Natural selection should favour host defenses that reduce a host’s exposure to parasites or reduce their negative effects. One strategy that resolves the substantial costs of host immunity and/or tolerance is to avoid infective stages altogether. For fish, behavioural avoidance is well-known for defense against aquatic predators, but it is poorly known for defense against parasites. I used a model system that is amenable to experimental manipulation to test the behavioural avoidance hypothesis for fathead minnows exposed to the larvae of two of their common flatworm parasites. First, I showed that minnows exposed to a liver encysting trematode, Ornithodiplostomum sp. showed an increase in lipid peroxidation, an indicator of oxidative stress, persisting through worm development. Three lines of evidence provided support for the behavioural avoidance hypothesis. First, shoal area decreased in groups of minnows exposed to O. ptychocheilus cercariae compared to those exposed to cues from other aquatic threats. Second, average worm numbers were 50 % lower in fish confined to artificial shoals compared to non-shoaling minnows, indicating that shoaling reduces risk of exposure. The third experiment showed that minnows within the centre of shoal reduced their risk of infection by 67%. Taken together, these results demonstrate a cost of trematode infection on minnows, that minnows can detect infective larvae within the water column, and that social living reduces a hosts’ risk of exposure. / xi, 84 leaves : ill. ; 29 cm

This study sought to understand the lived experience of disengagement from formal schooling of five young Aboriginal women in a mid-Northern community. Using the qualitative methodology of narrative inquiry, and through a series of guided open-ended interviews, this research explored each participant’s experiences as a learner; informally and in school. Analysis of the personal histories of learning shared by the participants enabled the identification of attributes of best-remembered learning experiences and also elements that contributed to marginalization and dis-continuing of school. Key elements for each learner clustered around relationship and connectedness. Contexts of optimal learning as revealed in the narratives can be characterized as authentic, situated, experiential, guided, and often culturally-relevant. Marginalization and dis-continuing of school were related to: a sense of emotional insecurity in the school, the need for community and a sense of belonging, disrespectful treatment and relational bullying by teachers and/or peers, administrative policy related to placement and psycho-social needs, and restrictive curricular decisions. The participants’ desire to learn and continuing pursuit of learning goals, although out of school, is expressed in the title of this thesis by Participant A as she speaks for all in saying, “I’m still learning” (PA#1, p. 3). Recommendations for formal schooling are made based on the needs and preferences expressed by the participants and by the institutional circumstances revealed in the narratives that affected engagement and dis-engagement. / Thesis (Master, Education) -- Queen's University, 2007-08-09 15:48:56.987

The purpose of this microethnography was to explore and describe the rural schooling experiences of one female adolescent who lives in a one industry, non-farming rural village and attends high school in a nearby small town. The pursuit of a post-secondary education usually results in the out-migration of local youth. This study describes and explores: (a) the ways in which the school environment and the interactions between the adolescent participant and her network educators shaped the meanings she ascribed to schooling; (b) the meanings of school curriculum for the adolescent participant; (c) the meanings of academic achievement for the adolescent participant; and (d) the role of the adolescent’s parents in her education at home and at school and the ways in which interactions between the adolescent and her parents shaped the meanings she ascribed to schooling. Data collection took place on site over 12 consecutive weeks and two re-visits which each lasted one week. The methods of data acquisition included participant observation, interviewing, document analyses, and photographs of local places. The adolescent participant’s mother and father and five educators at her high school also participated in this microethnography. Through addressing the specific rural issues and concerns of the rural context in which this microethnography took place this research reveals a deeper understanding of one adolescent’s rural schooling experiences. Implications for future rural schooling practices and research are discussed. / Thesis (Master, Education) -- Queen's University, 2007-09-26 08:13:17.519

A large number of children and teenagers are placed in foster care for various reasons. Social services have a responsibility to follow up youths and ensure that they have the same opportunity for positive development as other young people. A qualitative study was conducted with an abductive perspective by gathering material from social workers in this particular field. The research design of this study is an interview study. The theoretical premise was Bronfenbrenners ecosystem theory and Maslows hierarchy of needs theory. The aim of this study was to examine how social services work to secure youths life situation and how social workers promotes teenagers perspective in their work. The collected material was analyzed thematically. Results showed that all social workers in the study perceived that a functioning schooling and network around the teenagers is important. Another outcome was that frequent follow-up work in foster care is important and that four of six municipalities have one responsible social worker that only follows teenagers in foster care. One of the municipalities which do not have one responsible social worker as a separate position is under preparation to develop this profession. A further result in this study was that social workers variously promote teenagers perspective in their work.

