In trying to understand ecological identity within adult environmental education, I embarked on an arts-informed exploration of my life history. I realized that everything I know about the environment grew from what I experienced as a child. My childhood experiences are most vivid in my memories of the natural world. I wanted to know more about the relationship between childhood experiences and ecological identity. Based on a personal transformation, and journey toward restoring awareness of the senses and how we know as human beings, I chose my life as the focus of this research. Had my childhood experiences influenced how I relate to the environment? How had they done that? What was it about those childhood experiences? This thesis is the culmination of my inquiry. It is my story and an offering to travel with me to my childhood and make sense of your own experiences in the natural world.

In trying to understand ecological identity within adult environmental education, I embarked on an arts-informed exploration of my life history. I realized that everything I know about the environment grew from what I experienced as a child. My childhood experiences are most vivid in my memories of the natural world. I wanted to know more about the relationship between childhood experiences and ecological identity. Based on a personal transformation, and journey toward restoring awareness of the senses and how we know as human beings, I chose my life as the focus of this research. Had my childhood experiences influenced how I relate to the environment? How had they done that? What was it about those childhood experiences? This thesis is the culmination of my inquiry. It is my story and an offering to travel with me to my childhood and make sense of your own experiences in the natural world.

The aim of the research was to improve Taiwanese undergraduate nursing students' attitudes toward and knowledge about older people in order to encourage them to work with older people. People aged 65 and over currently make up 9.7% of the Taiwanese population (Department of Statistics 2006). With the increasing population of older people, health care professionals will have more experiences of caring for older people. However, an increasingly large body of literature suggests that most health care professionals have negative attitudes toward older people and little knowledge about older people. Studies from Western countries have indicated that attitudes toward and knowledge about older people can be improved through a variety of educational efforts. Two studies were conducted to examine these issues. Study 1 involved a cross sectional survey of 302 nursing students from four-year and two-year programs in a university in southern Taiwan. Overall, the results showed that nursing students held positive attitudes toward older people but had poor knowledge about older people. Moreover, the findings suggested that nursing students' intention to work with older people and gender were important factors influencing their attitudes toward older people. Age, nursing program, and living with older people were the variables which made independent contributions to knowledge about older people. Study 2 was a quasi-experimental design using pre-post tests with an intervention (experiental based learning) and control group (usual lecture based learning) (n = 60) to test the impact of a gerontological educational subject. Focus group data were also collected to examine students' reactions to the gerontological nursing subject and the experiential learning strategies used in an experiential-based learning group. The sample was students in the second semester of their second year from the same university used for Study 1. All 60 students were randomly assigned into either experiential-based learning or lecture-based learning groups for their gerontological nursing subject. The data were collected across three time points (pre-test, week 16 and week 20) using 2 validated instruments from Study 1. Qualitative data were also collected from the experimental group after students' clinical practice at week 20. In order to test for the effect of the intervention over time, repeated measures analysis of variance was used to determine the effectiveness of the experiential learning approach and clinical practice on each of the dependent variables of attitudes and knowledge. The results of Study 2 indicated that students' attitudes toward and knowledge about older people did not differ between the two groups In addition, there was no change in attitudes following the completion of the gerontological nursing subject. Students in both groups had improved their level of knowledge at the end of the gerontological subject. Therefore, the study hypotheses were not supported. Several factors such as lack of linkage between theoretical concepts and experience, the dominant 'exam culture', students' usual learning style and the structure of the program may explain the results. This was the first study which had introduced experiential learning into the selected university. It was necessary to conduct this initial study to understand the students' reaction to it. Therefore, based on the research findings from both the quantitative and qualitative results, the study indicates that additional studies are needed to continue exploring how experiential learning strategies may be used to improve students' attitudes toward and knowledge about older people.

Teaching journalism in tertiary institutions presents challenges, including how students learn to work in teams under the sort of pressure that characterizes workplace journalism. This thesis is a case study of how a group of students at AUT University, in Auckland, experienced taking responsibility for producing four editions of a student newspaper as part of their journalism training. Based on a series of individual student interviews, before, during and after their experience, this research suggests that the key factor in their learning was their being allowed, to a large extent, the power to make their own decisions about the appearance and content of their product, while still being charged with the responsibility of ensuring it reached a highly professional standard. The realities of life as a journalist, including recognizing the frequent need to prune, tighten or re-angle stories - even to reject them - and the vital role of co-operative teamwork, unparalleled in their other journalism studies, were driven home.The two tutors, interviewed after the last edition, put some of the student observations into context and provided insights into the discipline involved, as teachers, in maintaining training as a priority, while ensuring production to deadline of a series of reputable and legally safe newspapers.This case study suggests that while there are contrived aspects that cannot replicate a "real" newsroom - such as the students' assignment to editorial roles without the status of real editors or chief reporters - the learning experience resulted not only in advances in the students' technological skills but significant development in their critical thinking about the profession they were due to enter.

Thesis (MEd) -- AUT University, 2007. / Primary supervisor: Sue Stover. Includes bibliographical references. Also held in print (125 leaves : col. ill. ; 30 cm.) in City Campus Theses Collection (T 070.4071193 BOY)

Thesis (Ph.D.) -- University of Western Sydney, 2003. / "A thesis presented in fulfillment of the requirement for the Degree, Doctor of Philosophy, University of Western Sydney"--t.p. "September 2003" Includes bibliography.

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2009. / Title from second page of PDF document. Includes bibliographical references (p. 107-115).

Thesis (Ph. D.)--Michigan State University. Dept. of Advertising, 2006. / Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 94-109). Also issued in print.

Thesis (Ph.D.)--Michigan State University. Dept. of Management, 2008. / Title from PDF t.p. (viewed on July 20, 2009) Includes bibliographical references (p. 130-145). Also issued in print.