Thesis (M.S.)--Ithaca College, 2004. / Includes bibliographical references (leaves 64-72).

Thesis (M.Arch.(Prof.))--University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 171-182). Available online via OhioLINK's ETD Center.

Thesis (M.A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 66-73). Also available via the World Wide Web.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "March 2006." Includes bibliographical references (leaves 232-241). Also available online in PDF format.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Mentally Handicapped). Includes bibliographical references (p. 26-27).

This research is an examination of Charles Dickens’ representation of the underprivileged in the Victorian society. The socially disadvantaged members that will be under discussion are the poor, women and children, who are of major concern in Dickens’ selected texts namely Bleak House, Great Expectations, Hard Times and Oliver Twist. It is evident that Dickens noted the impact of industrialisation on the Victorian society as it created a massive urban development, leading to a higher class division. Initially, the English society consisted of the aristocracy, the landed gentry and the servants who belonged to the lower class. The influx of industrialisation created a further division of these classes in which there emerged the capitalists or bourgeoisie, who were the industrialists like Mr. Bounderby in Hard Times, and the working class, who were the industrial workers. Although the Industrial Revolution fostered urban growth, it is unfortunate that the number of the poor also increased. Many of them lived under squalid conditions with poor sanitation leading to fatal diseases and even death. Being a socially conscious writer, Dickens depicts the world in which he lives, as a strategy to raise awareness in his readers of what was really happening, and hopefully, to bring social reforms. Apart from the poor, Dickens also portrays the brutal treatment of children at the workhouses. This research will show that Dickens was an obstinate critique of the Poor Law and its administration. Furthermore, it will be proven that Dickens also abhorred child labour because of his own childhood experience. Moreover, his repugnance is also noted in the way he creates child characters like Oliver Twist who are mistreated and exploited as child workers. Dickens representation of women is largely influenced by the Victorian ideology surrounding the role of women in society. It is evident that the English society was very patriarchal and strongly confined women to domesticity. Women were also expected to uphold virtue and purity and if they lost both, they were despised and not tolerated at all by society. Although Dickens creates both the Victorian stereotypical woman who is the “angel in the house,” and the antitypical women who comprise of the prostitutes, those who bear children out of wedlock and the larger than life characters like Mrs. Joe Gargery and Molly in Great Expectations, he is revealing the different types of women one can find in society. Moreover, the juxtaposition of the stereotype and the antitype is also a suggestion of the latter’s struggle to fight against patriarchy by assuming the unexpected. Therefore, this research will prove that Dickens is not a patriarchal writer but he actually sympathizes with the plight of women. A realist and naturalist reading of Dickens’ selected texts will provide literary theory for this research. Writing during the time that both theories were grounded, it is evident that Dickens adopted both elemental forms of writing. A feminist approach to Dickens’ female characters will also foster the analysis. Being a realist and naturalist writer, Dickens is comparable to writers of his time such as Nikolai Gogol from Russia who also employs a similar mode of writing in his works. Dickens’ antitypical female characters are comparable to those of the later feminist writers who have placed much emphasis on the independent female characters. It is evident that Dickens’ creation of violent or impure female characters influenced the feminist writers to use them as representations of female independence.

Much has been written on rehabilitation but as yet there is little standardization of definition whether in general literature or clinical practice. The present study examines a representative group of writings to discover how far there is agreement as to the criteria for successful rehabilitation. The most important references include writings of Howard Rusk and his collaborators in the United States, and the findings of T.M. Ling and C.J.S. O'Malley and collaborators in Great Britain. Specific reference is also made to relevant theses completed at the School of Social Work, University of British Columbia. To preserve a sharp focus, the study is confined to cases of physical handicap, a medical setting, and the particular role of the social worker, in the rehabilitation team and in relation to the client. The background of other varied concepts of "rehabilitation" is considered at the outset. The factors on which there is agreement can be best reviewed by classifying them in two main areas, which may be broadly termed: (A) the inner resources, and (B) the external resources of the person concerned. Inner resources can be further analyzed in terms of: (a) initial assessment, (b) variables with rehabilitation potential, and (c) dynamic characteristics with rehabilitation potential. The external resources are analyzed as: (a) the family strength, (b) financial standing as a rehabilitation resource, (c) the criterion of leisure-time activities, (d) the rehabilitation centre and team as a resource, and (e) the community resources. The findings are evaluated particularly as they serve as diagnostic and prognostic aids for the caseworker. They are tested tentatively by application to a small number of cases drawn from the experience of Shaughnessy Hospital, Vancouver, of the Department of Veterans Affairs. These particularly show the importance of balance and interaction between "inner" and "external resources", and some implications may be drawn for other areas of rehabilitation. No attempt is made to assess the relative weights of the individual criteria, which is one of the indicated directions for future research. / Arts, Faculty of / Social Work, School of / Graduate

Students with visual impairments have been documented to have lower achievement indicators (standardized test scores, employment rates, and post-secondary completion) rates than students without disabilities. The nature of visual impairment, especially blindness, results in differences in the ability of these students to access the general education environment which may result in lower levels of academic engagement. Fifteen triads comprised of one student in each group (low achieving, average achieving, and visually impaired) were observed during language arts. Observation data were collected using the Engagement Observation Tool and through general educators' completion of the Student Participation Questionnaire. Observational findings indicated no differences among the groups except in the area of teacher interactions. Survey results indicated that students with visual impairments were rated similarly to low achieving classmates. / A Dissertation Submitted to the Department of Childhood Education, Reading, and Disability Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2006. / June 19, 2006. / Visual Impairment, Blind, Academic Engagement, Language Arts, Braille / Includes bibliographical references. / Sandra Lewis, Professor Directing Dissertation; Chris Schatschneider, Outside Committee Member; Stephanie Dent Al Otaiba, Committee Member; Silvia M. Correa-Torres, Committee Member; Monica Delano, Committee Member.