This thesis gives a general model formulation of discrete time individual-based models and two specific individual-based models for gregarious behaviour. A spatially explicit individual-based model for a predator, prey and plant ecosystem is the first specific model considered. The movement of the individuals is solely based on nearest-neighbour attraction/repulsion and reproduction is asexual. The second specific model considered is a spatially explicit individual-based model for schooling behaviour. The movement of the individuals is based on the physics of fluids and their reactions (repel/comfort/attract) are solely based on directional light intensities. In the ecosystem model emergent spatial organization of the individuals into clusters or groups is present even though all the individuals (predators and prey) are intra-specifically repelled by each other. The model ecosystem was used to determine whether an intra-specific attraction among the prey could increase their individual fitness. The attraction mechanism considered is such that when a prey is not affected by a predator or a plant then this prey is attracted to its nearest-neighbour prey. Under the assumptions of the parametrized model ecosystem, this mechanism seems highly selective on the individual level. The schooling model assumes that the individuals have absolutely no spatial reasoning and cannot discern other individuals as individuals. In particular, the individuals school without the capacity to match the velocities or orientations of other individuals. Individuals have the ability to perceive their environment using directional photo-sensors and adjust the direction of their acceleration in response to the values of these photo-sensors. This result should fundamentally change the way social aggregations are modeled. The main objective of this thesis is to formalize mathematically individual-based models with the intention that they become more prevalent in the scientific inquiry into assessing evolutionary aspects of social behaviour.

Despite the controversy over environmental sustainability, salmon aquaculture in British Columbia is economically important for many coastal communities and is reported as being the largest agricultural export product for the province. This thesis examined the welfare status of commercially produced Atlantic salmon smolts during transport from freshwater farms to the saltwater net pens using physiology and behaviour to assess transport stress. Smolts were transported first by truck from the freshwater farm to the dock, and then in the flow-through cargo holds of a live-haul vessel to the saltwater net pens. Fish and water were sampled before and after truck transport, and several times aboard the vessel. Assessment of stress was based on measurement of plasma cortisol, glucose, lactate, potassium, sodium and chloride concentrations, as well as behavioural observations made on underwater video footage. Seven transports of fish originating from two different hatcheries were sampled; one was a land-based tank hatchery that required a 30-min drive to the dock, and the other a lake net pen facility that was 90 min to the dock. Analysis of plasma constituents supported previous studies that recovery from the stress accumulated during loading and truck transport can be quite rapid in a live-haul vessel. Underwater video footage, recorded at the freshwater farms and in the cargo holds of the Sterling Carrier, also suggested recovery onboard in that for the most part, behaviour onboard was similar to behaviour at the freshwater farms. There were some significant differences between fish from the two types of hatcheries, particularly in the original hatchery conditions and in their behavioural responses to transport conditions; however, post-transport growth and mortality rates reported by the saltwater farms showed no significant difference. Although fish were subjected to moderately stressful conditions during part of the process, smolt transport as currently carried out by our industry partners reflects good husbandry practices and fish welfare.

This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers' conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.

