VictorJuiz/thesis huggingface dataset:
Hiraizumi Kiyoshi (1895--1984): 'Spiritual history' in the service of the nation in twentieth century Japan
Keywords: History

Why and how can some Japanese remain "un-repentant" about their wartime history and even reaffirm the righteousness of Japan's military actions during the Second World War? Both Japanese and foreign observers have been puzzled by "outrageous" statements and "unjustifiable" historical interpretations, often concluding that Japan is unable to come to terms with its recent past. While liberal and Marxist historians in Japan have made pioneer studies of the consequences of Japan's military actions and the victims of Japan's wartime ideology, few have tried to identify the source of the logic underlying "Japan's un-repentant" views or to pursue the subject critically and constructively, neither blindly romanticizing nor dogmatically condemning it. This dissertation examines the role of "spiritual history" in the service of the nation in 20 th century Japan. More specifically, it identifies a view of medieval history which state authorities actively promoted in the prewar period as the "ethical, moral, historical, and religious" backbone of "Japan's un-repentance" in the postwar period. It locates the source of this view of medieval history in the 19 th century, when the Japanese government promoted the ethical and moral principles underlying the "southern court" view of history (Nancho seit o ron shikan), a 17 th and 18 th ethical and moral interpretation of 14 th century Japan (and a core component of spiritual history), as guiding principles for the moral education of imperial subjects. This set of principles was applied to the relationship between individuals and the state. It set Japan's overseas expansion within the context of Japanese mythology and shaped Japan's perceptions of the war until 1945. Despite American efforts to erase Japan's prewar values, some wartime proponents of the southern court view of history preserved these principles and used them to influence national debates in the postwar period. This set of principles continues to function as a source of the logic behind the illogicality of Japan's "un-repentance" today. The thesis follows the life of "spiritual" historian Hiraizumi Kiyoshi (1895-1984), chief professor of the Nation's History at Tokyo Imperial University from the late 1920s to Japan's defeat in 1945. Hiraizumi played a key role in the inheritance (before 1920s), revitalization (1920s and early 1930s), application (1930s), reinforcement (1940s), and continuation (from 1945 to 1984) of these principles in the service of the imperial nation. The study places him in the centre of the intellectual history of 20 th century Japan, using empirical methods to determine a cause of the ongoing postwar historical controversy. The study is intended to serve as a model for the future study of Japanese national history from inside.
A Kantian perspective on fiduciary relationships (Immanuel Kant)
Keywords: Obligations (Law)
Trusts and trustees

This thesis argues that fiduciary relationships have a coherent and principled rationale grounded in freedom. Specifically, it is argued that fiduciary relationships may be understood in terms of Kant's third category of private right, rights to persons akin to rights to things. The fiduciary duty of loyalty, the conflict and profit rules, the role of deterrence and the effects of consent and disclosure in the law of fiduciaries are all explored and are argued to fit within the logic of this right. The argument put forward here implies that the classification of the fiduciary obligation is categorically distinct from that of contract and property.
Ethno-racialized immigrant mothers and pediatric hospitalization
Keywords: Women immigrants, Medical care
Women immigrants, Canada
Health services accessibility, Canada
Race discrimination, Canada
Sex discrimination against women, Canada
Marginality, Social, Canada

This study examines how experiences within a pediatric inpatient setting are structured by a dynamic interplay between intersecting identities (of immigrant, mother and ethno-racial minority) and the socio-political context of this institutional space. Nineteen women of colour were interviewed at two intervals during their child's hospitalization. Interpreters were employed for five non-English speaking mothers. Two techniques utilizing still photography augmented data collection. Analyses of findings was guided by critical feminist theory and the anti-racist writings of Philomena Essed. (1991) which describes three processes characterizing racist practice---containment, marginalization, and problematization and which formed the framework for analyses. The women's narratives were examined to determine to what extent expectations of conformity to dominant group values, unconscious and taken-for-granted assumptions of the superiority of Western hospital/medical care, denigration of "different" health care practices, the impact of feminist liberalism on the social construction of motherhood and patterns of colour blind responses shaped the women's experiences in hospital. Incidents which suggested discrimination were described by the mothers, but these were subtle, vague and challenged efforts to distinctly define. The study mothers, as a group, denied that any of their ascribed identities influenced interactions or care in the hospital. How the notion of "invisible power" and the outsider dilemma in research impacted on research findings is considered. Findings from this study more strongly suggest that the "normal" maternal stressors identified in the literature associated with pediatric illness and treatment are aggravated by the vulnerable and marginalized location of the study mothers as a result of their disadvantaged socio-economic circumstances. A significant finding was the additive strain experienced by the mothers as a result of language discordance and the difficulties in disentangling discrimination arising from limited English proficiency. Numerous issues related to ESL status of patients and families, including the need for more accurate language skill assessment and the use of trained medical interpreters in clinical situations and in research, suggest rich areas for further investigation.
The roles of realistic conflict and relative deprivation in explaining counterproductive work behavior
Keywords: Personnel management
Dissertations, Academic, Canada

