In light of earlier research pertaining to empathy, it is reasonable to believe that certain teachers feel empathic toward students in remedial classrooms. It is also evident that teacher empathy is something that students relish. However, a perceived lack of teacher empathy among students in remedial classes is a concern. The general problem addressed in the study was the effect of teachers’ lack of empathy on remedial college students’ perceptions of teacher–student conflict. The specific problem addressed in the study was the limited research on the impact of teachers’ empathy on remedial students’ perceptions. The purposes of the study were to understand remedial students’ perceptions of teachers’ empathy and to assess the perceived impact of lack of teacher empathy on teacher–student conflict. Participants consisted of 10 students enrolled at Cuyahoga Community College remedial English classes in Cleveland, Ohio. The phenomenological study explored the lived experiences and perceptions of these students in developmental/remedial classes. Students participated in face-to-face recorded interviews. Data were analyzed using NVivo software. Four main themes and several subthemes emerged from the data. Recommendations were offered to help facilitate resolution of teacher–student conflicts that may emerge out of perceived lack of teacher empathy.

<p> In light of earlier research pertaining to empathy, it is reasonable to believe that certain teachers feel empathic toward students in remedial classrooms. It is also evident that teacher empathy is something that students relish. However, a perceived lack of teacher empathy among students in remedial classes is a concern. The general problem addressed in the study was the effect of teachers&rsquo; lack of empathy on remedial college students&rsquo; perceptions of teacher&ndash;student conflict. The specific problem addressed in the study was the limited research on the impact of teachers&rsquo; empathy on remedial students&rsquo; perceptions. The purposes of the study were to understand remedial students&rsquo; perceptions of teachers&rsquo; empathy and to assess the perceived impact of lack of teacher empathy on teacher&ndash;student conflict. Participants consisted of 10 students enrolled at Cuyahoga Community College remedial English classes in Cleveland, Ohio. The phenomenological study explored the lived experiences and perceptions of these students in developmental/remedial classes. Students participated in face-to-face recorded interviews. Data were analyzed using NVivo software. Four main themes and several subthemes emerged from the data. Recommendations were offered to help facilitate resolution of teacher&ndash;student conflicts that may emerge out of perceived lack of teacher empathy.</p>

This dissertation is a study of the dynamics of place and people in a rural municipality in southeastern Bolivia. A study of the dialectical relations between knowledge, ecology, and culture that are manifest through the daily life of the municipality, it is an ethnography that illuminates the multiple discourses of colonialism, nationalism, modernity and decolonization that overlay one another. The contradictions and tensions produced through these intersecting discourses represent major obstacles to the project of "decolonization" and the formation of viable and equitable "intercultural" relationships, as promoted by the indigenous leadership which is the governing party of the Bolivian state since 2006. This yearlong ethnography of everyday life, conducted together with semi-annual follow up visits, reveals how people within the municipality negotiate differing and conflicting life worlds: one sustained by traditional practices of barter and local knowledge about farming, food, health and ecology); and the other governed by bureaucratic agencies and professional expertise. These life worlds signify contrasting notions about development and well-being, culture, and politics; and how between both of these it enables an equivalence that moves us closer toward the decolonizing imperative. Taking a postcolonial approach, I argue that knowledge and the systems of education in which knowledge is largely disseminated (schools, health facilities, NGOs, municipal venues, television, Internet, etc.) are crucial places for moving toward critical reflections, social change, and justice. I also intertwine an analysis of food not only as an agricultural product, but as an integral component of communal livelihoods, interactions with others, and nutritional well-being (physical, mental, and spiritual). Using concepts of border crossings and analyses to perceive and interpret local knowledge occurring in and from the margins of development, ecology, and "well-being," I advocate for the need to disrupt systems of geopolitical values, racial configurations, and hierarchical structures of meaning and knowledge in order to see and validate multiple ways of thinking, knowing and doing. Therefore, rural localities such as this one are essential "places" to learn from and learn with, and to include in the critical discussions and debates on decolonization, inter/intra-culturality, development, and well-being.^

