The application of communicative language teaching : a particular case in a polish primary school

L’objectiu d’aquest estudi és examinar si l’Ensenyament Comunicatiu de la Llengua és usat per les mestres quan duen a terme classes d’anglès com a llengua estrangera en una escola de primària polonesa, amb un context educatiu especial. Aquesta recerca qualitativa analitza cinc conjunts principals d’informació relacionats amb l’ensenyament de la llengua estrangera que caracteritzen l’enfocament de l’Ensenyament Comunicatiu de la Llengua i que estan centrats en: el coneixement i les creences dels mestres sobre l’enfocament de l’Ensenyament Comunicatiu de la Llengua; l’ús de la llengua; els aspectes de la llengua anglesa que s’ensenyen; les característiques de les activitats: i el procés d’ensenyament. Per aquest objectiu, s’ha proporcionat un qüestionari a cada mestra d’anglès i s’han portat a terme algunes observacions d’aula per tal de recollir dades, analitzar-les i extreure’n unes conclusions. Els resultats de la investigació mostren que les mestres d’anglès donen bastant suport a l’enfocament de l’Ensenyament Comunicatiu de la Llengua, així com apliquen força sovint els seus trets característics quan porten a terme les classes.

Care related pain in rehabilitation after orthopedic trauma: An exploratory study with qualitative data.

OBJECTIVE: Care related pain (CRP) is generally under-estimated and rarely studied in rehabilitation as well as in general medecine. Beliefs about pain influence psychological distress, adjustment to pain and physical disability. In this sense, perceptions of CRP could limit recovery. This exploratory study aims to understand patients' and caregivers' subjective perceptions and beliefs about CRP. PATIENTS AND METHODS: Questionnaires about CRP were submitted to members of the interdisciplinary team of a rehabilitation hospital and to patients with musculoskeletal complaints (cross-sectional design). Twenty patients were also individually interviewed (qualitative data). Four topics were addressed: frequency of CRP, situations and procedures causing CRP, beliefs about CRP and means used to deal with CRP. RESULTS: Seventy-five caregivers and 50 patients replied to the questionnaire. CRP is a very common experience in rehabilitation and it is recognized by both groups. Generally, the situations causing CRP reflect the specificity of rehabilitation (mobilization...) and are similarly perceived by patients and caregivers, with patients considering them as more painful. Beliefs about CRP are clearly different from those usually associated with pain. Both groups point out the utilitarian and the inevitable character of CRP. They differ on that, that patients had a more positive view about CRP. They associate it more often with progress and see it as acceptable at least until a certain limit. They are also able to perceive the richness of means used by physiotherapists to help them coping with CRP. CONCLUSION: Our data may suggest new keys to motivate patient to be active in rehabilitation for example in choosing carefully arguments or words which may fit theirs' beliefs about CRP, or in using various means to manage CRP. Promoting the use of relational competences with chronic pain patients and of a patient-centred approach may also be a concern in training caregivers.

Percepció i coneixements dels estudiants d'infermeria sobre la violència en la parella

Les últimes dades de l'estudi europeu del 2014, sobre la violència de parella indiquen que gairebé 62 milions de dones europees, havien sofert actes de violència de gènere, entre els quals es destaca els relacionats amb la violència de parella (VP). Els maltractaments constitueixen un problema molt greu que genera al nostre país cada vegada més alarma social i més actuacions legals i professionals per fer-li front. El sistema de salut és, amb freqüència, el primer lloc al que les víctimes de violència domèstica acudeixen a la recerca d'assessorament i ajuda, sent aquest el motiu pel qual els professionals de la salut tenen un paper central per a la seva assistència. Aquests formen part implicada en el sistema de detecció, atenció i actuació. Per això, els plans d'estudi de Grau d'Infermeria recullen en el BOE la formació en VP des de l’àmbit universitari. L’objectiu del nostre estudi consisteix en la identificació de la percepció i dels coneixements en relació a la violència de parella dels estudiants del Grau d’Infermeria de la Universitat de Girona durant el curs acadèmic 2012-2013. Per a dur-lo a terme es va realitzar un anàlisi quantitatiu dels resultats a través de l’administració d’una enquesta sobre sis aspectes de la VP, l’enquesta incloïa el perfil demogràfic (sexe, edat i anys d'estudi) dels estudiants i les declaracions relatives a les seves percepcions i coneixements sobre la VP: causes d'abús; la identificació de les dones objecte de VP i del seus autors; creences de les infermeres; funcions perceptibles; i la preparació educativa. Els estudiants del Grau d’Infermeria mostren tenir un bon coneixement sobre les causes del abús en VP, així com una formació adequada. També cal destacar que un 54,42% dels alumnes enquestats es veuen capacitats per afrontar un cas de VP com a infermer/a. S’observa una millora de la formació educativa en el transcurs acadèmic. En 1r curs un 40,09% té una bona formació, aquest valor augmenta fins a un 56,58% a tercer curs, baixant lleugerament fins un 44,27% a 4rt curs. Els resultats obtinguts són semblats a estudis de mostres similars en estudiants d'infermeria de Memphis (EUA) i de la University of Southern Queensland (Austràlia) quant a coneixements i percepció sobre la VP. Encara que els resultats mostren un coneixement i una percepció sobre la VP adequada, destaquem que això no succeeix en gairebé un 40% dels enquestats. La introducció de matèries específiques sobre igualtat i sobre violència contra la dona en els plans d’estudis, pot esdevenir una mesura preventiva per revisar i corregir possibles mites i creences en VP. Per tant, és necessari millorar la formació del currículum en estudiants d'infermeria per la importància d'aquest greu problema de salut pública, donant major èmfasis en la satisfacció de les necessitats emocionals i en la comprensió dels diferents enfocaments en VP, especialment en mesures de prevenció i educació

