VictorJuiz/thesis huggingface dataset:
The evolution and alignment of RCMP conflict management and organizational surveillance
Keywords: Conflict management, Canada

This dissertation examines the evolution of organizational conflict management within the Royal Canadian Mounted Police throughout the last three decades. Since the governance of conflicts is an important aspect of public policing, this study explores the interrelationships between broader philosophical shifts in public policing vis-à-vis this evolution. Moreover, since philosophies of public policing are intimately related to broader philosophies of government, this analysis is located within the broader context of Canadian governmental transformation. Both epistemologically and ontologically, this dissertation is primarily concerned with how rationalities of western liberal government evolve. It principally draws from academic studies that trace various aspects of this evolution, from the Classical liberal period, through the rise and fall of the Welfare State, to the more recent development of Neo-liberalism. By additionally drawing from the academic literatures on policing, organizational police management, and organizational management more broadly, this study significantly contributes to our understanding of western governmental evolution by looking at how the management of organizational conflicts within the RCMP aligns with broader philosophical transformations in these spheres. Moreover, this dissertation contributes to our understanding of how the surveillance of organizational conflicts interrelates, evolves, and aligns with these broader philosophical trends. Ultimately, this dissertation develops a preliminary theory of alignment from an analysis of how the management and surveillance of organizational conflicts evolves within the RCMP. Furthermore, conclusions are drawn in relation to an existing, although underdeveloped, hypothesis of how surveillance within western police organizations transforms. This thesis also draws conclusions on how individual “mindsets” are (re)colonized by broader managerial and governmental rationalities. Finally, the implications of this study on future academic exploration, as well as normative policy development, are briefly discussed.
Picking up the pieces: Examining the long term effects of family separation on Pinay migrant mothers and adult daughters
Keywords: Filipinos, Family relationships
Filipinos, Family relationships
Filipinos, Canada
Filipinos, Attitudes
Filipinos, Canada
Separation (Psychology)
Mothers and daughters
Emigration and immigration, Psychological aspects
Adult children

The Philippines is considered one of the largest organized exporters of human labour in the world. Currently, the outflow of migrant workers from the Philippines to over 190 countries across the globe has left over nine million children without parents. This means that over nine million children have personally experienced the trauma of family separation. To understand the devastating long-term consequences of separation on Filipino families, I take as my case study three Pinay mothers who have migrated to Canada under the Foreign Domestic Movement and their adult daughters. The key purpose of this thesis is to open up a deeper discussion around family separation and reunification amongst Pinays who have settled in Canada. It is intended to push the boundaries of what we may already know or think we know about Filipina women in Canada, thereby establishing a more nuanced and heterogeneous understanding of Pinay lives.
An ethic of care in relation to leadership style and women heads of independent girls' schools in Canada
Keywords: Educational leadership, Canada
Private schools, Canada
Women, Education
Women, Canada
Caring
Women school principals, Attitudes
Women school principals, Canada

I speculated at the outset of this research that the Human Resource frame would be most consistent with leadership practice guided by an ethic of care. The findings, however, indicate that while all the participants were caring in their practice as defined by Shogan, they were divided almost equally in their dominant use of the Human Resource and Structural frames. A further analysis of the care and leadership data, however, revealed that, without exception, those who resolved dilemmas using direct care also favoured the Human Resource leadership frame. Those who used dutiful care, sometimes equated with an ethic of justice, favoured the Structural frame. While the pattern of findings is provocative, this is a very small sample that does not allow for generalizations beyond this group. A meaningful next step would be a more in-depth look at the ethical practice of one or more women heads of school. The purpose of this study was to document the experiences of ten women heads of independent girls' schools in Canada for evidence of an ethic of care, as defined by Shogan (1988), as they reflected on how they resolved dilemmas. It is inquiry undertaken from the standpoint of women, and was designed to add to the limited knowledge base that addresses the feminine strand of relational leadership. An ethic of care is a fundamental attribute of the feminine strand of relational leadership. The selection of women, as the participants for this research, is based on a body of empirical research which suggests that women often cite reasons associated with an ethic of care or relations in support of their moral positions. While there is much to suggest that the context of independent girls' schools would be supportive of an ethic of care, there is also research that suggests that there are broader pressures or contradictions within a culture or context that create a paradox for women who may want to practice an ethic of care. Bolman and Deal's (1992) typology of leadership provided the framework needed to take into consideration the impact on practice of the independent school context.
Recognizing change: a program for the reform of the taxation of the third sector in Canada
Keywords: Charitable uses, trusts, and foundations, Taxation
Charitable uses, trusts, and foundations, Canada
Taxation, Law and legislation
Taxation, Canada

