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Tangible and intangible heritage values of cultural landscapes are becoming lost or transforming under the threat of rapidly changing landscapes. Researcher-oriented documenting methods are missing significant meanings of landscapes for local communities. Community-based methods can reveal both tangible and intangible heritage of landscapes without missing important values for local communities. This dissertation study proposed a community-based mixed method research to reveal and document cultural heritage or other values from the perspective of local community members in the case study area of Findikli in Rize/Turkey. Findikli's cultural landscape is under the threat of rapidly changing landscape due to newly introduced agriculture practice - tea production. To reveal lost or transformed tangible and intangible heritage meanings of the Findikli's cultural landscape, multiple community-based research methods were used for collecting data from local residents as well as those with family or community connections to the area. Community workshops, individual and group interviews, and surveys gathered information on the social and cultural relationships, as well as locations of past and present agricultural activities, land uses and built structures. Analysis of family and community photographs and aerial imagery, as well as community produced land use and cognitive maps helped place these in spatial relationship to the landscape. Results of this dissertation study made contributions to case study area with a rich archive of Findikli's traditional tangible and intangible landscape elements, and to cultural landscape studies with a method of discovering traditional cultural heritage and landscape values under the threat of change and a guidance to document them with the community-based methods to increase quality and quantity of information. / Ph. D. / Physical and social values of cultural landscapes are becoming lost or transforming under the threat of rapidly changing landscapes. Documenting physical and social values of landscapes via researchers’ point of view is missing some significant meanings of landscapes for local communities. Engaging community in the revealing landscape meanings process provides more information compared to researchers’ perspective studies. This dissertation study proposed a community-based mixed method research to reveal and document cultural heritage or other values from the perspective of local community members in the case study area of Findikli in Rize/Turkey. Findikli’s cultural landscape is under the threat of rapidly changing landscape due to newly introduced agriculture practice –tea production. To reveal lost or transformed socially and culturally important meanings of the Findikli’s cultural landscape, multiple community-based research methods were used for collecting data from local residents as well as those with family or community connections to the area. Community workshops, individual and group interviews, and surveys gathered information on the social and cultural relationships, as well as locations of past and present agricultural activities, land uses and built structures. Analysis of family and community photographs and aerial imagery, as well as community produced land use helped place these in spatial relationship to the landscape. Results of this dissertation study made contributions to case study area with a rich archive of Findikli’s traditional physical and social landscape elements, and to cultural landscape studies with a method of discovering traditional cultural heritage and landscape values under the threat of change and a guidance to document them with the community-based methods to increase quality and quantity of information.

<p>This thesis looks at the experience of motherhood among a sample of full-time employed mothers of pre-school children in the Metro Toronto region. The perceived costs, rewards and meaning of being a mother of young children are explored. The focus of analysis is on identity. The data show how, along with the increased workload, motherhood also provided opportunities for women to claim personal growth and development and to constitute themselves as 'morally' enhanced persons.</p> <p>The processes whereby women were 'recruited' to motherhood varied by social class and were often subjectively experienced as tentative or problematic. The data show how motherhood did not simply express gender identity as is often argued, but it allowed women to achieve a gendered identity. That is, the social organization of parenting was a profoundly socializing experience that produced, and not merely reflected, a gendered experience of self. Becoming a mother was both a gendered and engendered process whereby women came to a new sense of self. Thus, in contrast to the diversity in the ways women came to have children, women came to share experiences which transformed their identities in very similar ways. Women produced babies, but having babies produced 'womanly' persons.</p> / Doctor of Philosophy (PhD)

Public policy has been shifting from child abuse and neglect (CAN) intervention toward prevention, using public health style frameworks, which emphasize shared community and legislative responsibilities to support families (Browne, 2014; CDC, 2014). Analysis of qualitative data from statewide focus groups held in 2019 in Alabama with 99 community-based CAN prevention workers shows strengths in community collaboration, but also, struggles to help families meet basic needs because of lack of community resources, such as transportation and quality child care, and other barriers, including stigma. The results demonstrate confusion between prevention, which is intended to build family resilience to avert crisis, and intervention, meant to reunite families after child protection services involvement. We recommend researchers consistently link CAN research to prevention frameworks so as to build meaningful understanding how to create better prevention programs. Future practitioners should understand prevention, and be prepared to document their work so as to demonstrate need.

<p>The issue of bullying, among school age children, has been popularized by North American news media. These media frame bullying as a violent epidemic plaguing our schools, resulting in school officials implementing new anti-violence intervention and prevention programs. However, popular media and school administrators often do not rely on research with consistent definitions for bullying behavior to inform these changes. As a result, the term bullying has become quite ubiquitous, conflating bullying behavior with other forms of youth violence. My research aims to delineate the contextual influences for youth violence and the types of violence youth engage in. I argue that sociology can contribute to the study of bullying by elaborating on the roles of three kinds of contexts: immediate networks, neighborhoods and micro-geographies, and status situations. Further, gender can also be a consistent conditioning influence on those contextual effects. This study utilizes a multi-method approach to better understand the contexts and dynamics of youth violence. My quantitative component uses data from systematic social observations of all Hamilton public school neighborhoods, Hamilton Safe School Surveys and the 2006 national census. These methods build on different contexts for youth violence. While the survey findings used in the quantitative portion of this thesis examine broad contextual influences, my qualitative interviews develop micro-geographic contexts for youth violence. Using these data sources, I found significant relationships between gender, age, physical disorder and types of violence used by students. My qualitative component used interviews conducted with fifteen Hamilton youth from a variety of different neighbourhood backgrounds to understand youth’s social dynamics in different kinds of violence. I found dynamics that were consistent with the types of in-school violence described by Randall Collins (2008, 2011) and different types for violence used by male and female students for similar social ends. It is my hope that these findings can be used to better inform violence intervention and prevention policies within Ontario schools.</p> / Master of Arts (MA)

