Master of Science / Family Studies and Human Services / Karen S. Myers-Bowman / This study investigates the domains and boundaries of sexuality education between two educational fields: sexuality education and family life education. The goal was to understand how scholars and practitioners in these fields conceptualize sexuality education. The journalistic questions of Who, What, When, For whom, and Why were identified within each field by using the constant comparative method to complete a content analysis of publications by scholars and by interviewing certified professionals in each field. Through the lens of Social Constructionism Theory and a Phenomenological Approach, this study helped clarify the similarities and differences of two professional fields, in turn, advancing each field. Results indicated that sexuality education and family life education are similar in many ways; it is the approach that each takes that makes them different. Sexuality education takes a holistic approach while family life education takes a contextual approach when teaching sexuality education. This approach, in turn, affects the rest of the education, including the domains that were identified.

published_or_final_version / Social Work / Master / Master of Social Work

M.A. / From both a practical and a theoretical viewpoint, it seemed necessary to formulate a parent education programme that highlighted in terms of content both the needs and developmental tasks of the adolescent. In order to confirm the content on the process level of this programme, it was important for the adolescent to be involved in the presentation of the programme. The purpose of the research was therefore to formulate and evaluate a parent education programme with the adolescent as partner. The assumption was made that the programme would be more effective, should the adolescent be involved in the presentation thereof, than should the mother be the sole participant. The programme that was formulated for this research is an integration of several approaches to parent education. Relevant information with regard to the developmental stages of both parent and adolescent was included in the programme. Specific importance was however placed on the parent-adolescent relationship and on communication skills •. A single subject research design was used to evaluate the programme. Two middle aged mothers and their two adolescent daughters were used as subjects. In the case of the experimental sample, both mother and daughter attended the programme. The control sample, however, was only represented by the mother's participation in the parent education programme. Target behaviours were defined in operational terms for the research in order to make possible the objective observation thereof. Each person's target behaviours were seperately observed, but the comparison of the two mothers' behaviours, as well as that of the daughters, was made possible by graphic representations.

The problem of this study concerns the effects of a Parent Education Program upon parents' self-esteem, parental acceptance, and perceived self-concept of children. The purposes of this study were to investigate the effects of the Parent Education Program upon parents' self-esteem, parental acceptance, and children's perceived self-concept; and to investigate the relationships between parental acceptance, parents' self-esteem, children's perceived self-concept, and parents', teachers' and counselors' perception of children's self-concept.

<p>Sammanfattning</p><p>Syfte och frågeställningar</p><p>Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit:</p><p>Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever?</p><p>Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna?</p><p>Metod</p><p>Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv.</p><p>Resultat</p><p>Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens.</p><p>Slutsats</p><p>Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte.</p> / <p>Abstract</p><p>Aim</p><p>The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:</p><p>What intelligences are developed within the outdoor life education in school, according to teachers and students?</p><p>In what activities in outdoor life education are the intelligences developed?</p><p>Method</p><p>The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.</p><p>Results</p><p>In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.</p><p>Conclusion</p><p>According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.</p>

Sammanfattning Syfte och frågeställningar Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit: Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever? Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna? Metod Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv. Resultat Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens. Slutsats Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte. / Abstract Aim The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were: What intelligences are developed within the outdoor life education in school, according to teachers and students? In what activities in outdoor life education are the intelligences developed? Method The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life. Results In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence. Conclusion According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

There are many family literacy programmes in countries such as England, United States of America and Australia. The programmes usually include both parents and children and are presented in different forms. In South Africa there are very few family literacy programmes of any sort. This is a case study of a family literacy programme in a deeply rural area of KwaZulu-Natal. The study presents information gathered from interviews with parents and teachers on their perception of early childhood literacy and their role in its development in their children. The study contains information on the interventions of the Family Literacy Project in an attempt to assess the impact these have had on the behaviour and attitudes of the parents and teachers. Tentative conclusions are drawn and suggestions offered for future research and action. The study includes a review of related literature. This, together with the findings of the study should contribute to the discussion of how relevant family literacy programmes could be in South Africa. / Thesis (M.Ed.)-University of Natal, Durban, 2001.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2006. / Added title page in Korean: Kajŏng purhwa wigi ŭi yebang kwa kŭkpok ŭl wihan yŏngsŏng hoebok pʻŭrogŭraem kaebal. 880-02 Includes bibliographical references (leaves 67-76).

