This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

<p>Recent research has indicated a significant increase in the crystal methamphetamine abuse in the Western Cape. The study aimed to provide an understanding of the interaction of the social and historical contexts in relation to the life experiences and perceptions of a young person residing in the Cape Flats. Primarily the study aimed to explore the factors that influenced the participant to use crystal methamphetamine. It adopted a social constructionist epistemological perspective and employed Bronfenbrenner&rsquo / s ecological systems theory as the theoretical framework. The subsystems of the ecological systems theory include the individual who is influenced by the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem. This was a qualitative research study that&nbsp / employed an intensive case study. Data was obtained through series intensive semi-structured interviews that were approximately 40 - 70 minutes in duration. The participant is a coloured female, aged 28 years from a high-risk community in the Cape Flats. Prior to the interview process, relevant permission was obtained from the participant, which allowed the interviews to be conducted and recorded. The data was then analysed using a narrative analysis. The themes that emerged from the research findings include: childhood trauma / sexual abuse during childhood / social milieu and norms / adolescent delinquency / the cycle of abuse / understanding crystal methamphetamine use and the consequences of crystal methamphetamine use. Findings with regard to the individual factors included psychological well-being, depression and negative affectivity, feelings of hopelessness, suicidal ideations, loneliness, past abuse of legal substances, adolescence, delinquency and childhood sexual abuse. The influential factors that emerged within the microsystem were lack of family support, dysfunctional family dynamics, childhood abandonment, uninvolved parents, several custodial parents, childhood disequilibrium, parental modelling and family drug use. Further findings within the microsystem included peer influence viz. direct persuasion of drug use, peer exposure of drugs, experimentation, delinquent behaviour, gang-related involvement and peer group acceptance. The mesosystemic findings included, lack of emotional support or attachments, social support, lack of structure as well as relocating to numerous schools and homes. Findings located in the exosystem were the availability and accessibility of drugs in all the communities in which the participant lived. Findings in the macrosystem included the social environment of the individual, including the social norms of the community and the home setting as well as the norm of violence, crime and gangsterism. The information and knowledge accumulated would optimistically contribute to addressing the paucity of qualitative literature and present knowledge to&nbsp / improve intervention and prevention strategies.</p>

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

This research analyzed declining resource-based communities in the Rainy River District, Ontario, that is typical of the Canadian middle north, and explored their central features using several qualitative and participatory techniques. This work disengages from traditional demographic-economic analysis of decline and offers an alternative multidimensional interpretation. The analysis centers on the role of networks, diverse forms of capitals and conflicts. Literature on regional development, New Regionalism, social networks, capital, conflict, and complex evolving social systems informed the conceptual framework to guiding this research. Among other findings this research demonstrated that: First, economic-demographic “size type” indicators are insufficient to explain the complex, multidimensional, network-based, conflictive and highly politicized nature of decline. Policies based on these type of indicators are misleading and can reinforce the path dependence process of single-industry rural communities. Second, networks, capital and conflicts can be significant in the process of decline. They can speed or slow the process of change. Potentially, they can be transformed and used when planning for decline so as to steer the process toward sustainable rural planning and development. Additional factors identified and proposed for this framework included: learning, interaction, cooperation, connectivity, and psychological and institutional factors restricting rural communities from reacting to decline, and escaping from path dependence. Third, decline should be recognized in order to start a process of planning for decline and rural development. Top-down planning and policy initiatives in the Rainy River District and across North Western Ontario have not recognized a general planning gap and have glossed over the need to approach decline, and rural development generally, using a local perspective and grassroots initiatives of people and communities. Basic elements to plan for decline in rural regions were described. Fourth, rural regions, ethnicity, and power, are insufficiently recognized by New Regionalism theory. Including these elements can benefit the theory and practice of rural planning and development. Analysis of networks and planning is a mutually reinforcing approach, useful for the study and planning of rural areas. Finally, rural decline studies in Canada should pay attention to factors of ethnicity. Significant structural violence against First Nations remains in rural regions.