Theories of intergroup conflict (i.e., realistic conflict theory and fraternal relative deprivation theory) provide explanations for intergroup counterproductive work behavior in organizations. The perceptions of either realistic conflict between groups or deprivation relative to another group were predicted to produce counterproductive behaviors directed towards members of the conflicting outgroup. The first experiment revealed that the relationship between perceptions of realistic conflict and counterproductive work behaviors directed towards a competing outgroup was stronger among those who also perceived relative deprivation than among those who did not perceive relative deprivation, consistent with predictions. A second experiment revealed that the relationship between a joint conflict (realistic conflict and relative deprivation) and counterproductive work behaviors directed towards a competing outgroup was stronger among those who were high in self-categorization strength than among those who were low in self-categorization strength. However, this experiment did not support the hypothesis that the relationship between realistic conflict and counterproductive work behaviors directed towards the competing outgroup is stronger among those who are high in self-categorization strength than among those who are low in self-categorization strength. Contrary to predictions, low self-categorization rather than high self-categorization produced greater willingness to engage in counterproductive work behavior during realistic conflict. These results are discussed in terms of providing an extension to the counterproductive work behavior literature, their implications for intergroup conflict theories in an organizational context, and understanding specific outcomes of intergroup conflict within organizations.
On desensitizing data from interval to nominal measurement with minimum information loss
Keywords: Multidimensional scaling
Scaling (Social sciences)

Given a dataset of continuous variables full of nonlinear relationships, dual scaling analysis of the discretized data will make it possible to capture both linear and nonlinear relations, which principal component analysis (PCA) of original continuous data would fail to accomplish. Dual scaling (DS) is known as principal component analysis of categorical data (PCAC), a comprehensive framework of multidimensional analysis of categorical data that covers both incidence data and dominance data. When continuous data are treated as nominal data, the number of options may be quite large, leading to a large number of solutions, which may not even be interpretable. Therefore, it is legitimate to wonder (1) how many intervals would be optimal? (2) How should one categorize continuous variable so as to capture most of the information in the data?In this thesis, a search method called the maximum exhaustiveness coefficient algorithm (MECA) is proposed as an efficient way to discretize continuous data for dual scaling analysis of continuous data. MECA minimizes the discriminative information loss inherent in the discretization process while maximizing the exhaustiveness coefficient of the cross-classification. A condition typically deemed desirable from a dual scaling of multiple-choice data is imposed, namely that the optimal number of categories for a variable be between 3 and 6. MECA provides sets of thresholds determining both the number of intervals and their respective width for each variable.
Grounding cognition in intersubjectivity and agency: an investigation into an intercultural collaborative learning activity
Keywords: Cognition
Intersubjectivity
Agent (Philosophy)
Group work in education

This study explores the insights that two Marxist-based social theories, sociocultural theory and cultural historical activity theory, provide for understanding how complex cognition emerged in a particular intercultural collaborative learning project as a function of intersubjectivity and individual and collective agency. Three female, adult learners in a graduate studies course in Canada collaborated to prepare a class presentation on a course reading, and then write a final joint paper, which analyzed the process of their learning from a sociocultural theory perspective. Despite often discordant and disruptive interactions, the group successfully completed all assigned tasks. Using data that include audio recordings of planning meetings, email exchanges, analyses by each participant of a single episode of agency, and participants' final joint paper, this investigation redescribes and explains the learning process as a complex activity system within the boundaries of particular reconceptualizations of intersubjectivity and agency.
Learning and processing nonfiction expository and narrative genre
Keywords: Narration (Rhetoric)
Exposition (Rhetoric)
Discourse analysis, Narrative

