The key purposes of this study were to determine the extent that people purport to utilise critical thinking in educational and organisational settings; second, to examine the forces that encouraged and discouraged critical thinking and third, to identify strategies and environments that encourage and foster critical thinking. The literature examined shows that the use and teaching of critical thinking has been well represented in educational settings. However, upon an initial review of literature within organisations it appeared that the term critical thinking was not commonly used. While critical thinking occurred within organisations it tended to be defined as problem solving and decision making approaches. The model of critical thinking which underpinned this research was that of Stephen Brookfield (1987). Brookfield's model was tested through the design of the methodology. A total of ninety three surveys were completed by students at the University of Canberra from the Faculty of Education and the Faculty of Management. Thirteen individual, semi-structured interviews were conducted with a selection of these students. The data suggested that critical thinking occurred both within educational and organisational environments. One of the main impediments to the use of critical thinking was the availability of ample time and the respondents claimed that they had more time to apply critical thinking during their studies rather than at work. The respondents identified strategies such as brainstorming, role playing and modelling behaviour as some of the approaches that would increase the likelihood of the use of critical thinking at work and study. An unanticipated finding was that individuals applied a different interpretation in the application of critical thinking within organisations compared to educational settings.

The present study attempted to investigate the usage of libraries by overseas students. The research was carried out in two universities in the ACT, namely, the Australian National University (ANU) and the University of Canberra (UC). The study investigated two main aspects: the use of institutional as well as other libraries in the ACT, and the difficulties encountered in utilising institutional libraries. These two aspects were also treated as the dependent variables. Relationships between these two dependent variables and the following characteristics, which were regarded as the independent variables, were tested: the institution attended (ANU or UC), having had library orientation in the institution attended, previous use of libraries, mediums of instructions in previous educational institutions, level of study, year of study, period of time spent in Australia, gender, and age. The research used survey methodology. A questionnaire was sent to a sample of 521 overseas students and a response rate of 72 percent was obtained. With regard to the use of institutional libraries, it was found that most students visited their libraries more than once a week. The three most used library facilities were borrowing books, use of library staff for assistance and the short loan service, while the three least used facilities were inhouse information sheets, abstracts and indexes, and CD-ROM databases. The three most used libraries in the ACT in descending order were the ANU library system, the National library of Australia, and the University of Canberra library. Difficulties encountered in utilising institutional libraries included difficulty in utilising library facilities, difficulty with library rules and regulations, difficulty in looking for required materials in the libraries, unsuccessful library visits, difficulties as a result of English being a second language, difficulty following the layout of the libraries and perception of the libraries' atmosphere. Relationships were found between some of the independent variables and the dependent variables. In some cases, the findings were expected while in other cases they were unexpected. With the unexpected findings, it is possible that one or more independent variables, other than the ones under consideration, influenced the findings thus leading to surprising results. The study concludes with recommendations and suggestions for further research.

This thesis contends that conservative academic culture and the predominance of science-based courses can block the inclusion of green education into tertiary curricula. In the study, I used a participatory action research approach, embedded in a critical research paradigm, in order to work with interested students and community groups as well as academia at the University of Canberra. During the research period, I aimed to further develop green education on the campus, while observing responses of academia, students and environmentally related community groups. Data were analysed using an analytical model linking education with social change. The thesis addresses the following questions: how do students demonstrate their interest in environmental sustainability; why are formal studies within an institution unable to respond to student interest; what characterises the gap between formal university studies and non-formal environmental education in relevant community groups; what is green education, how is it put into practice, and does it bridge the gap between formal studies and community-based environmental education. The study found that the environmental science-based course at the university was focussed on the transmission of knowledge rather than the teaching of contemporary problem solving in the form of green education. The formal environmental education of the university setting varied greatly in terms of purpose, culture, values and philosophy from the environmental education of the community, which was compatible with the theory of green education. Communication between academia and community groups was minimal. The study also demonstrates that following student activities, green education has now been implemented in many universities around the globe, resulting in a breakdown of the barrier between formal and nonformal education sectors. Students have set-up and maintained links with the green education practiced by community groups, and have then brought ideas of green education into universities. Recommendations are made for green education at the University of Canberra.

