Made available in DSpace on 2016-07-27T14:21:57Z (GMT). No. of bitstreams: 1 Barbara Delourdes Rosa Rodrigues de Sousa.pdf: 745307 bytes, checksum: 557fb3fc6f5833cc2c34a3dfc2332b34 (MD5) Previous issue date: 2010-03-15 / The practice of separating children and adolescents of the familiar conviviality and put them in an institution is not characteristic only of the current historical moment, but is a present act since Colonial Brazil. Among various topics that explore childhood, a few of them have as object of study the feelings that children who pass for the institucional shelter attribute to this experience. Going through various historical periods to the current modern conception of childhood in Brazil, this study propous to identify and analyze the meanings in the process of residential care of children sheltered in an Anapolis´ institution, Goiás. Assuming that each child uniquely subjective experiences, listening to children not only as subjects of rights, but as subjects of desire was the challenge of this work. The research was conducted using a qualitative approach through interviews wich were analyzed based on the Underlying Discourse Unveiling Method, using as theoretical support in the analysis of the results the psychoanalytic theory. This method was suitable for data collection, when approaching half-directed interviews to the context of daily informal colloquies, facilitating to the interaction between participants and researcher. The participants were ten children, of both sexes, aged between seven and twelve years old, living in a philanthropic institution of shelter, in Anápolis, Goiás. After the application of the interviews, transcription of the depositions and analysis of the results, could be raised the following categories: ambivalent feelings and perpetrating violence. A mixture of love and hatred in the children´s fellings could be perceived, present in processes of formation of new bonds, the experiences of separation or loss of a love object. The violence of rights and of desires, in the life story of these children, repeated in their experiences of institucional shelter. The results suggest the necessity to listen to the children before and after any decision by those involved in the process of child protection, pointing out the practices that enforce rights already legislated in Brazil. / A prática de separar crianças e adolescentes do convívio familiar e colocá-las em uma instituição não é característica somente do momento histórico atual, mas ato presente desde o Brasil Colonial. Dentre várias temáticas que exploram a infância, poucos trazem como objeto de estudo os sentidos que as crianças que passam pelo acolhimento institucional atribuem a essa experiência. Percorrendo vários momentos históricos até a atual concepção moderna da infância brasileira, o presente estudo se propôs a identificar e analisar os sentidos relacionados ao processo de acolhimento institucional de crianças abrigadas em uma instituição de Anápolis, Goiás. Considerando que cada criança subjetiva de maneira singular suas experiências, escutar as crianças não somente como sujeitos de direitos, mas como sujeitos de desejos foi o desafio deste trabalho. A pesquisa realizada foi de cunho qualitativo, por meio de entrevistas analisadas com base no Método de Explicitação do Discurso Subjacente, utilizando como suporte teórico na análise dos resultados a teoria psicanalítica. Tal método mostrou-se adequado na coleta de dados, ao aproximar entrevistas presenciais semi-dirigidas ao contexto de conversas informais cotidianas, facilitando a interação entre participantes e pesquisador. Participaram da pesquisa dez crianças, de ambos os sexos, com idade entre sete e doze anos, que residiam em uma instituição filantrópica de acolhimento a crianças e adolescentes, em Anápolis, Goiás. Após a aplicação das entrevistas, transcrição dos depoimentos e análise dos resultados, pôde-se levantar as seguintes categorias: sentimentos ambivalentes e repetição da violência. Pôde-se perceber uma mistura de amor e ódio nos sentimentos das crianças, presentes tanto em processos de formação de novos vínculos, quanto em experiências de separação ou perda de um objeto de amor. A violência, em relação aos seus direitos e desejos, presente na história de vida destas crianças, repetiu-se em suas experiências de acolhimento institucional. Os resultados sugerem a necessidade de se escutar as crianças antes e após qualquer tomada de decisão por parte dos envolvidos no processo de proteção à infância, apontando práticas que efetivem direitos já legislados no Brasil.