This survey sought to determine the public perceptions and knowledge of counsellors on the Gold Coast and Northern New South Wales. Comprising of two studies, this paper extended on previous research conducted by Rogers and Sharpley (1983), Sharpley, Rogers and Evans (1984), and Sharpley (1986). Study I included a representative sample of 226 members of the general public, plus a sample of 105 medical practitioners. Respondents were asked to complete a 24-item questionnaire regarding their perceptions and knowledge of counsellors. Four questions were designed to investigate whether or not distinctions could be made between counsellors, psychologists, psychiatrists and social workers. An additional seven questions were included for only medical practitioners to answer and sought to determine whether or not, and under what circumstances, medical practitioners would refer to a counsellor. These questions were also concerned with establishing what value medical practitioners would place on having a counsellor working as a team member of their practice.The results of Study I indicated that both the general public and medical practitioners viewed counsellors positively. Results further showed that the confusion and lack of knowledge reported by respondents from the last Australian study conducted by Sharpley (1986), was no longer evident. Study II was designed to assess the validity of the reported sources that respondents from Study I indicated that they would utilise in order to access a counsellor. Three samples were involved in Study II. The first sample comprised of 60 medical receptionists, the second sample included 25 counsellors listed in the yellow pages telephone directory, while the third sample involved 6 community centres listed in the yellow pages telephone directory. However, the results of Study II showed that counsellors were not as readily accessible from these sources as was perceived by respondents from Study I. Hence, it could be concluded that counsellors need to involve themselves with promotion and education if they are to maintain the positive regard indicated by the respondents of this study.

This paper investigates certain women's problems in contemporary Japan. Historically, Japanese believed ideal women fit in the stereotype of "Good wife, Wise mother." Japanese women's main roles were regarded as wife and mother. Especially, motherhood was the main responsibility of women. However, the advance of industry, technology, and methods of communication brought more possibilities to women, strongly encouraging them to work outside the home. Although the trend is towards women's involvement in the paid labor force, there are still controversial issues about mothers working. The stereotypes that underlie these problems cause others to be working mothers and some women to be stay-at-home mothers. I focused on two groups of women, working mothers and stay-at- home mothers. I started with three major questions in order to investigate contemporary women's perceptions. Firstly, what caused mothers to decide to either stay home or work outside the home? Types of jobs women have before childbirth, company policies, and ideas their husbands have are key factors. Lack of governmental support for childcare hinders women from working. Stereotypical ideas toward motherhood make contemporary women's situations difficult. Secondly, are there stereotypical Japanese social perceptions that are significant influences on conditions that women face? Especially in the work situation, in terms of motherhood, women do face gender discrimination. Thirdly, how do these women cope with the consequences of choices they make? Both working mothers and stay-at-home mothers find social connections a key factor in getting rid of stress from childrearing. The amount of time husbands spend with families greatly influences their wives' stress. Based on traditional gender based role division, women still have unequal domestic responsibilities, especially in childrearing. However, domestic responsibilities should be both men's and women's tasks. Men and women should cooperate with each other because contemporary Japan is not in a time of "men at work, women at home." Results obtained through this research, indicate that the traditional idea of "Good wile, Wise mother" has become outdated. Contemporary mothers value "self" equally with roles of mother and wife. The traditional idea of "sacrifice self" does not seem to be attractive or ideal for today's mothers. / Graduation date: 2002

The public controversy over possible health hazards from radioactive fallout from atomic bomb testing began in 1954, shortly after a thermonuclear test by the United States spread fallout world wide. In the dissertation, I address two of the fundamental questions of the fallout controversy: Was there a threshold of radiation exposure below which there would be no significant injury? What was the role of a responsible scientist in a public scientific debate? Genetics and medicine were the scientific fields most directly involved in the debate over the biological effects of radiation. Geneticists' prewar experiences with radiation led them to believe that there was no safe level of radiation exposure and that any amount of radiation would cause a proportional amount of genetic injury. In contrast to geneticists, physicians and medical researchers generally believed that there was a threshold for somatic injury from radiation. One theme of the dissertation is an examination of how different scientific conceptual and methodological approaches affected how geneticists and medical researchers evaluated the possible health effects of fallout. Geneticists and physicians differed not only in their evaluations of radiation hazards, but also in their views of how the debate over fallout should be conducted. A central question of the fallout debate was how a responsible scientist should act in a public policy controversy involving scientific issues upon which the scientific community had not yet reached a consensus. Based on their assumption that any increase in radiation exposure was harmful, most geneticists believed that they had a responsibility to speak out publicly about the deleterious effects of radiation. Physicians, who believed in the likelihood of a threshold for significant radiation-induced injury, generally adopted the opposite view. They believed that public discussion of possible, but improbable, radiation hazards was irresponsible because it risked creating irrational public fear of radiation exposure. In my dissertation, I examine how the different positions of geneticists and physicians over what constituted responsible public scientific debate affected the rhetoric of the controversy, as well as the implications of the debate in matters of politics and policy. / Graduation date: 2004

