No description available.

This investigation grew out of my experiences while working as a mental nurse with people deemed to be insane. The behaviours which they presented and the medical and legal control exercised over them became of concern to me because I felt their rights were not being respected. A primary issue is the extent to which adherence to the medical-somatic view of insanity held by psychiatrists, lawyers and politicians has led to the exclusion of viable custody and treatment alternatives. The purpose of this research is to question the role and functions of mental nurses. It suggests that 'caretakers' might be a more suitable title for such workers with the insane. The hypothesis underlying the research links the work of 'caretakers' of the insane to changes in government policies and legislation; the thesis examines this hypothesis in the light of changes in the roles and functions of 'caretakers' over the period from 1890 to 1990. Research activities included the examination of primary sources, Hansard, newspapers, and professional journals. Interviews were also carried out with nine contemporary caretakers who have worked with the 1959 and the 1983 Mental Health Acts. These research methods provided an historical background to the debates in the Houses of Parliament when mental health legislation was discussed; information from the writings of the professionals who worked with the insane at the times of new mental health legislation; data on the public and media debate of these issues; and information on the perceptions and duties of caretakers working with the insane at the times of new mental health legislation. The research findings show that both those who cared for the insane and the insane themselves have been subjected to changes brought about by mental health legislation since 1890. These changes affected the working conditions of the caretakers and the social control and rights of the insane. The changes in the work of caretakers led to new directions in their education. Workers with the insane became a part of nursing by adopting the somatic approach to care. When this occurred, many of the care activities of keepers, attendants and mental nurses became redundant. Over time, there has been a move to, and then away from, the clinical-somatic model of nursing towards caretaking skills such as group work, therapeutic community skills, counselling skills and psychotherapy skills. These caretaking skills are seen by contemporary caretakers as going beyond their custodial and social control functions, towards providing a space in which people can be respected, encouraged, supported and be open to new insights.

Thesis (PhD (Social Science Research Methodology))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study aimed at establishing whether or not an integrated and appropriate system exists for the evaluation of research in the South African higher education system. As background to the assessment of research in South African higher education, models of research evaluation from other countries were reviewed and served as reference to the discussions on the local efforts. In each case the higher education research systems were reviewed, including existing efforts of research evaluation that exits alongside the systems. The review followed a pattern that focuses on areas including the history and rationale, purpose (s) for research evaluation, political/transformation contributions and methodological issues for a clearer understanding of the contributions made by the efforts. The study followed a multiple-case study approach to review the models and the South African situation, with the local research evaluation efforts embedded within the study of South Africa as a case. Five themes guided the reviews that were apparent for the final discussions of the study: the rationale and purpose of research evaluation, units of analysis used in the evaluation, dimensions/criteria used in research evaluation, governance and management of research evaluation processes and methodological issues related to research evaluation. The study revealed that none of the fragmented South African research evaluation efforts is suitable to deal with the transformation requirements expected of higher education institutions. This is mainly because of the voluntary nature of the current initiatives and their focus on the lowest level of units of analysis – the individual researcher. The one effort that would be better suited to meet the transformation imperatives – the HEQC institutional audits - does not concentrate on research exclusively but collectively addresses all core activities in institutions, reducing the attention necessary for research evaluation to make a meaningful contribution to higher education research. The study suggested a comprehensive design for the framework of South African research evaluation. The purpose identified for the envisaged exercise is the development and improvement of quality research of international standards across the system of higher education in order for research to make meaningful contributions to national demands. Programmes/departments in the higher education institutions are suggested as the units of analysis in which quality, productivity, relevance and viability serve as criteria for evaluation. / AFRIKAANSE OPSOMMING: Hierdie studie poog om vas te stel of 'n geïntegreerde en toepaslike stelsel bestaan vir die evaluering van navorsing in die Suid-Afrikaanse