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-06T13:40:13Z No. of bitstreams: 1 ROSANE CÂNDIDA DE ALMEIDA.pdf: 1492914 bytes, checksum: 8be82f944f70c8455d5bc644f9d57935 (MD5) / Made available in DSpace on 2016-09-06T13:40:13Z (GMT). No. of bitstreams: 1 ROSANE CÂNDIDA DE ALMEIDA.pdf: 1492914 bytes, checksum: 8be82f944f70c8455d5bc644f9d57935 (MD5) Previous issue date: 2016-06-27 / This research, based on the search line of “Education Society and Culture”, aims at understanding the discussion on the approaches of knowledge in early childhood education, considering the final works presented during the Annual Meeting of the National Association of Graduate Studies and Research in Education (ANPEd) in Group Work No. 07 (GT07) “ Education of Children from 0 to 6”, recognizing that the Association is a scientific production locus that reverberates its researches in initial and continuing teacher’s training throughout the Brazilian bibliographic production in the form of journal articles, book chapters and communications in academic events. Thus, we had as object of study the debate on approaches to knowledge in early Childhood Education. The relevance of this work is justified by the need for the field of early Childhood Education itself discuss the relationship between child and institutionalized educational process. In this perspective, this research constitutes a study based on what has already been produced on the subject in relation to other prerogatives: a) Functions and purposes of institutionalized education of children from 0 to 5 years and 11 months of age; b) Childhood as the life time of the subjects addressed in this education; c) Culture as human social practice; d) Experience as a necessary condition to assert the possibility of being narrated; e) The curriculum and content as the pedagogical field objects. It is evident that these categories are not mutually exclusive, nor repel each other, but they are mutually offering clues to think critically the knowledge towards children in kindergarten. It is emphasized that this work is a bibliographical research with content analysis . It has, as a method of study and understanding, the Dialectical Historical Materialism since this allows us to apprehend the object of study located in the social contradictions that permeate the tensions between inclusion and exclusion of children in the appropriation of knowledge. This tension is but one logical emblem that guides society when it comes to understanding the place of the subject and the area of systematized knowledge. For this analysis, we considered the relations: past-present, part-whole, universality-uniqueness, history-historicity, movement, dialectics and inconsistency. As to the theoretical framework to route the data analysis, the survey sought input on different conceptual approaches , which are articulated in the apprehension of the research object, such as: a) Education of Children represented by ROCHA (1999 and 2008), in conjunction with the studies of KRAMER (2001, 2003, 2006, 2009 and 2010) and BARBOSA ( 2008 and 2010); b) Historical-Cultural Psychology from Vygotsky (1998 and 2000) and PRESTES (2012); c) Crítical Theory in dialogue with Adorno (1985), HORKHEIMER (2000) and Marcuse (1978); d) Sociology of Childhood from CORSARO (2009 and 2011) and SARMENTO (1997 and 2005); e) Cultural Studies in the context of materialistc production WILLIAMS ( 1979, 1992, 2007 and 2011). / Esta pesquisa inscrita na linha de pesquisa Educação Sociedade e Cultura tem por objetivo compreender o debate sobre as abordagens do conhecimento na Educação Infantil, considerando os trabalhos completos apresentados durante as Reuniões Anuais da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), no Grupo de Trabalho nº 07 (GT07) Educação de Crianças de 0 a 6 anos. Reconhecendo que a Associação é lócus de produção científica que reverbera suas pesquisas na formação inicial e continuada de professores por meio da produção bibliográfica brasileira na forma de artigos publicados em periódicos, capítulos de livros e comunicações em eventos acadêmicos. Dessa forma, teve como objeto de estudo o