VictorJuiz/thesis huggingface dataset:
Transitioning to Online Education in the Caribbean: The UWI Open Campus
Keywords: Higher education
Technology
Distance education
Online education
Caribbean

As a result of the increasing demand for tertiary education in many developing countries, institutions are seeking ways to increase educational access in difficult economic times. This paper describes the development of the University of the West Indies Open Campus as the mechanism for online distance education delivery to students across sixteen islands in the Caribbean region. The shift from the use of print based distance education to online education was examined from the perspectives of the administration, the instructors and the students in order to determine which factors were important for a successful transition. Factors examined included institutional context, vision, curriculum, organizational structure, finances, leadership, stakeholder attitudes towards online courses, staff training, student support and programme quality. The study also examined whether online education could promote a regional cultural identity. The research design used was a qualitative single case study with multiple data sources including archival records, semi-structured interviews and online surveys. Research findings indicate that implementing online education requires a deep understanding of the institutional context, clear vision, effective leadership, understanding attitudes towards online education and the provision of effective student support mechanisms. Context and aspects of culture (specifically communication) emerged as important factors that strongly influenced the transition, both pedagogically and in terms of the organizational culture and structure required to support online education. A lack of communication resulted in staff resistance both internally and externally. Communication was also the major stumbling block in the pedagogical changes required for online teaching and learning. Both students and instructors found teaching and learning online more difficult than in traditional classes as a result of the differences in communication modes between online classes and the wider culture. Students in online classes specifically desired the immediate feedback available in face-to-face classes and indicated a strong preference for blended learning. The study presents some suggestions for successful transitions and provides support for institutions preparing to use online education as a mode of distance education delivery, especially in the Caribbean context.
A "Tricky Business" - Knowledge Production in Children's Environmental Health
Keywords: Knowledge Production
Children's Health and the Enviornment
Children's Environmental Health
Public Health
Legislation
Canadian Politics
Non-governmental organization
health professional education
Bisphenol A
Phthalates

Using critical feminist theories and methodologies, my research investigates the power relations and influences at play within the field of children's environmental health. I begin with the research question of how a parent's everyday purchase of a toy or other children's product is "hooked into" extra-local governance (agenda-setting, rule-making and monitoring). Focusing on Bisphenol A and phthalates as an example, in-depth interviews were conducted with six government officials (three federal and three municipal), three non-governmental organization (NGO) representatives, a politician, six higher education faculty members and a parent, as well as two focus groups of 23 parents. Legislation and other relevant documents from governments, NGOs, industry and media were analyzed together with reports of their activities and attitudes to theorize "how things work" in the identification and management of toxic substances in products for sale, with a special interest in how this affects children's environmental health. My research revealed the influence of neo-liberalism, corporate power and over-reliance on strictly evidence-based biomedical reductionism in slowing down assessment and regulation of chemicals while many health professionals and grassroots activists have called for swifter responses based on the precautionary principle, as favoured by European governments. That is, politics and bureaucracy, with the approval of industry, over the past two decades, have clung to reductionist science as the only paradigm for understanding toxicity, thus slowing down regulatory processes. Although the historical and epistemological power relations mapped in my research work together to legitimize scientific certainty rather than the precautionary principle, I argue that the resulting regulatory logjam has been and could be addressed by reference to European examples, knowledge produced by collectives and the establishment of upstream and equity-based public health strategies with public input into the process.
Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder
Keywords: Obsessive Compulsive Disorder
Treatment Response
Childhood
Family

Although research supports cognitive behaviour therapy (CBT) as the treatment of choice for childhood obsessive compulsive disorder (OCD) and recommends family involvement (e.g., AACAP, 1998; Barrett, Healey-Farrell, & March, 2004a), little is known about the role of the family in the development, maintenance, and treatment of childhood OCD. Furthermore, although significant improvements are found in treatment response, many children remain symptomatic (de Haan, 2006). Objective: The aims of the study were to examine (1) the perceptions of the family environment among family members and if child perceptions change with treatment and (2) treatment response and child and family characteristics that may predict treatment response. Gender differences were also examined. Method: This study involved 82 children (ages 8 to 17 years) receiving CBT for OCD and a concurrent parent program. Children and parents were assessed at initial, pre-, and post-treatment with questionnaires, a symptom severity interview, a family environment questionnaire, and child self-report measures of anxiety and depression. Pre-treatment data were used for the prediction of treatment response. Results: Child and parent perceptions of the family environment differ in terms of family expressiveness, with children perceiving their family as being ‘distressed.’ Although girls and boys had similar perceptions of their family environment, girls’ perceptions were more in agreement with their parents than boys. Children’s ratings of family cohesiveness were ‘normal’ at pre-treatment, and increased significantly at post-treatment; however, this was not meaningful when gender was considered. We found a similar treatment response to past research. Different characteristics were found to predict treatment response for boys and girls, with more predictors being identified for girls. Conclusions: Results emphasize the importance that families may have in the treatment of OCD and in our attempt to find predictors, as well as the need to examine boys and girls separately. This research is critical to refine and tailor treatment techniques to match child and family characteristics.
Organized Leadership for Equitable Change: Union-active Teachers Dedicated to Social Justice
Keywords: teacher union
social justice
teacher activism
institutionalization
teacher leadership

