Thesis (Ph. D.)--Open University. BLDSC no. DX212330.

Thesis (Ph. D.)--University of Wisconsin, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 152-161).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 3, 2007. Dissertation Committee: Anthony W. Lorsbach (chair), Karen K. Lind, Cynthia J. Moore, Thomas P. Crumpler. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

<p> Due in part to its geographic isolation and unique climate, Hawai&lsquo;i has a high number of endemic species and is considered a biodiversity hotspot. At the same time, these characteristics make Hawai&lsquo;i vulnerable to species loss. To protect endangered species, conservationists focus on preserving Hawai&lsquo;i&rsquo;s native ecosystems through invasive species control and habitat restoration. Native forests are central to Hawai&lsquo;i&rsquo;s watershed, provide habitat for endemic pollinators, and foster bioculture. Pollinators are integral for ecosystem health as well as for human spaces, and worldwide pollinators have been on the decline. Since pollinators and their flowering counterparts are embedded in human lives, this research challenges traditional conservation approaches by contextualizing more-than-human entanglements within social, political, and cultural milieu. The purpose of this work is to draw from posthumanism, new materialism, and indigenous discourse to examine the biopolitical issues in which Hawaii&rsquo;s endemic pollinators situate to re-envision questions and ethics of conservation. The researcher followed endemic pollinators through native forests to explore the entangled relationship between humans, pollinators, and forests examining the question, what is the biopolitical culture of endemic pollinators in Hawai&rsquo;i? This multi-sited, multi-method research used a mix of autoethnography, participant observations and interviews, visual data, and archival and biocultural accounts to articulate emergent findings. The findings of this dissertation discuss the nuances of multispecies entanglements and mattering, politics of biological conservation and extinction, and material-discursive understandings of place. This study suggests human/more-than-human encounters are grounded in reciprocity and responsibility and co-create place.</p><p>

Thesis (M.F.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The aim of this thesis is to present a comprehensive course of study in human anatomy for adolescents, utilizing slides as the primary means of introducing anatomy in combination with a text substantiating the visual material. [TRUNCATED] / 2031-01-01

Thesis (Ed.D.)--Boston University.

The study was conducted at the largest public sector nursing college in the Gauteng province. The South African Nursing Council (SANC) regulation, R425 paragraph (f) stipulates that Biological Nursing Science (BNS) shall be included in the curriculum taught in the four-year diploma nursing programme, leading to registration as a professional nurse. BNS is an ancillary subject in the four year diploma programme in nursing. However, SANC does not stipulate that Biology should be a prerequisite for entry into the nursing programme. Biology as a school subject is neither a prerequisite nor a selection criterion for entry into the four year diploma nursing programme. Since the selection criteria have been widened for entry into nursing, the funders of nursing education seem to consider Biology even less important than before. Hence, the entry criteria are based on the matric score that the applicant achieves following the consideration of symbols obtained in different subjects. Poor performance in Biological Nursing Science (BNS) of students registered for the 4-year Diploma in Nursing is of grave concern to educators, students and funders of nursing education. A preview of nursing students’ summative results in BNS over a two year period showed a drop in the overall pass rate from 89% to 50%. It was hypothesised that prior biology knowledge or lack thereof might be a reason why BNS is difficult for first and second level nursing students; there is, however, no evidence to support this. Hence, it was intended to establish the factors that contribute to or are related to the performance of students in BNS in their first and second years of the four year diploma in nursing. The purpose of the study was to analyse the performance in BNS 1 and BNS 2 of student nurses at a public nursing college. In this study the sample comprised two groups of third and fourth year nursing students who have studied BNS 1 in their first year and BNS 2 in their second year of the programme (N=424); 312 (73.6%) agreed to participate; 175 were third year students and 137 fourth year students. A quantitative, survey research design was used. A retrospective record review and a questionnaire were used to collect data.. Students’ academic records were used to obtain BNS 1 and BNS 2 tests and summative examination results. Students’ admission records were used to obtain the socio-demographic data. A total of 364 records were reviewed and constituted the records sample (n=364). Data were entered onto an Excel spread sheet. Descriptive and inferential statistics were used to analyse the data and to present the results. Chi square (X²) was used to test for significant differences between study variables. The p-value was set at 0.05 level of significance. The study found that age is the only demographic variable that influences BNS performance; with the age range between 17 to 50 years, older students have lower mean scores in BNS than younger students. The results showed that for every 1 year increase in age, a 0.28% mark decrease in the BNS 2 main examination mark could be expected. The most popular subject choices in high school are Biology and Physics, however, only Physics was shown to have a significant positive influence on the performance of students in BNS examinations. Among the least chosen subjects are Business Studies and Business Economics which were also shown to have a positive effect on BNS performance. It may be concluded that the subjects Physics, Business studies and Business Economics enhance students’ performance in BNS. On the contrary Biology, was shown not to have an effect on the performance of students in BNS (p=0.15). Previous Biology knowledge did not significantly influence lecture attendance and students’ use of prescribed material but those who had studied Biology more than five years ago or not at all, were more inclined to use recommended material.

This study aimed to explore students&amp / #8217 / and teachers&amp / #8217 / perceptions with respect to biology education at high school level in order to reveal the reasons of students&amp / #8217 / low achievement in biology as indicated by the university entrance examinations between the years 1996-2002. The study was conducted with a qualitative approach. Therefore two separate interview schedules were developed to be conducted with 45 high school biology teachers and 45 eleventh grade science students in 10 schools including private, Anatolian, and public high schools. All the interviews were audiotaped and transcribed verbatim by the researcher. Results revealed that there are serious problems in biology education such as biology curriculum covering high amounts of topics, unavailable time allocated to biology, insufficient economical conditions... The reasons of students&amp / #8217 / low achievement in biology can be summarized under the headings of students&amp / #8217 / perception of biology, the nature of biology lesson, questions asked in universityentrance examinations, students&amp / #8217 / perception of other science lessons, and biology education in Turkey.

Thesis (Ed.M.)--Boston University