debate sobre as abordagens do conhecimento na Educação Infantil. A relevância deste trabalho se justifica na necessidade do próprio campo da Educação Infantil em discutir a relação entre criança e processo educacional institucionalizado. Nesta perspectiva, esta pesquisa se constitui como um estudo situado naquilo que já foi produzido sobre o tema na relação com outras prerrogativas: a) As funções e as finalidades da educação institucionalizada das crianças de 0 a 5 anos e 11 meses; b) A infância como tempo da vida dos sujeitos destinatários desta educação; c) A cultura como prática social humana; d) A experiência como condição necessária para afirmar a possibilidade de ser narrada; e) O currículo e o conteúdo, como objetos do campo pedagógico. Evidencia-se que estas categorias não se excluem e nem se repelem, mas se constituem mutuamente, oferecendo pistas para se pensar criticamente o conhecimento às crianças na Educação Infantil. Destaca-se que este trabalho se constitui como uma pesquisa do tipo bibliográfica com análise de conteúdo. Tem como método de estudo e compreensão o Materialismo Histórico Dialético uma vez que este permite apreender o objeto de estudo situado nas contradições sociais, que permeiam as tensões entre inclusão e exclusão das crianças na apropriação do conhecimento. Esta tensão é apenas um emblema da lógica que orienta a sociedade quando se trata de compreender o lugar do sujeito e o domínio do conhecimento sistematizado. Para essa análise, consideraram-se as relações: passado-presente, parte-todo, universalidade-singularidade, história-historicidade, movimento, dialeticidade e contradição. Quanto ao referencial teórico para encaminhar a análise dos dados, a pesquisa buscou aporte em diferentes enfoques conceituais, que se articulam na apreensão do objeto de pesquisa, à saber: a) Pedagogia da Infância representada por ROCHA (1999 e 2008), em articulação com os estudos de KRAMER (2001, 2003, 2006, 2009 e 2010) e BARBOSA (2008 e 2010); b) Psicologia Histórico-cultural a partir de VIGOTSKI (1998 e 2000) e PRESTES (2012); c) Teoria Crítica em interlocução com ADORNO (1985), HORKHEIMER (2000) e MARCUSE (1978); d) Sociologia da Infância a partir de CORSARO (2009 e 2011) e SARMENTO (1997 e 2005); e) Estudos Culturais no contexto da produção materialista de WILLIAMS (1979, 1992, 2007 e 2011).

A experiência da criança em situação de abrigo pode dificultar o desenvolvimento de uma auto-imagem positiva quando o abrigo não atende os princípios estabelecidos por lei. Os valores, as crenças, as imagens, as atitudes e o conjunto de informações vividas na infância delineiam a imagem que a criança tem de si. Por isso, é necessário estudar em que medida o abrigo, em sua função de proteção, contribui, ou não, para a formação da auto-imagem da criança em situação de risco pessoal e social. Se, por um lado, a situação de abrigo pode evitar ou reduzir danos à criança que, no seio da família, se encontrava em situação de risco; por outro, pode causar prejuízos na formação da auto-imagem da criança. Assim, esse estudo teve o propósito de apreender o significado da experiência de abrigo para crianças em idade escolar e identificar referências sobre sua auto-imagem em seus relatos. Considerando os objetivos acima referidos, o método utilizado para desenvolver esta pesquisa foi de cunho descritivo e qualitativo. A escolha por este método deveu-se ao fato dele possibilitar a apreensão da realidade subjetiva de um grupo social. Para tanto, foram realizadas entrevistas com quatorze crianças em situação de abrigo. A organização dos dados permitiu identificar que o significado da experiência de abrigo está associado ao cotidiano, às relações com a família e com os cuidadores. Já a auto-imagem está associada à trajetória de vida, à visão do amigo, à imagem corporal e ao autoconceito. Os relatos das crianças referentes ao significado da experiência de abrigo mostraram ambivalência de sentimentos em relação à instituição. Elas não reconhecem o abrigo como sua casa, contudo percebem que ele atende melhor as necessidades materiais do que suas famílias. Elas sentem que, no abrigo, são cuidadas e protegidas, têm melhores oportunidades de aprendizagem e maior acesso ao lazer. Gostam da instituição, mas desejam que essa situação seja transitória e que possam retornar para casa. Ao mesmo tempo em que os limites impostos