Historically, teachers’ unions have been some of the major organizational sites of social justice leadership in K-12 education (Kuehn, 2007; M. Murphy, 1990; Urban, 1982), but until the mid 1990s, the term “social justice unionism” (Peterson & Charney, 1999) had little currency in teacher union circles. The purpose of this qualitative case study was to examine the concept of social justice unionism in context. In particular, I asked how teacher union activists contributed and responded to the institutionalization of social justice in their organization. I used a critical constructionist (Ball, 1987; Berger & Luckmann, 1966; D. E. Smith, 1987) perspective to analyze 25 career history (Goodson, 1994) interviews with teachers, staff and elected officials affiliated with the British Columbia Teachers’ Federation between 1967 and 2007, and found that successive generations of union-involved activists dedicated to labour solidarity, feminism, multiculturalism, anti-colonialism and anti-homophobia used networks of like-minded colleagues to counter bureaucratic norms within their organization, the education system and society. A qualitative depiction of these changes suggests that they were layered, multi-dimensional and uneven. They played out on a contested, uphill gradient shaped, but not determined, by four factors: the organizational prioritization of teacher welfare over social justice; historically persistent micro-political struggles between two federation caucuses; the centralizing tendencies of union leadership in response to the provincial government’s centralization of educational authority; and broader ruling relations in Canadian society. Still, despite this uphill gradient, all activist networks left a durable trace on federation history. The major significance of this finding for critical theorists and social justice activists is a modestly hopeful alternative to the traditional conceptions of change embedded in organizational theory: revolution, evolution or despair.
Values of Canadian Student Affairs Practitioners
Keywords: student affairs
values
university
administration
student services

This study explores what a selection of Canadian student affairs practitioners saw as the role of their work, the values they brought to it, and values conflicts they encountered. All of these are personal, and all depend on each individual’s experience. Through this exploration, a construction of roles, values and values conflicts was built and confirmed with the participants. Using constructivist methodology, participants were purposively selected based on their contributions to the field of Canadian student affairs, and were interviewed about their role, values and values conflicts. Using inductive data analysis, a framework of categories was constructed from the interviews, and then member checks through re-interviews were conducted to verify that the framework reflected participants’ values and experiences. Constructivism focuses on social reality; the experiences and thoughts of the participants are paramount. Constructivism builds connections between different personal realities and positions, in order to elucidate people’s behaviours and motivations. Participants saw their role as student affairs practitioners to create a learning environment and to support the academic mission of their institution; to provide expertise on student issues; to be advocates with and on behalf of students; and to provide support to individual students. Participants’ values were honesty, integrity and authenticity; having a balance of fairness and consistency with care and empathy; student-centredness; valuing the student voice; having a commitment to equity and social justice; being dedicated to student affairs work; and engaging in lifelong learning and self-improvement. Participants identified that conflicts between values arose in situations related to the overall campus environment; policy and decision-making; interactions with students; and personal aspects of their work. The construction presented in this thesis is intended to be a starting point for further discussion about Canadian student affairs values and practices. As there is little research to date on Canadian student affairs, the study offers an illustration of what practitioners who are involved in the field consider important in their role, what their values are, and the challenges that can arise from holding those values.
The State of First Nations Education: Two Conversations About Education Post-CAP
Keywords: Aboriginal education
student success
social justice
discourse analysis

