Amidst growing concerns about a rise in girls entering the Youth Justice System and official data highlighting increases in girls violent offending this doctoral thesis focuses on girls in the Youth Justice System. Drawing on case files and in depth interviews with a cohort of girls supervised by a Home Counties Youth Offending Team (YOT), and interviews with YOT practitioners it explores their needs and offending patterns and examines contemporary system responses to them. It aims to contribute to practice knowledge and understanding about girls offending, and to identify approaches and interventions most likely to be effective with them. Findings point to girls having multiple and interrelated needs and troubled backgrounds. Exclusion from school and non attendance, experience of severe family conflict and violence, heavy alcohol use and poverty and disadvantage are all cited as key risk factors for girls’ involvement in offending and other types of behaviour which can lead to social exclusion. Minor assault and the influence of alcohol emerge as key features in girls offending patterns. Assaults commonly arise from disputes with friends or family members, or occur whilst girls are in a mixed peer group where assaults are perpetrated against another young person or a Police Officer. The impact of more formal responses by Police and YOTS are evident and show that the highly regulated and male oriented Youth Justice System hampers the likelihood of successful interventions with girls. This study cites the importance of gender specific responses and interventions which are holistic, informal and flexible to meet the distinct needs and offending patterns of girls in the Youth Justice System. More widely early identification of girls at risk, information sharing across children, health and adult services, and the provision of a range of support and positive opportunities to girls which extend beyond the life of a Court Order are identified as key aspects of strategies aimed at improving future outcomes for girls.

Debates over Mormons in the nineteenth century United States were rarely solely about Mormonism. This dissertation examines the ways in which Utah-oriented discourses of outsider groups influenced political debates at the local, regional, and national levels between 1848 and 1893. As recent studies by Sarah Barringer Gordon and Terryl Givens have shown, the conflicts around which these discourses developed pertained to Mormons and polygamy specifically, but also to broader questions of religious freedom, racial diversity, and the extent to which a community might operate autonomously within the United States. The dissertation expands on decades-old analyses of visual and literary representations of Mormons, considering intertextual dynamics and drawing on a broad source base including non-traditional artifacts such as government reports, objects, maps, and personal writing. My analysis of the changing attitudes towards and representations of Mormon settlement is informed by the growing historiographies of anti-polygamy, anti-Mormonism, and the relationship between gender, family and empire. Examining anti-polygamy discourse through the lens of settler colonialism offers a fresh perspective on the motives, anxieties, and priorities of United States policymakers seeking control of the resources and people of the Great Basin. I will argue that this analytical viewpoint, which has been used primarily in indigenous and subaltern studies, can also be meaningfully applied to a religious sect that was part of the racial majority. Exploring objections to Mormon settlement over time reveals the extent to which Mormon self-fashioning was seen as potentially destabilizing to Anglo-American categories of race and gender—and the profound implications of those categories in political and economic terms. Overall, my analysis reinforces the significance of monogamy as a means of maintaining political control and enforcing racial order. The resolution of the “Mormon Question” in favor of the prevailing kinship model contributed to gendered imperial practices of the United States in the subsequent period of overseas expansion. As a site of confrontation between United States expansionism and distinct social and cultural configurations, the Great Basin was a principal laboratory for the development and testing of issues of United States colonial policy prior to the Spanish-American War.

This dissertation examines the movement to repeal the Asian exclusion laws in the United States during World War II and the early Cold War years. It situates campaigns for repeal in the context of two interrelated developments: African American civil rights activism in the United States and shifting U.S. geopolitical interests in post-1940 Asia. As U.S. foreign policy priorities pivoted toward Asia beginning in World War II, Americans' view of the world changed in ways that, at times, allowed geopolitics to supersede restrictions based on race. Drawing from U.S., Indian, and Korean sources, the project charts how a transnational cast of American missionaries, U.S. and Asian state officials, and Asian and Asian American activists used the newly expedient language and logic of geopolitics to end the racial exclusion of Asians from immigration and naturalization eligibility. The study highlights a paradox at the heart of the repeal campaigns: beginning in World War II, the perceived foreignness that underwrote the historical exclusion of Asians as “aliens ineligible to citizenship” legitimized them as spokespersons for repeal. During a time when few Americans had knowledge of Asia, Asian American activists parlayed their presumptive expertise as Asian “insiders” to secure a foothold as lobbyists on Capitol Hill. The strategy undermined Asian Americans’ claims to inclusion in the long-term, however, by reinforcing their image as racial foreigners in America. The dissertation builds on a growing body of literature interrogating the relationship between international developments and U.S. racial reform. Comparatively little scholarship about this period has looked beyond a white-black racial binary, in spite of Japanese internment, U.S. military occupations in postwar Japan and Korea, and unprecedented American intervention across Cold War Asia. My study demonstrates how developments particular to Asia – the Pacific front of World War II, Asian decolonization, and the Korean War – both facilitated and constrained the scope of legislative reform activists achieved. / History

This qualitative dissertation explores the classroom experiences of international undergraduate students in the U.S. with a specific focus on perceptions of undergraduate Chinese international students. The study starts with a literature review of the field of study where I identify classroom practices that, instead of promoting integration of international students into classroom activities, facilitated exclusion and segregation of these students. Subsequently, I explore different classroom practices perceived by 15 Chinese international undergraduate students to be effective and those perceived to be ineffective. At the same time, perceived identity of these Chinese international students in a U.S. classroom setting and how these affect their experiences and sense of membership are also explored. The study concludes with a series of recommendations under a proposed critical pedagogy of internationalization that address some of the challenges identified in this dissertation and develop students' identities, critical thinking skills with a comparative perspective, intercultural communication, cultural competence, and social justice.