pelas rotinas e normas permitem que elas se sintam cuidadas e protegidas, eles causam descontentamento devido às repreensões e falta de liberdade. Os relatos referentes à auto-imagem mostraram que todas as experiências vivenciadas pela criança refletem em seu autoconceito e que, apesar de seu histórico de violência familiar, elas buscam mecanismos de enfrentamento que as permitem desenvolver uma auto-imagem positiva em algumas áreas. O estudo possibilitou compreender que não só a instituição exerce influência sobre a auto-imagem da criança, como esta também influencia a experiência de abrigo. / The experience of a child living in a shelter can hamper their development of a positive self-image when the shelter does not abide by the principles established in accordance with the law. Values, beliefs, images, attitudes and the entire set of information experienced in their childhood builds the image that the child has of them self. Therefore, it is necessary to study to what proportion the shelter, in its function as protection, contributes or not, to the formation of the child\'s self-image in situations involving personal and social risk. If on one hand, the shelter situation can prevent or reduce damage to the child who, in their own intimate family environment was in a risk situation; it on the other hand, can cause setbacks to the child\'s formation of self-image. Accordingly, the aim of this study was to learn the significance of such experiences in shelters for school-age children and to identify references about their self-images in their reports. Considering the objectives herein stated, the method used to develop this research was of a descriptive and qualitative nature. The choice of this method should be the fact that it allows us to understand the subjective reality of a social group. With this in mind, interviews of 14 children in the shelter situation were performed. The organization of this data enabled us to identify that the significance of the shelter experience is associated with everyday life, with family relationships and with the primary caregivers. And self-image is associated with each life history, how one is viewed by friends, with body image and with self-opinion. These children\'s reports, in regard to the significance of the shelter experience, showed an ambivalence of feelings toward the institution. They do not recognize the shelter as their home; however they understand that the institution meets their material needs much more than their own families do. They feel that at the shelter they are cared for and protected; have better opportunities for learning and higher access to leisure activities. They like the institution, but wish this situation were transitional with the possibility of returning to their homes. At the same time that the limits imposed by the routines and rules make these children feel cared for and protected, they also feel discontentment due to reprimands they receive and their lack of freedom. The reports regarding self-image showed that each and every experience lived by a child, reflects in their self-opinion and that, in spite of their history of family violence, they look for mechanisms to help them develop a positive self-image in some areas. This study enabled us to understand that not only the institution exercises influence on the self-image of children, but also the influence of the shelter experience affects their self-image.

Made available in DSpace on 2017-07-24T19:22:18Z (GMT). No. of bitstreams: 1 ALESSANDRA MARTINS.pdf: 10950037 bytes, checksum: a00c124e4c70279d62268cda916fed3c (MD5) Previous issue date: 2012-02-29 / This study aimed to identify the oral conditions in law offenders adolescents assisted by the Center for Socioeducation of Ponta Grossa – PR (CENSE / PG) and investigate the socioeconomic, environmental and behavioral factors that were associated. The sample of the study was made up of 107 young male that were assessed by means of self-administered questionnaires and clinical examinations. The variables analyzed included: demographic and socioeconomic factors; habitual behavior - oral hygiene practices and the use of licit and illicit drugs; self-perception of oral health - the need for dental care and the impact of dental conditions on patients' quality of life, according to OHIP-14 index (Oral Health Impact Profile). Dental