No description available.

The purpose of this study is to concentrate on the changing discourses in Turkish history and their constitutive themes in positioning the self&amp / #8211 / image of the minorities, i.e., Armenians and Greeks, the Turks being other. The research is carried out on the basis of the literary works produced by the intellectuals / authors of these minorities. The historical context, which is taken as the reference point for these discourses, covers the period from the late Ottoman Period up to the early 1960s. Furthermore, the study explores how the ethnic minorities constructed their identities in the last century. This study also seeks to find out which discourses have been the leading ones through history and to determine the continuities and ruptures in the use of themes by these ethnic groups to construct their identities. In addition, policies and ideologies attributed to the state by the minorities are tackled with the literary works and main discursive elements used by minority groups to (de)construct Turkish national identity are explored.

Eleven years into the South African democracy there are still huge challenges facing South African public schools, especially with regard to the notions of equity and redress. Increasingly historically advantaged and disadvantaged South African schools are entering into partnerships in an attempts to address the challenges facing them. This study focused on one such a partnership between two primary schools in an attempt to ascertain whether partnerships can in fact improve the situation.

This thesis examines changes which have occurred since the late 1980s and early 1990s with respect to the representation of cultural diversity on Australian popular drama programming. The thesis finds that a significant number of actors of diverse cultural and linguistic background have negotiated the television industry employment process to obtain acting roles in a lead capacity. The majority of these actors are from the second generation of immigrants, who increasingly make up a significant component of Australia's multicultural population. The way in which these actors are portrayed on-screen has also shifted from one of a 'performed' ethnicity, to an 'everyday' portrayal. The thesis develops an analysis which connects the development and broad political support for multicultural policy as expressed in the National Agenda for a Multicultural Australia to the changes in both employment and representation practices in popular television programming in the late 1990s and early 2000s. The thesis addresses multicultural debates by arguing for a mainstreaming position. The thesis makes detailed comparison of cultural diversity and television in the jurisdictions of the United States, the United Kingdom and New Zealand to support the broad argument that cultural diversity policy measures produce observable outcomes in television programming.

This thesis defines a novel and intuitive method to visually represent attribute uncertainty, and spatial boundary uncertainty generated from choropleth maps. Like all data, it is not possible to know exactly how far from the truth spatial data used for choropleth mapping is. When spatial data is used in a decision-making context a visual representation of data correctness may become a valuable addition. As an example, the visualisation of uncertainty is illustrated using choropleth mapping techniques superimposed on New Zealand 2001 census data, but other spatial datasets could have been employed. Both attribute and spatial uncertainty are considered, with Monte Carlo statistical simulations being used to model attribute uncertainty. A visualisation technique to manage certain choropleth spatial boundary issues (i.e. the modifiable areal unit problem - MAUP) and uncertainty in attribute data is introduced, especially catering for attribute and choropleth spatial boundary uncertainty simultaneously. The new uncertainty visualisation method uses the quadtree spatial data model (SDM) in a novel manner. It is shown that by adapting the quadtree SDM to divide according to uncertainty levels possessed by attributes (associated with areal units), rather than divide on the basis of homogeneous regions (as the original quadtree design was intended), a measure of attribute and choropleth spatial boundary uncertainty can be exhibited. The variable cell size of the structure expresses uncertainty, with larger cell size indicating large uncertainty, and vice versa. The new quadtree SDM was termed the trustree. A software suite called TRUST v1.0 (The Representation of Uncertainty using Scale-unspecific Tessellations) was developed to create square trustree visualisations. The visual appeal and representational accuracy of the trustree was investigated. Representative accuracy and visual appeal increased when using hexagonal tessellations instead of the quadtree�s traditional square tessellation. In particular, the Hexagonal or Rhombus (HoR) quadtree designed by Bell et al. (1989) was used to programme TRUST v1.1. Using the HoR quadtree in rhombic mode (TRUST v1.1.1) produced Orbison�s optical illusion, so it was disregarded. However, the HoR trustree (the hexagonal tessellation produced by TRUST v1.1.2) was adopted for further research and user assessment. When assessed using an Internet survey, the HoR trustree adequately displayed choropleth spatial boundary uncertainty, but not attribute uncertainty. New trustree visualisations, the value-by-area (VBA) trustree and adjacent HoR trustree were developed to help increase the expression of attribute uncertainty. Upon reassessment, the new trustree visualisations were deemed usable to express attribute uncertainty and choropleth spatial boundary uncertainty at a modest 58% usable (HoR trustree), 80% usable (VBA trustree) and 85% usable (adjacent HoR trustree). A usability test (where participants were asked to spot different levels of uncertainty) validated these results, whereby the HoR trustree achieved a 65% accuracy level and the VBA trustree achieved an 80% accuracy level. The user assessments helped to highlight that the trustree could be used in two ways, to express detail within or clutter over areal units. The HoR trustree showed (1) a level of detail (or resolution) metaphor, where more detail represented more accuracy and/or the reverse, (2) a metaphor of clutter, where the data structure output was sufficiently dense as to cover spatial information, in effect hiding uncertain areas. Further Internet survey testing showed the trustree tessellation works better when representing a metaphor of detail. Attribute and spatial uncertainty can be effectively expressed depending on the tessellation level used. Overall, the new TRUST suite visualisations compare favourably with existing uncertainty visualisation techniques. Some uncertainty visualisation methods consistently performed better than the TRUST visualisations such as blinking areas, adjacent value and non-continuous cartograms. Other methods like colour saturation, image sharpness and a three-dimensional surface frequently performed with less usability. Therefore, the TRUST visualisations have found their place amongst other uncertainty visualisation methods. However, survey results showed that TRUST is a viable option for visualising two forms of uncertainty - attribute and spatial uncertainty. No other visualisation method has these capabilities. Further research could include a laboratory assessment of TRUST and also incorporating vagueness and temporal uncertainty concepts. Additionally, end-user testing could provide a valuable insight into uncertainty visualisation for everyday use. Adopting uncertainty methods to uncertainty, such as the technique presented here, into the mainstream decision making environment could be considered a fundamental objective for future investigation in spatial studies.