This is a thesis about Lutherans and their schools in Australia. There have been Lutheran schools in Australia for more than 170 years. The first three schools were established in 1839. Currently there are eighty-three Lutheran schools with total enrolments of approximately 37 000 students. In the intervening period there have been two great waves of development. The first began with the first schools in 1839 and reached its climax at the end of the nineteenth century before the advent of state schools and the anti-German sentiment of the Great War caused a period of decline. The second wave, fuelled by government funding and some disillusionment with state schools, gathered its momentum in the last half of the twentieth century and is still in full flow. This thesis deals with the first wave, the eighty years of Lutheran schooling history from 1839 to 1919. It is an exercise in educational historiography and takes a biographical approach. According to its title it focuses on the lives and roles of the male leaders who dominated the church’s educational endeavours during this period. The subjects of the eight biographies are chosen to be representative of regions, eras and issues. They are: August Kavel, the founder of Australian Lutheranism and its schooling system; Daniel Fritzsche, the first Lutheran tertiary educator; Wilhelm Boehm, founder of the Hahndorf Academy in South Australia; Rudolph Ey, a Lutheran pastor and teacher in South Australia; Theodor Langebecker, a Queensland Lutheran pastor and educator; Carl Krichauff, a Lutheran teacher and journalist; Wilhelm Peters, the founder of Concordia College in Adelaide; Georg Leidig, the founder of Immanuel College in Adelaide. The main themes pertaining to Lutheran schooling which the thesis explores are: relations between church and state; relations between schools and the church; schools adjusting to mainstream educational realities; preservation of distinctive traits; regional contrasts; teacher formation and educational standards; American influences; German roots. As a thesis this history attempts to establish, by means of a number of biographies and the exploration of various themes, the answer to a basic question: what were the main events, issues, personalities and forces which impinged on Lutheran schooling in its first eighty years in Australia and how did they contribute to its unique character?

Research Doctorate - Doctor of Philosophy (PhD) / In this dissertation, Van Davy makes a case for a cohesive system of schools which can serve the public — both the national interest and individual interests — while directly addressing the current national schooling system’s failure: * to replace, for the entire student cohort...high levels of student boredom with high interest and engaging curriculum and pedagogy; * to replace, for low SES and indigenous students...low levels of learning outcomes, low enrolment levels in senior schooling, and only brief experience of curriculum choice with a curriculum paradigm providing intrinsic value, understanding of pathways from disempowerment to empowerment, curriculum choice from the earliest years, and schooling outcomes which, over time, equal those of the national cohort of students * to replace a citizenry divided in its support for public, church-based, and exclusionary schools with a community united in its support for a socially agreed set of social purposes for schooling and a new curriculum paradigm, one half of which is generated by this set of social purposes * to address a major political issue: social cohesion The proposed new and cohesive system of schools is envisaged to meet the needs - both Common Good and Individual Good - of the citizenry. It will grow from an earlier and pre-requisite national social agreement around a set of political goals which together sketch a preferred future society - these political goals in the hands of education specialists will generate an "essential" curriculum as one of two elements in a new two-tiered curriculum to be followed from the earliest until the latest years of schooling. The second element, occupying the other half of the curriculum from the earliest to the latest years of schooling, will be an elective curriculum designed to encourage all students to pursue their own interests in as much depth as desired. Studies of sectarian studies will be included in the elective curriculum. Davy’s analysis ranges across a number of disciplines, fusing together a number of viewpoints: historical, political theory, educational performance, and educational theory. It searches Australia’s schooling outcomes, identifies low SES and Aboriginal outcomes as major areas of failure, and challenges a number of widely accepted schooling practices. In the process, Davy discovers OECD and ACER data, but little official interest or analysis, concerning widespread boredom amongst Australia’s students. He argues that, in respect of both low SES students and student boredom, system responsibilities such as the nature of Australia’s curriculum, could be just as implicated as concerns for “teacher quality.” Davy’s interest extends beyond the purely educational. He examines the purposes that public and non-public school authorities articulate, as well as reasons parents give for enrolling their children in schools. From this research Davy identifies several issues and suggests that very considerable “choice” in schooling could be found in a different curriculum paradigm, and that both public and non-public schools are deficient when measured against widely-accepted concerns for religious freedom, social cohesion, and fundamental democratic principles. For Davy, a major political issue confronting Australia is the national imperative of “social cohesion.” He searches Australia’s schooling history for evidence of any social agreement around the social purposes of schooling, including more recent attempts to formulate “essential" and “new basics” and “national” curriculum. He concludes that while many educators, and the OECD, refer to the need for a pre-requisite set of social purposes that outline a preferred future society, the politics of schooling has not permitted this to eventuate and, given the absence of this management fundamental, “it is not surprising that schooling systems are shaped by internal logics (ideologies, religions, personalities, internal politics, quest for advantage and/or privilege) rather than wider concerns for the shape of the globe’s and nation’s future, and the advancement of the twins: Common Good and Individual Good.” With these problems laid bare — low SES and indigenous outcomes, student boredom, and social cohesion — Davy addresses all three simultaneously. He draws confidence from contemporary political theorists proposing political processes which engage the public in a “deliberative democracy.” He constructs a surrogate “foundation of agreed principles” which, he deduces, the processes of deliberative democracy might lead the Australian people to construct, then outlines a step-by-step means by which these principles can generate an essential curriculum for all Australian children, while encouraging a full range of choice within an elective stream. The political processes of open collaboration throughout civil society which produces the social agreement may produce a new political context. This new, less adversarial and more trusting political context is seen to be fertile ground for the replacement of Australia’s fractured schooling system with a cohesive schooling system for the Australian public — an Australian schooling system — to be managed nationally.

