This Thesis is an exploration into social change strategies in Appalachia that are alternative to conventional economic development practices and discourses. Drawing from original interviews with social justice activists in central and eastern Kentucky, I document a diversity of subversive discourses circulating in Appalachia, and I delineate models alternative to development that are driving action in several different communities. Through what one of my interviewees described as Appalachian ingenuity,1 individuals are enacting extremely hopeful and imaginative projects, and they are conjuring unique formulations that contribute to academic theories on alternative economies, capitalocentrism, neoliberalism, postmodern economics, anti-development, post-development, and spatial strategies of resistance and liberation.

To meet the global and informational 21st century, numerous countries around the world, including Korea, have begun to reform their own educational systems. However, the experience of their reforms did not solve the problems of traditional education but rather have made the problems worse. In the early 1990s, thousands of students committed suicide, and tens of thousands of students dropped out from schools or could not adapt themselves to the schools in Korea. In order to solve the problem, the government and people from all classes started to promote the idea of alternative education enthusiastically. The first alternative school in Korea was established in March of 1997, and the number of alternative schools had amounted to about 80 in 2005. Although most alternative schools did not get the recognition from the education authorities because they didn¡¦t conform to the education legislations and regulations, and thus making them lack of financial support, the number of alternative schools still kept rising due to the efforts of the religious groups, the societal communities and parents. By analyzing the backgrounds such as philosophies, humanities, politics, economy, history and geography of Korea, the researcher try to realize why the alternative education quickly developed in Korea these past years. The conclusions of the research are as follows: I.As policies changed, traditional education can¡¦t help but ignore the expectations of the minority. The minority then turned to seek new methods, and alternative education constantly developed under the situation. II.Before the development of alternative education, the masses of every field were awakened by this social revolutions. Hence, they could be the main force to develop alternative education. III.In Korea, alternative schools began in senior high school, and most of them were authorized by the education bureaucracies. But most alternative schools at junior high and elementary education levels were not authorized because of the compulsory education statue. IV.Unlike the other education revolutions, the alternative education movement was actively participated by various kinds of groups. V.Without adequate preparation, many alternative schools were established too hastily in a short time. In addition, the society and educators didn¡¦t have enough time to gain the correct knowledge about alternative education, and thus have encountered quite a few difficulties which need to be solved. VI.The development of alternative education in Korea is deeply concerned with its history, geography, politics, economy, philosophy and humanities roots. According to the above conclusions, the researcher proposes some suggestions with the consideration of Korean culture: I.Suggestions for alternative schools A.To try to find workable strategies, and ask the government for more practical help. B.To improve the working conditions and environment of the teachers. C.To get involved in the activities in the neighborhood or in the society, and to make the activities successful. II.Suggestions for the government A.To enforce the compulsory education legislation flexibly and to respect the right of school choice in the part of parents. B.To actively support alternative schools. C.To lessen and simplify the sophistication of regulations at school administration procedures. D.To provide some measures to train the teachers of alternative schools. III.Suggestions for the teachers of traditional education A.To identify oneself as the subject of education activity itself. B.To actively explore alternative education and apply the workable part of it to the traditional education. IV.Suggestions for further research A.To do a thorough research on alternative education of Taiwan. B.To locate some possible ways to apply several aspects of Korean alternative schools to education in Taiwan. Keywords: Korean education, alternative education, alternative schools.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 177-183). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32023

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (M.S.) in Resource Economics and Policy--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 105-115).

Historically, gasoline and diesel have been used as vehicle fuels for a long time. But the decline of oil supply and unstable oil price drive people to find alternative energy for vehicle fuel. Alternative energy solutions may shift energy consumption to less carbon, less pollutions and provide more energy diversity. These issues are investigated in the present literature review.   The first part of the thesis introduces different kinds of alternative energy for vehicles, such as biofuel, natural gas, hydrogen, liquefied petrol gas, electricity and compressed air. The presentations includes their utilization, production, environment effect, running performance, fuel property, market share, running and investigate cost and production barriers. The second part of the thesis work compares the properties of the alternative fuels and discusses the advantages and drawbacks of different types of fuel energies.   Compared with traditional fuels, alternative fuels have superiority in environment impact, sustainability and energy efficiency. Some of them have been used in reality and show a potential as future fuels. The author found that natural gas and liquefied petrol gas have low running costs, better environment performance and acceptable running range, and thus are able to substitute conventional fuels in the short term. Biofuel has better sustainability than gasoline. It will probably become more sustainable and cost effective in the mid-term period. Electricity can also become a future fuel in mid-term period since it has excellent emission performance and low running costs. Hydrogen is expected to substitute conversional fuels in the long term due to high investment costs and current unsustainable production pathway of the latter. The compressed air turned out not suitable for substituting conventional fuels because of poor efficiency and running range performance.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 165-174).

This qualitative study examined how students at Science Hill High Alternative Center (AC) perceived their academic success. Eighteen alumni from Science Hill High School Alternative Center were interviewed to examine their perceptions of their success. Choosing 2 alumni to represent each of the 9 programs represented at the AC provided perceptions of 3 emerging themes: (a) relationships, (b) diversity of programs, and (c) personal growth. There were other findings that were noted but not identified as a theme. Other findings involved alumni wanting to reminisce about incidents that occurred and reflect on peers who were in attendance with them at the center. Some alumni who attended programs other than Graduate On Time (GOT) discussed the need for a graduation component through the Alternative Center. Some said that returning to the main campus was not in their best interest and sabotaged their success in order to remain at the AC, while other alumni strived to return to the main campus as soon as they had met their academic goals. In relating their initial thoughts about attending the Alternative Center for the first time, many had mixed feelings: (a) they did not want to be separated from friends, (b) would they be successful, (c) who really cared if they came to school and were successful, and (d) would they really get to return to the main campus as soon as they met their goals. Additionally, alumni suggested that students be allowed to stay at the Alternative Center (AC) if it helped them to be better prepared for the workforce or college. Alumni who spoke about their success said they were better prepared than their peers for college admissions standards, work ethics, and the employment process in general.

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