What can text corpora tell us about society? How can automatic text analysis algorithms efficiently and reliably analyze the social processes revealed in language production? This work develops statistical text analyses of dynamic social and news media datasets to extract indicators of underlying social phenomena, and to reveal how social factors guide linguistic production. This is illustrated through three case studies: first, examining whether sentiment expressed in social media can track opinion polls on economic and political topics (Chapter 3); second, analyzing how novel online slang terms can be very specific to geographic and demographic communities, and how these social factors affect their transmission over time (Chapters 4 and 5); and third, automatically extracting political events from news articles, to assist analyses of the interactions of international actors over time (Chapter 6). We demonstrate a variety of computational, linguistic, and statistical tools that are employed for these analyses, and also contribute MiTextExplorer, an interactive system for exploratory analysis of text data against document covariates, whose design was informed by the experience of researching these and other similar works (Chapter 2). These case studies illustrate recurring themes toward developing text analysis as a social science methodology: computational and statistical complexity, and domain knowledge and linguistic assumptions.

This dissertation traces the formation, development, and deployment of arguments in favor of maternal employment from the years before World War II through the mid-1990s. Drawing on academic journals, popular periodicals, government documents, feminist writings, and the personal papers of researchers, policy makers, and activists, I argue that defenses of maternal employment have taken two main forms: economic and psychosocial. Although both types appeared throughout this period, the relative influence of each waxed and waned. As a result of the legacy of depression and war mobilization, economic arguments predominated in the immediate postwar years. After a decade of sustained national growth and the rising influence of psychology and sociology, however, arguments that stressed the psychological and social benefits of working mothers became increasingly prominent. The trend reversed again in the 1970s as the economy stagnated and hostility toward the welfare state mounted. The content of these two types of arguments also changed over time. Defenses of maternal employment that were rooted in and justified by the concept of shared national good in postwar America were reframed, by the 1990s, in terms of the economic self-interest of individual taxpayers and employers. During the 1940s and 1950s, proponents of maternal employment suggested that it helped expand the middle class and foster children’s independence. Feminists in the early 1960s drew on these claims to challenge hostility toward mothers in the labor force. By the early 1970s, they hoped that working mothers, by undermining traditional sex role socialization, would help remake, rather than preserve, society. At the same time, a new set of economic claims about working mothers, based in free market economic thought, began to gain strength. Politicians attacked welfare policies that enabled poor mothers to be full-time homemakers, while some feminists tried to persuade corporations that they had financial, rather than moral, incentives for hiring and retaining mothers. The vision of the broader social good that had characterized earlier arguments for maternal employment was gone. This helps explain why, even as rates of maternal employment skyrocketed, national work/family policies in the United States have remained the weakest in the developed world. / History

A program for the training of graduate student consultants in behavioral interviewing skills is presented. The initial interview of behavioral consultation, problem identification, was taught. The training program involved a videotape interview between a consultant and consultee in which appropriate verbalizations specific to the problem identification interview were modeled and/or specific problem identification objectives were narrated. Sixty graduate student consultants were trained using either or both of these techniques. The consultants later had the opportunity to role-play a problem identification interview to demonstrate the consultation skills acquired through observation of the modeling and/or the narrated instructions. This role-played interview was audio-recorded and the verbalized statements coded on the Consultation Analysis Record, a technique in which independent verbalized statements are coded on four categories. These coded statements were statistically analyzed in order to determine the effectiveness of the training program in training the problem identification interview. The training program was evaluated using a multivariate analysis of variance design. Results of the study indicated that verbal skills specific to problem identification interview were acquired when modeled training alone was used. No skills acquisition resulted in the instruction only or the modeling plus instruction training conditions. The implications of this study for the training of psychologists in behavioral consultation are discussed. This investigation lent support for the use of modeling as a training technique and the Consultation Analysis Record as a systematic method of the behavioral assessment of interviewing skills.

No description available.