This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.

Bibliography: leaves 348-358 / xii, 358, ca. 50 leaves : ill., maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Anthropology, 1985

This thesis examines how Aboriginality, ‘Asianness’ and whiteness have been imagined from Federation in 1901 to the present. It recovers a rich but hitherto largely neglected history of twentieth century cross-cultural partnerships and alliances between Indigenous and Asian-Australians. Commercial and personal intercourse between these communities has existed in various forms on this continent since the pre-invasion era. These cross-cultural exchanges have often been based on close and long-term shared interests that have stemmed from a common sense of marginalisation from dominant Anglo-Australian society. At other times these cross-cultural relationships have ranged from indifference to hostility, reflecting the fact that migrants of Asian descent remain the beneficiaries of the dispossession of Aboriginal and Torres Strait Islander peoples. (For complete abstract open document)

Education is development. It helps to create choices and opportunities for people, reduce the twin burdens of poverty and diseases, and give a stronger voice in society. For nations it creates a dynamic workforce and well-informed citizens able to compete and cooperate globally - opening doors to economic and social prosperity.This study examines how a small group of students coped under conditions of adversity. It follows in the tradition of a wide body of qualitative work that has investigated ethnic minorities and their educational experiences. Much of the existing work, however, focuses on merely describing thematically and/or conceptually, what goes on. This study aims to construct an integrated conceptual understanding of how a minority group engaged in the coping process. More specifically, this study seeks to develop a substantive theory that can help explain and predict human behaviour. Grounded theory methodology was used in aid of the theory development process (Glasser and Strauss, 1967). Put simply, grounded theory is an inductive methodology that attempts to understand action from the perspective of social actors (Brooks, 1998).To uncover the coping process, the Turangitukua students and their Hapu (sub tribe) in New Zealand are used as the main data source. Two other student groups were used for comparative purposes. Data was obtained by a number of means; including interviewing, focus groups, hui (meetings), and documentary analysis. The collected data was summarised and analysed over a two- year period.This study contributes to three areas of research. First, it adds to the small but growing body of work relating to Turangitukua hapu (sub-tribe) in New Zealand. Second, it contributes to research in the area of Maori and non-Maori relationships, especially work that focuses on interaction. And finally, it adds to the formal theoretical literature on indigenous educational settings and its management.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1989. / Includes bibliographical references (leaves 253-268).