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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.

Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors

Condon, Brianne 12 February 2014 (has links)
<p> This study explores complexities associated with outdoor leaders' backcountry decision making, including decision-making errors that can often pose a realistic and overlooked challenge for experienced outdoor instructors (EOIs). Although experience assists in the formation of high quality decisions in routine situations, this study was concerned with uncovering how experience can also lead to constructing poor decisions. There are numerous accounts of experienced instructors and their successes (and literature supporting that experience is synonymous with competency), but rarely is exposure given to the accounts of experienced instructors making poor decisions as they develop expertise. This study attempts to answer the question: Can an increase in outdoor leader experience contribute to certain types of errors in decision making? Narrative excerpts were collected from 10 EOIs who worked in a backcountry setting for greater than five years and who were between the ages of 28-51. Methodology included the application of Critical Decision Method Interviews to collaboratively analyze EOIs vulnerability to misconceptions while formulating backcountry decisions. Of the factors that participating instructors identified as influential to their flawed decisions, the following subcategories were found: (i) self deception, (ii) ego needs, (iii) loss of objectivity, (iv) inadequate situational awareness, (v) complexities of time management, (vi) staff team miscommunications, and (vii) objective factors. Further outcomes of this study include an improved decision-making training template tailored to address the needs of EOIs separate from novice instructors. Information found in this study can educate EOIs and program managers alike to enhance risk management curriculum and practice.</p>

Computer use in social work : the relationship of perceived organizational characteristics to perceptions of a management information system in a social work agency

Chatwin, Ann Louise January 1988 (has links)
No description available.

The prevalence of cigarette smoking and the evaluation of an anti-smoking guide among Cree Indian school children /

Pickering, Joyce January 1988 (has links)
No description available.

The Representation of Women in Adventure Education Literature

Martin, Sarah Virginia 27 February 2014 (has links)
<p> In the United States (U.S.), adventure education (AE) articulates a social mission: It seeks to be inclusive serving members of all communities with their respective diverse complexities. Yet, the needs of many people are not being expressed, heard, or addressed adequately. This study focused specifically on gender, one aspect of this pressing concern, offering evidence to demonstrate that AE needs to routinely examine and expand its practices to effectively meet its social claims. The topic of how women are represented in AE literature was explored by positing the question: <i>What messages about women are manifest in the literature and during the publishing process in AE?</i> Themes emerged regarding the status of women in AE literature by utilizing two qualitative instruments: a feminist content analysis of five major texts and semi-structured interviews on Skype with nine women authors. The third component of this research design was a citation index, created for the entire publication range of the <i>Journal of Experiential Education (JEE)</i> and the <i>Australian Journal of Outdoor Education (AJOE) </i> to display a frequency of citations comparison between female and male authors. Findings from this research demonstrated that women continue to be the predominant authors of social justice writings in AE; their work is published 25% of the time in the journals reviewed, yet once published cited as often as men; and women have found support for publishing their work when they have had opportunities to collaborate with other women. Suggestions are provided to address the ongoing disparity to help foster AE's social mission. </p>

Short-term memory in hearing impaired children as related to speech skills and academic achievements

Mars, Marguerite January 1982 (has links)
No description available.

The interorganizational processing of clients and information : a case study

Teram, Eli, 1949- January 1985 (has links)
No description available.

'New teachers for new times'? a participatory evaluation of a school-university partnership to improve novice teacher education in rural South Africa in the age of AIDS

