The widespread failure of so many interventions in First Nations and Inuit communities across Canada requires an explanation. Applying the theoretical and methodological rigour of experimental social psychology to genuine community-based constructive change, Donald Taylor and Roxane de la Sablonniere outline new ways of addressing the challenges that Aboriginal leaders are vocalizing publicly. To date, the decolonization process in Canada has led to programs that focus on the struggling individual. However, colonization was and still is a collective process and thus requires collective solutions. Rooted in years of research, teaching, and experience in First Nations and Inuit communities, the authors offer necessary solutions. They contend that survey research can be uniquely applied as a means to initiate constructive community change, demonstrating how their intervention process uses such research to foster positive social norms by feeding the results back to the community. Ultimately, Towards Constructive Change in Aboriginal Communities outlines how field research can be used to give a voice to First Nations and Inuit community members and serve as a platform for constructive social change.
With the growing interest in real-world (nonacademic) writing, critics are suggesting that the composition skills taught in schools may have little to do with the written communication skills students later need in their careers. There is a need for studies that examine writing in nonacademic contexts and that look at writing from a social perspective in order to examine the interrelationships among writing processes, texts, readers, and the functions writing serves within specific organizational settings. This volume is an attempt to increase our understanding of the nature of technical writing within an R&D organization by analyzing the three-match among writer intentions, texts, and reader expectations. Part One traces the interest in real-world writing and explores the differences between writing in an academic versus a real-world setting. Part Two provides a theoretical and conceptual background by discussing traditional and emerging models of technical communication, and by exploring different theories about the nature of science, technology, knowledge, information, language, and progress. Part Three describes the objectives, methodologies, findings, and conclusions of the study which investigated the match among the types of information that researchers (scientists and engineers) intend to include in their technical progress reports, the types of information actually contained in their reports, and the types of information that their supervisor readers expect in these reports.
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