The story of how and why the Canadian government negotiated Treaty 8 with First Nations living in north-western Canada, and its attitude toward the people whom it casually left out of treaty, provide an excellent example of how the Canadian government approached treaty negotiations in the late nineteenth and early twentieth centuries. Treaty 8 is both typical of the other numbered treaties negotiated with First Nations in the late nineteenth century in western Canada as well as different, in that it was the first of the "northern" numbered treaties negotiated with First Nations.<p> This thesis looks at Treaty 8 in both ways: how it illustrates a common approach to treaty making on the part of the Canadian government, and how it differs from other treaties and other treaty negotiation processes. The thesis also tells the story of the people left out of Treaty 8 negotiations in northern Alberta and north-western Saskatchewan, as well as their struggles to obtain justice for this governmental oversight.<p> This thesis looks at a number of issues related to Treaty 8 which earlier historians have either not focused on or overlooked. The first is that the territory covered by Treaty 8 is greater than the area into which treaty commissioners were sent in 1899 and 1900. The second related point is that the government policy of the time that treaties should be negotiated at as little expense and cost to the government as possible meant that people were left out of treaty negotiations.

Property rights within historical urban contexts, an important aspect when considering how inhabitants create an urban pattern from an urban context, being starting point of living, using, building, designing and forming the built environment. Property rights can refer not only to the physical forms, socio-cultural structures, administrative issues, and political and economic conditions of the urban context, but also their way of defining an order between the context and its inhabitance, investigates the combination of tangible and intangible values and their continuity in an urban context, which has emerged as an important issue in urban conservation studies. While urban conservation studies have sought rational solutions to investigating the combination of tangible and intangible values and its hidden values in the historical urban context, the thesis is to focus to research the relationship between ownership and the physical urban context so as to define the tangible and intangible values of human experiences within the urban context. The city of Antakya (Antioch) has been selected as the case study of this thesis as not only a crucial empirical case owing to its rich historical, multi-cultural historic urban core, but also due to the fact that the current historical urban form was affected and formed under Islamic ownership norms, and later developed under Ottoman land tenures. Additionally, as archive documents such as title deeds have been translated into Turkish, and the cadastral plans of the urban form have been prepared during the French Mandate Period, they can be viewed as sources of reliable information on ownership norms for every single property unit, which is a key asset when attempting to decode the physical urban structure and reveal the hidden salience of the city. Fundamentally, this research clarifies that ownership has the means of affecting something that lies beyond the existence, beyond the apparent, beyond the known and beyond the man-made settlement boundaries that define elusive historical urban forms. The Antakya case reveals clearly that property rights have major implications when attempting to understand the formation and persistence of every single component of an urban form / and accordingly, these aspects deserve greater consideration in urban conservation when attempting to make holistic assessments.

Literature suggests strong, positive and mutual relationships between home and school lead to higher levels of success and achievement for students. Schools should begin to focus on being more aware and sensitive to the cultural and social wealth that marginalized families carry. When institutions of learning begin to tap into and embrace the strengths of their families, it is likely to be of mutual benefit for the students, staff and families. Utilizing qualitative research methodology, this study sought to understand African American grandmothers' perspectives on parental involvement, and identify strategies that supported, maintained, and facilitated their involvement in the educational process of the grandsons in their care. In this research study, I specifically sought to address the following questions: * How do African American grandmothers see their involvement in their grandchildren's education? * How have the grandmothers shaped their involvement in the education of the grandchildren under their care? What influenced their involvement? * What are their perspectives on the level of involvement in the education of the grandchildren under their care? * What do African American grandmothers see as barriers and opportunities as they try to guide their grandchildren through formal schooling? The cultural capital theoretical framework helped to understand and interpret the experiences of the African American grandmothers in this study raising their grandsons. The framework also helped to understand how each grandmother constructed and perceived their roles as grandmothers. In terms of support for the theory, the findings collected through interviews revealed that despite past oppressive conditions, barriers and cultural incongruence associated with schools, the grandmothers stayed abreast of and connected to school norms and practices for the benefit of their grandsons. Although each grandmother displayed a combination of capitals and wealth, aspirational wealth, resonated across each capital. Major themes of the study included: Grandmothers: Mothering and Leading by Example; Family and Communal Support: "It Takes a Village;" Grandmothers Engaging in Traditional Parental Involvement Activities; Grandmothers-Grandsons as Co-learners; and Grandmothers' Critique and Advice for Schools. Implications for future research includes creating supportive and caring school environments, ensuring that school leaders and staff display welcoming behaviors and demonstrate support in parental involvement programs, and school leaders and teachers having and maintaining high expectations. Understanding how African American grandmothers and other family members, construct, perceive and enact certain cultural wealth and social capital should become more prevalent in scholarly work and research. Parents of different races and culture favor different forms of involvement. Implications from this research study suggest that educators and school leaders must begin to acknowledge, address, and value the cultural differences and social wealth that African American grandmothers and family members possess.

