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You searched for subject:( pt CANADA). Showing records 1 – 2 of 2 total matches.

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Pontifical Catholic University of Rio de Janeiro

1. ANTONELLA ZUGLIANI. [en] THE ATTEMPT AT RECONCILIATION THROUGH APOLOGY: THE CANADIAN CASE FROM A POST-COLONIAL PERSPECTIVE.

Degree: 2019, Pontifical Catholic University of Rio de Janeiro

[pt] A (tentativa de) reconciliação pelo pedido de desculpa: o caso canadense sob um viés pós-colonial investiga o potencial do pedido de desculpa como ferramenta política. A partir de um panorama de como ele se insere em uma literatura maior sobre memória e trauma, proponho uma análise dos pedidos de desculpa das Igrejas e do Estado no Canadá pelo sistema de escolas residenciais implementado para a assimilação de comunidades indígenas e, mais remotamente, pelas práticas coloniais. Partindo de uma abordagem pós-colonial, sugiro também explorar as construções temporais e a possibilidade de resistência que tal instrumento permite. Mais além, olho para os limites do multiculturalismo do estado canadense, abrindo para se refletir criticamente sobre o fato de, apesar de ter havido iniciativas reconciliatórias através de um esforço discursivo em direção a novas relações não-violentas, observa-se a manutenção de uma marginalização das vítimas.

[en] The (attempt at) reconciliation through apology: the Canadian case from a post-colonial perspective investigates the potential of the apology as a political tool. From an overview of how it fits into a larger literature on memory and trauma, I propose an analysis of church and state apologies in Canada for the residential school system implemented for the assimilation of indigenous communities and, more remotely, for colonial practices. Reflecting on the subject from a postcolonial approach, I also suggest exploring the temporal constructions and the possibility of resistance that such an instrument allows. Beyond that, I look at the limits of multiculturalism in the Canadian state, opening to critically reflect on the fact that, although there have been reconciliation initiatives through a discursive effort towards new nonviolent relations, one observes the maintenance of a marginalization of the victims.

Advisors/Committee Members: MARTA REGINA FERNANDEZ Y GARCIA MORENO, MARTA REGINA FERNANDEZ Y GARCIA MORENO, MARTA REGINA FERNANDEZ Y GARCIA MORENO.

Subjects/Keywords: [pt] POS-COLONIALISMO; [en] POSCOLONIALISM; [pt] RECONCILIACAO; [en] RECONCILIATION; [pt] CANADA; [en] CANADA; [pt] PEDIDO DE DESCULPA; [en] RECONCILIATION

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

ZUGLIANI, A. (2019). [en] THE ATTEMPT AT RECONCILIATION THROUGH APOLOGY: THE CANADIAN CASE FROM A POST-COLONIAL PERSPECTIVE. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=45119

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

ZUGLIANI, ANTONELLA. “[en] THE ATTEMPT AT RECONCILIATION THROUGH APOLOGY: THE CANADIAN CASE FROM A POST-COLONIAL PERSPECTIVE.” 2019. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 11, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=45119.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

ZUGLIANI, ANTONELLA. “[en] THE ATTEMPT AT RECONCILIATION THROUGH APOLOGY: THE CANADIAN CASE FROM A POST-COLONIAL PERSPECTIVE.” 2019. Web. 11 Aug 2020.

Vancouver:

ZUGLIANI A. [en] THE ATTEMPT AT RECONCILIATION THROUGH APOLOGY: THE CANADIAN CASE FROM A POST-COLONIAL PERSPECTIVE. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. [cited 2020 Aug 11]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=45119.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ZUGLIANI A. [en] THE ATTEMPT AT RECONCILIATION THROUGH APOLOGY: THE CANADIAN CASE FROM A POST-COLONIAL PERSPECTIVE. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=45119

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

2. Hayes, Heather. The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template.

Degree: 2012, University of Saskatchewan

A Personal Program Plan (PPP) is a document that outlines a student’s strengths and needs. It is used for three reasons: to support students who require greater assistance than what is provided through the Adaptive Dimension; when learning outcomes within a grade differ from the provincial curricula; and to facilitate individualized programs for students identified as a Level I or II intensive need student (Saskatchewan Ministry of Education, 2007). The PPP includes measurable goals that outline supports which will help the student participate and succeed within the mainstream classroom. The Saskatchewan Rivers School Division (SRSD) has a different vision of what a PPP should measure than what is suggested by the Saskatchewan Ministry of Education. In August 2008, the SRSD proposed an action research project to the Ministry of Education to create a new PPP template. The new template focuses on the Understanding by Design (UbD) format using a Performance Task (PT) (an authentic task used to demonstrate understanding) instead of only SMART goals (specific, measurable, achievable, relevant, and timely) and offers two options regarding the document’s focus: a PPPI (for those who follow regular curriculum but have behavioural issues) or PPPII (for those not able to follow regular curriculum). This qualitative study opens with a brief timeline of the history of Special Education within Canada, with special attention focused on Saskatchewan (SK), as well as a comparison of the SK PPP template to other templates around the world. By using content analysis, categories of analysis explored patterns and trends that emerged from six SRSD Educational Support Teachers (ESTs) responses to a semistructured style questionnaire. Six main themes emerged with respect to the research question: (1) a team approach including teacher and parent involvement; (2) a monthly timeframe; and (3) the expectation of student achievement with regard to a rubric component and how this rubric connects to student achievement; (4) the concept of time, specifically focusing on apprehensions with the amount of time expected of the participants, implementation difficulties, and monthly time commitments; (5) teamwork difficulties, regarding working with teachers and parents; and (6) the steep learning curve that accompanied the new PPP template and the UbD format. Numerous recommendations also arose in response to the research question with respect to: (a) adding more personal information to the template; (b) attaching an adaptations checklist to the template; (c) fixing the technical glitches; (d) reevaluating the expectations of the workload; (e) identifying who has ownership of the template; (f) determining involvement of the team; (g) establishing time commitments; (h) providing training for the team; (i) and having a team-based understanding of the provincial template. Advisors/Committee Members: Claypool, Dr. Tim, Brenna, Dr. Bev, Stelmach, Dr. Bonnie.

Subjects/Keywords: Personal Program Plan (PPP) intensive need student Saskatchewan Rivers School Division Understanding by Design (UbD) Performance Task (PT) SMART goals PPPI PPPII qualitative history of Special Education Special Education in Canada Saskatchewan (SK) content analysis categories of analysis patterns trends Educational Support Teachers (ESTs) themes team teacher parent student achievement time rubric learning curve template

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hayes, H. (2012). The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-01-341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hayes, Heather. “The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template.” 2012. Thesis, University of Saskatchewan. Accessed August 11, 2020. http://hdl.handle.net/10388/ETD-2012-01-341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hayes, Heather. “The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template.” 2012. Web. 11 Aug 2020.

Vancouver:

Hayes H. The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10388/ETD-2012-01-341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hayes H. The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-01-341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.