On the Limits of Exceptionalism: Principles and Practice in the Pursuit of Alternatives to Full EU Membership

Few states have been less uncomfortable with the relationship they have with the EU than the United Kingdom as a member and Turkey as an associate and would-be member. Both states currently find themselves questioning the substance and future of these relationships with domestic actors and, notably in the Turkish case, external EU voices actively advocating alternatives. While much discussion, particularly in the UK case, has focused on the advantages and disadvantages of particular existing arrangements (e.g. European Economic Area, Swiss bilateralism), this paper considers the broader principles and practices that the EU has to date either explicitly developed or implicitly established to govern the nature and substance of alternatives to [full] EU membership. It assesses the principled, practical and political limitations that exist in establishing alternatives to full membership for states seeking – or having sought for them – the accommodation of their exceptionalism. In doing so the paper considers the potential limits to a renegotiated EU membership for the UK and to an alternative short of full membership for Turkey. It also reflects on the precedent-setting consequences of any new arrangements that the EU might reach with either state for what forms membership and a relationship short of membership might take in the future.

Uma perspectiva foucaudiana na auditoria à avaliação de desempenho na administração pública

Motivation: Auditing is not merely a collection of technical tasks but also a programmatic idea circulating in organizational environment, an idea which promises a certain style of control and organizational transparency (Power, 1998, p. 122) Performance appraisal within public organization aims to promote this organizational transparency and promote learning and improvement process both for employees and for the organization. However, we suggest that behind its clear intentions, there are some other goals tied to performance appraisal that could be seen as components of a discipline and surveillance systems to make the employee “knowable, calculable and administrative object” (Miller and Rose, 1990, p. 5). Objective: In Portuguese public organizations, performance appraisal follows the SIADAP (Performance Appraisal Systems for Public Administration). The objective of this study is to capture whatever employees of public organizations (appraisers and appraisee) perceived the performance appraisal system (SIADAP) as an appraisal model that promotes equity, learning and improvement or just as an instrument of control to which they feel dominated and watched over. Method: We developed an in-depth qualitative case study using semi-structured interviews with appraisers and their subordinates in the administrative department of a university institute of Medicine. The discourse of the participants was theoretically analyzed based on Foucauldian framework. Prior to qualitative data collection, we collected quantitative data, with a questionnaire, to measure the (un)satisfaction of employees with the all appraisal system. Findings: Although some key points of Foucault perspective were identified, its framework revealed some limitations to capture the all complexity of performance appraisal. Qualitative data revealed a significant tendency in discourses of appraisers and their subordinates considering SIADAP as an instrument that’s aims to introduced political rationalities and limits to the employer’s promotions within their careers. Contribution: This study brings a critical perspectives and new insights about performance appraisals in Portuguese’s public administrations. It is original contribution to management of human recourses in public administration and primary to audit of performance appraisal systems.

A case study of a high functioning autistic female in a games setting

This study detennined whether or not a high functioning autistic girl can develop game structure strategies that may allow her to become an active participant in a game or sport environment. This qualitative case study involved the in-depth observation and description of one high functioning autistic student whose experience in a game setting would be studied. The type of case study carried out was a combination of descriptive and evaluative. This experience was investigated through structured, individual programming. Through on-site observation, journal entries, and hands on instruction, I was able to describe what progress the autistic student made in tenns of skill development. The results of the study demonstrated that a high-functioning autistic female has the potential to develop the necessary motor skills to participate in the chosen sport of basketball. The observation results and field notes contributed to a movement profile which described her habits of body. Teaching strategies and frameworks utilized during the study were described and listed. Insights and commentary are further provided. A thorough examination of autism and games programming is provided in the literature review.

Aging policy: a case study of co-ordination in Canadian governments

ABSTRACT Canada is an aging society. The number of people aged sixty-five and over is rising, while the number of people under twenty is declining. These two concurrent changes in the age structure have produced a sh~ft in the demographic composition of Canada which is commonly referred to as the aging phenomenon. Regardless of whether or not the number of people under twenty continues to decline, the number of elderly in Canada will almost double over the next twenty years. This rapidly growing elderly clientele will doubtless have an impact on Canadian governments. Federal, provincial and municipal governments are presently providing a variety of programs that have a special bearing on the aged and most senior citizens are beneficiaries of one or more of these programs. The ramifications of a rapidly growing elderly clientele are obvious. In order to cope with the impact of a significant increase in the number of elderly persons, the development and implementation of aging policy must be co-ordinated at each level of government and between and among levels of government. If aging policy is not co-ordinated, the results are likely to be: inappropriate policy decisions; duplication and overlap; and, ineffective and irresponsive services. No one benefits from these results. The need for co-ordination is apparent. The purpose of this thesis is to examine existing governmental efforts to co-ordinate policy in the field of aging. These efforts are examined by focusing on interactions directed at co-ordination between and among major actors in aging policy. A framework is used to structure the description and analysis of these interactions. The variables of formalisation and intensity and the concept of power are instrumental in analysing interactions for co-ordination. The underlying intent of this thesis is to discover some of the main gaps in existing governmental efforts to co~ordinate aging policy. Gaps are, in fact, discovered. Several explanations for the existence of gaps in interactions for co-ordination are discussed. A major hypothesis involving a relationship between a bureaucratic form of organisation and interactions for coordination is suggested. Finally, three recommendations for improving co-ordination in aging policy are offered.

