Aquatic pharmaceutical pollution poses ecotoxicological risks to the environment and human health. Consumer attitudes and behavior represent a significant source of pharmaceutical compounds found in water. Thus, understanding public perceptions of aquatic pharmaceutical pollution and developing effective risk communication techniques are critical to engaging society in the type of widespread change necessary for addressing the presence of pharmaceuticals in water. This mixed-methods study applies conceptual metaphor theory in conjunction with construal level theory of psychological distance to assess how metaphoric framing affects perceptions of aquatic pharmaceutical contamination across four principal dimensions of psychological distance (geographic, social and temporal distance and uncertainty). Additionally, this study assesses the direct impact of metaphor use on concern and willingness to act, which are positively associated with perceived psychological distance. Data were collected from a convenience sample (n = 20) of university students in Burlington, Vermont using cognitive interviewing. Results indicate that pharmaceutical pollution was initially perceived as geographically distant, socially distant, temporally both proximate and distant and certain (versus uncertain). Our findings suggest people perceive distances in various ways, suggesting a need for validated questions to consistently measure psychological distance. Participants preferred the metaphorically-framed visual intervention to the non-metaphor visual intervention. Further, participants’ perception of pharmaceutical pollution changed to being more geographically and socially close after viewing the metaphoric visual only. Previous research indicates perceived psychological closeness leads to increased motivation and preparedness to act. Theoretical and practical implications of metaphor use in risk communications are discussed.

Representations of the Appalachia region in literature, art and pop culture have historically shifted between hyperbolic, colorful caricatures to grotesque, sensationalized, black and white photography. This wide spectrum of depictions continually resonates within the North American psyche due to its shared commonality of Appalachia as the cultural “other.” This othering frequently leaves audiences with a kind of relief that this warped representation of backwards, rural poverty is not their own progressive, present-day reality. Countless artists have exploited the region in order to show the impoverished side of rural Appalachia and spin a failed capitalistic way of life into a romanticized, intentional “return to the frontier.” While these representations are often littered with evidence of economic and environmental devastation, audiences are not educated, or otherwise are not provided enough context on how to identity such signs. Some writers have gone so far as to repeatedly depict Appalachians as aggressive and violent in their primitivism, attributing this to their genealogy in relation to the landscape. Through analyzing how a selection of insider and outsider works includes or neglects three primary elements crucial to successful cultural representation: compassion, context and complexity, one can begin to broadly define what many Appalachians feel is lacking from their own narrative within pop culture. Something as simple as the angle of a camera can dramatically affect the way a viewer experiences a photograph and its subject. Furthermore, the chosen narrator of a novel can make the difference for a reader between a compassionate portrayal of a region previously unknown to them, and one that enforces the existing stereotype of Appalachia. This dissertation will begin to broach the subject of responsibility in the context of cultural representation, as well as how individual artistic motivations and decisions can have negative, far-reaching consequences for the Appalachian region.

When juveniles are defined by society as delinquent they are frequently institutionalized. These institutions are referred to as reform schools, correctional institutions or schools, residential care facilities, treatment centers, or variations of the above. They are state sponsored or privately sponsored. Whatever name is on the sign by the front door, each institution is in the business of "people changing." The excellence of an inanimate product can be measured, weighed, checked, and reproduced; but an altered person is more difficult to measure. If one is in the business of people-changing, it seems important to see if one is in fact changing people. This study of post institutional adjustment in one privately sponsored girl's residential care facility is an attempt to look at change in a group of released girls measured in the scale devised by the study group).

The purpose of this quantitative, non-experimental study was to explore the relationship between the implementation of the Tennessee Promise scholarship program and the two-year Tennessee community college retention rates and graduation rates of first-time, full-time Tennessee students from rural Appalachian counties. Results from this study may help higher education stake-holders better understand the features of Tennessee Promise that are influencing an increase in community college retention and graduation rates for Tennessee students from rural Appalachian counties. The theoretical framework that guided this research was the social capital framework. Data including use of Tennessee Promise, county of origin, retention, and graduation was collected via secure email from seven Tennessee community colleges. The null hypotheses of twelve research questions were tested through SPSS via two-way contingency table analyses using crosstabs. The results revealed that retention and graduation rates of first-time, full-time Tennessee students from rural Appalachian counties attending the participating Tennessee community colleges were significantly higher with the use of Tennessee Promise.

Traditional botanical knowledge is the knowledge of how plants are being cultivated and used by the indigenous cultures. Modern western culture exhibits a shortage of traditional and formal botanical knowledge. In this project I took 103 common edible plants found in the grocery store and applied both traditional and formal knowledge in a formal educational format. The purpose was to introduce students to the information that is generally acquired through informal interaction in the home and the community and to address the National and State educational standards. A dichotomous key using plant morphology and anatomy is presented, and is linked to a taxonomic treatment and descriptions of ethnobotany, linguistics, and economic value. Both library citations and numerous web resources are given to supplement the materials. Although not in the scope of this project, it is expected that lesson plans for various grades can be built around this information.

