The analysis of humour

INTRODUCTION Theories of humour are traditionally divided into two classes: superiority or relief theories, and incongruity or ambiguity theories. As their names imply, the former tend to ascribe amusement primarily to a particular attitude of mind, while the latter account for it by describing its objects as having a particular quality. Enjoyment as an attitude is always a response to an object present to the mind or feelings. If, then, enjoyment in amusement is identical with feelings of superiority or relief, its objects must always display characteristics of inferiority or inhibition. But the enjoyment of humour seems to be distinguishable from a reaction to particular kinds of topic, and from any personal relation felt between the subject and the objects of his amusement. Incongruity theories do not explicitly ascribe the enjoyment of humour to a particular range of topics.

Humour and Learning: A Self-Study of My Practice as an Adult Educator

This study examined my lived experiences as a frontline practitioner and adult educator in a local nonprofit community organization. Using self-study research methodology, I explored my professional practice as a facilitator of job search skills training with newcomers to Canada and the impact of humour on their learning, a topic for which I have a particular passion. To better inform my practice, I designed and delivered job search skills workshops on resume writing and cold-calling/networking. I used a variety of data sources including a literature review, personal observations, and reflections as well as secondary data sources from workshop evaluations and unsolicited feedback emails from participants. Findings from the self-study indicated that adult learners who experience entertaining and fun-filled lessons that use appropriate humour have better learning results, are more confident, and are better prepared to apply skills required for achieving career goals. Further, I learned in my practice that my challenge as an adult educator is to ensure humour is appropriately used and adds value to the learning rather than being the focus of the teaching.

How Immigrant Mothers Contribute to Their Children’s Learning Inside and Outside of School

Abstract The main focus of this qualitative research was to explore how parents from different national backgrounds see their role in their children’s education inside and outside of school. Although greater recruitment was described and sought after, this qualitative research gathered data from two immigrant female parents from a community parents’ group located in Ontario, Canada. Data were collected through face-to-face interviews with each participant using open-ended questions asking about the different ways these mothers, along with their spouses, were involved in their children’s education. Moreover, questions were designed to find out what alternatives parents use to support their children’s learning. The main question driving this research was “How are immigrant families currently involved with their children’s education inside and outside of school?” NVivo, 10 was used to code the transcripts giving rise to themes which could then be utilized to explain and explore the research question. The findings of this research are congruent with past research and demonstrate that immigrant mothers are more involved than the fathers are in their children’s education (Grolnick & Slowiaczek 1994; Peters, Seeds, Goldstein, & Coleman, 2008). A specifically important finding in this research is that schools are perceived by the immigrant mothers in this study as not doing enough to actively engage immigrant parents in their children’s education. On the other hand, findings also show that parents are eager to find different avenues to get involved and help their children succeed.

Mindfulness Practices and Children’s Emotional and Mental Well-Being: Activities to Build and Strengthen Everyday Resilience Adapted for Primary School Teachers

This project reviewed current research on mental health and Canadian children, and then examined the practice of mindfulness as a means of supporting well-being and circumventing the potential detrimental effects of mental health problems. By contextualizing these findings within the recently released educational vision of the Ontario Ministry of Education (2014), which identifies well-being as one of the core principles of education in Ontario, this project investigated how mindfulness-based practices can be brought into the primary grade classroom. The ultimate purpose of this project is the development of a handbook for Ontario teachers of students in grades 1 to 3 (ages 6 to 8). This resource was developed from a comprehensive literature review and provides educators with easy-to-follow activities to use in the classroom to encourage the development of resilience and emotional well-being through mindfulness. The handbook also includes additional information and resources regarding both mindfulness and mental health that may be helpful to teachers, students, and parents.

Deconstructing Child Youth Care: an autoethnographic exploration of physical restraints in children’s residential settings

This thesis is written through the front-line perspective of a child/youth worker who has experienced ‘rupture’ in her personal understanding of the Child Youth Care (CYC) practice. Using a collection of personal journal entries written about her individual experiences of CYC education, mentorship/training, front-line residential practice and frequently used interventions, this thesis takes the reader (and the writer) on a discovery of prominent discourses that exist within the residential CYC profession. Focusing on the use of physical restraints on children by residential Child/Youth Workers, this research project utilizes Deconstructive Discourse Analysis and Liberation Psychologies to illustrate a critical examination of power-knowledge and scientific/medical discourses in CYC practice. By focusing on Foucault’s concepts of disciplinary power, binary division and theory of panopticism, the writer seeks to explore a personal reflection and comprehension of how power is used to assert control over children/youth through mental health treatment and physical interventions.

