Introduction: Cerebral Palsy (CP) is the most common cause of disability in children. Healthcare providers aim to facilitate optimal function and participation by working with children and their families. The success of this endeavor depends on shared understanding, collaboration, and contextual factors that affect resource availability. The aim of this thesis was to understand parents’ perspectives in Indian and North American cultures towards management of CP using an ICF lens, to evaluate the extent to which this lens is evident in literature conducted in an Indian context and to evaluate a Knowledge Translation (KT) resource to inform parents and healthcare professionals (HCP). Methods: In the five thesis papers: study 1 explored parents’ perspectives towards the management of their children with CP (qualitative design); study 2 described the contextual factors shaping parents’ perspective in India (reflective design); study 3 and 4, described the research trends in the management of CP in India (scoping review); and study 5 describes the development and evaluation of a KT resource created to inform parents about incorporating the ICFconcepts into management of CP. Results: The qualitative study identified that Indian parents focus more on Body Structure and Function (BSF) challenges and have more resource limitations, as compared to the Canadian context. The scoping review identified that research also focuses on BSF, with less research addressing activity and participation, or its environmental determinants. KT resources showing the application of the ICF concepts into CP management received widespread uptake and were perceived as helpful by parents and HCP. Discussion and Conclusion: ICF was useful for understanding and informing parents and HCP about management of CP. Despite the importance of environmental considerations and contextual factors, these were insufficiently addressed in the literature and in stakeholder perspectives. To optimize CP management across contexts, further research and KT is needed. / Thesis / Doctor of Philosophy (PhD) / Cerebral Palsy (CP) is the most common cause of physical disability in children. Parents and professionals from multiple disciplines work together to provide developmental support for children with CP. This thesis explored parents’ views about management of CP in India and Canada; assessed the scope of the scientific literature from India addressing CP; and developed and evaluated educational videos to inform parents and professionals about the use of the International Classification of Functioning, Disability and Health (ICF) in the management of CP. Parents’ views towards their children in both countries are influenced by the availability of resources, professional attitudes, and cultural beliefs. Research in India focuses on ‘fixing’ the child’s impairments. The videos developed to encourage parents and doctors to focus on increasing activity and participation in children, were judged to be useful in creating awareness about the use of the ICF in the management of CP.

Yes / This chapter explores climate change cases from South Africa and Nigeria through a legal opportunity structures (LOS) lens. Understanding the effects of LOS is critical for sustaining climate litigation momentum across countries. Further, the academic literature on climate litigation hardly covers gender issues, even though women’s vulnerability to adverse climate change impacts and limited access to resources for adaptation are widely acknowledged. The receptivity of the existing LOS to women’s unique experiences affects their ability to engage in climate litigation and prospects for accessing climate justice through the courts. The chapter, therefore, undertakes a gender-sensitive analysis of the relevant literature, laws and decisions of courts from South Africa and Nigeria to conceptualize the LOS for climate litigation.

Broader social issues that affect students’ lives manifest in the classroom and the current neo-liberal reform structures in education (e.g., the accountability movement combined with punitive discipline measures and structural classism/racism) fail to acknowledge the impact of these issues on student identity within school and community. While this era of standardized testing has brought about anti-democratic realities in schools of all sorts, it is also the case that schools that pass tests often enjoy a more liberatory climate while schools struggling to meet testing requirements are more likely to possess oppressive qualities. Not coincidentally, the more oppressive schools are often populated by poor kids, kids of color, and very often in urban schools, poor kids of color. Deficit thinking runs rampant in urban schools and marginalized communities – student experiences perpetuate oppressive social hierarchies and students are pushed to think that they can’t, won’t, and aren’t capable. Critical service learning, and more specifically photovoice as a form of critical service learning, has promise to provide a different kind of educational experience. This project is an exploratory qualitative study using photovoice, photo elicitation, and critical thematic analysis to determine what narratives students construct while participating in photovoice as a form of critical service learning. This study posits a way to move from deficits to possibilities by providing a space for traditionally marginalized youth to legitimize their sense of place, identity, and connection to their community while empowering them to be advocates for social change. Students served as action researchers, constructing counter narratives through an adaptation of photovoice documentation, addressing social inequities by highlighting strengths and assets in their own schools and community. In addition to using photovoice as a methodology, this study also addressed how photovoice as critical service learning pedagogy can serve to create discursive spaces for those counter-narratives to circulate and to be heard. This project addressed the need for a critical service learning approach in education that empowers students to become agents of change, using their own stories and cultural/social capital to disrupt deficit perspectives while promoting possibility perspectives – moving us closer to a more democratic public education.

