VictorJuiz/thesis huggingface dataset:
Peer victimization and adjustment
Keywords: Aggressiveness in children
Harassment
Students, Crimes against
Bullying
School discipline
School environment
School violence

This study assessed the frequency of physical, verbal and relational victimization and examined the conditions under which maladjustment is associated with peer victimization. Information about victimization, social support, and social involvement was collected from 393 students (165 males, 226 females) aged 12 to 15 years. The Youth Self-Report ( YSR) (Achenbach, 1991a) was used to obtain information adjustment. Victimized children reported higher levels of adjustment difficulties than a non-victimized comparison group, with 18% falling into the clinical range on the YSR. While victimization appeared to be more strongly related to internalizing problems, the relationship between victimization and externalizing was equivocal in that this relationship disappeared when the effect of bullying was controlled for. Social support and social involvement were examined as potential moderators of adjustment, and protective factors for children who reported high levels of victimization. Contrary to the expectation that perceived social support and self-reported social involvement would moderate the negative effects of victimization, no support was found for such models. However, support was found for a main effects model where both victimization and social support were predictors of adjustment. Results indicated that students who are frequently victimized by their peers at school and feel that they have a limited social support network are more likely to report having adjustment difficulties. The information from this study is limited in that it is not clear whether the clinically significant behavioural and psychological difficulties reported by these individuals were present prior to their experiences of being victimized, or they were the result of being victimized. However, the results of this study stress the importance of attending to students who present as victims of peer harassment because they may be at risk for a range of clinically significant behavioural and psychological difficulties. This study extended current research by examining the association between victimization and externalizing and internalizing while controlling for the effects of bullying. It also examined the association of various types of self-reported victimization and duration of victimization with internalizing and externalizing symptoms. The implications of these findings for future research and intervention from a risk and resilience perspective are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Factors affecting adoption and implementation of a community-based children's mental health program: the Tapp-C example
Keywords: Child mental health services
Child health services
Fire behavior in children, Prevention
Pyromania in children, Prevention

While the efficacy of a number of interventions for various children's mental health problems has been established in academic and research laboratories, these interventions are not widely used in community children's mental health centers. Indeed, this "research-practice gap" in children's mental health service has been identified as one of the most pressing issues facing children's mental health. The present study examined the adoption, implementation, and adaptation of The Arson Prevention Program for Children (TAPP-C) by professionals in applied community settings. TAPP-C is collaborative, community-based assessment and intervention program for juvenile firesetters that was developed at a teaching hospital and disseminated to community-based settings throughout Ontario, Canada. Questionnaire data were gathered from community professionals, including children's mental health professionals and fire service professionals, who had attended educational events offered by TAPP-C. Questionnaire data were also gathered from administrators of the community agencies affiliated with these professionals. These data were used to evaluate the effects of the following factors on program adoption, level of use, and fidelity: (a) characteristics of the adopter, including innovativeness, concern about juvenile firesetting, self-efficacy for addressing firesetting, and attitudes toward TAPP-C; (b) characteristics of the program, including perceived complexity, perceived compatibility with existing practice and perceived relative advantage over existing practice; (c) dissemination experiences, including exposure to TAPP-C educational strategies and perceived availability of TAPP-C expert consultation; and (d) perceived inter-organization collaboration in the local community. Results indicated that adoption of TAPP-C was primarily related to perceived characteristics of the innovation and dissemination experiences. Level of use of TAPP-C, on the other hand, was primarily related to the respondents' self-efficacy for addressing firesetting, their dissemination experiences, and their perception of inter-organization collaboration in their local community. Interestingly, the majority of community professionals reported high levels of implementation fidelity. The implications of these findings for closing the research-practice gap in children's mental health are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children
Keywords: English language, Study and teaching (Elementary)
English language, Ontario
Bilingualism in children, Ontario
Reading comprehension, Ability testing
Reading comprehension, Florida
Reading (Primary), Ability testing
Reading (Primary), Ontario
Bilingualism in children, Florida
Children, Language
Children, Ontario
Reading (Primary), Ability testing
Reading (Primary), Florida
English language, Study and teaching (Elementary)
English language, Florida
Reading comprehension, Ability testing
Reading comprehension, Ontario
Children, Language
Children, Florida