The role that support systems play in new teachers' levels of school commitment has been widely documented. However, veteran teachers' levels of commitment have not been as closely studied. According to the department of education in a Southeastern state, the veteran teacher attrition rate at a Title I school in an urban school district was in the double digits for several years. High veteran teacher attrition rates and low levels of commitment can cause problems such as loss of continuity of instruction for students. The purpose of this study was to identify veteran teachers' perceptions of their levels of school commitment and how the district can support and retain veteran educators. Self-determination theory, as it relates to the satisfaction of teachers' needs and concerns in the context of their work environment, formed the conceptual framework for this study. The study was implemented to explore research questions related to veteran teachers' needs and concerns, working conditions, and supports. A case study research design was utilized. Interview data were collected from a criterion-based, purposeful sample of 10 veteran teachers. These data were analyzed inductively for common themes and patterns and resulted in findings based on veteran teachers' needs and concerns such as greater district and parent support and job-embedded professional development. A project was developed based on the findings to address the problem. The project focused on creating professional learning communities to support veteran teachers and increase their levels of school commitment. Positive social change can result from creating these professional learning communities for veteran teachers in order to address their needs and concerns, such as greater school commitment for veteran teachers and more continuity of instruction for students, which will result in higher academic achievement.

This dissertation examines the creation and development of the United States government's Title X family planning program from 1965 to 1988. It argues that Title X became controversial when its supporters shifted their focus from promoting family self-sufficiency to celebrating individual reproductive freedom. The new individualist arguments profoundly threatened many Americans who wanted government policy to support the patriarchal nuclear family. Support for federally-subsidized family planning programs in the 1960s rested on an ideology of nuclear family economic independence. Advocates reasoned that birth control services would enable poor Americans, especially African-Americans, to have children only within stable, self-sufficient marriages. Using these arguments, family planning advocates developed nearly-unanimous support for family planning programs among federal policymakers. In the early 1970s, though, family planning supporters embraced feminist and anti-racist critiques of their earlier ideas, leading them to promote subsidized family planning as a route to individual women’s reproductive freedom. In turn, the dissertation examines the growth of the New Right in reaction to the new liberal focus on individual freedom. While some dissenters had opposed family planning programs in the 1960s, this opposition mushroomed in the 1970s as opponents identified Title X as a threat to the family. Family planning opponents focused on two aspects of subsidized birth control programs that endangered the patriarchal nuclear family: abortion and teenagers’ access to contraception. Both of these issues jeopardized the husband’s and father’s authority over his dependents. In addition, opponents claimed that federal government spending on Title X overused their tax dollars, compromising their own ability to be self-sufficient and, thus, the survival of their own independent nuclear families. As a result, they mobilized in opposition to Title X in the 1970s and 1980s. The dissertation uses a wide variety of archival materials, government documents, and published sources to document the trajectory of debates over federally-funded family planning programs / History

This paper is a study to determine whether the Title V program, as implemented in Texas, fulfills one of the goals of the Clean Air Act. That goal is to provide an effective compliance tool for particular sources (major sources of air contaminants). The study will include a description of elements that are a direct or indirect result of the Title V program including regulations, programs, permit and related documents, enforcement cases and violation data, etc. that will result in measurements or logical arguments to support the claim that the program is an effective compliance tool as compared to any system in place before it. I discuss Title V program elements that appear to detract from the compliance effectiveness, and explore the impact of these elements on compliance determination. / text

Using Title IX of the Educational Amendments of 1972 and a review of the history of sport in the United States, this thesis provides a critical feminist analysis of how the legal system perpetuates and justifies sport as a male domain. The gender hierarchy in sport continues to be supported through the interpretation of the law meant to rectify gender disparities. The analysis of legal records in this thesis demonstrates that cultural and social beliefs regarding women and sport are evident in the construction of the law and impacts court rulings. Title IX and its subsequent interpretations and regulations, specifically, the Contact Sports Exemption, are manipulated in an unconstitutional manner reinforcing the traditionally male dominated institution of sport. This thesis argues that despite the nondiscrimination intent and purpose of Title IX, false assumptions about gender are perpetuated within the law and make gender equality in sport difficult, if not impossible.

