Dissertationen: „Australian perceptions of Korea“

1

Flynn, Warren. „Fragments of the moon (novel) ; and“. University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0073.

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Fragments of the Moon is a novel set mostly in South Korea, examining relationships between people, interpersonal spaces, architectural spaces and landscape through a cross-cultural context. Matt, a graduate architect from Perth, Australia, finds himself increasingly vulnerable to cultural confusion as he adjusts to life away from his home and friends. Having initially assumed that Seoul's western facade echoes its social dynamic, Matt increasingly discovers that the Confucianism which underpins much of contemporary Korean society makes all relationships far more complex than his assumptions had allowed. Together with a Canadian student who is seeking to find the essence of a different Korea through her investigation of Buddhism, and through meeting diverse Korean characters, readers will discover several of the many facets of contemporary Korean culture. Readers will be encouraged to test the slippery surfaces on which familiar and unfamiliar attitudes to bodies, landscape and created spaces rest. 'Body, Space, Ideas of Home: Cross-cultural Perspectives' (thesis) The thesis examines the interaction of body space, architectural space, landscape, and emotional states in contemporary literary fiction from several cultural perspectives. Bodies, landscapes, and architectural spaces are shown to be devices through which contemporary authors with different cultural backgrounds have expressed character and explored ideas, especially thematic concerns related to cultural or cross-cultural confusion or understanding. Notions of 'feeling at home' and 'being alien' are investigated through the work of authors who either have a cross-cultural heritage (e.g. Jhumpa Lahiri a Bengali/American), or who write about a culture which is not their own (e.g. Dianne Highbridge, an Australian writing about Japan). Several chosen authors explore the relationships between the spiritual and the physical, the metaphysical and the corporeal. These elements are particularly highlighted when examining the narratives of Tim Winton (The Riders, 1994) and Simone Lazaroo (The World Waiting To Be Made, 1994); and two of Japan's most popular writers, Haruki Murakami (Norwegian Wood, 2000) and Banana Yoshimoto (Lizard, 1995). For some writers, this exploration of spaces forms the focal point of their work; for others, it is an important facet of their narrative world, which helps to ground their writing for contemporary readers whose own backgrounds must also influence their understandings.

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2

Yoo, Joanne. „A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn“. University of Sydney, 2008. http://hdl.handle.net/2123/4132.

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Doctor of Education
The teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’

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3

Cummins, Rodney John Travers, und edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. „Australian Perceptions of the Orient 1880-1910“. Deakin University. School of Australian and International Studies, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040622.180047.

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4

Philippou, Kyriana. „Individualism-collectivism : perceptions of single second-generation Greek-Australian and Anglo-Australian adults /“. Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09HS/09hsp552.pdf.

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5

Easton, Claire. „Australian, university-aged women's perceptions of peers who smoke /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19247.pdf.

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6

Jericho, Adrienne John, und n/a. „Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools“. Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040919.113840.

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This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.

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7

Nakane, Ikuko. „SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE“. University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.

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This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.

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8

Mizuno, Norihito. „Japan and its East Asian neighbors: Japan's perception of China and Korea and the making of foreign policy from the seventeenth to the nineteenth century“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101744928.

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9

Park, Heechan. „Perceptions of components of the special education system in Korea“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185855.

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This study surveyed the perceptions of educators in Korean special schools regarding the current status and issues in eight components of the special education system. The eight components of a special education system selected were: philosophy and fundamental practices, identification and evaluation, instruction and related services, personnel, parents and the public, organization, funding, and facilities. A survey instrument was used to obtain information from 70 principals and 192 teachers, with a response rate of 58 (83%) and 156 (81%), respectively. A mean score of responses to each questionnaire item in each component of the special education system was calculated to rate the perceptions of all subjects. The perceptions of special educators were negative toward the status of special education in many items of eight components of the system. The ratings were compared using a t-test or analysis of variance to analyze statistical differences by such variables as position of special educator (principal and teacher), foundation of special school (public and private), and disability areas of special educator (visual, hearing, mental, and physical impairments). The ratings of special educators on the eight system components were statistically significant in four components, according to the foundation of the special schools. As a whole, the perceptions of special educators did not reveal many significant differences by the variables of position and disability specialty areas. Critical issues to be resolved in the future were identified and discussed. Recommendations were made for future development of special education in Korea.

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10

Ryan, Ernest Leslie, und Not available. „The bunyip and the dragon the psychodynamics of Australian and South Korean business encounters“. Swinburne University of Technology, 1997. http://adt.lib.swin.edu.au./public/adt-VSWT20050506.152251.

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This study attempts to identify and explore the psychodynamics of Australian and Korean business encounters in Seoul, Republic of Korea, by describing and discussing 'Australian-ness' and 'Korean-ness' as representations of what I will call 'National character in-the-mind'. A guiding hypothesis is that in highly charged emotional settings, like those associated with foreign business encounters, National character in-the-mind acts as a psychological and emotional container, and a protective screen to hide more intricate institutional anxieties and defences. The data supporting the study is drawn from my interviews with 12 Australian and 6 Korean business people conducted between 3 and 14 June 1996 in Seoul, Republic of Korea. The study also reflects my experience and role as researcher in the research as a source, creator and interpreter of data through the exploration of my own introspection. The findings demonstrate how Australian-ness and Korean-ness appear to represent projections of the human imagination, willed within the bounds of individual experience and perception. A model for evaluating Cultural Misunderstanding and Defensive/Adaptive Behaviour is proposed with the aim of seeking improved understanding of the Australian and Korean National character. The model applies learning from the research experience which emphasises the need for Australian and Korean business people to take a more adaptive approach to the contrary behaviours they encounter. The model also acknowledges the value of investing time to establish and maintain cross-cultural business relationships based on access, whereby Australian and Korean business people see themselves as resources of mutual gain, reducing the potential for misunderstanding, fear and mistrust and the subsequent invocation of defensive responses.

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11

Hyun, Soeun. „The effects of contextual cues on consumers' perceptions of comparative price advertisments“. Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40417.

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The purpose of this study is to understand Korean consumers' perceptual processes induced by comparative price advertisements. While controlling for intrinsic product cue effects, this study examines the joint effects of extrinsic cues, such as comparative price (regular price /sale price), brand name, country-of-manufacture, and retailer name, on a consumer's perception of a product's price and quality. In examining the effects of advertising contextual cues, this study incorporates consumer perceptual processes, the processes through which the external cues are perceived and compared to or moderated by other variables. The perceptual structure is based on relevant theories and accumulated knowledge from research in this area. Specially adapted theories for this study are the adaptation-level theory, the message learning theory, and the transaction utility theory.
Ph. D.

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12

Park, Sang Soon. „The impact of English language and cultural variations on Korean students in Australian undergraduate programs“. University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001480/.