hoër onderwys stelsel. As agtergrond tot die beoordeling van navorsing in Suid-Afrikaanse hoër onderwys, word ‘n oorsig verskaf van die modelle van navorsing evaluering van ander lande. Dit het gedien as verwysing vir die besprekings oor die plaaslike pogings. In elke geval is ‘n oorsig gebied van die hoër onderwys navorsingstelsels , insluitend die bestaande pogings tot navorsing evaluering. Die oorsigte fokus op gebiede soos die geskiedenis en die rasionaal, doel van navorsing evaluering, politiese / transformasie bydraes en metodologiese vraagstukke vir' n beter begrip van die bydraes wat gemaak word deur die pogings. Die studie volg 'n meervoudige gevallestudie benadering tot die modelle en die Suid-Afrikaanse situasie, met die plaaslike navorsing evaluering pogings onderliggend in die Suid-Afrikaanse gevallestudie. Die oorsigte word gelei deur vyf temas: die rasionaal en doel van die navorsing evaluering, eenhede van analise wat gebruik word in die evaluering, dimensies / kriteria wat gebruik word in navorsing evaluering, beheer en bestuur van navorsing, en metodologiese evalueringsprosesse kwessies met betrekking tot navorsing evaluering. Hierdie temas is duidelik in die finale bespreking van die studie. Die studie het aangetoon dat nie een van die gefragmenteerde Suid-Afrikaanse navorsing evaluering pogings geskik is om die transformasie verwagtinge van hoër onderwys instellings te hanteer nie. Dit is hoofsaaklik as gevolg van die vrywillige aard van die huidige inisiatiewe en hul fokus op die laagste vlak van die eenhede van analise - die individuele navorser. Die een poging wat beter geskik sou wees die transformasiedoelwitte te ontmoet - die HEQC institusionele oudits - konsentreer nie uitsluitlik op navorsing nie, maar spreek gesamentlik alle kern aktiwiteite in instellings aan. Dit verminder die aandag wat nodig is vir navorsing evaluering om 'n betekenisvolle bydrae te lewer tot hoër onderwys navorsing . Die studie stel 'n omvattende ontwerp voor vir die raamwerk van Suid-Afrikaanse navorsing evaluering. Die doel wat vir die beoogde oefening geïdentifiseer word, is die ontwikkeling en verbetering van die kwaliteit navorsing van internasionale standaarde oor die stelsel van hoër onderwys sodat die navorsing betekenisvolle bydraes kan lewer tot die nasionale vereistes. Programme / departemente in die hoër onderwys instellings word voorgestel as die eenhede van analise waarin gehalte, produktiwiteit, relevansie en lewensvatbaarheid dien as kriteria vir evaluering.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Orientador: Lea Maria Leme Strini Velho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-19T00:55:30Z (GMT). No. of bitstreams: 1 Kunz_Ivanir_D.pdf: 2041670 bytes, checksum: 0aaeba097c41e0b5aa6318ff3d8aee7f (MD5) Previous issue date: 2011 / Resumo: O objetivo deste estudo é analisar a dinâmica de produção de conhecimento na área de Direito no Brasil, através da elucidação das práticas de organização social em termos da constituição de grupos de pesquisa, das fontes de influência na escolha dos temas e linhas de pesquisa, das formas pelas quais tal comunidade acadêmica se apropria dos canais de comunicação que divulgam sua produção e toma decisões sobre as fontes de referência bibliográfica que informam seus próprios estudos. Central para esta pesquisa é a noção de que as disciplinas diferem na sua formação histórica, nos seus processos de institucionalização na academia, na maneira em que se organizam para produzir conhecimento, na forma em que trocam idéias e divulgam suas informações. Essas diferenças se refletem nos respectivos padrões de comunicação de seus pesquisadores e nas diversas formas de divulgar seus resultados de pesquisa. Este estudo se assenta em dados quantitativos e qualitativos, coletados sobre algumas universidades brasileiras selecionadas, no total de 14, com cursos de pós-graduação, em nível de Mestrado e Doutorado Acadêmico, na área de Direito, recomendados e reconhecidos pela CAPES, com conceito mínimo de 5 (numa escala de 7 no máximo). Em uma seleção da produção intelectual dos 14 programas entre os anos de 2004 a 2006, os resultados mostram que os pesquisadores que trabalham na área de Direito, no Brasil, tendem a publicar mais livros do que artigos em periódicos. Este estudo também fornece evidência de que a área tem uma forte preferência por revistas editadas pela própria Instituição (periódicos in-house) e este parece ser um traço peculiar deste campo de pesquisa no Brasil. Além disto, o hábito de trabalhos coletivos é uma prática pouco difundida na área. Para compreender a dinâmica desta comunidade científica, alguns especialistas desta disciplina, mais especificamente, alguns líderes de grupos foram selecionados para a realização de entrevistas. Assim, para alcançar uma perspectiva mais abrangente, este estudo contrapôs os dados quantitativos obtidos com as 20 entrevistas realizadas com os líderes de grupos de pesquisa das IES selecionadas, no intuito de explicar junto aos pesquisadores, os comportamentos observados. Munido destes dados, este estudo busca vislumbrar ângulos peculiares do processo de produção de conhecimento, fazendo um mapeamento das redes seletivas de autores e de comunicação que resultam em citações, observando o seu processo social, a responsabilidade e poder político dos pesquisadores nesta ciência, em especial / Abstract: The objective of this study is to analyze the dynamics of knowledge production in the area of law in Brazil, through