This experiment was designed to investigate the effectiveness of the CDROM hands on instruction program provided by the University of Canberra library by comparing it with demonstration only sessions and a group that received no instruction at all. The results indicated that the hands-on instruction program evaluated did not prove to be superior to a demonstration in providing students with necessary skills to search CDROM databases. A sample of 98 novice users enrolled in Research Skills were randomly allocated to three groups. The first group received hands on instruction on CD-ROM searching. The second group watched a demonstration using a liquid crystal display. The third group acted as a control group and received no instruction. Each group conducted a search on three pre-determined questions. The experiment was conducted in three stages. The first stage was a pretest in which students searched the three search questions. The second stage was instruction. Two groups of students were instructed, either hands on or demonstration. The final stage was a post-test which involved searching the three questions used in the pre-test. The following databases were used in the study: ERIC, MEDLINE and Sports Discus. The results were measured in terms of a number of search terms used, number of retrieved records, number of Boolean operators used, and a appropriate choice of a database. The statistical significance level among the groups was tested by the means of the technique of oneway analysis of variance to test The F test was used to compare differences between the different groups. The results of this experiment indicated that groups of students instructed on either method of instruction, hands-on and demonstration, performed significantly better than the control group. However, there was no significant difference between the two methods of instruction. This research confirms the need for CD-ROM instruction for novice users if CD-ROM databases are to be used effectively by students. Furthermore, this result shows that demonstrations can be used as alternative methods of instruction.

This study investigates the nature of the mathematical understanding possessed by preservice teachers as they enter Early Childhood and Primary Teacher Education Programmes. The subjects comprised thirty students divided into groups of ten to represent three levels of mathematics competency as measured on a mathematics competency test. Evidence of mathematical understanding was gathered from videotaped interviews in which students were required to provide solutions for a set of six tasks. The analysis of student performance included monitoring students' ability to provide multiple representations for tasks as well as the students' demonstration of connections between mathematical ideas. The results show that preservice teachers entering the Early Childhood and Primary Teacher Education Programmes at the University of Canberra do so with weak understanding of many of the mathematical concepts that are fundamental to primary level mathematics curricula. The type of understanding demonstrated by these students was predominantly instrumental in nature. Differences between groups were found with reference to the amount of confidence and interest displayed during tasks. The implications of these results on mathematics teacher education are discussed. The study identifies the need for alternative assessment protocol for mathematics screening of preservice teachers. Discussion of appropriate techniques for the reconstruction of mathematical understanding is also considered.

In this thesis, teaching and learning issues involved in end-user information retrieval from electronic databases are examined. A two-stage model of the information retrieval process, based on information processing theory, is proposed; and a framework for the teaching of information literacy is developed. The efficacy of cognitive psychology as a theoretical framework that enhances the understanding of a number of information retrieval issues, is discussed. These issues include: teaching strategies that can assist the development of conceptual knowledge of the information retrieval process; individual differences affecting information retrieval performance, particularly problemsolving ability; and expert and novice differences in search performance. The researcher investigated the impact of concept-based instruction on the development of information retrieval skills through the use of a two-stage experimental study conducted with undergraduates students at the University of Canberra, Australia. Phase 1 was conducted with 254 first-year undergraduates in 1997, with a 40 minute concept-based teaching module as the independent variable. A number of research questions were proposed: 1. Wdl type of instruction influence acquisition of knowledge of electronic database searching? 2. Will type of instruction influence information retrieval effectiveness? 3. Are problem-solving ability and information retrieval effectiveness related? 4. Are problem-solving ability and cognitive maturity related? 5. Are there any differences in the search behaviour of more effective and less effective searchers? Subjects completed a pre-test which measured knowledge of electronic databases, and problem-solving ability; and a post-test that measured changes in these abilities. Subjects in the experimental treatment were taught the 40 minute concept-based module, which incorporated teaching strateges grounded in leaming theory. The strategies included: the use of analogy; modelling; and the introduction of complexity. The aims of the module were to foster the development of a realistic concept of the information retrieval process; and to provide a problem-solving heuristic to guide subjects in their search strategy formulation. All subjects completed two post-tests: a survey that measured knowledge of search terminology and strategies; and an information retrieval assignment that measured effectiveness of search design and execution. Results suggested that using a concept-based approach is significantly more effective than using a traditional, skills-demonstration approach in the teaching of information retrieval. This effectiveness was both in terms of increasing knowledge of the search process; and in terms of improving search outcomes. Further, results suggested that search strategy formulation is significantly correlated with electronic database knowledge, and problemsolving ability; and that problem-solving ability and level of cognitive maturity may be related. Results supported the two-stage model of the information retrieval process suggested by the researcher as one possible construct of the thinking processes underlying information retrieval. These findings led to the implementation of Phase 2 of the research in 1999. Subjects were 68 second-year undergraduate students at the University of Canberra. In this Phase, concept-based teaching techniques were used to develop four modules covering a range of information literacy skills, including: critical thinking; information retrieval strategies; evaluation of sources; and determining relevance of articles. Results confirmed that subjects taught by methods based on leaming theory paradigms (the experimental treatment group), were better able to design effective searches than subjects who did not receive such instruction (the control treatment group). Further, results suggested that these teaching methods encouraged experimental group subjects to locate material from more credible sources than did control group subjects. These findings are of particular significance, given the increasing use of the unregulated intemet environment as an information source. Taking into account literature reviewed, and the results of Phases 1 and 2, a model of the information retrieval process is proposed. Finally, recognising the central importance of the acquisition of information literacy to student success at university, and to productive membership of the information society, a detailed framework for the teaching of information literacy in higher education is suggested.

Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.

The University of Canberra (UC) has been involved in GPS processing since the late 1980s. This processing commenced with the GOTEX 1988 campaign and progressed through a series of project specific regional campaigns to the current daily processing of a distributed set of continuously operating sites for the determination of precise GPS station positions for user applications. Most of these earlier campaigns covered only short periods of time, ranging from a few weeks to multiple occupations of a few days to a time over one to two years. With software developments, these multiple occupations were able to be combined to produce results from which crustal motion velocities could be extracted. This first became feasible with the processing of the Australian National Network (ANN), which yielded realistic tectonic velocities from two occupations (1992 and 1993) of sites 12 months apart. Subsequently, this was successfully extended by a further 12 months, with re-occupation of certain sites for a third time in 1994. Analysis of the results indicated that the accuracy of determining the earth signals improved as the time span from first to last observation was increased. The same was true also for the determination of the position of global references sites. However, by current standards the results achieved were poor. Consequently, the process was extended to combine the results of subsequent campaigns with the original ANN data set. From 1995 to 1999, campaigns were conducted across Australia, covering many State and tide gauge sites included in the original ANN solution. These provided additional multiple occupations to improve the determinations for both position and velocity. UC has maintained a data set of the global IGS sites, commencing with the IGS pilot campaign of 1992. Daily data sets for those global sites, which contained days common to the regional campaigns, were processed to produce our own independent global orbit and reference frame connection. The motivation for doing so was fourfold. �Firstly, to see if historic data could be reprocessed using current modern software and thus be able to be incorporated in this and other analysts research programs. �Secondly, to compare the results of the reprocessing of the original data set using modern software with the original ANN solution and then validate both the solutions. �Thirdly, to extend the timespan of observations processed to include more recent campaigns on as many original sites as possible. This to achieve a stronger solution upon which to base the determination of an Australian tectonic plate velocity model and provide quality assurance on the solution comparisons with re-observed sites. �Fourthly, to develop a set of transformation parameters between current coordinate systems and the GDA94 system so as to be able to incorporate new results into the previous system. The final selection of regional and global sessions, spanning from mid 1992 to late 2002, contained almost 1000 individual daily solutions. From this 10 year data span a well determined rigid plate tectonic motion model was produced for Australia. This site velocity model was needed to develop a transformation between the thesis solution in ITRF00 an the GDA94 solution in ITRF92. The significant advantage of the plate velocity model is that all Australian sites can now have computed a realistic velocity, rather than being given a value which has been interpolated between sites whose velocities had been determined over a one or two year span. This plate velocity model is compared with the current tectonic motion NNR-NUVEL-1A model and other recently published models. To perform the comparison between the thesis solution in ITRF00 and the GDA solution in ITRF92 a transformation was developed between the two reference systems. This set of transformation parameters, in conjunction with the plate velocity model developed, enables site solutions at any epoch in the current ITRF00 to be converted onto the GDA94, and vice versa, with a simple, non-varying seven parameter transformation. The comparisons between the solutions are analysed for both horizontal position and height consistency. There were 77 sites whose differences were compared. The horizontal consistency was within estimated precisions for 75 of the 77 sites. However, the vertical comparisons revealed many of the single epoch sites, especially in 1992, have inconsistent results between the two solutions. The heights from this thesis for some West Australian sites were compared with analysis done by DOLA and the height recoveries are very similar, indicating a weakness in the GDA94 solution for some of the single epoch sites. Some of these differences have been resolved but others are still under investigation. This thesis describes the repocessing of the original ANN data set, the addition of later data sets, the results obtained, and the validation comparisons of the old and new solutions. As well as the plate velocity model, transformation is provided which enables the user to compute between the GDA94 system, and any epoch result in ITRF00. Recommendations are made as to which sites need additional work. This includes sites which only need further analysis or investigation and those which require further observations to achieve a result which will have acceptable accuracy and reliability.

