Much research has been conducted on the police-minority relationship, primarily from the view of the civilian. As central actors, the police view is noticeably absent from the research. I employed in-depth interviews and open-ended survey questions of patrol officers and sergeants in the Novad Texas Police Department about their views on the police-minority relationship and racial profiling. Through content analysis of the data, I examined two common themes that emerged from the discourse. The first was how "the past" was used to frame contemporary police-minority relations. The dominant narrative was that the historical police-minority relationship was something minorities should "get over" as those practices no longer applied to the current relationship. Counter views to this narrative acknowledged both past and present practices as influential. The second theme that emerged during the discussion of racial profiling was the primacy of socio-spatial control, encapsulated in one officer's comment about a "white boy in a no white boy zone." For many of the officers, control of predominantly minority and predominantly white neighborhoods meant that individuals who "did not fit" those respective spaces were subject to increased law enforcement attention. The frequency of the "white boy in a no white boy zone" scenario specifically, and not the reverse scenario that currently charges the debate surrounding racial profiling, suggests that the officers were more comfortable discussing the sensitive issue of racial profiling in this manner. Three additional areas were examined. The "out of place" doctrine evident in the officers' discussions of racial profiling creates a dilemma for the police officer because the doctrine may be considered both an effective police practice given current community policing initiatives and one that enforces the racial order in the United States. Secondly, statistical discrimination theory was employed by some of the officers to rationalize the targeting of minorities and minority space. Finally, some of the officers discussed the conflux of race/ethnicity with class, and viewed "profiling" of particular groups as based in socioeconomic status.

Issues related to multilingualism and its importance to each individual and the whole society are the subject of today’s school debate. The mere fact that the aspects of multilingualism are discussed actively not only in a school environment but even in the mass media and other communities proves that multilingualism is an important and complex phenomenon in our lives. The subject that I have chosen to study into is about the importance of multilingualism for minority individuals and the conditions for their multilingualism. The aim of this research is to investigate the importance of multilingualism for identity formation among several Russian-speaking young people who were born and raised in Estonia, as well as to try to understand the factors that were relevant to these young people's multilingualism and their view on it. Six young people aged 16-19 were considered in this study. The research method is based on a life history approach. The data has been collected through interviews and correspondence. Symbolic interactionism and social constructivism have provided the theoretical framework of the study and serve as tools for the analysis and interpretation of collected data. Based on the results of my research, it can be concluded that multilingualism are of great importance for identity formation among the individuals investigated. All young people have a positive attitude towards their multilingualism and see it as an asset. They try to maintain and further develop its multilingualism with the help of their school, family and friends as well as on their own. The results of the study also show that all of the young people interviewed have developed the reflexive identity thanks to their multilingualism. Multilingualism provides the young people with an opportunity to become proficient in several cultures, thereby enriching their lives and identity. Due to their multilingualism, reflexive identity and meta-knowledge about themselves, all the young people interviewed had an opportunity to get access to different contact surfaces, and be involved in several different contexts, which can be an asset in times of globalization.

Currently, in many high schools throughout Canada and the United States, English teachers have been developing literature curricula to meet the needs of their culturally diverse students. However, because in most cases these educators have not had at their disposal the interpretative techniques of such postcolonial literary theorists as Edward Said and Gayatri Spivak, they have been relying, instead, for their reading strategies upon traditional literary theories. Unfortunately, when teachers employ New Critical, archetypal, feminist, or reader-response methods of literary analysis in their reading of multicultural literature, they are often unaware of the Eurocentric biases contained within these perspectives. This lack of understanding of their theoretical frame of reference can then lead teachers to encourage their students to accept uncritically problematic representations of various cultural groups as they encounter these representations in their literary texts. Postcolonial literary theory, on the other hand, encourages students to problematize Eurocentric representations of imperialism’s Others. The advantage to students who use postcolonial reading strategies in order to become aware of the different ways in which people at the margins and centres of empire view each other is that they can thus attain higher levels of multicultural literacy by performing more sophisticated and complex interpretations of their texts than they might have done using traditional interpretative approaches. At the same time, the students’ use of postcolonial reading strategies can help them to become more effective intercultural communicators as they cross cultural borders by carrying out collaborative responses to literary texts with students whose heritage differs from their own. This project, therefore, involves a critique of existing conceptions of the high school multicultural literature curriculum by comparing their key features with those of the postcolonial conception. The principal focus of the investigation is upon how the postcolonial approach can help students to understand, more effectively than can traditional conceptions, the necessarily dynamic and heterogeneous textual representations of dominant and subaltern cultures to be found in both Eurocentric and postcolonial literary texts.

