Members of the family Chenopodiaceae are routinely used as colonizer plant species to rehabilitate waste and tailings materials on mine sites in the Eastern Goldfields of Western Australia. These are specifically selected for their salt and drought tolerance and also because they are representative of the surrounding natural vegetation. Where these have been sown, competition between several species has been observed. The resulting plant community structure is typically lower in species diversity than the initial seed mixture. This study aimed to determine whether competition was occurring between five of the species commonly used and some of the mechanisms that determine community structure on the rehabilitated areas of waste material. Atriplex bunburyana, Atriplex codonocarpa, Maireana brevifolia, Maireana georgei and Enchylaena tomentosa were selected for the study, which was conducted in three parts. Firstly, different plant densities and species combinations were studied in the field and in a pot trial to determine whether or not competition was occurring and to determine the resources that the plants were competing for. The results of the field trial revealed that competition was occurring, but that it formed only one component of the complex interactions between plant species, density and soil characteristics (i.e. pH and salinity). The pot trial complemented the outcome of the field trial. In addition, it showed that competition was occurring, but was even more pronounced. This was most likely due to the lack of nutrients and the limited availability of space in the pots. / In the second part of this study, the ability of each species to survive and grow when subjected to adverse environmental conditions, such as low moisture availability, high salinity and low light availability, was examined in relation to competition. All five species were treated with different water regimes and soil salinity. Salt played an important role, especially for the Atriplex spp. and M. brevifolia, in ensuring survival when moisture availability was low. The effect of shade on the Maireana species and E. tomentosa was also researched after field observations suggested that M georgei was adversely affected when growing within the canopy of A. bunburyana. The pot trial showed that growth of M. georgei was affected by progressively more shade, whereas E. tomentosa was facilitated by shade. Maireana brevifolia exhibited significant tolerance to low light intensity. In the last part of this three-part study, all five chenopods were screened for allelopathy. Allelopathy may play an important role in determining community structure in successive plant generations. All chenopod species produced allelopathic substances, which were isolated from their leaves. The inhibition of seed germination was found to be speciesspecific and occurred only at certain concentrations. The seed of the Atriplex spp. was not affected by M. georgei and E. tomentosa extracts.

Emmanuel Levinas¡¦s theory on the Other gives rise to a number of researches in the field of philosophy, and it is applied to the field of literature. Taking Levinas¡¦s theory on the Other as a frame, from the perspective of phenomenology, I try to discuss the theme of conflict in the three plays by the three eighteenth-century female playwrights¡X Mary Delarivier Manley¡¦s Lucius (1717), Eliza Haywood¡¦s Fair Captive (1721), and Elizabeth Inchbald¡¦s Such Things Are (1787). This study focuses not only on the tension between the oppressor and the oppressed, but also on the situation and reaction of the oppressed, especially on the situation and reaction of the conquered women while they confront the persecution. Chapter One is background introduction, which includes twentieth-century theories on the Other, and Levinas¡¦s theory on the Other. Theories of the Other are related to the fields of philosophy, anthropology, psychoanalysis, and post-colonialism; however, the focus of this dissertation is Levinas¡¦s theory on the Other. Levinas asserts the rivalry between the Self and the Other from a phenomenologist point of view. With Levinas as a major approach, this chapter discusses the rival phenomenon between the Self and the Other as represented in the three female playwrights¡¦ dramas. Chapter Two deals with a discussion on the Other in Manley¡¦s Lucius, or the First Christian King of Britain. This discussion is concerned with the confrontation between the conqueror, the Britons and the conquered, the Picts during Roman Britain. The reaction of the conquered, as well as the shifting identity of the conquered caused by the changed circumstances are also my main concern. Chapter Three is concerned with an analysis of the Other in Haywood¡¦s Fair Captive. I analyze the Self¡¦s violence against the Other, the Turks¡¦ persecution against the Spaniards, which results from racial and religious differences as exposed during the War of the Spanish Succession (1701-14). One of the ideas I focus on is men¡¦s oppression against women, either in the Islamic or in the Christian world, due to gender relations involved with a male maltreatment of women which is rooted in the patriarchal system and commonly exists in eighteenth-century Europe. Chapter Four studies the discourse on the Other in Inchbald¡¦s Such Things Are. I discuss the Orientalist perspective of Inchbald regarding the Sumatrans, the tension between the Self and the Other as represented in the interaction of the Britons and the Sumatrans, along with the tension between the master and the slave on the colonial level, as well as on the patriarchal level, as exercised in colonial society. The final chapter concludes this dissertation with an emphasis on the relationship between the Self and the Other. The Eighteenth-century England encountered a variety of political and cultural problems. Within the country, England had ethnic problems, though she had accomplished the Union with Scotland in 1707. Outside the country, England was forced to face her political Other, France, though the English appreciated and imitated French culture. Her two parties¡X the Tories and the Whigs, who maintained contradictory opinions in dealing with political issues¡X also caused instability in the political arena. Meanwhile, the political tension never mitigated when England endeavored to expand her territory into other countries, especially into India in order to implement her colonialism. Cultural differences result in either reciprocal or rival relationship between two peoples. In their rivalry, the Self has a desire for or a fear of the Other. Such a cultural phenomenon--the Self¡¦s desire for or fear of the Other-- is presented in the plays of many eighteenth-century female playwrights. This dissertation argues that when the Self alters his center-orientation and terminates seeking mastery over the Other, it is possible to put an end to their rivalry, just as Levinas indicates: Unless we attribute to the essence of free will a propensity for the rational, and, thus, a respect for universal, thanks to which the imperative and the normative of the intelligible would impose themselves on the free will of reach, consenting to limit itself in such a way as not to limit others. (Alterity and Transcendence 147-48) Manley¡¦s Lucius, Haywood¡¦s Fair Captive, and Inchbald¡¦s Such Things Are all illustrate this siltuation.