Perceived learning needs in staff development of some care providers in five long-term care settings in Southern Ontario /

This exploratory descriptive study described what 20 care providers in 5 long-term care facilities perceived to aid or hinder their learning in a work-sponsored learning experience. A Critical Incident Technique (Woolsey, 1986) was the catalyst for the interviews with the culturally and professionally diverse participants. Through data analysis, as described by Moustakas (1994), I found that (a) humour, (b) the learning environment, (c) specific characteristics of the presenter such as moderate pacing, speaking slowly and with simple words, (d) decision-making authority, (e) relevance to practice, and (f) practical applications best met the study participants' learning needs. Conversely, other factors could hinder learning based on the participants' perceptions. These were: (a) other presenter characteristics such as a program that was delivered quickly or spoken at a level above the participants' comprehension, (b) no perceived relevance to practice, (c), other environmental situations, and (d) the timing of the learning session. One of my intentions was to identify the emic view among cultural groups and professional/vocational affiliations. A surprising finding of this study was that neither impacted noticeably on the perceived learning needs of the participants. Further research with a revised research design to facilitate inclusion of more diverse participants will aid in determining if the lack of a difference was unique to this sample or more generalizable on a case-to-case transfer basis to the study population.

Letting go : a self-study utilizing critical literacy as method in improving my practice /

This is a Self-study about my role as a teacher, driven by the question: "How do I improve my practice?" (Whitehead, 1989)? In this study, I explored the discomfort that I had with the way that I had been teaching. Specifically, I worked to uncover the reasons behind my obsessive (mis)management of my students. I wrote of how I came to give my Self permission for this critique: how I came to know that all knowledge is a construction, and that my practice, too, is a construction. I grounded this journey within my experiences. I constructed these experiences in narrative fomi in order to reach a greater understanding of how I came to be the teacher I initially was. I explored metaphors that impacted my practice, re-constructed them, and saw more clearly the assumptions and influences that have guided my teaching. I centred my inquiry into my teaching within an Action Reflection methodology, bon-owing Jack Whitehead's (1989) term to describe my version of Action Research. I relied upon the embedded cyclical pattern of Action Reflection to understand my teaching Self: beginning from a critical moment, reflecting upon it, and then taking appropriate action, and continuing in this way, working to improve my practice. To understand these critical moments, I developed a personal definition of critical literacy. I then tumed this definition inward. In treating my practice as a textual production, I applied critical literacy as a framework in coming to know and understand the construction that is my teaching. I grounded my thesis journey within my Self, positioning my study within my experiences of being a grade 1 teacher struggling to teach critical literacy. I then repositioned my journey to that of a grade 1 teacher struggling to use critical literacy to improve my practice. This journey, then, is about the transition from critical literacyit as-subject to critical literacy-as-instmctional-method in improving my practice. I joumeyed inwards, using a critical moment to build new understandings, leading me to the next critical moment, and continued in this cyclical way. I worked in this meandering yet deliberate way to reach a new place in my teaching: one that is more inclusive of all the voices in my room. I concluded my journey with a beginning: a beginning of re-visioning my practice. In telling the stories of my journey, of my teaching, of my experiences, I changed into the teacher that I am more comfortable with. I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather As a teacher, I possess a tremendous power to make a person's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanized or de-humanized. (Ginott, as cited in Buscaglia, 2002, p. 22)

Rotary Club of St. Catharines fonds, 1973-1985, n.d.

The first Rotary Club was created in February 1905, by Chicago lawyer Paul P. Harris. Harris envisioned a club which would bring members of the business community closer together. As his vision grew more members were acquired. In order to accommodate everyone, meetings were held at each of the member’s place of business; hence the name Rotary Club was adopted. A wagon wheel was chosen as an appropriate symbol to denote the club; which today has become the cogwheel. By the close of its first year the club had thirty members. Slowly Rotary Clubs began emerging across the country and by 1910 they had become International by moving North to Canada. By 1921 Rotary representation was present in every Continent and in 1922 the name Rotary International had been approved. The Rotary Club of St. Catharines came into existence on May 19, 1921 under the Charter President Canon Bill Broughall. The Club’s beginnings were humble with only twenty-five members; however, by their seventy-fifth anniversary the club had grown to one hundred and forty-four. The Rotary Club of St. Catharines is a non-profit charity, prescribing to the motto Service above Self. This motto is demonstrated through the Clubs numerous contributions to society both locally and internationally. The Club raises funds, supports exchange programs, and participates in community service work. Some of the organizations which have benefited from the Clubs donations; include, Easter Seals, the Niagara Peninsula Children’s Centre, and the Youth Exchange Program.