No biography has yet been written about the man who founded the city of Stockton, the first Californian town with an English name, a city which in 1851 was under consideration to become the state capital. Little is known about the personal life of Charles M. Weber whom Erin G. Gudde calls "next to Sutter the most notable German pioneer during the transition period of California history".

<p>The literature on the topic of suburbia is vast. Most studies however, have been written from the point of view of suburban outsiders. Very few scholars have asked suburbanites what they think about the neighbourhoods in which they live. This gap is significant because of our growing awareness of various problems associated with the suburbs, notably those connected to the environment and human health. Focusing on Hamilton, Ontario, this thesis addresses this gap, looking at what suburbanites think about the suburbs in general, as well as their own neighbourhoods. Semi-structured interviews were conducted with 30 residents of single-family, detached dwellings in three neighbourhoods in Hamilton that on most criteria would be considered suburban. Most notably, it was found that suburban residents have difficulty conceptualizing suburbia when asked to define it abstractly, but have less difficulty completing this same task when asked to consider a real-world example instead. As well, it appears that most suburban residents have heard very few positive comments about the suburbs from outside sources. Other findings relate to where suburban residents consider the suburbs to be located in Hamilton, what they think about the negative complaints that have been directed at the suburbs by critics, and what advantages and disadvantages they associate with living in a suburban neighbourhood. These results may have important implications for future research on how suburbanites perceive the suburbs, and for policies aimed at reshaping the suburbs to reduce social, environmental, and economic costs of the suburban lifestyle.</p> / Master of Arts (MA)

<p><h1>There is a growing number of students with disabilities accessing postsecondary education in Ontario. Among this student body, students with learning disabilities are the largest sub-group. These students transition into knowledge workplaces, which have significant cognitive performance standards. Although there is some emerging literature on the outcome of university graduates with learning disabilities, there is little known about their <em>experiences </em>during this transition process.</h1></p> <p>There are two central purposes of this doctoral thesis: a) to provide insight into the experiences of transition for university graduates with learning disabilities, and b) to critically reflect upon the practicalities and politics of implementing participatory action research. The papers gathered in this dissertation are based upon a participatory action research project with mentees, and interviews with both mentees and mentors from a learning disability mentorship program at an Ontario university. The first paper is a collaborative writing piece with co-researchers that applies an analogy of ‘taking center stage’ to reflect upon the process of participation for co-researchers. The second paper involves a critical reflection of the <em>imagined distance </em>that took place amongst the research team, and an exploration of participatory techniques to address this distance. The third paper examines qualitative interviews with mentors and mentees on three stages of the transition process: interview, general cognitive ability testing and probationary period.</p> / Doctor of Philosophy (PhD)

<p>This study examines the long-term effects of adoption reunion. The main focus is on adoptees who have searched, made contact with their birth mothers and encountered a reunion experience. Intensive, open-ended interviews with a randomly-selected sample of sixty adoptees indicate that search and reunion have little connection to the adoptee's dissatisfaction with his/her adoption outcome or his/ her adoptive parent-child bonds. In fact, a large number hide their search and reunion from their adoptive parents because they do not want these significant others to think that they are unhappy with their adoptive status. The desire to reunite is more likely to be precipitated by some life-crisis event that raises the adoptive role-identity to a prominent position in the adoptee's salience hierarchy. Consideration of the meaning of that role-identity leads the adoptee to resolve the ambiguities that he/she encounters because of his/her lack of knowledge about his/her biological origins. Reunion contact resolves this sense of uncertainty because. it provides the missing background information that the adoptee needs for a consistent presentation of self in social interaction. Reunion contact with the birth mother is not a necessity for satisfactory reunion outcome. The adoptee possesses a strong vocabulary of motives that he/she uses to account for his/her reunion outcome and to integrate his/her background information as a part of his/her positive self-concept.</p> / Doctor of Philosophy (PhD)

American families moving abroad are often informed of the initial difficulties they will encounter as residents in a new culture; however, they may not recognize the possible subsequent effects on their children, when returning home to their native cultures during the repatriation process. The children who experience the effect of living in a new culture and eventually repatriating are known as Third Culture Kids (TCK). As globalization and expatriate populations increase, it is important that society becomes aware of the Third Culture community. This qualitative research study focused on analyzing the repatriation transition process of four Adult Third Culture Kids (ATCK) and explored the relationship between their emotional intelligence and their third culture and repatriating experiences. This dissertation provides a profile for what type of citizen a TCK may become upon repatriation. Framed within a narrative inquiry approach this study utilized the Listening Guide method of analysis in order to capture the participants’ final narrative portraits. Storied themes emerged from the final narratives providing evidence for this research study’s five main conclusions: (a) home is not defined by one physical location, (b) assimilation and repatriation do not equate, (c) emotional intelligence may be a factor in repatriation success, (d) Third Culture experiences influence civic engagement, and (e) there is one incident that is perceived as signifying the completion of repatriation. These findings offer a new perspective of the repatriating experience and provide insight for families entering the expatriate culture and returning home.