Two exploratory studies were conducted. Study 1 explored the English written language performance of Latino/Florida kindergarten students with English as a Second Language and English-speaking Ontario kindergarten students. Study 2 investigated the relation between English for Speakers of Other Languages (ESOL) levels assigned kindergarten and first grade Florida students and their performance on English written language proficiency measures. In Study 1 the scores of the Florida students were compared with those of Ontario students under three conditions. Study 1 showed Florida students performed in a similar way as both groups of Ontario students who had a similar amount and type of early literacy instruction. The results of Study 2 showed significant differences on all measures in the literacy performance of children assigned different ESOL levels. Scatterplots revealed a considerable range of reading and spelling performance within each ESOL level. Both studies lead to suggestions concerning programming for the literacy success of young Latino students.
Education for all: a historical analysis of Ontario's Bill 82 and its impact in one board, 1973--1990
Keywords: Special education, History
Special education, Ontario
School boards, Ontario

This thesis examines special education policies and programs before and after special education became mandatory through the Education Amendment Act, 1980, otherwise known as Bill 82, in the province of Ontario. The study will focus on developments within the Ministry of Education and the role of parents, politicians, and professional organizations in the push towards mandatory special education legislation. Furthermore, this study will examine the polices and programs one board in Ontario had in place before Bill 82 and the impact of Bill 82 on this board's programs and policies will be examined. The focus of this study will be limited to the years between 1973 and 1990.
Nursing across cultures: the communicative needs of internationally educated nurses working with older adults
Keywords: Older people, Hospital care
Older people, Ontario
Vocational qualifications, Ontario
Nurses, Foreign, Social conditions
Nurses, Foreign, Ontario
Nurses, Foreign, Language
Nurses, Foreign, Ontario
Linguistic minorities, Social conditions
Linguistic minorities, Ontario

In Canada and elsewhere, internationally educated nurses (IENs) provide valuable resources to address existing and predicted nurse shortages concurrent with the needs of aging and growing multicultural populations (Buchan, 2002a; Canadian Nurses Association [CNA] and Canadian Federation of Nurses Unions [CFNU], 2004; Epp, et al., 2002). Research indicates that limited language proficiency hinders some IENs entering or staying in the workforce (L. Munro, 2003) or leads others to take employment below their skill level. This study aimed to explore the communication skills required of Registered Nurses and Registered Practical Nurses working with older adults in Ontario. The specific research questions were: (1) what sociolinguistic and sociocultural needs do IENs experience in their work with older adults? and (2) what do IENs see as the strengths and weaknesses in the educational opportunities they have had in terms of meeting the sociolinguistic and sociocultural needs of working with older adults? Using interviews and questionnaires, data were collected over 9 months from 19 IEN and 9 non-IEN participants. Within a theoretical framework of Sociocultural Theory, which recognises language as an important cultural artifact and mediational tool (Daniels, 2001), and the concept of Legitimate Peripheral Participation, which provides a way of understanding learning as a social practice (Lave & Wenger, 1991), overt and underlying themes within and across participants were identified. Findings support those of Epp et al., (2002), Bauman et al., (2006) and Jeans et al., (2005), indicating that IENs may experience significant barriers including but not limited to language proficiency, pragmatic flexibility and most specifically sociocultural competence when coming to work in Ontario. In many cases, educational supports to address these issues are inconsistent and inadequate, leaving many IENs unable to confidently function at the required entry level of nursing, despite having passed the required courses, language and nursing exams for entry into practice
How women's studies students conceptualize interlocking systems of privilege and oppression
Keywords: Women's studies
Racism
Women college students, Attitudes
Sexism

Women's studies students' accounts of their experiences in women's studies classrooms, their relationship to feminist theory, and their understandings of how oppressions interlock are all investigated in this thesis. Central to my work is the students' understanding of how privilege is situated within systems of oppression. I utilize feminist methodologies to highlight women's personal experiences. I invoke anti-racist theories to examine how racism, classism, and homophobia structures how women experience sexism. Employing a document analysis of the students' accounts, I explore how privilege and subordination are being accounted for among women's studies students. I illustrate how gender is only one aspect of the interlocking nature of oppressions, and that as women we can and do participate in systems of domination as subordinates and perpetrators.
Recidivism and within-treatment change among treated sex offenders and matched comparison subjects
Keywords: Sex offenders, Psychology
Recidivism, Prevention
Sex crimes, Research