Keskusteluja vuokratyöstä. Vuokratyön diskursiivinen rakentuminen Suomessa

1990-luvun alussa lainsäädäntö ja työmarkkinajärjestöt määrittelivät Suomessa, että vuokratyötä tuli käyttää vain tilapäiseen työvoimatarpeeseen, esimerkiksi sijaisuuksiin ja ruuhkahuippuihin. Joillakin aloilla vuokratyö oli työnantajien ja työntekijöiden yhteissopimuksella kielletty. Vaikka vuokratyösuhteet saivat jo 1980-luvulla niin Suomessa kuin kansainvälisestikin maineen työsuhdekeinotteluna, alkoi vuokratyön määrä Suomessa kasvaa 1990-luvun puolivälissä ja erityisesti tultaessa 2000-luvulle. Suomalaiset akateemiset tutkijat eivät ole juuri vuokratyöstä kiinnostuneet. Aiemmat, harvalukuiset tutkimukset ovat keskittyneet lähinnä työyhteisöjen ja työntekijöiden kokemuksiin sekä vuokratyön työehtoihin. Vuokratyö ymmärretäänkin edelleen lähinnä työntekijän subjektiivisena kokemuksena. Vuokratyössä on kuitenkin kysymys paitsi kokemuksista, myös yhteiskunnallisesta valtakamppailusta, jossa diskursiivisin keinoin pyritään vaikuttamaan ilmiöön nimeltä vuokratyö, laajemmin ilmiöön nimeltä työmarkkinat, sekä toisaalta kansalaisten käsityksiin työelämän ”normaalista”. Käsillä oleva tutkimus laajentaa ymmärrystä vuokratyöstä tarkastelemalla ilmiötä lainsäädännön, uutisoinnin ja markkinoinnin rakentamien julkisten käsitysten ja merkityksenantojen kautta. Teoreettisena viitekehyksenä käytän hallinnan ja työprosessin säätelyn teoriaperinteitä. Se, miten työmarkkinoiden muutosta ja uusia työsuhdemuotoja politiikassa, mediassa, lainsäädännössä, tai työpaikan kahvipöytäkeskusteluissa perustellaan ja tehdään ymmärrettäväksi, on samalla työelämään kiinnitettävien arvojen, merkitysten ja toimijuuksien luomista, rajaamista ja kuvailua. Työelämäpuheessa ei siis ole kyse vain talouden lainalaisuuksista, kansantalouden toimivuudesta, tai yritysten kilpailukyvystä, vaan myös ja erityisesti niiden toimijoiden luomisesta, määrittelemisestä ja legitimoimisesta, jotka työelämän kentällä saavat toimia ja tulevat palkituiksi. Säätelyn ja hallinnan näkökulmasta on relevanttia tarkastella millaisilla käsitteillä ja merkityksillä vuokratyötä ilmiönä rakennetaan . Tutkimuskysymyksinä esitän: 1) Miten ja millä perusteilla vuokratyöstä rakennettiin Suomessa legitiimi tapa työllistää ja työllistyä? 2) Millaisia työntekijäideaaleja vuokratyöhön liittyvissä keskusteluissa rakennetaan? Tutkimusaineistona tarkastelen lainsäädäntöön liittyviä dokumentteja, Helsingin Sanomien uutisointia, vuokratyöyritysten markkinointimateriaaleja, sekä vuokratyöyritysten edustajien haastatteluita. Analyysimenetelmänä käytän kriittistä diskurssianalyysia. Tämä menetelmä mahdollistaa puheen ja dokumenttien tarkastelun sosiaalisena toimintana, jolla eri toimijat pyrkivät osallistumaan yhteiskunnassa hyväksyttyjen ja tunnustettujen käsitysten ja toimintavaihtoehtojen rakentamis-, tulkinta- ja määrittelyprosesseihin. Tutkimukseni päätuloksena esitän, että vuokratyöstä muodostui legitiimi tapa työllistää Suomessa 1990-luvulla, koska vuokratyö käsitteellistettiin sekä lainsäädännön että median diskursseissa ennen kaikkea ratkaisuksi työttömyyteen. Toisaalta vuokratyö käsitteellistettiin vain marginaalisten työntekijäryhmien (naiset ja opiskelijat) rooliksi, jolloin se ei liittynyt miesvaltaisten työpaikkojen arkeen. Ratkaisuna työttömyyteen vuokratyö myös samalla luonnollistettiin osaksi yleisempää työmarkkinakehitystä, jolle ”kukaan ei voi mitään”. 