The purpose of this research was to discover the extent to which practising registered nurses in the ACT undertake physical assessment. It was also organized to discover the perceived reasons why, in appropriate instances, it was not undertaken and the extent to which certain variables may have influenced its practice or non-practice. It was directed also at discovering the extent to which the practising registered nurse would be prepared to undertake workshops on the subject, so that, if appropriate, a core of registered nurses could be provided to act as the role-models and to create the necessary learning environment in the ACT hospitals and agencies where most of the Canberra College's graduates would find employment. Since the first undergraduate course in nursing was introduced in the tertiary sector, nurse academics have placed significant emphasis on the teaching of the nursing process. It is within the first phase of this process, the assessment phase, that the physical assessment of the patient/client is conducted. Discussions with practising registered nurses and observations, led to some uncertainty as to the extent to which physical assessment was actually being used. A review of the literature showed that no investigation of the matter had been reported in the Australian literature. It was, therefore, proposed to make good this deficiency and to resolve any uncertainty about the extent of use of physical assessment in the ACT. This study was restricted to registered nurses in the ACT where all beginning nurses are educated at the CCAE with a curriculum which includes a comprehensive study of physical assessment. Even so, it is recognized that such studies will only reach a beginning level of competency. In order to ensure that the graduates of these courses extend their competency in physical assessment they need to be able to use these skills in every day nursing practice. This research, therefore, was conducted using a questionnaire which incorporated questions about the use of 36 physical assessment skills. The survey, on a onetime participation basis, was conducted for all registered nurses rostered on a fortnightly period in April 1987. A 66.7% response rate was achieved. The responses were analyzed and the findings, results and recommendations are included in the appropriate sections of this thesis.

The present study attempted to answer two questions: do academic library users have a distinctive and useful input to make to library strategic planning? If they do, what mechanisms will permit them to participate effectively in this planning process? To address these questions research was carried out in two stages at a single institutional site, the Canberra College of Advanced Education. The first of these utilised a structured group discussion process, Nominal Group Technique (NGT). This was used both as an indicator of user planning priorities and as a pilot research technique contributing to the design of a subsequent survey. This survey obtained a response rate of over 90 percent from a sample of 379. The study attempted to establish that academic staff and students do have a worthwhile input to make to planning by testing for congruence between the rankings of library planning priorities of these user groups and the rankings of planning priorities of Library staff. No strong positive correlations were established between the priorities of student groups and Library staff, although in the survey the priorities of academic staff and Library staff were found to be related. These results suggest users do have a worthwhile input to make to library strategic planning. Other tests for congruence were also applied between and within respondent groups, because if a group was found to have different priorities there would be a prima facie case for consulting members of that group as part of the planning process. Both mechanisms used in the present study were considered successful. User surveys have been employed for planning in previous studies with a future-oriented component. However, it appears that this may have been the first formally reported application of NGT to library management. Experience in the present study suggests it is a highly suitable technique for situations such as strategic planning, where generation of ideas or comment on priorities is required. However, an attempt to establish congruence between the results obtained using NGT and those obtained from the survey yielded inconclusive results. It is believed that major changes in the institutional environment were principally responsible for this, although a methodological limitation may also have contributed. The study concludes with suggestions for further research.