This was a qualitative research study involving Aboriginal offenders at a Federal institution in the Ontario Region. The purpose of this study was to illuminate the Aboriginal offenders‘ perspectives on their experiences that led to their incarceration. The major research questions guiding this study include: 1. What experiences do Aboriginal offenders feel contributed to their incarceration? 2. What do Aboriginal offenders feel could have prevented their incarceration? 3. How do Aboriginal offenders describe their experiences with the Residential School and child welfare systems? 4. What are the Aboriginal offenders' perspectives on their experiences with CSC‘s healing and intervention programs? One of the goals of this study was to provide information to CSC to improve the reintegration programs and help Aboriginal offenders become law abiding citizens. The data was collected from individual interviews, which was analyzed in detail to develop themes. The analyses sought for stories that captured the depth of the experiences that led to the Aboriginal offenders‘ incarcerations. This study provided the personal perspective of the offenders as to how the Residential School and child welfare system have impacted their lives, and offers some insight into the over-representation of Aboriginal offenders in the prison system. This study also demonstrated how the socio-economic situation of these Aboriginal offenders played a role in their path towards prison. It is important to capture the voices of the iii Aboriginal offenders‘ experiences towards incarceration. Their stories offer ways to help other Aboriginal people. We must have Aboriginal community members involved in the lives of Aboriginal youth to prevent them from getting into trouble, and find alternative positives outlets and activities. We must instill and provide hope and inspiration so that our youth have something to look forward to in their lives. I know this is happening to varying degrees in our Aboriginal communities; however, we need to keep working towards this goal. In addition, CSC might consider allocating more resources and financial assistance to Aboriginal communities, who are dealing with their people involved within the prison system. / Thesis (Master, Education) -- Queen's University, 2011-02-24 20:22:59.526

In 2011, 65% of the 76,900 pupils aged between 5 and 16 in special schools in England were of secondary age. When this population is broken down further, a constant rise in pupil numbers is seen; from just under 3,500 pupils at age 5, to more than 10,000 at age 15, with a large leap in numbers between the ages 10 and 11. This thesis views these patterns as demonstrations of disproportionality and as indications that inclusion in mainstream secondary schools is not being achieved. The thesis fills a gap in the literature exemplified by the paucity of studies on this phenomenon. It is distinctive in not only exploring a problem and then suggesting ways of overcoming it, it also tests these suggestions. The thesis is in two parts, the first is a standard empirical enquiry, using a survey methodology, the second uses futures studies methodologies and evaluation techniques to create and develop a vignette of a future school that successfully includes those children currently placed in special schools. A critical realist perspective is adopted, acknowledging that explanations are contingent and influenced by personal experience and bias (at the level of researcher and participants). Hence a range of stakeholder views are sought, along with the involvement of groups of practitioners and experts in the refinement of a vignette of a future school. The thesis employs a mixed methods approach, in order to base findings on as many sources as possible. It also involves a futures thinking aspect, in the design of a preferable, transforming, normative image of a future education system. In part one explanations about why the phenomenon of over-representation occur are sought through a literature review, then a questionnaire of key stakeholders (those involved in school placement decisions). Factors that are commented on most frequently are school level factors and within child factors. These findings point to limitations of current models used to understand disability and special educational needs, the thesis posits that an extended multi-dimensional model is needed, and suggests a number of existing models that could be developed. In part two a vignette of a future school is created by considering how problems and issues raised in part one of the study could be circumvented. This vignette is evaluated by experts who have experiential and theoretical knowledge of the field of special educational needs and inclusion. The evaluation contributes to the further refinement of the vignette. This thesis highlights the unexplored phenomenon of secondary over-representation in special schools in England and presents an in-depth analysis of the reasons that stakeholders give to explain this over-representation. Uniquely, this analysis is then translated into an imaginary design of a possible future inclusive school, the evaluation of which in turn highlights some of the persistent issues about the purposes and design of schools in a diverse society.