2000-luvulla vuokratyö jatkoi voittokulkuaan ja rakentui pysyväksi ilmiöksi, koska työlainsäädännön uudistus institutionalisoi vuokratyön työehtosopimusmenettelyyn, jolloin sen ”salonkikelpoisuus” ja normaalius vahvistettiin. Vaikka työehtosopimusasia oli ratkaisuna merkittävä, nousi vuokratyön osalta itse työehtosopimus tärkeämmäksi kuin sen sisältö. Työehtosopimuksilla ei kuitenkaan pystytty vaikuttamaan esimerkiksi vuokratyöntekijän olemattomaan työsuhdeturvaan. Lisäksi työnantajapuhe käsitteellistää vuokratyön 2000-luvulla ennen kaikkea työmarkkinavaihtoehdoksi, vapautta ja monipuolisia työkokemuksia tarjoavaksi työmarkkinoiden katalysaattoriksi. Vuokratyö on tässä merkitysavaruudessa työntekijöille ”vain” yksi tapa työllistyä ja löytää oma tiensä työmarkkinoille, ei suinkaan työnantajien sanelema pakko. Työntekijöihin kohdistuva hallintapuhe niin mediassa kuin työnantajien haastatteluissakin pyrkii puolestaan rakentamaan ideaalityöntekijäkuvaksi yrittäjämäisen oman elämänsä toimitusjohtajan. Työnantajien diskursseissa kaikuvatkin työntekijään kohdistuva vaatimus itse itsensä ohjaamisesta sekä työntekijäidentiteetin muotoilemisesta joustavuutta, sopeutuvuutta, vaihtelua ja jatkuvaa muutosta vähintäänkin sietäväksi, mutta mieluiten näitä ominaisuuksia jopa aktiivisesti hakevaksi ja arvostavaksi. Työmarkkinoiden toimijana on nimenomaisesti yksilö, jonka mahdollisuudet menestyä ovat vain ja ainoastaan hänen omissa käsissään. Työntekijän roolin korostaminen aktiivisena toimijana ja vuokratyöstä ”oikeita”, norminmukaisia sisältöjä löytävänä pärjääjänä on diskursiivisesti hallittua yritystä ohjata työntekijöitä näkemään sekä itsensä tietynlaisina toimijoina että työmarkkinat tietyllä tavalla toimivina. Vuokratyössä ei ole kyse vain työntekijöiden yksilöllisistä tai yksittäisistä kokemuksista. Vuokratyö on yhteiskunnallisen merkityskamppailun tulos, jossa käyttövoimana ovat toimineet hallinnalliset ja säätelyyn pyrkivät käsitteellistykset työllisyydestä, yksilön valinnasta ja koko yhteiskunnan edusta. Hallinnan ja säätelyn näkökulmasta katsottuna vuokratyö on myös merkinnyt säätelyn liukumista tasa-arvoa, yhdenmukaista kohtelua ja työntekijän suojelua korostavasta viranomaisten ja poliittisten toimijoiden suorittamasta työmarkkinoiden kollektiivisesta säätelystä työnantajien ylläpitämään työntekijän persoonan ja käyttäytymisen hegemoniseen, yksilölliseen säätelyyn.

Evaluation of Location Intelligence exploitation in capital-intensive business

As technology has developed it has increased the number of data produced and collected from business environment. Over 80% of that data includes some sort of reference to geographical location. Individuals have used that information by utilizing Google Maps or different GPS devices, however such information has remained unexploited in business. This thesis will study the use and utilization of geographically referenced data in capital-intensive business by first providing theoretical insight into how data and data-driven management enables and enhances the business and how especially geographically referenced data adds value to the company and then examining empirical case evidence how geographical information can truly be exploited in capital-intensive business and what are the value adding elements of geographical information to the business. The study contains semi-structured interviews that are used to scan attitudes and beliefs of an organization towards the geographic information and to discover fields of applications for the use of geographic information system within the case company. Additionally geographical data is tested in order to illustrate how the data could be used in practice. Finally the outcome of the thesis provides understanding from which elements the added value of geographical information in business is consisted of and how such data can be utilized in the case company and in capital-intensive business.