The intent of this study was to determine what students perceive as caring behaviors in teachers, whether those views match teachers’ perceptions, whether these vary depending on students’ academic track, and whether teachers are observed to exhibit the behaviors identified by their students as indicative of caring. Eighty-two majority Hispanic high school students and eight teachers completed a four-section survey about caring behavior. These teachers and students were also observed four times in the classroom. The survey contained Likert scale and open-ended questions about teachers’ caring behaviors. It also probed how the students’ own teachers interacted with them daily in the classroom and their personal open-ended opinion about how teachers show that they care or do not care about them. Two groups were studied, specifically Advanced Placement (AP) and Regular students, to find out whether academic placement caused students’ to categorize caring behaviors of teachers differently. Results of the study indicated a significant difference in AP and Regular students’ attitudes about how teachers treat them. Teachers’ perceptions were also compared to students’ perception and differences were found. Differences included how often teachers interact in one-on-one conversations about certain issues with students, such as the need to complete homework assignments. Within these conversations some issues were reported to occur more frequently by teachers than students. On other issues, like disrupting class, there was agreement, but only for specific teachers and subjects. In addition, STEM and non-STEM classes were investigated and it was discovered that these students responded differently about the frequency with which their teachers had conversations with them about specific issues. Differences included disrupting class, not completing assignments, interests and things that are important to students, and plans for college and work. Observations made by this researcher further support the idea that there is similarity in how students define caring behaviors, but what behaviors they experience, like assisting in homework or listening to personal needs, is different. Although trends observed in this study are suggestive, more research is required to support the idea that academic placement and subject make a difference in students’ experiences of caring behaviors in teachers. / text

abstract: The transition to kindergarten is a significant milestone for children and families in the United States. Education reform movements and early childhood policy initiatives have had significant impact on the transition process in recent years, and as a result, there is greater emphasis on promoting "ready children" for school. Previous research on the transition to kindergarten in the U.S. consists primarily of adult perspectives, examining parents and teachers' expectations for kindergarten and explicating their concerns about the transition. While adults impart important considerations about the transition to kindergarten, members of the early childhood community should also pay attention to children's perspectives as they too offer critical insight on getting ready for school. This dissertation foregrounds children's and experiences getting ready for and being in kindergarten, bringing attention their participation in transition activities and school routines. In addition, this study examines ways parents structure children's participation in transition activities and school routines to provide background information on children's experiences preparing for school. This study used data from a large-scale qualitative research project conducted in Arizona to understand children's experiences transitioning to kindergarten. Specifically, interviews with preschool-aged children, kindergarten-aged children, and mothers were analyzed to impart a deeper understanding of children's viewpoints becoming and being kindergarteners. Findings illustrate how mothers' understandings of kindergarten, and constructions of readiness have influence over the transition process. Moreover, findings offer thick descriptions of how children learn about kindergarten, make meaning of school rules and routines, and form membership within classroom communities of practice. Moreover, interpretations of children's viewpoints contribute nuanced understandings of situations that promote or hinder children's participation in transition activities, and subsequent engagement in kindergarten classrooms. This study contributes to the ongoing discourse on kindergarten readiness. The viewpoints of children and parents on getting ready for and being in kindergarten provide alternative perspectives, contributing to a more holistic understanding of the transition experience. Further, a key implication of this study is that children's perspectives be given due weight in practical, programmatic, and policy initiatives aimed at promoting positive and successful transitions to kindergarten. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

Il est nécessaire d’effectuer de profonds changements pour adapter les pays aux nouveaux paradigmes universels reconnaissant aux économies sans frontières une modernisation démocratique. La tâche à peine en partie terminée implique d’orchestrer des réformes qui recouvrent depuis les systèmes juridiques et de justice, la formation des réseaux actif de sécurité sociales, la lutte contre la corruption, jusqu’à la supervision bancaire modernisée. Par ailleurs, la tâche de la politique économique ne consiste pas seulement à produire plus avec une efficacité hors du commun, sinon à articuler une société moyennement équitable, à faire en sorte que démocratie et marché s’équilibre entre eux, refluant le despotisme du pouvoir politique absolu ou le darwinisme polarisant de marché, à équilibrer l’ajustement vers l’extérieur, l’adaptation aux marchés universels, avec l’ajustement vers l’intérieur qui compense et ouvre des opportunités aux entreprises, aux travailleurs et, en général, aux groupes perdants du changement. Ensembles, au cours de ces années, on a appris que le développement est possible, mais pas automatique, que celui-ci n’assure pas toujours la diminution de la pauvreté, que les peuples doivent être non seulement bénéficiaires, mais participer également a leur propre progrès. / It is necessary to make significant changes to adapt the countries to the new universal economic paradigms recognizing without borders a democratic modernization. Task only partially completed involves orchestrating reforms covering since legal systems and justice, training networks active social security, the fight against corruption, to modernized banking supervision. Moreover, the task of economic policy is not only to produce more with unusual efficient, but to articulate a moderately equitable society, to ensure that democracy and market balance between to ensure that democracy and market balance between them, flowing despotism of power absolute political where Darwinism’s market polarizing, balance adjustment outward, adaptation to universal markets, with the adjustment that compensates for inward that compensates and opens opportunities to companies, the workers, and in general, change losers groups. Together, over the years, we have learned that development is possible, but not automatic, that it does not always ensure the reduction of poverty, the people must not only beneficiaries but also to their participation own progress.

