VictorJuiz/thesis huggingface dataset:
Playwriting as experiential education: beginning the process, from the perspective of three novice playwrights
Keywords: Experiential learning
Writing
Reading
Playwriting
Phenomenological psychology

Write from the Hip is a novice playwriting program for young women, aged 18 to 25, that culminates in a staged reading of 15 minute plays written during the Program. Three playwrights from this Program participated in the research. This thesis examines the process of playwriting from the novice's perspective, through a lens of experiential education theory and practice. Three questions were addressed: Do people learn from taking risks? What blocks or inhibits risk-taking? What happens when those blocks are overcome? Each of the playwrights experienced risk during their writing process. They also acknowledged the importance of trust and the role it played in their ability to complete their plays. The process of stepping outside of one's boundaries links artistic process in general with the novice playwright in Write from the Hip and principles of experiential education.
Producing 'race' in the age of camps: Detention of asylum-seekers and the Australian national body
Keywords: Refugees, Social conditions
Refugees, Australia
Refugee camps, Australia
Refugee camps, Political aspects
Refugee camps, Australia
Racism, Australia

Since the early 1990s, asylum-seekers arriving on Australian shores have been subject to compulsory incarceration in detention centres--sometimes for several years--until their applications for refugee status have been resolved. This paper takes up theories of 'camps' to explore the ways in which the Australian nation-state has used mandatory immigration detention as a way to circulate certain knowledges about race and national belonging. I argue that mandatory detention of asylum seekers in Australia should not be understood as an historical or political aberration, but as part of a pedagogical project aimed at shoring up fantasies of the Australian racial body.
Maternal mending of joint action with aggressive and nonaggressive preschool children during a social-competence interaction task
Keywords: Mother and child
Aggressiveness in children
Conflict management
Preschool children, Psychology

The increasing number of young children with behavior problems who are brought forward for intervention services indicates the need for early promotion of adaptive processes in parent-child interactions. Currently, there is a need for a more complete understanding of those processes underlying parent-child negotiation and agreement seeking, particularly in varied groups of at-risk dyads. The purpose of this dissertation study was to develop a tool that would allow insight into the dynamics of the mother-child conflict-resolution process, employing a larger early intervention study sample of thirty aggressive and thirty nonaggressive dyads. The major goal was to study the two groups for the significant process-related components of maternal response used to restore interaction ruptures following child disagreements to the pre-defined limit-setting task---termed as maternal mending response. To achieve that, both qualitative and quantitative data collection and analyses were integrated within a mixed method exploratory research design. First, an observationally generated coding system was devised applying the four, theoretically proposed, stages of the social act thought to promote adjustment of parental optimal responses. Second, this coding system was implemented in a smaller-case selected sample of six aggressive and six nonaggressive dyads to highlight the pathways of the maternal mending responses in the two groups. Several empirically derived hypotheses were tested to provide the evidence for its utility. The findings revealed a potential of the coding system to (1) delineate group differences for the particular process-related components associated with maternal mending response, (2) build association patterns with the parent self-report, standardized measures (e.g., self-perceived scores on the effectiveness in parental discipline practice, parent-child communication, received support in parenting, interpretation of child behavior problems and affective state measures), and (3) indicate signs of mother-child positive adjustments in real time (i.e., mother-child reconnection after conflict improved in the aggressive group across the three phases of the interaction task). The study suggested that real time experiences in mastering a developmentally appropriate problem (i.e., joint-goal negotiation task) could be used in promoting more optimal patterns of interaction in dyads with aggressive preschool children.
Optimality and asymptotics for some Bayesian inferences
Keywords: Statistics

In this thesis, we study the optimality of relative surprise inferences in the class of Bayesian inferences and we develop the asymptotic theory of these inferences. We develop optimal Bayesian repeated sampling inferences using a generalized idea of what it means for a credible region to contain a false value and discuss the practical use of this idea for error assessment and experimental design. Moreover, we present results that connect Bayes factors with optimal inferences and develop a generalized concept of unbiasedness for credible regions. Furthermore we show that relative surprise inferences arise naturally when considering reparametrizations. We consider asymptotic results for relative surprise inferences under regularity conditions. We show that under these conditions the LRSE is consistent and asymptotically normal for the full and coordinate parameter case. We apply these methods to Poisson regression and Normal-location problems. Further we discuss the asymptotics for an example where such conditions do not hold and that has proven difficult for many approaches to inference. We carry out a rigorous analysis that shows that relative surprise corrects for these deficiencies.
Diplomatic assurances against torture: Impermissible inter se modifications of erga omnes obligations?
Keywords: Torture
Treatise

