This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

Master of Science

This thesis examines how the ethics of caring for pedigree dogs differ in the contexts of dog showing and veterinary practice. By highlighting conflicts around the shared use of ‘ordinary language’, I show how tensions between show‐world and veterinary perspectives relate to divergent understandings of ‘health’. Canine bodies speak to vets and breeders in conceptually different ways, so much so that breed‐specific features can be considered ‘perfect’ in the show‐ring yet ‘pathological’ in the veterinary clinic. Developing the emergent anthropological perspective that care is both a moral and an embodied practice, I argue that the qualities of moral virtue and aesthetic virtu are inextricably linked in the care practices by which breeders aim to produce and sustain canine bodies in their idealised forms. Also fundamental to show‐world notions of care is the understanding that care for dog and care for breed are one and the same. In sharp contrast, veterinary practice attends to dogs as individuals rather than members of breeds. Here, I examine how breeders and vets respond to the multiple and conflicting demands of caring for pedigree dogs in the course of encounters often fraught with unresolved tension. Asking how seemingly irreconcilable notions of what counts as good health play out in these negotiations, I argue that care can depend on the ability to transcend – or at least overlook – different ethical orientations. In practice, I argue that negotiations between breeders and vets are often non‐verbal and based on a mutual understanding that the ability to work together in performing care relies not only on clear communication but, at times, on a knowing silence. Under ever‐increasing pressure to engage with veterinary notions of health, many show‐breeders now deem ignorance of veterinary knowledge – and silence in the face of disease – ethically virtuous. I therefore conclude that deliberate silence and selective ignorance enable breeders and vets to temporarily reconcile their different understandings of what is good, thus allowing both parties to meet their respective responsibilities of care.

Children with autism exhibit deficits in joint attention initiations, which are crucial to development of language and social skills (Bakeman & Adamson, 1984; Rollins, Wambacq, Mathews, & Reese, 1998; Whalen, Schreibman, & Ingersoll, 2006). Showing an object to a communication partner is an example of a joint attention initiation. A systematic synthesis of interventions targeting joint attention initiations was conducted to guide the development of an intervention for teaching showing behavior. In this study, a video modeling intervention was implemented with four young children with autism. Sessions were conducted during play sessions with the researcher in each participant’s typical therapy context. Following a prescribed baseline, the video modeling intervention was implemented. The video provided a model of an individual showing a toy to a communication partner with narration explaining the four components of the showing behavior: gaining the partner’s attention, making eye contact, extending the toy toward the partner, and commenting on the toy. Following the first four intervention sessions, verbal feedback and practice was added with the video model. The effects of this intervention on accuracy (percentage of components completed) and frequency of showing behavior and generalization to a small group setting with peers were evaluated using a multiple baseline across design across participants. Results indicate that accuracy and frequency of showing behavior increased when the video modeling intervention was implemented. The acquisition, performance, and generalization of showing behavior in relation to the video modeling intervention are discussed. Implications for teaching joint attention initiations and directions for future research are presented. / text

<p>There is an ongoing discussion in Sweden about child perspective and child’s perspective.</p><p>The municipalities’ family law units are required to include these perspectives in their investigations. But how do they affect the outcome of custody investigations? This essay addresses that issue. I have looked at how much say children have and how much they participate in their custody investigations. I have studied fourteen children, from seven custody investigations, what their views are and how children are presented in these investigations.</p><p>I use a social constructionist theory according to which the way children are viewed is constructed through interactions between people. This essay uses the terms “showing” and “telling” to see how children get their say. In a showing text it is the child who tells the story. In a telling text it is the narrator who is telling us about the child.</p><p>Nine of the children give a clear opinion of which parent they want to live with and how much they want to see the other parent. Eight of the investigations use a showing text to describe the children. These children’s opinions have a greater impact on the investigation than the ones described with a telling text.</p>

There is an ongoing discussion in Sweden about child perspective and child’s perspective. The municipalities’ family law units are required to include these perspectives in their investigations. But how do they affect the outcome of custody investigations? This essay addresses that issue. I have looked at how much say children have and how much they participate in their custody investigations. I have studied fourteen children, from seven custody investigations, what their views are and how children are presented in these investigations. I use a social constructionist theory according to which the way children are viewed is constructed through interactions between people. This essay uses the terms “showing” and “telling” to see how children get their say. In a showing text it is the child who tells the story. In a telling text it is the narrator who is telling us about the child. Nine of the children give a clear opinion of which parent they want to live with and how much they want to see the other parent. Eight of the investigations use a showing text to describe the children. These children’s opinions have a greater impact on the investigation than the ones described with a telling text.

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