Thesis (Master, Education) -- Queen's University, 2010-12-09 18:03:40.27 / This was a qualitative research study involving Aboriginal offenders at a Federal institution in the Ontario Region. The purpose of this study was to illuminate the Aboriginal offenders perspectives on their experiences that led to their incarceration. The major research questions guiding this study include: 1. What experiences do Aboriginal offenders feel contributed to their incarceration? 2. What do Aboriginal offenders feel could have prevented their incarceration? 3. How do Aboriginal offenders describe their experiences with the Residential School and child welfare systems? 4. What are the Aboriginal offenders' perspectives on their experiences with CSCs healing and intervention programs? One of the goals of this study was to provide information to CSC to improve the reintegration programs and help Aboriginal offenders become law abiding citizens. The data was collected from individual interviews, which was analyzed in detail to develop themes. The analyses sought for stories that captured the depth of the experiences that led to the Aboriginal offenders incarcerations. This study provided the personal perspective of the offenders as to how the Residential School and child welfare system have impacted their lives, and offers some insight into the over-representation of Aboriginal offenders in the prison system. This study also demonstrated how the socio-economic situation of these Aboriginal offenders played a role in their path towards prison. It is important to capture the voices of the Aboriginal offenders experiences towards incarceration. Their stories offer ways to help other Aboriginal people. We must have Aboriginal community members involved in the lives of Aboriginal youth to prevent them from getting into trouble, and find alternative positives outlets and activities. We must instill and provide hope and inspiration so that our youth have something to look forward to in their lives. I know this is happening to varying degrees in our Aboriginal communities; however, we need to keep working towards this goal. In addition, CSC might consider allocating more resources and financial assistance to Aboriginal communities, who are dealing with their people involved within the prison system. / Master

La tesi si occupa degli infortuni sul lavoro degli stranieri: essa approfondisce il tema della presunta maggiore vulnerabilità agli infortuni sul lavoro degli immigrati rispetto agli italiani e mira ad identificare quali fattori influiscono sull’accadimento degli infortuni degli italiani e degli stranieri, al fine di capire meglio le ragioni della loro differente vulnerabilità. Sebbene fin dagli anni Settanta diverse ricerche abbiano cercato di dimostrare se gli immigrati siano o meno più vulnerabili degli autoctoni rispetto agli infortuni sul lavoro e di capirne le cause, la presenza di molti limiti sia metodologici che di contenuto, ha impedito di accettare i risultati delle ricerche esistenti come definitivi. Il presente studio ha cercato di superare alcuni dei limiti delle ricerche precedenti attraverso la raccolta diretta di dati. È stata infatti realizzata una survey, attraverso la somministrazione di un questionario, su due campioni, uno di vittime italiane di infortuni sul lavoro (300 rispondenti) e uno di vittime straniere (200 rispondenti). L’area locale interessata è il Trentino. Il lavoro sul campo ha permesso di raggiungere i seguenti obiettivi: verificare se gli stranieri siano o meno più vulnerabili degli Italiani rispetto agli infortuni sul lavoro; stilare un profilo dell’infortunato straniero e di quello italiano ed individuare, attraverso l’analisi statistica, quali fattori possono aiutare a spiegare la sovra-rappresentazione degli stranieri nel fenomeno. / This thesis deals with the issue of occupational injuries among migrants: it delves deeper into the problem of their supposed higher vulnerability to occupational injuries in respect to Italians and aims to identify which factors influence the occurrence of work injuries in each of the two groups, in order to better understand the reasons of their different vulnerability. Even though since the Seventies researchers have attempted to demonstrate whether non-natives are more vulnerable than natives to occupational injuries and to explain the reasons for this alleged over-representation, the presence of many limits related both to the content and to the methodology of extant studies prev ented the reader from accepting these results as definitive. This research attempts to overcome some of the limitations of previous studies collecting first-hand data. A survey, though the administration of a questionnaire, has been carried out on two samples, one of Italian victims (300 respondents) and one of immigrant victims (200 respondents) of work injuries in a local Italian area (Trentino). The work on the field has allowed, then, to gain the following objectives: verify whether migrants are more vulnerable to occupational injuries than Italians; depict a profile of the injured migrant and of the injured Italian and finding out, though statistical analysis, the factors that help to explain migrants’ over-representation in the phenomenon.