This paper argues that Canadian tax law should be reformed in order to encourage engagement by the third sector in the political arena, both domestically and internationally, and, specifically, that: (1) the deduction for contributions to third sector organizations should be limited to the deduction that is allowed, if any, for contributions to political parties; (2) any government funding for services provided by third sector organizations should be transparent; and (3) the income tax exemption should be available to third sector organizations engaged in non-partisan political activities, both domestically and internationally; but (4) income from directly-conducted business activities of third sector organizations should (as in the United States, but not as proposed in the U.K.) be taxed.
Procedural diversity in Ontario's non-degree sector: a study describing educational processes in a private career college and a college of applied arts and technology
Keywords: Adult education
Private universities and colleges, Ontario
Education, Higher, Ontario
Occupational training, Ontario
Universities and colleges, Ontario

Educational processes, as implemented in similar programs at each site, are described and analyzed, focusing on the similarities and the differences within the similarities. The study finds that the student experience is different in a for-profit college and that cross-site themes consistent with the literature about differences in control (public versus for-profit-ness) explain how and why the student experience is different. These themes include differences in faculty and administrative roles and responsibilities, resourcing, the accountability framework and responsiveness. The study concludes that educational processes in FPCs do represent real choice for postsecondary learners and are implemented to increase postsecondary participation and student satisfaction. However, FPCs tend to have standardized processes that must fit in a policy framework to achieve their designed benefits. The study also tests the Educational Processes Model, concluding that it may have general applicability to improve educational practices in postsecondary institutions. Ontario's competitive postsecondary non-degree sector provides the context for this study of for-profit colleges' (FPCs') contribution to procedural diversity. As well as a description of Ontario's private career college sector, the thesis includes a comprehensive review of the literature about FPCs focusing on their functions, governance and administrative practices and linking these attributes of control to procedural diversity. Given the differences in control (public vs. for-profit-ness), it follows that educational processes will be different in for-profit colleges. A best practices model of educational processes based on three research-grounded models provides the conceptual framework to investigate this hypothesis. The Educational Processes Model presents 13 neutral best practices statements categorized under the general categories of curriculum, instruction, out-of-class environment and assessment and continuous improvement. Specific research questions derive from the model, as does the methodology to analyze the data. Two best practices institutions in the sector---a private, for-profit college and a publicly funded community college---provide the sites for this comparative case study.
Singing out!: Canadian women in country music
Keywords: Women country musicians, Canada
Country musicians, Canada
Country music, Canada
Women singers, Canada
Women, Social aspects
Women, Canada

This thesis explores the experiences of 30 Canadian women country music singers in order to learn more about women's lives as performers. Issues related to the subculture of country music, career path, being a woman country music singer, working lives, the role of radio, and being a Canadian woman country music singer are discussed. In spite of the unique and individual experience of each participant, common patterns emerged. Most of the singers exhibited traits similar to the ones they valued in the subculture of country music. The meaning of country music was found to be both socially constructed as well as physically and emotionally mediated: not only a consequence of what the individual brought to the music, but also a result of an engagement with the music itself. Early socialization played a significant role in choosing to pursue this career. The amount and type of musical training as well as the age of entry varied greatly. While most participants' parents were working class, the number of variables impacting on each individual artist made the issue of defining her class problematic with respect to an analysis of a career performing this genre, especially when the level of income was unknown. Gender has an effect on the life of a Canadian woman country music performer. Although most of the participants did not feel they were treated differently because they were women, some structural barriers became obvious. Many spoke of the amount of energy required to realize a career performing, while at the same time usually being held responsible for the majority of homecare and/or childcare. An analysis of some radio stations' playlists revealed that Canadian Content regulations as to content—30% Canadian programming—were fulfilled, but as to timing—when Canadian artists received airplay—were usually not followed.
Women secondary school administrators in the province of Ontario: reflections on the past
Keywords: Women school administrators, Ontario
High school principals, Selection and appointment
High school principals, Ontario
Sex discrimination against women
Women school administrators, Selection and appointment
Women school administrators, Ontario