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It is well understood by international students that a high level of proficiency in English language is fundamental to successful tertiary level study in English speaking countries. The necessity for cultural adaptation also emerges as a major concern for international students. Despite there being numerous resources for international students, Korean students continue to encounter problems with English, and with some cultural variations in Australian higher education. Reference to literature, as well as anecdotal evidence suggests that Korean students frequently have difficulties adapting to academic programs delivered in English, and to adjusting to some cultural differences in English speaking contexts. This research aimed to the nature of Korean undergraduate students' experiences regarding these academic problems in undergraduate programs in the Southeast region of Queensland. Firstly, it examined traditional methods of English teaching in Korea within the context of the Korean education system. Secondly, it surveyed the suggested 'attitudes towards studying difficulties studying in the English language in Australian undergraduate study programs'. Thirdly, in-depth interviews were conducted as a follow-up investigation to clarify the issues raised through the survey. This research deals with the questions of the main characteristics of Korean students' experiences in learning English as a second language, the best preparations required for them to enter Australian undergraduate programs, the main difficulties of them in adapting to the use of the English language in general and particularly for Australian tertiary level academic purposes, and the critical cross-cultural challenges that they encounter in the Australian undergraduate programs. Finally, based on the results of this study recommendations are made to assist in two major areas: (i) to provide advice to assist Korean students and other international students in their studies in Australia and; (ii) to improve the provision of English language education in Korea.

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13

Asteris, Dimitra. „Greek-Australian and Anglo-Australian families : an examination of parenting styles, goals, beliefs and perceptions of family functioning /“. Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09ARPS/09ARPSA853.pdf.

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14

van, Leeuwen Susan. „Innovation in the Western Australian state public sector“. Curtin University of Technology, Graduate School of Business, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17156.

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This research sought to gain a deeper understanding of innovation in the Western Australian State Public Sector. It achieves this by exploring the perceptions of Leaders, Experts and lnfluencers regarding innovation, enablers and barriers to innovation, and examples of innovation in the sector. In this study, 'Leaders' were employees in the State Public Sector selected from the top two tiers of the Senior Executive Service position. 'Experts and lnfluencers' were individuals who were recognised as having specialized knowledge, skills and / or success regarding innovation and / or recognised as having the power to affect or influence innovation in the Western Australian Public Sector. In addition, the research also aimed to determine ways in which innovation can be enhanced in the sector. The context of this study is the Western Australia State Public Sector (WASPS) which includes departments, trade concerns, instrumentalities, agencies and state bodies run by the WA State Government. This study is significant because there is little exploration and description of the perception of innovation in the Public Sector of Australia and a lack of common understanding of innovation in the WASPS. This study enables a much greater understanding of the depth, extent and success of innovation in this sector. Innovation is vital for a public sector needing to respond to Western Australia's growth and prosperity. The description of innovation and strategies for enhancing innovation will assist in the further development of a responsive sector.
This study adopts a qualitative methodology to explore the meaning given by Leaders, Experts and lnfluencers and their perceptions of innovation in the public sector. The qualitative paradigm provides rich meaning to the research questions for the study which are: I . What are the perceptions of innovation in the Western Australian State Public Sector amongst Leaders? 2. What are the perceptions of innovation in the Western Australian State Public Sector amongst Experts and lnfluencers? 3. What are the barriers and enablers to innovation in the Western Australian State Public Sector 4. How can innovation in the Western Australian State Public Sector be enhanced? A phenomenological approach is adopted for the study which allows the structure and essence of the phenomena of innovation within the public sector to be explored. Data was collected using semi structured, in-depth interviews and data analysis using a phenomenological approach was conducted. This ensured that the experience and meaning of the phenomena of innovation is described and explained as faithfully as possible. The key findings of the study indicate that while there are pockets of innovation within the WASPS there is an overall need to enhance the capacity for innovation.
An 'emergent model' is proposed as a framework that can provide an enhanced capacity for innovation in the WASPS. This is achieved by addressing the cultural, structural and human resource barriers that exist and by simultaneously enhancing the enablers that were identified in this study. The 'emergent model' takes a strategic view with special consideration for the context for innovation within the WASPS. Inherent in this model is the need for a clear and shared definition of innovation; the creation of ideal conditions for innovation; and the development of an innovation action plan. Superimposed on this model is the need for greater capacity for, and commitment to, meaningful public consultation. In addition the study highlighted a need for strong and effective leadership throughout the Western Australia State Public Sector to enhance innovation. In making these conclusions it is recognised that this study is specific to the state public sector of Western Australia. This study opens the possibility of more extensive research within the public sector, specific to innovation. In particular, there is significant scope to explore the relationship between political and public sector leadership and the effect of this relationship on innovation. In addition, further exploration of successful innovation in the sector could better inform the type of agency in which innovation is successful and an analysis of the leadership factors that influence successful innovation. Further research regarding the ability of leaders to create an environment to enhance innovation within the sector, recruitment practices of the WASPS, and of resource allocation and its effect on innovation capacity is advocated in this study.

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15

Buddle, Cathy. „Through a child's eyes : literary perceptions of Australian childhood 1920-1960 /“. Title page, contents and introduction only, 1988. http://web4.library.adelaide.edu.au/theses/09AR/09arb927.pdf.

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16

Boyle, Maureen, und n/a. „Principals' perceptions of school based management in Australian Capital Territory government schools“. University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.

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This thesis investigates the views of principals in government schools in the Australian Capital Territory (ACT) regarding school based management (SBM). School based management is defined as the delegation of certain decision making functions from central bureaucratic control to a group of personnel located at the school site. In the case of the ACT, delegation of decision making to school sites began in 1974. An additional set of responsibilities was delegated in the 1997/98 period. This study concentrates on the latter period but also takes the extended period of devolution into account. This investigation is based on qualitative and quantitative methods of enquiry and data collection to investigate principals' perceptions of SBM, particularly in relation to the demographic variables of the schools, and selected personal and professional characteristics of the principals. Initially twenty six semi-structured interviews were conducted with principals to determine a framework of seven constructs in relation to SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts of the interviews. The data arising from the interview stage formed the basis for construction of a questionnaire administered to the total population of ninety seven principals in government schools in the ACT. The questionnaire consists of demographic, personal and professional items concerning the school and the principal, items related to the impact of SBM, questions regarding the principals' perceptions of satisfaction with their work, and the importance principals place on selected aspects of their role, particularly following the extension of SBM. Results of the questionnaire are reported using frequency distribution for each of the items in the questionnaire, followed by factor analysis and analysis of variance to test significant differences in the principals' views at the 0.05 or greater level. Results of these analyses show that principals have common perceptions in general about the nature and impact of SBM. Principals' perceptions are however, mediated by a number of independent variables. These are gender of the principal, experience of more than one year's work outside the field of education, the sector of their school, ie primary, high school or college, and the geographic location of the school. Their participation in SBM training programs, bureaucratic support to assist them in implementing SBM, and their expressed need for continued professional development are additional independent variables where statistically significant differences are apparent. Principals in this study view the extension of SBM responsibilities more as an administrative function, than an opportunity to engage in restructuring the school. They see that their role has expanded to place strong emphasis on business management and they consider that they are now working in a market oriented climate where competition for students is a real issue. Hours of work have increased, and maintenance of a balance between work and personal life is a growing concern. Despite this they do not want to return to the former arrangements and continue to express satisfaction with the intrinsic rewards of their profession such as contact with students, colleagues and the community. These results provide important insights into the type of SBM evident in ACT government schools at the time of this study. A number of recommendations for future research and practice are presented related to the findings and linked to the key themes arising in the literature.These suggest ways that SBM can and might be used as a catalyst for development of a new paradigm for education, which will meet the needs of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the self managing school', (Caldwell and Spinks, 1998).