Transfrontier Conservation Areas (TFCAs) are considered a suitable strategy to combine nature conservation and poverty alleviation in southern Africa, usually through ecotourism. There have, however, been critical voices questioning whether this is actually succeeding. Many researchers claim that the conservation and tourism efforts are leaving the local communities at greater risks of impoverishment rather than helping them. This study consults previous research to examine this issue through the examples of the Great Limpopo Transfrontier Conservation Area (GLTFCA), and the communities living close to its National Parks in Mozambique, South Africa and Zimbabwe. The methodology used is a systematic literature study of 26 secondary sources. The study finds that the previous research reveals that the experiences of the communities vary between different areas in the TFCA. The general feeling is that of displacement in different ways, except in those communities that have found ways of empowering and developing themselves; through tourism schemes. Otherwise, the attitude from the authorities in the national parks of the TFCA seems to be that the conservation and tourism efforts in the area are given priority over the local residents’ needs. Theories such as systems ecology, sustainable development and deep ecology may have answers to this issue on paper, however judging from the reality presented in the literature used in this study they are not realistic in practice. What is obvious is that economic interests are prioritized in the GLTFCA just as in the rest of the world.

Supported employment has been shown to be an effective way to contribute to the community reintegration of persons with disabilities. Traditionally, the hiring practice for supported employment staffs has focused on individuals with social service training; however, it has been proposed that employment specialists need to possess advanced skills that tend to be emphasized in business training programs. This study uses several new measures to identify differences in attitudes toward vocational rehabilitation and readiness and aptitude for a supported employment position, of social service and business students. Results indicate that social service students possess higher levels of clinical readiness and aptitude and more favorable attitudes toward vocational rehabilitation than do business students. Nevertheless, business students' readiness, attitudes, and aptitude are above theoretical neutral points, and comparable to those of social service students, and thus, effort should be devoted to diversifying the workforce by recruiting individuals with business training. / Department of Psychological Science

This thesis explores street involved youth friendship in Victoria, Canada. The friendships of street involved youth—that is “young people who may or may not be homeless and spend some time in the social and economic world of ‘the street’” (Perkin 2009)—are regularly thought and talked about as being prone to deviant or risky behaviour, particularly in social scientific literature and by the mainstream media. I conducted semi-structured interviews with 11 street involved youth (ages 16 – 21) who talked about friendships as important relationships offering (among other things) help, protection, support, nurture and meaningful existences not available to them otherwise. Street youth friendships allow youth some escape and respite from damaging neoliberal political-economic policies in Victoria, Canada. In addition, street involved youth friendships bring into question dominant developmentalist discourses and assumptions as youth agentively and expertly negotiate their friendships in careful and nuanced ways. / Graduate / 0326 / twerdal@uvic.ca

The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation. The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education. The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education.

<p>How did Georges Sorel's philosophy of violence emerge from the moderate, reformist, and liberal philosophy of the French Third Republic? This dissertation answers the question through a contextual intellectual history of Sorel's writings from the 1880s until 1908. Drawing on a variety of archives and printed sources, this dissertation situates Sorel in terms of the intellectual field of the early Third Republic. I locate the roots of Sorel's problematic at once in a broadly European late 19th century philosophy of science and in the liberal values and the political culture of the French 1870s. Sorel's engagement with Karl Marx, but also Émile Durkheim, Giambattista Vico, and other social theorists, is traced in order to explain why, despite his Marxism, Sorel confronted the twin fin-de-siècle crises of the Dreyfus Affair and Revisionism as a political liberal. I show how his syndicalism became radical, scissionistic, and anti-Statist in the post-Dreyfus context of anticlericalism leading up to the separation of Church and State in 1905. Sorel drew on figures such as Alexis de Tocqueville and Benedetto Croce to elaborate his Reflections on Violence in 1906-1908, finally transforming his political theory of institutions into an ethics of myth and individual engagement. </p><p>Sorel has been best known as an icon of radicalism as such--in shorthand, an inspiration for both Lenin and Mussolini. This political polarization has occluded Sorel's profound engagement with the foundational thinkers of the Third Republic. Against the backdrop of a systematic misunderstanding of the philosophical issues at stake, Sorel's political ideas and interventions have also been misunderstood. Not only his insights about the limits and potentials of the intellectual framework of the French Third Republic, but also their most significant contemporary resonances, have been lost. I show how and why this has been so by studying the reception of Sorel's work in the Anglophone world from the immediate postwar years until the early 1970s. Finally, I investigate resonances between Sorel's work as I have reconstructed it, and some currents in contemporary post-Marxist political thought. </p><p>Sorel is a revelatory figure in the entangled history of late 19th century liberalism and republicanism. He was profoundly engaged in the intellectual life of the French Third Republic and this, as much as his Marxism although less overtly, has shaped the meaning of his work. To return him to this context gives us a new understanding of the stakes of the philosophy of the period and the limits of its liberalism.</p> / Dissertation

Thesis (M.A.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.