The Way of the Warrior: Indigenous youth navigating the challenges of schooling

This study examines the educational experiences of 39 First Nations youth, ages 16-20 years, from two, First Nations, on-reserve, communities in northern Ontario, who share their reflections and experiences of reserve and public schooling. We drew on the Indigenous metaphor of the “new warrior” to analyze how these youth experienced and responded to educational challenges. Their conversations describe how racism framed their schooling experiences and how they made use of their Indigenous sources of strength, which included family and community structures, to address the inequalities in their schooling

Long-lasting marriages : why do they survive?

Despite today’s high divorce rate, one out of five first marriages lasts 50 years. Such long-lasting relationships are a contemporary phenomenon. Consider this: At the end of the 19th century, the average length of marriage when one spouse died was about 28 years. Now it's over 43 years!Published January 1996. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Sibling relationships in later life

Research on sibling relationships has focused mostly on childhood and adolescence. What we currently know about siblings in later life is limited, but our knowledge is growing. Although the number of living siblings an individual has declines with age, contact among siblings increases with age.Published November 1995. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Family-Centered Early Intervention in North America: Have Home-based Programmes Lived up to their Promise for High-risk Families?

While early intervention programming is not new in North America, such programs have gone through a rapid expansion in recent years. This has been motivated by the recognition of the need for timely intervention, the development of a family rather than a child focused practice philosophy and the desire on the part of funding organizations to save money by promoting less expensive programming. This article reviews the various components of early intervention programmes in North America while also questioning aspects of current practice. There is a clear need for family-centered intervention. This should not be in question. However, the fundamental question should not be whether family centered intervention is necessary but rather how can empirical research inform best practices? It is the conclusion of the authors that this will be the key challenge in the coming years

Evaluating Recruitment Contribution Of A Selectively Bred Aquaculture Line Of The Oyster, Crassostrea Virginica Used In Restoration Efforts

Severe over-fishing, habitat degradation, and recent disease impacts have devastated the eastern oyster (Crassostrea virginica) fisherey in the Chesapeake Bay. Several restoration efforts are in progress, including the unconventional approach of seeding reefs with an aquaculture strain selected for disease resistance and fast growth in hopes of mitigating the negative effects of diseases and low census numbers. Supplementation of four sites (The Great Wicomico, Lynnhaven, York and Elizabeth Rivers) examined in this study totaled approximatedly 18,500,000 aquaculture oysters from 2002 to 2006. We collected locally recruited offspring (n = 6517) from 2002 to 2006 at these sites to determine if reproduction by the transplanted oysters produced detectable contributions to recruitment by examining the frequency of a composite mitochondrial haplotype that occurs at high frequencies in this aquaculture strain but is rare in wild Chesapeake Bay oysters. The estimated frequency of this haplotype in locally recruited oysters (average 1.4%, SD = 0.9) was compared with the average frequencies found in the hatchery produced (35%, SD = 12.8) and wild (1.2%, SD = 0.9) oysters, but we were unable to refute the null-hypothesis that population supplementation made no contribution to recruitment. We discuss five nonmutually exclusive explanations for the limited impact of supplementation, including unequal sex-ratio, predation, flushing, relative scale, and aquaculture selection. We argue that predation, relative scale and aquaculture selection are the likely reasons for the limited contribution made by aquaculture oysters used for population supplementation

Building community support for families of people with AIDS

AIDS attacks more than the immune system of HIVinfected people. AIDS also attacks the well-being of families by draining their relationships as well as their economic, emotional, spiritual, and social resources.Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Planning in advance for health care decisions

Revised November 1993. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Talking to your family and doctor about difficult health care decisions

Published October 1991. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Developing the role concept for computer-supported collaborative learning

The role concept has attracted a lot of attention as a construct for facilitating and analysing interactions in the context of Computer-Supported Collaborative Learning (CSCL). So far much of this research has been carried out in isolation and the focus on roles lacks cohesion. In this article we present a conceptual framework to synthesise the contemporary conceptualisation of roles, by discerning three levels of the role concept: micro (role as task), meso (role as pattern) and macro (role as stance). As a first step to further conceptualise ‘role as a stance’, we present a framework of eight participative stances defined along three dimensions: group size, orientation and effort. The participative stances – Captain, Over-rider, Free-rider, Ghost, Pillar, Generator, Hanger-on and Lurker – were scrutinised on two data sets using qualitative analysis. The stances aim to facilitate meaningful description of student behaviour, stimulate both teacher and student awareness of roles at the macro-level in terms of participative stances, and evaluate or possibly change the participation to collaborative learning on all levels