<p>This study investigates interaction in eight sibling pairs aged 1-5 years with the purpose of examining the prevalence of certain variables constituting the interaction. The siblings were observed with video camera while playing with a toy brought along by the author. In order to validate and expand upon the information obtained from the observations, the parent(s) were asked to respond to a number of questions from a Questionnaire. The variables investigated were reciprocal and complementary interaction, asymmetrical roles, imitation, conflict, joint and parallel play and communication. The results obtained indicate that, in these eight sibling pairs, reciprocal interaction, that is interaction taking place on an equal level, is signified by joint play. Complementary interaction, that is interaction taking place on different levels, is signified by parallel play. High activity level for boys versus low activity level for girls in three sibling pairs were observed to correspond to gender-specific play activities in everyday life.</p>

Glass matrix composites containing a conducting filler such as antimony tin oxide (ATO) or silicon carbide whiskers (SiCw) have the potential for applications such as transparent electrodes, heating elements, and electromagnetic shielding. For these applications, the composite performance is highly dependent on the microstructure of the composite and the interactions the added filler has with one another. In this research, borosilicate glass-matrix composites were fabricated using a processing method that creates segregated percolated networks at low concentrations of conducting fillers. The conducting fillers were hot pressed with the glass microspheres at temperatures near the glass transition temperature (550°C) using various pressures. Upon hot-pressing at these low temperatures, the glass microspheres deformed into faceted polyhedra and the fillers were displaced to the edges of the glass particles, resulting in percolation. The processing method used in this study was able to bypass many of the current composition and densification issues associated with the creation of percolated networks in glass composites. In some cases, the formation of these percolated networks resulted in a 12-13 orders of magnitude decrease in the resistivity. Using a non-destructive electrical measurement technique, ac impedance spectroscopy (IS), the changes in the electrical properties were tracked as the conducting networks developed. Using IS in conjunction with other techniques, correlations were made between the electrical properties, the filler interfaces, and the influence the processing parameters had on the development of the percolation networks within these composites.

This study investigates interaction in eight sibling pairs aged 1-5 years with the purpose of examining the prevalence of certain variables constituting the interaction. The siblings were observed with video camera while playing with a toy brought along by the author. In order to validate and expand upon the information obtained from the observations, the parent(s) were asked to respond to a number of questions from a Questionnaire. The variables investigated were reciprocal and complementary interaction, asymmetrical roles, imitation, conflict, joint and parallel play and communication. The results obtained indicate that, in these eight sibling pairs, reciprocal interaction, that is interaction taking place on an equal level, is signified by joint play. Complementary interaction, that is interaction taking place on different levels, is signified by parallel play. High activity level for boys versus low activity level for girls in three sibling pairs were observed to correspond to gender-specific play activities in everyday life.

Indiana University-Purdue University Indianapolis (IUPUI) / The systemic racism imposed on the lives and education aspiration of six of my elders who stayed in the racist South during the ferociously deleterious era of Jim Crow is the focus of this phenomenological critical race study. These stories centered the voices of my elders as powerful weapons to expose white supremacy and the psychophysiological trauma imposed upon my elders. These stories were about the lives, lived experiences, and educational trials and triumphs of six of my Brown and Black hue American elders whose ancestry was born out of slavery and delivered into the vicious Jim Crow era. My work was grounded in Phenomenological Critical Race Theory. Critical Race Theory validates my elders’ narratives and their narratives fortify the tenets of CRT. For you see, racism was an everyday phenomenon my elders experienced as residents of rural Southern America. My elders came to understand “what” they were, Black, by understanding “who” they were not, White. Furthermore, this qualitative phenomenological critical race study was guided by three inquiries, what experiences have you had with Jim Crow; how or in what ways did your experiences with Jim Crow affect your education; and how or in what ways did your experience with Jim Crow affect your life? These inquiries produced four intersecting themes, 1) the survival of racism as part of everyday life, 2) economic exploitation of Black labor, 3) denial of equitable education, and 4) the sociopolitical construction of racial identity, and three significant findings, racist place, sociopolitical oppression, and inequitable education.

