This thesis examines the bureaucratic controls designed to restrict the entry of migrants perceived to be ‘mentally ill’ into New Zealand and Australia in the period between the 1830s and 1920s. It is the first study to analyse the evolution of these practices in this region and timeframe. It addresses a gap in the current literature because it explores the tensions that emerged when officials tried to implement government policy. This study sheds new light on the actions, motivations and ideologies of the British and Australasian officials who were responsible for managing and policing immigration. While there were attempts to coordinate the work of border officials, this proved very difficult to achieve in practice: some immigration controllers were, for instance, receptive to the theories that were coming out of international debates about border control, others retained a parochial perspective. The thesis argues that every attempt to systematise border management failed. The regulation of the broad spectrum of ‘mental illness’ was a messy affair: officials struggled with ill-defined terminology and a lack of practical instructions so tensions and misunderstandings existed across local, national and metropolitan levels. Based on extensive research in British, New Zealand and Australian archives, this study reveals the barriers that were created to prevent those deemed ‘mentally ill’ from migrating to regions imagined as ‘Greater Britain’. It shows how judgements about an individual’s state of mind were made in a number of locales: in Britain; on the voyage itself; and at the Australasian borders. This thesis, by exploring the disordered nature of immigration control, will add a new perspective to the existing scholarship on transnational immigration legislation and Australasian asylum studies. The in-depth examination of border control systems also contributes to our understanding of the links between migration and illness in the British world during this period.

The purpose of this study is to investigate and analyze some of the current objectives and recommended teaching procedures in the social studies at the adolescent level to determine the relationship, if any, existing between them.

The specific purpose of this study is to endeavor to find a method of teaching social studies in order for it to contribute to intelligent problem solving in democratic living. To meet this challenge, the method must be democratically, psychologically, and sociologically sound. The purpose is to select and test some type of courses of study most commonly used or suggested by the helpful educators in the social studies field.

The purpose of this study is to make a comparative analysis of the adopted textbooks for the sixth and seventh grades in social studies in the public schools of Texas from 1913 until the present time, 1949, to determine changes in concepts of presenting and teaching social studies during this time.

The purpose of this study was two-fold: (1) to develop an enriched understanding of the visions that guide a select group of organizational and social change practitioners, and (2) to develop an enriched understanding of the strategies they employ to enact those visions. The following cases were explored in this study: Case #1: Bailey W. Jackson and Rita Hardiman--Multicultural Organizational Development. Case #2: Frederick A. Miller, Judith H. Katz and Catherine S. Buntaine--Creating High Performing Inclusive Organizations$\sp{\rm SM}$. Case #3: Elsie Y. Cross--Managing Diversity. The six participants in this study are pioneers in their field. Their work consists of the synthesis of a specific organizational change methodology--a total systems change approach--with a social change agenda. Their intent is to challenge institutionalized oppression and to create healthy socially diverse and non-oppressive organizations. Their efforts are helping to advance the production of theory and the development of a practice for utilizing a total systems change approach to address social diversity and social justice issues in organizations. The data collected for this study was drawn from qualitative methodologies. The source of data collection included elite, open-ended, in-depth interviews, observation of the participants and review of pertinent documents. An interview guide was utilized to outline topic areas that were covered in each interview. The basis for data analysis was a thematic approach. The outcomes of this study reflect the four themes that emerged during data analysis: (1) A profile of this select group of practitioners, (2) Their perceptions of the emerging practice of working with social diversity and social justice issues in organizations, (3) The shared qualities of the visions that guide their work, and (4) Descriptions of the total systems change strategies that they employ to create organizational and social change.

In response to the current educational reform movement that has ensued as a result of the publication of A Nation at Risk (1983), the Massachusetts legislature passed the Educational Reform Act in 1993. From this Act, an educational reform plan was developed for all public schools, and curriculum frameworks were written for the major academic areas. The frameworks recommend what should be taught, and they encourage teachers to align their curriculum with the frameworks. This dissertation describes a qualitative study based on in-depth interviews with 15 teachers throughout the state of Massachusetts, from the fall of 1999 through the fall of 2001. The study investigated the experiences these teachers had with the Massachusetts History and Social Science Curriculum framework . The teachers who were interviewed represent a cross-section of teachers diverse in geographic location, number of years teaching, gender, ethnicity, and experience with curriculum development. The extensive responses to the interviews were analyzed in light of the research questions in this study. Through the literature review, documents, and the interviews, I was able to analyze teachers' experiences working specifically with the history and social science framework, and to assess the impact that the framework was having on their teaching, curriculum development, and student learning. This analysis revealed consistent patterns and themes. These included teachers' common school experiences of not having an organized school curriculum prior to the framework; their perception of the lack of multiculturalism in the framework; and their concerns about the exclusion of teachers from the framework process. The information analyzed from the interviews can be used to guide school systems in the development of educational policies, as well as in the creation of curriculum. This study has the potential to assist those interested in both professional development and teacher education.