The purpose of this study was to attempt to improve on previous sexual offender treatment outcome studies, by examining treatment effectiveness using both ultimate and proximate outcomes. In study 1, 53 treated and 53 untreated sexual offenders were matched on actuarial risk for sexual recidivism, offender type, and release date. There were no significant differences between the treated and untreated groups in terms of sexual, violent, or general recidivism after an average 5-year follow-up. Study 2 examined changes within-treatment on measures of attitudes tolerant of sexual offending, intimacy deficits, and self-management (n = 75). In study 2 attitudes tolerant of sexual offending and self-management deficits improved significantly over the course of treatment. Though some variables significantly differentiated recidivists from non-recidivists at a mean follow-up time of 1 year, none of these can be interpreted without caution because of the low rates of recidivism (sexual, violent, and general) and short follow-up time.
Change and continuity: the development of tune repertoire for congregational singing in The United Church of Canada 1925-1975
Keywords: Hymns, English
Hymns, English
Hymn tunes
Hymns, English

This dissertation presents, in two volumes, a study of the development of tune repertoire for congregational singing in The United Church of Canada during the first 50 years after church union in 1925, as found in the hymn, psalm and song resources published for or by the church during this period. Volume 1 discusses this repertoire and places it within its historical and cultural context. The state of the repertoire in 1925, subsequent changes to the repertoire throughout the period, and the influence the publications of this period have had on the church after 1975, are all addressed. Many elements affected the development of the repertoire during these years: the musical preferences of the people involved in compiling the published resources; cultural and technological change; regional concerns and needs in a geographically and culturally disparate church; the gap between high-church and tow-church musical taste; and the compromises necessary in attempting to merge different denominational traditions, both at the time of union and in the later union negotiations with The Anglican Church in Canada. Volume 2 contains two computer database printouts, one organized by tune incipit and the other by textcode, of the contents of the hymn, psalm and song collections issued for or by the United Church and its parent denominations, the Methodist Church in Canada, the Presbyterian Church in Canada, and the Congregational Union of Canada, from 1881, the date of the first united Canadian Presbyterian and Methodist tune collections, to 1997, the date of the supplement to the United Church's new hymn resource, Voices United (1996). This database, which was prepared by the author using a modification of the system devised by Nicholas Temperley for the production of the Hymn Tune Index, therefore provides the publication history of every tune and text in the official United Church repertoire during this larger timespan, as a companion reference to Volume 1 and as a separate resource for future scholarly use.
How we learned at work: an ethnographic study of e-learning in a retail setting
Keywords: Clerks (Retail trade), Attitudes
Retail trade, Computer-assisted instruction
Clerks (Retail trade), Training of

As the use of computer-based training for workplace safety, regulatory standards and product knowledge grows, this potentially affects all employees, including some who may have limited experience and skills in using this medium. To that end, this ethnography studied a group of front line workers in a Canadian retail setting who completed a series of courses in a self-study Web-based training program, with are eye to understanding the workers' perspective. Surfacing from the analysis of the data, gathered during interviews and observations of a group of twelve workers in a retail organization, were four major findings: (1) an increased sense of self-worth that participants experienced from completing e-learning courses and achieving awards, (2) an improved ability to help others because of the knowledge the participants gained from the e-learning courses, (3) the use of the courses in the e-learning program as a source of information for reference purposes, and (4) the value of providing participants with personal choices including what, where and when they used the e-learning program. Two minor findings emerged: the rules of the e-learning program and the coping strategies developed by participants. The e-learning context of this study consisted of four components: retail staff, management, customers and the e-learning program itself. Factors emerged from each component to influence the retail staffs' progress in the program, including an in-house champion, a structure for learning, personal control, personal development opportunities, and their customers' demand for information. Other factors contributing to the participants' success in the program included: matching the structure to the learners' situation, developing an engaging presentation, providing regular feedback and reinforcement and offering reliable course content. All factors needed to be adequately addressed for the participants to progress effectively in this e-learning environment.
The case against a human rights exception to sovereign immunity: Is anything left?
Keywords: Immunities of foreign states
Government liability
Human rights, Actions and defenses

