that accountability practices actually reduce trust and flexibility among people. This dissertation interrogates the concept of accountability as value-free and in the public interest in Canada. Using institutional ethnography as an approach to research, this study traces how accountability as a concept is defined through a set of performances described in texts that trickle down from the federal to the municipal level in Ontario. In particular, I examine how residents’ groups providing social services with a small grant from an Ontario municipality are required to go to great lengths to perform accountability according to dominant texts. This study overlays a mapping of the textual organization of accountability with the theories of civility and governmentality to demonstrate how white, middle-class, neoliberal values pervade decision-making about the allocation of public funds. The data demonstrate that while government accountability measures are designed with elected officials and government workers in mind, the practice of accountability gets enforced through the least socially powerful members of society, defined through racialized, gendered, and class distinctions. I conclude that while changes to reporting mechanisms could render the lives of more residents visible, ultimately the dominant focus on rules rather than relationships in Canada undermines real trust, and thus is the most vital site for change.
7

Who Can We Trust with Our Money?: Accountability as an Ideological Frame in Canada

Pinnington, Elizabeth Lyn 19 December 2012 (has links)
While accountability measures are designed and promoted to increase trust among members of society in Canada, this study finds that accountability practices actually reduce trust and flexibility among people. This dissertation interrogates the concept of accountability as value-free and in the public interest in Canada. Using institutional ethnography as an approach to research, this study traces how accountability as a concept is defined through a set of performances described in texts that trickle down from the federal to the municipal level in Ontario. In particular, I examine how residents’ groups providing social services with a small grant from an Ontario municipality are required to go to great lengths to perform accountability according to dominant texts. This study overlays a mapping of the textual organization of accountability with the theories of civility and governmentality to demonstrate how white, middle-class, neoliberal values pervade decision-making about the allocation of public funds. The data demonstrate that while government accountability measures are designed with elected officials and government workers in mind, the practice of accountability gets enforced through the least socially powerful members of society, defined through racialized, gendered, and class distinctions. I conclude that while changes to reporting mechanisms could render the lives of more residents visible, ultimately the dominant focus on rules rather than relationships in Canada undermines real trust, and thus is the most vital site for change.
8

Narratives beyond civility : moral protest and cooperation in ethical communities

Palmer, Victoria Jane January 2006 (has links)
In spite of the rhetoric of partnership and collaboration in the Australian community sectors, economic values of competition have superseded social and co-operative values of self-help, empowerment, mutual benefit and solidarity. Reconfiguration of how co-operative practices can be understood in terms of social capital theory and civil society has been of limited success in countering this slide to economic rationalism. Ironically, many community practices, including co-operatives, explicitly emerged from moral protest against prevailing oppressive policies; that is co-operative and community development practices exist to embody an alternative set of values to oppressive features of dominant political and social institutions of the day. This thesis identifies and analyses the features of co-operative practices which resist economic capture by the dominant ideology of neo-liberalism. It examines how co-operative practices can be analysed as forms of moral protest that offer and embody counterstories to master narratives that shape dominant institutions. Importantly, it is understood that not all forms of moral protest are socially transformative. While fostering social change, co-operatives must also resist ossification of their own principles and practices into homogenised traditions that exclude rather than include others. To conduct this analysis, interviews were conducted with subjects engaged in co-operative activities. H. L. Nelson's (2001) narrative approach to ethics was used to identify how co-operatives can be positioned as counterstories to dominant narratives. T. Cooper's (1997) distinction between moral and ethical communities was then deployed to account for the features of co-operative practice that might lead to exclusion and non-co-operative identities. Finally, A.W. Frank's (1995) body-self type continuum was applied to co-operative practices to further evaluate the degree to which those who participated in these saw themselves contributing to practices of social transformation or defensive strategies of personal survival.
9

Faculty and First-year Students' Perceptions of Civility in College

Claflin, Conni Eve 01 January 2020 (has links)
While researchers have identified student incivility as a problem in higher education in the United States, little is known about how students and faculty perceive the issue within the classroom environment at a private university in the northeast. Uncivil behavior can negatively impact the learning environment. The purpose of this mixed-methods case study was to compare students' and faculty's perceptions of civility in the classrooms and explore how civility is addressed in course syllabi and artifacts. The theoretical base was Clark's continuum of incivility, and the conceptual framework was Bandura's social cognitive theory. Types and frequency of uncivil behaviors were measured using Bjorklund and Rehling's survey tool. Sixty-one faculty members and first-year students selected using purposeful sampling participated in an electronic survey and data was analyzed statistically. Findings showed students and faculty perceive the severity and frequency of behaviors in a similar manner. A document analysis was conducted using coding and thematic analysis of key words related to civility. Results showed that syllabus documents and classroom artifacts were not being used to communicate expectations about the behaviors faculty and students found most severe. A professional development project was created to share results with faculty, discuss student perspectives of civility, and create civility statements for inclusion in future syllabus documents. Methods regarding how to address uncivil behavior in the classroom can continue to be developed with both faculty and student perspectives taken into account. An increase of civil behaviors will result in positive social change at this institution.
10

Civility, Job Satisfaction, and Intentions to Quit

Brown, Andrew B. January 2012 (has links)
No description available.

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