Cognitive coaching : a multiple case study /

The purpose of this qualitative study was to investigate the application of Cognitive Coaching as a school-based professional development program to improve instructional thought and decision making as well as to enhance staff perceptions, coUegiality and school culture. This topic emerged from personal and professional issues related to the role ofthe reflective practitioner in improving the quality of education, yet cognizant of the fact that little professional development was available to train teachers to become reflective. This case study, positioned within the interpretive sciences, focused on three teachers and how their experiences with cognitive coaching affected their teaching practices. Their knowledge, understanding and use of the four stages of instructional thought (preactive, interactive, reflective and projective) were tested before and at the end of eight coaching cycles, and again after two months to determine whether they had continued to use the reflective process. They were also assessed on whether their attitude towards peer coaching had changed, whether their feelings about teaching had become more positive and whether their professional dialogue had increased. Three methods of data collection were selected to assess growth: interviews, observations and joumaling. Analysis primarily consisted of coding and organizing data according to emerging themes. Although the professed aim of cognitive coaching was to teach the process in order that the teachers would become self-analytical and self-modifying, this study found that the value of the coaching, after trust had been established in both the coach and the process, was in the dialoguing and the time set aside to do it. Once the coaching stopped providing the time to dialogue, to examine one's meanings and beliefs, so did the critical self-reflection. As a result ofthe cognitive coaching experience though, all participants grew in their feelings of efficacy, craftsmanship, flexibility, consciousness and interdependence. The actual and potential significance ofthis study was discussed according to implications for teacher supervision, professional development, school culture, further areas of research and to my personal growth and development.

Learning to be literate : parental empowerment in early literacy interventions

Considerable research has focused on the success of early intervention programs for children. However, minimal research has focused on the effect these programs have on the parents of targeted children. Many current early intervention programs champion family-focused and inclusive programming, but few have evaluated parent participation in early interventions and fewer still have evaluated the impact of these programs on beliefs and attitudes and parenting practices. Since parents will continue to play a key role in their child's developmental course long after early intervention programs end, it is vital to examine whether these programs empower parents to take action to make changes in the lives of their children. The goal of this study was to understand parental influences on the early development of literacy, and in particular how parental attitudes, beliefs and self efficacy impact parent and child engagement in early literacy intervention activities. A mixed method procedure using quantitative and qualitative strategies was employed. A quasi-experimental research design was used. The research sample, sixty parents who were part of naturally occurring community interventions in at- risk neighbourhoods in a south-western Ontario city participated in the quantitative phase. Largely individuals whose home language was other than English, these participants were divided amongst three early literacy intervention groups, a Prescriptive Interventionist type group, a Participatory Empowering type group and a drop-in parent- child neighbourhood Control group. Measures completed pre and post a six session literacy intervention, on all three literacy and evidence of change in parental empowerment. Parents in all three groups, on average, held beliefs about early literacy that were positive and that were compatible with current approaches to language development and emergent literacy. No significant change in early literacy beliefs and attitudes for pre to post intervention was found. Similarly, there was no significant difference between groups on empowerment scores, but there was a significant change post intervention in one group's empowerment score. There was a drop in the empowerment score for the Prescriptive Interventionist type group, suggesting a drop in empowerment level. The qualitative aspect of this study involved six in-depth interviews completed with a sub-set of the sixty research participants. Four similar themes emerged across the groups: learning takes place across time and place; participation is key; success is achieved by taking small steps; and learning occurs in multiple ways. The research findings have important implications for practitioners and policy makers who target at risk populations with early intervention programming and wish to sustain parental empowerment. Study results show the value parents place on early learning and point to the importance of including parents in the development and delivery of early intervention programs. groups, were analyzed for evidence of change in parental attitudes and beliefs about early literacy and evidence of change in parental empowerment. Parents in all three groups, on average, held beliefs about early literacy that were positive and that were compatible with current approaches to language development and emergent literacy. No significant change in early literacy beliefs and attitudes for pre to post intervention was found. Similarly, there was no significant difference between groups on empowerment scores, but there was a significant change post intervention in one group's empowerment score. There was a drop in the empowerment score for the Prescriptive Interventionist type group, suggesting a drop in empowerment level. The qualitative aspect of this study involved six in-depth interviews completed with a sub-set of the sixty research participants. Four similar themes emerged across the groups: learning takes place across time and place; participation is key; success is achieved by taking small steps; and learning occurs in multiple ways. The research findings have important implications for practitioners and policy makers who target at risk populations with early intervention programming and wish to sustain parental empowerment. Study results show the value parents place on early learning and point to the importance of including parents in the development and delivery of early intervention programs.

