Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4461. Adviser: Ronald P. Toby. Includes bibliographical references (leaves 258-271) Available on microfilm from Pro Quest Information and Learning.

Inaug.-diss.--Berlin. / Lebenslauf. "Literatur": p. [52]-53.

Thesis (M.Phil.) - University of Queensland, 2003. / Includes bibliography.

Thesis (Ph.D.) - University of Queensland, 2004. / Includes bibliography.

Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1995. / "April 1995." Typescript. Includes bibliographical references. Also issued in microfiche.

A revision of the author's thesis, Australian National University. / With a new introduction by John Hirst. Includes bibliography (p. 262-275) and index.

Bibliography: p. 161-185. The main aim of this project was to establish whether or not interception belts can be expected to transpire sufficient volumes of water to be considered a feasible option for controlling rising groundwater. (conclusion)

The initial project was funded by an Australian Research Council (ARC) Research Infrastructure Equipment and Facilities Scheme grant. The model was developed by seven Australian universities in association with the Council of Australian University Librarians (CAUL), with the University of New South Wales as the lead institution. Description based on: Feb. 26, 2001 update ; title from homepage (viewed 5 June 2001) Available in HTML and PDF file formats. ADT is a project dedicated to establishing a distributed database of digital versions of theses produced by postgraduate research students at Australian universities. The theses of member institutions are digitised and made available as part of the deposit process. A selected number of existing theses which are frequently requested are also digitised. Users may search the database or browse the theses by institution. The retrieval is enhanced by the inclusion of metadata tags in the documents. Mode of access: Internet. System requirements: Acrobat reader required to view/print PDF files.

The thesis examines the response of Aborigines (Anangu) to the situation of mass tourism at Ulunu (Ayers Rock) in central Australia. When tourists visit Ulunu, the harsh environment brings them into a sudden, often unpleasant, awareness of their own bodies. This corporeal consciousness affects the interest they have in regard to those living there long term (Anangu, Park rangers, and workers in the tourism industry). Consequently, the questions tourists ask about Anangu focus on how they cope with life in this harsh area. To Anangu, though, Ulunu and the surrounding area is a political and ideological landscape. They wish to educate tourists about the meanings the land has for them, using stories from the Tjukurpa (Dreaming) to illustrate how Anangu see their place in the world: as rightful owners and custodians of Ulunu. Unfortunately, tourists have experienced a shift from the familiar, intellectual realm to a physical realm of senses and body processes, and their interest is not in Anangu ideology and politics, but in the maintenance of Anangu bodies. A tension occurs when Anangu force tourists to consider Aboriginal culture through their message of not climbing Ulunu, the intended activity for the majority of tourists. This message articulates the differences between Anangu and tourists, and in recent years it has become more strident, to the extent of altering Tjukurpa stories to illustrate it. Anangu engagement with tourism is used to promote political messages; but the success of this endeavour depends on the tourists' own experience of the landscape. Further, the thesis offers an ethnography and analysis of the lives and communities that constitute various categories of white workers in the area and demonstrates their attitudes both towards each other, and to Anangu and tourists.

This thesis is concerned with the development and evaluation of a new approach to helping teachers change their classroom practice. The model adopted combined elements from the action-research model and the 'coaching' model, and findings from the curriculum implementation studies. Governments are concerned increasingly to introduce new centralised curricula in response to social changes or economic pressures. In the community there are calls for widespread reform of schooling at all levels. Also, with changes in their career patterns it is imperative that teachers, who are likely to be teaching for thirty or forty years, have available a sustained programme of professional development. Regardless of the origins of the calls for change, to be successful the introduction of a new school practice must be accompanied by a corollary programme of teacher education. Typically, however, in-service education has lacked direction, been inappropriate and been poorly executed. While the focus of the thesis is upon the fidelity of implementation of the new teaching strategy, it also reports on the teachers' understandings of the classroom dynamics, their feelings of self-confidence and perceptions of his or her principal as a supporter of classroom innovation. In the present economic and political climate judgements must be made about the worth of particular in-service programmes. Several important dimensions of an in-service programme were used to compare the innovative model with an action-research model and a 'typical' in-service model. On the criteria considered the innovative model fared better than the other two models. Recent changes to in-service education in the U.K., announced in DES Circular 6/86, have meant a high degree of similarity in the espoused purposes and procedures of the British and Australian Governments. The in-service programme outlined here is well-suited to the new in-service policies and financial arrangements in both countries.