No description available.

Racially restrictive housing covenants, their diffusion, and the motivations of those who created them in the northern cities of America in the early 20th century are thoroughly covered within the discipline of political science. Despite the existing literature about racially restrictive covenants, there is very little existing literature or research that covers outcomes (education, political participation, power distribution, income disparities, etc.) in relation to racially restrictive covenants. This thesis investigates how the legacy of racially restrictive housing covenants impacted modern educational outcomes, specifically graduation rates, in the city of Chicago. The methodological approach includes both qualitative and quantitative analysis of historical maps, population demographic distribution, court cases, housing policy, and high-school graduation rates (from 1999–2014). Based on historical background and data analysis, the racially restrictive housing covenants in the city of Chicago led to pervasive patterns of neighborhood segregation that contribute to the racialization of educational outcomes. These findings help to provide quantitative evidence that the legacy and impact of racially restrictive housing covenant policy still impact modern living conditions and outcomes in education and possibly beyond.

The Swedish labour market is one of the most gender segregated in Europe, and despite the extensive legislation on gender equality and discrimination, the health gap between working women and working men are continually increasing. This thesis has two purposes. First, to analyse how the work-related health gap between women dominated workplaces and maledominated workplaces are challenged, problematized and/or consolidated through workenvironment policy discourses. Second, to analyse health experiences from preschool professionals and eventual effects on this group created by the policy representations. The analytical tools have mainly been provided through a WPR-approach and the material has been policy documents and interviews with preschool professionals. The results show that there is an inconsistency with how the problem is formulated and who is thought to be responsible for the problem in between the policy levels. Also, the problem representations had effects on the preschool professionals who were caught in between rationalities. Finally, the results confirm policy as a product of social, political and historical context as well as its ability to shape identities and expand or restrict the room for manoeuvre of groups and individuals.

Brown is often regarded among the most monumental decisions ever rendered by the United States Supreme Court. Its legacy includes a body of case law affecting the shape and meaning of school desegregation over the past fifty years. However, school desegregation and the transition of Brown from courtroom jurisprudence to a manifestation of equal educational opportunities for African American and other minority students has not been characterized by steady, forward progress. This research project is about Brown’s evolutionary transition vis-à-vis public school desegregation law. A comprehensive overview of the Brown v. Board of Education litigation and its affect on school desegregation is provided. The timeframe for the study primarily covers the years following the Brown decisions from 1954 to 2002. However, the study also emphasizes the legal and historical details that led to Brown. In addition, a review is included of the June 2003 United States Supreme Court decisions in the University of Michigan cases that addressed affirmative action issues, which is relative to Brown. The body of case law and information associated with Brown was immense. Therefore, specific litigation was selected for review and analysis. The basis for litigation selection is discussed in each chapter relative to the section’s content. The litigation analysis is addressed from four perspectives: the Historical Perspective: "Separate-But-Equal" Era, the Brown Decisions, the Seminal Desegregation Era, and the Contemporary Desegregation Era. Since the research was so extensive, it is beyond the study’s scope to exhaust all avenues of school desegregation case law in Brown’s progeny. Brown offered the promise and hope of better educational opportunities for African American children in the United States. In the face of contemporary measures that consistently show achievement for African American children lagging behind that of their white and Asian counterparts, this project was motivated by a desire to explore the course of action, from a legal perspective, that resulted in unfulfilled expectations of Brown. / Ph. D.