The purpose of this study was to document relationships that exist between Indiana public-school superintendents and Indiana home-school families. The study examined if public-school superintendents' perceptions of home schooling and their perceptions of current Indiana home-school regulations influenced their relationships with home schoolers. Further, the study explored home-schooler perceptions of Indiana regulations on home schooling.For the superintendent questionnaire, the entire population of Indiana school district superintendents in office during the 1996-1997 school year was polled. Of the 297 superintendents polled, 192 responded to the initial mailing and three more to the follow-up resulting in a total of 195 responses- a return rate of 66%. The desired population for the home schoolers was all home-school families in Indiana. Based on the Indiana Department of Education estimate of 5500 home-school families registered with them, 550 questionnaires were mailed to home-school families with a 26% return rate.The following conclusions were drawn based on the findings in the study.1. Indiana public-school superintendents probably have a weaker relationship with the home-school parents in their school district than they believe. While nearly 65% of the superintendents believed they had at least a fair relationship with the home schoolers in their district, only 35.5% of the home-school parents believed their relationship with the superintendent was at least fair.2. Home schoolers desire more interaction with the public schools than they are receiving.Twenty percent of the home schoolers who did not have access to services at their local school wanted access to classes and textbooks from their local school district.3. Indiana superintendents are not knowledgeable about reasons parents choose to home school their children. Superintendents believed religion was a reason for home schooling in significantly larger numbers than the home-school parents (86% superintendents verses 55% of home-school parents). Superintendents did not recognize home-school parent concerns such as safety concerns, concerns with academics and problems with public schools.4. All Indiana public schools need a board-approved policy concerning home-schooled students in their district.5. There are children in Indiana receiving little or no education through home schooling.6. Home schoolers in the present Indiana study, for the most part, are representative of home schoolers across the United States.7. While the public perception of home schools has improved significantly in the last decade, superintendents' perceptions of home schools have changed little. Superintendents' perceptions of home schooling were virtually unchanged from the Lindley study completed in 1985. Superintendents believed home schools should have to participate in mandatory testing of students, certification of home-school teachers and should have mandatory registration with the state of Indiana. / Department of Educational Leadership

The purpose of the study was to identify factors which influence Indiana public school superintendents and principals to provide special services to home-school families. A second purpose of the study was to identify the services Indiana home-school families would use if available from the public schools.Perceptions Indiana public school superintendents (N=97) and principals (N=404) have of home-schools were collected through the use of a survey instrument developed for the study. One -hundred thirty-one Indiana home-school families participated in the study.Findings from the study show principals and superintendents hold a negative view of home-schooling relative to the academic, instruction, and socialization quality available to home-school students. Home-school families choose non-classroom activities most frequently when indicating possible participation in the public schools.The following conclusions are drawn from the study:1. Public school principals in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.2. Indiana public school principals are more willing to allow home-school families access to non-classroom activities than classroom.3. The majority of Indiana public school principals and superintendents believe parents choose to home school for religious reasons.4. Public school superintendents in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.5. Indiana public school superintendents willing to allow home-school families access to the public schools are willing to allow home-school families to participate in either classroom or non-classroom activities.6. Of Indiana families educating children at home, less than 15% use public school services while homeschooling; however, over 85% might use public school services if made available. / Department of Educational Administration and Supervision

La mia dissertazione, intitolata “Stigmatizzazione e devianza: il caso degli immigrati di seconda generazione nelle scuole dell’Emilia-Romagna”, si concentra sulle connessioni esistenti tra i giovani di seconda generazione, l’istruzione, i sentimenti di stigmatizzazione e autostima e la devianza. La ricerca è costituita da una indagine di self-report eseguita su di un campione di quasi 5000 studenti iscritti al terzo anno di 28 scuole secondarie di primo grado nella regione Emilia-Romagna (gli studenti variavano dallo status di “completamente italiani” a quello di “completamente stranieri”, con molte sfumature nel mezzo). Ai rispondenti è stato somministrato un questionario all’interno della classe nel quale erano presenti domande riguardo a fattori socio-anagrafici, alle loro condizioni socio-economiche, ai loro orientamenti valoriali e ai loro comportamenti devianti. Sui dati sono state condotte varie elaborazioni, tra cui regressioni multiple e path analysis, e in seguito si è costruito un modello interpretativo basato sui dati trovati. I risultati hanno suggerito che – sia per gli studenti italiani che per quelli stranieri – i comportamenti devianti auto-confessati sembrano essere fortemente collegati al conflitto generazionale, alla percezione dello stigma e a legami familiari deboli. Inoltre la ricerca ha raggiunto la conclusione che, sebbene non esista prova di un maggior coinvolgimento in attività devianti da parte dei giovani di seconda generazione, tuttavia i sentimenti di inadeguatezza causati soprattutto dalle esperienze scolastiche (misurate attraverso i più bassi livelli di successo scolastico e la maggiore esposizione alle punizioni) sono connessi più fortemente alla confessione di comportamenti devianti rispetto a quanto avvenga per gli italiani. Inoltre, il sentimento di stigmatizzazione così come il coinvolgimento in attività devianti, cresce proporzionalmente alla durata della permanenza in Italia, un fenomeno la cui spiegazione potrebbe trovarsi nella crescente frustrazione rispetto alle sempre maggiori aspettative di integrazione tipiche della seconda generazione di migranti. / My dissertation, titled “Stigmatisation and Deviance: The Case of the Second Generation Immigrants in the Schools of Emilia-Romagna”, focuses on the connections existing between second generation children, schooling, feelings of stigmatization and self-esteem, and deviance. The study is constituted by a self-report survey of a sample of almost 5,000 students enrolled in the eighth grade of 28 junior high schools in the region Emilia-Romagna (the students ranged from the status of “completely” Italian to “completely” foreign, with many nuances in between). Respondents were administered a questionnaire in the classroom, and asked to answer questions focusing on socio-biographical factors, socio-economic conditions, value-orientation, and self-reported deviant behaviour. Regression and path analysis were conducted on the data, and an interpretative model was developed based on the findings. The study results offered no evidence of a higher frequency or seriousness of self-reported deviance among young “second-generation” immigrants compared to Italians. The findings suggested that – both for Italian and immigrant respondents – self-reported deviant behaviour appears to be strongly related to generational conflict, the perception of stigma, and weak family bonds. Moreover, the study reached the conclusion that even if there was no evidence of a higher involvement with deviance among second-generation children, however feelings of inadequacy caused especially by school experiences (as measured by lower levels of achievement and higher exposition to school punishments) were more strongly linked to confessions of deviant behaviours than for Italians. Furthermore, the feeling of stigma as well as the involvement in deviance grew together with the length of stay in Italy, a phenomenon that could be explained by the increasing frustration with the rising expectations of integration, which are typical of second-generation migrants compared to their first-generation elders.