No description available.

Summaries in Afrikaans and English / Die Bruinvrou in die onderwys het 'n besondere rol om te vertolk veral in die !ewe van die volwassewordende kind asook in die hele skoolopset. Die doel van hierdie ondersoek was om hierdie rol te bepaal. Tersaaklike gegewens is verkry deur middel van Iiteratuurstudie, die outobiografiese teks, onderhoude asook vraelyste. Deur die inligting bekom, is vasgestel dat die omstandighede waaronder 'n groot gedcelte van die Bruinonderwyseresse werk, nie altyd gunstig is nie. Baie Bruinlccrclcrs woon in sosio-ekonomiese agtergeblewe gebiede waar misdaad en bendebcdrywighedc aan die orde van die dag is. Waardestelsels, leefstyl van die subkultuur, onvoldoende materiele versorging en gebrekkige opvoeding veroorsaak steuringe in die leerders se ingesteldheid teenoor die skool. Haar vrouwees laat die onderwyseres baie empatie toon in haar opvoedingskommunikasie met die leerder. Sy poog om toereikend na sy behoeftes om te sicn. As medcganger help sy die leerder om elke mylpaal wat hy bereik, te beskou as die begin van 'n ander. Deur haar meelewendheid word veral die milieugestremde Bruinkind se menswaardigheid erken. Baie bruinleerders het aangedui dat onderwyseresse rolmodelle vir hulle is. Sommige onderwyseresse word verplig om jarelank dieselfde graad te onderrig. Aangesien hulle so 'n betekenisvolle rol in die volwassewording van die kind speel, is dit nodig dat hulle ervaring opdoen van die verskillende grade in die skool. Die vrou is baie veelsydig en het moontlikhede wat tocreikcnd aangewend kan word in al die fasette van die skoolopset. Sy kan '11 baie belangrike bydrae lewer in die organisasie en administrasie van die skool as sy die geleentheid gebied word. Haar ingesteldheid op die menslike en die belangrikheid van gesonde verhoudinge asook haar hoe pligsbesef dui daarop dat die onderwyseres by magte is om 'n uitstekende onderwysleier te wees. Nieteenstaande die feit dat onderwyseresse volgens statistieke oorverteenwoordig is in die onderwys, is hulle onderverteenwoordig in bestuursposte. Alhoewel die Grondwet van die Republiek van Suid Afrika 1996, gebaseer is op die beginsels van gelykheid en menswaardigheid, is seksisme en diskriminasie op grond van geslag nog steeds ernstige struikelblokke vir die onderwyseres op haar weg na beter vooruitsigte in die onderwys. Aanbevelings vir praktykverbetering asook verdere navorsing is gemaak. / The Coloured woman in education has a particular role to play, especially in the life of the child growing towards adulthood as well as in the school in general. The aim of this investigation is to determine that role. Relevant information had been obtained by means of literary sources, autobiographical texts, interviews and questionnaires. Having obtained this information, it was established that the circumstances in which a large proportion of Coloured female educators work, are not always favourable. Many coloured learners live in socio-economic disadvantaged areas where crime and gangsterism prevail. Value systems, lifestyles of the subculture, inadequate material care and a serious lack of education are causing disruptions of learners' inclination towards the school. Being a woman enables the female educator to show considerable empathy in her pedagogic communication with the learners. She endeavours to sufficiently provide in their needs. As pedagogic accompanist she assists the learner to see every milestone that he/she achieves as the basis for another. Her involvement brings about an acknowledgement of the human dignity of the milieu-deprived Coloured child. Many coloured learners have indicated that their female educators are their role models. Some female educators are compelled to teach the same grade for years. Their significant role merits experience of