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17

Gibbs, Susan Elizabeth. „Perceptions in the South Australian commercial fishing industry with regard to seals /“. Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ENV/09envg4443.pdf.

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18

Bagga, Rupa. „Perceptions and deceptions : perspectives on adoptions from South Korea to North America“. Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43272.

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This study provides a critical synthesis of existing research on adoptions from South Korea to the United States, and adds a comparison with adoptions from Korea to Canada. The focus is on the intersections of gender, race, class, and age, in Korea and the receiving countries. The first chapter provides an overview of debates on transnational, transracial adoption and justifies an interdisciplinary approach. The three central chapters look at adoptions from Korea to the US in three chronological stages. Each of these chapters begins with an examination of historical and sociological studies of adoptions from Korea, complemented by my own fieldwork there. This is followed by analyses of auto/bio/graphical texts in relation to the historical and socio-political background for that period. The focus in Chapter 2 is on the perspective of adopters, and analysis of the memoirs of Bertha Holt throws light on the origins of adoptions from Korea to the US. Chapter 3 conveys the perspective of Korean birthmothers, whose ‘letters’ to the relinquished child provide insight into the reasons for the continuation of adoptions from Korea.Chapter 4 moves to the perspective of adult adoptees who have returned to Korea and produced accounts representing a range of views on transnational, transracial adoption. The fifth chapter, dealing with Canada, adds the perspective of a Canadian adoption agency and would-be parents seeking to adopt from Korea, as adoptions from there are being phased out. Throughout the study terms borrowed from Foucault serve to highlight how collective and individual genealogies and power relations compete and intersect in the perceptions and interpretations of all those concerned. The central question is why and how perceptions of transnational adoptions from Korea have changed, in relation to institutional power (disciplines and biopower) and technologies of the self as means to enable adoptees and birthmothers to emerge from tutelage to care of/for the self. The Conclusion looks at the present situation in South Korea and an alternative heterotopic solution, the “children’s village.”

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19

Kim, Seung Young. „Americans' perceptions of polarity and United States commitment to Korea, 1882--1950 /“. Thesis, Connect to Dissertations & Theses @ Tufts University, 2003.

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Thesis (Ph.D.)--Tufts University, 2003.
Submitted to the Fletcher School of Law and Diplomacy. Includes bibliographical references (leaves 312-338). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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20

Yoon, AhYoung. „Aging and Arts Policy: Interrogating Perceptions of Older People in South Korea“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503016550067467.

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21

Jeon, Lisa. „Drawing Boundaries and Revealing Language Attitudes: Mapping Perceptions of Dialects in Korea“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271835/.

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Perceptual dialectology studies have shown that people have strong opinions about the number and placement of dialect regions. There has been relatively little research conducted in this area on Korean, however, with early studies using only short language attitude surveys. To address this gap in research, in the present study, I use the 'draw-?a-?map' task to examine perceptions of language variation in Korea. I ask respondents to draw a line around places in Korea where people speak differently and provide names, examples, and comments about the language spoken in those areas. With the resulting data, I use ArcGIS 10.0 software to quantitatively identify, aggregate, and map the most salient dialect areas and categories for subjects' perceptions. I also perform a content analysis of the qualitative data provided by respondents using 'keywords.' During this process, I categorize comments and labels given by respondents to find emerging themes. Finally, I stratify perceptions of respondents by demographic factors, e.g., age, sex, and urbanicity, that have often been found to be important in language variation and change. An analysis of these data suggests that Koreans' perceptions of dialect regions are not necessarily limited by administrative boundaries. In fact, the data reveal not only perceptions of dialect variation unassociated with geographic borders, but they also tap into the way people connect ideas about language and place. Results from this study have implications for language attitudes research, perceptual dialectology methodology, and the relationship between language and place in Korea.

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22

Weddell, Peter, und n/a. „Student perceptions of decision making in A.C.T. high schools“. University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061110.114343.

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The purpose of the study was to survey students in Australian Capital Territory High Schools regarding their perceptions of who makes and who should make decisions in their schools, the effectiveness of present decision making structures and the relative importance of a range of concerns that might be affected by decisions made in their schools. The survey instrument comprising of five separate questionnaires (Parts A, B, C, D and E) was administered to a random, stratified sample of 384 students drawn from three A.C.T. High Schools. Variables included (a) School, (b) Year Group and (c) Gender. Part A and Part B of the survey instrument were developed specifically to explore the perception of students towards the involvement of parents, teachers, the principal and students in school decision making processes; particularly as this is evidenced in School Board operations. The results for each of the five questionnaires were compiled into separate frequency and ranked percentage tables. The tables were analysed in terms of the total responses recorded for each questionnaire and as a school by school comparison of responses. Use of the Cochran Q Test indicated a positive statistical significance in the overall shift of student perceptions of decision making from Part A (What happens in my school) to Part B (What should happen in my school) of the survey instrument. The findings of the study indicate that students are concerned about their role in the decision making process, and issues that affect their schooling and would like a greater say in how their schools are run. In particular, students would like to participate to a greater degree than at present in decision making that affects homework, the timetable, how teachers teach, subjects offered, text books, and school sporting activities. As regards knowledge about decision making structures within the school and about student representatives, the findings indicate that the students surveyed are not fully aware of the purpose or function of the school board or its representatives. However the majority of students surveyed indicate they would like to have a greater say in how their schools are run. In the comparative analysis of data recorded for each of the schools surveyed, a considerable degree of similarity is found in the responses to all Parts of the survey instrument. Of major concern is the uniform lack of knowledge and interest in survey items connected with the School Board in each of the schools surveyed. A more encouraging result is that in all three schools respondents perceive that they are encouraged to become involved in the School Board and the Student Representative Council (SRC). The survey findings demonstrate that the students would like greater participation in a wide variety of issues and concerns. However current official structures which are designed to include students as equal partners in school based decision making do not appear to interest the majority of students surveyed in this study.

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23

Giskes, Katrina. „Socioeconomic position, dietary intakes, perceptions of health and diet among Australian adolescents and adults“. Queensland University of Technology, 2002. http://eprints.qut.edu.au/15871/.

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In Australia, and other Western countries, there are marked socioeconomic inequalities in mortality from chronic, diet-related diseases. Research in these countries has shown that adults from low socioeconomic backgrounds experience greater morbidity and mortality from these conditions compared to their higher-status counterparts. In recent decades, much research has focused on factors that may contribute to these inequalities. Dietary intakes are thought to account for a large proportion of the socioeconomic variability in health, and there is some evidence suggesting that the psychosocial foundations laid down in adolescence are important influences on these dietary intakes. In Australia, however, existing research examining socioeconomic differences in dietary intakes is limited. Most previous research has looked at dietary intakes in adulthood, and have not considered examining for socioeconomic differences in adolescence. Furthermore, not much is known about the health and nutrition-related beliefs, attitudes and perceptions of adolescents that may contribute to socioeconomic differences in dietary intakes. This study examined these issues by analysing for socioeconomic differences in food and nutrient intakes among both adolescents and adults. It also investigated some health and nutrition-related beliefs, attitudes and perceptions of adolescents from different socioeconomic backgrounds. Data from a national cross-sectional survey, the 1995 Australian National Nutrition Survey, were analysed to determine socioeconomic differences in food and nutrient intakes. Qualitative interviews were undertaken with adolescents to investigate their health and nutrition-related beliefs, attitudes and perceptions. The results show that compared to adults, there is less socioeconomic inequality in food and nutrient intakes among adolescents. Intakes of some anti-oxidant vitamins and folate were directly related with socioeconomic position among adults. Adults from low socioeconomic backgrounds were less likely to consume fruits or vegetables. They consumed a lower variety of fruits and vegetables and were less likely to choose fruits and vegetables high in vitamin A, folate and vitamin C. The results showed that these differences may be due to adults from low socioeconomic backgrounds being less likely to want to increase their fruit and vegetable intakes, and perceiving price and storage as barriers to doing so. There were a small number of socioeconomic differences in adolescents' beliefs, attitudes and perceptions about nutrition and health that may contribute to dietary intake inequalities in adulthood. Adolescents from lower socioeconomic backgrounds were less likely to see health as being important for achieving goals, and identified nutrients and sleep as influencing their health less frequently. These adolescents also referred to dietary recommendations, nutrient intakes, dairy foods and avoiding school canteen foods less frequently when describing a healthy diet. A number of recommendations about the design and targeting of nutrition-promotion campaigns and interventions are discussed, as well as future directions for research on socioeconomic differences in dietary intakes.

