Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 346-360). / Electronic reproduction. / Also available by subscription via World Wide Web / xviii, 360 leaves, bound ill. 29 cm

This study is a first of its kind for New Zealand journalism education, following 20 students at two different schools throughout a year-long training programme. It used two methods to gain a deeper understanding: a discourse analysis of their news stories written at the beginning, in the middle and at the end of the year, and retrospective protocol analysis, to provide insight into their thinking processes, through their taped reflections. The research found that journalism education controlled by the New Zealand Journalists Training Organisation still resembles that of 20 years ago, despite increasing numbers of students learning journalism as part of degree programmes. Students are trained for the media industry through learning by doing. They receive basic instruction and then are expected to perfect their skills by practising their writing and to learn the conventions and routines of the media industry through socialisation and work experience. In the first half of the year, the students developed some skills in writing the traditional inverted-pyramid news stories. However, by the end of the year, their news writing showed technical signs of regression. Firstly, they were not writing in a succinct, clear fashion, emphasising news values. Secondly, they had been inadequately trained to write outside of the inverted-pyramid news story or to use popular “soft” lead sentences, so that their writing tended towards being promotional. Thirdly, journalism institutions strongly favour subediting by tutors and this detracted from the students gaining understanding of their own writing and being able to self-monitor and evaluate it. Lastly, they failed to show the critical thinking skills and independence necessary for a professional journalist so that they could research thoroughly, reflect deeply and write entertaining, informative and important news stories with flair. Their reflections confirmed these findings, suggesting some stress and disillusionment. The students could “declare” what they knew about writing a news story but could not put it into practice. They blamed their failure to write high quality news stories on the pressures of the course, the deadlines and high volumes of stories. The gaps in their journalism education were also revealed through what was not mentioned in their taped reflections: in particular, they failed to mention the importance of news values in making their stories more appealing. The major influence at first was the students’ tutors, followed by work experience and the “real world” of the media industry. The concentration on job skills and gaining a job coupled with a lack of knowledge and discussion provided the students with an incomplete understanding of the pressures of the media industry they were entering. The study recommends more debate about journalism education and more research, as well as a change away from “learning by doing” to a more critical, reflective approach.

Thesis (M.A.T.) -- School for International Training, 2007. / Advisor -- Lauren Alderfer Includes bibliographical references (leaf 41).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: 233 p. : col. ill. ; 5 Mb. UMI publication number: AAT 3350449. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 346-360).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 197-200).

Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Bonnie Mennell Includes bibliographical references (leaf 300).

[pt] É no contexto da proposta kantiana para a prática da moralidade que a tese está centrada. Dentro desse contexto, o foco principal é o problema da educação, pois a educação para a moralidade tem pressupostos e requer determinadas práticas, que são melhor compreendidas se levamos em conta o âmbito do sistema kantiano. De acordo com Kant, a razão humana cumpre não só uma função teórica, voltada para o conhecimento da natureza, mas também uma função prática, voltada para ideia de liberdade. Isso faz com que a questão da moralidade e da educação tenham seu cerne na ideia de liberdade. Em função dessa ideia, segundo Kant, a razão é capaz de determinar a vontade e o agir do ser humano, possibilitando um agir autônomo. É com vistas à constituição de sujeitos autônomos que a tarefa da educação moral se faz necessária, tarefa que requer um longo caminho de formação do caráter e do aprendizado pela liberdade, aprendizado cujos pressupostos residem nos princípios da razão pura, os únicos que possibilitam a moralidade. / [en] This thesis is centered on Kant s proposal for the practice of morality. In this context, the main focus is the problem of education, since education for morality has principles and requires certain practices that make better sense if we take into consideration the realm of Kant s system. According to Kant, the human reason fulfills not only a theoretical function, aimed at the knowledge of nature, but also a practical function, aimed at the idea of freedom. Therefore, the question of morality and education has its roots in the idea of freedom. Reason is capable of determining the will and the actions of human beings, making an autonomous action possible. Aiming at the constitution of autonomous subjects, the task of moral education is necessary, and it requires a long path of formation of character and learning through freedom. The foundations of this learning reside in the principles of pure reason, the only ones to make morality possible.

