341 research outputs found

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    UMSL Bulletin 2022-2023

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    The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp

    Children’s experiences of migration to the United Kingdom and adaptation in British primary schools: An Interpretative Phenomenological Analysis study

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    The United Kingdom (UK) is a culturally diverse society, which has witnessed an increase in migration over the years. Despite this, not enough is known about migrant children’s experiences from their perspective, particularly those in primary schools. This research explored first-generation migrant children’s experiences of migration to the UK and adaptation in primary schools. This study aimed to gain insight how children make sense of the migration process, and the role school plays in their adaptation. By providing an opportunity for children to tell their stories, the study also aimed to provide a platform for their voices to be heard. Seven migrant children, aged between 6 to 11, were recruited through purposive sampling from primary schools in an inner-London borough. Semi- structured interviews were used to collect data and interpreters were used where necessary. Drawings were incorporated in the interview process as a stimulus for discussion. The data collected was transcribed and analysed using Interpretative Phenomenological Analysis, to provide an in-depth exploration of individual children’s experiences, while also allowing for similarities and differences across their experiences to be explored. Five Group Experiential Themes were identified from participants’ experiences: ‘Migration: The Move, The Journey and Sense- Making’, ‘Life in the UK’, ‘Relationships: Loss, Changes and a Key to Adaptation’, ‘Adjusting to a New Linguistic Context’, ‘School Adaptation: Interconnection of Language, Social Factors and Learning’. Findings are presented then considered within the context of relevant literature and theoretical frameworks. Implications for migrant children and their families, schools and Educational Psychologists are discussed, alongside the study’s limitations and areas for future research

    Northeastern Illinois University, Academic Catalog 2023-2024

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    https://neiudc.neiu.edu/catalogs/1064/thumbnail.jp

    2019 GREAT Day Program

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    SUNY Geneseo’s Thirteenth Annual GREAT Day.https://knightscholar.geneseo.edu/program-2007/1013/thumbnail.jp

    Children’s experiences of migration to the United Kingdom and adaptation in British primary schools: An Interpretative Phenomenological Analysis study

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    The United Kingdom (UK) is a culturally diverse society, which has witnessed an increase in migration over the years. Despite this, not enough is known about migrant children’s experiences from their perspective, particularly those in primary schools. This research explored first-generation migrant children’s experiences of migration to the UK and adaptation in primary schools. This study aimed to gain insight how children make sense of the migration process, and the role school plays in their adaptation. By providing an opportunity for children to tell their stories, the study also aimed to provide a platform for their voices to be heard. Seven migrant children, aged between 6 to 11, were recruited through purposive sampling from primary schools in an inner-London borough. Semi- structured interviews were used to collect data and interpreters were used where necessary. Drawings were incorporated in the interview process as a stimulus for discussion. The data collected was transcribed and analysed using Interpretative Phenomenological Analysis, to provide an in-depth exploration of individual children’s experiences, while also allowing for similarities and differences across their experiences to be explored. Five Group Experiential Themes were identified from participants’ experiences: ‘Migration: The Move, The Journey and Sense- Making’, ‘Life in the UK’, ‘Relationships: Loss, Changes and a Key to Adaptation’, ‘Adjusting to a New Linguistic Context’, ‘School Adaptation: Interconnection of Language, Social Factors and Learning’. Findings are presented then considered within the context of relevant literature and theoretical frameworks. Implications for migrant children and their families, schools and Educational Psychologists are discussed, alongside the study’s limitations and areas for future research

    The Ethics of Kink

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    This thesis argues that the consent narrative that is used to justify sadomasochistic violence is flawed. Liberals and liberal feminists often use valid consent as a justification for the violence and humiliation inflicted during many sadomasochistic sexual encounters, appealing to ideas of sexual autonomy and sexual freedom to defend those who inflict violence on willing partners. This thesis rejects the consent defence making two arguments: First, that the conditions which need be met for consent to be valid are frequently not met in instances of sadomasochistic violence. Second, that even when consent meets the conditions for validity this does not justify sexually motivated violence as consent does not have the normative power required to justify the infliction of harm. In a final chapter I illustrate the position through a comparison of sadomasochistic violence and domestic violence. Arguing that just as the consent narrative has no place in domestic violence, regardless of how the victim of domestic abuse feels about their circumstances, it should not be regarded as central to the debate about whether sadomasochistic violence is ethical

    Salutogenesis in health promoting settings: a synthesis across organizations, communities and environments

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    Work Schedule Arrangements in Two-Adult Households with Children

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