Polyethylene (PE) is produced in a huge scale globally and has plenty of desirable properties. It is used in coating, packaging, and artificial joint replacements. The growing need for high performance polyethylene led to the development of new catalysts, monomers and polymerizations. The synthesis of polymethylene (equivalent to polyethylene) by living polyhomologation opened the way to well-defined polymethylenes-based polymeric materials with controlled structure, molecular weight and narrow polydispersity. Such model polymers are substantial to study the structure-properties relationships. This research presents a new strategy based on the in situ formation of B-thexyl-silaboracyclic serving as initiating sites for the polyhomologation of dimethylsulfoxonium methylide. Combination with metal-free ring-opening polymerization (ROP) of ɛ-caprolactone (CL) and atom transfer radical polymerization (ATRP) of styrene led to three polymethylene-based 3-miktoarm stars copolymers PCL(PM-OH)2, Br-PCL(PM-OH)2 and PS(PM-OH)2.

In this essay I have investigated how two families, with children, who have food allergies, experience what support and what treatment they get in preschool for their difficulties. I have interviewed two children and two parents. The study shows that the interviewed parents believe that more knowledge in the community and among staff in preschool, about food allergies, is needed. Parents wish that the staff should write an action plan that describes how to deal with children who have food allergies and that preschool invites parents and children to record results. It is important to consider an inclusive attitude so that children don’t feels excluded. There is some research going on around this subject and researchers agree that the incidence of food allergies in the society is growing, but that it is difficult to be able to present a certain theory why, and what the underlying factors are. The most probable cause can be our hygiene, our many times excessive cleanliness, we do not get in contact with enough bacteria, which upsets the balance of our immune defence. Our immune system gets too little stimulation of bacteria, and as a result, food allergies can occur. Progress in science today offers some opportunities to understand the origin behind food allergies but knowledge is inadequate it is not known what factors contribute to sensitization and development of the regulatory mechanisms of the individual as to why an allergic reaction occurs or not allergic reaction occurs or not.

No description available.

This study was conducted to determine the impact of off-stream waterers (OSW) and barriers on animal productivity, behaviour, and riparian health, while comparing data collected with visual observations and GPS collars. Treatment had no significant effect (P > 0.05) on cow and calf weights averaged over the grazing season, with the exception of calf weights at one site (P < 0.0001). Although cattle utilized the OSW, they continued to drink from the stream. Further, the barriers did not discourage watering at the stream. Riparian health assessments did not indicate greater improvement with OSW or barriers. Cattle location, obtained via visual observations and GPS collars, differed with respect to the number of observations at the trough or in the riparian polygon. Long term studies are required to assess the impact of pasture size and site topography on OSW usage and riparian health, as many of the criteria take over two years to regenerate.

The simple exclusion process is formally defined as follows : each particle performs a simple random walk on a set of sites and interacts with other particles by never moving on occupied sites. Despite its simplicity, this process has properties that are found in many more complex statistical mechanics models. It is the combination of the simplicity of the process and the importance of the observed phenomena that make it one of the reference models in out of equilibrium statistical mechanics. In this thesis, I'm interested in the case of the totally asymmetric exclusion process (particles jump only to the right) on N to study its behavior according to the mechanism of particle creation : particles are created at site 0 with arate depending on the current configuration. Once this mechanism is no longer a Poisson process, the associated exclusion process does not admit a product invariant measure. As a consequence, classical computation methods with theinfinitesimal generator are rarely successful. So I used mainly the methods of coupling and second class particles.In the first part of the thesis, I'm interested in the model introduced by Grosskinsky for which I get the following result : if the maximum rate of creation and the initial density of particles are smaller than 12 and if the creation mechanism is of integrable range, there is no phase transition which means that there is only one invariant measure. In the second part of the thesis, my goal was to construct a process with finite and non-integrable range that has a phase transition. For this, I was inspired by methods developed for the process of specification of Bramson and Kalikow.

The purpose of this study is to gain insight of four preschool teacher’s perspectives and reasoning in two different local if they working to counteract exclusion. The questions this study assumes are: How does the teachers in preschool reason about how they working against exclusion of children with diagnosis in the free game, if there are? How does the teachers reasoning about their methods and personal strategies they uses to include children with diagnosis in the free game, if they are excluded? How does the teachers reasoning about the diagnosis effect of these children’s social interaction with other children if the diagnosis became their identity? The method in this study to collect material about the teacher´s perspective on the subject is semi-structured interviews. The collected material has been analyzed and interpreted from a socio-cultural perspective. The conclusion of this study is that you can see pattern of the teachers reasoning about the subject, their methods and their personal strategies to include children with diagnosis. They work very close to the children and focus on the individual child in the group and the importance of excluding work for inclusion. The inclusion work is complex and the teacher’s approach and child perspective affects the inclusion work and if the children get stigmatized because of their diagnosis as identity. Exclusionary practices is necessary for the inclusion work and work close to the individual and also knowing the child´s difficulties and strength to support where it´s needed so the child can be involved in social interaction with other children.