This exploratory investigation aimed to identify preservice science teachers' conceptions of the nature of science (NOS), and worldviews that represent their culturally dependent beliefs about the world, in the context of Taiwan. The interrelationships between the responses elicited from both the assessments of NOS understandings and worldviews were examined. Participants included 54 third-year students enrolled in the departments of science education and mathematics education at a teachers college. Their worldviews and NOS conceptions were tabulated by two questionnaires and 14 of them were purposefully selected to participate follow-up interviews. The woridview questionnaire contained five open-ended items, of which each examines one of the worldview domains in Kearney's model (1984). The NOS questionnaire consisting of nine open-ended questions was developed, specifically addressing cultural characteristics, to assess participants' views on the development of scientific knowledge. An anthropocentric-moderate continuum emerged to describe participants' views of the humanity's relationship with Nature. It was found that participants with informed NOS conceptions were more likely to emphasize harmony with Nature, recognize the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components. On the other hand, participants who provided a pragmatic perspective of Nature seemed to possess narrow views about the scientific enterprises by describing science as close to technology and as a materialistic benefit. Authoritarianism was also a noticeable cultural trait hindering some participants from reflecting on the values inherent to the development of scientific knowledge, and also prohibiting them from searching empirical evidence to solve problems. It was found that there were differences between science education and mathematics education majors in their worldviews and NOS understandings. The results in this study not only depict a group of nonwestern preservice teachers' woridviews, but also reveal the interplay between their sociocultural beliefs and NOS conceptions. People with different worldviews may have differing views about science. The study calls for the consideration of incorporating sociocultural perspectives in science instruction and the need for introducing contemporary conceptions of the NOS to science learners. / Graduation date: 2003

This study sought to understand how post-secondary students experience and process issues of diversity, to discover what those views of diversity are, and how those views might change. The two issues that participants felt most strongly about were homosexuality and scholarships for students of color. Their views on homosexuality ranged from admitted homophobia, to ambivalence, to tolerance, to full acceptance. Religion seemed to play a part among those who were ambivalent, but not for those who were homophobic. Views were not static, but shifted depending on the circumstances. A participant who might object to a homosexual serving in the military might have no problem having a homosexual as a neighbor. Regarding scholarships for students of color, some of the 27 White students agreed that this was fair, while others seemed to resent the idea and questioned its need. Two of the four multi-racial students were somewhat sympathetic to the latter view. A high degree of acceptance on one diversity issue did not necessarily mean high acceptance on other issues. A participant who advocated for gays to have equal admittance and acceptance in the military was against scholarships for students of color. Participants' views were most influenced by their personal experiences. Interventions such as coursework, workshop, panel presentation, and social contact seemed to have a less influence than personal experiences. Those pivotal moments, as discussed by Young Y. Kim, seemed to have caused stress, adaptation, and growth, which resulted in a greater awareness of an issue, of themselves, and of others. The rejection of experiences and interventions might be explained by encapsulation, as proposed by C. Gilbert Wrenn. Encapsulated individuals seem to choose to reject information or experiences that might challenge their views. The implication for educators is to provide more opportunities for students to have personal experiences involving diversity that might lead to pivotal moments. Thirty-one undergraduates at a small, liberal arts university in the Pacific Northwest were interviewed three times over an average of seven weeks. All had participated in a nationally known diversity workshop and had also participated in regular courses that addressed diversity issues. / Graduation date: 2002