Contemporary Hip-Hop scholarship has revealed that Hip-Hop is a racially diverse, youth-driven culture, that is intimately connected to prior as well as on-going social justice movements (Chang, 2004; Kitwana, 2002). This study explores its Afro-Diasporic and activist origins, as well as the impact of Hip-Hop culture on the identity development of educators belonging to the Hip-Hop generation(s). This qualitative study also examines how Hip-Hop culture impacts educators' identity politics and personal pedagogy, while seeking to create a new model of Social Justice Hip-Hop Pedagogy. This study was produced through twenty-three in-depth interviews with influential Hip-Hop educators or “elites” (Thomas, 1993; Aberbach & Rockman, 2002; Becker & Meyers, 1974; Zuckerman, 1974) from diverse backgrounds and geographic locations. There are currently limited theoretical and conceptual frameworks in the literature supporting the use of Hip-Hop as Social Justice Pedagogy, yet is currently being used in K-16 educational contexts throughout the United States and abroad (Duncan-Andrade & Morrell, 2008). The results of this study reveal the foundational basis consisting of four primary functions and seven practical tenets, necessary to negotiate and implement a new and innovative model for Social Justice Hip-Hop Pedagogy.

Introduction Tennessee (TN) ranked 16th among US states for the number of HIV diagnoses in 2015. By TN grand division region (East, Middle, and West), the highest rate of persons living with HIV/AIDS (PLWH) were in the Middle and West. Barriers to HIV testing are still very much unknown in research studies. Further, understanding how Adverse Childhood Experience (ACEs) play a role in HIV testing and specifically in marginalized groups is not fully understood. The present study sought to understand the relationship between ACEs, living in poverty, and testing for HIV among adults in Tennessee. Methods Behavioral Risk Factor Surveillance System data for 2016 and 2017 were obtained from the Tennessee Department of Health. Sociodemographic factors, diagnosis of depression, binge drinking behaviors, HIV risk behaviors (one or more of these in the past year: injection drug use, anal sex, sex without a condom, paid sex, four or more sexual partners), grand division, poverty level, and ACEs were analyzed to determine if an association exists with having been tested for HIV in the past year (yes or no). ACEs were categorized into 0, one to three, or four or more, all having occurred before the age of 18. Frequencies, percents, chi-square, and independent T-tests were completed. Sex stratified simple and multiple logistic regression models were conducted to determine the strength of association with having been tested for HIV (N=1,506 males; N=1,433 females). Results Males who reported HIV risk behaviors were 46% less likely to be tested for HIV (aOR: 0.54, 95% CI: 0.53-0.55) whereas females with HIV risk behaviors were 61% less likely to test for HIV (aOR: 0.39, 95% CI: 0.39-0.40) compared to those without HIV risk behaviors. Males with 4 or more ACEs were 38% more likely to be tested for HIV compared to males with 0 ACEs (aOR: 1.38, 95% CI 1.36-1.39), whereas females with 4 or more ACEs were two times more likely to be tested for HIV (aOR: 2.09, 95% CI: 2.07-2.11) compared to females with 0 ACEs. Males making <$25,000 annually were only 5% more likely to be tested for HIV (aOR: 1.05, 95% CI: 1.04-1.06), whereas women making the same income were 30% less likely to be tested for HIV (aOR: 0.70, 05% CI: 0.69-0.71) compared to incomes greater than $25,000. Males in West TN were 12% less likely to be tested for HIV compared to males in East TN (aOR: 0.88, 95% CI: 0.87-0.89). Similarly, females in West TN were 15% less likely to be tested for HIV compared to females in East TN (aOR: 0.85, 95% CI: 0.84-0.86). Conclusion Education and awareness may be too focused on adults with more ACEs rather than ensuring individuals with HIV risk behaviors, living in poverty, or residing in West TN, understand their risk and have access to HIV testing. Regions of TN, specifically West TN compared to East TN, may require additional resources to ensure the general population understands their risk for HIV; however further research is warranted through longitudinal studies.

INTRODUCTION Depression affects over 18 million American adults yearly and has been identified as the leading cause of disability in people between the ages of 15 and 44 years in the United States. The purpose of this study was to analyze the association between individuals who felt unloved or unwanted during their formative years and the occurrence of depressive symptoms in adulthood. METHODS We examined 5,114 participants aged 24–32 years at Wave IV of the National Longitudinal Study of Adolescent Health (Add Health) public use dataset. We used logistic regression analysis to determine the association between an individual feeling unloved or unwanted by their parent or adult caregiver prior to age 18, closeness with their parents, and a host of risk and protective factors with lifetime depression. We controlled by race, income, education, and age. RESULTS Overall (16.2%; n=827) reported lifetime depression diagnosis. Feeling unloved by a parent/ adult caregiver was associated with higher odds of lifetime depression among males (OR= 2.95, 2.22, 3.92) than females (OR=2.16, 1.78-2.61). The participant report of a biological father spending time in prison (OR= 1.40, 1.14, 1.72) was also associated with lifetime depression. CONCLUSION Our results reveal that feeling unloved/unwanted is associated with depression in both males and females. Therefore, it creates the awareness that depression is not gender-based, and that both females and males require the love of their parents and adult caregivers.

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