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Wilson, Mack. „Japanese schools in the Australian mirror : perceptions of schools among Japanese students in Australia /“. Title page, contents and conclusion only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arw751.pdf.

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Nield, Robert, und n/a. „Alientated students' perceptions of school organizational health“. University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060824.130208.

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This thesis explores alienated students' perceptions of the organizational health of a Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a concern that school effectiveness studies focussed too narrowly on student academic attainment as an indicator of an effective school. A broader view of effectiveness would hopefully show that in the case of comprehensive co-educational government high schools, student alienation could have a powerful effect in undermining the achievement of academic goals in such schools. Because these schools have little control over their student clientele and require compulsory student attendance until age 15, it seemed a degree of alienation was inevitable. The task for high school administrators, it was hypothesized, lay in minimizing these alienation levels in order to reduce the impact such student alienation might have on other school effectiveness indicators like teacher commitment, teacher morale and time on task in classes. My experience as a practitioner, in the Student Welfare area of a large ACT government high school, also indicated that the traditional "top down" strategy of much research in the field of Educational Administration that concentrated on the perspectives of principals and teachers only gave one view of the processes within a school. The other, complementary "bottom up" view came from students. In particular, it was hypothesized, the perspectives the most alienated students in a government high school held towards the organizational health of the school might represent an unusual test of school effectiveness. This was because the commitment of such students towards the school and its stated academic goals was most problematic. The promotion of a school "culture" or "ethos" that could integrate low level and high level alienation students, and thereby foster school effectiveness, appeared to be possible only to the extent that high level alienation students could be kept on side or neutralized by high school administrators. These speculations were largely confirmed in this study. Apart from the interaction of sex and year level with alienation, the other major finding was that teacher consideration, or the extent to which teachers show concern for students as individuals, was the only organizational health dimension that produced a significant difference between students on the basis of alienation level. In short, the study is not concerned with student alienation as such. Rather it is concerned with understanding how alienated students perceive a relatively effective school. This would hopefully enable that alienation to be minimized and managed.

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Fitzhardinge, Jocelyn, und n/a. „Secondary teachers' perceptions of selected professional development needs and delivery mechanisms“. University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060710.122615.

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This study highlights the professional development needs and perceptions of secondary teachers in the Australian Capital Territory (ACT) as these relate to teacher promotion level, years of teaching experience, and subject specialisation. The study also investigates the delivery mechanisms best suited to these needs and perceptions. In a devolving education system, effectiveness of teachers' professional development will depend on finding an appropriate balance between the systems' needs, the schools' needs and the needs of individual teachers. A mismatch appears to exist between the provision of professional development and teachers' perception of their professional development requirements. This study was conducted in secondary government high schools and colleges in a selected school region of the ACT. It involved circulating, collecting and analysing a survey which included seven questions related to four selected themes on professional development. These are � teachers' participation in professional development activities by time and provider � teachers' perception of the effectiveness of formal and informal professional development in and away from the workplace � teachers' preferred delivery system of professional development � professional development and the role of the Advanced Skills Teacher classification. The overall findings of this study indicate that the professional development needs of secondary teachers in the ACT are as multifaceted and diverse as those found in other studies such as Logan (1990), DEBT (1991), Boomer (1988) and the Schools Council (1990). A less centralised more devolved system of professional development has a greater chance of meeting the varied needs of individual teachers according to the DEBT (1991) study and the ACT review (ACTDET, 1993: 52). In the ACT a centralised program of professional development is provided by the Professional Development Section of the ACT Department of Education and Training (ACTDET). This centralised model of professional development delivery is the most used provider of professional development services and programs within the ACT, although 43% of the respondents in this study did not attend any courses offered by the Professional Development Section. Overall this study found very little variation occurred in teachers' beliefs about whether professional development is more effective if conducted through formal courses, or by informal associations with teachers, students and parents. The findings imply the need for a balance between on-site and off-site delivery mechanisms of professional development. Working with colleagues for professional development purposes is supported by the respondents who agreed with involving the proposed Advanced Skills Teacher 2 classification (AST 2) with specific organisational and leadership responsibilities for professional development. This study found that respondents in Health/PE and Science had very low participation rates in courses offered by the Professional Development Section, compared to other key learning areas, and they perceived that they improved their knowledge and skills to a greater degree 'on' the job, that is, at school. Teachers with extended teaching experience perceived formal courses to be a more effective means of improving their skills and knowledge. In conclusion this study raises the question of balancing the needs of the individual teacher with those of the school and the system. It has highlighted the need for a more structured professional development plan for ACT teachers so that funding and programs do not focus solely on system priorities or school priorities at the expense of the individual teachers' needs and priorities.

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Yates, Jennifer M., und n/a. „Teachers' perceptions of the work of school counsellors in ACT government schools“. University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.

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This study examines teachers' perceptions of the work of School Counsellors within government schools in the Australian Capital Territory (ACT). Data were drawn from questionnaires returned by a representative sample of 279 teachers and principals, from 16 primary and 8 high schools. The purpose of the study was to: (i) partially replicate a study by Leach (1989) of Western Australian teachers' perceptions; and (ii) investigate whether or not teachers could be considered to be supportive of a general trend towards a broadening role for school psychologists which is evident in the literature. This trend suggests that practitioners of applied psychology in schools may prefer an expanded role which encompasses indirect service delivery in addition to the more traditional, child centred role. Respondents were asked to indicate their perceptions of the frequency of 65 tasks performed by School Counsellors, the competence with which those tasks were performed and the usefulness of those tasks. Also examined were perceptions of the process and quality of service delivery, and of actual and preferred qualifications and experience of School Counsellors. These results were compared with those of Leach (1989). Respondents were invited to prioritise service delivery in light of their professional needs. A factor analysis of respondents' perceptions of School Counsellors was undertaken. The results were similar to Leach's (1989) findings and indicated a general endorsement of the current work of School Counsellors, with traditional, direct service delivery tasks generally perceived as being performed more frequently and with more competence than the more innovative, indirect types of service delivery. There was a strong indication that respondents would like more of both types of service delivery, particularly indirect services, made possible through increased resourcing. Increases in respondents' classification level positively correlated with increased perceptions of task frequency and competence with which tasks were performed. A positive correlation was also found between the frequency of professional contact that respondents perceived they had with School Counsellors and their perceptions of the process and quality of service delivered by these practitioners. In relation to the process and quality of service delivery, few teachers perceived that School Counsellors communicated clearly about the services they offer, procedures used or results gained. This concern with communication was reinforced through examination of the factors underlying teachers' perceptions of both the frequency and usefulness of tasks. This study suggests that ACT teachers and principals are, to some extent, already experiencing and valuing some aspects of the trend in service delivery reflected in the literature. Discussion highlights the important role communication plays in indirect service delivery, and links it with the findings of this study, particularly as it relates to teachers' and administrators' apparent lack of knowledge of the qualifications and experience of School Counsellors.