This dissertation studies visual artifacts associated with early modern theatre and book culture, and through them examines acts of communication in the marketplace. These artifacts, illustrated play-text title pages from the period 1600 to 1660, provide scholars with an opportunity to better understand the discursive power of theatre and subjects associated with drama in seventeenth-century London. This work offers a set of case studies that demonstrate how title page imagery and its circulation can contribute to our understanding of contemporary theatre culture, and addresses questions of intention, production and distribution. As well, it offers insights into early modern modes of constructing visualization. These artifacts served not only as visual reminders or interpretations of the dramatic works they represented, but were also used as powerful marketing tools that enhanced the cultural capital of the plays throughout London. The title pages were used as posters, tacked to the walls of the booksellers’ shops; the woodcuts were also repurposed, and incorporated into other popular publications such as broadside ballads, which retold the plots of the plays in musical form and were sold on city street corners. These connections raise questions about early modern forms of marketing used by publishers, and challenge the widely accepted belief that images held little value in the society and in the culture of print of the period. In addition, the distribution of these illustrations challenges the widespread conviction that early modern English culture was iconophobic, and suggests that seventeenth-century English society embraced rather than spurned visual media. Methodologically, this study is built on the foundations laid by scholars of English theatre and print culture. Within those fields, however, it has been customary to view these title page illustrations as inferior forms of representation, especially in comparison to their continental counterparts. By using tools from visual rhetoric to expand on how and what these images communicate, I am able to show the important functions they performed, and the distinct and playful way they represent complex relationships between stage and page, audience and performance, reading and spectating. These readings, in turn, enrich our historical understanding of the cultures of print and theatre, and build upon our knowledge of the interactions between these rich and important fields. Each chapter explores theoretical and contextual questions that pertain to some aspect of each illustration, as well as examining whether individual illustrations can inform us further about early modern theatrical performance practices. The introduction surveys the relevant field and introduces the theoretical resources that will be used in the subsequent chapters. Chapter Two examines the 1633 edition of Arden of Faversham and the question of whether the action in the illustration pertains to the play or to a broadside ballad that appeared in the same year. The third chapter provides a theoretical analysis of the performance of violence in the woodcut for The Spanish Tragedy, and how emphatic elements in the image may demonstrate the influence of theatrical performance upon the artist. Chapter Four explores the relationship between the title page of Friar Bacon and Friar Bungay and the concept of celebrity in relation to the Tarltonesque clown character who dominates the action of the image. Chapter Five considers the problematic relationship between theatre, politics and satire in the competing engraved title pages for A Game at Chess. The conclusion draws together the findings, and points to other aspects of early modern print and theatre cultures to which they pertain.

This thesis examines the role of interpretation in legal encounter in Lexington, Kentucky. Through an analysis of legal and interpretation practices, this study seeks to ascertain how these practices may affect non-native or low-proficiency English speakers’ (LLPs) experiences with both federal and local laws and legal spaces. This place-based study involves in-depth qualitative research. Using the methodological framework of feminist geo-jurisprudence, this research contributes to our understanding of 1) the limits of the publicity of legal space and, more specifically, the ways in which language barriers can prevent legal inclusion; 2) local strategies and tactics for dealing with the challenges to meaningful access before the law in terms of language as outlined by Title IV of the 1964 U.S. Civil Rights Act; 3) the broader implications of language access for immigrants and non-citizens at the intersection of legal discourse and society (discursive legal space). Furthermore, this research addresses the absence and presence of hospitality (Derrida, 2005) from this site of citizenship negotiation, and it addresses the ethics of hospitality behind the work that attempts to resist legal closure and to enforce laws that protect, rather than persecute, those facing language barriers.

Sectional ownership has introduced several new concepts of property that differ significantly from prevailing as well as common-law concepts of property. The right of extension with regards to sectional titles is one such concept. The right entails a subtraction from the dominium of sectional owners and is widely regarded as a limited real right. It is submitted that the right cannot be categorised into any common-law category. The right is a statutory limited real right sui generis that has its own characteristics with regards to the way it is established, transferred, alienated, burdened or lapses. The right should also be recognised as constitutional property. The study concludes with an investigation into selected aspects relating to the right as an estate asset and points to problems relating to the valuation of the right for purposes of estate, capital gains and donation tax. / LLM (Estate Law), North-West University, Potchefstroom Campus, 2014