Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team identified, deconstructed, and disrupted normative queer discourses on the video-sharing website YouTube. Using notions from queer theory, cultural studies, and anti-oppression education, along with embodied analysis as a deconstructive strategy, the research team used collective theorizing and performance to facilitate an analysis of the online videos. In this thesis, I discuss embodied knowing by analyzing performative moments in the creative workshop undertaken by the research team. I then provide a thematic analysis of the online videos, followed by an analysis of how the research team used collective creation and personal narrative to produce a counter-hegemonic response video. Finally, I conclude with a discussion on how to engage video creation as a form of anti-oppression education that queers public pedagogy.

Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team identified, deconstructed, and disrupted normative queer discourses on the video-sharing website YouTube. Using notions from queer theory, cultural studies, and anti-oppression education, along with embodied analysis as a deconstructive strategy, the research team used collective theorizing and performance to facilitate an analysis of the online videos. In this thesis, I discuss embodied knowing by analyzing performative moments in the creative workshop undertaken by the research team. I then provide a thematic analysis of the online videos, followed by an analysis of how the research team used collective creation and personal narrative to produce a counter-hegemonic response video. Finally, I conclude with a discussion on how to engage video creation as a form of anti-oppression education that queers public pedagogy.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women. This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions. Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful. The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed. This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices.

因為醫病互動關係的改變，病患自主權在經過歐美數十年來的覺醒與詮釋，並定位於不論是人性尊嚴或是隱私權內涵中之憲法層級，以及在告知後同意於近二十年來引進國內並蓬勃發展之後，病患的自主決定權在現今醫療過程中已經受到相當的重視。青少年也因接近成人的年齡及成熟度，在法律及臨床實務上也逐漸肯認其對於自身的醫療決定擁有自主決定權。然而，兒童不論在法律或是社會觀念之中，均被認定為能力尚未成熟，傳統上認為必須由父母代替其做醫療決定。可是在作者身為一位臨床兒科醫師的臨床實務經驗當中，許多病童往往能表達自己對於醫療決定甚至是臨終決定的自主意見，卻不受到父母或其他成年代理人的採納。 因此，本文將從臨床經驗出發，將所發現許多兒童有能力決定、以及父母無法做出符合兒童利益決定的案例，提出作為本文探討的思考起源。本文主要鎖定未成年人中未滿12歲的兒童進行討論，排除許多文獻早已熱烈討論的青少年人；另外因為立法例上並未賦予未成年人擁有「自主權」，故本文暫不深究兒童法律上的自主權利，而是以探討兒童實質上的「自主性」作為探討的主軸，並以此為未來法律發展的基礎。 本文將首先從「醫病關係的演進」開始，探討一般性「病患自主決定權」之倫理與法律。醫學倫理上涉及包括「生物醫學倫理四原則」以及「告知後同意」；多數國家也將「自主決定權」在法律上定位為憲法層級之人權保障。聯合國兒童權利公約則為現今國際上兒童人權維護的重要指引，也是對於兒童一般自主權正當性的重要依據。至於兒童的自主決定與其決定能力相關，也涉及父母代理決定的討論，故從法律上對於父母子女關係及未成年人保護的討論出發，探討代理決定時的最佳利益判斷，思考兒童醫療決定的問題及衝突，以及在不同年齡適合該年齡得以決定的事項。 在兒童醫療決定上，難題包括為何要重視兒童自主、何人有權決定、如何決定等等，在此議題受到各國重視並不斷發展之下應如何運作。在本文中主要參考了美國以及英國的發展經驗以及建議，提出對於臨床操作的看法。本文認為，可以用兒童醫療「表意權」的行使作為對兒童自主性的肯認，從兒童決定能力的判斷開始，對於具有決定能力的兒童表達其合理意見應充分尊重；若是缺乏決定能力的兒童，則在考量其最佳利益後由父母代理其做出醫療決定。醫療人員基於必須對於病童負責的角色及責任，亦應檢視父母決定是否合理，適時地介入決定以維護兒童最佳利益。 至於在兒童的最佳利益的判斷上，除了要考慮所面對的病況以外，還需要針對兒童未來生理發育和心智發展的影響，整體考量其未來的生活品質；對於臨終的兒童，則應考量是否得到有尊嚴的死亡，此與成年人的思考並無相左。最後，本文將進一步探討較為特殊的臨床狀況，包括面對重症以及急症的病童應如何操作及思考，並重新檢視本文所提出之實際臨床困難案例，建議較為適合的做法，以作為更多臨床個案判斷的參考指引。 / Patients' awareness of self-determination has raised and their rights have been taken into account in clinical consideration because of the change of doctor-patient relationship in recent decades. The right to autonomy was highly positioned at the constitutional level no matter it is contained in the concept of human dignity or the right of privacy. It is also highly valued after “the doctrine of informed consent” was introduced into our country with vigorous development in recent years. Because adolescents’ age and maturity approach adults, they have been recognized to have sufficient ability and right to make their own medical decisions as well as adults. Children, in the general idea of the society, are concerned not to have sufficient decision making ability and therefore need their parents’ help to make their own medical decisions. However, from clinical experiences, many children could not only express their autonomous opinions but even have the ability to consent to their medical treatments, including life-saving treatments. Unfortunately, children’s opinions were usually ignored, and sometimes their parents could not make decisions in their best interest. This study will discuss the patient autonomy of children whose ages are under 12 years old. We acknowledge that children do not have legal “right” to autonomy but they still have their own autonomous expression. The ethical and legal bases of patient autonomy are firstly illustrated, including “the four principles approach to bioethics”, “the doctrine of informed consent”, the legal status of “the right to autonomy” at the constitutional level, and the United Nations Convention on the Rights of the Child which is an international guide to children’s human right. Children’s autonomy is closely related to their decision-making capacity or competence and their age. Furthermore, surrogate decision making plays an important role in children’s affairs. When there is a conflict between the parents and children, the principle of best interest of children should be the leading concern. Regarding the medical decision of children, difficult problems are: why children’s patient autonomy is vital, who has the right to decide, and how to make a decision. I have reviewed the experiences and suggestions from concept leading countries such as the United States and the United Kingdom. I proposed my own viewpoint and suggest some guidelines on the clinical decision process. My opinion is that children’s right to express should be taken as the confirmation of children’s autonomy. For the children with decision making capacity, we should fully respect his rational decision; for the children without it, parents could make the decisions according to the children’s best interest. Medical staffs, including doctors and nurses, also need to reexamine the parents’ decisions suitable for children’s best interest. At the end of the thesis, I re-examine the clinical cases proposed at the beginning of this thesis, to present my resolution to the cases as guides for future clinical situation.

