The purpose of this study was to examine the experiences of parents of children with autism during the transition from preschool to school within an Early Intensive Behavioural Intervention (EIBI) program. Qualitative interviews within grounded theory framework were conducted to gain a better understanding about parents’ perceptions of the social supports they received during the transition period. Data collection involved semi-structural interviews with six families whose children completed EIBI program at St.Amant and were enrolled in school. Due to the small sample size, a metasynthesis of five qualitative studies about the transition experiences of families with children with autism was added. This metasynthesis provided additional information to the data collected from interviews in order to strengthen the trustworthiness of the current study. All data collected from the interviews were coded, categorized and analysed using a constant comparative method. Findings from both data collection components emphasize the importance of parents’ involvement in the transition process and suggest that an effective partnership between the home, the EIBI program and the school is a significant factor to a successful transition. The findings also highlight the need for strategic planning of the transition process that is family-focused and involves an active role of a facilitator, who can offer practical guidance and support to children and their families. Practical implications and recommendations for future research are discussed.

The intention with the research was to investigate the role of civil society in the Kenyan democratization process. The research intends thus to analyze (1) the role of civil society in Kenya's transition to democracy (1990- 2002), and (2) the role of civil society in the further democratization process (2002- 2013). The results of the research demonstrates that the role of civil society played a crucial role in Kenya’s transition to democracy given that civil society provided with a multiparty- system in 1991. In addition, civil society endowed with education for citizens in order to attain constitutional reforms. As a result, Kenya accomplished a transition to democracy in 2002. The role of civil society in the further democratization process struggled to maintain democracy since corruption emerged instantaneously where elections resulted in electoral frauds. Civil society played a vital role once again, but this time with the help of media.

No description available.

No description available.

This thesis describes studies directed towards the preparation of bis (imido) complexes of the Group 6 metals containing olefin, phosphine, acetylene, and alkyl ligands with particular emphasis on their relationship with Group 4 bent metallocenes. The polymerisation mechanism of the Phillips catalyst (CrO(_3)/SiO(_2)) is examined using XPS (X-Ray Photoelectron Spectroscopy) and in situ mass spectroscopy. Chapter 1 highlights properties of some of the important ligand classes that are used throughout the remainder of this thesis. Chapter 2 describes a high yield one-pot synthesis of molybdenum bis (imido) complexes of the type Mo(NR')(NR")Cl(_2).DME. In addition a number of attempts to extend this strategy to other metals are described, including a novel synthesis of the chromium complex [Cr(_2)Cl(_9)] [NHEt(_3)](_3). Chapter 3 describes the synthesis, characterisation, and reactivity of the bis (imido) bis (phosphine) complexes Mo(NAr)(_2)(PMe(_3))(_2) and [Mo(N(^t)Bu)(µ-N(^t)Bu)(PMe(_3))](_2). Further studies on bis (imido) olefin complexes of the type Mo(NAr)(_2)(PMe(_3))2(η(^2)-C(_2)H (_2)) and Mo(N(^t)Bu)(_2)(PMe(_3))(η(^2)-C(_2)H(_4)) was undertaken and concentrated on their structural relationship to Group 4 metallocene species. Chapter 4 describes the preparation, structure, and reactivity of some bis (imido) acetylene complexes Mo(NR)(_2)(PMe(_3)) (PhC=CR’) (R= Ar, (^t)Bu; R'= Ph, H). Preparation of bis (imido) alkyls was undertaken in attempts to generate benzyne and alkylidene derivatives. Chapter 5 studies the Phillips polymerisation catalyst using XPS and mass spectroscopy. Model systems were used to probe reactive surface species their use reveals a number of features that are difficult to observe with the actual catalyst. Aspects of molecular chemistry have been examined which are believed to relate directly to the heterogeneous system allowing a possible polymerisation mechanism to be postulated. Chapter 6 gives experimental details for Chapters 2-5. Philip William Dyer (November 1993)

No description available.