In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.

Thesis (Ph.D.)--Mississippi State University. Department of Curriculum Instruction and Special Education. / Title from title screen. Includes bibliographical references.

Thesis (J.C.L.)--Catholic University of America, 2005. / Includes bibliographical references (leaves 46-48).

Σκοπός της παρούσας εργασίας είναι η παρουσίαση των OLS και IV εκτιμήσεων που προκύπτουν απο μια σειρά εμπειρικών μελετών οι οποίες εκτιμούν το βαθμό απόδοσης της εκπαίδευσης. Μέσα απο την ανασκόπηση της βιβλιογραφίας και λαμβάνοντας υπόψη προβλήματα που σχετίζονται με το θέμα, όπως η ενδογένεια και το σφάλμα μέτρησης, η εργασία καταλήγει επισημαίνοντας τη σπουδαιότητα που έχει η συνάρτηση αποδοχών του Mincer ακόμα και στις μέρες μας, καθιστώντας την το πιο χρήσιμο εργαλείο των οικονομικών της εκπαίδευσης. / The purpose of this paper is to present the OLS and IV estimates derived from a number of empirical studies that assess the efficiency of education. Through the literature review and taking into account problems associated with it,such as endogeneity and measurement error, the work concludes by pointing out the importance of the Μincer's earnings function even in our days, making it the most usefull tool for the economics of education.