Islam, Faisal January 2010 (has links)
‘New teachers for new times?': a participatory evaluation of a school-university partnership to improve novice teacher education in rural South Africa in the age of AIDS is an evaluation of the Rural Teacher Education Project (RTEP), a school-university partnership between University of KwaZulu-Natal (UKZN) and two rural higher secondary schools in the Vulindlela district in the province of KwaZulu-Natal, South Africa. This thesis attempts to explore what difference the school-university partnership can make in preparing new teachers in the troubling context of rural schools typified by HIV and AIDS, poverty, and the sense of isolation. Drawing on the participatory evaluation of the three phases of RTEP (2007-2009), my thesis investigates how student teachers as a ‘Community of Practice' self-reflect upon their: professional development, identity creation, pre-conceived orientation about teaching and learning in rural schools, and teacher preparation as per their perceived challenges in rural schools. In addition, I also looked at how a school-university partnership can influence the broader education discourse in rural schools, especially teacher education. This includes investigating what spaces the partnership has provided to the schools in rural areas to reflect on their practices, include their voices in the dominant teacher education discourses and improve their capacities/ understanding to address the challenges. Given that schools are usually considered as ‘weak partners' in school-university partnership discourses, the focus of the partnership in the thesis is to ascertain how the partnership is beneficial or problematic from the standpoint of the schools. The study also raises the question of how these spaces can be sustained over time and what school-university partnership with limited resources can contribute in an era of growing disparities, missed opportunities and worsening inequalities in post-apartheid South Africa. This thesis signifies the i / Nouveaux professeurs pour les temps nouveaux? Une évaluation participative d'un partenariat école - université afin d'améliorer la formation d'enseignants débutants en Afrique du Sud rurale dans l'ère du SIDA, qui constitue une évaluation du Projet de Formation d'Enseignants Ruraux (Rural Teacher Education Project - RTEP), un partenariat école - université entre l'Université de KwaZulu-Natal (UKZN) et deux écoles secondaires rurales supérieures, au Vulindlela, dans le district de la province de KwaZulu-Natal, en Afrique du Sud. Cette thèse vise à explorer la différence qu'un partenariat école – université peut faire dans la formation de nouveaux enseignants immergés dans un environnement rural affligeant, caractérisé par la présence du VIH, du SIDA, de la pauvreté, ainsi que du sentiment d'isolation. Élaboré par le biais d'une évaluation participative des trois phases du Projet de Formation d'Enseignants Ruraux (RTEP) entre 2007 et 2009, ma thèse examine comment les étudiants professeurs en tant que ‘Communauté de Pratique' se projettent : dans leur développement professionnel; dans leur création d'identité; dans leur orientation préconçue d'enseignement et d'apprentissage dans les écoles rurales; dans la préparation des enseignants selon leurs défis perçus des écoles rurales. Par surcroît, j'examine également comment un partenariat école – université peut influencer de façon plus large la portée du discours éducatif dans les écoles rurales, plus particulièrement la formation des enseignants. Ceci inclut l'analyse de la place que le partenariat a procurée aux écoles dans les régions rurales, et les répercussions sur leurs pratiques, incluant l'expression de leur voix au chapitre du discours dominant de l'enseignant ainsi que l'amélioration de leurs capacités et compréhension à relever les défis qui prévalent. Considérant que les écoles sont la plupart du temps considérées comme les ‘partenaires fa

Dancing with Chikapesh: an examination of Eeyou stories through three generations of storytellers

Moses, Elma Doris January 2013 (has links)
I was sent to Residence Couture situated on Fort George Island to acquire a Euro-French-Canadian style of schooling. My research examines Indigenous issues in education using Indigenous methodologies. The project involves reclaiming Cree narratives of my family history. By examining Cree oral tradition through the lens of three generations of Eeyou/Cree storytellers, my research project lays the groundwork for positing an Indigenous theory of Cree storytelling of the eastern James Bay Cree. First the project looks at my grandparents' generation where the stories were recorded for anthropological purposes. The grandparents' generation told an ancient and sacred style of storytelling and used these stories as teaching tools for cultural transmission. Secondly, it examines parents' generation stories, which were recorded for educational purposes and are used in Cree language classrooms. As a third generation of storytellers, I interweave the sacred stories with contemporary issues that affect Indigenous people into a modern story. Each generation, by their own retelling and re-creating, honours and builds upon the work of the grandmother's grandmother from which the stories first originated. The format of the dissertation uses such devices as interruptions, repetition, passive voice, third person voice, stops and false starts and a fictional character named Minnie. The devices are used to illustrate the disruptive effect of my Indian residential school experience on the cultural transmission of my extended family's oral stories. My Indian Residential School [IRS] experience affects the way that I write and tell my stories. These devices were used to emphasize the implicit and colonial message of the residential school system. My writing has become interrupted and transitional. The interruptions reflect the fact that as a five-year old child I was taken away from my parents, grandparents, and community and placed in an Indian Residential School. This research contributes to Indigenous research through its personal narrative and insider perspective on Indian Residential School experience and its implications for cultural transmission of Eeyou/Cree storytelling. / On m'a envoyée à la Résidence Couture sur l'île de Fort George pour que j'acquière une instruction canadienne-française d'influence européenne. Mon étude examine, au moyen des méthodologies autochtones, certaines questions autochtones relevant de l'éducation. Ce projet de recherche consiste notamment en une réappropriation des traditions narratives cries issues de mon héritage familiale. Par l'examen des traditions orales des Cris au regard de trois générations de conteurs eeyou, mon projet de recherche pose les bases d'une théorie autochtone des traditions narratives cries de l'est de la baie James. Le projet s'intéresse d'abord à la génération de mes grands-parents, dont les récits ont été enregistrés à des fins anthropologiques. Les membres de cette génération employaient un style ancestral et sacré dans la narration des récits; ces histoires leur servaient d'outils didactiques pour la transmission culturelle. Ce projet examine ensuite les récits de la génération de mes parents, qui ont été enregistrés à des fins éducatives et sont utilisés dans les cours de langue crie. Enfin, en tant que représentante de la troisième génération de conteurs, je crée des histoires contemporaines dans lesquelles les récits sacrés s'entremêlent aux problématiques que vivent actuellement les peuples autochtones. Par ses propres narrations et ses recréations, chaque génération honore le travail des grands-mères des grands-mères à l'origine de ces récits et prend appui sur ceux-ci. La présente thèse adopte un format qui fait appel à des procédés comme les interruptions, les répétitions, la voix passive, les pauses et les faux départs, ainsi qu'à un personnage fictif appelé Minnie. Ces procédés servent à illustrer l'effet perturbateur de mon expérience en pensionnat indien sur la transmission culturelle des histoires orales de ma famille élargie. Ma façon d'écrire et de raconter des récits est influencée par mon expérience en pensionnat indien. Ces procédés sont utilisés pour mettre en lumière le message colonial implicite associé aux pensionnats indiens. Mon style d'écriture est marqué d'interruptions et de transitions. Les interruptions reflètent le fait que, à l'âge de cinq ans, j'ai été enlevée à mes parents, à mes grands-parents et à ma communauté pour être placée dans un pensionnat indien. Cette étude, qui se veut une contribution à la recherche autochtone, explore, par le biais du récit personnel d'une histoire vécue, l'expérience des pensionnats indiens et de leur influence sur la transmission culturelle des traditions narratives eeyou cries.

