The conflict in Afghanistan which has predominated much of the first decade of the new millennium has resulted in the creation of a new generation of Canadian war veterans. This veteran culture will include Canadian military personnel who were either directly or indirectly involved in active peacekeeping duty during their careers. Some of these men and women choose retirement to pursue other interests or second careers in the civilian world. Others are facing involuntary early retirement due to permanent medical or combat-related stress factors, such as post traumatic stress disorder (PTSD). Medical release, in combination with age and socioeconomic circumstances can result in adjustment difficulties (Sweet, Stoler, Kelter, & Thurrell, 1989; Westwood, Black & McLean, 2002). A qualitative study of the experiences of ten Canadian soldiers in transition from military life to civilian education environments over a three-month period from November, 2011 to February, 2012 was carried out. The following themes emerged as major areas of discussion: transition issues, unanticipated transitions and non-events, camaraderie and the veteran identity, transferable skills, and support and resources. The transition model developed by Schlossberg and presented by Goodman, Schlossberg, and Anderson (2006) was used as a guiding theory to develop an understanding of the transition experience in reference to this new population of Canadian military veterans. Theories of cross-cultural transition were used as a framework for discussion. Recommendations for facilitating transition through education for Canadian soldiers are included. / Thesis (Master, Education) -- Queen's University, 2012-04-23 17:09:52.269

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This thesis sets out to test the Full Transfer Full Access hypothesis (FTFA), which claims (i) that second language (L2) learners start out with the parameter settings instantiated in their first language (L1) grammars ('full transfer') and (ii) that they can subsequently reset parameters to the target L2 settings where these differ from the L1 settings, provided the required (triggering) positive evidence is available in the L2 input ('full access'). / Three studies on the L2 acquisition of two verb movement parameters, the V2 parameter and the Split-IP parameter (SIP), are reported. The first study investigates 'full access', testing whether English-speaking learners of Afrikaans, who started acquiring the L2 in early childhood and are thus child L2 learners, can reset the two parameters. The second study investigates 'full transfer' and 'full access' by testing whether English-speaking and German-speaking learners start out with different settings of the two parameters and whether the English-speaking learners can reset the parameters. All participants in this study are adult L2 learners, which facilitates a comparison of child L2 acquisition (first study) with adult L2 acquisition. The third study investigates whether Afrikaans-speaking learners of French can acquire knowledge of the ungrammaticality of certain construction types that are allowed in their L1 but not in the L2 (although the languages share the same parameter setting), despite the fact that there seems to be no positive evidence to this effect in the L2 input. It is argued that, taken together, the studies provide evidence in support of the FTFA. / The original contribution of this thesis lies in (i) investigating both verb movement parameters (instead of only one), (ii) providing a thorough discussion of the relevant syntactic properties of Afrikaans, (iii) investigating the L2 acquisition of Afrikaans, and (iv) addressing the question of how learners go about acquiring a parameter setting ([+SIP]) in cases where both the L1 and the L2 share the parameter setting but the L1 exhibits a superset of the properties exhibited by the L2.

<p>Between one hundred and one hundred and forty million young girls around the world have reportedly been subjected to some form of genital excision during 2005. Approximately three million young girls are at risk every year of undergoing this harmful procedure (WHO, 2008). Female genital mutilation is reported to occur, and is expected to continue occurring in twenty-eight African countries (London Safeguarding Children Board, 2007). This paper aims to firstly observe the levels of excision in Africa, and then highlight the underlying factors that encourage certain women to continue this dangerous ritual by analysing national datasets, such as the child info database, obtained form the United Nations Children&rsquo / s Fund. By calculating and comparing common indicators, the prevailing ones that dominate FGM appreciation can be further analysed. The final objective will be to suggest strategies that can be put in place to encourage the discontinuation of female genital cutting universally.</p>