This qualitative study reflects the researcher's aim to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. This purpose lies in the researcher's attempt to thoroughly and accurately capture a time in history after desegregation was mandated, Freedom of Choice plans were implemented or being created, and integration was occurring across the nation, Virginia, and Franklin County. This study is guided by the research question: What were the experiences of students and staff who were part of Lee M. Waid School during the years 1963 to 1970? The researcher followed the 10-step interview protocol of Creswell and Poth (2018) and adapted 15 interview questions from Johnson's (2015) dissertation The Addisonians: The Experiences of Graduates of the Classes of 1963-70 of Lucy Addison High School, An All-Black High School in Roanoke, Virginia. The interview questions were slightly adapted to suit the researcher's study to gain insight about student experiences at Waid School. The researcher purposefully selected 14 participants by looking at existing data through the use of primary documents and snowball or chain methodology. Fourteen of the participants were former students of Waid School and two were former faculty members of Franklin County Public Schools. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education. / Doctor of Education / The purpose of this study was to shed light on the experiences of Black students during desegregation in Franklin County, Virginia. The researcher aimed to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. The voices of the participants and their stories add to the breadth of literature and body of knowledge on the desegregation process. Before the completion of this study, the perspectives and experiences of participants had not been formally documented. A brief review of the literature on the history of Black education at the national, state, and local levels provides essential background information for historical context leading to the desegregation of United States public schools. An overview of southern segregated schools provides insight into the supports and values held within all-Black schools before and after the initiation of the desegregation of schools. The examination of student experiences during desegregation provides critical insight on America's pathway toward equity in education, the effect of desegregation from the student perspective, and the remnants of segregation that still exist today in American public schools. Through a qualitative case study, the researcher conducted interviews with former students and stakeholders of Lee M. Waid. The researcher reviewed primary documents such as yearbooks, newspaper articles, and other documents provided by participants. Through interviews with participants, (a) high expectations from teachers and administrators, (b) parent and community support, (c) familial attitudes or beliefs about segregation and integration, (d) school pride, and (e) each participant meaningfully reflected on their individual school experiences during desegregation. The themes identified in the study are similar to those identified by other researchers who have explored the initial desegregation of schools and the supports and values held within segregated schools. One of the recommendations of this study encourages additional research and documentation of student experiences during desegregation. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education.

The purpose of this study is to examine a student’s experiences from going to school in a segregated special school, called särskola. That is a special educational schools for individuals with intellectual disabilities. Furthermore, the study has examined a student’s experiences of exclusion and inclusion.  By doing a life story interview with a former student, who has experiences from both non-segregated school and segregated special school, särskola, the student’s experiences will come visible.  By using life story interview the aim is to gain access to a person’s experience of, in this study, schooling. The student is familiar with both non-segregated and segregated schools. Disabled or not, everyone is part of metanarratives that influences one’s life story, within these metanarratives it becomes clear what society demands of the intellectual disabled. The experiences of the student are analyzed through governing documents and other normative documents with critical theory. The result of the study indicates that there are obvious advantages and disadvantages with segregated schools from the student´s experiences. In the segregated school the student feels confident and feels that she has gained adequate knowledge in the different school subjects, but at the same the segregated special school create the experiences of exclusion. / Syftet med denna studie är att undersöka en elevs erfarenheter av sin skolgång i grundskolan och i särskolan. Vidare ska även studien undersöka en elevs erfarenheter av inkludering och exkludering i skolan. Detta är gjort genom att studera en före detta elevs erfarenheter både från grundskolan och särskolan. Metoden för studien är livsberättelse som är passande för denna studie då det är erfarenheterna från en elevs skolgång som är av intresse. Eleven har erfarenheter av både grundskolan, grundsärskolan och gymnasiesärskolan. Funktionsnedsättning eller ej så är alla individer i samhällen en del av olika metanarrativ som starkt påverkar allas livsberättelser. I de olika metanarrativen blir det tydligt vilka krav och förutsättningar som de intellektuellt funktionsnedsatta möter och kommer att möta. Att genom kritisk teori belysa elevens erfarenheter, som kommer fram genom livsberättelsen, i förhållande till gällande styrdokument och andra normerande dokument. Resultatet av studien visar att det finns tydliga för och nackdelar med särskolan utifrån elevens erfarenheter och tidigare forskning. I särskolan upplever eleven trygghet och känner att hon tillgodogjorde sig adekvata kunskaper inom skolans olika ämnen, men samtidigt skapar särskolan erfarenheter av exkludering. Dessa erfarenheter är en del av individens identitetsskapandet som sker i skolan och således påverkas detta mycket av särskolekontexten.