VictorJuiz/thesis huggingface dataset:
Manidoo Mazina'igan: An Anishinaabe perspective of Treaty 3
Keywords: Indians of North America, Treaties, 1873
Indians of North America, Canada

This is a legal, historical and personal account of Treaty 3. This paper discusses the Articles of Treaty signed by the Anishinaabeg and the Queens representatives on October 3, 1873. Since then, Canada has ignored the Anishinaabeg perspective of the treaty in the litigation of St. Catherine's Milling and Lumber Co. Ltd., a case that defined "Indian" title for almost a century. The Anishinaabeg perspective on the treaty, Manidoo Mazina'igan (the sacred paper) is important in defining a future for Anishinaabeg laws and social-political institutions within Canada. Utilizing existing academic and historical work and relevant jurisprudence, I attempt to bring clarity to what the treaty is: a sui generis order of "inter-societal" governments and their laws formulated to sacred treaty principles. One fundamental inter-societal institution is the treaty council, which should be the vehicle of treaty renewal for mutual reconciliation under section 35 of the Constitution Act, 1982.
The persistence of gender, race and heterosexuality in cyberspace
Keywords: Cyberspace, Social aspects
Internet, Social aspects
Minorities, Social aspects
Technological innovations, Social aspects
Heterosexuality
Homosexuality, Computer network resources

Given that identity cannot be visually detected in cyberspace, it has been characterized by Internet theorists as a space in which markers of identity such as race, gender, and ability no longer exist. The suggestion is that this post-identity space is utopian, as, given the lack of markers of identity, there can be no accompanying discrimination. This thesis investigates this problematic assertion and attempts to highlight the way in which whiteness is made normative online, and how this runs counter to the suggestion that identity does not exist in cyberspace. The way that identity is maintained in cyberspace and the ramifications of this are examined.
Attachment in blind infants: a systematic investigation using Ainsworth's strange situation
Keywords: Infants with disabilities
Blind children
Mother and child
Attachment behavior in children
Psychological tests

The purpose of this study was to examine the quality of attachment that exists between blind infants and their mothers. The sample included 16 mothers and blind infants who were videotaped in the Ainsworth Strange Situation, a standardized measure of infant-mother attachment. The mothers also participated in a semi-structured interview designed to provide information regarding the infants' behaviour at home and in the community, amidst both familiar and unfamiliar people. The data were analyzed by comparing the results of the Strange Situation Procedure to normative data and also by using a Muhiple-Case Analysis of other descriptive information. This study showed that the infants who were partially sighted (yet still legally blind) generally behaved in a similar manner to sighted children with respect to their attachment behaviour at home, in the community and during the Ainsworth Strange Situation. The attachment behaviour of infants who were totally blind, however, generally differed from that of sighted children in the Ainsworth Strange Situation, as well in home and community contexts. Infants who were totally blind from birth were more often classified as insecurely attached, Category A, (80%), as compared to normative samples (22%). A rationale based on Culture theory, is developed to explain why the totally blind infants react differently from children with some sight. Lastly, limitations on the applicability of the Attachment Theory and Ainsworth's Strange Situation procedure when used on totally blind children were identified.
Two teachers' associations and the Ontario College of Teachers: a study of teacher and the state relations
Keywords: Education and state, Ontario
Teachers, Ontario
Teaching

This study examines the evolution of the Ontario English Catholic Teachers' Association (OECTA), the Ontario Secondary School Teachers' Federation (OSSTF), and their relations with state officials in Ontario, with particular attention paid to the establishment of the Ontario College of Teachers (OCT). A socio-historical conceptual framework is applied to suggest that historical and contemporary relations between the state in Ontario and the two teachers' unions can be seen as a series of crises and settlements. The findings of this study show that, for the most part, OECTA's and OSSTF's relations with the state in Ontario have existed in periods of relaxed settlement. The thesis traces a wealth of discussions and proposals regarding a self-regulating profession for teachers that began over a century and culminated in 1996 with the Ontario College of Teachers Act. When the Ontario College of Teachers was established, relations between the teachers' unions and the province of Ontario were unsettled, however, with the introduction of the Education Quality Improvement Act, these relations entered a crisis phase. The significance of this thesis is to demonstrate the usefulness of the socio-historical approach to the understanding of historical and contemporary relations of OSSTF and OECTA to the state in Ontario. Further investigation of potential areas for scholarship may increase the depth and scope of knowledge of relations between state and teachers' associations in Ontario.
The drive to strive: exploring the experiences of elite-level adolescent artistic performers
Keywords: Gifted teenagers, Attitudes
Gifted teenagers, Psychology
Teenage musicians
Gymnasts
Motivation (Psychology) in adolescence
Parents of gifted children
Parent and teenager