Fairview School class photograph, ca. 1930

Individuals in the photograph are identified as follows: Front Row, L to R: Stuart McDonald, Pete Burtch, Carl Schwenker, Bill Davey, Jim Barnes, ? McDonald, Marie Youngblutt, Lorraine Havens, Margaret Sinclair, Carla Prince, Verna Sinclair, Helen Welsh, Margaret Welsh, Elsie Backshall, Smith girl, Amy McDonald. 2nd Row, L to R: Nelson Sinclair, Gordon Wilson, Ivan Burtch, ? Smith, George Corman, Roy Burtch, Mort Corman, Bob Bell, ?Wilson, Jim Combe, Murray Combe, Jack High, George Welsh, Larry Downes, Gordon Schwenker, Albert Davey, Harvey Davey. Back Row, L to R: Bert Sinclair, Jim Mason, Len Corman, Johnny Corman, David Hallett, Lloyd Graham, Paul Harndon?, Gordon Dormes, George Bell, Doug Garriock, ?McDonald, Mary? Honsberger, Mary Backus, Hilda Wilson. The teacher may be Beatrice Armstrong. Fairview School was built in 1919 in Louth Township, Lincoln County, Ont. It may have been built around the time the county constructed other schools, namely, Grapeview and Glenridge. Nicholson and Macbeth may have been the architects of this school, as some features on the building, ie. the carved stone children’s faces below the lintel of the front door , appear in another known and proven Nicholson and Macbeth building, the former YMCA on Queen Street in St. Catharines. The school remained in operation until 1979 when it was purchased for a church, the Fairview-Louth Community church, which later became Southridge Community church, now located on Glenridge Avenue, St. Catharines, Ont. Today the building is occupied by the Niagara Korean Presbyterian Church.

Welland County Records, 1961-1989

The origins of the Welland County Fair date back to the founding of the County of Welland in 1852. A provincial charter was issued in 1853 to create the Welland County Agricultural Society that was to operate the Fair. In 1970, the Welland County Fair became the Niagara Regional Exhibition, and the Society became known as the Niagara Regional Agriculture Society. The Society seeks to “encourage interest, promote improvements in and advance the standards of agriculture, domestic industry and rural life”. The Welland Festival of Arts was developed in 1986 in order to revitalize the town’s economy. An “outdoor art gallery” was created by painting murals on buildings that depicted the town’s heritage, a concept successfully adopted by the town of Chemainus, B.C. The first mural was completed in the summer of 1988, and by 1991 there were a total of 28 murals around the city. The endeavour proved successful: in the years that followed the creation of the Festival, two new hotels were constructed, a third was expanded, and there was an addition to the Seaway Mall to accommodate the increased tourist traffic. Optimist International is a non-profit organization that strives to “bring out the best in kids” . The first Canadian club was formed in Toronto in 1924. The Welland branch of the Optimist Club was founded in 1937. The first Welland County General Hospital opened in 1908. As the population increased, it became necessary to expand the existing facilities. Additions were made to the original structure with an East wing in 1930 and a children’s ward in 1931. However, in the 1950’s, the hospital was operating beyond optimum capacity and the need for a larger facility was clear. It was decided that a new hospital would be built, which opened in April 1960. The new hospital had 259 beds and 51 bassinets. Further additions were made in 1967 and 1978. The County of Welland was formed in 1850 when it was officially separated from Lincoln County, however, the two counties continued to operate together until 1856 when a new County building and jail for Welland County were completed. That same year, the first meeting of the Council of the Corporation of Welland County took place. The final meeting of the Council took place on December 18, 1969. The following year, the County of Welland merged with Lincoln County to form the Regional Municipality of Niagara. The Welland Mills in Thorold, Ont., was built in 1846-1847 by Jacob Keefer and is thought to have been one of the largest flour mills in Upper Canada. Ownership of the mill changed several times over the years and previous owners include the Howland family, the Hedley Shaw Milling Company and the Maple Leaf Milling Company. In 1986, the building received a heritage plaque from the Ontario Heritage Foundation, an agency of the Ontario Ministry of Culture and Recreation. At this time, the mill was no longer in operation and was being used for storage by Fraser, Inc. By 2006, the dilapidated building had been redeveloped into18 apartments and 2 floors of commercial space, while maintaining many heritage features. The building is currently known as the Welland Mills Centre.