One of the core and primary functions of the school is to transmit knowledge from one generation to the next. The theory and practice of schooling (teaching and learning) should be founded on a sound concept of knowledge. A change in epistemology entails a change in approach to schooling. This study investigates how the postmodern idea of knowledge may affect schooling both in theory and practice. The author traces how the concept of knowledge has changed from modern to the postmodern era, in order to find the general features of the recent view of knowledge. The postmodern idea of knowledge is characterised by doubt about objective knowledge, the shift from universal reason to plural reason, criticism of foundationalism and awareness of the peculiar role of language. This study focuses on Richard Rorty's theory to analyse the postmodern idea of knowledge and its educational implication. In order to figure out the problems of postmodern epistemology, the author criticises Rorty's idea of knowledge immanently and transcendentally. Not only self-contradictions but also hidden foundations (or beliefs) in Rorty's idea of knowledge are revealed. This study comes to conclude that although the postmodern idea of knowledge reveals the shortcomings of the modern idea of knowledge, it also has many flaws in achieving a sound concept of knowledge. This study indicates an alternative view of knowledge from a Reformational perspective in order to overcome the shortcomings of postmodern epistemology. The author suggests a new possibility of objective knowledge based on the notion of creational law, and also various kinds of legitimate knowledge based on the multi-dimensional modality of reality. As a final point, this study suggests the notion of stewardship in education. Schooling should open up the multidimensional reality for students to become responsible stewards who care for the world and their fellow human beings. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

This study investigated home schooling as alternative form of educational provision in South Africa by focussing on the following aspects: • the nature of home schooling as alternative form of educational provision; • home schooling as alternative form of educational provision in the USA; and • the position of home schooling as alternative form of educational provision in South Africa. The nature of home schooling as alternative form of educational provision has been researched by means of a literature study. Home schooling within a system of educational provision has been investigated and it has been found that home schooling cannot be categorised within existing terms because it includes aspects of both formal and non-formal education and excludes aspects of both. Home schooling has moved from an initially traditional form of education to an alternative form of education, enjoying growing support at an international level. As an alternative form of educational provision in the USA home schooling has a sound legal foundation and has become an acceptable educational alternative. Home schoolers in the USA are very diverse with regard to various aspects, including reasons for home schooling. In regard of the structure of home schooling there are two extremes, namely the orthodox structuralists and the proponents of unstructured learning, with the largest group of home schoolers somewhere between these extremes. Available research indicates clearly that academically home schoolers perform very well and home schooling does not in any way disadvantage them with regard tosocial-emotional development or socialisation. Policy makers in the USA seem to be increasingly of the opinion that there should be some form of cooperation between public schools and home schoolers. The literature study on the origin and development of home schooling as alternative form of educational provision in South Africa revealed that, although the Constitution does not contain a stipulation granting parents an explicit right to home schooling, it does not make homeschooling unconstitutional. New regulations regarding home schooling have been announced by the government in November 1999 and are already operative. The empirical research revealed that home schooling in South Africa has grown phenomenally over the past two years. In South Africa home schoolers are also diverse regarding various aspects, but generally spend much time on formal lessons and mostly use previously prepared curricula. It seems as if educational reasons are the most important and religious beliefs the second most important reason for home schooling in South Africa. Some of the most important recommendations of this study are firstly that a partnership should be established between government and home schoolers. The government should take notice of research on home schooling and the opportunities that home schooling presents. Home schooling as alternative form of educational provision can be supplementary to the existing system of educational provision. Finally, education policy makers should also reconsider legislation regarding compulsory education rather than compulsory schooling. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek’s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of “becoming Taiwanese” by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one. This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people’s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. The study recognizes the role of human agency and highlights the interactive and performative aspects of identity construction. The results reflect the different possibilities of living with hegemony in different eras, and also show that Taiwanese identity is not fixed, nor is there a single, “authentic” Taiwanese identity.