Wellspring: an intrinsic case study of community-based education for adults living with cancer /

This paper presents education research as vital to addressing the issues faced by adults living with cancer. This qualitative study looked at philosophies of practice for cancer patient education. It was about understanding how values and beliefs shape the way program planners and managers operationalize their knowledge of adult education and how this has significant impact on meeting the needs of those touched by cancer. Improved technology has extended life expectancy, so that Canadians living with cancer, or even dying with cancer now spend less time in direct medical care. The notion of cancer as simply a medical concern is outdated. This study found that informational and support needs of adults living with cancer are often unmet, ignored or unknown. This research investigated a community-based education initiative that is inviting, accessible, and promotes a sense of hope. More specifically, this case study uncovered factors contributing to the success of Wellspring, a grass-roots cancer patient support centre which has been recognized nationally for its ability to effectively meet the diverse non-medical supportive care needs of as many cancer patients and caregivers as possible. Therefore, Wellspring was selected as a case study. Educating people to take charge of their own lives and supporting them in making informed decisions about their lifestyle choices made Wellspring part of a social action movement that focused on improving social attitudes toward people living with cancer. Results of this descriptive inquiry and philosophical inquiry evolved into data that was used to devise an organic model of community-based education that encompasses Adler's (1993) four dimensions of philosophy within a socio-cultural context.

Examining experiences that develop responsivity in practitioners

This thesis has been produced to meet the requirements of Brock University's Masters of Education program. It is the result of many peoples' reflections on and beliefs about the act of teaching in today's world. This manuscript is intended to provide the reader with an engaged interpretation of the dynamic field of teaching. In recognizing the ever-changing demands of the profession, this paper serves to provide the reader with a gathering of strategies or paradigm of action which an educator may employ to respond to the demands of his/her complex vocation. This gathering of strategies represents the phenomenon I have examined throughout this study: responsivity. What is it? Is it important for a practitioner to develop? If so, how can it be developed? In no way is this an "answer book" for teachers to adhere to. It is a collection of thoughts and ideas from an array of "insiders" who have experienced the phenomenon of responsivity. It will not provide the reader with immediate answers. What it will offer the reader is a deeper understanding of the related issues and concerns surrounding responsivity.