La présente thèse vise à réfléchir sur les actions éducatives qui ont pour but de promouvoir la « sociabilité démocratique » - l’une des directives actuelles de la scolarisation au Brésil - à partir de l’investigation sur les impasses relatives au lien fraternel et de l’affirmation selon laquelle l’école peut être comprise en tant que d ispositif sociétal impliqué dans ce que nous appelons « socialisation du narcissisme ». Pour ce faire, trois lignes de travail sont développées. La première, consacrée aux vicissitudes des fratries, part du débat établi entre Einstein et Freud en 1932 sur les « puissantes forces psychologiques » qui agissent dans le sens d’entraver le rêve d’une vie commune moins marquée par la haine et par la ségrégation. L’objectif ici est de reprendre ce débat et de reconstituer le mythe freudien de l’origine de la culture pour soutenir que l’approfondissement d’une éthique fraternelle exige que nous prenions en compte l’antagonisme insurmontable sur lequel la relation entre semblables est basée La deuxième ligne de travail cherche à récupérer dans les théories de Claude Lefort et Cornelius Castoriadis certaines notions qui nous aident à comprendre ce qu´ implique, pour l'expérience politique de l´Occident, l'invention démocratique. La troisième ligne de travail, enfin, cherche à mettre en évidence le caractère nécessaire de la participation du semblable dans le processus de subjectivation de l’être humain. Si dans un premier moment Freud nous a aidé à constituer un cadre de références pour l’interprétation des ambivalences et de la fragilité du lien fraternel, l’objectif maintenant est de montrer comment le conflit du sujet avec son semblable peut être compris à travers l’analyse des processus identificatoires requis dans ce processus de subjectivation. Pour cela, nous faisons recours à l’essai Le stade du miroir, de Lacan, et à quelques écrits de l’écrivaine brésilienne Clarice Lispector. / Esta tese busca refletir sobre as ações educativas que têm como fim a promoção da “sociabilidade democrática” – uma das diretrizes da escolarização no Brasil. Parte-se, para isso, de uma reflexão sobre os impasses relativos ao laço fraterno e da afirmação de que a escola pode ser compreendida como um dispositivo societário implicado com o que denominamos, na companhia da psicanalista Maria Rita Kehl, de “socialização do narcisismo”. Três linhas de trabalho são, para isso, requeridas. A primeira, dedicada à investigação dos impasses do laço fraterno e às vicissitudes das fratrias, tem como ponto de partida o debate estabelecido entre Einstein e Freud, em 1932, sobre os “fatores psicológicos de peso” que atuam no sentido de dificultar – ou até mesmo de inviabilizar – o sonho de uma vida em comum menos marcada pelo ódio, pelos preconceitos e pela segregação. O objetivo, aqui, é recuperar esse debate e reconstituir o mito freudiano da origem da cultura para dele extrair uma diferença que aparece em filigranas no pensamento de Freud: se a horda primitiva nos remete a uma massa de indivíduos indiferenciados entre si porque subjugados à violência e ao autoritarismo do pai primevo, a comunidade fraterna, por outro lado, remete-nos a relações sociais mediadas pela autoridade da Lei simbólica e, por isso, marcadas pela rivalidade e pela agressividade entre semelhantes Como pensar, então, o aprofundamento de uma ética fraterna quando afirmamos que as relações numa fratria são atravessadas por um antagonismo constitutivo e, por isso, intransponível? A segunda linha de trabalho busca resgatar das teorias de Claude Lefort e de Cornelius Castoriadis algumas noções que nos ajudam a compreender o que implica, para a experiência política do Ocidente, a invenção da democracia. Na terceira linha de trabalho, finalmente, destaca-se o caráter necessário da participação do semelhante no processo de subjetivação do rebento humano. Se num primeiro momento o estudo das obras socioantropológicas de Freud ajudou-nos a constituir um quadro de referências para a interpretação das ambivalências e da fragilidade do laço fraterno, o objetivo agora é mostrar como a conflitiva do sujeito com o semelhante pode ser compreendida por meio da análise dos processos identificatórios requeridos nesse processo de subjetivação. Para isso, realizo um mergulho simultâneo no ensaio O estádio do espelho como formador da função do eu, de Lacan, e na obra A paixão segundo G.H., da escritora Clarice Lispector. / The aim of this thesis is to reflect upon educational actions whose purpose is to promote “democratic sociability” – one of the directives of schooling in Brazil – from the investigation on the impasses related to fraternal bond and the assertion that school can be understood as a societal system associated with what we call the "socialization of narcissism". For this, two lines of work are being developed. The first one, dedicated to the investigation on the impasses of fraternal bond and the vicissitudes of phratries, starts from the debate between Einstein and Freud in 1932 on "psychological factors of weight" that act in the sense of hindering the dream of a life in common less marked by hatred and segregation. The aim here is to recover this debate and reconstitute the Freudian myth of the origin of culture to support that the further development of a fraternal ethic requires that we take into account the insurmountable antagonism on which the relation among fellow creatures is based The second line of work seeks to rescue from the theories of Claude Lefort and Cornelius Castoriadis some notions that help us to understand what the democratic invention implies for the political experience of the West. As to the third line of work, what is sought is to highlight the necessary character of the participation of the fellow creature in the process of subjectivation of the human being. If, at the beginning, the study of Freud's socio- anthropological works helped to provide a framework of references for the interpretation of ambivalences and the fragility of the fraternal bond, the objective is now to show how the conflict of the subject with the fellow creature can be understood through the analysis of the identifying processes required in this process of subjectivation. In order to achieve this, the essay Le stade du miroir by Lacan and some writings by Clarice Lispector are used.