caries, periodontal disease, dental trauma, dental injuries, and changes in the oral mucosa, were investigated. Dental decay was measured by the DMFT index (decayed, missing and filled teeth) and periodontal disease by the CPI (Community Periodontal Index), according to the protocol of the World Health Organization (WHO) adopted by the SB Brazil 2010. The associations were analyzed using chi-square, Mann-Whitney and Kruskal-Wallis. The mean age of the adolescents was 16.53 years, and the sample was define as low education and low income. The use, abuse or dependence of illicit drugs was diagnosed in 71.0% of these individuals. The prevalence of dental caries was 95.3% with mean DMFT of 9.55 and prevalence of tooth decay. Different degrees of periodontal disease were diagnosed in 88.8% of the sample. Changes in the normality and lesions in the buccal mucosa, affected, respectively, 68.2% and 36.4% of these adolescents and 32.7% had dental trauma. The DMFT index and the number of untreated decayed teeth were inversely associated with schooling. The highest number of filled teeth was identified in those with higher incomes and social class. Low education, worse oral hygiene, and shorter arrested stays were associated with periodontal disease. The presence of caries and periodontal disease is related to the impact of oral conditions on their quality of life. Color, socioeconomic status and use of drugs (tobacco, alcohol and marijuana) were related to the mucosal changes. It was concluded that the oral health conditions of the adolescents assisted at the CENSE, in relation to tooth decay, is very precarious. The social determinants, particularly the low educational level and the use of drugs were associated with the oral health of these individuals. / O presente trabalho teve por objetivo identificar as condições bucais de adolescentes autores de ato infracional assistidos pelo Centro de Socioeducação de Ponta Grossa (CENSE/PG) e investigar os possíveis fatores socioeconômicos e comportamentais associados. Uma amostra composta por 107 jovens do gênero masculino foi avaliada com auxílio de um formulário próprio e de exames bucais. As variáveis analisadas foram: fatores demográficos e socioeconômicos; fatores comportamentais – hábitos de higiene bucal e uso de drogas lícitas e ilícitas; autopercepção em saúde bucal – necessidade referida de tratamento odontológico e impacto da condição bucal na qualidade de vida, aferida pelo índice Oral Health Impact Profile (OHIP-14). As alterações investigadas foram: cárie dentária, doença periodontal, traumatismo dentário, lesões fundamentais e alterações de normalidade em mucosa bucal. A cárie foi medida por meio do índice CPO-D (dentes cariados, perdidos e restaurados) e a doença periodontal pelo Índice Periodontal Comunitário (CPI), segundo o protocolo da Organização Mundial da Saúde (OMS) adotado pelo levantamento SB Brasil 2010. As associações foram analisadas mediante os testes qui-quadrado, Mann-Whitney e Kruskal-Wallis. A média de idade dos adolescentes foi de 16,53 anos, e a amostra foi caracterizada como de baixa escolaridade e baixa renda. O uso de drogas ilícitas foi diagnosticado como sugestivo de abuso ou de dependência para 71,0% dos indivíduos. A prevalência de cárie foi de 95,3%, com CPO-D médio de 9,55 e predomínio do componente cariado. Doença periodontal em qualquer grau foi diagnosticada em 88,8% da amostra. Alterações de normalidade e lesões de mucosa bucal afetaram, respectivamente, 68,2% e 36,4% dos adolescentes, e 32,7% tiveram traumatismos dentários. O índice CPO-D e o número de dentes cariados não tratados associaram-se inversamente à escolaridade. Maior número de dentes restaurados foi identificado nos adolescentes com maior renda e classe social. Baixa escolaridade, pior higiene bucal, e menor tempo de internação associaram-se à doença periodontal. Tanto a presença de cárie como de doença periodontal relacionaram-se a maior impacto da condição bucal na qualidade de vida dos adolescentes. Cor, condição socioeconômica e uso de drogas (tabaco, álcool e maconha) estiveram relacionados com a presença de alterações de mucosa. Conclui-se que a condição de saúde bucal dos adolescentes assistidos pelo CENSE é precária. Os determinantes sociais, principalmente a baixa escolaridade e a utilização de drogas, associaram-se com a saúde bucal na população estudada.