Land use/cover change (LUCC) is a major force affecting ecosystems and the services theyprovide at local, regional and global levels. Traditionally, LUCC has been approached as aseries of linear and unidirectional single cause–effect processes, but it is now increasinglyincorporating notions from complex systems to enrich this view. This study explores thepotential benefits of using the concept of regime shifts to understand LUCC. A globalcropland cover dataset was analyzed to empirically identify patterns that suggest theexistence of alternate regimes. Results indicate that in some countries cropland-dominatedand (semi)wild landscapes likely represent alternate social-ecological regimes.Furthermore, results suggest that a theoretical feedback relating market access andagglomeration of economic activates plays a strong role in maintaining these alternate regimes in some contexts. These results highlight the need for LUCC studies to go beyondthe focus on external drivers and environmental template conditions, to incorporate feedback mechanisms and the potential for regime shifts to better understand the nature of LUCC.

This research analyzed declining resource-based communities in the Rainy River District, Ontario, that is typical of the Canadian middle north, and explored their central features using several qualitative and participatory techniques. This work disengages from traditional demographic-economic analysis of decline and offers an alternative multidimensional interpretation. The analysis centers on the role of networks, diverse forms of capitals and conflicts. Literature on regional development, New Regionalism, social networks, capital, conflict, and complex evolving social systems informed the conceptual framework to guiding this research. Among other findings this research demonstrated that: First, economic-demographic “size type” indicators are insufficient to explain the complex, multidimensional, network-based, conflictive and highly politicized nature of decline. Policies based on these type of indicators are misleading and can reinforce the path dependence process of single-industry rural communities. Second, networks, capital and conflicts can be significant in the process of decline. They can speed or slow the process of change. Potentially, they can be transformed and used when planning for decline so as to steer the process toward sustainable rural planning and development. Additional factors identified and proposed for this framework included: learning, interaction, cooperation, connectivity, and psychological and institutional factors restricting rural communities from reacting to decline, and escaping from path dependence. Third, decline should be recognized in order to start a process of planning for decline and rural development. Top-down planning and policy initiatives in the Rainy River District and across North Western Ontario have not recognized a general planning gap and have glossed over the need to approach decline, and rural development generally, using a local perspective and grassroots initiatives of people and communities. Basic elements to plan for decline in rural regions were described. Fourth, rural regions, ethnicity, and power, are insufficiently recognized by New Regionalism theory. Including these elements can benefit the theory and practice of rural planning and development. Analysis of networks and planning is a mutually reinforcing approach, useful for the study and planning of rural areas. Finally, rural decline studies in Canada should pay attention to factors of ethnicity. Significant structural violence against First Nations remains in rural regions.

<p>No corner of the world's oceans is untouched by humans. Yet in marine science, management, and conservation, oceans are consistently treated as 'unpeopled', that is, human systems are divorced systematically from ecological systems, and assumptions of human/environmental relationships are oversimplified. This dissertation aims to contribute to interdisciplinary, or 'peopled', approaches to marine sciences and management by integrating biophysical and social sciences, specifically historical ecology and resilience thinking on social-ecological systems. Herein, I examine this theoretically (Chapter 2) and empirically by investigating the coral reefs of Hawaii Island's Kona Coast historically, through the oral histories of 'ocean experts', diverse locally-living people from diverse knowledge systems. I investigate human, biophysical, and social-ecological aspects of 'ecological change.' </p><p>Chapter 3 demonstrates that currently there are six expert ocean knowledge systems surrounding Kona's reefs: Native Hawaiians, dive shop operators, tropical aquarium collectors, shoreline fishers, scientists, and conservationists. These are distinct in what experts know about Kona's reefs, and how they know it. The giving and taking of authority between ocean experts, and among people and marine management, influences the condition of the biophysical, social, and management dimensions of Kona's reef systems. </p><p>Chapter 4 examines the biophysical dimensions of change, specifically the historic abundance and distribution of 271 coral reef species. Ocean expert's observations of ecological change are surprisingly consistent, regardless of perspective. Historically, species tend to follow one of eight trends in abundance and distribution, grouping into what I term 'social-ecological guilds'. Analyzing these data with Western scientific frameworks (e.g., trends in apex predators, herbivores, corallivores) proved inappropriate, compared to qualitative approaches. Engaging a multiplicity of perspectives reveals historical ecology broader and richer than from any one knowledge system alone. </p><p>Chapter 5 identifies coupled aspects of marine social-ecological systems, or what I call 'keystone social-ecological features'. I examine 8 features in detail and show how they are central to understanding 'sea change' through such diverse perspectives. Comparing expert's perceptions and responses to ecological through keystone features, I show that 'change' differs based on sociopolitical, economic, etc. perspective. Understanding relationships between and among people, the ecosystem, and marine management institutions is critical for improved ocean management.</p> / Dissertation