M.Ed. (Socio-Education)) / Please refer to full text to view abstract

台灣南島語族近百年來受到外來因素影響，而產生不小變化。其中之一，便 是從傳統文化信仰改宗為西洋之基督宗教，這種集體改宗的現象，發生在戰後的 1960年代由為顯著。雖然如此，但這並不能涵蓋所有原住民族的不同信仰與臺灣宗教的多元複雜，以及隱藏在人的歷史性和體驗背後更為基礎的東西，是所有人 類生命共同相屬，思考生命意義並且期望實現意義的作為。 研究者認為以 Bunun 與一貫道信仰在台東的邂逅為例，揭示當代 Bunun 生 命教育的自覺與實踐是值得探討的。因此，本文主要研究目的為： 闡述當代 Bunun 其扎根於社會脈絡下，自我生命價值與文化精神的再創造，這是關乎於「人」 心靈的渴求與生命終極關懷的教育議題﹔以田野調查及個案深度訪談作為研究方式，藉由田野調查了解台東布農族群其信仰一貫道之社會脈絡與現況，並透過個 案深度訪談了解當代 Bunun 跨越多重文化信仰對其所象徵的意義為何，又一貫道蘊含之生命/靈性道義藉文化轉譯是如何獲得族群信仰認同﹔另外曾經在一貫道中「求道」又回到原宗教信仰者，是如何看待宗教與生命間的關係。 研究結果顯示當代 Bunun 對生命的終極關懷主要可歸納於三大面向。一是 對於「靈性」當家作主，原初我為生命真主人的企求﹔二是認為尊重生命的根本， 即從身、心、靈做起﹔三是以「家」為踐道之起點，「地球生態」永續發展為宇 宙公民之責任。 / Taiwan’s Austronesian have been influenced by extrinsic factors for the past century and have produced some changes. One of them is conversion from traditional cultural beliefs to western Christianity, this phenomenon of collective conversion occurred more prominently in post-war 1960’s. However, this does not extend totally to all the diverse beliefs of the indigenous people and to the multiplicity of religions in complex Taiwan, as well as those underlying historical and experimental nature of human beings. Humans commonly, think of the meaning of life and how to achieve this expectation. The author of this study believes the Taitung’s Bunun traditional culture and their belief in I-Kuan Tao’s encounter, for example, reveals the awareness and the practice of contemporary Bunun’s life education are worth exploring. Therefore, the main points of this study are expounds the contemporary Bunun who is rooted in the following social context and recreates the value of self-life and cultural spirit, which is related to the educational assertion of the "human" mind and the ultimate concern of life. On the basis of field work and in-depth interviews, used as methods of research and through field investigation of the Taitung's Bunun people's belief in I-Kuan Tao, the social context and situation; and through in-depth case interviews, to fathom the contemporary Bunun, across the multiple cultural beliefs, on the significance of symbols consistent with life and spiritual moral righteousness and how this can be translated into a faith recognized by the ethnic group. In addition, in the same way, what is the meaning of life if the "Tao seekers" were to return to their original religious faith? The research results show that contemporary Bununs ultimate concern for life can be summed up into three aspects, one is to be the master of "spirituality" , and be my own original master; second, is the respect for fundamental life, that is beginning from the body, mind and spirit; third, is the "home" as the starting point of the practice of Tao, the responsibility of the citizens of the Universe for "Earth's ecological" sustainable development.