The overall purpose of this qualitative study is to examine how retired or soon to be retired women principals, vice-principals, and heads of departments have come to understand their professional experiences as high school administrators and what unique challenges and problems they have encountered. Acknowledging a gap in the literature on women and educational administration, this study focuses on a specific cohort of women who began teaching within the mid to late 1960s, early 1970s and subsequently attained administrative positions during the 1980s and 1990s in high schools within the province of Ontario. Drawing on the interview responses of ten women administrators, heard against a growing body of literature on women educational administrators, this research problematizes existing understandings of women as secondary school administrators. Their narrative accounts are numerous but key areas include the complex constructions of their identities as teachers and administrators, and as women and mothers; the tensions existing between their experiences of power and powerlessness, and of autonomy and subjugation; their interpretations of and responses to gendered processes and practices in both the educational and the wider social sphere. What is called into question here is one uniform narrative of the administrative experience. To accommodate these multivalent experiences, a post-structuralist theoretical framework was used. These women, however, also recall the various structural constraints which have limited and shaped their professional lives, and more recently, the ways in which massive restructuring and changes to Ontario's educational system have produced schisms and conflicts to their professional identities. A structuralist theory acknowledges how, at the macro level, institutional barriers and social, political and educational forces affect people's lives in profound ways. Consequently, while not without tensions, this thesis draws from both theoretical positions. Finally, recently proposed changes to existing administrative models are given, redefining the terms and conditions upon which women are expected to function as school administrators. Based on these reforms and on these women's experiences, recommendations are provided for women seeking administrative posts and implications for policy, practice and research are proposed. Although these recommendations continue to emphasize the importance of promoting and supporting women as educational leaders, we need to begin to theorize differently about women in educational administration in light of these reforms and restructuring trends.
Positioning the elementary core French teacher: an investigation of workplace marginality
Keywords: French language, Study and teaching (Elementary)

In Ontario, core French is a compulsory course until the end of Grade 9. The subject usually begins in Grade 4 and is provided in 20–40 minute daily segments. It has been suggested that teaching French at the elementary level in this fragmented manner puts one at risk for being treated as an outsider, and as a result, increases a teacher's propensity to leave teaching or move away from teaching core French. Drawing on tenets from critical and interpretative traditions and standpoint epistemology, and using qualitative methods, this thesis explores whether there is empirical evidence to support the notion that high teacher attrition rates in elementary core French are associated with elementary core French teachers' systemic marginalization. The thesis reviews the historical background and contemporary context of core French teaching in Ontario as well as relevant literature on teachers' work. Structural and ideological arguments are presented in order to show how elementary core French can be regarded as a marginalized subject. The focus then shifts to how these broader forces play themselves out in everyday life. Using the symbolic interactionist notion that one's identity as teacher is realized, in part, through interaction with other people, elementary core French teachers are asked to discuss how they believe others in the school system—students, teachers, parents, and administrators—see them. The intent was to discover whether or not these teachers regard their identity as compromised or marginal on the basis of these reflected perceptions. Twenty-one participants with a variety of elementary core French experience each took part in a 90-minute, semi-structured interview. The data show that the majority of participants do view themselves as marginal in the teaching community. Yet viewing the elementary core French classroom as a site of oppression is not the only reaction to being positioned as “other.” In some instances participants are able to reorder and subvert established forms of power and thus liberate themselves from their material and ideological subjugation. A typology of responses is constructed. Some practical strategies for dealing with the marginality of the elementary core French classroom are also put forward.
Synthesizing the corrective feedback literature: challenges for meta-analyses
Keywords: Language and languages, Study and teaching
Feedback (Psychology)
Meta-analysis

Recently, the role of corrective feedback (CF) in second language acquisition has received increased attention. While the general consensus is that CF contributes positively to L2 learning, questions remain as to whether CF is useful for L2 development (Truscott, 1996). Although narrative reviews of the L2 CF literature exist (e.g., Nicholas, Lightbown & Spada, 2000; Truscott, 1999), no empirical meta-analysis of studies investigating the effectiveness of CF for L2 learning has been undertaken. The purpose of this thesis was to carry out such a meta-analysis, and 55 studies were selected for synthesis. As the analysis progressed, however, it became apparent that methodological and reporting flaws in the studies prevent meta-analysis of this literature. This thesis describes the process of the meta-analysis and the problems encountered. Issues related to research methodology and reporting are discussed. The implications of this study highlight the need for higher research standards in this domain.
Social and temperamental antecedents of young children's maladaptive social information processing in the development of internalizing and externalizing tendencies
Keywords: Human information processing in children
Problem children
Internalization
Aggressiveness in children

