VictorJuiz/thesis huggingface dataset:
Colonizing bodies: aboriginal health and healing in British Columbia, 1900-1950
Keywords: Indians of North America, Health and hygiene
Indians of North America, British Columbia
Indians of North America, Medical care
Indians of North America, British Columbia
Indians of North America, Colonization
Indians of North America, British Columbia
Social medicine, History
Social medicine, British Columbia

This thesis examines the impact of the processes of colonization on aboriginal health and healing in British Columbia in the first half of the twentieth century. The first section looks at the ways in which government restrictions on the procurement of food and limitations on the land bases available to the First Nations negatively affected aboriginal nutrition and sanitation and created a situation in which aboriginal health was undermined. In addition, government insistence on residential schooling for aboriginal children produced stresses on the physical, familial and emotional health of First Nations communities. The second section focusses on the role of Indian Health Services on aboriginal conceptions of the body, illness, health and healing. This section begins with an overview of Native healing as it was (and continues to be) practiced among the First Nations of British Columbia in the twentieth century. The next chapters examine how non-Native medical care was designed to promote assimilation and how the policies associated with this were implemented in aboriginal communities. The final chapter points out how the First Nations were able to maintain their notions of the body, disease etiology and therapeutics by assimilating some aspects of Euro-Canadian medicine as supplementary to their own systems. Ultimately this thesis argues that while colonization has certainly detrimentally affected aboriginal health and has had an impact on aboriginal therapeutics, aboriginal people have been able to adapt to the changing health circumstances brought on by such processes and have continued to survive both physically and culturally.
Abuse of dominance: what New Zealand can learn from Australia and the United States' approaches to legitimate business justifications
Keywords: Competition, Unfair, New Zealand
Antitrust law, New Zealand
Competition, Unfair, Australia
Competition, Unfair, United States

This thesis explores the role that legitimate business justifications can play in monopolization or abuse of dominance assessments, and argues that business justifications are helpful in distinguishing anticompetitive behaviour from competition on the merits. It analyzes the treatment of business justifications in three jurisdictions--New Zealand, Australia and the United State--with New Zealand forming the primary focus. While assessing business justifications would fit with New Zealand's approach to abuse of dominance, the courts are yet to explicitly adopt the inquiry. This stands in contrast to the United States, where business justifications can act as a defence to an otherwise anticompetitive act, and in Australia, where they are considered within establishing the offence. This thesis argues that New Zealand should follow the Australian approach to business justifications. In doing so, it would move to a more economically grounded approach that focuses on the objective effects of conduct.
Awakening creativity and spiritual intelligence: the soul work of holistic educators
Keywords: Education, Humanistic
Holism
Creative ability
Spirituality
Intuition
Intellect
Spiritual life

The evolving nature of human consciousness compels us to redefine what education is for and to expand how we teach, learn, think and live as educators and learners. Holistic education is at the forefront of reconceptualising educative practices and curricula that dynamise personal and systems transformation. Holistic learning, rooted in perennial philosophy, exercises “second tier thinking” characterised by the reflexive, world centric affiliative constructs of pluralism and relativism. Its transpersonal practices nurture levels of wholeness through personal transformation. At the heart of holistic learning are educators taking charge of their personal and professional growth by developing reflective, insightful practices rooted in transformative principles. In studying their work, we discover the soulful and spiritualising value of learning activities that restore wholeness and wonder. Researching their praxis contributes practical ideas and new psychotechnologies for nourishing creativity in modern education. Qualitative research tools, such as narrative, are best suited to studying the human perspectives of holistic educational praxis. This study, using a narrative voice as a method of inquiry, describes the work of three educators who have developed models of creative activities committed to actualising transpersonal and spiritual consciousness. Principles of caring and authenticity inform their educational encounters and attend to the learner's transformation through self-integration. Their practices foster inner balance and nurture soulful connections among self, subject and community. They seek to develop multidimensional levels of intelligence, including spiritual intelligence—a dynamic, holistic cognition that synergises the concrete intelligences (characterised by physical, emotional and logical intelligences) with higher order intelligence (exemplified by imagination, intuition and vision). Imaginal and aesthetic tools awaken such qualities of the self/Self as presence, aliveness and joy of learning, encouraging learners to make inner and outer connections that cultivate spiritual intelligence. Their novel, holistic approaches articulate the value of communion and create meaningful opportunities for learners to experience creativity and self-reflective awareness through creative visualisation, meditation and aesthetic contemplation. When used with the expressive arts—such as creative writing, these modalities encourage learners to animate deeper connections within the self/Self and discover creativity, wholeness, purpose, insight, self-awareness, harmony and love as integral aspects of learning and living.
Peer victimization and adjustment: an examination of mediating processes
Keywords: Bullying in schools, Psychological aspects
Victims, Psychology
Academic achievement, Psychological aspects
Social networks