teaching the various grades at school. Women are very versatile and have potential which can be utilized adequately in all the facets of the school situation. They can make very important contributions towards the organisation and administration of the school as a whole, given the opportunity. Their focus on human nature and the importance of sound relationships as well as their high sense of duty are indicative of the ability female educators have to become excellent leaders in education. They are nevertheless under-represented in educational management positions. Although the Constitution of the Republic of South Africa, 1996, is based on the principles of equality and human dignity, sexism is still a stumbling block in the path of female educators. Recommendations for an improvement m educational practice as well as further research were made. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Vorhersagen von miRNA-Bindestellen enthalten oft einen hohen Prozentsatz an falsch positiven Ergebnissen (24-70%). Gleichzeitig ist es schwierig die biologischen Interaktionen von miRNAs und ihren Zieltranskripten auf experimentellem Wege und Genom weit zu messen. Daher wurde in der vorliegenden Arbeit die Frage beantwortet, ob ChIP-Sequenzierungsdaten, von denen es immer mehr gibt, verwendet werden können, um Vorhersagen von miRNA-Bindestellen zu filtern. Dabei wurde von einem Netzwerk aus miRNAs und Transkriptionsfaktoren gebraucht gemacht, die Zieltranskripte gemeinsam regulieren. Zunächst wurden verschiedene Methoden getestet, mit denen „Peaks“ aus der ChIP-Sequenzierung Zielgenen zugeordnet werden können. Zielgenlisten des transkriptionalen Repressors RE1-silencing transcription factor (REST/NRSF) wurden mithilfe von ChIP-Sequenzierungsdaten erzeugt. Ein Algorithmus zur Suche nach überrepräsentierten miRNA-Zielgenen in REST-Genlisten basierend auf Vorhersagen von TargetScanHuman wurde entwickelt und angewandt. Die detektierten „enrichment“-miRNAs waren Teil eines vielfältig regulierten REST-miRNA-Netzwerks. Mögliche Funktionen von miRNAs wurden vorgeschlagen und ihre Rolle im gemeinsamen Netzwerk mit REST und im damit gebildeten Netzwerkmotiv (Inkoherente Schleife zur Vorwärtskopplung Typ 2) wurde analysiert. Es stellte sich heraus, dass ein Filtern der Vorhersagen tatsächlich möglich ist, da Gene, die sowohl von REST als auch von einer oder mehreren „enrichment“-miRNAs reguliert werden, einen höheren Anteil an wahren miRNA-Transkript-Interaktionen haben. / Predictions of miRNA binding sites suffer from high false positive rates (24-70%) and measuring biological interactions of miRNAs and target transcripts on a genome wide scale remains challenging. In the thesis at hand the question was answered if the ever growing body of ChIP-sequencing data can be applied to filter miRNA target predictions by making use of the underlying regulatory network of miRNAs and transcription factors. First different methods for association of ChIP-sequencing peaks to target genes were tested. Target gene lists of the transcriptional repressor RE1-silencing transcription factor (REST/NRSF) were generated by means of ChIP-sequencing data. An enrichment analysis tool based on predictions from TargetScanHuman was developed and applied to find ‘enrichment’-miRNAs with over-represented targets in the REST gene lists. The detected miRNAs were shown to be part of a highly regulated REST-miRNA network. Possible functions could be assigned to them and their role in the regulatory network and special network motifs (incoherent feedforward loop of type 2) was analyzed. It turned out that miRNA target predictions of genes shared by enrichment-miRNAs and REST had a higher proportion of true positive associations than the TargetScanHuman background, thus the procedure made a filtering possible.