Residual stress distributions in injection moulded polystyrene plaques have been computed using various calculation methods based on procedures from the literature. Some of the mathematical procedures have been extended to provide improved analysis of the process. The results have been compared with measured distributions obtained using the layer removal technique. The purpose of this work was to resolve some of the disagreements between the measured residual stress distributions in injection moulded parts and those predicted by computations made in the literature. The calculations are made using the general purpose software "Mathcad". Various temperature, time and pressure dependent material models have been used to calculate the residual stress and they are compared. Special attention has been paid to choosing boundary conditions that match the moulding parameters used in the manufacture of the injection mouldings on which the measurements were made. Similarly, care has been taken to choose boundary conditions that correspond with the different actual storage times before analysis for the samples and also boundary conditions that correspond with the post-moulding conditioning. Measurements of residual stresses distributions were made on mouldings produced under conditions chosen to simplify the modelling requirements. The sensitivity of the calculations to the materials property data and to the boundary conditions used have been examined. The experimental verification includes examination of the postmoulding changes. The predicted residual stress distributions over the entire moulding and post-moulding history have been found to be in generally good agreement with the corresponding experimental results under various processing conditions and post-moulding changes. In particular, kinematic boundary conditions for the moulding conditions and the postmoulding conditions, due to different temperaturesa nd relaxation times of the polymer, have been found to be critical ingredients in the calculation of the residual stress distributions.

The purpose of this study was to explore how Dual Credit (DC) programs at Ontario high schools impacted the persistence of students when they are in college and what specific features of these programs affected the participating students’ academic performance. This study focused on the Dual Credit students enrolled full-time at Sir Sandford Fleming College who successfully completed one full-time semester of academic study. Fleming College is one of the 24 Ontario Colleges of Applied Arts & Technology. This was a case study based on both qualitative and quantitative data collected by a number of methods including survey questionnaires, audio-recorded phone and face-to-face interviews, and document analysis. There were a number of findings related to persistence at College. For example, the DC student group persisted at the same rate as did all College students and DC students who enrolled in a College program that was “related” to their DC program were more likely to persist at college. Although there was no attempt to compare the data for the two groups because of uncontrollable variables, this study found that DC students (as a group) did not achieve academically quite at the same level, as did all Fleming College students. However, considering that the DC target group was “at risk” students, the overall academic achievement (64%) of the DC students (2011) was similar to the academic achievement of all College students (68%). The participants in this study recommended that the DC program be as much like college as possible. This study supports previous research, which indicates that the DC courses should be delivered at the college campus (rather than in the high school) and DC students should be integrated with other college students. Although this was a case study of DC students at only one Ontario College and the findings are not generalizable to other sites, the findings of this study will partially address a gap in the research literature and add to the body of knowledge about the impact of DC programs in the areas of student engagement, integration and persistence with respect to DC programs elsewhere.

The purpose of this study was to explore how Dual Credit (DC) programs at Ontario high schools impacted the persistence of students when they are in college and what specific features of these programs affected the participating students’ academic performance. This study focused on the Dual Credit students enrolled full-time at Sir Sandford Fleming College who successfully completed one full-time semester of academic study. Fleming College is one of the 24 Ontario Colleges of Applied Arts & Technology. This was a case study based on both qualitative and quantitative data collected by a number of methods including survey questionnaires, audio-recorded phone and face-to-face interviews, and document analysis. There were a number of findings related to persistence at College. For example, the DC student group persisted at the same rate as did all College students and DC students who enrolled in a College program that was “related” to their DC program were more likely to persist at college. Although there was no attempt to compare the data for the two groups because of uncontrollable variables, this study found that DC students (as a group) did not achieve academically quite at the same level, as did all Fleming College students. However, considering that the DC target group was “at risk” students, the overall academic achievement (64%) of the DC students (2011) was similar to the academic achievement of all College students (68%). The participants in this study recommended that the DC program be as much like college as possible. This study supports previous research, which indicates that the DC courses should be delivered at the college campus (rather than in the high school) and DC students should be integrated with other college students. Although this was a case study of DC students at only one Ontario College and the findings are not generalizable to other sites, the findings of this study will partially address a gap in the research literature and add to the body of knowledge about the impact of DC programs in the areas of student engagement, integration and persistence with respect to DC programs elsewhere.

This study modeled trajectories of four psychosocial competencies (autonomy, industry, identity, and intimacy) across four years of university and year-to-year covariation of these competencies with typical student experiences (living away from parents, academic performance, dating, and alcohol use) in 195 Canadian students. Analyses revealed that, on average, autonomy and identity did not change over time. Accounting for gender differences, however, revealed some linear changes across time for these competencies. Industry and intimacy showed curvilinear trajectories of change. Year-to-year, students reported higher autonomy and identity when living away from their parents and when getting higher grades. They also reported higher industry when getting higher grades. When students dated they reported higher identity and intimacy; dating women also reported higher autonomy than dating men. When dating students reported higher intimacy they reported higher perceived affection within their romantic relationships. Possible mechanisms for the observed patterns and their implications are discussed.