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Lee, Eunjoo. „The effect of an in-service workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958771.

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The purpose of this study was to examine the effect of an inservice workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction for students with mental retardation. Thirty South Korean educator participants from EMI, TMI, SMI, and SXI focused on classrooms were asked to respond to a questionnaire containing items that demographics, importance of community based instruction, necessity of community based activities for their students' adult lives, required instructional time for community based activities, satisfaction with their current instructional time for community based activities, and potential barriers to community based instruction. For the treatment procedure, an extensive in-service workshop on community based instruction was given to all educator participants. Results indicated that in general, educator participants expressed overall positive attitudes toward community based instruction and showed strong support for the necessity of community based activities in their students' adult lives. Interestingly, all of the 13 community based activities provided in this questionnaire received at least one rating of "never would be needed" in the adult lives for students with mental retardation. In general, these educator participants appeared to be dissatisfied with the current amount of instructional time allocated for community based activities. In addition, these educator participants perceived limited staff, transportation, scheduling, cost, and administrator reluctance factors as the major potential barriers to community based instruction. Further, differential responses between EMI educator participants and TMI, SMI, and SXI educator participants were noted for the questionnaire items related to necessity of community based activities, and satisfaction with the total amount of instructional time in community based activities. EMI educator participants indicated community based activities were more necessary and more satisfied with current amount of, time allocated in community based instruction than TMI, SMI, and SXI educators. Implication concerning the future prospects for community based instruction in South Korea for students with mental retardation were also presented.
Department of Special Education

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Fisher, Marilyn Dale, und m. fisher@cqu edu au. „Staff Perceptions of an Enterprise Resource Planning System Implementation: A Case Study of three Australian Universities“. Central Queensland University. Education, 2006. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060928.144056.

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This study examines staff perceptions of the implementation of an Enterprise Resource Planning system (ERPs) in three Australian universities. It considers the growing body of literature on the issues impacting on effective and efficacious Enterprise Resource Planning (ERP) implementations in organisations including the most recent literature on ERPs in the higher education sector. This literature identifies a number of issues that it is argued, translates from the corporate sector to the higher education sector including a number that require additional focus in this sector. It is proposed in this dissertation that effective and efficacious implementations in Australian universities require particular consideration of organisational influences related to their context and the perceptions of the users of the systems. Case study methodology was used to examine the staff perceptions of the management of ERP implementations in universities. This involved undertaking case studies in three Australian universities in the process of implementing ERP systems. The first phase of the study obtained data through a series of focus groups at one university to explore staff perceptions of the efficacy of the ERP implementation at their university. This data and the relevant literature served as a framework for the development of the research process in the second phase of the study. This phase involved conducting a series of interviews with staff that enabled the researcher to undertake a more detailed exploration of the staff perceptions of influences affecting ERP system implementations at three Australian universities. The research study identifies the influences impacting on the outcomes of these implementations of ERPs in the three Australian universities and forms the basis for the development of guidelines for the effective and efficacious management of ERP implementations in Australian universities. This set of guidelines for the management of implementations of ERPs in Australian universities is an outcome that can have applicability for the higher education sector generally.

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au, H. Chang@curtin edu, und Hyun Chang. „Cross-Cultural Adjustment of Expatriate Managers: A Comparative Study of Australian Managers Working in Korea and Korean Managers Working in Australia“. Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080908.105229.

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International assignments are increasingly important in the global business world but many assignments end up in failure causing heavy losses on many expatriates and their organizations. This study employees a multi-dimensional approach, as suggested by much of the literature on international assignments of Australian expatriates in Korea and Korean expatriates in Australia. Hierarchical regression indicated that their expatriate success in performance can be accurately predicted by Family Adaptation how well the family adapted to the overseas location, Nationality where Korean respondents reported a much higher level of family adaptation with the move compared to Australian managers, and Age that older managers were more likely to report success with an overseas posting. Family adaptation with overseas work assignments, was determined by the level of Spouse Agreement and Nationality. Overall, Korean expatriates rated their own performance and level of adaptation much higher than those of Australians in all measurement categories. The Korean group may have outperformed the Australian expatriate group in adjustment and performance, possibly due to their strength in language skills, educational level, religious and socialization commitments, situation-orientation, but most importantly, due to the stability in family and spouse relationships. The outcome suggests that organizations should address the issues related to spouse adjustment in order to ensure successful expatriate operations, from the stage of accepting assignments to the repatriation stage. There is some evidence at least in this research to suggest that these findings need to be replicated with larger samples and considered in future management policy.

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Chang, Hyun. „Cross-cultural adjustment of expatriate managers : a comparative study of Australian managers working in Korea and Korean managers working in Australia /“. Access via Murdoch University Digital Theses Project, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080908.105229.

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Nader, Richard Harrison. „Cultural impacts on public perceptions of agricultural biotechnology: comparison between South Korea and the United States“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4976.

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According to Millar (1996), the gulf between science and society is growing. Technologies are tools cultures develop to solve society's problems. The rapid dispersion of science and technology across cultural borders through trade, technology transfer and exchange, increasingly requires people in different cultures to make choices about accepting or rejecting artifacts of science and technology such as genetically modified (GM) foods, which originate primarily from the United States. These issues challenge policy makers and scientists to account for the affects of different cultural perspectives on controversial scientific issues. Given the controversy across cultures over acceptance or rejection of genetically modified (GM) foods, GM foods are an excellent example with which to begin to reveal how culture impacts public perceptions of the risk and benefits of science and technology in different societies. This research will: 1. Define public awareness and understanding of science, specifically GM foods; 2. Examine culture's impact on knowledge, including different cultural approaches to research; and 3. Compare recent findings of a bi-national public opinion survey on GM comparing in South Korea and the United States. The proposed research outlines two research questions: 1) How and in what ways do South Koreans and Americans differ in their opinions about GMOs? This question is important for gathering current points of contrast about how the two cultures may differ; and 2) What role does culture play on opinion formation about GM foods? Through grounded theory, the researcher will investigate how cultural differences help explain opinion on public perceptions of GM foods. Is it possible to identify common cultural factors that impact public perceptions of GM foods between South Koreans and Americans? The study will utilize both qualitative and quantitative methodologies. Higher education is a major producer of new science and technology. The study is significant for higher education administrators who must understand cultural factors impacting science internationally and globalization of the academic enterprise.

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Ju, Jeongeun. „Korean Students' Perceptions of the Effectiveness of their Internship Experiences in the Hospitality Industry in Korea“. Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278968/.