abstract: Este trabajo examina la producción literaria y cultural chicana/méxicosudoesteña de las distintas épocas coloniales del sudoeste: la época colonial española (1521-1821), la época colonial angloamericana (1848-1965) y la época poscolonial (1965-presente) para ver hasta qué punto siguen vigentes los legados coloniales dentro de un contexto contemporáneo. Avanzamos la hipótesis que, de la larga residencia histórica y geográfica de las personas hispanomexicanas en el sudoeste, se han producidos textos simbólicos donde se registran dos o más discursos residuos cuyo origen es una ideología dominante. El capítulo 1 plantea y detalla la hipótesis, reseña los numerosos estudios existentes, describe el marco teórico y da la división en capítulos. En el capítulo 2, se da de manera detallada el método crítico: la definición del colonialismo clásico según la teoría de Mario Barrera, la relación colonizador/colonizado aportada por Albert Memmi y los conceptos del tercer espacio híbrido, el mestizaje y el imaginario decolonial asociados con la época poscolonial como ofrecidos respectivamente por Homi Bhabha, Rafael Pérez-Torres y Emma Pérez. El capítulo 3 ofrece un análisis de la época colonial española vía dos obras nuevomexicanas: el poema épico Historia de la Nueva México (1610) de Gaspar Pérez de Villagrá y el drama Los comanches (c.1779) de anónimo. El capítulo 4 trata la colonización angloamericana en las obras The Squatter and the Don (1885) de María Amparo Ruiz de Burton y Dew on the Thorn (escrita en los 1940; publicada en 1997) de Jovita González de Mireles. El capítulo 5 examina la época poscolonial vía la obra Los muertos también cuentan (1995) de Miguel Méndez. Una lectura de la literatura chicana/méxicosudoesteña revela la presencia de varios personajes típicos asociados cada uno a una diferente época histórica desde el conquistador español hasta un mexicano recién inmigrado, quienes no han podido evadir la correspondiente presencia de un grupo dominante u colonizador. Con base en una investigación de las cinco obras seleccionadas, se muestra cómo las relaciones coloniales se forman y se transforman y luego se manifiestan en un contexto contemporáneo, desplazando por ende nuestro entendimiento de las relaciones coloniales como un simple proyecto binario de dominación y subordinación. / Dissertation/Thesis / Ph.D. Spanish 2013

In writing this thesis, I plotted where the streams of whiteness theory, life-writing theory and practice, and Daphne Marlatts novel <i>Ana Historic</i> converge. In the introduction, I outline the development of my own subjectivity, focusing on my identification with multiple ethnic communities, and on my racial and working class identity. My second chapter surveys current whiteness theories, accepting some and rejecting others, and drawing significantly upon theory that is accessible and personal, a decision that undoubtedly resulted because of my working class practicality. In this chapter, I conclude that whiteness and white solipsism (theoretically comparable to Simone de Beauvoirs challenge that masculinity as the neutral and positive gender renders femininity and other gendered constructions negative), actually envelope multiple identities, but argue that the way in which whiteness is experienced by those on its margins is often monolithic. In the third chapter, I investigate Marlatts biography and her life writing theory, arguing that her experience as a once immigrant foregrounds many issues relevant to the Canadian white identity, and that because her theory is so conscious of how identity is constructed, relying on fact and fiction, <i>Ana Historic</i> provides a portrait of white Canadian identity and the context in which that identity has been constructed. In Chapters 4 and 5, I apply the theories of life writing and whiteness to the characters of Ana, Ina, and Annie, challenging that their identities as colonizer, emigrant, and immigrant, respectively, illustrate the evolution resulting in the current white Canadian identity. Further, because Marlatt chooses these characters who occupy different positions in history, she shows her reader that contemporary Canadian white identity has grown out of colonial times, creating a continuum. The history out of which each of these women emerges is never contained because aspects of their identity carry forward into subsequent generations.