In order to excel, aspiring classical musicians and artistic gymnasts must be highly motivated and possess certain characteristics, which allow them to spend hours practicing or training. This qualitative, phenomenological study is unique in that it attempts to explore the experiences between elite-level classical musicians and artistic gymnasts, allowing me to examine similarities and differences across the two domains. Individual semi-structured interviews were conducted with 25 participants. Participants included six classical musicians, eight artistic gymnasts, and eleven parents. Both "active" (in-the-midst of their development) and "inactive" (retired) participants were specifically selected in order to gain both a present and retrospective view of their experiences. Three broad themes emerged. The first was family environment. This included the overall social class of the family, induction into the domain, parental attitudes and values towards the domain, the parent-child relationship, and parental support and involvement. These were all critical in the nurturance of excellence, and support past research on talent development (Bloom, 1985; Cote, 1999; Csikszentmihalyi et al., 1993; Ericsson, 1996a; Howe, 1990). Second, the relationship that musicians and gymnasts had with their teachers/coaches was highly influential and often as intimate as the relationship with their parents. A teacher's individual personality and expectations contributed to the student's drive, either directly or indirectly. It was discovered that some teachers/coaches of both the musician and gymnast participants used emotional or verbal abuse as a motivator. Third, self-efficacy surfaced as an important theme during the analysis. Sub-themes of this included: their perception of talent, identity, intrinsic motivation, passion, the "need-to-please" syndrome, perfectionism, and resiliency. It was also found that the experiences of drive were more similar than different across the domains of music and gymnastics. The findings from this study will shed light on our understanding of what drives talented adolescents in music and gymnastics to achieve excellence, and how we might better teach, coach, parent, and programme for them in the future. Indirectly, this research will similarly inform parents, teachers and coaches of elite performers in other performance-related athletic and performing arts domains.
Job transitions from teaching to administration in secondary schools: an investigation of role assumption
Keywords: Career development
School administrators, Attitudes
High school teachers, In-service training
School administrators, In-service training

This study explored the descriptions offered by five Ontario educators of their experiences while assuming the role of secondary school vice-principal within the same school district, focusing specifically on the nature of the transition in job role within schools. A review of the literature was used to formulate a three-phase socio-dramatic framework for analysis of role transition processes. These phases, preparation, assumption and reflection encompassed a number of role transition processes. These processes were found to involve a perception of role and its context, the negotiation of a role, and an evaluation of role. Philosophically, this framework places the individual at the centre of role process as this research was undertaken to investigate the interaction between an individual and their assumed job. While most participants had completed identical technical and organizational training, the experience of assuming the vice-principal role presented disparate realities between their imagined and actual vice-principal role. Findings suggest that assuming a new organizational role is a dynamic learning experience which contained common influences within the social setting of secondary schools. In this study, the personal change and turmoil of assuming the vice-principalship seems to be a result of a dissonance between an individual's image of the role and their professional agency within an organization to enact that role. The agency of new vice-principals was strongly influenced by each school's principal, staff, and community. Participants demonstrated an entry into the ranks of educational administration that was stressful, emotionally charged and subject to many influences of a sociological, an organizational and a contextual nature. The vice-principal role was found to be one in which the individual and their school community negotiate a contextually tailored administrative job role.
Images of English in Japan as reflected in advertisements in English conversation schools
Keywords: English language, Study and teaching
English language, Study and teaching
English language, Japan
Second language acquisition
English language, Japanese speakers

Focusing on the advertisements of English conversation schools in Japan, this thesis examined the images of English held by the Japanese learners of eikaiwa (English conversation). Drawing on Lummis's (1976) argument that the eikaiwa world is racist and American centred, this study presupposed the relation between Japanese people's linguistic and physical inferiority complex with Westerners and the strong attachment to white native speaking teachers of eikaiwa. This study found that the ideal images of eikaiwa teachers projected in the advertisements are white native speaker from the U.S., U.K. and Canada. Such images are not unique to Japan, and it is held worldwide. However, this study examined the uniqueness of Japanese people's attachment to white English speaker by presenting advertisements which present the Japanese desire to become physically and linguistically Western, as well as Japanese fear for communicating with white English speakers.
Raising the stakes: a look at the constitutional implications of receiving customary international law domestically
Keywords: Customary law, International
Separation of powers
Democracy
Common law