the elucidation of the practices of social organization in terms of the formation of research groups, sources of influence on the choice of themes and lines of research, the ways in which such academic community appropriates the communication channels that disseminate their production and takes decisions on the bibliographic sources that inform their own studies. Central to this research is the notion that disciplines differ in their historical formation, in the processes of institutionalization in academia, in the way they are organized to produce knowledge in the form in which they exchange ideas and disseminate their information. These differences are reflected in their patterns of communication among researchers and in different ways to disseminate their research results. This study is based on quantitative and qualitative data collected on some selected universities, totaling 14, with post-graduate programs offering master and PhD degrees in the field of law, which have been evaluated by CAPES (Brazilian Agency for Higher Education), and received at least a grade 5 (on a scale up maximum 7). In a selection of the intellectual output of the 14 programs between the years 2004 to 2006, the results show that researchers working in the area of law in Brazil tend to publish more books than journal articles. Moreover, and this seems to be a peculiar trait of this research field in Brazil, articles tend to appear in journals edited by the universities themselves (in-house journals). In addition the habit of collective work is a practice little known in the area. To understand the dynamics of the scientific community, some specialists in this discipline, more specifically, some group leaders were selected for interviews. Thus, to achieve a broader perspective, this study contrasted the quantitative data obtained with the 20 interviews with leaders of research groups of the HEIs selected in order to explain with the scientists, the behaviors observed. Armed with this data, this study seeks to discern peculiar angles to the process of knowledge production, causing a selective mapping of networks of authors and communication that result in citations, observing their social process, accountability and political power of the researchers in this science in special / Doutorado / Politica Cientifica e Tecnologica / Mestre em Política Científica e Tecnológica

Social science is in crisis. The task of social science is to study “man in situation”: to understand the world as it is for “man”. This thesis charges that this crisis consists in a failure to properly address the philosophical anthropological question “What is man?”. The various social scientific methodologies who have as their object “man” suffer rampant disagreements because they presuppose, rather than consider, what is meant by “man”. It is our intention to show that the root of the crisis is that social science can provide no formal definition of “man”. In order to understand this we propose a phenomenological analysis into the essence of social science. This phenomenological approach will give us reason to abandon the (sexist) word “man” and instead we will speak of wer: the beings which we are. That we have not used the more usual “human being” (or some equivalent) is due to the human prejudice which is one of the major constituents of this crisis we seek to analyse. This thesis is divided into two Parts: normative and evaluative. In the normative Part we will seek a clarification of both “phenomenology” and “social science”. Due to the various ways in which “phenomenology” has been invented we must secure a simipliciter definition of phenomenology as an approach to philosophical anthropology (Chapter 2). Importantly, we will show how the key instigators of the branches of phenomenology, Husserl, Scheler, Heidegger, and Sartre, were all engaged in this task. To clarify our phenomenology we will define the Phenomenological Movement according to various strictures by drawing on the work of Schutz and his notion of provinces of meaning (Chapter 3). This will then be carried forward to show how Schutz’s postulates of social science (with certain clarifications) constitute the eidetic structure of social science (Chapter 4). The eidetic structures of social science identified will prompt several challenges that will be addressed in the evaluative Part. Here we engage in an imperial argument to sort proper science from pseudo-science. The first challenge is the mistaken assumption that universities and democratic states make science possible (Chapter 5). Contra this, we argue that science is predicated on “spare time” and that much institutional “science” is not in fact science. The second challenge is the “humanist challenge”: there is no such thing as nonpractical knowledge (Chapter 6). Dealing with this will require a reconsideration of the epistemic status that science has and lead to the claim of epistemic inferiority. Having cut away pseudo-science we will be able to focus on the “social” of social science through a consideration of intersubjectivity (Chapter 7). Drawing on the above phenomenologists we will focus on how an Other is recognised as Other. Emphasising Sartre’s radical re-conception of “subject” and “object” we will argue that there can be no formal criteria for how this recognition occurs. By consequence we must begin to move away from the assumption of one life-world to various life-worlds, each constituted by different conceptions of wer.

