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Photocopy of typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1978. / Bibliography: leaves 92-96. / Microfiche. / 96 leaves

Includes bibliographical references. / xi, 264, [69] leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Physiological, cognitive and environmental changes, together with personal and social attitudes towards the ageing process and towards the state of being old, bring about alterations in opportunities for communication. This, in turn, brings about changes in who we talk to, what we talk about and how we are talked about. This dissertation discusses the changes and the subsequent effects on communication abilities and possibilities. There are three interrelated elements in this research project: linguistic self-identification of the elderly, linguistic representaion of the elderly and communication networks of the elderly. Findings indicate that the predominant social perseptions of ageing as revealed through the media and most fiction, with the exception of some children's picture books, are linguistically marked for negative stereotypes. / Thesis (Ph.D.)--Adelaide University, Dept. of Linguistics, 2001

This study examines the way in which three Education Assistants (EAs) engaged with an Initial Teacher Education (ITE) program at an Australian Higher Education Institution (HEI). In order to assist the EAs to engage with the ITE program the school in which they worked developed a series of intervention strategies. These strategies combined to form what became known as the Christmas Island District High School (CIDHS) Trainee Teacher Program. Through this program the EAs were provided support in the various critical aspects of the ITE program. Within an Australian context the EAs were from non-mainstream backgrounds. They were mature age women who had disrupted educational backgrounds, spoke English as a second language, and were living in a geographically remote location. Their journey from ‘Education Assistant’ to ‘Teacher’, via an ITE program and with the support of the school, is the subject of this inquiry. A grounded qualitative research methodology is used to investigate and analyse the participation of the EAs from their points of view. The personal and grounded experiences of the participants in this study are then supplemented by a review of the international literature pertaining to non-mainstream participation in Higher Education. Specifically, the study examines significant aspects of an ITE program including: • Entrance via alternative access programs • Engagement with course theory and school practicums • Recognition for Prior Learning (RPL) • The implications of studying via distance mode • The role of mentors • The impact of funding structures and fees on non-mainstream students As well as the pragmatic aspects of the program, this study also examines the critical impact that various Discourses (Gee, 1999), and the ideologies that underpin them, had on the ability of the participants to successfully make the transition from Education Assistant to Teacher. The dissertation ends with a series of recommendations for action for the HEI sector, schools sectors and regulatory authorities. The aims are to add to the international literature on non-mainstream participation in ITE and to aid in the development of ITE programs that better address the needs of non-mainstream students.

Thesis (Ph. D.)--University of New South Wales, 2000. / Also available online.

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Th. M.)--St. Vladimir's Orthodox Theological Seminary, 1996. / Includes bibliographical references (leaves 96-101).

Thesis (M.C.S.)--Regent College, Vancouver, BC, 1996. / Includes bibliographical references (leaves 85-93).

Thesis (B.Sc.)--University of Hong Kong, 2003. / Includes bibliographical references (p. 29-30) Also available in print.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographic references (p. [289]-302).