Thesis (M.A.)--Georgia State University, 2004. / Rod Watts, committee chair; Gabriel Kuperminc, Roger Bakema, committee members. 119 p. [numbered vi, 113]. Description based on contents viewed Feb. 28, 2007; title from title screen. Includes bibliographical references (p. 102-109).

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

I. Human Rights and Democratic Movements in Armenia - Human Rights as an “Attractor” of Europeanization Processes of Transcaucasian “Neither War nor Peace Societies” (Artur Mkrtichyan) - Human Rights Defender’s Office Armenia (Larisa Alaverdyan) - The Factor of Human Rights Protection as Criteria for the Development in the Social System (Hovhannes Hovhannisyan) - Two Priorities and Two Suggestions in Leading the Way to Human Rights Protection (Gevork Manoukian) - Intrastate Mechanisms of the Protection of Human Political Rights and Freedoms in Armenia (Ashot A. Alexanyan) - The Future of Democracy in Armenia: Institutional and Mass Beliefs Perspectives (Alexander Markarov) II. Human Rights and Education in Armenia - Human Rights in the System of Civic Education Values (Valery Poghosyan) - The Role of Academic Knowledge in Maintaining Tolerance (Ani Muradyan) - Rights of a Child or Duties of Adults...? (Mira Antonyan) - The Right to Education for Children with Special Needs: Inclusive Education in Armenia (Marina Hovhannissyan) - Human Rights Awareness and UNDP Evaluation in Armenia (Kristina Henschen) - Human Rights Education in Armenia – A Base Line Study (Litit Umroyan; Lucig Danielian) III. Human Rights and Minorities in Armenia - Human Rights, Minorities and Human Rights Education in Armenia: An External Perspective (Claudia Mahler; Anja Mihr; Reetta Toivanen) - Minorities and Identity in Armenia (Tatevik Margaryan) - Legal and Real Opportunities for the National Minorities Residing on the Territory of the Republic of Armenia (Hranush Kharatyan)

India has a population of 1, 2 billion people, and the country also has a great poor populationwhere 70 % still live in rural areas. The poorest are often Dalits, once called the untouchablesand they constitute one sixth, 167 million people, of India’s inhabitants. They are consideredoutside the caste system and are often on the bottom of the social ladder. Because of theircaste identity they are still discriminated. Since media has the power to influence this thesis focuses on how the Dalits arerepresented in three newspapers: Times of India, The Hindu and Indian Express. How dojournalists find their reporting about Dalits? The theories used are development journalism,the agenda setting theory and theory about minorities in media. A quantitative content analysis was done in Delhi during 17 days. 98 articles thatmentioned Dalits were found and coded. This was combined with a qualitative method: respondent research. Eight interviews withpolitical journalists were done. During the field work there was a legislative assembly electionin the state Uttar Pradesh, which affected the results since caste is closely related to politics inIndia. The results show that Dalits are mentioned quiet often in the newspapers, but the mainsubject is almost never Dalits and their situation in society. The most frequent topics were theelection, affirmative action, and crime and rape against Dalits. These subjects often have aconnection to sensation. The most quoted actors in the articles are the elite and not Dalits.Almost all respondents thought they could empower Dalits if they were reported about. Thisis a paradox since they almost never interview Dalits. There are no Dalit journalists at thethree newspapers, which can be one reason why they are not included in the news. There is little research done on this subject and therefore more research is needed.

The policies, practices and training needs of Saskatchewan guidance counsellors and educational psychologists with respect to cross-cultural counselling and assessment were investigated. The response rate to a mailed questionnaire was 55% (n 53) for counsellors and 48% (n = 22) for educational psychologists. The data were analyzed via a series of frequency counts and parametric statistics. In the absence of provincial guidelines, ethnic minority students are administered the same standardized intelligence tests as majority students, no modifications are made to compensate for cultural differences, but cautionary notes regarding the precision of scores are included in the final report. The classroom teacher is responsible for many aspects of the testing, assessment and placement procedures, and the parents are consulted throughout the process. Counsellors and educational psychologists have positive opinions towards cultural pluralism and recognize that ethnic minority students have unique problems and special counselling needs in adjusting to the present education system. They feel, however, inadequately prepared to help these students. The vast majority of counsellors and educational psychologists are interested in receiving cross-cultural training. Their preference for training is in the form of in-service workshops sponsored by their provincial professional associations (SGCA and SEPA) and by their local school as inadequate in the nine competency areas identified by the American Psychological Association as being important for pupil support personnel working with ethnic minority students and believe the post-secondary institutions must affirm their responsibility in the field of multicultural education by ensuring that counselling and educational psychology trainees acquire the knowledge, skills and practical training required to function effectively in a multicultural society. Recommendations for action and suggestions for future research are presented.

The policies, practices and training needs of Saskatchewan guidance counsellors and educational psychologists with respect to cross-cultural counselling and assessment were investigated. The response rate to a mailed questionnaire was 55% (n 53) for counsellors and 48% (n = 22) for educational psychologists. The data were analyzed via a series of frequency counts and parametric statistics. In the absence of provincial guidelines, ethnic minority students are administered the same standardized intelligence tests as majority students, no modifications are made to compensate for cultural differences, but cautionary notes regarding the precision of scores are included in the final report. The classroom teacher is responsible for many aspects of the testing, assessment and placement procedures, and the parents are consulted throughout the process. Counsellors and educational psychologists have positive opinions towards cultural pluralism and recognize that ethnic minority students have unique problems and special counselling needs in adjusting to the present education system. They feel, however, inadequately prepared to help these students. The vast majority of counsellors and educational psychologists are interested in receiving cross-cultural training. Their preference for training is in the form of in-service workshops sponsored by their provincial professional associations (SGCA and SEPA) and by their local school as inadequate in the nine competency areas identified by the American Psychological Association as being important for pupil support personnel working with ethnic minority students and believe the post-secondary institutions must affirm their responsibility in the field of multicultural education by ensuring that counselling and educational psychology trainees acquire the knowledge, skills and practical training required to function effectively in a multicultural society. Recommendations for action and suggestions for future research are presented.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 20, 2010). Thesis advisor: Dr. Earnest L. Perry. Includes bibliographical references.

Thesis (M. A. in Security Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, December 2009. / Thesis Advisor(s): Hafez, Mohammed; Kadhim, Abbas. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Dhimmi, ahl al dhimma, Copts, Egypt, religious minorities, Islam, millet, Pact of Umar. Includes bibliographical references (p. 107-112). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--Oregon State University, 2003. / Typescript (photocopy). Includes bibliographical references (leaves 95-100). Also available on the World Wide Web.