In writing this thesis, I plotted where the streams of whiteness theory, life-writing theory and practice, and Daphne Marlatts novel <i>Ana Historic</i> converge. In the introduction, I outline the development of my own subjectivity, focusing on my identification with multiple ethnic communities, and on my racial and working class identity. My second chapter surveys current whiteness theories, accepting some and rejecting others, and drawing significantly upon theory that is accessible and personal, a decision that undoubtedly resulted because of my working class practicality. In this chapter, I conclude that whiteness and white solipsism (theoretically comparable to Simone de Beauvoirs challenge that masculinity as the neutral and positive gender renders femininity and other gendered constructions negative), actually envelope multiple identities, but argue that the way in which whiteness is experienced by those on its margins is often monolithic. In the third chapter, I investigate Marlatts biography and her life writing theory, arguing that her experience as a once immigrant foregrounds many issues relevant to the Canadian white identity, and that because her theory is so conscious of how identity is constructed, relying on fact and fiction, <i>Ana Historic</i> provides a portrait of white Canadian identity and the context in which that identity has been constructed. In Chapters 4 and 5, I apply the theories of life writing and whiteness to the characters of Ana, Ina, and Annie, challenging that their identities as colonizer, emigrant, and immigrant, respectively, illustrate the evolution resulting in the current white Canadian identity. Further, because Marlatt chooses these characters who occupy different positions in history, she shows her reader that contemporary Canadian white identity has grown out of colonial times, creating a continuum. The history out of which each of these women emerges is never contained because aspects of their identity carry forward into subsequent generations.

This paper basically tries to seek if there are any tendencies or possibilities that the power of colonizer still remains in the colonized country in terms of migration policy regarding migrant worker rights. In this paper, the author focuses on the policy of both Malaysia and the United Kingdom as a host country regarding the rights of migrant as the topic of the paper. In this paper the author uses comparative analysis by comparing the migration policy of Malaysia and the United Kingdom and focuses on the migrant worker rights to see if there are any possibilities or tendencies that Malaysia adopted the migration policy of the United Kingdom. In conclusion, the United Kingdom policy regarding the system and recruitment of migrant workers in order to limit the influx of migrant workers influenced Malaysia to adopt similar policy. But Malaysia has different implementation of policy regarding migrant worker rights comparing to the United Kingdom.

<p>Indigenous populations have experienced vast travesties due to the impacts of colonialism. Colonialism continues to be perpetuated through the services, programs and policies that Indigenous people encounter. This research thesis tackles the question of how non-Indigenous social workers, professionals and interested parties can work with Indigenous people in appropriate and respectful ways. It also reviews how non-Indigenous people can work and think across difference. This research represents my journey towards decolonizing myself to find new ways of being White that are compatible with Indigenous knowledge systems and ways of knowing. Autoethnography, relevant literature and interviews were used to explore ways of working with Indigenous populations. Three participants who had been identified by an Indigenous academic as people who had worked with Indigenous populations in appropriate and respectful ways were interviewed in Canada. An analysis of the three semi in-depth interviews produced several recommendations for non-Indigenous people in working with Indigenous populations. Results acknowledge the complexity of working and thinking across difference. Suggestions for working with Indigenous populations are highlighted and include such themes as acknowledging tensions and privilege, understanding that there is a large diversity within Indigenous populations, recognizing that there are aspects of dominant ways of knowing that are compatible with Indigenous ways of knowing, the importance of not being afraid to take risks and of trying not to make assumptions. Decolonization is an uneasy pursuit that is fraught with tension and this research hopes to encourage other social workers, professionals and interested parties to engage in similar processes.</p> / Master of Social Work (MSW)