The research and analysis of Capitalism, The Reproduction of Racial Difference in American Education, and Black Student Resistance comes from my experiences working for a dropout prevention nonprofit organization in Title 1 public schools with Black middle school and high school students. I observed many conflicts between Black students and school staff that were resolved by convincing students that the cultural norms and rules of the school system were objective and morally right, and therefore Black students needed to accept and obey them. From these interactions, I could see that more than academic skills were being taught in schools. The messages of success being proposed were exerting violence on the mind, body, and spirit of Black youth. I could also see that many of the ways that Black students expressed themselves in schools was not rooted in defiance or an inability to obey but in protest to the socialization that was being imposed on them. My observations of Black students reactions to school culture and the insistence on achievement has fueled my work.

There is a growing movement of indignation around the world that is calling out injustice and developing creative strategies to stand up to power and change the world. These are sparks that have flared up in the Arab spring, the occupy movement, idle no more, massive strikes in South Africa, environmental protests and many more. A growing body of literature suggests that movements such as these are not isolated instances but a growing global movement, despite what the mainstream media suggests (e.g. Brecher, Costello and Smith 2002; Hall, Clover, Crowther and Scandrett, 2012). This participatory action research tells the story of one grassroots environmental protest campaign. The protest campaign is ongoing and organized by non-native environmental kayaktivists in Coast Salish territory. It culminates each year in a five-day human powered flotilla of 100 people through the Salish Sea to connect communities and protest increased tanker traffic and a fossil fuel based economy. The research was both suggested and guided by the organizer activists. Their voices are openly represented in the research in order to reflect and appreciate their expertise and role in the research. The story this research tells demonstrates the role and value of protest campaigns in challenging root inequalities and presents practical strategies for building capacity for a global movement of social and environmental change that connects and addresses intersectional oppression globally. It also problematizes activist settler and First Nations relations. The research situates these campaigns as important sites of public learning and presents practical strategies for teaching and learning as if the world mattered. The organic and experiential approaches to learning revealed are applicable to informal, non-formal and formal learning practices. The research challenges the incestuous, white male, Eurocentric, hierarchical control of knowledge and knowledge making that has been used for centuries to justify and hide oppression and exploitation of imperialism, colonisation and war. This research emphasizes the need for creative solutions to the planetary crisis at hand, which require a reflection on the world and our position in it from diverse cultural perspectives. This means listening and learning from the wisdom of those who have been silenced. It requires a new type of learning that values wisdom over cleverness and places peaceful co existence at the centre of the curriculum. Learning in grassroots protest campaigns, such as the one represented in this case study, offer possible strategies for carrying out such learning. / Graduate / 0516, 0768, 0700 / capelton15@gmail.com

The songwriting process, inspiration to song, can take many forms. This project explores a highly structured approach, using themes derived from reported individual experience to direct the creation of musical ends addressing common experience.

This thesis examines how a more powerful and a less powerful profession --allopathic medicine and podiatry -- are linked in a series of networks through patient referrals and practice activities. The importance of professional networks is that they link different professions such as podiatry and allopathic medicine in ways which direct attention away from ranking the power of fields or viewing them as endlessly in conflict over occupational turf (traditional research questions) to questions of the actual and regularized relationships diverse professions have with one another. This thesis analyzes professional training and activity variables related to the emergence of networks and another set of conditions that results once occupational networks become established. Data were obtained from a mailed questionnaire survey of podiatrists who practice in the Chicago metropolitan area (N-168). Analysis consists of comparisons between podiatrists who are in networks with physicians and those who are not: and between DPM's who are in heterophilous (general referral) versus homophilous (surgical) networks with MD's. T -tests are the major form of statistical analysis used in this thesis. The findings of this thesis support the conclusion that the educational training and podiatric practice mandates (e.g., hospital staff appointment) are important determinants of the formation of networks with MD's. Friendship and social interaction patterns between DPM's and MD's and attitudes of DPM's toward podiatry were found to be highly related to network relationships between podiatrists and medical doctors. Profiles of podiatrists' professional activities and the extensiveness of their referral communication with MD's also were found to be related to the type of network podiatrists are in with medical doctors. Overall, results of this thesis clearly show that networks do link podiatrists and physicians and that such networks have important consequences for the professional activities and orientations of DPM's.

This research focuses on the importance on the Millennial Generation and their perceptions of food buzzwords. Since the Millennial Generation is the largest group purchasing and preparing their own foods, the food industry is becoming dependent on their buying preferences. A survey reflected the participants’ demographics and their buying preferences based on a series of food buzzwords when they are purchasing foods. Results show the Millennial Generation prefers “local” buzzwords. As the Millennial Generation continues to purchase foods for themselves and their families, it can be expected their choices will encourage others to do the same based on their family shopping factors, social interaction, and relationship building traits.