Husserl's approach to transcendental intersubjectivity

It is our intention in the course of the development of this thesis to give an account of how intersubjectivity is "eidetically" constituted by means of the application of the phenomenological reduction to our experience in the context of the thought of Edmund Husserl; contrasted with various representative thinkers in what H. Spiegelberg refers to as "the wider scene" of phenomenology. That is to say, we intend to show those structures of both consciousness and the relation which man has to the world which present themselves as the generic conditions for the possibility of overcoming our "radical sol itude" in order that we may gain access to the mental 1 ife of an Other as other human subject. It is clear that in order for us to give expression to these accounts in a coherent manner, along with their relative merits, it will be necessary to develop the common features of any phenomenological theory of consdousness whatever. Therefore, our preliminary inquiry, subordinate to the larger theme, shall be into some of the epistemological results of the application of the phenomenological method used to develop a transcendental theory of consciousness. Inherent in this will be the deliniation of the exigency for making this an lIintentional ll theory. We will then be able to see how itis possible to overcome transcendentally the Other as an object merely given among other merely given objects, and further, how this other is constituted specifically as other ego. The problem of transcendental intersubjectivity and its constitution in experience can be viewed as one of the most compelling, if not the most polemical of issues in phenomenology. To be sure, right from the beginning we are forced to ask a number of questions regarding Husserl's responses to the problem within the context of the methodological genesis of the Cartesian Meditations, and The Crisis of European Sciences and Transcendental Phenomenology. This we do in order to set the stage for amplification. First, we ask, has Husserl lived up to his goal, in this connexion, of an apodictic result? We recall that in his Logos article of 1911 he adminished that previous philosophy does not have at its disposal a merely incomplete and, in particular instances, imperfect doctrinal system; it simply has none whatever. Each and every question is herein controverted, each position is a matter of individual conviction, of the interpretation given byaschool, of a "point of view". 1. Moreover in the same article he writes that his goal is a philosophical system of doctrine that, after the gigantic preparatory work. of generations, really be- . gins from the ground up with a foundation free from doubt and rises up like any skilful construction, wherein stone is set upon store, each as solid as the other, in accord with directive insights. 2. Reflecting upon the fact that he foresaw "preparatory work of generations", we perhaps should not expect that he would claim that his was the last word on the matter of intersubjectivity. Indeed, with 2. 'Edmund Husserl, lIPhilosophy as a Rigorous Science" in Phenomenology and theCrisis6fPhilosophy, trans". with an introduction by Quentin Lauer (New York.: Harper & Row, 1965) pp. 74 .. 5. 2Ibid . pp. 75 .. 6. 3. the relatively small amount of published material by Husserl on the subject we can assume that he himself was not entirely satisfied with his solution. The second question we have is that if the transcendental reduction is to yield the generic and apodictic structures of the relationship of consciousness to its various possible objects, how far can we extend this particular constitutive synthetic function to intersubjectivity where the objects must of necessity always remain delitescent? To be sure, the type of 'object' here to be considered is unlike any other which might appear in the perceptual field. What kind of indubitable evidence will convince us that the characteristic which we label "alter-ego" and which we attribute to an object which appears to resemble another body which we have never, and can never see the whole of (namely, our own bodies), is nothing more than a cleverly contrived automaton? What;s the nature of this peculiar intentional function which enables us to say "you think just as I do"? If phenomenology is to take such great pains to reduce the takenfor- granted, lived, everyday world to an immanent world of pure presentation, we must ask the mode of presentation for transcendent sub .. jectivities. And in the end, we must ask if Husserl's argument is not reducible to a case (however special) of reasoning by analogy, and if so, tf this type of reasoning is not so removed from that from whtch the analogy is made that it would render all transcendental intersubjective understandtng impos'sible? 2. HistoticalandEidetic Priority: The Necessity of Abstraction 4. The problem is not a simple one. What is being sought are the conditions for the poss ibili:ty of experi encing other subjects. More precisely, the question of the possibility of intersubjectivity is the question of the essence of intersubjectivity. What we are seeking is the absolute route from one solitude to another. Inherent in this programme is the ultimate discovery of the meaning of community. That this route needs be lIabstract" requires some explanation. It requires little explanation that we agree with Husserl in the aim of fixing the goal of philosophy on apodictic, unquestionable results. This means that we seek a philosophical approach which is, though, not necessarily free from assumptions, one which examines and makes explicit all assumptions in a thorough manner. It would be helpful at this point to distinguish between lIeidetic ll priority, and JlhistoricallJpriority in order to shed some light on the value, in this context, of an abstraction.3 It is true that intersubjectivity is mundanely an accomplished fact, there havi.ng been so many mi.llions of years for humans to beIt eve in the exi s tence of one another I s abili ty to think as they do. But what we seek is not to study how this proceeded historically, but 3Cf• Maurice Natanson;·TheJburne in 'Self, a Stud in Philoso h and Social Role (Santa Cruz, U. of California Press, 1970 . rather the logical, nay, "psychological" conditions under which this is possible at all. It is therefore irrelevant to the exigesis of this monograph whether or not anyone should shrug his shoulders and mumble IIwhy worry about it, it is always already engaged". By way of an explanation of the value of logical priority, we can find an analogy in the case of language. Certainly the language 5. in a spoken or written form predates the formulation of the appropriate grammar. However, this grammar has a logical priority insofar as it lays out the conditions from which that language exhibits coherence. The act of formulating the grammar is a case of abstraction. The abstraction towards the discovery of the conditions for the poss; bi 1 ity of any experiencing whatever, for which intersubjective experience is a definite case, manifests itself as a sort of "grammar". This "grammar" is like the basic grammar of a language in the sense that these "rulesil are the ~ priori conditions for the possibility of that experience. There is, we shall say, an "eidetic priority", or a generic condition which is the logical antecedent to the taken-forgranted object of experience. In the case of intersubjectivity we readily grant that one may mundanely be aware of fellow-men as fellowmen, but in order to discover how that awareness is possible it is necessary to abstract from the mundane, believed-in experience. This process of abstraction is the paramount issue; the first step, in the search for an apodictic basis for social relations. How then is this abstraction to be accomplished? What is the nature of an abstraction which would permit us an Archimedean point, absolutely grounded, from which we may proceed? The answer can be discovered in an examination of Descartes in the light of Husserl's criticism. 