Adoption of evidence-based parenting programs by community agencies requires an understanding of the variables that affect their implementation. This study examined variables associated with the implementation of Triple P – Positive Parenting Program in Ontario. Surveys were completed on-line by 63 administrators, 54 supervisors, and 215 service providers from 69 different agencies. In a first article, I report on agencies’ pre-implementation openness, readiness, and resistance as well as on service providers’ self-reported use of and adherence to the program. Respondents from the vast majority of agencies reported openness to change prior to implementation but approximately half reported that they were not ready and experienced resistance. Although the majority of trained service providers used the program, a significant minority had not delivered it since training. The average adherence rate reported by service providers who used the program was 85.9%. In the second article, I report on the variables associated with implementation. The majority of respondents reported that they had adequate office resources to implement Triple P. Over half the managers (administrators and supervisors) and over two thirds of service providers reported that their agency had received adequate training. The most commonly identified barrier to implementation was agency characteristics which included organizational climate, service provider characteristics, and supervision. Adequate office resources and positive agency characteristics were associated with higher program usage by service providers. Service providers’ reports impacted their individual adherence rates whereas managers had broader perspectives of the quality of implementation in their organizations. Differences in reports between managers and service providers were not associated with usage or adherence.

<p>This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo / s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo / s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo / s experiences.</p>

Theodore Stanton’s career as a literary middleman exemplifies several of the intermediary professions in book and periodical publishing that were being created and tested in the late nineteenth century in response to expanded publishing opportunities in France, Great Britain, the United States, and Canada. The need for professional middlemen between writers and publishers developed differently in each country, thus their roles and activities, the literary agent’s in particular, varied according to regional demands. Different interpretations of intellectual property in copyright laws determined the balance of power between creators and producers of texts. In turn, writers’ relative ability to control copyrights shaped the middleman’s field of endeavour. The range of professional middleman specializations is described. A case study of some American publications of Émile Zola’s novels shows the legal and logistical difficulties of transatlantic publishing in practice. In chapter 3, Stanton’s beginnings as an American newspaper correspondent in Paris precede his middleman role as editor of the European Correspondent, a weekly galley-proof service printed in English in Paris and syndicated to American newspaper editors. Stanton’s work as a European sub-editor of the North American Review and other magazines is detailed in chapter 4. As the Paris representative of Harper & Brothers from 1899, Stanton presented previously unpublished writings of Honoré de Balzac, Victor Hugo, Émile Zola, and others to American readers, also co-operating with French publishers. Case studies portray the challenges and successes of a middleman position within a large, complex enterprise. In chapter 5, a more independent Stanton arranges the simultaneous, posthumous publication of the memoirs of Eugénie, ex-Empress of France, by D. Appleton and Company in New York and London, and in four European translations. Count Maurice Fleury compiled and authored the two-volume work, which was not published in France. The manuscript took a circuitous path to publication through Stanton’s efforts to ensure authenticity, maintain exclusivity, and protect copyright. Methodological approaches of correspondence editing, bibliography, and textual criticism reveal both the processes and the results of Stanton’s mediation and illuminate how the participation of literary middlemen shaped the way French culture was received and understood in North America.

Architektur umgibt uns permanent. Sie ist so alltäglich wie Sprache, ebenso allgegenwärtig, meistens beiläufig. Diese Arbeit untersucht auf sozialtheoretischer Ebene am Beispiel der Architektur, inwiefern die sozialwissenschaftliche Kategorie der „Definition der Situation“ erweitert werden kann, um Kategorien wie Leiblichkeit oder Räumlichkeit adäquat für den Entwurf sozialer Handlungen zu berücksichtigen.

In 2003, the town of Craik initiated a unique renewable energy project with the dual goals of addressing both the environmental and the rural economic crisis. This Masters thesis provides an exploration of the factors that both facilitate and constrain the advancement of this project. The research focuses on the question: What are the cultural and social factors that inhibit the Craik project from meeting its environmental and economic goals? New social movement theory provides a theoretical framework for explaining contradictions within social movements, while a critical ethnographic methodology is used to uncover specific underlying contradictions that exist at Craik. This thesis analyzes the dynamics of facilitating and non-facilitating factors to make visible the deeper sources of conflict, to contribute to theoretical models of social change and understandings of community development. Furthermore, the thesis provides direction for the Craik eco-project that can further the implementation of practices that will facilitate both its economic and environmental goals. Finally, the study provides valuable insights to other communities working to facilitate similar eco-projects and influence public policy in response to global warming

This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

In this thesis I characterize, through an analysis of some of the key themes and central insights of both Charles Sanders Peirce’s pragmatism and Hans-Georg Gadamer’s philosophical hermeneutics, what Bernstein (2011) has called a “sea change” in contemporary philosophy. I illustrate how their main insights are profoundly educational and how they offer us an effective means of reconceptualising what education means within the context of our world today. I will particularly stress two important elements of this ‘sea change’ that figure prominently in both Peirce and Gadamer’s work. First, the central importance of situated agency, and second, the affirmation of a relational process ontology. When taken together, these insights entail a conception of education that radically affirms the transformative potential of human agency based on the fecundity of educational experience. This ‘sea change’ will be presented in juxtaposition to the problematic modern/Cartesian framework that is current in educational thought today.

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This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

In this thesis I characterize, through an analysis of some of the key themes and central insights of both Charles Sanders Peirce’s pragmatism and Hans-Georg Gadamer’s philosophical hermeneutics, what Bernstein (2011) has called a “sea change” in contemporary philosophy. I illustrate how their main insights are profoundly educational and how they offer us an effective means of reconceptualising what education means within the context of our world today. I will particularly stress two important elements of this ‘sea change’ that figure prominently in both Peirce and Gadamer’s work. First, the central importance of situated agency, and second, the affirmation of a relational process ontology. When taken together, these insights entail a conception of education that radically affirms the transformative potential of human agency based on the fecundity of educational experience. This ‘sea change’ will be presented in juxtaposition to the problematic modern/Cartesian framework that is current in educational thought today.