Thesis (PhD (Faculty of Education))--University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.W.)--University of Hong Kong, 1986.

Thesis (M.A. in human development)--Washington State University, May 2010. / Title from PDF title page (viewed on July 8, 2010). "Department of Human Development." Includes bibliographical references (p. 46-52).

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 284-298).

Dissertation (Ph.D.)--Iowa State University, 2007. / Abstract. Bibliography: leaves 143-151.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 96-105). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 96-105). Also available on the Internet.

During the eighteen century there was a significant growth in patchwork materially and linguistically. It was the century when patchwork was stitched at all levels of society and has been identified as the time when patchwork moved out from the small domestic world of decorative sewing into the wider public sphere, leaving behind other needlework as it became embedded in the language and writing of the period. This research examines the social and cultural contexts relating to the making of patchwork in the long eighteenth century and in doing so contributes to the story of women and their material lives in the period. Noted for its longevity, surviving as a widespread practice across the century, patchwork was a democratic needlework that was practiced by any woman capable of stitching a variety of fabric pieces together to make a larger whole. A widespread understanding of the term and familiarity with the practice enabled it to be employed successfully in the literal and figurative language of the period. Patchwork was heralded as a fashionable activity in the early eighteenth century, but was later used to represent the ideal of the moral and capable housewife, devoted to her sewing skills and thrifty in her practice. The figurative style of the period allowed the simultaneous use of the word in differing ways so that patchwork was used both positively and negatively in literature, drama, critical review, political debate and theoretical discourse.

This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced and constructed meaning from a pre-service RE course which recognized the importance of a focus on their inner lives. The study, which adopted a qualitative interpretive approach, was conducted using semi-structured interviews with twelve past students from a recently-graduated year group of one hundred students. The study hoped to uncover how a focus on the inner life was taken up by the research participants in relation to their personal and professional wellbeing and their role as educators in general and religious educators in particular. While it did not seek to generalise as a result of the findings, confined as it is by time and circumstance, nevertheless aspects deemed worthwhile by the research participants may also be deemed worthwhile by the reader and indeed may not be confined to the domain of RE. The findings have been framed generally against the three themes of ‘particularity’, ‘inner-ness’ and ‘ongoing-ness’. The theme of ‘particularity’ relates to the participants’ epistemological journey, as it is concerned with how concrete elements of the course supported inner life work. The theme of ‘inner-ness’ relates to the participants’ ontological journey, as it is concerned with how participants experienced and made meaning from the space provided by the course for inner life work. The theme of ‘ongoingness’ relates to the total RE journey from primary and secondary school to college and into their teaching lives and its impact on participants’ inner lives. What is clear from participants’ responses is that the RE course, and particularly the elements of the RE course that had a focus on the inner life, had a significant impact on participants’ identity, both personal and professional, at an important stage of their development and personal story. The study demonstrates the importance of inner life work for teacher education students and contributes a level of insight into how students appropriate and construct meaning from a created and creative space that supports a focus on that inner life.

Thesis (Ph.D.(Opv. Sielk.)--Universiteit van Pretoria, 2000. / Includes bibliographical references.