This phenomenological research study focused on educational change as perceived by 16 Liberal Arts faculty members at a Pacific Northwest community college. Research data were collected through in-depth dialogic interviews and a follow-up dialogue session with six participants. The principal guiding research questions comprised the following: 1) What is the context of the community college? The institution is facing severe budgetary restrictions, widening diversity of students, the implementation of new technologies and distance learning, changing faculty and administrator roles, competition from the private sector, and the redefining of the community college role. 2) What is the background of the faculty participants? In the past, faculty have experienced a collegial culture and a shared sense of purpose, which no longer seems to exist. Their values are deeply connected to the social responsibilities of education and student needs, which they feel is at odds with the trend toward commodification of education. 3) What are faculty's perceptions of change and its effects? Change is constant; and instructors adapt incrementally. Mandated changes are seen to have fuzzy meanings and hidden agendas, which sometimes go against the core values of higher education. 4) What do faculty want? Faculty want to wrestle with the issues and solutions for dealing with change collaboratively, and they need the time and space to do so. They also want administrators to hear their voice, and to include faculty priorities in educational decision-making. Faculty participants had clear ideas on ways that would make the implementation of change more successful and meaningful in their lives and in the future of their community college: 1) Make change for a worthy or merited purpose. 2) Listen to what faculty have to say. 3) Allow faculty to wrestle with the challenges. 4) Provide faculty with support and recognition. 5) Keep student needs as a central priority. 6) Maintain the human values and social purpose of education. Most important, faculty feel that the human element cannot be discounted or forgotten in the rush to transform higher education, for faculty are the ones charged with the implementation of most change initiatives and they must deal with the consequences. / Graduation date: 2002

The purpose of this investigation is to explore gender role attitudes among Thai college students and to determine whether differences in gender role attitudes among Thai college students are related to the sex of students, college major and family structure. To investigate this problem a Gender Role Attitude Inventory is developed and three hypothesis are developed. Research participants include 300 junior/undergraduate college students at Kasetsart University in Bangkok, Thailand. Frequencies and descriptive statistics are used to analyze the sample and inferential statistics are used to interpret the data and to answer the research question posed. The group West is used to compare the mean difference of students' gender role attitude scores between male and female students, between female students who participate in traditional feminine college majors and those who are involved in nontraditional college majors, and between students who grew up in families where both parents worked outside the home and those who were raised in families where fathers were employed and mothers did not work outside the home. The results show that female students expressed significantly more egalitarian gender role attitudes than male students. Female students with nontraditional majors tend to demonstrate more egalitarian gender role attitudes than those with traditional majors. Students from dual-earner families, where both father and mother worked outside the home, are shown to have higher levels of egalitarian gender role attitudes as compare to students from single-earner families, where fathers were employed outside the home and mothers were not employed in wage labor. / Graduation date: 1998

Menopause is a critical life-cycle transition for women, and is associated with osteoporosis and cardiovascular disease, leading causes of morbidity and mortality in US women. Efforts to curb symptoms of menopause include HRT and ERT, although conflicting evidence exists linking ERT and HRT with the risk of breast cancer. Physicians attitudes and preferred mode of treatment have been extensively studied, but with the increased utilization of nurse practitioners in the field, a new paradigm is being established. The overall goal of this study was to assess the nurse practitioners knowledge and attitudes about menopause, hormone replacement therapy and estrogen replacement therapy. More specifically, the objectives include to: 1) determine methods of patient education for menopausal women; 2) examine whether attitudes of menopause are predictors of preferred modes of treatment; and 3) determine whether demographic factors of nurse practitioners are predictors of preferred modes of treatment. A random selection of nurse practitioners from the state of Oregon were mailed a self-administered survey along with a stamped, addressed envelope. The questionnaire focused on knowledge of menopausal treatments, attitudes of menopause, continuing education in the menopause research, and methods of patient education. Follow-up surveys were mailed to non-responders at two and four-week intervals following the first mailing. Response rate was 60% with a sample size of 192. Results describe the management practices of nurse practitioners and what influenced their prescribing and management practices. The influences included the following factors: perceptions about adequacy of formal education, continuing education and attitudes about menopause and managing menopause. Only 47.4% of the respondents felt that their formal education in menopause treatment and protocols was adequate. When asked how they treated women, a majority (64.6%) of the nurse practitioners depended on the women and her beliefs about menopause, HRT, and ERT when they considered how they cared for a menopausal women. Sixty-one percent were very likely to take time during a visit to discuss the changes a woman was going through, while 23.7% were most likely to answer questions if the client had any, otherwise leave the introduction of menopause to the client. When contraindications were present, all nurse practitioners were less likely to prescribe both ERT and HRT. A surprising trend was the high number of participants who were uncertain about how they would prescribe when contraindications were present. In summary, this study describes Oregon nurse practitioners attitudes about menopause, the perceived adequacy of their formal education, and likelihood of prescribing ERT and HRT. Since almost 50% of the nurse practitioners felt their education was inadequate in menopause, a systematic analysis of masters level nurse practitioner programs in the area of menopause and menopausal treatments is needed. Ideally, a nationwide survey comparing physicians and nurse practitioners prescribing practices would help quantify differences between the two types of health care providers. / Graduation date: 1997