abstract: This thesis investigates the role of activity visualization tools in increasing group awareness at the workspace. Today, electronic calendaring tools are widely used in the workplace. The primary function is to enable each person maintain a work schedule. They also are used to schedule meetings and share work details when appropriate. However, a key limitation of current tools is that they do not enable people in the workplace to understand the activity of the group as a whole. A tool that increases group awareness would promote reflection; it would enable thoughtful engagement with one's co-workers. I have developed two tools: the first tool enables the worker to examine detailed task information of one's own tasks, within the context of his/her peers' anonymized task data. The second tool is a public display to promote group reflection. I have used an iterative design methodology to refine the tools. I developed ActivityStream desktop tool that enables users to examine the detailed information of their own activities and the aggregate information of other peers' activities. ActivityStream uses a client-server architecture. The server collected activity data from each user by parsing RSS feeds associated with their preferred online calendaring and task management tool, on a daily basis. The client software displays personalized aggregate data and user specific tasks, including task types. The client display visualizes the activity data at multiple time scales. The activity data for each user is represented though discrete blocks; interacting with the block will reveal task details. The activity of the rest of the group is anonymized and aggregated. ActivityStream visualizes the aggregated data via Bezier curves. I developed ActivityStream public display that shows a group people's activity levels change over time to promote group reflection. In particular, the public display shows the anonymized task activity data, over the course of one year. The public display visualizes data for each user using a Bezier curve. The display shows data from all users simultaneously. This representation enables users to reflect on the relationships across the group members, over the course of one year. The survey results revealed that users are more aware of their peers' activities in the workspace. / Dissertation/Thesis / M.S. Electrical Engineering 2010

abstract: Transparent conductive oxides (TCOs) are used as electrodes for a number of optoelectronic devices including solar cells. Because of its superior transparent and conductive properties, indium (In) tin (Sn) oxide (ITO) has long been at the forefront for TCO research activities and high-volume product applications. However, given the limited supply of In and potential toxicity of Sn-based compounds, attention has shifted to alternative TCOs like ZnO doped with group-III elements such as Ga and Al. Employing a variety of deposition techniques, many research groups are striving to achieve resistivities below 1E-4 ohm-cm with transmittance approaching the theoretical limit over a wide spectral range. In this work, Ga-doped ZnO is deposited using pulsed laser deposition (PLD). Material properties of the films are characterized using a number of techniques. For deposition in oxygen at pressures >1 mTorr, post-deposition annealing in forming gas (FG) is required to improve conductivity. At these higher oxygen pressures, thermodynamic analysis coupled with a study using the Hall effect measurements and photoluminescence spectroscopy suggest that conductivity is limited by oxygen-related acceptor-like defects in the grains that compensate donors, effectively reducing the net carrier concentration and creating scattering centers that reduce electron mobility. Oxygen is also responsible for further suppression of conductivity by forming insulative metal oxide regions at the grain edges and oxygen-related electron traps at the grain boundaries. The hydrogen component in the FG is thought to passivate the intra-grain acceptor-like defects and improve carrier transport across these grain boundaries. Given this deleterious effect of oxygen on conductivity, depositions are performed in pure argon (Ar), i.e., the only oxygen species in the growth ambient are those ejected directly from the PLD solid source target. Ga-doped ZnO deposited in Ar at 200 °C and 10 mTorr have resistivities of 1.8E-4 ohm-cm without the need for post deposition annealing. Average transmittance of the Ga-doped films is 93% over the visible and near infrared (IR) spectral regions, but free carrier absorption is a limiting factor further into the IR. After annealing in FG at 500 °C, a 300 nm Ar film has a Haacke figure of merit of 6.61E-2 sq. ohm. / Dissertation/Thesis / Ph.D. Materials Science and Engineering 2011