A presente dissertação se propõe a contribuir para as análises dos processos ligados à implementação das leis 10639/03 e 11645/08. Questionamo-nos acerca dos desdobramentos do imperativo das leis nos livros didáticos de história, sobretudo, no uso do conceito de colonizador no processo de explicação da relação entre diferentes povos e culturas nas coleções da disciplina história. Como estão descritas essas relações? Há mudanças institucionalizadas pelo PNLD ou pelas leis: que descrições de significados culturais, políticos os sujeitos implicados nos eventos de ocupação do território americano são apresentados nos manuais de ensino de história? Buscamos entender quais as relações de colonialidade do saber se estabelecem na sistematização dos conteúdos de história, tendo em vista que os atos de colonização envolvem dinâmicas que se chocam com as premissas hierárquicas simplificadas nos processos de ensino de história na escola de acordo com as descrições dos livros didáticos. As maneiras pelas quais o colonizador é rotulado como conquistador, supervalorizando a dimensão europeia do processo e subvalorizando os referenciais da cultura local representados nos povos pré-colombianos são problematizadas nessa dissertação sob duas perspectivas: (1) a superficialização das relações hierárquicas nos processos de colonização, dessa forma, inscrita no feixe de possibilidades que corrobora com as estratégias de perpetuação das simplificações das funções dos atores sociais no período colonial descritas nos manuais didáticos de história; (2) ou como reação prática ou simplista, como estratégia que modifica a realidade histórica social ao sabor das conveniências políticas, suas relações de poder e desenvolvimento de políticas públicas. A pesquisa fundamentou-se na análise de uma coleção de livro didático de história para o ensino médio (1 ao 3 anos) mais usadas efetivamente nas escolas públicas do município de Cabo Frio, Estado do Rio de Janeiro. A pesquisa delimita dois eixos, o primeiro, por meio da análise do histórico das legislações 10639/03 e 11645/08, leis nas quais são baseadas as regulamentações sobre o ensino étnico-racial e grande parte das discussões sobre ações afirmativas no Brasil; um segundo, no qual se estabeleceu investigação aos sentidos atribuídos ao que se define como colonizador e a percepção de quais são as descrições classificadas como colonialidade do saber histórico nos livros didáticos. Tal discussão sobre o colonizador pode contribuir na reflexão crítica sobre a institucionalização do saber histórico escolar do livro didático e de normalização nacional como os PNLDs, quanto às disputas de poder que ocorrem entre os atores políticos no processo de justificativa histórica das políticas públicas como as ações afirmativas. / The present dissertation aims at contributing to the analysis of processes related to the implementation of Brazilian laws 10639/03 and 11645/08. These two laws regulate affirmative action in Brazil, including how ethnic-racial dimensions are dealt with in secondary school history textbooks. The present work also aims at investigating the developments of the enforcement of these laws concerning history textbooks, above all the use of the concept of colonizer in the explanation of the relationships among different peoples and cultures. How are such relationships described? Are there any changes sanctioned by the PNLD (Brazilian National Textbook Programme, in its original acronym) or by the laws? What cultural and political elements are employed in the description of the parties involved in the occupation of the American territory? To what extent does the colonization process still affect the systematization of the history syllabus? Colonization acts are part of a complex dynamics which is not reflected in the oversimplified hierarchical premises presented by various series of secondary schools history textbooks. The fact that the colonizers are often depicted as conquerors, in an overestimation of the European dimension of the colonization process and consequent underestimation of local culture references represented by pre-Colombian peoples are analyzed from two points of view: (1) as a simplification of the hierarchical relations in the colonization processes, the enduring presence of superficial descriptions of different social actors in the historical periods focused in textbooks and (2) as a strategy to deliberately modify the historical and social dimensions of power relations and influence the development of governmental policies. The present research is based on the analysis of the most used history textbook series in secondary public schools (1st and 3rd years) in the city of Cabo frio, RJ. The research operates in two different axes. First, a historical analysis of the laws 10639/03 and 11645/08. Secondly, an investigation of the meanings assigned to the colonizer and an attempt to establish which narrations might be classified as a colonization of the historical knowledge presented by textbooks. Such debate about the colonizer may contribute to the critical reflection upon the institutionalization of historical knowledge and the process of national regulation of its syllabus (PNLDs), shedding light on the struggle among different political actors and their attempt to influence governmental policies, including affirmative action.