Michael Hornyansky Fonds,

Michael Sands Hornyansky was the son of well-known artist, Nicholas Hornyansky and a cellist. He attended Oakwood Collegiate, Toronto; University College in Toronto and Merton College, Oxford where he was a Rhodes scholar. He won the Newdigate prize for poetry in 1951. Dr. Hornyansky taught English Language and Literature at Carleton University, Ottawa for 10 years before moving to Niagara in 1964. He was the founding chairman of the English Department of Brock University where he remained until his retirement in 1993. Some of his achievements include:The Golden Phoenix, a retelling of French Canadian folk tales and the publishing of papers on children’s literature and the discriminating use of the English language. He also reviewed poetry for the University of Toronto Quarterly. Michael Hornyansky died on May 14th, 2008 in Alberta at the age of 81. The annual Michael Hornyansky prize for creative writing was established at Brock University.

Niagara Bruce Trail Club Fonds, 1962-2014, n.d.

The Bruce trail is Canada’s longest and oldest continuous footpath. The trail runs along the Niagara Escarpment from Niagara to Tobermory through private and public land. The main trail is 890 km long and the side trails measure 400 km. In 1961, a “Save the Escarpment” conference was held in Hamilton. Gerry Wolfram, a writer for the St. Catharines Standard proposed that a committee be formed to develop a hiking trail. The Peninsula Field Naturalists Club formed a committee and President Bert Lowe contacted landowners along the proposed route to gain permission to cross their properties. Through Bert Lowe’s effort and dedication, the trail was completed in October 1963. The trail was officially opened on May 24th, 1964 in a ceremony at Queenston. The Niagara group joined the Bruce Trail Association in 1968 at which time the Niagara Bruce Trail Club was formed. The Bruce Trail Association is a charitable, membership-based volunteer organization. Their goal is to preserve public access to the Niagara Escarpment while restoring its natural habitat. The head office of the Bruce Trail Association is located in Hamilton, Ontario. The Niagara Bruce Trail Club’s goal is to secure and preserve a natural corridor along the Niagara Escarpment while providing education, awareness, and access for the public and the future. The club has organized many hikes including special hikes such as the one to commemorate the St. Catharines Centennial. The club has also hosted children’s hikes, cross country skiing hikes, wildflower hikes, jogging hikes, snowshoe hikes and bike outings. They hold annual events such as the End to End hike which is a 3 day walk from Grimsby to Queenston and the 30 km Laura Secord hike to commemorate Laura Secord’s famous walk. Charity hikes have also been held for the Heart and Stroke Foundation and the Lung Association as well as other causes. Major changes have taken place along the trail throughout the years, some of these include: a reroute which eliminated the tunnel passage (1976) and a bridge which eliminated the need to walk to Mountain Road to cross the Queen Elizabeth Way (2008). Other major changes and clean-up projects have been undertaken by the club. The Bruce Trail Conservancy (formerly Association) is made up of 9 clubs including: Niagara Bruce Trail Club (Queenston to Grimsby), Iroquia Bruce Trail Club (Grimsby to Kelso), Toronto Bruce Trail Club (Kelso to Cheltenham), Caledon Hills Bruce Trail Club (Cheltenham to Mono Centre), Dufferin Hi-Land Bruce Trail Club (Mono Centre to Lavender), Blue Mountains Bruce Trail Club (Lavender to Craigleath), Beaver Valley Bruce Trail Club (Craigleath to Blantyre), Sydenham Bruce Trail Club (Blantyre to Wiarton) and Peninsula Bruce Trail Club (Wiarton to Tobermory). Sources: http://www.niagarabrucetrail.org/index.html and http://brucetrail.org/

Soil-Transmitted Helminth Infections, Nutrition and Growth in School-age Children from Rural Communities in Honduras

