This thesis investigates new ways of reading eighteenth century British diaries and argues that these narratives do not necessarily rely upon the idea of the self as a single, unitary source of meaning. This contradicts what has traditionally been viewed as the very essence of autobiography (Gusdorf, 1954; Olney, 1980, 1988). Close readings of the diaries of John Wesley, Mrs Housman, James Boswell and Hannah Ball (all written between 1720 and 1795) show that they construct 'generalised', rather than 'unique' subjects of narrative. The self is seen to be an amalgam of common characteristic more than being a core of psychological impulses. In order to understand the 'generalised' rather than 'unique' subject found in these diaries, this thesis surveys and uses reading strategies informed by theories that can accommodate fragmented narrative forms like diaries. It also investigates the religious and philosophical underpinnings of eighteenth century autobiographical narratives to determine how the self, and consciousness, were popularly perceived in the period known as the Enlightenment (c. 1690-1810). As they are often marked by missing pages, deletions and heavy editing, careful strategies are required in order to 'read with' eighteenth century diary narratives (Sandoval, 1981; Huff, 2000; Raoul, 2001). This practice invites an engagement with philosophical debates about 'self'-the living human being who writes the diary, and the 'subject'-the 'I' produced by narrative. The thesis argues that more than any other type of written narrative, diaries demand an acknowledgement that the subject of narrative does refer to a self that lives in day-to-day relations. Not to acknowledge this is to 'write off experience altogether' (Probyn,1991:111) and exclude the political dimensions of autobiography from the analysis. The thesis concludes that by seeking to answer the questions of 'What am I?' and 'What are we?' rather than the Romantic or psychological question of 'Who am I?', eighteenth century diary narratives create complex relationships between time, subjective and narrative that transcend most theorisations of autobiography to date. This presents an exciting direction forward for a field of scholarship that has been overly concerned with defining its limitations.

Despite surf lifesavers being national icons of good health and good nutrition, surprisingly little factual information is known about the nutritional status of this unique aquatic fellowship. The purpose of this study was to investigate the nutritional intake and nutritional knowledge of three distinct groups of Australian surf lifesavers. Weighed food diaries are commonly used to assess the nutritional intake of athletes but this method has the disadvantage of a heavy respondent burden. Individuals being investigated must be literate and highly motivated to keep accurate records of food and drinks consumed. Food frequency questionnaires (FFQ) offer an alternative assessment method to weighed food records as they are relatively quick and easy to complete and do not require a high level of literacy. A secondary purpose of this study was to compare seven-day weighed food diaries with a FFQ that had already been validated for use with an older mixed gender population. The nutrient intakes of 60 members of Surf Lifesaving Australia were measured. Nineteen, who were professional lifeguards completed a FFQ. Thirty lifesavers and 11 surf ironmen each completed the FFQ, a seven-day weighed food diary and a nutritional knowledge questionnaire consisting of 15 multiple choice questions. There were significant differences between the three groups in age and activity with ironmen being significantly younger (mean age 22.9yrs) and significantly more physically active (mean 134mins/day) than either lifesavers (mean age, 31.3yrs, mean activity 46min/day) or lifeguards (mean age 35.8yrs, mean activity 65min/day). There were no significant differences in these parameters between lifesavers and lifeguards. The seven-day food diary revealed significant differences in nutrient intake between lifesavers and ironmen. Lifesavers consumed 1 1,807kJ, 125g protein (1.6g/kg) and 327g carbohydrate (4.Og/kg) while ironmen consumed 14,69/kJ, 1519 protein (1.9g/kg) and 4629 carbohydrate (5.6g/kg). Lifesavers and ironmen exceeded the RDIs for all vitamins and minerals measured. The seven day food diary demonstrated significant differences between the lifesavers and ironmen in energy, protein, fat, carbohydrate, alcohol, thiamin, niacin, calcium and iron. When the nutrient analysis data set for the FFQ was checked this method of dietary assessment was found to be unreliable as greater than 20 per cent of subjects were identified as being under-reporters. Lifesavers and ironmen both had good scores on the nutritional knowledge questionnaire and were able to identify groups of foods as being rich sources of fat, fibre, protein and iron. Ironmen were better able to answer questions specifically related to sport nutrition. All three groups meet the current recommendations for daily physical activity. Lifesavers and ironmen meet the current recommendations for, protein, fibre, vitamin and mineral intake and consume alcohol at levels within the current health guidelines. Ironmen have the highest carbohydrate intake which meets the current general health recommendations but consume less than the current special recommendations of sport nutritionists while lifesavers consume only 44% of energy as carbohydrate. These results suggest that while the both lifesavers and ironmen consume a relatively healthy diet only the surf ironmen could possibly be considered nutritional icons.

The 1690 expedition led by Alonso de León into present day Texas proved to be a pivotal journey that had lasting effects on the development of Spain's land north of the Rio Grande. This expedition established the first Catholic mission in the area. Also, La Salle's abandoned settlement was burned, and several Frenchmen living among the Indians were captured and returned with the expedition party to Mexico. The bartering for the release of some of these Frenchmen resulted in a skirmish in which four native Indians were killed. In addition, De León chronicled a great amount of information about the land through which he traveled, leaving a lasting diary recording his experiences as well as offering a glimpse into the then unsettled lands in present day eastern Texas. The 1690 expedition diary exists in the form of six manuscripts, and their analysis is the focus of this thesis. No scholar has ever taken into consideration all six manuscripts when conducting research regarding this expedition, and therefore research conducted thus far is not thorough. A comparative analysis of these six manuscripts is undertaken in this thesis, and the manuscripts are classified as revised or unrevised. Foster (1997) was the first scholar to classify manuscripts of the 1690 expedition as unrevised and revised. He classified only the Beinecke manuscript as revised, but this thesis also incorporates two other revised manuscripts unknown to Foster, the Gilcrease 67.1 and Gilcrease 67.2. The unrevised manuscripts included in this study are the AGI, AGN, and BNMex manuscripts. Three semi-paleographic transcriptions of manuscripts of Alonso de León's 1690 expedition diary are also presented. The AGI and Beinecke manuscripts are transcribed and an in-depth comparative analysis of the unrevised and revised manuscripts is completed. This analysis presents the numerous discrepancies that exist between the two families of manuscripts. Also, a transcription of the Gilcrease 67.1 manuscript is included to present a document previously unknown to scholars. The findings of this thesis should be of interest to scholars in many different fields of study who have interest in this time period and this region of the U.S. Southwest.

In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking. / This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

Thesis (M.A.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 121-125). / iv, 126 leaves, bound 29 cm

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.) -- University of Rhode Island, 2007. / Typescript. Includes bibliographical references (leaves 168-170).

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 139-147).

Thesis (Ph.D.)--Texas Christian University, 2008. / Title from dissertation title page (viewed Mar. 10, 2009). Includes abstract. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 139-147). Also available in print.