The relations amongst peer victimization, perceived social support, psychological adjustment (i.e., internalizing adjustment), and academic achievement (perceived scholastic achievement & GPA) in 393 seventh- and eighth-grade students were examined with particular interest in the mediating effects of internalizing adjustment and social support. Results from the first analysis indicated that victims reported significantly reduced GPA and diminished perceptions of scholastic achievement relative to the comparison group. Next, two conceptual models were tested. The first model attempted to replicate Juvonen, Nishina, and Graham's (2000) mediator model linking peer victimization, psychological adjustment and school functioning. The second model tested the potential mediating role of social support in the anticipated relation between peer victimization and internalizing adjustment. Using Baron & Kenny's (1986) test for mediation, no support was found for the first model, however, social support was found to be a partial mediator. Findings are discussed in terms of the short- and long-term effects of peer victimization.
Developing eco-consciousness: a critical exploration of the Ontario grade 12 "Environment and resource management" course
Keywords: Environmental education, Ontario
Environmental protection, Study and teaching (Secondary)
Environmental protection, Ontario
High school students, Attitudes
High school students, Ontario

This study examines a Grade 12 course: The Environment and Resource Management; the sole environmental studies course offered in Ontario at the secondary level. It involves analysis of the formal Ontario curriculum and critical ethnographic research in one urban, multicultural secondary grade 12 class in the Toronto area. The paper is presented through a theoretical framework of eco-pedagogy and eco-literacy and explores how teachers and students reflect and re-construct mainstream environmental discourses and representations of nature as they negotiate through the curriculum, particularly with respect to the development of an eco-consciousness. This analysis is based upon the competencies outlined by the Centre for Eco-literacy (2006); which states that to create a citizenry able to design and maintain sustainable societies one must cultivate competencies of the head, heart, hand and spirit. This thesis concludes with a series of recommendations for creation of an environment conducive to the development of eco-consciousness.
Possibilities for new beginnings: oppression, social agency, and education
Keywords: Educational sociology
Social justice
Liberty

This thesis investigates the philosophical justification for teachers as social agents given especially conditions of oppression and despair. This investigation takes place through discussing Paulo Freire's work on oppression and liberatory education, and Maxine Greene's work on imagination and social agency. When applied to the context of the thesis, Limitations of both works are pointed out and a common ground of both is suggested. An alternative of some of Freire's and Greene's work moved by Lugones' position, "in between either or" is offered, and a rationale is given on its significance in resisting hierarchies of domination and subjugation asserted through denying one's multiplicity. Implications of such positions and perceptions on the educational realm and on teachers' work as social agents are discussed. Suggestions for work at the university, school, and community levels are made. Limitations and suggestions for further work on topics elicited by the thesis work are presented.
Intimidation tactics in the schoolyard
Keywords: Bullying in schools

This thesis focuses on the topic of schoolyard bullying as it concerns the victim, the bully, and the bystander. Once some of the reasoning and signs of bullying were considered, the research examined some of the causes and effects of bullying with consideration given to how the school system and the community can assist in the prevention and healing processes involved with schoolyard bullying. The thesis also includes statistics, theories, literature reviews, available resources and real-life stories that illustrate the effects of bullying from all three perspectives. Some of the major findings are: (1) bullying affects everyone—bullies, victims, and bystanders; (2) bullying is done with the intent to hurt another person who is weaker; (3) bullies abuse power physically, pyshologically, or sexually; (4) common signs that a child is becoming a bully include lack of interest in school, cruelty to pets or other animals, depression or mood swings, obsessions with things such as violent games and television shows; (5) teachers and administrators need to set consistent limits on bullying through positive staff-student relationships; (6) schools need to ensure a safe environment for everyone through zero tolerance. Additional findings show the effects of bullying on the bully, victim, and bystander while offering resources to help limit the increase in schoolyard bullying. This thesis focuses on the topic of schoolyard bullying as it concerns the victim, the bully, and the bystander. Once some of the reasoning and signs of bullying were considered, the research examined some of the causes and effects of bullying with consideration given to how the school system and the community can assist in the prevention and healing processes involved with schoolyard bullying. The thesis also includes statistics, theories, literature reviews, available resources and real-life stories that illustrate the effects of bullying from all three perspectives. Some of the major findings are: (1) bullying affects everyone—bullies, victims, and bystanders; (2) bullying is done with the intent to hurt another person who is weaker; (3) bullies abuse power physically, pyshologically, or sexually; (4) common signs that a child is becoming a bully include lack of interest in school, cruelty to pets or other animals, depression or mood swings, obsessions with things such as violent games and television shows; (5) teachers and administrators need to set consistent limits on bullying through positive staff-student relationships; (6) schools need to ensure a safe environment for everyone through zero tolerance. Additional findings show the effects of bullying on the bully, victim, and bystander while offering resources to help limit the increase in schoolyard bullying.
Type I interferon receptor interactions
Keywords: Immunology