3. The Impulse for Scientific Philosophy. The Method to which it Gives Rise. 6. Foremost in our inquiry is the discovery of a method appropriate to the discovery of our grounding point. For the purposes of our investigations, i.e., that of attempting to give a phenomenological view of the problem of intersubjectivity, it would appear to be of cardinal importance to trace the attempt of philosophy predating Husserl, particularly in the philosophy of Descartes, at founding a truly IIscientific ll philosophy. Paramount in this connexion would be the impulse in the Modern period, as the result of more or less recent discoveries in the natural sciences, to found philosophy upon scientific and mathematical principles. This impulse was intended to culminate in an all-encompassing knowledge which might extend to every realm of possible thought, viz., the universal science ot IIMathexis Universalis ll •4 This was a central issue for Descartes, whose conception of a universal science would include all the possible sciences of man. This inclination towards a science upon which all other sciences might be based waS not to be belittled by Husserl, who would appropriate 4This term, according to Jacab Klein, was first used by Barocius, the translator of Proclus into Latin, to designate the highest mathematical discipline. . 7. it himself in hopes of establishing, for the very first time, philosophy as a "rigorous science". It bears emphasizing that this in fact was the drive for the hardening of the foundations of philosophy, the link between the philosophical projects of Husserl and those of the philosophers of the modern period. Indeed, Husserl owes Descartes quite a debt for indicating the starting place from which to attempt a radical, presupositionless, and therefore scientific philosophy, in order not to begin philosophy anew, but rather for the first time.5 The aim of philosophy for Husserl is the search for apodictic, radical certitude. However while he attempted to locate in experience the type of necessity which is found in mathematics, he wished this necessity to be a function of our life in the world, as opposed to the definition and postulation of an axiomatic method as might be found in the unexpurgated attempts to found philosophy in Descartes. Beyond the necessity which is involved in experiencing the world, Husserl was searching for the certainty of roots, of the conditi'ons which underl ie experience and render it pOssible. Descartes believed that hi~ MeditatiOns had uncovered an absolute ground for knowledge, one founded upon the ineluctable givenness of thinking which is present even when one doubts thinking. Husserl, in acknowledging this procedure is certainly Cartesian, but moves, despite this debt to Descartes, far beyond Cartesian philosophy i.n his phenomenology (and in many respects, closer to home). 5Cf. Husserl, Philosophy as a Rigorous Science, pp. 74ff. 8 But wherein lies this Cartesian jumping off point by which we may vivify our theme? Descartes, through inner reflection, saw that all of his convictions and beliefs about the world were coloured in one way or another by prejudice: ... at the end I feel constrained to reply that there is nothing in a all that I formerly believed to be true, of which I cannot in some measure doubt, and that not merely through want of thought or through levity, but for reasons which are very powerful and maturely considered; so that henceforth I ought not the less carefully to refrain from giving credence to these opinions than to that which is manifestly false, if I desire to arrive at any certainty (in the sciences). 6 Doubts arise regardless of the nature of belief - one can never completely believe what one believes. Therefore, in order to establish absolutely grounded knowledge, which may serve as the basis fora "universal Science", one must use a method by which one may purge oneself of all doubts and thereby gain some radically indubitable insight into knowledge. Such a method, gescartes found, was that, as indicated above by hi,s own words, of II radical doubt" which "forbids in advance any judgemental use of (previous convictions and) which forbids taking any position with regard to their val idi'ty. ,,7 This is the method of the "sceptical epoche ll , the method of doubting all which had heretofor 6Descartes,Meditations on First Philosophy, first Med., (Libera 1 Arts Press, New York, 1954) trans. by L. LaFl eur. pp. 10. 7Husserl ,CrisiS of Eliroeari SCiences and Trariscendental Phenomenology, (Northwestern U. Press, Evanston, 1 7 ,p. 76. 9. been considered as belonging to the world, including the world itself. What then is left over? Via the process of a thorough and all-inclusive doubting, Descartes discovers that the ego which performs the epoche, or "reduction", is excluded from these things which can be doubted, and, in principle provides something which is beyond doubt. Consequently this ego provides an absolute and apodictic starting point for founding scientific philosophy. By way of this abstention. of bel ief, Desca'rtes managed to reduce the worl d of everyday 1 ife as bel ieved in, to mere 'phenomena', components of the rescogitans:. Thus:, having discovered his Archimedean point, the existence of the ego without question, he proceeds to deduce the 'rest' of the world with the aid of innate ideas and the veracity of God. In both Husserl and Descartes the compelling problem is that of establ ishing a scientific, apodictic phi'losophy based upon presuppos itionless groundwork .. Husserl, in thi.s regard, levels the charge at Descartes that the engagement of his method was not complete, such that hi.S: starting place was not indeed presupositionless, and that the validity of both causality and deductive methods were not called into question i.'n the performance of theepoche. In this way it is easy for an absolute evidence to make sure of the ego as: a first, "absolute, indubitablyexisting tag~end of the worldll , and it is then only a matter of inferring the absolute subs.tance and the other substances which belon.g to the world, along with my own mental substance, using a logically val i d deductive procedure. 8 8Husserl, E.;' Cartesian 'Meditation;, trans. Dorion Cairns (Martinus Nijhoff, The Hague, 1970), p. 24 ff.