To date, most public opinion surveys on globalization have placed little emphasis on studying globalization as a multidimensional phenomenon. The dominant approach used in most public opinion surveys on globalization is to focus primarily on its economic aspects, particularly as change in international trade flows. However, many academics recognize that globalization has political and cultural dimensions, which raises the question: can citizen attitudes toward globalization be explained merely by studying its economic dimension? <p>This study proposes that including definitions relating to globalizations cultural and political aspects produces richer opinion poll data that, along with economic definitions, allows for more valid interpretation of public attitudes towards globalization. This proposition was tested in a national, SSHRC-funded public opinion survey conducted in January of 2007 among 1,505 Canadians. This study probes both the different dimensions of globalization and peoples different conceptualizations of globalization. Drawing upon recent work by Kenichi Ohmae, Philip Cerny and others, the respondent pool was divided in half and then competing paired definitions of cultural and political globalization were tested. The results suggest that citizens possess significantly different attitudes toward the political, cultural and economic aspects of globalization, and so operationalizing the concept in terms of its economic effects alone is insufficient for most survey and public policy purposes.

This study measured knowledge and attitudes about genital herpes and human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) in a sample of future teachers from the College of Education at Oregon State University. The objectives of the study were 1) to determine if students possess accurate knowledge about the two diseases; 2) to measure attitudes toward people with the two diseases; 3) to assess the relationship, if any, between knowledge and attitudes; 4) to compare knowledge and attitudes about genital herpes with knowledge and attitudes about HIV/AIDS; and 5) to compare knowledge and attitudes about genital herpes in 1990 to data from a similar study conducted in 1984. A convenience sample of 150 students was obtained from undergraduate classes in the College of Education during Spring Term 1990. Subjects completed self-administered questionnaires about either genital herpes or HIV/AIDS during class time. Data were gathered using four instruments: A knowledge test, two attitude measures, and a demographic data questionnaire. Statistical tests used for data analysis were chi square, Pearson's correlation coefficient, Student's t-test, two-way analysis of variance (ANOVA), and repeated measures ANOVA. The significance level was .05. Knowledge scores on the HIV/AIDS test were quite high (mean score 88% correct), while the mean genital herpes knowledge score was relatively low (62% correct). Attitudes toward people with both genital herpes and HIV/AIDS were relatively accepting, but subjects were significantly more accepting toward people with genital herpes. The least accepting responses toward people with either disease occurred in regard to potentially sexual situations (e.g. dating, marriage). There was no gender difference in attitudes toward people with either disease. Attitudes were more positive in response to a vignette of a college student followed by a questionnaire, compared to responses made to a questionnaire only. Correlations were found between more knowledge and more accepting attitudes about both diseases. Finally, genital herpes knowledge scores were higher (mean score 62% correct) than scores from a similar study of genital herpes conducted in 1984 (mean score 57% correct). Attitudes toward people with genital herpes were more accepting in the 1990 sample than were attitudes in the 1984 sample. All findings reported here are statistically significant. Recommendations for future research and education among future teachers concerning sexually transmitted diseases (STD's) include 1) development of methods to transmit accurate information about STD's by personalizing these diseases and relating them to college students' experiences; 2) a research focus upon attitudes and perceptions about STD's among future teachers, including the issue of homophobia, and how these relate to behavior; and 3) thorough teacher preparation about STD's, focusing on accurate knowledge and impartial attitudes that allow this topic to be addressed effectively in the classroom. Future research among the general college student population should address 1) the relationship between knowledge, attitudes, perceptions, and behavior concerning STD's; 2) potential differences in responses made to a vignette followed by a questionnaire, compared to a questionnaire only; 3) students' source(s) of information about STD's, and level of trust in "scientific authority"; 4) possible interactions between religious influence and attitudes about STD's; 5) the existence of a stereotype of HIV/AIDS as a gay, male disease, and how this might affect attitudes and perceptions; 6) differences between males and females in terms of attitudes, especially with regard to homophobia; 7) the effectiveness of personalizing STD education to increase knowledge about and perceived susceptibility to STD's; 8) the interaction between societal values and personal values, and their effect on attitudes about STD's and sexual behavior. / Graduation date: 1991