Thesis (M.A.B.C.)--Master's College, Santa Clarita, Calif., 2002. / Includes bibliographical references (leaves 119-122).

Thesis (M.S.)--Ohio State University, 1987. / Includes bibliographical references (leaves 68-75). Available online via OhioLINK's ETD Center

Thesis (D. Min.)--Ashland Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 112-115).

Thesis (Ph. D.)--Ohio State University, 1986. / Includes vita. Includes bibliographical references (leaves 118-127). Available online via OhioLINK's ETD Center.

This thesis examines the role of the helping imperative in Canadian foreign aid discourse. After weaving together post-development and decolonial theory and applying these theories to cosmopolitanism, I propose a reconstructed cosmopolitan theory - delinked cosmopolitanism - as a theoretical orientation for this analysis. In applying the discourse legitimation framework as an analytical tool, I conclude that the current discursive orientations of the Government of Canada are focused on helping while believing that Western ways of being, knowing and doing are the only way to live in the world. I then suggest possible applications of delinked cosmopolitanism and discourse analysis for future research, both in Canada and abroad, in order to support a possible shift in thinking and an improved ability to work across difference.

M.Cur. / Obstacles to labour companionship at Bamalete Lutheran Hospital (BLH) in Botswana are discussed. There is an underutilization of labour companionship in the BLH maternity ward despite several efforts that have been made to introduce labour companionship. Labour companionship is a rare exception in the BLH labour ward. Why is labour companionship underutilized at Bamalete Lutheran Hospital and what could be done to promote labour companions? An explorative, descriptive, qualitative, contextual, multiple case study was conducted to explore and describe obstacles to, and the need for, the utilisation of labour companionship, and to develop and recommend strategies to overcome the identified obstacles to labour companionship at BLH. Five unaccompanied primigravidae were selected from mothers who had delivered at BLH. Their ideal labour companions and the attending midwives were also selected for the study. A semi-structured interview with open-ended questions and an audiotape were used to collect data from the primigravidae and their ideal companions. Naive sketches were used to collect data from the attending midwives. Morse and Field cognitive processes were used to analyse the data (1996: 103). This study identified four major obstacles to labour companionship as the lack of knowledge about the concept of labour companionship and the availability of the service by the primigravidae; the lack of knowledge on how labour companionship should be practised in a hospital setting by the ideal companions; the lack of privacy of the labour ward unit; and the reluctance of the midwives to implement labour companionship. The Botswana Sexual Reproductive Health information, education and communication (IEC) approach was utilized as a guide in developing the promotion strategies for labour companionship at BLH

This study illuminated the perspectives of school psychologists who have developed behavior intervention plans (BIPs) that support successful change in student outcomes. A total of 15 school psychologists from two different school districts were interviewed using the critical incident method; participants shared their perceptions of effectively implemented behavior intervention plans. The participants emphasized the need for consistent communication among the team members, collaboration with key stakeholders, making modifications as needed during the implementation period, and adequate time to for school psychologists to provide training to teachers. The findings of this study emphasized the importance for school teams and other school stakeholders to understand the factors that are needed when they are addressing student behavior.

The purpose of this research was to investigate the effects of prosocial videogames, played both singly and cooperatively, and aggressive videogames, played both singly and competitively, on children's prosocial behavior. Eighty boys and 80 girls, half third and fourth graders, and half seventh and eighth graders, were randomly assigned to one of five conditions. In a control condition, children answered questions about videogame experience and enjoyment. In two of the treatment conditions, children played a videogame with prosocial content (a human-like fantasy character rescuing another from danger); half of the children played this game singly, while the other half played cooperatively. In the other two conditions, children played an aggressive videogame (stylized boxing), with half of the children playing singly and the other half competing. Following exposure to one of these conditions, each child's game score, game enjoyment rating, level of donating, and level of helping were measured. The results of a three-way analysis of variance (sex x grade x treatment) on donating yielded significant effects for age, F(1, 140) = 34.12, p = Although prosocial videogame play did not increase prosocial responding, aggressive videogame play clearly suppressed this behavior. The failure of the prosocial condition to accelerate donating and helping might be due to the relatively brief exposure used in this study (10 minutes) and/or to the particular prosocial videogame utilized. The failure of the cooperative and competitive game modes to affect prosocial behavior may have been due to the age of the children or to the possibly aversive effects of the type of cooperation required.

In a democratic school system, all students should be included regardless of their individual differences. However, dyslexic students run the risk of being left behind in the process of becoming an independent reader. Being an independent reader facilitates further academic endeavors, helps the individual navigate the globalized world and invites the individual to read for pleasure. Due to a deficit in phonological awareness, dyslexic L2 English students face obstacles in reading tasks which they could overcome with the help of auditory aid. This study aims to investigate in what ways auditory aid can aid Swedish dyslexic L2 English students in secondary school, and what obstacles said group face with regard to the classroom environment, teaching methods and didactical considerations that language and special teachers apply. A survey was constructed to collect data regarding language and special teachers didactical choices. The results show that a majority of the participants use some kind of auditory aid in reading tasks when teaching dyslexic L2 students. However, the results also suggest that a number of language and special teachers do not incorporate individualized learner profiles and programs which are specifically designed to aid dyslexic students. This implies that language and special teachers may be unsure of the actual role of such programs. In addition, the effectiveness of auditory aid in individualized programs needs to be investigated further.

No description available.