Wild Civility: Cultivating the Foundations of Social Justice through Participation in a Wilderness Program

This heuristic inquiry examined if the foundations of social justice knowledge and beliefs were developed as a result of participation in a wilderness program and what knowledge and beliefs were developed. There were six participants in this study. Data collection involved participants completing pre- and post- program interviews and daily journals during the program. Through inductive analysis six themes emerged. Three of these were related to the development of certain foundations of social justice: (a) experienced conflict development and resolution; (b) experienced relationship change and development; and (c) shift from “me” to “we” mentality. The remaining three themes were included as additional findings: (a) experienced personal change and development; (b) identification of specific factors of the program responsible for changes; and (c) bringing learning back to everyday life. Results highlight wilderness program impacts on participants’ social justice knowledges and beliefs and inform wilderness program providers and social justice educators.

Elementary School Principals as Leaders of Inclusion for Students With Exceptionalities

Inclusion promotes equality, provides opportunities, breaks down barriers, and ensures accessibility for all members of a community. Consequently, elementary-school administrators should become inclusion leaders who introduce and maintain inclusive learning environments. This qualitative study profiled and discussed practices and beliefs of 4 elementary school principals in southern Ontario who are recognized leaders of inclusion for students with exceptionalities. The researcher used multiple instruments for triangulation, thematic qualitative data analysis (constant comparative method) of interview responses and reflective field notes, and data from the Principal and Inclusion Survey to interpret qualitative findings. Findings revealed distinct leadership profiles reflective of empathy and compassion among participants who all regard accommodation of students with exceptionalities as a moral obligation and view inclusion as a socially just pedagogical framework. The researcher recommends that senior school board administrators screen and secure principals who value inclusion to create and maintain school cultures that ensure students’ access to inclusive education.

Using First Nations Children's Literature in the Classroom: Portfolio of Learning

A portfolio was developed to encourage teachers of Aboriginal children to include First Nations mentor texts into their daily teaching practices. The artifacts within the portfolio have been produced in accordance with guiding beliefs about how students, specifically First Nations students, learn. The portfolio supports the notion that Aboriginal children need to encounter representations of their own culture, histories and beliefs within the literature in order to be successful in school. The use of First Nations children’s literature in the classroom was explored with an emphasis on how using this literature will assist in improving literacy levels and the self-esteem of First Nations students.

Exploring Capacity Building of Ontario Dental Hygiene Educators During National Curriculum Reform

In times of educational change, educators are given the task of implementing new initiatives that meet the needs of a changing environment; yet, they are often dismissed from developmental phases of the reform. This top-down structure deters educators’ personal capacity building as their knowledge, values, assumptions, and beliefs are not acknowledged or explicitly developed as part of the initiative. This study explored Ontario dental hygiene educators’ perspectives of how they may build personal capacity during an externally mandated national curriculum reform, the Entry-to-Practice Competencies and Standards for Canadian Dental Hygienists (National Competencies). Narratives were collected from 5 dental hygiene educators of diverse educational training and teaching organizations. Three themes emerged that included perceptions of structural influence, perceptions of learning access, and perceptions of identity. Each theme was linked to tasks that were required to build personal capacity for sustainable school change. The theoretical framework and the required tasks demonstrated the interconnectedness between educators, leaders, and the organization for building educators’ personal capacity.

La transmission religieuse et culturelle au sein de familles maghrébo-québécoises à Montréal

Cette recherche porte sur la transmission religio-culturelle aux enfants de couples maghrébo-québécois islamo-chrétiens à Montréal. À la suite de l’analyse de 10 entrevues semi-directives réalisées auprès de couples parentaux, nous tenterons de répondre aux questions suivantes : Quelle appartenance religieuse les parents veulent-ils transmettre à leur(s) enfant(s) ? Comment se manifestent leurs choix dans leur pratique religieuse ? Quels compromis les parents font-ils pour l’équilibre familial et identitaire de leur(s) enfant(s) ? Comment légitiment-ils leurs choix parentaux ? Afin de répondre à ces questions, nous nous sommes donné les objectifs spécifiques suivants : 1) documenter les choix des parents concernant la transmission religio-culturelle aux enfants; 2) cerner les façons dont les pratiques et les croyances religieuses des parents influencent leurs choix; 3) expliquer en quoi ces choix se manifestent dans leurs pratiques rituelles avec les enfants; 4) dégager les légitimations que les parents font vis-à-vis de leur choix de transmission. Les résultats de notre recherche ne nous ont pas permis de trouver une logique de transmission qui s’applique à tous nos parents. Cependant, nous retenons que les enfants de notre échantillon sont identifiés par leurs parents soit comme musulmans (5 familles sur 10) soit sans religion (5 familles sur 10). Aucun couple n’a choisi, en effet, le catholicisme pour leur enfant, et ce, même dans le cas où le conjoint catholique est pratiquant. À l’aide des choix parentaux concernant plus particulièrement le rite de la circoncision et la célébration des principales fêtes religieuses, nous dégageons quelques points d’ancrages communs face à la transmission symbolique. Quelle que soit la position du parent musulman face à la religion (pratiquant, non pratiquant, athée), celui-ci reste profondément attaché au rite de la circoncision pour son enfant dans un souci de transmission culturelle. La transmission biculturelle où les fêtes des deux lignées sont célébrées en famille est la plus pratiquée.