Type I interferon (IFNs) engage a common receptor complex to elicit the characteristic antiviral, anti proliferative and immunomodulatory responses associated with these cytokines. Due to the biological responses evoked by Type I IFNs, they have been useful in the treatment of viral infections and neoplasias. There is renewed interest in exploring the biology of Type I IFNs based on recent findings that implicate this family of cytokines in the regulation of responses that bridge innate and adaptive immunity. The primary objectives of this work are to further the understanding of Type I IFN interactions with the Type I IFN receptor complex and to create and evaluate the next generation of IFN molecules and IFN mimetics. ...
Community partnerships that include people with disabilities: power, culture and values
Keywords: People with disabilities, Social conditions
People with disabilities, Services for
Community organization

Partnerships have been proposed as an empowering method of addressing a variety of disability-related issues in fields such as health, research, technology design, and policy development. However, people with disabilities remain frustrated by a lack of power sharing. This study examined the involvement of people with disabilities in community partnerships. In particular, the impact of social constructions of disability (medical, charity and independent living) and beliefs regarding knowledge were investigated. Dominant power structures and how they were internalized, accepted or challenged were also examined. This study incorporated elements of both participatory action research and critical pedagogy. Two groups of multiple stakeholders were observed during their involvement in intensive 4.5 and 3-day workshops designed to explore and facilitate partnership development. Six participants from each of these workshops then engaged in an in-depth, semi-structured interview about their experience and ideas related to disability and partnership. Ten disability leaders involved in community partnerships across Canada were then brought together over a 4-day period to explore themes derived from the earlier interviews. Through creative methods including story telling, role play, and metaphor analysis, participants verified and elaborated upon these themes and tested their applicability within a variety of settings. These participants were involved in pre and post interviews and discussions were tape recorded. People with disabilities reported that they felt their capacities and contributions were often devalued and that their full participation was systematically hampered by commonly held beliefs about expertise, communication and work. The act of representing people with disabilities in a partnership was described as challenging because of the diverse nature of the group and internalized discriminatory practices. Benefits of partnerships and suggestions for supporting them were also documented. Partnerships were found to frequently replicate elements of oppressive relationships and on occasion, foster the development of innovative collaborative relationships. Without challenging the dominant relations of power and beliefs that affect the interactions and outcomes of partnerships, people with disabilities may experience partnerships as oppression. This study suggests a need for all partners to develop a greater awareness of power, accept responsibility for reducing barriers, and work to create new ways of relating.
Numerical simulation of the ejector flowfield in a ram rocket engine with multiple rockets
Keywords: Combustion engineering, Mathematical models
Rocket engines
Fluid dynamics, Mathematical models

Analysis shows that evenly distributing the rocket exhaust throughout the entrained air enhances mixing, but does not assure sufficient energy transfer or air entrainment. Examination of the ejector performance from Case-to-Case allows an iterative enhancement process resulting in a performance-balanced ejector. Humanity's access to space is limited to the rocket, restricted by its massive onboard supplies of oxidizer. The ram rocket is a potential alternative. It offers enhanced performance and reduced takeoff weight. Performance is directly related to the amount of air entrained, mixing uniformity of rocket and air flows, and the transfer of energy between them. An ejector configuration by Sislian consisting of two "suspended" annular rockets in an annular ejector is examined. Several Cases are studied by modifying rocket locations and relative sizes. Held constant are the flow parameters and the relative size of total rocket exit area to ejector area. Comparisons are made to Etele and Daines.
From knowledge transfer to knowledge transformation: a manufacturing workplace intervention study
Keywords: Work environment, Study and teaching
Industrial management
Industrial hygiene
Industrial safety
Industrial productivity
Work environment, Psychological aspects
Organizational behavior