While sovereign immunity has increasingly been set-aside in international criminal proceedings, it continues to block most cases of civil lawsuits based upon the same circumstances. The main explanation given by judges for this decision is that a wide consensus supporting an exception to the sovereign immunity rule, based on violation of human rights, cannot be found. In this paper I argue against the above claim, by exposing the reasons judges give for their reluctance to adjudicate human rights claims as unconvincing. Through analyzing the structure of sovereign immunity, I show that it becomes very clear that not only do the judges look at the concept in a way that fits their aim; they also base their claim on outdated arguments. By suggesting a different view of the situation, I complicate the argument against using state immunity to bar jus cogens actions, opening the door to further considerations and future developments.
Language, religion and immigrant settlement: an ethnography
Keywords: Immigrants, Language
Immigrants, Ontario
Immigrants, Religion
Immigrants, Ontario
Immigrants, Social conditions
Immigrants, Ontario
Chinese language, Ontario
Chinese, Religion
Chinese, Ontario
Chinese, Social conditions
Chinese, Ontario
English language, Study and teaching

This dissertation explores the interplay between language, religion and immigrant settlement in globalization, using skilled Chinese immigrants in Toronto, Canada as a case. The analytical framework combines social culturally sensitive approaches to learning (Vygotsky 1978; Lave and Wenger 1991; Lantolf 2000b) and language (Bourdieu 1977a, 1977b, 1991; Woolard 1998), and situates immigrants' "language problem" within applied linguistics, but more importantly in the globalized political economy (Heller 2003). This dissertation questions the assumption that linguistic proficiency is the key to economic, social and political integration, an assumption that underlies Canadian immigrant selection and settlement service provision policies. It suggests that social economic inclusion, or allowing ethnolinguistic minority immigrants a legitimate speaking position, at interpersonal, institutional and ideological levels, is the condition and process of immigrant language learning. The dissertation results from a three-year ethnography of the settlement experiences and trajectories of five immigrants who had worked professionally in Mainland China prior to immigration, including interviews with twenty-two people who were influential in their settlement. It focuses on one couple and documents their lived experiences of finding access to learning English, searching for work in their fields, struggling to settle, and becoming devoted evangelical Christians in Toronto. It examines their language practices and identity reconstruction at three strategic sites: a community college and two churches. It shows that the formal English classes constructed the couple as language learners who were necessarily deficient, and thus did not offer them a position from which to speak legitimately. Positioned as outsiders and having little idea of how to shift to the 'inside', they experienced alienation. In contrast, the interpersonal support and more inclusive structure and ideology at church allowed them to progressively participate in informal and/or formal church activities, thus offered them a legitimate speaking position. Evangelical Christianity also provided them a framework to interpret their immigration and settlement experiences as ethnolinguistic minorities in Canada. Their increased participation at church constituted a gendered process of improving English, finding pathways into social and economic life, and becoming integrated into a transnational evangelical Christian Chinese community.
An educational success story from Bangladesh: Understanding the BRAC Non-Formal Primary Education model and its teacher training and development system
Keywords: Non-formal education, Bangladesh
Education, Elementary, Bangladesh
Elementary school teachers, Training of
Elementary school teachers, Bangladesh
Non-governmental organizations, Bangladesh

This qualitative case study focuses on understanding the BRAG Non-Formal Primary Education (NFPE) model and its teacher training and development system, one of several successful community-based education programs operating today. Several studies have shown that alternative education systems are more effective than traditional schools at delivering meaningful learning opportunities to marginalized children. Understanding how these schools work is important because NFPE has the potential to serve developing nations in a significant way. In the challenging context of Bangladesh BRAG has developed some very effective strategies for addressing education problems of poor communities. BRAC's work suggests that paraprofessional teachers who are carefully yet quickly trained can become effective educators. Stakeholder interviews, classroom observations and document analysis were employed to answer one main research question: How and why do BRAG NFPE teachers learn to teach 'so quickly and so well'? According to program stakeholders and education experts, the BRAC NFPE Program is a powerful example of a community-based education system that works. In Bangladesh, it appears to work better than any other NFPE program investigated and better than the formal government primary school system. Lessons to be learned from the BRAC experience include: (1) The BRAC model shares several key elements with other education programs suggesting that perhaps there are certain 'essential elements of success' for all NFPE systems operating within a variety of contexts; (2) The transferability of the BRAC model may not be possible but the transfer of the BRAC NFPE concept is (essential elements of success). No one answer or model is suitable for all situations; and (3) Teachers must be key actors in educational quality improvement and change processes. The BRAC NFPE model and its teacher training and development system works the way it does, and can be called 'successful', because of a combination of several contextual factors and the simplicity of the model itself, its essential 'elements of success'. BRAC's teacher training and development system with its strong teacher support staff is a key component of the model. BRAC has created an effective, context-appropriate teaching and learning environment where stakeholders learn and grow together.