This dissertation is the product of both lifework and a 2007-2010 research study. Working, living and parenting in the largest First Nation community in Canada, the Six Nations Grand River Territory, I believe it imperative that any body of work I produce be of direct use to my community as well fill a needed area of research within the field of Ogweho:weh (Original/Indigenous) Education. In order to design a study that would yield results to both these ends, I spent a significant portion of this dissertation explaining Indigenous Theory and Praxis. Subsequent to the expansion of literature on Indigenous theory and Indigenous methodology is the primary document analysis and dialogues which were intended to answer the two research questions of: (1) What changes has the Royal Commission on Aboriginal Peoples (RCAP) made to Ogweho:weh education in Canada; and (2) How does the community understand success at Six Nations? One hundred seventy-three documents (international, national, provincial, and local) and 52 dialogues with community advocates, educators and parents were analyzed using an original policy discourse web entitled Social Particle Webbing. Based on a sociological perspective of particle theory, Social Particle Webbing is a metaphor for identifying areas where marginalized groups can be platformed to enhance their ability to create social change. Social Particle Webbing is comprised of two-tailed threads, similar to a candle burning at both ends. The two competing themes of each thread may run polar or complimentary to each other, but are the embodiment of the written and oral documents which shape the discourse. The Discourse of Ogweho:weh Education was identified to have fourteen companion themes making up the seven threads of: (1)“Real” Self-Determinants; (2 Responsibility; (3)In the Spirit of Equity; (4)Choice in Education; (5)Rationale for Inaction; (6)Societal Opinion of Ogweho:weh; and (7)Success. Although Social Particle Webbing was created to answer the needs of Ogweho:weh education by creating an enculturated metaphorical image of Ogweho:weh Education, it is appropriately applied to all arenas of social change where a people are marginalized and not readily able to make change due to a lack of space, resources, or power.
Non-Status Women: Invisible Residents and Underground Resilience
Keywords: women
non-status
migration
resilience
human service agencies
activism

Although activists’ conservative estimate of the number of non-status people living in Canada is well over 500,000, the Canadian government, through its exclusionary immigration, civic, and public policies, has criminalized their existence and forsaken its responsibility for their human rights. It has been abetted by international law, which largely leaves it to individual states to resolve their own issues with unregulated migration by means of deportation or regularization. This anti-racist feminist research relied on multiple methods to collect 155 survey questionnaires distributed by service providers to non-status women within the Greater Toronto Area; it also relied on thirteen individual and two focus-group interviews with service providers and activists in order to: (1) explore the lived conditions of non-status women, and (2) examine how the activities of service providers and activists address these women’s needs. The results show that living without legal immigration status has dire consequences for non-status women, placing them at high risk of physical and sexual abuse, labour exploitation, sexual and mental health challenges, excessive caring responsibilities, and unstable housing conditions. Since most publicly funded human-service agencies come under governmental control through the process of funding allocation, practitioners must meet their non-status clients’ needs in an underground manner or on compassionate grounds, while facing dual workloads, limited referral sources, and work-related burnout. This adversely affects the quality of the care these women receive. As a result, in recent years, many frontline practitioners and human-rights activists have formed campaigns and networks to confront neoliberal state policies and act as the voice of non-status women. At the same time, non-status women’s resilient power, informal learning mechanisms, and social networks have enabled them to learn new skills, navigate the system, and make Canada their new home.
Ubuntu: A Regenerative Philosophy for Rupturing Racist Colonial Stories of Dispossession
Keywords: Orality
African Philosophy
Ubuntu
Blackness
Storytelling
Narrative

Let me share with you Ubuntu oralities. These stories will connect us in a familial dialogue about how we can and are regenerating beyond neo colonialism by using Ubuntu. Ubuntu is a philosophical and ethical system of thought, from which definitions of humanness, togetherness and social politics of difference arise. Ubuntu can also be viewed as a complex worldview that holds in tension the contradictions of trying to highlight our uniqueness as human beings among other human beings. My interpretation of our Indigenous Ubuntu knowledge communicates how my understanding of Ubuntu is influenced by my Maseko Ngoni and Shona ethnic identities. Another influence of my understanding of our Ubuntu worldview comes from the African languages of my familial communities which are the main tools that I draw on for accessing our shared meaning and creating new shared meaning. The geopolitical experience of being Black in Africa and then leaving Africa for the West also has influenced my understanding of Ubuntu. These are my strengths and limitations in engaging Ubuntu. I give you this information because it is not my aim to create a false dichotomy about Blackness; rather, it is my aim to enter our global contemporary Black academic discourse with another form of remembering Blackness. My remembering is grounded in my own experience which has found constancy through Ubuntu languages and other social symbolic expressions. This cultural transmission process has allowed knowledge from my ancestors to cascade down to me. I believe that by sharing our social stories we build collective confidence to engage and challenge each other with respectful curiosity and, above all, with love. Love is the expression of relational care for our interconnectedness, which is the basis for researching our truths in our shared humanity. Ubuntuness has many ways of transmitting knowledge. This being said, for this work I will focus on how we can share our fragmented memories through our stories of family, community and nationhood, as a way of better understanding our Ubuntuness. This is the process of love creating possibilities beyond pain, isolation, abandonment and hate.
Subacute Hippocampal Atrophy Following Traumatic Brain Injury: Relationship to Environmental Enrichment and Vocational Outcome
Keywords: hippocampus
atrophy
brain
injury
hippocampal
tbi