Shop-floor narratives : how six workers and a researcher describe learning activities

I am a part-time graduate student who works in industry. This study is my narrative about how six workers and I describe shop-floor learning activities, that is learning activities that occur where work is done, outside a classroom. Because this study is narrative inquiry, you wilileam about me, the narrator, more than you would in a more conventional study. This is a common approach in narrative inquiry and it is important because my intentions shape the way that I tell these six workers' stories. I developed a typology of learning activities by synthesizing various theoretical frameworks. This typology categorizes shop-floor learning activities into five types: onthe- job training, participative learning, educational advertising, incidental learning, and self-directed learning. Although learning can occur in each of these activities in isolation, it is often comprised of a mixture of these activities. The literature review contains a number of cases that have been developed from situations described in the literature. These cases are here to make the similarities and differences between the types of learning activities that they represent more understandable to the reader and to ground the typology in practice as well as in theory. The findings are presented as reader's theatre, a dramatic presentation of these workers' narratives. The workers tell us that learning involves "being shown," and if this is not done properly they "learn the hard way." I found that many of their best case lean1ing activities involved on-the-job training, participative learning, incidentalleaming, and self-directed learning. Worst case examples were typically lacking in properly designed and delivered participative learning activities and to a lesser degree lacking carefully planned and delivered on-the-job training activities. Included are two reflective chapters that describe two cases: Learning "Engels" (English), and Learning to Write. In these chapters you will read about how I came to see that my own shop-floor learning-learning to write this thesis-could be enhanced through participative learning activities. I came to see my thesis supervisor as not only my instructor who directed and judged my learning activities, but also as a more experienced researcher who was there to participate in this process with me and to help me begin to enter the research community. Shop-floor learning involves learners and educators participating in multistranded learning activities, which require an organizational factor of careful planning and delivery. As with learning activities, which can be multi-stranded, so too, there can be multiple orientations to learning on the shop floor. In our stories, you will see that these six workers and I didn't exhibit just one orientation to learning in our stories. Our stories demonstrate that we could be behaviorist and cognitivist and humanist and social learners and constructivist in our orientation to learning. Our stories show that learning is complex and involves multiple strands, orientations, and factors. Our stories show that learning narratives capture the essence of learning-the learners, the educators, the learning activities, the organizational factors, and the learning orientations. Learning narratives can help learners and educators make sense of shop-floor learning.

Creating a global consciousness throught the driver model of curriculum development

The purpose of this study was to investigate the effect a human link through the One World Youth Project has on a global education program, if a human connection through the program enhances a student's ability to develop a critical consciousness of global issues, and the etTectiveness of thc constructivist-based Driver Model of Curriculum Development, which served as the curriculum model in this study. An action based research cycle was chosen as this study's research methodology and incorporated 5 qualitative data collection instruments: a) interviews and questionnaires, b) artifacts, c) teacher journal, d) critical friend's observation forms, and e) my critical friend's postobservation interviews. The data were conected from 4 student participants and my critical friend during all stages of the action research cycle. The results of this study provide educators with data on the impact of human connections in a global education program, the effects these connections have on students, and the effectiveness of the Driver Model of Curriculum Development. This study also provides practical activities and strategies that could be used by educators to develop their own global education programs. The United Nations drafted the Millennium Development Goals in an effort to improve the lives of billions of people across the globe. The eight goals were developed with the support of all member nations since all human beings are global citizens who have a responsibility to make the world a better place. Students need to develop a critical consciousness of global issues so that they can work with others to eliminate them. Students who are taught to restate the opinions of others win not be prepared to inherit a world full of challenges that will require new innovative ideas to foster positive change.

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.