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This research study assessed Korean students' perceptions and overall satisfaction levels regarding the effectiveness of their hospitality internship experiences. Relationships with demographic characteristics were identified. The sample was comprised of 74 senior-level university students enrolled in hospitality and/or tourism management programs who were completing an internship in Korea. Generally, students exhibited low agreement levels on the internship program aspects being investigated. Previous work experience was the most common factor influencing students' perceptions of their internship experiences. Agreement levels increased with length of prior work experience. Type of internship workplace, expectation of an employment offer, age and gender were found to influence students' perceptions of the internship experiences.

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Mayborn, William C. „Ever Vigilant: Chinese Perceptions of Adversarial Alliances“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107194.

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Thesis advisor: Robert S. Ross
This dissertation presents a structured and focused comparison of how Chinese leaders and academics have perceived the security cooperation of states on China’s periphery. This study examines three cases: the U.S.S.R.-Vietnam Alliance (1978-1989); the U.S.-Japan Alliance (1990-2016) and the U.S.-South Korea Alliance (1990-2016). They exemplify adversarial alliances in that they represent security cooperation that threatened or potentially threaten Chinese vital interests. Similarly, they all represent adversarial alliances of an asymmetric power relationship between a larger and smaller state. I gathered this data from Chinese journal articles and books related to the three cases, interviewed Chinese academics and think tank analysts, and compared the Chinese perceptions with non-Chinese primary and secondary sources. The research explores how well four concepts describe alliance behavior in the evidence. The first three concepts relate to how China views the alliances’ intentions, capabilities, and cohesion. The fourth concept relates to China’s self-perception as a rising state relative to the adversarial alliances. Knowledge of Chinese past and present perceptions of adversarial alliances should assist academics and policy makers in understanding the implications of security cooperation of states that are in close proximity to the Chinese mainland
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Political Science

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Nelipa, Tanya, und n/a. „The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions“. University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.

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This study researched three major areas of the school Principalship within the Australian Capital Territory government school system. The three major areas of research concern related to school Principalship were: 1. Changes in the role and responsibilities of the Principal 2. Skills Principals require to perform effectively within the role and responsibility. 3. How the education department may best facilitate and support effective performance of its Principals. An outline of the history of administrative and organisational restructuring within the A.C.T. government education system during the past two decades has been presented to provide the context of the study. A review of the literature also contributed to the contextual understanding of the study by examining specific issues and understandings within the literature. The specific issues and understandings related to: context and the role of the Principal concept of the role of the Principal instructional leadership and the role of the Principal administrative and organisational devolution and the role of the Principal The research methodology used to examine the issues central to this study is qualitative or descriptive in nature, reflecting a phenomenological perspective. The data was collected through personal interviews conducted with senior administrators of the A.C.T. government school system and written questionnaires completed by Principals of the A.C.T. government school system. The data comprises the perceptions, ideas and beliefs of the two defined groups targeted in the study. The analysis of responses presented the major findings regarding the perceptions, ideas and beliefs of the Principals and senior administrators of the A.C.T. government school system relating to the key research areas of this study. The major findings show that the role of the school Principal has changed, with Principals requiring a broader array of skills to effectively meet the challenges of the new role. The major findings discuss how the education department may best facilitate and support effective performance in the Principalship. The conclusions of the study discuss how changes to the role of the Principal have increased the Principal's workload, with Principals now required to utilise a broader scope of often new skills to effectively perform their changed role and responsibilities. The Principal respondents and senior administrator respondents suggest best ways that the education department may facilitate and support effective performance of the Principalship. It was also suggested that the amount of professional development and training was inadequate to facilitate the performance of effective Principalship. Respondents indicated that incentives such as sabbatical leave for Principals be facilitated by the education department to ensure Principals' professional renewal. Finally, the implications of the conclusions of the study address the ways in which the education department may best assist Principals to acquire the necessary new skills to effectively perform their changed role. The implications of the conclusions of the study also address the ways in which the education department may best facilitate and support Principals' professional renewal. The implications of the conclusions of the study state that the responsibility for Principals' professional development and renewal should be a shared responsibility between the school Principal and the education department.

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Lee, Kiyang. „A study for the constitution of a new holistic positive image of the elderly and its role in addressing the problems of retirement in Korea“. Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327538.

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Short, Christine. „Why and how does gender wage inequality persist?: perceptions of stakeholders in the Australian industrial relations system“. Curtin University of Technology, Graduate School of Business, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17267.

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This thesis explores how and why gender wage inequality persisted in Australia during the period 1990 to 2003. A review of the wage data indicated that Australian inequality persisted during this period and even increased in Western Australia. An analysis of the literature and published tribunal decisions showed that the focus of action relating to gender wage equality was on the formal industrial relations system, through legislation and tribunal decisions. As the literature also indicated that these measures had failed to assist many female-dominated occupations, it was felt useful to examine the views of key stakeholders in the formal industrial relations system. Given the mainly quantitative and aggregate data analysis of previous empirical literature and the theoretical literature’s growing focus on less quantifiable social factors, it was felt that qualitative research would add to the analysis of gender wage determination. This thesis uses in-depth interviews with stakeholders in the federal and Western Australian industrial relations systems to examine the period 1990 to 2003. Their perceptions and observations are triangulated with published wage data from selected occupations.
Interviewees felt that the persistence of gender wage inequality was a complex artifact. An artifact of economic, industrial relations, social and cultural factors, combined with the biological and psychological attributes of all involved in decisions before and in the workplace. While much of the gender wage gap literature has been focused on the economic, industrial relations, or legal aspects of wage inequality, this thesis uniquely demonstrates why and how social and cultural influences also act to create persistent gender wage inequality. As much as action is taken in the legal and political arena to create equality, the players in the industrial relations system, consciously or not, both male and female, say that they have helped to (re)construct the gender wage gap. The implications are that in order to achieve gender wage equality, action cannot be left only to legislation and activity in the courts, but is also needed at the social and cultural level. Such action could be taken within the enterprise as well as in the school, community and home.

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Short, Christine. „Why and how does gender wage inequality persist? Perceptions of stakeholders in the Australian industrial relations system /“. Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071017.113755.

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Kim, Jung-Ok. „Roles of native and non-native teachers in test-preparation courses in Korea: teachers' and students' perceptions“. Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32406.

