The growing interdependence between individuals and nations is reflected in the environmental conditions of our world. There is a need for individuals to be environmentally aware and proactive to live in harmony with the natural environment and prevent its continued degradation. A retrospective look at the lives of environmental educators may provide clues as to the types of experiences helpful in developing environmentally concerned and proactive citizens. A purpose of this study was to determine experiences environmental educators in British Columbia, Canada considered significant in developing their interest in and dedication to the field of environmental education. A second purpose was to explore the relevance and applicability of earlier research findings about experiences formative in developing concern for the environment to a select group of environmental educators from the same population. Leaders in environmental education in British Columbia nominated the selected environmental educators as outstanding in their field for their action oriented environmental education programs. These purposes were achieved through the use of a questionnaire sent to environmental educators in British Columbia [B.C.], Canada and through interviews of the selected outstanding environmental educators. Experiences with other people, experiences in natural areas and vocational experiences were most frequently mentioned as influential by questionnaire respondents. The interviewed educators mentioned experiences in natural areas, the influence of people and experiences of negative environmental impact, education and vocation as the most influential. The results were not entirely consistent with results reported in the literature from studies of other environmentally aware individuals. Possible reasons for the differences are presented. Information about the environmental education programs of the outstanding educators, their reasons for remaining as classroom teachers and what they consider potential barriers to teaching environmental education in a classroom based setting is alsosummarized. Recommendations for implementation of the findings are presented, as are recommendations for future research. / Graduate

No description available.

PhD / This thesis examines the participation of British ‘soldiers of conscience’ in the Greek War of Independence, the Spanish Civil War and the Russo-Finnish War. By considering both the response of the British government to the participation of its nationals in foreign conflicts, and the perceptions and experiences of the volunteers themselves, it argues for the applicability of a legitimating ‘politics of violence’ as means for understanding the historical construction of warfare.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Carl Dawson, Dept. of English. Includes bibliographical references.

The purpose of this study was to better understand the historical development of the British Columbia (B.C.) community college, university college, and institute system with the focus on the changing nature of voluntary inter-institutional collaboration in relation to provincial coordination. The study also examined the related themes of centralization and decentralization within B.C.'s system and the development of a provincial system of autonomous institutions. The methodology used was qualitative, and more specifically, interpretive in nature and based on the historical method and the underlying assumptions of hermeneutics. The researcher began by analyzing pertinent primary and secondary sources of literature in relation to the study's purpose. The findings from the literature analysis formed the basis for interview questions that were asked of 10 key informants to fill gaps in understanding and confirm findings. The study found that the B.C. system began as a decentralized group of autonomous, community-oriented institutions but became more centrally coordinated by government in the late 1970s and early 1980s, largely because of increased costs and a worsening economy. The 1990s witnessed a high level of centralized decision making with stakeholder involvement, which has been replaced by a move towards decentralization and greater institutional autonomy in the early 2000s based on the market ideology of the new government. Throughout the decades, the B.C. system has had a history of voluntary collaboration but that collaboration has been gradually blended over time with provincial coordination as government built a system of autonomous institutions. The main conclusions of the study are that an appropriate balance may be achievable between centralization and decentralization in order to maintain a coherent system of accountable, autonomous institutions but would need systematic efforts by government and institutions and a policy framework for system governance. Such a balance may be achieved by learning from the lessons of B.C.'s rich history and from the experiences of other jurisdictions. To achieve system goals, the Ministry and institutions could build on the history of voluntary collaborative efforts, which seem particularly important among educators at the program level. The Ministry might reward such collaboration and hold institutions accountable for it. / Graduation date: 2003

Thesis (Ph.D.)--York University (Canada), 1999. / Adviser: Bernard Luk. Includes bibliographical references.

<p>I argue that the pastoral genre is a literary response to changes in the agrarian economy as landed property is freed from older notions of obligation and political dependence on the monarch. Thus, the Renaissance English pastoral can be read as a cultural form that corresponds to agrarian capitalism and a moment of release of land and natural resources from their embeddedness within local communal formations before they are incorporated into a larger concept of Englishness. While the genre of the pastoral is ostensibly resisting the pressures of modernity - i.e. the corrupting influence of trade and urban life - what struck me is that it does so in ways that look distinctly modern to us, through affirmation of independent forms of intellectual and agrarian labor.</p> / Dissertation

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 287-295). Available also in a digital version from Dissertation Abstracts.

Mémoire de master en sciences de l'information et des bibliothèques : services documentaires numériques : Villeurbanne, ENSSIB : 2007. / Texte intégral. Résumé en français et en anglais. Bibliogr. f. 89-93.

Thesis (M.A.)--Central Connecticut State University, 2001. / Thesis advisor: Louise Williams. " ... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 93-99). Also available via the World Wide Web.