This dissertation intends to reveal the theme of the conqueror, which is spread throughout the book of Revelation. I try to determine the identity and function of the conquerors who were faced with various problems in their present situations. Various present situations such as the political, economical, social, and religious phenomena that the first Christians confronted must be considered. Thus, the main aim of Revelation is to persuade compromising Christians to disengage from pagan idolatry and to sustain those who resist. One must remember the fact that the designated conquerors were absolutely embedded in their historical and sociological situation. We should recognize why John wanted to send his prophetic message through various symbolic references and universes, providing a different heavenly perspective in contrast with an earthly point of view. In general, the conquest can be linked with both a military and political meaning, such as Messiah and the son of David in Jewish literature and the Old Testament. But the conqueror figure in Revelation can be understood from a different angle. The characteristic of the conqueror is explained through the symbolic transformation of redemptive death and victory. It means that the idea of conquering has been changed. Conquering doesn’t depend on a military or political power that is the interpretation of the traditional messianic expectation, but self-sacrifice of the Lamb on the cross. The characteristic of the Lamb as conqueror is closely linked with the image of an atoning, sacrificial victim. The theme of suffering and death in Revelation is linked with the victory of the conquerors. That is, the conquerors can be defined as those who endure suffering, slander, poverty and tribulation unto death as Jesus has done. From a worldly perspective, Satan looks like the almighty figure as the conqueror that persecuted the people of God, but in terms of the heavenly perspective, he is defeated and conquered by the blood of the Lamb and by the word of God in 12:11. Therefore, conquering is provided from the heavenly perspective to encourage the conquerors as seeing the present reality. Just as the Lamb has conquered the evil ones by his blood, the conquerors should conquer the evil ones by the blood of the Lamb and the word of their testimony. Thus, the victory of the conquerors can be attained by means of witness and death. The idea that the conquerors are the victims might provide the people of God with a powerful symbolic transformation as a marginalized group in a hostile world. The conquerors are provided with a heavenly perspective, implying an eschatological fulfillment and God’s presence in the New Jerusalem. The image of the New Jerusalem provides a rhetorical effect that the people of God as conquerors will experience salvation in the future. Whereas the city of Babylon was drunk with the blood of the conquerors, the New Jerusalem coming down from heaven will dwell with God as the completion of the fulfillment God promised (cf. 21:1-22:5). / Thesis (PhD (New Testament Studies))--University of Pretoria, 2007. / New Testament Studies / PhD / unrestricted