In Canada and England customary international law is received directly into their law (incorporation). In Australia, customary international law is recognized only as a legitimate source of common law (transformation). The reception of customary international law has received relatively little academic and judicial attention in these common law states, unlike in the United States, where there has been extensive discussion of the constitutional issues. The author concludes that neither an incorporation approach, nor a transformation approach is nuanced enough to deal with the stakes. Accordingly, the author argues that a statute should be enacted which prescribes how judges incorporate customary international law as part of the common law. Using the United States' analysis as a basis, the author argues that the doctrine of separation of powers and democracy are "stakes" and are crucial factors for any common law country when considering the reception of customary international law.
Learning disabilities in school-aged children of mothers with systemic lupus erythematosus
Keywords: Mothers of exceptional children, Diseases
Learning disabled children
Lupus erythematosus

A relationship has been suggested between maternal immunoreactivity and adverse developmental outcomes in the offspring. This study examined the potential gestational influence of one such disease process, Systemic Lupus Erythematosus (SLE), to determine if more children of mothers with SLE have learning disabilities, and in particular reading disabilities, compared to children of mothers who do not have SLE. A comprehensive battery of measures assessing various domains of neurocognitive functioning that have been shown to be related to reading difficulties was administered to children, ages 6--12 years, of mothers with and without SLE. Results indicated that prevalence rates of learning and reading disabilities were significantly higher (two-to-four-fold) for children of mothers with SLE compared to the rates expected in the general population. Moreover, post hoc exploratory analyses indicated that children of mothers with SLE scored lower compared to mean normative test performance on measures of word reading (pseudowords), on two neurocognitive processes that have been shown to be related to reading achievement, namely the analysis and synthesis of sounds in words and verbal memory span, and on perceived problems with inattention and hyperactivity/impulsivity. Higher levels of parenting stress were reported by mothers with SLE compared to a community sample of mothers who do not have SLE and by SLE mothers of learning disabled children compared to nonSLE mothers of learning disabled children. After controlling for overall parenting stress, learning disabled children of mothers with SLE did not exhibit a unique pattern of difficulties in academic achievement or attention problems, but they had lower scores on a measure of verbal working memory relative to learning disabled children in a community sample. Results are discussed in terms of the possible relationship between SLE in mothers and learning disabilities in their offspring, and the implications for clinicians and educators. However, given the post hoc exploratory nature of the comparisons between children of mothers with SLE and the normative sample and the comparisons between learning disabled children of mothers with SLE and learning disabled children of mothers in the community sample, the results of the post hoc analyses should be viewed as tentative findings requiring further investigation.
Synchronous communication in collaborative online learning: Learners' perspectives
Keywords: Distance education
Telecommunication
Computer conferencing
Group work in education
Group facilitation

In this qualitative study the logs of synchronous CMC interactions of five small groups were examined. These were taken from two different online courses that primarily employed asynchronous CMC for communication and collaborative knowledge building. Both courses were designed within a constructivist learning framework for the continuing education of professional educators. In addition to the CMC logs, perceptions of their experience from each of the twenty-one participants were explored in two individual semi-structured interviews. All participants felt that the addition of synchronous communication tools was superior to asynchronous CMC used alone to support group collaboration. They affirmed the findings of previous research that asynchronous CMC enables thoughtful reflections and research without the barriers of time and place; but participants perceived that the immediacy of synchronous CMC provided a learning environment more like “face-to-face.” Analysis of the synchronous logs revealed the frequent use of terms usually reserved for face-to-face meetings and interactions that parallel traditional group collaboration. Participants also developed a stronger sense of the personalities of members of their group than in asynchronous CMC groups, and felt committed to and supported by them. These indicators of social presence are in addition to those previously reported in the literature. Peer coaching and tutoring were observed more frequently and seemed more effective than in asynchronous CMC. The scaffolding required for knowledge building came from knowledgeable peers and teacher-facilitators. Several participants observed that using synchronous communication to negotiate, clarify and build consensus enabled a more constructivist learning environment. They consistently behaved in ways that showed enhanced social presence, increased collaboration and social interaction for knowledge construction. The findings of this study suggest that social support for learning may be a major contribution of synchronous CMC to online learning. The evidence suggests that the addition of synchronous CMC has the potential to allow collaboration to be more complete and authentic than using asynchronous CMC alone. The higher level of social presence and negotiation supported by synchronous CMC may enable participants to get immediate feedback and responses that will result in true interdependence and promote effective online learning communities for co-construction of knowledge.
Paul Ricoeur's conceptions of ideology and its correlation with utopia
Keywords: Ethics
Ideology
Utopias