This thesis examines the legal status of diplomatic assurances against torture, and its implications. As bilateral agreements between individual States, they may conflict with non-refoulement obligations owed to the entire international community. Only if DAs against torture are legally binding are they subject to international norms to determine their permissibility. It is argued that canons for interpreting legal status lead to contradictory conclusions. Moreover, the discretion of States to conclude non-legally binding agreements because they are more convenient and confidential than legally binding ones is not justifiable where it could affect multilateral treaties prohibiting refoulement and evade international norms to protect other parties' rights. Finally, in order to override the non-refoulement prohibition, DAs against torture must be legally binding by necessary implication. Therefore, parties who intend to conclude one must notify the international community in advance to allow its members to express their views on its permissibility.
Feminist perspectives of individual psychotherapy as an agent of social change
Keywords: Psychotherapy, Social aspects
Women psychiatrists
Feminist therapy
Social change, Psychological aspects

The goal of the research was to explore whether individual psychotherapy could be seen as an agent of social change by therapists who hold feminist perspectives. Utilizing a life history approach, three to six dialogic interviews were conducted with six female psychotherapists in which the personal and practice experiences and theory regarding their understanding of the contribution of psychotherapy to social change was explored. Participants were experienced, middle-class psychotherapists between the ages of 39 and 67 years of whom four participants were psychologists, one was a psychologist/psychiatrist and one a Master's level social worker; five of the participants were non-Hispanic Caucasians, and one participant was African American/Native American; and five participants were heterosexual, one was lesbian. All six participants identified themselves as supportive of the goals of the feminist movement. Transcripts of interviews were audio taped and transcribed and participants had access to them for further clarification and correction. A qualitative analysis revealed three major approaches utilized by participants in their work to foster social change: individual empowerment, situating the work within the social context, and the integration of social action as a component into the therapeutic process. Approaches were found to parallel major theoretical traditions within feminist theory, primarily, the liberal and socialist/radical traditions. Several therapeutic issues arose from participants' contributions regarding the integration of a social element into their work: the manner in which personal history and personality influenced the integration of social change into their work; the compatibility of the work of social change with the goals of therapy; and the impact of therapist values on the psychotherapeutic work for social change. The results suggest that practitioners could benefit from exploratory dialogue, explicit information, training and further research on ways to integrate the feminist therapy goal of social transformation into psychotherapy.
The contribution of Doreen Hall to the development of Orff-Schulwerk in Canada, 1954--1986
Keywords: School music, Instruction and study
School music, Canada

This study will be of interest to historians of music education as well as those who are interested in the development of Orff---Schulwerk in North America from 1955 to 1986. Historical data from primary sources and published books and articles serve as the basis for this study of Doreen Hall's remarkable career in music education. During the period of 1954 to 1986 Hall worked tirelessly in order to introduce the ideas of Carl Orff into music education in Canada and the United States. This study attempts to provide an overview of the main events and initiatives Hall was involved in that led to the acceptance of Orff---Schulwerk (the name given to Orff's philosophy of music education and those techniques that defined it) in North America. This study also attempts to understand the meaning of Hall's work for music education in the public schools of Canada. Even though the focus is on the significance of her work for music education in Canada, key events that she was involved in that influenced the acceptance of Orff---Schulwerk in the United States will also be touched upon. Chapters One and Two establish the context for this study by providing an overview of Orff's work in Munich at the Guntherschule as well as the nature of music education in Canada when Doreen Hall began her work. Chapters 2--5 review and analyze the significance of the many events and initiatives Doreen Hall was involved with in order to establish Orff---Schulwerk in Canada.
The construction and interpretation of gender and race in initial teacher education
Keywords: Teachers, Training of
Teachers, Canada
Sexism in higher education, Canada
Sexism, Study and teaching (Higher)
Sexism, Canada
Racism in education, Canada
Racism, Study and teaching (Higher)
Racism, Canada
Teacher educators, Attitudes
Teacher educators, Canada
Student teachers, Attitudes
Student teachers, Canada