Cattle ranching in Vermilion Parish is a social-techno-ecological system (STES) that is currently vulnerable due to changing social, technological and ecological conditions. In addressing ways to increase the adaptive capacity of cattle ranching in Vermilion Parish, I used a multiple, mixed method approach grounded in a critical constructivist framework. Constructivism is the idea that our relationship to facts is constructed by our social context. It is these perceptions that shape people’s actions. By looking at these perceptions through an emancipatory frame I was able to understand multiple interpretations of meaning, consciously address them, consider how they may have shaped our actions, and then alter those meanings and power relationships. In an effort to increase the adaptive capacity of cattle ranching in Vermilion Parish, my research focused on actions, why people perform those actions, and how to change them. This research connected the physical landscape of the marshes, the individual landscape of perception, and the conceptual landscape of resilience. If resilience is the ability of a system (cattle ranching in vermilion parish) to recover after a disturbance, adaptive capacity is when the actors within the system can influence that system’s resilience. I explored the history of cattle ranching in Vermilion Parish from three different, but overlapping perspectives – environmental, social, and technological. These perspectives compliment the information from interviews and 3CM sessions. These 15 interviews revealed the perception of 11 types of threats facing cattle ranching in Vermilion Parish. The body of literature surrounding resilience theory identifies traits of highly adaptive systems. The recommendations and suggestions outlined in Chapter 6 exist at the intersection of the actors’ perception of specific threats and the decidedly generalized traits of highly adaptive systems. These suggestions were geared towards increasing the adaptive capacity of cattle ranching in Vermilion Parish. Given these layered landscapes and their complexity, my recommendations were subject to feedback loops and long periods of integration. These recommendations contribute to the theoretical foundation detailed in Chapter 3 by identifying specific ways that the actors of this particular system may be able increase their own adaptive capacity. / text

This project is a study of the way that people use language actively to achieve certain ends in communication, the way that they organise their spoken discourse to construct, convincingly, the state of their lives, both ‘internal’ and ‘external’. It does this primarily through an analysis of the systematic properties of the descriptive, communicative and interpretative skills which members use in the accomplishment of the meanings central to everyday existence. More specifically, this project is a study of verbal accounts of, and doctor-patient interaction relating to, clinical depression. The project begins from the premise that most social studies of depression and its diagnosis have been subject to the same problematic treatment of language as a ‘transparent medium’ as the psychiatric frames upon which the modern clinical understanding of depression in the UK is itself based. I aim, in view of this, to demonstrate how hitherto neglected elements in the social analysis of the condition can be revealed with the application of an alternative methodology, a methodology which treats talk-in-interaction as a dynamic and constructive phenomenon rather than a neutral conduit for the passage of information. The empirical data takes the form of a set of General Practitioners from a single practice in the North West talking freely about depression and their experiences of diagnosing it, and actual consultations between these GPs and their patients. Drawing upon Wittgenstein, Ethnomethodology, Discursive Psychology and, particularly, Conversation Analysis this project examines the ways in which doctors and patients construct, negotiate and manage ‘depressive’ meanings in the course of medical interaction, always holding tightly to Wittgenstein’s maxim that practice gives words their significance.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.