Background: Soil-transmitted helminth (STH) infections are endemic in Honduras but their impact on children’s health is not well studied. Objectives: To evaluate the prevalence and intensity of STH infections and their association with nutrition and growth in a sample of Honduran children. Methodology: A cross-sectional study was done among Honduran rural school-age children in 2011. Blood and stool samples and anthropometric measurements were obtained to determine nutritional status, STH infection and growth status, respectively. Results: The STH prevalence among 320 studied children was 72.5%. Prevalence by species was 30%, 67% and 16% for Ascaris, Trichuris and 16% hookworms, respectively. High intensity infections were associated with decreased growth scores but regardless of intensity, co-infections negatively affected growth indicators. Conclusions: The health burden of STH infections is related to high parasitic load but also to the presence of low-intensity concurrent infections. The synergistic effects of polyparasitism in underprivileged children warrants more attention.

Determinants and Consequences of Dehumanization: An Interspecies Model of Prejudice

Dehumanizing ideologies that explicitly liken other humans to “inferior” animals can have negative consequences for intergroup attitudes and relations. Surprisingly, very little is known about the causes of dehumanization, and essentially no research has examined strategies for reducing dehumanizing tendencies. The Interspecies Model of Prejudice specifies that animalistic dehumanization may be rooted in basic hierarchical beliefs regarding human superiority over animals. This theoretical reasoning suggests that narrowing the human-animal divide should also reduce dehumanization. The purpose of the present dissertation, therefore, was to gain a more complete understanding of the predictors of and solutions to dehumanization by examining the Interspecies Model of Prejudice, first from a layperson’s perspective and then among young children. In Study 1, laypeople strongly rejected the human-animal divide as a probable cause of, or solution to, dehumanization, despite evidence that their own personal beliefs in the human-animal divide positively predicted their dehumanization (and prejudice) scores. From Study 1, it was concluded that the human-animal divide, despite being a robust empirical predictor of dehumanization, is largely unrecognized as a probable cause of, or solution to, dehumanization by non-experts in the psychology of prejudice. Studies 2 and 3 explored the expression of dehumanization, as well as the Interspecies Model of Prejudice, among children ages six to ten years (Studies 2 and 3) and parents (Study 3). Across both studies, White children showed evidence of racial dehumanization by attributing a Black child target fewer “uniquely human” characteristics than the White child target, representing the first systematic evidence of racial dehumanization among children. In Study 3, path analyses supported the Interspecies Model of Prejudice among children. Specifically, children’s beliefs in the human-animal divide predicted greater racial prejudice, an effect explained by heightened racial dehumanization. Moreover, parents’ Social Dominance Orientation (preference for social hierarchy and inequality) positively predicted children’s human-animal divide beliefs. Critically, these effects remained significant even after controlling for established predictors of child-prejudice (i.e., parent prejudice, authoritarian parenting, and social-cognitive skills) and relevant child demographics (i.e., age and sex). Similar patterns emerged among parent participants, further supporting the Interspecies Model of Prejudice. Encouragingly, children reported narrower human-animal divide perceptions after being exposed to an experimental prime (versus control) that highlighted the similarities among humans and animals. Together the three studies reported in this dissertation offer important and novel contributions to the dehumanization and prejudice literature. Not only did we find the first systematic evidence of racial dehumanization among children, we established the human-animal divide as a meaningful dehumanization precursor. Moreover, empirical support was obtained for the Interspecies Model of Prejudice among diverse samples including university students (Study 1), children (Studies 2 and 3), and adult-aged samples (Study 3). Importantly, each study also highlights the promising social implication of targeting the human-animal divide in interventions to reduce dehumanization and other prejudicial processes.

Deconstructing Evidence-Based Practice and Its Application in Children to with Mental Health Disorders

This is a mixed methodology study that uses an autoethnographic approach to combine both an autobiography and a survey of practitioners who work in children’s mental health. It is largely about the implementation of Evidence-Based Practice (EBP), and the questions, concerns, experiences that I have had, and compared them with those of my fellow practitioners. In addition, it is about my journey as a mental health professional, and how I have come to recognize that in order to achieve the goals I wanted to achieve, I needed to return to university to pursue a Master’s degree. Within the research, I identify and discuss different definitions of EBP and identify several themes. I deconstruct the implementation of EBPs through the lens of Foucault and his notions of governmentality. I offer policy and practice recommendations to improve the implementation of EBP and the services received by children facing mental health issues.