Peach fuzz: boys, masculinity and education

Roemmele, David January 2013 (has links)
Recent educational assessment findings demonstrate that educational concerns about boys are relevant and timely. Males are dropping out of school at higher rates, achieving lower grades, and appear to be losing historical advantages in math and science relative to females. These statistics have led to some fervent assertions being made regarding boys, masculinity, and education. Those assertions are tempered by developing a dialogue between social constructionist perspectives of masculinity, so-called biological determinist perspectives, and evolutionary psychology findings. First, a review of the historical generation of the debate about boys' education is conducted in order to understand both the technical terminology that has evolved to discuss boys and masculinity as well as the theoretical pitfalls in the turn to address boys' educational concerns. Next, a critical comparison of current perspectives is taken up in order to move towards developing a Social Constructionist Plus (SC+) theory of masculinity that is primarily social constructionist in emphasis but also accounts for sex difference trends demonstrated by evolutionary psychology research. Then, from this new theoretical perspective, relevant considerations in the debate about boys' education are re-evaluated, including males' educational (under)performance, the desire for more male teachers in schools, and males' violence. There are subtle but important shifts in perspective suggested for future research and theorizing. Lastly, the importance of a SC+ perspective is discussed relative to the future of boys' educational discussions and equality more generally, providing significant avenues for further research and analysis. / Les conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.

A qualitative inquiry of six Romanian-born ESL Teachers' perceptions of identity and immigration experiences

Rusu, Simona January 2013 (has links)
In this qualitative inquiry I focus on the perceptions of identity and immigration experiences of six Romanian-Canadians who were educated to teach English as a Foreign Language in their country of origin. My goal is to explore the career choices these teachers make when they immigrate to Canada, and what difficulties, if any, they perceive they encountered in their new professional environment. I also explore their identity construction processes considering they currently work in a world where their coworkers are native speakers of the language. I draw on the works of Hall, Holland, Bhabha, Bakhtin and Vygotsky relating to the continuous, dialogic process of identities shaping. I engaged in dialogues with each participant teacher, which I subsequently transcribed and interpreted. The six teachers raise issues related to teacher certification, the importance of Canadian credentials for foreign educated ESL teachers and bureaucracy. Their perceptions suggest implications for other non-native ESL teachers, policy makers, teacher education, second language research and teaching, and for further research directions. / Dans la présente étude qualitative, j'examine les perceptions identitaires et les expériences d'immigration de six Roumains-Canadiens qui ont appris à enseigner le programme d'anglais langue étrangère dans leur pays d'origine. Mon objectif est d'analyser les choix de carrières de ces enseignants lorsqu'ils immigrent au Canada et d'analyser les difficultés qu'ils perçoivent avoir rencontrées dans leur nouvel environnement professionnel. J'examine aussi le développement de leur identité compte tenu du fait qu'ils côtoient, dans leur nouvel environnement de travail, des collègues locuteurs natifs de l'anglais. Je m'appuie sur les écrits de Hall, Holland, Bhabha, Bakhtin et Vygotsky relativement au procédé dialogique continu de la formation de l'identité. J'ai pris part à des discussions avec chaque participant enseignant puis j'ai transcrit et interprété ces dialogues. Les six enseignants ont soulevé des problèmes concernant : la certification des enseignants, l'importance accordée à la détention de qualifications canadiennes pour les enseignants d'anglais langue seconde provenant de l'étranger, et la bureaucratie. Leurs perceptions laissent suggérer des implications pour d'autres enseignants de ALS non locuteurs natifs de l'anglais, pour les décideurs politiques, pour la formation des enseignants, pour la recherche et l'enseignement des langues secondes et pour d'autres avenues de recherches futures.

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