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This exploratory qualitative study explores issues related to native and nonnative English teachers about their roles in test-preparation courses (TPCs) in the context of Korean English education where tests have an enormous impact on learning and teaching. My goal is to examine the perceptions of native and nonnative English teachers, and Korean junior-high school students of teachers' roles in the context of recently adapted TOEFL courses. I collected data for a two-month period in Korea in 2008 through open-ended interviews with students and teachers, field notes of class observations, informal conversations, and school documents such as student report cards. These major stakeholders seem to perceive that Korean English teachers play a major role and native English teachers play a minor role as disciplinarians, facilitators and language experts in TPCs. Through the interviews and observations, other issues emerged, such as teachers' and students' dilemmas, a role of homework and students' investment in learning and teacher's classroom management which influenced students' attitudes toward learning English. These emerged issues may prevent teachers from performing beyond the expected major and minor roles in TPCs. The data suggest that both native and non-native teachers are required to develop their strengths through communication and collaboration in order to perform confident roles in TPCs. Data also suggest that teachers need to support students in TPCs to achieve high- English competence not only on high stakes tests but also in the context of real world communication and situations.
Cette thèse analyse la question concernent le rôle des professeurs anglophones et non anglophones de TOEFL dans le système coréen. Dans ce système, les examens ont beaucoup d'impact sur l'enseignement et l'apprentissage. Le but de cette étude est d'examiner les perceptions des parties concernées : les professeurs anglophones et non anglophones ainsi que les étudiants dans les écoles secondaires en Corée. Les données ont été collectées à travers des entretiens avec des professeurs et des étudiants, des bulletins de classe et des conversations informelles; et ce pendant une période de deux mois. Les professeurs et les étudiants s'entendent que le rôle des professeurs coréens est beaucoup plus important que celui des professeurs non coréens, notamment en tout ce qui a trait à la discipline, la facilité de l'apprentissage et les cours de TOEFL. Pendant les entretiens et les observations, d'autres problèmes tels que les devoirs à la maison, l'implication des étudiants et leur attitude en classe, ont émergé. Ces problèmes sont à même d'entraver les enseignants à aller au delà de leur objectif dans les classes de TOEFL. L'étude révèle que les professeurs anglophones et non anglophones doivent améliorer leurs potentiels de communication et de collaboration afin de mieux accomplir leur rôle dans les classes de TOEFL et aider les étudiants à atteindre un bon niveau de compétence en anglais, non seulement pour le TOEFL, mais aussi pour la vie courante.

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Suh, Bo Won. „Factors influencing consumers' perceptions, intention to purchase and realised purchase behaviour for organic food in South Korea“. Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/2873/.

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Kwon, Hyang Eun (Aroma). „Education fever in South Korea : a narrative inquiry into mothers' perceptions and experiences of their children's education“. Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686637.

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This study explores the experiences, thoughts, values, desires, concerns, and perceptions of Korean mothers in relation to their children's education in South Korea, focusing, in particular, on their perspectives on education. Education fever has both negative and positive influences on Korean society. To understand the influences of education fever, this research study explores Korean mothers' narratives about their children's education paying attention to their experiences, the aspirations and values they have for their children and the eventual outcomes of these. The main methodology used is narrative inquiry based upon a social constructionist perspective that can provide insight into Korean culture, society, and individuals. In this study it is important to note that my experiential and participatory understanding, along with that of experiential and participatory understanding of the participants, has been a leading factor in the analysis of the narratives. Thus, a key issue has been to ensure a balance between the mothers' voices and my own voice. In collecting the mothers' stories, I made use of a range of techniques and tools: I carried out narrative inquiry and used narrative interviewing, a reflecting team, journals, artefacts, field notes and reflection notes to collect the mothers' stories. In presenting the mothers' narratives, I used dialogic/performance analysis and thematic analysis. Through the research I found that Korean mothers felt they had a high level of responsibility for their children's education and that this could feel like a heavy burden. I also found that children were being put under significant pressure, from early childhood through to high school, to achieve high levels of academic excellence, particularly in regard to passing university entrance examinations. These conditions lead to excessive use of private education, a competitive atmosphere between peer groups, conflict between the mothers and their children, mental and physical problems and social ills. In telling their stories, the mothers were able to reflect on their past and present and consider their lives and their children's lives from a different perspective. It helped them to reconstruct and reclaim their narratives in a way that more closely expressed their own personal values and life experiences.

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Tognini, Rita. „Interaction in languages other than English classes in Western Australian primary and secondary schools theory, practice and perceptions /“. Connect to thesis, 2007. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0013.html.

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Barton, Matthew K. „From ally to enemy : a study of Australian perceptions of Japan in the late colonial and early federal periods /“. Title page, contents and introduction only, 1990. http://web4.library.adelaide.edu.au/theses/09AR/09arb293.pdf.

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Redpath, Adrienne Kay, und n/a. „Graduate Rural Women: Perceptions of the Impact and Import of a University Education“. Griffith University. School of Vocational, Technology and Arts Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041208.104942.

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While there is abundant literature about Australian rural women including references to those who have had or wish to have some form of tertiary education, little attention is given to those who are the subject of the present study, graduate rural women, in this case of the state of New South Wales, Australia. The significance of the research emerged from its focus on the experiences of such women, with the purpose of the study being to present an exploration of their previously unrecorded perceptions of themselves as graduates occupying a place in their rural communities - to articulate the impact and import of graduate status for rural women. As understanding the articulations rather than explaining the data was deemed to be more appropriate to the exploration, a qualitative-interpretivist approach was adopted, recognising that a grounded constructivist epistemology would assist in viewing the experiences through the eyes of the participants. Data were collected in the form of written narrative - correspondence via e-mail - which allowed both the participants and myself to revisit and reflect upon each other's comments. The graduate women's comments were wide-ranging, from matters of concern to all country people, to those which were particularly relevant to graduate rural women, such as the perceived value of their own expertise and their experiences in taking up either professional or other roles in the rural context. The depth of thought, the powers of perception, the identification of lines of reasoning, the development of interwoven themes in rural life, and the manner of expression through the articulation of common occurrences, revealed far more than was originally envisaged. From the resultant collation of data it was possible to identify, examine and associate important perceptions which permeated the lives of graduate rural women. An exploration of the term rural and being a rural person in that environment was an important pre-cursor to interpreting subsequent articulations as the meaning of rurality extended the accepted geographical definitions and comparative urban-rural economic and social relationships. With this understanding, remembered experiences embraced the stages of becoming and being graduate rural women in professional practice and in everyday life, evidencing the participants' introspective, positive appreciation of the impact and import of their university education in the fulfilling and rewarding application of their professional skills. The concluding stage involved the graduates' relationship with the members of their rural communities as they attempted to pursue their lives at the level of their confidence and belief in themselves and in the value of their education. Challenging situations were recounted, indicating a schism to be overcome in that association, with male culture and traditional attitudes, the feminist movement and the rural crisis being included in the considerations. The core concepts, upon which the findings of the research were structured, emerged from the participants' articulations to illustrate the stages of becoming and being graduate rural women, both from the introspective and contextual viewpoints. The written narrative articulations of graduate rural women defined their reflective views of self-empowerment through education, countered by the challenges and constraints of social reality in the application of that ability in the rural context of their professional and everyday lives. The previously unrecorded perceptions of this significant section of society have added to the store of knowledge by giving graduate women a voice, a basis for further expression and a collective presence and identity in the rural situation. The future value of this research lies in its dissemination to raise awareness of identified issues and in its invitation to explore a wider sphere of knowledge enrichment beyond its central focus.

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Hayes, Christopher Xavier, und res cand@acu edu au. „Paradoxes, Parallels and Pedagogy: A case study of Ignatian Pedagogy and of teachers’ perceptions of its implementation in Australian Jesuit Schools“. Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp100.04092006.