Made available in DSpace on 2014-12-17T15:38:48Z (GMT). No. of bitstreams: 1 KarineCRM_DISSERT.pdf: 1248856 bytes, checksum: 23455e37597dbec0a1f757d7b8721633 (MD5) Previous issue date: 2009-12-18 / This research explores the meanings of family for institutionalized children. It identifies, more specifically, how the relationship between the child and his/ her family is. The field work was developed at a municipal shelter in Natal/RN, which houses children aged between 7 and 11 years old. The subjects of research consisted of three children: two boys and one girl. Besides age-group criterion, which facilitates the use of oral language and the procedures, we took into consideration another selection criterion: children whose family configurations were similar. In order to achieve the objectives, we used toys, pictures, collages and semi-structured interviews. Data were examined under the Thematic Content Analysis, with three thematic categories previously chosen: Configuration of geographic area, family composition and family s internal dynamics. Among the results, we highlight that, for children, the concept of family is based essentially on existence of affection ties, regardless of kinship. Through this study, we hope to contribute to the discussion on the rights of institutionalized children, concerning their need of experiencing family life and living in community / Esta pesquisa investiga quais os significados que crian?as abrigadas atribuem ? sua fam?lia. E mais especificamente, identifica como s?o as rela??es entre a crian?a e sua fam?lia. A institui??o onde foi desenvolvido o trabalho de campo ? um Abrigo municipal do Natal/RN, que abriga crian?as entre 7 a 11 anos. Participaram como sujeitos da pesquisa tr?s crian?as, sendo duas do sexo masculino e uma do sexo feminino. Como crit?rios de escolha, consideramos a faixa et?ria, que possibilita uma maior facilidade na utiliza??o da linguagem oral e no manejo com os procedimentos propostos. O outro crit?rio diz respeito ?s crian?as que possu?am configura??es familiares semelhantes. Para o alcance do objetivo proposto foram utilizados brinquedos, desenhos, colagens e entrevistas semi-estruturadas. Os dados foram analisados a partir da An?lise de Conte?do Tem?tica, com o pr?-estabelecimento de tr?s categorias tem?ticas, quais sejam: Configura??o do espa?o geogr?fico, Composi??o familiar e Din?mica interna da fam?lia. Dentre os resultados encontrados, destacamos que a fam?lia para as crian?as se fundamenta principalmente na exist?ncia de la?os afetivos, independente das rela??es de parentesco. Com este estudo, esperamos contribuir para a discuss?o referente ao direito ? conviv?ncia familiar e comunit?ria das crian?as acolhidas institucionalmente

The objective of this study was to examine symptomatology; stress responses for everyday academic and social stressors; and cognitive coping resources among 11-year-old children adopted from Romanian orphanages. Two groups were established by the amount of time spent within the institutional system. Early adoptees (EAs, n=25) spent less than 6 months while late adoptees (LAs, n=14) endured 6 months or more of institutionalization. A comparison group of non adopted, same-age peers (Canadian Born (CBs), n=25) was included. The first goal was to investigate whether there were differences between EAs and LAs in ratings of symptomatology and stress responses. The second goal was to compare all Romanian adoptees (RAs) to CBs on the same set of factors. The third goal was to identify predictors of symptomatology and predictors of stress responses for RAs only. The main findings were as follows. EAs and LAs did not differ in any symptom ratings or stress responses, showing a lack of evidence for duration of deprivation as a grouping factor. Significant differences were detected by adoption status. Ratings were higher for RAs than CBs in parent-rated symptomatology, including the rate of RAs who exceeded the borderline clinical cut-off. RAs reported less secondary control coping for social stressors than CBs. Models to predict symptoms from stress responses were not supported, with one exception. More disengagement coping for social stress and less involuntary disengagement for academic stress predicted less externalizing and generalized symptoms by teacher report. Models to predict stress responses from cognitive coping resources were significant except for disengagement coping. One of the main findings was that predictors of secondary control coping varied by stressor domain. In conclusion, the findings were important in demonstrating that duration of deprivation does not differentiate between post-institutionalized preadolescents in aspects of psychosocial adjustment. Adoption status is a significant factor. Stress responses do not contribute to models of symptoms. The cognitive coping resources of perceived academic competency and social-support contribute to models of stress responses, yet with room to improve the predictive power of the models. Implications of the findings are discussed along with limitations and directions for future research.