Preliminary novel research findings indicate that a subset of individuals with moderate to severe traumatic brain injury show bilateral hippocampal atrophy progressing beyond the acute stage post-injury. The present study proposes a novel, integrated model of neuroprotection against subacute hippocampal atrophy (i.e., atrophy occurring beyond the initial 3 months post-injury) via environmental enrichment, drawing on theoretical models and research findings from the fields of environmental enrichment, brain and cognitive reserve, and neuroplastic models of functional recovery from brain injury. Objectives: (a) to examine the relationship between environmental enrichment factors and subacute hippocampal atrophy and (b) to examine the relationship between subacute hippocampal atrophy and return to productivity. Design: Retrospective observational within-subjects. Participants: Patients (N=21) with moderate to severe TBI. Measures: Primary predictors: Self-report ratings of environmental enrichment factors (i.e., hours of cognitive, physical, and social activities, meditation/prayer, and therapy). Primary outcome: hippocampal volume change between 5 months and 24+ months post-injury based on initial and follow-up MRI scans; Brain Injury Community Rehabilitation Outcome Scales-39 (BICRO-39). Results: Generalized environmental enrichment (i.e., an aggregate of cognitive, physical, and social activity) was significantly negatively correlated with subacute bilateral hippocampal atrophy (p<.05). Cognitive activity was the environmental enrichment element that accounted for the greatest degree of variance (32%) in subacute bilateral hippocampal atrophy (p<.01). Frequency of meditation/prayer was significantly negatively correlated with right hippocampal subacute atrophy (<.05) after controlling for socioeconomic status and generalized environmental enrichment. Level of education and pre-injury occupational attainment did not correlate with subacute hippocampal atrophy. Conclusion: Findings suggest that a fixed degree of neural reserve at the time of brain injury may not confer neuroprotection against structural pathology in the manner suggested by the present study’s proposed model of neuroprotection via environmental enrichment. Instead, findings suggest that in order for environmental enrichment to positively modulate susceptibility to subacute hippocampal atrophy post-TBI, environmental enrichment exposure must occur during the subacute phase post-injury rather than prior to injury.
Kenyan Civic Education: A Source of Empowerment?
Keywords: Civic Education
Peace
Democracy
Social Justice

Guided primarily by critical constructivism as the theoretical framework, this dissertation examines the extent to which civic education in Kenya creates dialogic spaces where issues of social difference, peace and democracy are addressed. The participants of the study included four history and government teachers; four Form 1 classes; principals of the two high schools and one curriculum developer. History and government was selected because one of the course’s objectives is to develop responsible and active citizens who would participate in fostering peace and democracy. In this study, peace is conceptualized as the absence of both direct and structural violence, and democracy is conceived, not merely as majority rule, but as exercising one’s opinions where citizens’ contributions influence decisions and have control over public policies that govern their lives. Using observations, interviews and document analysis, the study focuses on pedagogical practices, educators’ and students’ views about civic education in two public schools in Nairobi. The two sites were selected because the students came from diverse social and ethnic backgrounds and the schools offered co-education. Therefore, the schools’ student demographics provided the kind of social differences that are the focus of this study. In the analysis, attention was paid to the official curriculum and the way teachers enacted the curriculum to foster peace and social justice. Findings indicate that although the official curriculum stated the course should foster peace and social justice, the enacted curriculum gravitated towards transmission of facts. Consequently, the enacted curriculum did little to empower students to think critically; it hardly created opportunities to encourage discussion of societal issues that would promote peace and democracy. Several factors such as prescribed official curriculum, standardized examinations, lack of resources, students’ inadequate English skills, and inadequate teacher training influenced and shaped teachers’ pedagogical practices. Despite this, teachers struggled to exercise their agency by navigating through some of these challenges to achieve what they believed were the objectives of the course. These findings pointed to the need of establishing ways of addressing these challenges in order to make civic education more relevant and meaningful to students and to the Kenyan society.