This thesis, through four articles, investigates the history, meanings, legitimacy and implementation of a curriculum mandate to value Francophone perspectives from kindergarten to Grade 12 in Alberta social studies classrooms. These four articles are a response to my encounter (den Heyer, 2009) with this government mandate, which disrupted my socialization as a Québécois Francophone taught to see Albertans as hostile toward French-speakers. Preliminary research revealed that the curriculum mandate provoked uncertainty and frustration amongst many Alberta social studies teachers who had not previously been asked to attend to Francophone perspectives and/or who were used to associating these perspectives with Québec, not Alberta (Gani & Scott, 2017). To deepen these preliminary insights, I conducted a historical examination of the curriculum mandate (Article 1), a secondary data analysis of research with teachers about the mandate (Article 2), a qualitative inquiry into the reported implementation practices of 19 Alberta social studies teachers (Article 3), and I gathered responses from 13 Franco-Albertans to often-used critiques about the mandate (e.g., why these perspectives and not others?) (Article 4). Various iterations of the social studies curriculum mandate published since 1999 (Article 1) and the 13 Francophone participants in my research (Article 4) focused on Francophone perspectives as represented through the metaphor of a Canadian pillar. Per contrast, many Alberta social studies teachers recognized Francophone perspectives as situated in Québec and one among many in Alberta (Article 2 & 3). In line with a reciprocal conception of recognition - that is, the fundamental need to be accepted by others (Taylor, 1994) - the way forward for the mandate, which will soon be included in six subject-matters (Alberta Education, 2020), is to take into account not only Francophone perspectives but also the unnamed and derecognized Alberta (Anglophone) perspectives that shape the ways in which they are interpreted and implemented.

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In this episode, we take a quick walkthrough of the specific Tennessee Academic Standards for Social Studies as they relate to social studies teaching and learning in grades K-5. We discuss where you can find the standards, how they are organized, the role of the SSP (Social Studies Practices) standards for K-2 & 3-5, and explore topics and content standards progressively found in each grade level. / https://dc.etsu.edu/social-studies-education-oer/1002/thumbnail.jpg

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Central to successful therapeutic relationships in working with people with a learning disability is the language used by nurses; the discourses which they create and perpetuate; and resultant implications for practice. These are key issues in the current investigation. Employing retrospective data obtained during an action research programme carried out in a medium security forensic unit (MSU), it analyse types of discourse employed by the men who reside there and the staff. Part of the analysis shows having a learning disability as viewed through the eyes of the men themselves in a study extending over twenty months. Literary analyses on method, representations of learning disabilities, security and discipline, and forensic practice were carried out concurrently. Aims These are to (1) develop a critical and a post-modern approach to investigating given 'truths' about; the positives of learning disability; men with learning disability who offend; and the nature of forensic nursing: (2) develop a socio-political overview by applying critical discourse analysis to examine micro discourses and macro models associated with learning disabilities, related national and local policies, and models of nursing and disability: (3) combine the products of (1) and (2) to illustrate discourse, repertoires, paradoxes and practical ideologies justifying treatment in the MSU, revealing ideologies and beliefs regarding learning disabilities in this setting. Theory and method Foucault shows how linguistic constructions, written protocols and customary oral dialogue are used to create and sustain dominant views of 'reality' — and may also be used to challenge these. Retrospective data regarding six men living in the MSU and their staff [total N=17] were obtained using diaries, observational notes, semi-structured interviews, focus groups and evaluations originally collected as part of an action research project. National and local policies were also interrogated. Data were then reanalysed using critical discourse-analytic techniques. Outcomes Findings suggest that the men are viewed paradoxically. On one hand, they are seen negatively as different, dangerous, lacking ability: and staff as custodians restricting their rights. Paradoxically, affirmative discourse is also abundant — the men are talented and pleasant companions. Repertoires illustrate warm therapeutic relationships existing between the men and staff, demonstrating 'good nurse' characteristics expressed within a complex and restrictive environment, with humour playing an important part. These paradoxical repertoires reveal practical ideologies which defend forensic practice and justify treatment. Results have implications for the men (their views are acknowledged and disseminated); for practice through enhancing the evidence base; for nurse education through reflection on ideologies and justifications on which forensic practice is based.

