This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

The objective of this study is to evaluate pseudo-substrates of pantothenate kinase (PanK) for the therapeutic treatment of multidrug resistant bacterial infections of Staphylococcus aureus (S. aureus) and Escherichia coli (E. coli). Pantothenate (Pan) analogs, including N- pentylpantothenamide (N5-Pan) and N-heptylpantothenamide (N7-Pan), hamper bacterial growth by utilizing the PanK enzymes, which normally catalyze the rate determining step of the Coenzyme A biosynthetic pathway. Here we report the structures of SaPanK, Human PanK3 and EcPanK complexed with N7-Pan or N5-Pan, all of which have provided the opportunity to investigate the structural differences of bacterial and human Pan binding sites. The MTT assay showed these analogs to exhibit no apparent cytotoxicity against Human A549 lung adenocarcinoma cells, human HepG2 hepatoma cells and human umbilical vein endothelial cells (HUVEC). The presented structural differences have the potential for aiding the development of species-specific antimicrobial compounds with minimal effects on human cells.

This thesis analyses the pecularities of German imperialism in the Near East. The economic aspect of German imperialist policy is reflected in the Baghdad Railway Project, and the political aspect in the German support for pan-Islamism. in this thesis, it is argued that both of these policies were dominated by an anti-colonialist discourse, which formed the distinct nature of German imperialism in the Near East. in order to prove this argument, the works of advocates of German expansion in the Near East has been analysed as the main sourced of influence on the German public opinion.

In less than ten years, Aljazeera television has become the most popular satellite news service in the Arab world. Regimes around the region have regarded Aljazeera as a threat, while Aljazeera has consistently claimed that it is simply reporting the truth. Notwithstanding this, Aljazeera has successfully established its presence in the media world despite the controversies surrounding its professional approach and the hammering criticism that has been directed to it in both the Middle East and the West. This research explores the thesis that Aljazeera is a catalyst of democratisation and social and political change in the Arab world. As a recent media phenomenon, Aljazeera has been playing a critical role in changing the social and political values of societies in the Arab world and viewers’ perceptions of a range of social and cultural topics relating to human rights, equality, diversity, gender, employment and exploitation. It is said that through its persistent campaigns to raise the awareness of its increasingly broadening viewer base to these issues, Aljazeera has created a new public sphere in the Arab countries that are traditionally and historically non-democratic in the least and despotic and dictatorial in the extreme. It became “[the] arena within which debate occurs...” (Hartley, 2002, p.191) between viewers who share in the process of discourse to communicate and debate. In this context Aljazeera provided a public forum for Arab viewers to express their views and address a range of sensitive and controversial issues. Consequently, it is the perception of democracy that Aljazeera seems to be fostering in the Arab world, which is leading to a sense of empowerment at the individual level. The research sought to examine this phenomenon through a field study that garnered vital data from a representative sample of 600 viewers of Aljazeera, including 100 media professionals, in four Arab countries: Egypt, Jordan, United Arab Emirates, and Qatar, and amongst the Arab diaspora (with the Australian Arabs as a focus group). The data was analysed against a media model that was developed specifically for that purpose. The findings support the research hypothesis that Aljazeera is a catalyst of democratisation and socio-political change.

The research recorded in this thesis examined the experience of eight foreign teachers who have taken up residence in China as teachers of oral English language. The study grew out of my reflections on my own challenging, yet rewarding, journey as an international student in New Zealand, and aimed to investigate and unfold the reality of foreigners living and working experience under the influence of traditional Chinese culture, specifically in Pan Yu district, Guang Zhou City, Guang Dong Province. I was interested to find the cultural differences that the teachers struggled to accept or understand. I wondered whether the foreign teachers would reshape their personal beliefs and values, especially about teaching, because of the cultural differences they encountered in China. A sample of eight foreign teachers, from Australia, America, Canada and New Zealand, took part in semi-structured interviews in which I hoped to capture critical incidents in their inter-cultural experience. I was also able to undertake two observations of classroom practice. The data collected was then analysed using Boyatzis' (1998) system of thematic analysis. The research found that participants had similar experiences during their residence in China. For instance, the majority of participants showed a long period of cultural adoption and they all defined their experience as challenging. All participants refused to reshape their moral beliefs about teaching in response to traditional Chinese culture, but that they all, to some extent, eventually adjusted to a Chinese way of thinking. However, issues that direct connected to their own cultural heritage remained unchanged. An interpretation of the findings was that perhaps, on one hand, while the environment and cultural difference initiated various forms of difficulties, on the other hand, participants are trying to reset their personal limits. Most likely, their desire to introduce their Chinese students to a different style of learning convinced them to hold on to personal beliefs about effective teaching and learning, hoping to pass this on to a new generation of Chinese. My research, however, focused on only very small proportion of foreign teachers in China. Further research should be pursued with an expanded focus, to find the potential of the implementation of cultural awareness programmes and support groups for foreigner.

Thesis (Ph.D.)--Tufts University, 2004. / Adviser: Jose Alvarez-Junco. Submitted to the Dept. of History. Includes bibliographical references (leaves 539-556). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3333563."

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on August 27, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Jason Kelly. Includes vita. Includes bibliographical references (leaves 106-113).

Title from second page of PDF document. Includes bibliographical references (p. 145-173).