The empirical literature and government reports alike indicate methamphetamine poses a great threat to the United States in areas such as crime. However, the current scholarship on drug crime has limited information on issues related to methamphetamine crime. To date, previous works on drug crime have yet to systemically examine the impacts of drug seizure amounts related to drug enforcement actions on methamphetamine crime. Further, we do not know whether the findings of earlier works extend and apply to methamphetamine crime. The present study, built on these earlier studies, proposes to examine the impacts of two different types of methamphetamine seizure incidents, small-scale seizures, which are most likely associated with street-level methamphetamine enforcement actions (i.e., arrests and citations), and large-scale seizure incidents, which are most likely associated with high-level methamphetamine enforcement actions (i.e., preplanned enforcement actions such as raids and long-term narcotics investigations), in and around target locations on later street-level methamphetamine crime incidents in the target location. In other words, the main objective of this study is to measure the spatiotemporal spillover impacts of large-scale and small-scale methamphetamine seizure incidents. Methamphetamine crime incident and seizure data, covering January 1, 2015 through December 31, 2020, was obtained from the Automated Regional Justice Information System (ARJIS), a division of the San Diego Association of Governments. A two-way fixed-effects (2WFE) spatial lag of X (SLX) model was used to test the aforementioned research questions. Nearby areas based on the target location were defined using first- and second-order queen contiguity method. Larger size nearby target locations were defined by combining areas generated by these two queen contiguity methods. The theories of deterrence, spatial diffusion of benefits, and spatial displacement were applied to explain the spatiotemporal dynamics connecting methamphetamine seizure amounts to later street-level methamphetamine crime incidents. Broadly, the results of regression analysis found possible spatial displacement of methamphetamine crime associated with small-scale seizure incidents while spatial diffusion of benefits was associated with large-scale seizure incidents. The impact sizes and statistical significance of these methamphetamine seizure incidents were dependent on space-time combination. The findings have theoretical, practical, and policy implications for both drug crime researchers and policing practitioners concerned with understanding and suppressing methamphetamine crime. / Criminal Justice

No description available.

ICT (Information Communication Technology) has enormous potential to positively impact educational institutions in developing countries. This thesis presents the results of a five month participatory study conducted in Bushenyi, Uganda on the impact ICT and ICT training had on a local primary school. This research specifically investigated the benefits and the problems associated with ICT in education, as well as, the impact of culture, training methods and research methodology.

ICT (Information Communication Technology) has enormous potential to positively impact educational institutions in developing countries. This thesis presents the results of a five month participatory study conducted in Bushenyi, Uganda on the impact ICT and ICT training had on a local primary school. This research specifically investigated the benefits and the problems associated with ICT in education, as well as, the impact of culture, training methods and research methodology.

Philosophers and others have debated for centuries about the concept of “rights” - what they are, where they came from, how they evolved, on what authority they proceed, and in what formulations. Because rights express values and are not simply rules governing an immutable status quo, there will always be debates over some aspects of human rights. It is precisely because of this uncertainty that the international community, in 1948, through the General Assembly of the United Nations, drafted the Universal Declaration of Human Rights as a standard of measurement for the formulation and interpretation of human rights and freedoms. Acknowledged within the Declaration is the universal right to education. One reason for its acknowledgment is the crucial role that education plays in the promotion of equality and the full realization of all other human rights. A second reason concerns the growing appreciation of the relationship that exists between education and increased social and economic benefits. However, despite its pivotal role as a multiplier of human rights and socio-economic benefits, little has actually been written on the right to education to elaborate upon its direction or define its boundaries. Most of what is documented on the right to education comes from legal and political sources, through the voices of judges, lawyers, statesmen, and politicians. Educators, who are generally held responsible for its actual promotion and implementation, have to date contributed very little to our knowledge of the right to education. Clearly this must change. To prevail in practice human rights require not only articulation but interpretation, validation, legislation, enforcement by rule of law and, finally, to be conceived of in a positive formulation. Thus, rights have to be made, and the purpose of this study is to invite educators into the conversation to assist in the making of the right to education by contributing to its interpretations and validating its claims. This inquiry unfolds in twelve chapters. Chapter 1 sets an autobiographical context and includes my own memories and experiences interpreting the right to education as well as the research questions and methodology. Chapter 2 examines the concept of human rights, their evolution, and the basis for their authority. Chapter 3 examines existing interpretations of the right to education in the literature. Chapter 4 examines the meaning of education in the right to education. Chapter 5 examines the compulsory nature of the right to education and the basis for its distinct status among other human rights. Chapters 6 through 8 examine the concepts of equality and equal educational opportunity and their relationship to the promotion of human rights and the right to education. Chapters 9 and 10 examine the ends of the right to education as proclaimed in the Declaration, contrasting these ends with the goals set out by the Ministry of Education in the Province of British Columbia. Chapter 11 examines parental rights to choose the most suitable kind of education in the context of claiming the right to a free education for their children. The final chapter represents an attempt to make sense of the inquiry and the efforts and contributions of research participants and researchers in the literature towards increasing our understanding of the interpretations and implications of the right to education.