Réflexion sur la mise en œuvre du programme de suivis intensifs différenciés (SID) dans la communauté

Au regard des restrictions à l’incarcération introduites par l’adoption de la Loi sur le système de justice pénale pour les adolescents (LSJPA), au Centre jeunesse de Montréal - Institut universitaire (CJM-IU), s’est amorcée en 2005 la mise sur pied du programme de suivis intensifs différenciés (SID) dans la communauté. Notre stage de maitrise en intervention clinique avait comme objectifs : de participer à la mise en œuvre transversale du programme SID, de contribuer à son intégrité, de supporter les intervenants y étant associés ainsi que de bonifier le processus de référence de ce programme en développant un outil d’évaluation. Suite à cette expérience, il nous semblait nécessaire d’entreprendre une réflexion sur la situation d’implantation du programme SID, plus précisément de faire une évaluation de type formatif et constructif du niveau de concordance entre son modèle théorique et son application au quotidien ainsi que des obstacles rencontrés. Une méthodologie qualitative est apparue appropriée pour produire le matériel. Deux techniques ont été utilisées, l’observation participante sur le terrain et l’analyse du contenu de documents écrits (procès-verbaux rédigés après certains comités). Pour structurer l’ensemble du présent rapport de stage, nous avons retenu le concept de plan d’action d’un programme proposé par Chen, dont les six composantes servent de grille à l’évaluation et aident à avoir une vue globale de son implantation, ainsi que le modèle de changement de programme de la TCU (pour Texas Christian University), qui inclut les principaux stades de changement et les facteurs, aux niveaux individuel, organisationnel et du programme en soi, favorisant ou entravant la mise en œuvre d’innovations avec succès. À la lumière de notre analyse, nous considérons qu’il serait possible de surmonter ce qui gêne l’application du programme SID et qu’il ne serait pas obligatoire de faire des changements majeurs à sa théorie. Nous nous sommes permis de suggérer des ajustements qui pourraient être apportés au processus d’implantation de ce programme. En conclusion, nous estimons que la mise en œuvre du programme SID pourrait être réussie seulement si les conditions propices étaient réunies. Toutefois, selon nous, il y aura toujours certaines contraintes avec lesquelles il faudra composer.

Les éléments facilitant ou entravant la mise en place des activités individuelles de l'approche cognitive-comportementale : les représentations sociales des éducateurs

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Le développement d’une grille d’évaluation du risque d’agression physique en communauté. L’implantation de G.E.R.A.C. à l’Urgence-Psychosociale-Justice.

Rapport de stage présenté à la Faculté des arts et des sciences en vue de l’obtention du grade de maîtrise en criminologie (option intervention).

L'étude de la relation entre la culture organisationnelle et la violence au travail

Ce mémoire a pour objectif d’étudier la relation entre la culture organisationnelle et la violence au travail. Plus spécifiquement, les résultats permettent de déterminer comment la perception des cultures organisationnelles de type groupal, développemental, hiérarchique et rationnel de l’approche des valeurs concurrentes de Cameron et Quinn (1999) s’associent aux conflits interpersonnels et au harcèlement physique et sexuel dans les organisations. Les données proviennent de l’Étude SALVEO, menée par l’Équipe de recherche sur le travail et la santé mentale de l’Université de Montréal. À notre connaissance, aucune étude n’a étudié les perceptions des cultures organisationnelles globales des entreprises. Les études antérieures se sont intéressées à certains traits spécifiques des cultures, telles que l’acceptation, la tolérance et la banalisation de la violence, sans considérer intégralement la culture organisationnelle. Il est possible d’utiliser le modèle de Cameron et Quinn (1999) avec l’échelle de Marchand, Haines et Dextras-Gauthier (2013) pour mesurer la perception que les travailleurs se font de leur culture organisationnelle pour pouvoir les associer avec les niveaux de conflits interpersonnels et de harcèlement physique et sexuel par la suite. Les analyses multiniveaux de cette recherche ont révélé que la culture groupale s’associe à des niveaux plus bas de conflits interpersonnels et la culture développementale à des niveaux plus élevés. Bien que les résultats ne soient pas significatifs pour tous les types de culture organisationnelle, les entreprises qui adoptent des caractéristiques de la culture groupale, telles que le soutien social, la participation des travailleurs et la justice organisationnelle, semblent mieux prévenir le phénomène de la violence au travail. D’autre part, l’intégration d’un grand nombre de variables contrôles a permis de déterminer que les facteurs individuels et organisationnels les plus associés à la violence sont : le fait d’être une femme, d’être jeune, d’être syndiqué, l’effort au travail et l’injustice organisationnelle.

Les comportements d’attachement des enfants victimes d’aliénation parentale

Rapport de stage présenté à la Faculté des arts et des sciences en vue de l’obtention du grade de Maîtrise ès sciences (M. Sc.) en criminologie option Intervention