Summaries in Afrikaans and English / Die Bruinvrou in die onderwys het 'n besondere rol om te vertolk veral in die !ewe van die volwassewordende kind asook in die hele skoolopset. Die doel van hierdie ondersoek was om hierdie rol te bepaal. Tersaaklike gegewens is verkry deur middel van Iiteratuurstudie, die outobiografiese teks, onderhoude asook vraelyste. Deur die inligting bekom, is vasgestel dat die omstandighede waaronder 'n groot gedcelte van die Bruinonderwyseresse werk, nie altyd gunstig is nie. Baie Bruinlccrclcrs woon in sosio-ekonomiese agtergeblewe gebiede waar misdaad en bendebcdrywighedc aan die orde van die dag is. Waardestelsels, leefstyl van die subkultuur, onvoldoende materiele versorging en gebrekkige opvoeding veroorsaak steuringe in die leerders se ingesteldheid teenoor die skool. Haar vrouwees laat die onderwyseres baie empatie toon in haar opvoedingskommunikasie met die leerder. Sy poog om toereikend na sy behoeftes om te sicn. As medcganger help sy die leerder om elke mylpaal wat hy bereik, te beskou as die begin van 'n ander. Deur haar meelewendheid word veral die milieugestremde Bruinkind se menswaardigheid erken. Baie bruinleerders het aangedui dat onderwyseresse rolmodelle vir hulle is. Sommige onderwyseresse word verplig om jarelank dieselfde graad te onderrig. Aangesien hulle so 'n betekenisvolle rol in die volwassewording van die kind speel, is dit nodig dat hulle ervaring opdoen van die verskillende grade in die skool. Die vrou is baie veelsydig en het moontlikhede wat tocreikcnd aangewend kan word in al die fasette van die skoolopset. Sy kan '11 baie belangrike bydrae lewer in die organisasie en administrasie van die skool as sy die geleentheid gebied word. Haar ingesteldheid op die menslike en die belangrikheid van gesonde verhoudinge asook haar hoe pligsbesef dui daarop dat die onderwyseres by magte is om 'n uitstekende onderwysleier te wees. Nieteenstaande die feit dat onderwyseresse volgens statistieke oorverteenwoordig is in die onderwys, is hulle onderverteenwoordig in bestuursposte. Alhoewel die Grondwet van die Republiek van Suid Afrika 1996, gebaseer is op die beginsels van gelykheid en menswaardigheid, is seksisme en diskriminasie op grond van geslag nog steeds ernstige struikelblokke vir die onderwyseres op haar weg na beter vooruitsigte in die onderwys. Aanbevelings vir praktykverbetering asook verdere navorsing is gemaak. / The Coloured woman in education has a particular role to play, especially in the life of the child growing towards adulthood as well as in the school in general. The aim of this investigation is to determine that role. Relevant information had been obtained by means of literary sources, autobiographical texts, interviews and questionnaires. Having obtained this information, it was established that the circumstances in which a large proportion of Coloured female educators work, are not always favourable. Many coloured learners live in socio-economic disadvantaged areas where crime and gangsterism prevail. Value systems, lifestyles of the subculture, inadequate material care and a serious lack of education are causing disruptions of learners' inclination towards the school. Being a woman enables the female educator to show considerable empathy in her pedagogic communication with the learners. She endeavours to sufficiently provide in their needs. As pedagogic accompanist she assists the learner to see every milestone that he/she achieves as the basis for another. Her involvement brings about an acknowledgement of the human dignity of the milieu-deprived Coloured child. Many coloured learners have indicated that their female educators are their role models. Some female educators are compelled to teach the same grade for years. Their significant role merits experience of teaching the various grades at school. Women are very versatile and have potential which can be utilized adequately in all the facets of the school situation. They can make very important contributions towards the organisation and administration of the school as a whole, given the opportunity. Their focus on human nature and the importance of sound relationships as well as their high sense of duty are indicative of the ability female educators have to become excellent leaders in education. They are nevertheless under-represented in educational management positions. Although the Constitution of the Republic of South Africa, 1996, is based on the principles of equality and human dignity, sexism is still a stumbling block in the path of female educators. Recommendations for an improvement m educational practice as well as further research were made. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

No description available.

No description available.