Through a case study of the experiences of eight undergraduate students participating in the St. Thomas More College/Intercordia Canada international community service-learning programme (2008), this thesis seeks to assess whether the participants learning has proved transformational through an analysis of the forms and processes of transformative learning as developed by Richard Kiely (2002, 2004, 2005). Content analysis of semi-structured student interviews (pre and post-participation), programme materials, student journals, academic reflections and essays reveal transformative shifts across the political, moral, intellectual, cultural, personal and spiritual learning domains. The study adds to the research on international community service-learning through an analysis of Kielys transformative learning theory in a new context, and explores how context affects learning processes. Findings indicate the dynamics of participant vulnerability and acceptance from host communities can provide for transformational relationships of solidarity across difference.

Through a case study of the experiences of eight undergraduate students participating in the St. Thomas More College/Intercordia Canada international community service-learning programme (2008), this thesis seeks to assess whether the participants learning has proved transformational through an analysis of the forms and processes of transformative learning as developed by Richard Kiely (2002, 2004, 2005). Content analysis of semi-structured student interviews (pre and post-participation), programme materials, student journals, academic reflections and essays reveal transformative shifts across the political, moral, intellectual, cultural, personal and spiritual learning domains. The study adds to the research on international community service-learning through an analysis of Kielys transformative learning theory in a new context, and explores how context affects learning processes. Findings indicate the dynamics of participant vulnerability and acceptance from host communities can provide for transformational relationships of solidarity across difference.

Abstract The focus of this thesis is stress in rehabilitation professionals. Within the thesis, burnout encompasses compassion fatigue and moral stress. Therefore, burnout is the emotional and ethical fatigue which is produced through organizational and clinical expectations present when working with individuals who live with disabilities. This thesis argues that current rehabilitation service delivery models exacerbate burnout through their neglect of emotional and ethical needs in professionals. The goal of this thesis is to develop an alternative model of service delivery which addresses burnout in rehabilitation professionals. The thesis answers the following question. How does Jean Vanier's thinking about relationships between individuals, living with and without disabilities, contribute to the field of rehabilitation therapy and, more specifically, to reducing stress currently experienced by rehabilitation professionals? To answer this question and meet the thesis goal, the research is situated within a constructivist paradigm and uses a single, interpretive case study design. This research has produced the transformational model of service delivery. This model states rehabilitation is a transformational process. Whereas traditional rehabilitation views the client as the focus of the change process, the transformational model states both the client and the professional benefit from their participation in a transformational change process. The change process is directed at the personal identity of both client and professional and is characterized by increased awareness and acceptance of key aspects within self and other. Whereas in more traditional rehabilitation models, creating the relational conditions necessary for change is the professional's responsibility, within the transformational rehabilitation model, both client and professional contribute to the relationship which is characterized by commitment, co-operation and compassion. In addition, client and professional experience the outcome of transformation, maturity. A mature person is defined by his/her capacity for agency and authenticity. This thesis argues that Jean Vanier is relevant to rehabilitation professionals. The articulation of an alternative model of service delivery, based on Vanier's thinking about relationships between individuals living with and without disabilities, makes a significant contribution to reducing stress in rehabilitation professionals. / Thesis (Ph.D, Rehabilitation Science) -- Queen's University, 2007-10-05 08:51:06.833

No description available.

The purpose of this study was to obtain a picture of the features of the Liberal Arts Honours Program at Vanier College, St. Laurent, Montreal, which contributed to students' preparation for university. The chief sources of information were drawn from students, teachers, and administrators. A questionnaire was administered to fifty-three students. An interview-protocol was also used to collect in-depth data from six first-year and six second-year students, and six teachers, and three administrators. Analysis of data suggested that 70% of students and also 80% of the majority of the participants in this study were satisfied with Vanier College's pre-university program. Students' satisfaction was due to the following factors: academic rigor, good teaching, a highly motivated student body, appropriate administrative support, encouragement from peers and the home, and a positive school climate. The study concluded that students were quite well prepared for universities, such as McGill University, in basic academic skills. The study focused on positive qualities that the Honours program possessed. This study, being the first to examine the actual operations of a successful CEGEP pre-university training program, enriches our understanding of the CEGEP system and adds to the limited amount of information on this topic.

Thesis (Th. M.)--Calvin Theological Seminary, 2003. / Includes bibliographical references (leaves 111-116).

Thesis (Th. M.)--Calvin Theological Seminary, 2003. / Includes bibliographical references (leaves 111-116).

No description available.

Ce mémoire consiste en l'étude des différentes modalités par lesquelles la présence d'éléments culturels autochtones participe de l'ensauvagement du sujet poétique. L'ensauvagement, tel qu'on le retrouve à l'oeuvre chez Paul-Marie Lapointe, Patrick Straram et Denis Vanier, est une construction symbolique qui repose sur le caractère perméable et hybride de l'identité. Il implique diverses tactiques, dont l'identification aux premières nations et l'appropriation de signes autochtones, qui visent à rompre avec la domesticité et qui bousculent les clichés. La subjectivité mobile de la poésie, depuis le «Je est un autre» de Rimbaud, autorise ce type de déplacement identitaire et culturel. S'accompagnant d'un désir d'authenticité, l'ensauvagement se manifeste à travers différentes incarnations, qui tendent à brouiller la distance entre le soi et l'autre. Il compose des bricolages de cultures et d'identités, fait pénétrer, parfois violemment, l'altérité au-dedans du sujet. Dans les poèmes de Lapointe, Straram et Vanier, l'ensauvagement nous amène par ailleurs à repenser, de manière moins figée, ce qui peut être considéré comme autochtone. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Ensauvagement, Paul-Marie Lapointe, Patrick Straram, Denis Vanier, Poésie québécoise, Cultures Autochtones, Autochtonicité.

Thèse (M.A.)--Université Laval, 1998. / Bibliogr.: f. [143]-152. Publié aussi en version électronique.