This research brings the thought of Emmanuel Levinas into play in attempting to understand the responsibility of a group of educators of Aboriginal and non-Aboriginal heritage working amidst the tensions of ethno-cultural difference in an inner city public high school in Western Canada. The concept of ‘welcoming’, that is born in the words of Levinas, and that I further fashion into an interpretation framework while relying on the writings of Jacque Derrida and Sharon Todd, is employed in articulating this research. The research involves exploring: if, how and to what extent the responsibility of these educators might be understood as a welcoming of the Other and; if, how and to what extent the notion of welcoming itself, and particularly the thought of Levinas, might be potentially helpful in understanding the responsibility of educators? This study articulates a philosophical hermeneutic that is an interpretation of participants’ stories developed through a close examination of Levinas’ philosophy aided by insight from Derrida, Todd and other writers. This research articulates how educators revise and reenact their responsibility wherein their success and that of their students involves the establishment of a non-coercive relationship educators believe is fundamental and crucial to any other form of success their schooling context. This study offers examples and insight concerning how educators are interrupted by the difference of others; how educators realize their vulnerability to others and respond to others where their relationships with others change from merely being-with others to a “being-for” the Other; how educators negotiate the difficult tension of being an hôte or a guest in one’s own situation and; how educators receive the gift of learning from the Other or learn what their responsibility demands of them as they seek to serve others in amidst ethno-cultural difference. This research is helpful in offering an alternate way to approach how educators’ understand and enact their responsibility amidst ethno-cultural difference and does this by offering an atypical consideration of what is ethical, where responsibility is reconceived as a welcoming of the Other. In this pursuit insight is offered into the helpfulness and use of Levinas’ philosophy with the suggestion that his writings remain challenging to decipher as well to apply, offering few if any specific guides for action. Despite this, I suggest that Levinas’ philosophy when refashioned as welcoming, relying on scholars such as Derrida and Todd, can be helpful in prompting us as educators to think differently about our responsibility and therefore to perhaps act differently. In this capacity this study is potentially helpful to educators in assuring them that what is ethical is not necessarily defined within the confines of convention, legal codes and rules nor is what is ethical solely determined within such confines, but rather in our attentiveness to others and our attentiveness to our attentiveness, where we realize the welcoming nature of responsibility and what is actually demanded of us in being responsible to the Other.

Research into the phenomenon of youth suicide is typically guided by quantitative methodologies focused on young people who have attempted or died by suicide. Questions related to epidemiology, etiology, and the development of actuarial measures of risk are often the drivers of these particular kinds of research. Similarly, research into school-based youth suicide prevention curricula is predominantly focused on quantitative measures of the degree to which young people acquire knowledge or change attitudes about suicide, after exposure to a delivered program. Grounded in post-structural ideas, the purpose of this thesis is to expand upon these mainstream inquiries into youth suicide prevention education through close exploration and analysis of how “suicide” is discursively produced within the context of a classroom delivered curriculum. This study will pay particular attention to the discursive productions of suicide in the curriculum, as well as how these productions result in the constitution of particular objects, concepts, and subjectivities. Transcripts of “naturally occurring classroom talk” will serve as the site of analysis. Troubling contemporary “truth regimes” about suicide and its prevention through close analysis of the discursive frames by which they are produced offers up the potential of re-imagining new possibilities for thinking about and delivering youth suicide prevention education.