Thesis (B.A. Hons.))--University of Adelaide, 1972.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 125-131).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 115-119).

This study explores women secondary mathematics teachers' experiences of professional learning. Life histories were elicited through semi-structured interviews in the form of guided conversations, supplemented by time-lines of mathematics and of professional learning. Analysis focused on constructed personal experience narratives. Although research demonstrates the features of effective professional learning, teachers' experiences of learning throughout their careers remains under explored. A particular focus in this study is on the ways in which professional learning is supported, providing opportunities for reengagement with mathematics, a subject frequently viewed as inaccessible and masculine. The women's stories are peopled with significant others who provide both models and encouragement, frequently drawn from their own school days and early professional experience. Much professional learning is informal, arising from unstructured reflection on teaching, with teachers accorded neither agency nor consistent support for their learning. The women's narratives provide a perspective on lived experiences of professional learning. Frequently learning is unsupported and spaces to discuss mathematics learning and teaching limited. Teachers appear isolated in restrictive school environments which contribute to a perception of reduced agency. Where opportunities for collaborative professional learning exist, women participate actively in the wider mathematics education community. Analysis of the narratives suggests that teachers' agency over their professional learning needs to increase to create spaces for women to collaborate on mathematics focussed professional learning. The allocation of resources to teacher professional learning should be prioritised. These glimpses reveal the restricted landscape of women mathematics teachers'learning opportunities. Despite these restrictions, however, teachers push at the boundaries. The narratives will support teachers who may draw on the voices of others to help them to make sense of their own development. Further research is warranted to explore the way individuals might develop and utilise their own professional learning narratives.

De nombreuses études ont montré que les individus étaient capables de discriminer leurs apparentés. Cette discrimination de parentèle intervient pour les femelles et les mâles dans le choix de partenaire sexuel et pour les mâles dans la défense de leur territoire. L’expérience sociale précoce (familiarité) intervient également dans les interactions sociales. L’objectif de cette thèse est d’étudier la capacité des canaris domestiques à discriminer des individus ayant différents degrés de parenté (frères, cousins et non-apparentés) et ayant des expériences sociales précoces de durée différente. Nos résultats indiquent que lors de rencontres directes, les mâles copulent avec des femelles moins familières et montrent des préférences sexuelles pour des cousines. Ensuite, les femelles montrent un choix et des préférences sexuelles pour des mâles et des chants de mâles avec lesquels elles ont eu une courte expérience sociale précoce. En revanche, le degré de parenté des mâles n’intervient pas dans leur choix de partenaire sexuel ni dans leurs préférences sexuelles. Enfin, les mâles discriminent également les mâles ayant des degrés de parenté différents lorsqu’ils les rencontrent directement ou lorsqu’ils entendent seulement leurs chants. Cela leur permet d’influencer leurs interactions. Pour finir, nos résultats montrent que les cris de contact des mâles et des femelles ont des structures acoustiques différentes. Ainsi, cette thèse montre que les canaris domestiques mâles et femelles sont capables de discriminer directement ou par le chant des mâles des individus ayant différents degrés de parenté et ayant des expériences sociales précoces de durée différente. / Many studies showed that individuals are able to discriminate their kin. kin discrimination influences male and female mate choice and male territory defence. Early social experience (familiarity) influences also social interactions of individuals. The aim of this thesis is to study the capacity of domestic canaries to discriminate individuals of different relatedness degrees (brother, cousin and non-kin) and of different length of early social experience. Results indicate that males copulate with less familiar female and they show sexual preferences for cousin partner. Then, females show sexual choice and preferences for males and male songs with which they had a short early social experience. However, their sexual choice and preferences were not dependent to male relatedness degrees. Finally, males discriminate males of different relatedness degrees during direct encounters or by listening their songs. This influences their social interactions. To finish, our results indicate that contact calls of female and male are acoustically different. Thus, this thesis show that male and female domesticated canaries are able to discriminate directly or via male songs individuals of different degree of relatedness and with which they share a different length of early social experience.

An ethnographic analysis of the nature, extent and processes of anti-Gypsy discrimination in contemporary Britain is used to test a number of hypotheses: that nomads are at odds with practices of social control and with capitalist spatiality; that there exists a sedentarist bias within the Criminal Justice System; that the criminalisation of minority groups is socially and politically functional. Qualitative research techniques are used to address escalating anti-Gypsy attacks from local, institutional and legislative sources. It is proposed that, in accordance with this escalation, a vicious circle has been established with each form of attack encouraging and legitimising the other. The argument is that the victimisation of Gypsies will remain "legitimate" for as long as Gypsies remain synonymous with crime. Current legislation endorses the stereotype of the criminal Gypsy by outlawing a nomadic way of life. This has genocidal implications for Gypsies and also threatens others within a State that is looking for reasons to restrict freedoms and rights. The so-called "Gypsy problem" is therefore deconstructed with the research focus placed upon problematising the law and the agencies of social control. This should avoid the paradox of attempting to decriminalise Gypsies by associating them more fully within the discourse of crime, and will broaden the research relevance. The analysis begins with a discussion of the poor condition of public sites and the decreasing likelihood of gaining planning permission for private sites. The concluding chapter disputes the pluralistic and democratic character of Britain and questions the reality of "freedom of movement" within the EU.

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