Many studies (Stine & Wingfield, 1988 and others) have found that individuals reading narrative text, recalled and understood more than those reading expository text. The following studies were intended to replicate and extend these findings. It was hypothesized that (1) Narrative texts would elicit more interest, focus, perceived comprehension, emotions, and memories, than Expository texts and that (2) Expository texts would allow more distractions than Narrative texts. The procedure involved subjects reading the two text types and marking in the margin when they were experiencing a memory, an emotion or a distracting thought. Once the subjects finished reading the text, they were given questionnaires to complete. Study 1 used original versions (taken verbatim from source material) and altered versions in which the content was held the same but the Narrative was translated into Expository format, and vice versa. Readers were found to rate the Narrative texts as significantly more understandable, and easier to focus on. In addition, subjects also recalled and comprehended significantly more from Narrative than Expository passages. The Narrative texts were, however, judged to be easier. No significant differences were found between the number of memories, emotions or distractions in Narratives vs. Expository texts. Study 2 was similar to Study 1 except that different texts were used and subjects were required to read only one passage (either Narrative or Expository). In Study 2, the difficulty of the two texts was equalized and no significant differences were found between texts for the dependent variables: interest, focus, perceived or actual understanding, recall, number of memories, emotions or distractions. However, Narrative prose tended to elicit greater interest and more memories. From Larsen & Seilman's (1988) study, Narratives were expected to generate more Actor memories, Expositions were anticipated to produce more Reported memories and no difference between nonfiction genre was predicted for Observer memories. The results were that Narratives tended to produce more Actor memories, although the results were not significant, and produced significantly more Observer memories than Expository text. No significant differences were found for Reported memories. In summary, the common finding that Narratives are better learned than Exposition seem to be due to text readability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Liam's stories: a narrative inquiry into some forms of narration in the preverbal child
Keywords: Nonverbal communication in infants
Nonverbal communication in children
Children, Language
Parent and child
Narration (Rhetoric)

This narrative inquiry explores how a preverbal child makes meaning. Through the use of gestures, sounds not recognizable as standard language, the combination of sounds and gestures, and sequenced actions a young child shares an experience, recounts an event, and tells a story in collaboration with an intimate adult who provides the words for the narration. By exploring these preverbal forms of narration, this thesis investigates the underlying narrative quality of experience, the narrative ways of knowing of a young child and the narrative processes of understanding of the child's parents. Bounded by the personal, social, temporal and spatial aspects of life, parent and child tell their interconnected life-stories. This inquiry examines the narratives of experience of a preverbal child, my son, Liam, from when he was five to 30 months. Using a diarist's naturalistic approach as opposed to any elicitation strategies or contrived situations, I recorded Liam's sounds and actions, my interpretations, and our collaborative efforts to make meaning of his preverbal storytelling. The concepts of experience, education, and narrative frame this study. I situate this thesis within the narrative inquiry research tradition established almost 20 years ago. Although a methodology which at first explored the experiences of teachers, it is now used to research the experience of people in all walks of life. I position this inquiry within the field of curriculum studies and include stories from my practice as a special education teacher to highlight curricular implications such as, how an educator can take advantage of the possibility that students, even nonspeaking ones, are recounting narratives of experience. My thesis finds that stories are fundamental to human nature. By describing a preverbal child's storied world, I invite you to ponder what it is like being a child, what it means to become educated, and what it entails to be a teacher.
The effects of counsellor trainee's family-of-origin on the process of becoming a counsellor
Keywords: Counselors, Training of
Counseling
Achievement motivation
Psychotherapists, Training of
Psychotherapists, Family relationships
Performance
Counselors, Family relationships

This study explored how a counsellor trainee's current relationship with her family-of-origin affected the trainee's process of development as a counsellor. Incorporating a qualitative design using grounded theory methodology, 8 participants from a graduate-level counselling psychology program were interviewed about their families' reactions to them studying counselling and the effect this had on her training. Analyses revealed a framework within which themes occurred along a continuum from Supportive to Non-Supportive. Effects on trainees corresponded to the quality and intensity of reactions. The impact was characterised as ameliorating or exacerbating the stresses of training. Family-of-origin reactions appeared to have little direct impact on these trainees' process. Rather the influence was felt through the trainee's evolving sense of her self and the changes that ensued in her relationships, which she integrated into her professional persona and practice. The implications for theories in counsellor development and training protocols are discussed.
Examination of the scan psychosocial interview as a child abuse risk assessment instrument
Keywords: Risk assessment
Child abuse, Psychological aspects
Abused children