My study's data describes three impediments to the inclusion of equity issues in initial teacher education: the ideological debate between theory and practice in teacher training; the concentration of equity issues in the area of social foundations and the small amount of time allocated to these topics; and the problematic reactions of student teachers to the inclusion of equity issues. Specifically, I examine student teachers' overt resistance to and denial of equity issues, and their tendency to individualize the occurrence of gender and race inequity to singular isolated events. The overall findings of the study demonstrate that social justice issues continue to exist in educational institutions, and that there are some dedicated teacher educators who address social justice concerns in their education courses, despite the personal and professional obstacles that have arisen during this journey. These teacher educators have hope for a better future. They see themselves as agents for change. To better understand the experiences of teacher educators who raise issues of gender and race in their preservice education courses and their students' reactions to the inclusions of such issues, I have conducted a study that examines how gender and race are included in a faculty of education. The major research questions are: How do teacher educators and their students construct and interpret the place of race and gender in initial teacher education? What are the impediments to the inclusion of gender and race issues in initial teacher education? How are issues of gender and race included in preservice education courses? What are the theoretical frameworks utilized by teacher educators to conceptualize gender and race in their education courses?This study draws on in-depth interviews and non-participant observations of 11 teacher educators (8 women and 3 men), 5 student teacher focus group interviews, and student teacher written in-class reflective tasks in one Canadian faculty of education. I utilize feminist poststructural theory, feminist pedagogical theory and resistance theory to describe how the concepts of difference, discourse, power and subjectivity have influenced feminist scholarship and my understanding of how race and gender are taken up by teacher educators and their students.
Black voices, black souls: black music as a means of voice, resistance, and social transformation in education
Keywords: Blacks, Cultural assimilation
Blacks, Songs and music
Hip-hop
Blacks, Study and teaching

There have been moments in our history when certain groups of people have unjustly been deprived of their freedom. This especially rings true for Black people who have endured over 100 years of slavery and still continue to experience institutionalized racism. This thesis addresses how the musical styles of the Spirituals, Gospel, the Blues, Reggae, Rap and Hip Hop have created a powerful venue for Black people of African descent to express their feelings regarding racial discrimination and society at large. It includes analysis of the origins of the these genres of music and examines the various ways that they have served as a means of resistance, voice and social transformation. In order to deal with the horrors of slavery, this disenfranchised group of people resorted to other outlets that served as a means of survival; their music. Thus, music came to represent not only a form of entertainment, but a mode of communication, resistance, voice and essentially survival. It is about the spirit of enslaved people and their ability to overcome.
The Glass Bead Game: From post-tonal to post-modern
Keywords: Comparative literature
Literature, Modern

By drawing on the writings of Northrop Frye, Arnold Schoenberg, Michel Tournier, and Thomas Mann, this thesis explores the implications of using Hermann Hesse's fictional Glass Bead Game to model the role of recursion in literary criticism and, by extension, in the creative process itself. While Hesse associates the quintessential modernism of his Game with the fugue of the High Baroque, his 1943 novel Das Glasperlenspiel ironically gestures toward post-tonal music, just as it anticipates the development of what has come to be known as post-modernism. Tournier's 1970 novel Le Roi des aulnes, when read as a Glass Bead Game, exemplifies the modal counterpoint that Frye associates with the Ironic Mode of twentieth-century literature, thus completing Hesse's journey from Romantic assonance to ironic dissonance. However, Hesse and Tournier's novels also illustrate that Frye's conception of centripetal counterpoint, like the Glass Bead Game itself, is closer to Schoenberg's music than it is to Bach's, as is his conception of twentieth-century literature and criticism.
Is regulation of the Canadian broadcasting system preordained to failure?
Keywords: Broadcasting, Law and legislation
Broadcasting, Canada

Radio was first developed in Canada in 1919. Television came on the scene in 1952. They were followed by new technologies: cable television, video cassette recorders, pay-TV and, most recently, direct-to-home satellites. Throughout most of that time, successive Canadian governments have sought to capture these technologies to create a strong domestic broadcasting system. They conducted numerous inquiries, passed five different Broadcasting Acts, created four separate regulatory bodies, enacted various legislative initiatives and experimented with various regulatory instruments to bring about their goal. Despite their efforts, regulation has not succeeded. Canadians have always preferred American programming. Why? This thesis critically examines the various regulatory methods that have been deployed and analyzes why they have failed. It concludes that regulation of the Canadian broadcasting system is preordained to failure in a globalized world and needs to be replaced by a free market approach while strengthening the CBC as the distinctive voice of Canadian culture.
The influence of competency ratings on the overall score: an examination of the CBFE-OT
Keywords: Competency-based educational tests
Students, Rating of
Occupational therapists, Rating of

The Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) is used to evaluate students' performance during clinical placements. Clinical educators supervising the students assign competency ratings, plus an overall pass/fail decision. The purpose of this study was to gain insight into how clinical educators determine the overall score and make the pass/fail decision. The relationships among the competency scores, the overall score, and the pass/fail decision were explored through analyses of CBFE-OT scores and interviews with clinical educators. The competency scores for Clinical Reasoning, Communication, Professional Development, and Facilitating Change were the strongest predictors of the overall score, accounting for more than 90% of the variance in both midterm and final overall scores. In contrast, many of the clinical educators reported giving Clinical Reasoning, Communication, and Practice Knowledge more weight and Professional Development less weight. Factors affecting the competency scores, the overall scores, and the pass/fail decisions are also described.
Music cognition as musical culture: a philosophical investigation of cognitivist theory of music
Keywords: Music, Psychological aspects
Cognition
Music, Philosophy and aesthetics

In the field of cognitivist theory of music, the major philosophical thesis that has emerged is that music cognition is caused by a dedicated information processing system which manipulates musical symbolic codes. These codes are said to be neurally encoded, musically evaluable representations of an external musical reality that mediate cognitively between a knowing subject and a world of known musical objects. Cognitivist theory of music is premised on the formalist philosophical view that music consists of a set of aesthetic objects to be comprehended solely in terms of the audition and subsequent cognition of its tonal, rhythmic and structural properties. This thesis is a philosophical investigation and critique of cognitivist theory of music and its correlative theory of mental representation as cognitive mediators. Using Wilfrid Sellars' framework of the manifest and scientific images of "man" in the world, salient features of the aesthetic point of view are analyzed in order to bring out the irresolvable difficulties that have been inherited in cognitivist theory of music due to an adherence to a representationalist theory of the nature of mind. I argue that the difficulties inherent in the cognitivist "scientific-image" theory of music are compounded by an outmoded conception of science (and of causality in particular) which leads to a rejection of the person for a theory of the musical mind. I claim that cognitivist theory of music cannot ignore the priority of the manifest image of music as a continuing context for scientific theorizing. As a positive alternative to the representationalist notion of the cognitive mediator, I advance the beginnings of a theory which regards the musical mind as involving a direct, dynamic, cognitive interaction between persons as subjects and the familiar, "manifest-image" world of musical culture. This kind of interaction is an interpretive one which is conditioned by a socio-cultural set of concepts and practices, including those of scientific theorizing. It is within this context that a theory of the musical mind relevant to music education research must be set.
What killed Yugoslavia? Social determinants of political collapse
Keywords: Ethnology
Social structure

This dissertation develops an empirically based analysis of the role of culture and key political institutions in the popular support for ultra-nationalists in the process of the Yugoslav disintegration and its aftermath. The dissertation responds to three key substantive questions. First, is there any validity in the often-repeated claims about the importance of "ancient hatreds" or "clash of civilizations" in the Yugoslav collapse? Second, did the erstwhile Yugoslav federalism contain or deepen ethnic tensions and conflicts? Third, does the enduring strong popular support for ultra-nationalists in some ex-Yugoslav republics mean that ethnicity has "trumped" class?
Gazing into the apartheid conscience:
Keywords: Segregation, Moral and ethical aspects
Segregation, United States
Race discrimination, Moral and ethical aspects
Race discrimination, United States
White supremacy movements, Moral and ethical aspects
White supremacy movements, United States

Is there a morality to apartheid? As morality is always circumscribed by community it is evident that a society condoning racial segregation will follow a moral framework that justifies and demands apartheid. Given that the United States legalized racial segregation until the 1950's it is clear that moral codes accompanied the legal codes demanding this apartheid. While the legal codes have been disbanded, the fact that United States cities remain the most racially segregated urban areas in the world suggests that an apartheid morality still exists within white America. To explore and elaborate this segregationist morality I studied the contemporary white nationalist movement, the group most adamantly committed to defining and defending segregation. I analyze the moral framework of this movement and show the connections between nationalism, gender, sexuality, and race within it. I conclude with an analysis of the broader political manifestations of this segregationist morality.