The primary purpose of this study was to describe a knowledge transfer process that included a knowledge broker transferring a body of research to a manufacturing workplace, the establishing of relationships with workplace parties, and the utilization of the knowledge by decision-makers within that workplace. This study was an examination of how an intense, sustained, interactive engagement between a research institute and a workplace can influence workplace decision makers to adopt externally-developed knowledge. This qualitative study encompassed 13 site visits, 72 semi-structured interviews and notes from company meetings and facilitated meetings, and 58 observations and memos, over a period of eight months during 2001. The intervention at the Plant had three distinct phases. The first was establishing a strong relationship with the Medical Officer who had provided entree to the Plant. The second was typified by one-on-one personal interviews with 23 individuals (many of whom I interviewed more than once), attending company meetings as an observer and being conducted on plant tours. The third was when I was facilitating meetings that had been especially convened to discuss the Institute's research. Both social processing outcomes and more traditional knowledge utilization outcomes were noted. The social processing outcomes demonstrated that the research was regarded as relevant and compatible to existing policies and procedures, the workplace parties were receptive to the knowledge, and the research was regarded as emotionally evocative. Yet there were a number of political barriers to knowledge utilization, including a poor safety climate, competition from numerous internally-generated programs, and union-management relations that were not conducive to change. The knowledge utilization outcomes included conceptual use, instrumental, and symbolic use. Conceptual use of the knowledge was demonstrated when conversations on safety became an integral part of daily worklife. Instrumental use of the knowledge was demonstrated when people used the research to solve every-day problems, the superintendents established a “soft-skills” safety training course for the supervisors, and the managers agreed to hold daily plant tours focusing on safety. Symbolic use of the knowledge was demonstrated when management attempted to use the research to further their strategic initiative to institute team-based work processes.
Understanding teaching in Polish MBA programs: a case study of perspectives of Polish academic teachers
Keywords: Teaching, Poland
Master of business administration degree, Poland
Business education, Poland
College teachers, Poland
College teachers, Attitudes
College teachers, Poland
Education, Higher, Poland

Polish Higher Educational (HE) programs are currently undergoing the process of reorientation to meet the changing societal, economic and educational needs and demands as a result of the globally transforming Polish context. Among those, MBA (Master of Business and Administration) programs have been the most dynamically developing area in the Polish HE system in the last decade. While their innovative structures and format continue to be the focal point of research during the transformation period, the nature of teaching in these new programs is not as yet documented. This descriptive and interpretative inquiry focuses, therefore, on the latter concern and explores some of the current conceptualizations of teaching and development of professionals in the context of Polish MBA programs. Based on a Canadian model, these programs claim to help students to prepare for the challenges of the transforming business sector by providing them with solid understanding of management issues, opportunities to develop a variety of managerial skills and professional values, as well as encouraging the process of their ongoing professional development. This inquiry explores how these issues, disregarded by Polish academic teachers prior to 1990 and viewed as critical during the post-1990 period, have been integrated into their teaching in MBA programs. This study describes and interprets how Polish academic teachers understand the role of MBA programs in the Polish context and adapt them to local needs. It provides insights into teachers' evolving perspectives on teaching, learning and professional development, as well as the altering classroom practices as influenced by their experiences in a variety of contexts and situations. Finally, it considers a wide array of factors and forces that either encourage or affect the quality of teaching in Polish MBA programs. The literature on teaching in higher education in the countries of the former Eastern bloc focuses primarily on describing changing educational structures as viewed from the perspective of external researchers, rather than its immediate participants. This inquiry fills this gap and emphasizes the understanding of teaching in MBA programs from the standpoint of their teachers and students. It contributes to a better understanding of various factors that influence the nature and focus of teaching in Polish MBA programs.
Cross-cultural study on amae and anger between Japan and Canada
Keywords: Emotions
Anger
Japanese, Psychology
Canadians, Psychology

This questionnaire study investigated the understanding, subjective experience, and meta-emotion of anger and amae (a Japanese emotion of wanting to be loved) in Japan and Canada. The participants were Canadian (n = 50) and Japanese (n = 47) undergraduates. The results for anger indicated that the understanding, subjective experience, and meta-emotion of anger were similar between the two cultures, while there were some differences in the elicitor of anger. The results for amae indicated that the Canadians didn't have a superordinate concept that includes both good and bad aspects of amae (although they had an understanding of good and bad amae considered separately). Canadians did not make a clear distinction between feeling amae themselves and accepting other people's amae and, unlike the Japanese, their meta-emotion did not change between good amae and bad amae. The discussion deals with the cross-cultural similarities and differences of these two emotions, and their implications for personally experienced emotions.