This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs. An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs. The study’s key findings reveal: • the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use. • the array of strengths as well as challenges that the international students experience in their information use and learning. • an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information • the need for enhanced information literacy education that responds to international students’ identified information literacy needs. Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching. Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course. Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity. The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.

The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard. / Education management / M.Ed.

Les premières recherches en détection, localisation et séparation de signaux remontent au début du 20ème siècle. Ces recherches sont d’actualité encore aujourd’hui, notamment du fait de la croissance rapide des systèmes de communications constatée ces deux dernières décennies. Par ailleurs, la littérature du domaine consacre très peu d’études relatives à certains contextes jugés difficiles dont certains sont traités dans cette thèse. Ce travail porte sur la localisation de signaux par détection des temps d’arrivée ou estimation des directions d’arrivée et sur la séparation de sources dépendantes ou à module constant. L’idée principale est de tirer profit de certaines informations a priori disponibles sur les signaux sources telles que la parcimonie, la cyclostationarité, la non-circularité, le module constant, la structure autoregressive et les séquences pilote dans un contexte coopératif. Une première partie détaille trois contributions : (i) un nouveau détecteur pour l’estimation des temps d’arrivée basé sur la minimisation de la probabilité d’erreur ; (ii) une estimation améliorée de la puissance du bruit, basée sur les statistiques d’ordre ; (iii) une quantification de la précision et de la résolution de l’estimation des directions d’arrivée au regard de certains a priori considérés sur les sources. Une deuxième partie est consacrée à la séparation de sources exploitant différentes informations sur celles-ci : (i) la séparation de signaux de communication à module constant ; (ii) la séparation de sources dépendantes connaissant la nature de la dépendance et (iii) la séparation de sources autorégressives dépendantes connaissant la structure autorégressive. / Signal detection, localization, and separation problems date back to the beginning of the twentieth century. Nowadays, this subject is still a hot topic receiving more and more attention, notably with the rapid growth of wireless communication systems that arose in the last two decades and it turns out that many challenging aspects remain poorly addressed by the available literature relative to this subject. This thesis deals with signal detection, localization using temporal or directional measurements, and separation of dependent source signals. The main objective is to make use of some available priors about the source signals such as sparsity, cyclo-stationarity, non-circularity, constant modulus, autoregressive structure or training sequences in a cooperative framework. The first part is devoted to the analysis of (i) signal’s time-of-arrival estimation using a new minimum error rate based detector, (ii) noise power estimation using an improved order-statistics estimator and (iii) side information impact on direction-of-arrival estimation accuracy and resolution. In the second part, the source separation problem is investigated at the light of different priors about the original sources. Three kinds of prior have been considered : (i) separation of constant modulus communication signals, (ii) separation of dependent source signals knowing their dependency structure and (iii) separation of dependent autoregressive sources knowing their autoregressive structure.

Cancer is regarded as a global disease and one of the leading killer diseases in the world. The reason why cancer is so widespread and often misunderstood stems from multiple factors, namely, the lack of knowledge about cancer, unfair discrimination of persons living with cancer, inadequate or inappropriate treatment provided to patients, the stigma attached to cancer, misdiagnosis and late diagnosis of persons living with cancer, as well as the inadequate provision of screening programs to detect cancer at an early stage. The combination of these issues raises alarming medico-legal problems that merit further attention. The thesis will explore the origin, nature, philosophical and clinical aspects pertaining to cancer, as well as legal issues related to cancer and oncology. The study will conclude with recommendations aimed at mitigating and addressing the shortcomings that exist in the medico-legal framework. The study will also draw on a legal comparison of relevant South African, English and American laws and regulations. Since this thesis entails focussing on medico-legal principles, the study will draw on aspects of medical law, labour law, law of contract, law of delict, constitutional law and criminal law. / Private Law / LL. D.