Children's maladaptive social information processing (SIP)---including attributing hostile intentions to others and planning aggressive versus passive responses---has been shown to predict both externalizing (disruptive/aggressive) and internalizing (anxious/withdrawn) tendencies in children. But the predictors of maladaptive SIP have not been well established, and the contribution of SIP to maladaptive behaviour beyond the role of its predictors is unclear. Longitudinal data spanning the first six years of life for 910 families from the National Institute for Child Health and Human Development Study of Early Child Care were analyzed with two aims. The first aim was to examine developmental antecedents (temperament, family income, and maternal education, depression, and harshness) of maladaptive SIP in young children. Children of less educated mothers were more likely to report hostile attributions and to generate more aggressive responses, but this effect was mediated by maternal harsh parenting. Infant temperament variables, including reactivity (distress to novelty) and surgency (approach and impulsivity), were poor predictors of SIP. The second aim of the present study was to establish the role of SIP in the development of internalizing and externalizing tendencies. Externalizing tendencies were amplified in high-surgency children who also constructed aggressive responses. Externalizing tendencies were attenuated for children who consistently reported only accidental attributions of cause---rather than any hostile attributions of intent---during a preschool SIP assessment (28% of the sample). Likewise, teacher-reported internalizing tendencies were attenuated for children who attributed only accidental causes as preschoolers. Yet, for children high in temperamental reactivity, reporting only accidental attributions of cause was predictive of greater maternal-reported internalizing tendencies, whereas reporting hostile attributions of intent were predictive of fewer internalizing tendencies. The results highlight the need to examine the interactive effect of temperamental risk and children's social information processing on internalizing and externalizing tendencies in early childhood. Further research that examines the normative and pathological development of children's understanding of people's intentions and motivations is also needed, as is research on the role of maternal education and parenting in this development. Implications for prevention of childhood adjustment problems are presented.
"Fifty-two easy steps to great health": representations of health in English-Canadian women's magazines
Keywords: Women's periodicals, Social aspects
Women's periodicals, Canada
Health in mass media
Health education of women, Social aspects
Health education of women, Canada

In this dissertation I examine representations of health in Chatelaine, Canadian Living and Homemaker's magazines published between 1997 and 2000 to understand how these "handbooks on femininity" define health issues for their readers. I argue that by examining health articles discursively, the rules, patterns and structures which create and privilege certain definitions and meanings over others can be scrutinized to identify the social meanings about women and health created by the magazines. However, I also assert that this dissertation is a critical reading of texts within a specified historical/social context with an understanding that the subjectivities and forms of governance constituted in the discourse are taken up by individuals with various degrees of acceptance, negotiation and resistance. I found that women's magazines fulfilled their self-defined service mission by continually asserting their expertise and authority in health matters and their role in educating women about the latest health information. Reflecting and reinforcing the discourse of healthism, the articles consistently present health as an important individual responsibility and a moral imperative, to be pursued through continual self-assessment and acquisition of information, and by practicing the "prescriptions for healthy living" provided by the magazines. This discourse creates an 'entrepreneurial' subject position for women, meaning one's identity as a rational health-seeking subject is an on-going project requiring particular forms of self-discipline and self-surveillance. The moral goodness of healthist subjects is further reinforced through depictions of irrational, unhealthy others who lack the valued qualities of self-control and personal determination---women who risk illness, disability and disease through their failure to engage in the healthist prescriptions provided by the magazines. These women are portrayed as requiring further education and encouragement in health matters, and are viewed as irresponsible citizens for failing to follow healthist dictates. These representations of health also silenced a number of important issues including recognition of the structural determinants of health and the work of feminist/political groups. Also, women's magazines assume a shared "woman's experience" reinforcing dominant/ideal notions of femininity which fail to address the diversity of women's experiences and the complexity of women's lives.