0This research aims to shed light on the problem of ideology and its correlation with utopia as established in the work of Paul Ricoeur. According to Ricoeur, ideology is not only distortive of social reality; it is as well related to society's power and integration, which in fact changes our way of understanding the entire world. Ricoeur emphasizes the functions of ideology: first, the reality dissimulation; second, the legitimacy of authority and third, the social integration. Ricoeur also claims that utopia can offer an adequate critique of ideology. Both contribute to the way in which a group identifies itself, with ideology providing common values and images, and utopia challenging those common values with new, imaginative alternatives for interpreting society. I relate this analysis to Ricoeur's earlier works to show how using utopias to criticize ideologies is helpful. The critical use of utopia helps to reveal underlying tensions in society and the ways that ideology conceals those tensions.
The claim to universality of modernity and its relation with occidental rationality: a study of Jurgen Habermas's philosophy of modernity
Keywords: Rationalism
Critical theory
Philosophy
Social sciences

Jurgen Habermas's reconstruction of Critical Theory has been subjected to extensive scrutiny in recent years. However, three of this philosophy's fundamental presuppositions have remained unexamined: the concept of "Occidental rationalism"; the notion of an unfinished project of modernity; and the claim to universality of modernity. This dissertation examines the philosophy of Habermas with reference to these three principles. Habermas's extended project---to recover a normative foundation for the tradition of Critical Theory---can be, figuratively at least, divided into two stages. I consider the first stage of Habermas's task to have concluded with the publication of Knowledge and Human Interests in 1968. The second stage of Habermas's reconstructive plan began with the publication of the Theory of Communicative Action in 1981. I argue that Habermas's reconstructive project fails to overcome the arguments of Horkheimer and Adorno's thesis on the antagonistic nature of enlightenment, and therefore his reconstruction of Critical Theory remains problematic. On the substantive level, I aim to examine the question, "Does the term 'Modernity' refer to a specific culture, or can it be employed more broadly?" I will challenge Habermas's unfinished project of modernity by introducing the concept of a "plurality of modernities." Referring to Habermas's implicitly Eurocentric claim of the universality of modernity, based in an "Occidental understanding of the world," I will argue that universalization cannot be achieved on the basis of a specific world-interpretation. Arguing against the feasibility of completing "the project of modernity" once and for all, I suggest that there are not only numerous paths to modernity, but that diverse historical conditions and sociocultural environments give rise to varied forms of modernity in different parts of the world. I argue that an emancipatory theory, which is what Habermas's is believed to be, ought to address itself to an understanding of the transformation of culture rather than simply the logic of communication, and, consequently, it should address cultural as well as cross-cultural conflicts in various societies, including non-western ones.
Addressing gender stereotyping under the Convention on the Elimination of All Forms of Discrimination Against Womenthe case of Ciudad Juárez
Keywords: Sex discrimination against women, Law and legislation
Equality before the law
Abduction, Mexico
Rape, Mexico
Murder, Mexico

This Paper argues that combating gender stereotyping is inseparable from the larger project of ensuring women's substantive equality under the ' Convention on the Elimination of All Forms of Discrimination against Women. ' This Paper argues that in order to achieve this goal, we must develop a methodology capable of effectively identifying and challenging gender stereotyping. This Paper aims to develop such a methodology. In order to demonstrate how adherence to a robust methodology might help to combat gender stereotyping, this Paper then applies the proposed methodology to the inquiry into abduction, rape, and murder of women in Ciudad Juárez, Mexico--the first inquiry completed under the 'Optional Protocol to the Convention on the Elimination of All Forms of Discrimination against Women.' This Paper then considers the reasons why the 'Optional Protocol' inquiry procedure provides a promising legal tool for applying the proposed methodology to combat gender stereotyping. (p. II).
The “banality” of deterministic thought: A philosophical/cultural critique
Keywords: Determinism (Philosophy)
Free will and determinism

Questions about the theoretical problems of determinism have long been posed. In this thesis, I will join this body of work by critiquing particular elements of deterministic thought as they arise in the field of philosophy. I focus specifically upon the problems of rationality and substantialism as they are expressed in deterministic thought. What I hope to achieve is a more complete description of novel concepts which serve to set the conditions for an epistemological break with rationality as an ideal for a contemporary philosophy of education. Drawing upon the thought of different philosophers and social/cultural theorists, such as Hannah Arendt and Raymond Williams, I hope to identify and make visible a set of conditions that are necessary in challenging elements of deterministic thought. I argue these conditions enable a more ethically-oriented non-deterministic position in the field of philosophy and lay the groundwork for thinking differently about culture, society and education.