The objective of this study was to examine symptomatology; stress responses for everyday academic and social stressors; and cognitive coping resources among 11-year-old children adopted from Romanian orphanages. Two groups were established by the amount of time spent within the institutional system. Early adoptees (EAs, n=25) spent less than 6 months while late adoptees (LAs, n=14) endured 6 months or more of institutionalization. A comparison group of non adopted, same-age peers (Canadian Born (CBs), n=25) was included. The first goal was to investigate whether there were differences between EAs and LAs in ratings of symptomatology and stress responses. The second goal was to compare all Romanian adoptees (RAs) to CBs on the same set of factors. The third goal was to identify predictors of symptomatology and predictors of stress responses for RAs only. The main findings were as follows. EAs and LAs did not differ in any symptom ratings or stress responses, showing a lack of evidence for duration of deprivation as a grouping factor. Significant differences were detected by adoption status. Ratings were higher for RAs than CBs in parent-rated symptomatology, including the rate of RAs who exceeded the borderline clinical cut-off. RAs reported less secondary control coping for social stressors than CBs. Models to predict symptoms from stress responses were not supported, with one exception. More disengagement coping for social stress and less involuntary disengagement for academic stress predicted less externalizing and generalized symptoms by teacher report. Models to predict stress responses from cognitive coping resources were significant except for disengagement coping. One of the main findings was that predictors of secondary control coping varied by stressor domain. In conclusion, the findings were important in demonstrating that duration of deprivation does not differentiate between post-institutionalized preadolescents in aspects of psychosocial adjustment. Adoption status is a significant factor. Stress responses do not contribute to models of symptoms. The cognitive coping resources of perceived academic competency and social-support contribute to models of stress responses, yet with room to improve the predictive power of the models. Implications of the findings are discussed along with limitations and directions for future research.

The dissertation examines the Olympic Project for Human Rights (OPHR), a Black Power attempt to build a black boycott of the 1968 US Olympic team that ultimately culminated in the infamous Black Power fists protest at the 1968 Olympics. The work challenges the historiography, which concludes that the OPHR was a failure because most black Olympic-caliber athletes participated in the 1968 games, by demonstrating that the foremost purpose of the OPHR was to raise public awareness of “institutionalized racism,” the accumulation of poverty and structural and cultural racism that continued to denigrate black life following landmark 1960s civil rights legislation. Additionally, the dissertation demonstrates that activist black athletes of the era were also protesting the lack of agency and discrimination traditionally forced upon blacks in integrated, yet white-controlled sports institutions. The dissertation argues that such movements for “dignity and humanity,” as progressive black activists of the 1960s termed it, were a significant component of the Black Power movement. The dissertation also examines the proliferation of the social belief that the accomplishments of blacks in white-controlled sports fostered black advancement and argues that the belief has origins in post-Reconstruction traditional black uplift ideology, which suggested that blacks who demonstrated “character” and “manliness” improved whites’ images of blacks, thus advancing the race. OPHR activists argued that the belief, axiomatic by 1968, was the foremost obstacle to attracting support for a black Olympic boycott. The manuscript concludes with a discussion of the competing meaning and representations of Smith and Carlos’s protest at the Olympics.

No description available.

Based on the analysis of the empirical research data from a Survey Questionnaire completed by 374 lawyers and 197 clients who participated in 606 judicially conducted Judicial Dispute Resolution (JDR) sessions (JDR Program) in the Court of Queens Bench of Alberta (the Court) in the year ending June 2008, the authors judicial experience, and legal literature research, it is asserted that the Courts JDR Program has become an integral, normative, and institutional part of the resolution of disputes litigated in the Court. This has been achieved through a judicially led process utilizing multi-faceted dispute resolution techniques, with considerable quantitative and qualitative success. All this has led to more demand by lawyers and litigants for the JDR Program, in which these components have, over time, combined in a symbiotic and synergistic way. Thus, it is asserted that the Multi-door Courthouse is open in Alberta. / Dispute Resolution