Over the years, a number of studies have identified the failure of expatriates - the early termination of an international assignment - as a major problem for multinational enterprises (MNE). MNE's in, for example the USA, have reported expatriate failure rates as high as 40 percent for assignments to developed countries and 70 percent when assignments are in developing countries. These failures can cost the MNE three times the expatriates' annual salary plus the cost of the relocation. Even if an expatriate stays the full duration of an international assignment it has been determined that many, as much as 50 percent, operate at less than optimal levels of productivity. International studies have, however shown that if expatriates are properly prepared, supported and trained, the success of their assignment can be ensured. The presented study focuses on the effectiveness of the orientation process and crosscultural training (CCT) and its impact on cross-cultural adjustment for the expatriate. The objective of this study is to evaluate the effectiveness of the orientation process for expatriates and to determine a need for a separate orientation and culture training. By improving the orientation process and identifying a need for culture specific training, the company can thus eliminate relocation and replacement costs. A further objective of this research is to design a guideline for the implementation of a culture specific orientation process for the expatriate. This will be done based on the recommendations made by the candidates questioned. In order to determine the preparation and training needs of expatriates this formal study was undertaken, consisting of a literature study as well as an empirical study. At first a literature study was conducted in order to determine what was happening internationally in respect to expatriation and expatriation preparation and training. The background of the study reviews what has been written and said in the areas of cross-cultural training, cross-cultural adjustment, the orientation process and the expatriate. The study highlights specific issues regarding cultural training, assignment failure and success, and the expatriate experience. The research is motivated by the need to reduce assignment failure and the subsequent costs associated with expatriation, and ensure smooth transition into a new culture. The research methodology utilized was qualitative, based on e-mailed questionnaires and personal interviews. The study attempts to recommend, based on the findings, a culture centred orientation process for the expatriate. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2006.

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

Designing a culturally appropriate space begins by recognizing that culture affects us from the moment we are born. It plays a role in how a child grows up, how a person communicates, how a person perceives time, the beliefs and values of a family, as well as the way space is inhabited. These cultural characteristics inform how designers design space. However, what happens when the designer is not from the client’s culture? Knowledge about another culture is often gained by interior designers through client interviews, internet searches, and the occasional book. It is important to add community visits to this list. Cultural understanding is enriched when a person is able to experience the culture through smells, sights, sounds, touch, and taste. These sensory experiences explain answers to questions we, as interior designers, never even knew we had. This project responds to the gap that exists between the designer and the clients’ community. Through an exploration of the Nicaraguan culture and cross-cultural theory this project proposes a design for an art therapy centre that addresses Nicaragua’s culturally-specific needs. By examining trauma and its effects on children, the design can be child-specific while being sensitive to trauma-related symptoms. This will be done through the exploration of areas of knowledge related to sensorimotor theory, art therapy, and mind, body, space theory.

This thesis investigates the binding of overt and null subject pronouns in second language (L2) acquisition and first language (L1) attrition of Turkish. The aim is to provide a comparative investigation of language transfer effects in the ultimate state of the L2 and L1 grammar. More specifically, it examines transfer effects from English L1 and English L2 into the grammars of Turkish L2 and Turkish L1, respectively. / In this thesis, I propose that the Subset Condition (Berwick, 1985; Manzini & Wexler, 1987) can account for transfer phenomena observed in both L2 acquisition and L1 attrition. I argue that the subset relation that holds between the L1 and the L2 can be a predictor for the extent and duration of cross-linguistic transfer in L2 acquisition and L1 attrition. In other words, whether or not a particular property will resist L2 acquisition and undergo L1 attrition can be determined by looking at the subset relationship between the L1 and the L2 with respect to that property. / The prediction is that in configurations where the 'influencing language' (L1 in L2 acquisition and L2 in L1 attrition) is the superset of the 'affected language' (L2 in L2 acquisition and L1 in L1 attrition), L1 transfer effect will persist in L2 acquisition and we will see more signs of L2 transfer into the L1 grammar, resulting in more attrition effects. / Pronominal binding is chosen to investigate such cross-linguistic transfer effects. English and Turkish differ with respect to governing domains and types of pronominals present in two languages. Turkish, being a pro-drop language, allows null subject pronouns in main and embedded clauses. It also has a special type of anaphoric pronominal, kendisi, for which English has no corresponding form. / Two experiments were conducted to test L2 acquisition and L1 attrition of binding properties of Turkish overt and null subject pronouns under the influence of English. Participants included native English-speakers living in Turkey (end-state L2 Turkish speakers) and native Turkish-speakers living in North America (end-state L2 English speakers). Overall, results obtained from the two studies reveal cross-linguistic transfer effects in the manner predicted. In particular, properties of English overt pronouns (e.g., him/her) are transferred onto the overt Turkish pronoun o in L2 acquisition and in attrition, whereas properties of the Turkish null pronoun and the anaphoric pronominal kendisi are unaffected by English.