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Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Introduction: Cervical cancer is 11th most common cancer among young women in the UK. Early detection through screening is thought to have resulted in a 75% decrease in cervical cancer and saves over 4,500 lives each year. However, recent years have seen a continuous decline in screening uptake, especially among young women. Scientific literature reviews show little research in this area. There is therefore a need for a qualitative exploration into the reasons and motives for low uptake of cervical cancer screening from service users’ viewpoints in England. This study explores factors that influence the participation and non-participation of young women aged 25-34 in the NHS cervical cancer screening programme in the Northeast. Findings are expected to inform age-specific interventions aimed at increasing participation. Methodology: Employing the qualitative approach of grounded theory (GT) enabled the development of an understanding of participants’ behaviours and factors affecting participation, including health beliefs and other associations that influence the decision to attend screening. Twenty-four research participants were recruited purposively and theoretically from universities in the Northeast and a community centre in Newcastle, as well as through the Northeast Call and Recall Centre in accordance with ethical approval. Data was collected through semi-structured face-to-face interviews and a focus group session. The analysis was done using the GT techniques of the constant comparative method and theoretical sampling, aided by individual sorting and use of Mind Genius software. Findings: Awareness of cervical cancer prior to receiving a screening invitation was found to be relatively low and there was an overall lack of understanding of what the screening entails. There was no direct correlation between health beliefs and participation, however, health beliefs were influenced by cultural, environmental and social factors. The findings from both the interviews and the focus group led to the creation of three contextual categories, which are: health views relative to self; knowledge/awareness; and health service influences and practicalities associated with participation in cervical cancer screening. The three main categories and their subcategories were further conceptualized to create a core category, ‘sexual association’, made up of four elements: awareness, human issues, emotional attribution, and acceptability. Decisions to participate in the cervical cancer screening were largely influenced by the elements within ‘sexual association’, showing the psychosocial or cognitive impact of the association between sex and the cervical cancer screening procedure. Sexual association seemed to be a key influence in participation, with factors from the three main categories feeding into it. Discussion: All participants, particularly in relation to health protection, viewed the screening positively. Within the sexual association and practicality issues, there are facilitators and potential barriers. The psychosocial impact (fear, embarrassment, intrusiveness and taboos) of sex being associated with cervical screening, as well as practical issues, tends to dissuade people from participating in the screening. An explanatory model was developed to understand the factors influencing participation and non-participation and this has commonalities with the health belief model and social cognitive theory, which are typically used to explain health behaviours. This is one of the few studies investigating factors that affect the uptake of cervical cancer in the Northeast of England. The results obtained in this study are likely to have high importance to policy and practice, as they represent user-focused perspectives. Recommendations and implications for further research, policy, practice and education are provided.

This thesis demonstrates how literary and medical authors explored changing concepts of childbirth and reproductive medicine between the years 1737 and 1798. Considerable changes took place during this period that transformed birth from a social rite of passage into a medical event. Questions such as who and what was involved in reproduction, how childbirth was managed by individuals and communities, as well as how common understanding about these matters were reached, were brought to the fore in a way that they had never before been raised. A key means by which these ideas were communicated was through the rapidly developing print market with its overlapping interests in literature and medicine. Scholarship of medical humanities and medical history has grown exponentially in the last few decades, including that relating to the history of midwifery and the professionalization of what would become obstetric discourse, yet no study has brought together the theme of reproduction with trends in medical and literary publishing directly. The methodology employed here favours neither the literary nor historical, nor the feminist over the biographical, but rather brings these approaches together, drawing on medical theory of the period, trends in publishing, the rise of both women’s writing and the novel, as the texts considered require. The thesis widens the source pool consulted for purposes of developing a detailed understanding of the history of reproductive medicine. In doing so, the materials analysed reveal that both lay and professional authors found a range of creative ways of relating to changes in the medical management of pregnancy and childbirth, using personal stories and broader medical information, some of this illicit.