The aim of this study was to assess the implementation, usability, reliability and validity of the Psychosocial Interview, a semi-structured interview-based risk assessment instrument that is currently being used by a hospital consulting service for child abuse and neglect. A retrospective review of cases seen by this service, from January 2002 until March 2003, was conducted to examine when the Psychosocial Interview was implemented. Records were reviewed for 11 children where a Psychosocial Interview was conducted and 62 children where it was not. There were insufficient data to examine the discriminant validity and decision specificity of the Psychosocial Interview, thus, this study served to illuminate the importance of process evaluation in risk assessment implementation. Future research directions and implications for risk assessment implementation are discussed.
(En)lever le voile: L'intersigne langagier feminin dans la litterature du Maghreb
Keywords: African literature

Notre ths̈e, divisě en quatre chapitres, explore l'intersigne langagier fm̌inin chez quatre romanciers maghrb̌ins contemporains d'expression franȧise que voici: Tahar Ben Jelloun, Assia Djebar, Malika Mokeddem et Abdelhak Serhane. Dans le chapitre premier, nous expliquons, en premier lieu, ce que nous entendons par les termes ±intersigne¿ et ±langagier¿ pour ainsi cerner notre df̌inition d' intersigne langagier fm̌inin dans un texte littřaire. En deuxim̈e lieu, nous ťudions la place attribuě ̉la femme arabo-musulmane et l'importance de cette place dans notre corpus littřaire. En troisim̈e lieu, nous examinons la voix fm̌inine et, en dernier lieu, le langage corporel de la femme arabo-musulmane ...
Preceptorship in nursing education in Ontario: Rhetoric vs. reality
Keywords: Nursing, Study and teaching (Preceptorship)
Nursing, Study and teaching (Preceptorship)
Nursing, Ontario
Nursing, Study and teaching (Higher)
Nursing, Ontario
Nurses, Training of
Nurses, Ontario
Nursing, Education
Nursing, Ontario

The purpose of this quantitative and qualitative study was to provide a detailed view of how preceptorships were organized and experienced in university and college settings in Ontario in 1997–98. One important difference between university and college preceptorships was that diploma programmes tended to have more of a work focus and university programmes a learning focus. While there was clearly overlap in these distinctions, these contrasts in rationale were apparent in the handbooks from these programmes. When this study was done in 1997–98, health care agencies were feeling the effects of restructuring in the health care system and universities and colleges were faced with budgetary restraints. My study showed that this impacted negatively on those closely involved with preceptorship experiences. Managers were left to select preceptors, using their own criteria. I found that the learning environment in these stressed workplaces was less than ideal for students and at times they felt exploited. Students missed out on opportunities for critical thinking because their preceptors were rarely provided time to teach and help them reflect on patient care. In spite of workload issues and lack of recognition, preceptors were willing to take on the responsibility of being a preceptor. Intrinsic rewards were more important to them than being paid for this work. While faculty were less satisfied with preceptored experiences and their ability to support preceptors, preceptors in my study seemed content with the amount of support they received. Support from colleagues and managers in the practice setting was more important to them. While the nursing education system in Ontario has changed since 1998, preceptored experiences have not appreciably changed. There is controversy about the frequency and focus of these experiences, but I would argue that the emphasis should always be on student learning and having faculty pay more attention to preceptors and how they teach. Funding for nursing clinical education must be made more equitable than in the past so that resources are there to offset the increased time and effort that is needed to address the disjunction between the rhetoric of teaching and the reality of the practice settings. The tendency in the nursing literature to lay the blame for these problems with faculty or preceptors fails to recognize that cutbacks and restructuring have exacerbated them.
Vivre français: An examination of a “French-only” policy as an educational experience
Keywords: French language, Study and teaching
Students, Attitudes

The study reported in this thesis attempted to broaden understanding of a French-only policy as an educational experience. Carried out at a university in Quebec, Canada, this study involved 76 students who attended a summer French immersion program offered from July to August 2002 as well as 11 monitors, 6 teachers and 1 key administrator responsible for the delivery of the program. The researcher herself, a student in the program, kept a diary of her experiences. In addition, a few months after the end of the course she administered questionnaires to students, monitors and teachers and conducted semi-structured interviews with 4 students, 1 monitor, 1 teacher and 1 administrator. The data collected offered insight into student, monitor, teacher and administrator attitudes and beliefs regarding the French-only policy as well as the affective factors that prompted students' recourse to their first language despite the French-only policy which prescribes the opposite.