A presente dissertação se propõe a contribuir para as análises dos processos ligados à implementação das leis 10639/03 e 11645/08. Questionamo-nos acerca dos desdobramentos do imperativo das leis nos livros didáticos de história, sobretudo, no uso do conceito de colonizador no processo de explicação da relação entre diferentes povos e culturas nas coleções da disciplina história. Como estão descritas essas relações? Há mudanças institucionalizadas pelo PNLD ou pelas leis: que descrições de significados culturais, políticos os sujeitos implicados nos eventos de ocupação do território americano são apresentados nos manuais de ensino de história? Buscamos entender quais as relações de colonialidade do saber se estabelecem na sistematização dos conteúdos de história, tendo em vista que os atos de colonização envolvem dinâmicas que se chocam com as premissas hierárquicas simplificadas nos processos de ensino de história na escola de acordo com as descrições dos livros didáticos. As maneiras pelas quais o colonizador é rotulado como conquistador, supervalorizando a dimensão europeia do processo e subvalorizando os referenciais da cultura local representados nos povos pré-colombianos são problematizadas nessa dissertação sob duas perspectivas: (1) a superficialização das relações hierárquicas nos processos de colonização, dessa forma, inscrita no feixe de possibilidades que corrobora com as estratégias de perpetuação das simplificações das funções dos atores sociais no período colonial descritas nos manuais didáticos de história; (2) ou como reação prática ou simplista, como estratégia que modifica a realidade histórica social ao sabor das conveniências políticas, suas relações de poder e desenvolvimento de políticas públicas. A pesquisa fundamentou-se na análise de uma coleção de livro didático de história para o ensino médio (1 ao 3 anos) mais usadas efetivamente nas escolas públicas do município de Cabo Frio, Estado do Rio de Janeiro. A pesquisa delimita dois eixos, o primeiro, por meio da análise do histórico das legislações 10639/03 e 11645/08, leis nas quais são baseadas as regulamentações sobre o ensino étnico-racial e grande parte das discussões sobre ações afirmativas no Brasil; um segundo, no qual se estabeleceu investigação aos sentidos atribuídos ao que se define como colonizador e a percepção de quais são as descrições classificadas como colonialidade do saber histórico nos livros didáticos. Tal discussão sobre o colonizador pode contribuir na reflexão crítica sobre a institucionalização do saber histórico escolar do livro didático e de normalização nacional como os PNLDs, quanto às disputas de poder que ocorrem entre os atores políticos no processo de justificativa histórica das políticas públicas como as ações afirmativas. / The present dissertation aims at contributing to the analysis of processes related to the implementation of Brazilian laws 10639/03 and 11645/08. These two laws regulate affirmative action in Brazil, including how ethnic-racial dimensions are dealt with in secondary school history textbooks. The present work also aims at investigating the developments of the enforcement of these laws concerning history textbooks, above all the use of the concept of colonizer in the explanation of the relationships among different peoples and cultures. How are such relationships described? Are there any changes sanctioned by the PNLD (Brazilian National Textbook Programme, in its original acronym) or by the laws? What cultural and political elements are employed in the description of the parties involved in the occupation of the American territory? To what extent does the colonization process still affect the systematization of the history syllabus? Colonization acts are part of a complex dynamics which is not reflected in the oversimplified hierarchical premises presented by various series of secondary schools history textbooks. The fact that the colonizers are often depicted as conquerors, in an overestimation of the European dimension of the colonization process and consequent underestimation of local culture references represented by pre-Colombian peoples are analyzed from two points of view: (1) as a simplification of the hierarchical relations in the colonization processes, the enduring presence of superficial descriptions of different social actors in the historical periods focused in textbooks and (2) as a strategy to deliberately modify the historical and social dimensions of power relations and influence the development of governmental policies. The present research is based on the analysis of the most used history textbook series in secondary public schools (1st and 3rd years) in the city of Cabo frio, RJ. The research operates in two different axes. First, a historical analysis of the laws 10639/03 and 11645/08. Secondly, an investigation of the meanings assigned to the colonizer and an attempt to establish which narrations might be classified as a colonization of the historical knowledge presented by textbooks. Such debate about the colonizer may contribute to the critical reflection upon the institutionalization of historical knowledge and the process of national regulation of its syllabus (PNLDs), shedding light on the struggle among different political actors and their attempt to influence governmental policies, including affirmative action.

Este estudo busca analisar o pensamento e a prática social e política de Amílcar Cabral, de 1945 a 1973. Propõe identificar as textualidades da escrita e da história, destacando as modificações do pensamento do líder voltadas para a mobilização e a organização das populações de Cabo Verde e da Giné. / This study will try to analyze the thought and social and political practice of Amílcar Cabral, from 1945 to 1973. It is aimed at identifying the textualities of the writing and history, highlighting the leaders changes in thought as regards the mobilization and organization of the Cape Verd and Guineas populations.