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In 1986 the International Commission on the Apostolate of Jesuit Education (ICAJE) produced a document titled The Characteristics of Jesuit Education. This document was an attempt to define the distinctive nature of Jesuit Education. Seven years later, Ignatian Pedagogy: A Practical Approach (1993) was written by the same body in response to the following questions: How can the principles and orientation of The Characteristics be made more useable for teachers? How can Ignatian values be incorporated into a practical pedagogy for use in the daily interactions between teachers and students in the classroom? This study investigates the nature and origins of Ignatian Pedagogy, and its implementation in Jesuit schools in Australia. The first part of the dissertation is a documentary analysis and interpretation. It traces the historical development of Ignatian Pedagogy in the context of Jesuit history and spirituality, and clarifies its purposes in relation to the educational mission of the Jesuit order. The inspiration for Ignatian Pedagogy is based on the purpose and methodology of the Spiritual Exercises of Saint Ignatius Loyola. The dissertation describes the implementation of the Pedagogy within the five Jesuit schools in Australia in the period 1994 to 2000. Ignatian Pedagogy is then located and evaluated within an educational framework. Its purposes are compared and contrasted with 5 different learning theories (Behaviourist; Cognitivist; Humanist; Social Learning and Constructivist), and comparisons are also made with approaches to ‘personal change’ education such as Groome’s Shared Christian Praxis, Freire’s Pedagogy of the Oppressed and Critical Pedagogy. It is shown that Ignatian Pedagogy has many points of similarity with elements in these various theories; the pedagogy was somewhat eclectic in the ideas it incorporated in trying to be faithful to the original vision of Jesuit education, while seeking to provide a coherent across-the-curriculum strategy for promoting the spiritual and moral development of pupils.The second part of the dissertation reports a qualitative empirical study of teachers’ perceptions of the Ignatian Pedagogy and its implementation in Jesuit schools. This data collection set out to investigate the level of congruence between the intentions of Ignatian Pedagogy and teachers’ perceptions of its purposes. A sample of teachers from all five Jesuit schools in Australia were interviewed in small focus groups and the data were analysed and interpreted using the method of grounded theory according to Strauss and Corbin (1990). Their responses were consistent with the findings from interviews with a selection of ‘key informants’ – very experienced educators/administrators within Jesuit schools who had a more extensive and responsible role in schools for the implementation of the Ignatian Pedagogy. 5 key themes were abstracted from the data. The core theme was the paradoxical nature of Ignatian Pedagogy. The teachers on one hand referred to it as “good teaching practice” and yet struggled to understand and implement the pedagogy. Other themes were the relational, methodological, Christian ministry and political categories. The data shows a level of congruence between the intentions of the Pedagogy, the historically stated aims and purposes of Jesuit education and the perceptions of current Australian teachers in Jesuit schools implementing the pedagogy. The data also shows problems with implementation: ecclesiastical/religious/educational terminology caused difficulties; the term ‘pedagogy’ itself resulted in misunderstandings; the politics of implementation were influential. The study shows that Ignatian Pedagogy as an attempt to sustain and develop the vision of Jesuit education for the lay people who now constitute the teaching staff in Jesuit schools incorporated ideas that are also prominent in other theories of education for personal change. Also, because of the natural complexities and uncertainties in links between pedagogy and actual spiritual/moral change in pupils, Ignatian Pedagogy, like other intentional spiritual/moral pedagogies, (e.g., critical pedagogy, values education), exhibits common problems with its conceptualisation and implementation. Ignatian Pedagogy is best interpreted as a ‘global ministry perspective’ informing teaching across the curriculum. The study helps put Ignatian Pedagogy into perspective within the context of contemporary Australian education. It shows how an educational thrust towards the development of critical thinking, social awareness and responsibility has been attempted within Jesuit education. The dissertation concludes with proposed implications for the more effective presentation and implementation of Ignatian Pedagogy. While these implications have particular relevance for Jesuit schools and religious schools in general, they also relate to the contemporary interest in the spiritual and moral dimensions to Australian education as evident in the national Values Education programme.

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Hinson, Sandy, und n/a. „An ethnography of teacher perceptions of cultural and institutional practices relating to sexual harassment in ACT high schools“. University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060724.141946.

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This two year, topic-oriented ethnography documents teacher perceptions of cultural and institutional practices relating to sexual harassment in 12 co-educational, government ACT high schools. Participants include over one hundred and forty teachers, seventy eight of whom have contributed formal interviews. Through analysis and triangulation of ethnographic interviews, participant observation data and school and Departmental documents, the study identifies cultural and institutional practices which, according to teacher perceptions, contribute to: � encouraging sexual harassment; � discouraging reports of sexual harassment; and � discouraging implementation of sexual harassment policy. Emerging cultural and institutional practices include blame attribution, silencing and gender construction which contribute to the marginalisation of some female teachers (in terms of their career); some female students (in terms of their education) and some male students who are perceived to be "gay" (in terms of their friendship groups). The usefulness, limitations and capacity to explain sexual harassment of a range of theoretical approaches are discussed. These approaches include Attribution, Role, Reproduction and Feminist theories. It is argued that, although accounting for the majority of sexual harassment, these theories are limited in their ability to fully account for: a) all kinds of sexual harassment practised in ACT high schools; b) the relationship between sexual harassment and other kinds of harassment in ACT high schools; and c) the extent to which some women teachers appear to support the practice of sexual harassment. Emerging Poststructuralist Feminism is proposed as a potentially useful theoretical framework for explaining and responding to sexual harassment in ACT high schools. It is hoped that this study will contribute to informing the decision making of those responsible for developing and/or implementing sexual harassment policy in ACT high schools, including teachers, school counsellors, principals, and administrators.

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Barnes, Helen, und n/a. „The work attitudes and job perceptions of Commonwealth Government Libraians : with descriptive data on Commonwealth Government librarianship as an occupation“. University of Canberra. School of Information, Language and Culture Studies, 1987. http://erl.canberra.edu.au./public/adt-AUC20060607.154822.

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This study has three major purposes: to describe systematically the practice of librarianship in Australian Commonwealth Government departments and agencies from the perspective of librarians employed in that environment; to relate the characteristics of government librarianship to librarians' perceptions of and attitudes to their work; and to assess the extent to which the work of Commonwealth Government librarians needs to be redesigned to improve the level of job satisfaction they experience. A subsidiary purpose is to test the job characteristics theory of work motivation on a population of librarians. Information was gathered by a survey questionnaire on a range of variables relating to librarians and their perceptions of different aspects of their jobs. The primary instrument for gathering data on perceptions was the complete form of the Job Diagnostic Survey. The population under investigation comprised those Commonwealth Government department and agency librarians employed on a full-time, permanent basis under the Public Service Act 1922. and located in Canberra. Because the population was small but diverse, it was decided to survey the total population rather than a random or stratified sample. One hundred and eight usable responses were received which represented a response rate of 83 percent. The results of the survey were analysed using the Statistical Package for the Social Sciences. Frequency distributions and Pearson's Product-Moment Correlations were calculated to determine the percentage of respondents who selected each option and the strength of relationships between pairs of variables. The study found that Commonwealth Government department and agency librarians in Australia are highly satisfied with their work generally, and with the environment in which it is performed. None of the null hypotheses relating to Commonwealth Government librarians and job satisfaction were rejected. All but one of the null hypotheses retating to the application of the job characteristics model to Commonwealth Government librarians are rejected. The study concludes by identifying issues and areas for further research in public sector librarianship.

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Nam, Jung Mi. „Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /“. Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center

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Seo, Hyunjin. „Media coverage of six-party talks a comparative study on media content and journalists' perceptions /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5005.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 30, 2008) Includes bibliographical references.

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Lalor, Jennifer. „An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science“. Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16797.

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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.
They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.

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Dissertationen zum Thema „Australian perceptions of Korea“

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