A major challenge facing parent educators and professionals who provide prevention and early intervention programs/services for people of colour, specifically Black families in Halifax Regional Municipality (HRM), is the lack of culturally relevant programs. An Afrocentric approach that incorporates concepts from the Empowerment and Ecological Systems theories will bridge this gap because it provides a framework for examining the impact of culture and race on Black family life and parenting. Reflecting on the African proverb, "it takes a village to raise a child", the study emphasizes the role of Black communities in supporting families for enhancing the healthy development of their children. The study examines Black parents' beliefs and goals about using racial socialization as a parenting strategy to address issues of race and discrimination that impact Black parenting. Findings indicate that parents in HRM are currently practicing some form of racial socialization, and are receptive to this model.

I argue that despite the fact that there can be no strong refutation of skepticism it remains that ignoring skeptical hypotheses and relying on one’s sensory experience are both sound epistemic practices. This argument comes in the form of arguing that we are justified in ignoring skeptical hypotheses on the grounds that (1) they are merely logically possible, and (2) the merely logically possible is rarely relevant in the context of everyday life. I suggest that (2) is true on the grounds that the context of everyday life is one in which our epistemic pursuit of truth is mixed with other pragmatic goals. The result of this mix is that the pursuit of truth can conflict with our goal of avoiding error in such a way that we must choose to prioritize one goal over the other. The above choice implies that skepticism comes at an epistemic cost not acknowledge in the contemporary literature on external world skepticism. This epistemic cost of skepticism means that the relative risk of error involved in relying on sensory experience is not as epistemically problematic as has often been assumed. These considerations allow an anti-skeptical position in which relying on sensory experience is prima-facie justified despite the possibility of being a brain in a vat. In this paper I explore what such a position might look like and what the implications of such a view might be for relevant alternatives positions, the closure debate, and the concept of differing epistemic perspectives in contemporary epistemology.

The objective of this thesis is to analyse driving behaviour and to characterize the effectsof an efficient way of driving, termed eco-driving, that enables the driver to reduce fuelconsumption and CO2emissions.The approach used to assess driving style is a collection of data from a CAN bus of acar equipped with OBD-II (on-board diagnostic) system. The driving experiment wasperformed for nine drivers who drove in a normal way or regular driving style and onedriver was an eco-driver who drove in an economical driving style. The driving routewas approximately 18.7 kms (which took between 25 to 30 minutes) in Halmstad city,Sweden.The drivers are compared using a statistical analysis of the driving parameters such as,speed, accelerator (gas pedal) and brake pressure, which are obtained from CAN busdata. A hierarchical clustering algorithm also used to classify the drivers based on theaverage result of the signals.In the results, a driving difference between the eco-driver and the normal drivers is visi-ble, most of the normal drivers have more or less similar behaviour. The average speed ofthe eco-driver lower than the normal drivers and the accelerator (gas pedal) result is alsoshown less usage by the eco-driver than the normal drivers. On the other hand, the eco-driver has braked more often than the normal drivers, but gently. Nevertheless, differenttraffic conditions during the experiment obstructs comparisons between the drivers.

Despite considerable theoretical interest in the social functions of gossip, to date there has been very little empirical research conducted examining the social consequences of gossip. This study will apply an experimental lab manipulation to explore the conditions under which different types and different frequencies of gossip affect certain attitudes—power and liking—towards gossipers. Within the context of a modified dictator game, confederates communicated three types (prosocial, self-relevant, and neutral) and two frequencies (low and high) of gossip to participants. Results were expected to show that high frequency gossipers would be perceived as more powerful than low-frequency gossipers. Perceptions of power were also predicted to differ across the three types of gossip conveyed. Moreover, I hypothesized that self-relevant and prosocial gossipers would be significantly more likable more than neutral gossipers. Lastly, frequency was expected to have different effects on liking depending on whether the gossip transmitted was neutral or not. Results did not confirm any of the main hypotheses. However, this study has established a strong theoretical foundation for examining how others perceive gossipers by helping clarify key social functions of gossip and shed light on reputational ramifications for those who gossip.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.

Schools are sites of great power and influence where the “obesity” discourse is often taken uncritically as truth and reproduced, to the detriment of young people. The purpose of this thesis was to investigate how theories of fatness can inform theories of culturally relevant pedagogy with the goal of helping teachers create spaces where increased size acceptance is possible for secondary students. Literature from both these areas of study was reviewed and applied to the Ontario secondary curriculum documents for science and physical education. This analysis demonstrated a body acceptance orientation in teaching these disciplines, and that doing so can mitigate many of the negative effects of living in a fat hating world.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.

Schools are sites of great power and influence where the “obesity” discourse is often taken uncritically as truth and reproduced, to the detriment of young people. The purpose of this thesis was to investigate how theories of fatness can inform theories of culturally relevant pedagogy with the goal of helping teachers create spaces where increased size acceptance is possible for secondary students. Literature from both these areas of study was reviewed and applied to the Ontario secondary curriculum documents for science and physical education. This analysis demonstrated a body acceptance orientation in teaching these disciplines, and that doing so can mitigate many of the negative effects of living in a fat hating world.

An analysis of the correspondence between Charles Lyell and Gideon Mantell from 1821 to 1852, in conjunction with other manuscript material, highlights the contrasting backgrounds and geological careers of the two men. It is also characterised by two underlying themes: the nature and timing of their geological work; and the influence of various social factors on their career plans and desire to achieve high social and scientific status. In turn, these points raise several wider issues and inter-related questions concerning the following aspects of English geology in the first half of the nineteenth century. When, why and how did an elite group of geologists emerge in England during this period? Who were its members and what were their characteristics in common? What was the nature and scope of the geological work carried out by the identified elite? In what way did it differ from Mantell's? What social and other barriers did Mantell encounter in his search for scientific and social status? What were the critical factors? In this thesis these issues are examined on a decade-by-decade basis, in three main chapters, as a prelude to examining the central question of why Mantell, unlike Lyell, did not achieve the status of an elite geologist. First, an elite group of English geologists is identified through a series of prosopographic and 'screening' analyses of all members of council of the Geological Society of London (GSL). Geologists who did not meet the prescribed criteria are taken into account. Thirteen geologists are identified in the penultimate and final stages of screening over the four decades. Mantell was the only provincial identified, but he did not attain a position in the final list, which consisted exclusively of a distinctive group of 'gentleman-specialists'. Second, the concept of a geological 'domain' is introduced to analyse the nature and scope of the geological work carried out by the identified group. A critical finding is that all members identified in the final 'screening' list established a 'domain' in one of four categories of the concept and were recognised as the leading authority or exponent of the domain they had fashioned. Finally, the impact and relative importance of specific social and other factors on the careers of Lyell and Mantell are examined. When the findings from each decade of the three chapters are brought together it is shown that by the end of the 1820s it was necessary for a future elite geologist to be so 'positioned' in terms of basic geological experience, location, income and available time that he was able to identify and subsequently fashion an appropriate geological 'domain'. 'Gentleman-specialists', such as Lyell, who were able to follow this strategy, constituted a clearly defined elite that dominated the GSL in the 1830s and 1840s. Mantell's failure to achieve elite geological status stemmed from the fact that he placed too much emphasis on fashioning his image and social status, rather than his scientific career. In doing so, he let the opportunity slip of establishing a major domain - British fossil reptiles - in the early 1830s.

Title from second page of PDF document. Includes bibliographical references (p. 79-86).