This embedded case study of an eighth-grade English language arts reading classroom employed an ecological perspective based on Ecological Systems Theory (EST) to examine the ways in which a myriad influences, often conflicting and originating in a variety of settings external to the classroom, intersected in that classroom. The findings from this research point toward the reality of literacy classrooms buffeted by conflicting Discourses around writing that originate in official school structures, as well as the difficulty students and teachers have navigating the tensions created by those conflicts. The focal teacher for this study, a master teacher, navigated these conflicting discourses by being thoughtfully adaptive and balancing policy mandates with her own knowledge of and beliefs about literacy instruction, though she often made instructional decisions at odds with her knowledge and beliefs because she feared lack of compliance with administrative or district mandates risked her job. In this contested atmosphere, the teacher supported students in navigating the myriad literacy practices within the classroom, and the literacy practices from their lives outside of school, using writer's notebooks. These notebooks served as boundary objects because they incorporated a variety of influences and Discourses in a single tool. Even in creating a robust literacy ecology in her classroom through the use of writer's notebooks, thoughtfully adapting to the myriad policy mandates, and having departmental and professional support for her work, she left the school at the end of the year because she could not be the type of teacher she wanted to be in that school. The broader implication of her decision, and the research more generally, is that classrooms are not isolated from the settings within which they are embedded, and those settings often influence the classroom in ways that conflict and create tensions. Teachers and students, then, must make decisions about how to navigate those tensions, often at odds with their knowledge or beliefs. These conflicts and tensions within a classroom can be reduced, or mitigated through communicating, building trust, working toward consensus, and avoiding exercises of power. / text

Sacred sites in Ysyk-Köl area of Kyrgyzstan represent areas of land and bodies of water which are spiritually and culturally meaningful for local people. The present study mapped about 130 sacred sites, which are conserved-through-use by local communities and represent traditional model of conservation. The entire territory of Ysyk-Köl region is a formal protected area as a UNESCO Biosphere Reserve. Thus, sacred sites, as traditional model of community conserved area, are embedded in the formal government-run Biosphere Reserve. The study scrutinizes how these two models of conservation (sacred sites and the Biosphere Reserve) co-exist in the same territory and interact with each other. Results indicate that these two models are parallel. However, recognition of sacred sites can improve formal conservation by: a) providing a complementary culture-based set of incentives for conservation, b) fostering a biocultural approach, and c) serving as a communication hub for YKBR managers and local communities. / February 2016

The study aims to understand foster care secretary’s reasoning concerning biological children in foster cares. Previous research shows that biological children are a vulnerable group. But do their voices get heard? To find out how the foster care secretary reasoning about biological children of foster cares, I have interviewed four randomly municipalities in Sweden. The study is qualitative and based on a development ecological system theoretical perspective. The result shows that biological children’s right is focused and that the secretary’s ambition is to talk with the biological children before and under the foster care period. Before the family becomes a foster care they have to undergo extensive training to learn and feel ready for the new life situation.