Pedagoger i förskolan har ett viktigt uppdrag i att främja barns hälsa och välbefinnande samtett ansvar att ge varje barn förutsättningar att utvecklas och lära sig. Ett sätt att möjliggöradetta är genom inflytande och delaktighet, som ses som en av flera hälsofrämjande faktorer.Det är en grundläggande rättighet att få uppleva delaktighet, uttrycka sina åsikter och blilyssnad till. På vilket sätt barn får förutsättningar till detta i förskolan är något som undersöksi denna studie. Alla barn, oavsett ålder, funktionsvariation och erfarenhet, har rätt att förafram sina åsikter. Därför behöver det finnas metoder som möjliggör att alla barn, även de medbegränsad kommunikationsförmåga, ges förutsättningar till att uttrycka sig. Det kan innebäraatt pedagogerna behöver vara extra lyhörda för barns uttryck, samt erbjuda olika former avkommunikationssätt och uttrycksmedel. Genom intervjuer med sju pedagoger och tolv barnsynliggör vi deras olika perspektiv på inflytande och delaktighet i förskolan. Resultatet visaratt pedagoger har vissa svårigheter att särskilja begreppen, och även om de inte är synonymerså hänger de nära samman. Pedagogerna menar att barnen får vara med och påverka sinvardag och att de är lyhörda för deras önskemål. De beskriver olika metoder och arbetssättsom de använder för att ta tillvara barns åsikter. Barns delaktighet beskrivs som något merkonkret, att få vara med och bli delaktig i det som görs i vardagen på förskolan. Ett viktigtresultat i denna studie är att pedagoger anser att det finns vissa barn som har mer inflytandeoch delaktighet än andra i förskolan. Det beskrivs vara barn som är mer högljudda ochduktiga på att uttrycka sig verbalt. Pedagogerna medger också att det finns vissa hinder sompåverkar barns möjlighet till inflytande och delaktighet i förskolan. Barnen själva uttrycker attdet är de vuxna som bestämmer i förskolan, och att de vuxna bara lyssnar på dem ”ibland”.Barnen berättar att det är mest kring leken som de själva får bestämma om och de ger ocksåsitt perspektiv på hur tillgänglig förskolans lärmiljö och material är. Resultatet visar att barninte har så stor kännedom om sina rättigheter, och inte heller är särskilt bekanta med uttrycksom demokrati, delaktighet och inflytande. De reflektioner som framkommer utifrån studienär hur viktigt det är att förstå begreppen för att kunna arbeta medvetet med inflytande ochdelaktighet i förskolan, och för att det ska ske utifrån demokratiska principer snarare än att detblir en slags skendemokrati. I studien framkommer det att när barn ges inflytande och kännersig delaktiga i förskolans vardag ökar deras trivsel och lärande, något som främjar barnenshälsa och välbefinnande. En viktig faktor utifrån ett specialpedagogiskt perspektiv är att hållai och utveckla det hälsofrämjande arbetet i förskolan utifrån olika skyddsfaktorer. Detta kan vara en viktig roll för en specialpedagog. / Preschool teachers have an important responsibility in promoting children's health and wellbeingas well as a responsibility to give each child the conditions to develop and learn. Oneway to make this possible is through influence and participation, which is seen as one ofseveral health-promoting factors. It’s a fundamental right to experience participation, expressone's opinions and be listened to, and the way in which children are given the conditions forthis in preschool is something that is investigated in this study. All children, regardless of age,functional variation, and experience, have the right to express their opinions. Therefore, thereneed to be methods that enable all children, even those with limited communication skills, tobe given the conditions to allow them to express themselves. This may mean that educatorsneed to be extra sensitive to children's expressions, as well as offer different forms ofcommunication and means of expression. Through interviews with seven teachers and twelvechildren, we understand their different perspectives on influence and participation inpreschool. The results show that teachers have some difficulties in distinguishing between theconcepts, and even if they are not synonymous, they are closely related. The teachers believethat the children can be involved and influence their own everyday lives, that the teachers aresensitive to the children’s wishes and describe different working methods that they use to takeadvantage of children's opinions. The children's participation is described as something moreconcrete, to be able to participate and become involved in what is done in everyday life at thepreschool. An important result of this study is that preschool teachers believe that somechildren have more influence and participation than others in preschool, it’s described aschildren who are louder and can express themselves verbally. The teachers also admit thatthere are certain obstacles that affect children's opportunities for influence and participation inpreschool. The children themselves express that it´s the adults who decide at preschool, andthat the adults only listen to them ”sometimes”. The children say that it´s mostly about theplay where the children themselves decide and they also give their perspectives on theaccessibility of the preschool's learning environment and materials. The results show thatchildren do not have much knowledge of their rights, nor are they very familiar withexpressions as democracy, participation, and influence. The reflections that emerge from thestudy are that it’s important to understand the concepts in order to be able to work consciouslywith influence and participation in preschool, and for it to take place on the basis ofdemocratic principles rather than a kind of sham democracy. The study showed that whenchildren are given influence and feel involved in the preschool's everyday life, their wellbeingand learning increases, which promotes the children's health and well-being. Animportant factor from a special educational perspective is to maintain and develop the healthpromoting work in the preschool based on various protective factors. This can be an importantrole for a special educator.

Oman has adopted e-government services, but according to the United Nations E-Government Development Index classification, such services are not fully utilised. E-government classification of Oman shows a lack that motivated this research. The aim is to provide a framework that can help the Omani government to better implement e-government services. As a result, Oman classification is expected to be improved. Such framework may also help similar developing countries in implementing their e-government services. This work aimed to address both; government and citizens prospective, also aiming to help conducting a sold research a good implementable framework. Therefore, an interview with 21 government participations from different institutions was conducted followed by citizens that attracted 400 qualified responses. The research process has led to the suggestion of using another approach of e-government services, the unified e-services portals. The outcomes of this research show; both government and citizens are in favour of using unified definitions in portals. In addition, a proposed framework is presented based on supported findings that is believed to better utilising e government services hence leading to improve ranking. It is also believed that the UN assessing committees would benefit from the unified approach. Simply, it unifies the definition of each service based on the published academic definitions and work. The evaluation of the proposed framework is outside this research and can be addressed by a further research as recommended. Implementing the unified approach portals is another front that attracts implementation and evaluation.

No description available.