Regular physical activity can help prevent chronic conditions and it is positively linked to health-related quality of life (United States Department of Health and Human Services [USDHHS], 2000). Unfortunately, many older adults do not engage in leisure time activity (USDHHS, 2000); making it important to design and test physical activity interventions for this population. The purpose of this dissertation was to review the external validity of theory-based physical activity interventions and to examine the efficacy of a mail-based physical activity intervention. The review included 54 theory-based interventions and overall the studies focused on internal rather than external validity. The hypotheses of the experimental study were that the psychological mediators and physical activity participation would significantly increase among the treatment group as compared to the control group, and that the changes in the mediators would be related to the changes in activity levels. The intervention included 4 weekly stage-matched packages targeting population specific physical activity beliefs (Antikainen et al., 2009) and weekly phone calls to reassess stages of change. Physical activity participation, stages of change, and theory of planned behavior constructs were assessed at baseline and follow-up. Differences in activity levels and theory-based constructs were assessed with repeated measures mixed analysis of variance. Stage of change progression was examined with chi-square analysis. Measured variable path analysis was used to determine associations between the theory constructs, stages of change, and physical activity participation. The participants were 55 older adults, ages 54 to 96 years. Most of the participants were female, Black, and reported low levels of education and income. The treatment group reported statistically significantly greater physical activity after the intervention than the control group that reported lower levels of activity at follow-up. Although not statistically significant, there was a trend in SOC progression after the intervention in the treatment group. Finally, the integrated model was found to have a good fit at follow-up and perceived behavioral control emerged as a significant predictor of physical activity. This research provides important information for the design of physical activity interventions based upon the integrated framework for translation to community-based organizations.

This thesis analyses minority shareholder protection in common law and civil law systems. Principally, this is done by examining closely-held corporations created under Canadian, Ukrainian and German laws. It examines minority shareholder protection by critically analyzing voting and related rights, the right to information; withdrawal from the company, expulsion right, the dissolution of a company, derivative action and direct action. The thesis also summarizes problems in the civil law system that cannot be solved in favor of minority shareholders. In addition to the above-mentioned, it provides possible solutions to the problems of minority shareholder protection in the civil law system, that is, methods by which to increase protection for minority shareholders against the majority and/or directors. Specifically, it focuses on cumulative voting, common law director’s duties, derivative action and the oppression remedy. Moreover, this thesis analyzes the possibility of incorporating some institutions into civil law legislation and considers obstacles to implementing them.

This thesis explores the current situation of the minority language, Veneto, in the bilingual Italo-Mexican community, Chipilo, located close to Puebla, in central Mexico. The study analyzes the attitudes of bilingual Spanish-Veneto speakers of Italian descent towards their language and the attitudes of monolingual Spanish speakers towards the former group. Using quantitative and qualitative data, particularly the interviews and the questionnaires, the study seeks to determine the possible outcomes of these attitudinal relations and the affect they have on the future of the Veneto language.

No description available.

The purpose of this qualitative interpretive analysis was to increase the knowledge base on an under-researched topic and population. The study population was comprised of first- and second-generation Canadian, visible-minority, immigrant/refugee women. Nine women of different visible-minority, ethno-racial backgrounds participated in the study. The interviews were in-depth and conducted one on one. The women reflected on how they created their sexuality as youth into adulthood, based on their experiences of Canadian culture as well as their particular culture of origin. The ingenuity they demonstrated in their successful integration into Canadian society as well as in their current status as adult women and mothers will be explored in the study findings. The recommendations these women offered the next generation, with a hope for a better future for all Canadians, will also be discussed.

Opportunities of mass education are a relatively new phenomenon in the Tibetan community. Following the incidents of 1959, the Dalai Lama and thousands of Tibetans fled into India. Mass education was implemented and sustained within the Tibetan community for the first time. The goal of this exploratory research is to study the impact of mass education on the first generations of Tibetans who experienced it in exile. This study analyzes the gendered pattern in subjects students choose to pursue, their educational attainment and the kinds of jobs they assume after graduation. The study presents a quantitative analysis of data spanning twenty years, which was collected by the head office of Tibetan Children’s Village schools based in India. This study finds that gender is a significant predictor of whether one pursued higher studies, and also of what kinds of jobs people get. The results indicate that females have lower educational performance, attainment and occupational scores than males within the Tibetan community. This study also points to a change in gender relations within the Tibetan community after migrating into India.

Pre-college programs designed to increase the intentions of minority students to attend college have become commonplace on many college campuses. Evaluation of such programs has focused on measuring the effectiveness of the delivery of services provided to students. At other times, evaluation of program effectiveness focused on measuring increases in individual skill development. Both of these components of evaluation are acceptable means of determining program effectiveness but have limitations because they may not address students intentions to attend college.This study as evaluation research was designed to investigate whether student participation in the Summer Scholars Residential Program resulted in changes in the intentions of the students toward participation in higher education. The population of the study was 184 minority junior high and senior high school students in Indiana who attended a week long Summer Scholars Residential Program 1992.Several methodologies were used to gather evidence regarding students' experiences in the program. One hundred and eighty four pre- and 164 post-questionnaire instruments were completed by students during four separate weeks of participation in the Scholars Program. A select number of 10 students maintained journals of their experiences. Finally, 21 students responded to interviews after one year to gather evidence on the long term effects from participation in the Scholars Program and to obtain more specific feedback from students.Comparisons were made between student responses on the pre-questionnaire and the post-questionnaire as one method of determining possible changes in students' intentions to pursue higher education before and after participating in the Scholars Program. Other comparisons were made of students intentions to enroll in specific courses in high school including pre-college courses. The evidence gathered showed that participation in the Scholars Summer Program did reinforce and increase students' intentions to attend college. In addition, the follow-up phone interviews showed that students changed their courses in high school from general to college preparatory. / Department of Educational Leadership