Thèses : « A.R.T »

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Garcia, Marina. « A.R.T. | Atmospheric. Retail. Therapy ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590877.

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Few activities today force us to interact in the way shopping does. Most retail stores today lack creativity and freshness because they do not provide a stimulating and personal experience. Shopping has been, and continues to be, a big factor within the urban landscape. Some would consider it to be the “last remaining form of public activity.” There is also a great need for more public space that encourages “existential existence.” As we exist in the World, we seek out a type of collective dwelling that gives us a sense of individuality. Retail can be a collaborative space that nourishes participation and allows for a meaningful experience.

This thesis proposes a fashion retail space in which art, inspiration, and exchange can thrive in the public realm of consumerism. Through the “essence of experience” patrons will have a higher understanding of fashion as art. Once this is accomplished the relationship of fashion to the social pulse can be felt. We benefit from unique and memorable experiences; in fact they allow us to achieve our sense of self and “existential existence.” Shopping has become one of the most common activities in which people are forced to interact with others. Thus, a retail space is where art, inspiration, and memory thrive. Through the “essence of experience” patrons can have a higher understanding of fashion as art. An overlap exists in ‘existential spatiality’ and the creation of art. Fashion and architecture are interpretations of societal situations and revelations. Experiencing fashion will clearly illustrate this connection for patrons within this space.

The “body of architecture” is a direct reference to the human body framework it provides. Through the play of various volumetric and architectural elements, this space will create a feeling or mood that promoting emotional satisfaction. Material compatibility is critical for both garment and spatial design. Composure and seduction, architects compose movement within a space, fashion designers compose movement of the human silhouette. Scale and light are other elements that run parallel to architecture and fashion. All these things produce memory, as well as impact who we are to become and the quality of how we exist. This project will be a mix of gallery, lab, retail and performance space, resulting in an existential space.

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Formica, Mariño José Nicolás. « Organos de control, A.R.T. y procedimientos en la industria de la construcción ». Bachelor's thesis, Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales, 2013. http://hdl.handle.net/11086/785.

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Práctica Supervisada (IC)--FCEFN-UNC, 2013.
Aborda el tema de higiene y seguridad en obra, cómo estos se encuadran dentro de la Ley Nacional de Higiene y Seguridad N°19587, su decreto reglamentario 351/79, la Ley Nacional de Riesgos de Trabajo N° 24557 y demás disposiciones legales vigentes

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Burch, Judith Gulliver. « Dementia garden design : a framework to facilitate Kaplans’ attention restoration theory (A.R.T.) in environments of care ». Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13665.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Timothy D. Keane
This thesis documents an exploratory design process that examines the efficacy of a framework for designing dementia gardens based on: theory, Stephen and Rachel Kaplan’s Attention Restoration Theory (A.R.T.), (Kaplan and Kaplan, 1989) and Roger Ulrich’s Theory of Supportive Gardens (Ulrich, 1999); John Zeisel’s (2007) process for designing dementia gardens; and design details, Claire Cooper Marcus’ Garden Audit Tool (2007) and Moore’s analysis of exemplary dementia gardens (2007). It documents the integration of theory that is not specific to dementia gardens (Kaplans’ A.R.T. and Ulrich’s Theory of Supportive Gardens) with process (Zeisel) and programming elements that are specific to dementia gardens (Cooper Marcus’ Garden Audit Tool Kit and Moore’s exemplary dementia gardens). The framework was developed during an illustrative courtyard design project for a retirement center whose clientele included patients with varying need levels. Throughout the illustrative design project, knowledge of the four A.R.T. characteristics (Being Away, Fascination; Compatibility and Extent) guided design decision-making in an effort to create an engaging environment, where improved health outcomes and restorative person-environment interactions could occur.

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PERRINO, STEFANIA PIA. « La natura giuridica dell'embrione ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/314067.

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Il problema qualificatorio dell’embrione costituisce il banco di prova per il civilista dinanzi all’irrompere delle innovazioni in ambito bio-tech. Se lo status del concepito ha rappresentato il terreno di contesa tra le tesi dottrinali più disparate e della giurisprudenza più recente, lo statuto giuridico dell’embrione extra-corporeo costituisce un tema nuovo ma ugualmente controverso. L’elaborato muove da una considerazione generale: non esiste una disciplina unitaria a tutela dell’embrione, fatta eccezione per una serie di laconiche disposizioni normative e sanzioni, penali ed amministrative, contenute nella l. 19 febbraio 2004, n. 40, dedicata prevalentemente alle tecniche di fecondazione assistita. Il legislatore nel 2004 ha colto l’occasione per regolare, da un lato e con poche norme, il diritto sulla scienza del nuovo millennio e, dall’altro, la procreatica asessuata per il superamento di condizioni di infertilità e la soddisfazione del progetto parentale di molti. Ne deriva che il successo raggiunto dalla medicina riproduttiva degli ultimi quindici anni non si è accompagnato ad un utilizzo dello strumento legislativo capace di cogliere la cifra dell’avanzamento scientifico e ne costituisce prova palmare la «sfibrante dialettica» di cui è destinataria la normativa in materia. La “legge 40” non ha mai ottenuto un risolutorio intervento legislativo volto a disciplinare la fecondazione eterologa, la diagnosi genetica preimpianto e la condizione degli embrioni crioconservati e prodotti in soprannumero. Istituti, questi, transitati nell’ordinamento italiano solo per effetto dei numerosi interventi demolitori della Corte costituzionale. Sicché la legge tutela, per il tramite di divieti, talvolta dichiarati incostituzionali, una entità, quale è l’embrione extrauterino, di cui il legislatore non ha chiari i contorni, né tantomeno la natura giuridica. E dunque, pure in difetto di un chiaro inquadramento, se in passato uno statuto speciale poteva essere evinto dall’interprete in capo all’embrione attraverso le lenti di tali divieti, occorre chiedersi quale sia il suo statuto all’esito di una interpretazione attenta, sistematica ed attuale. L’elaborato, allora, propone un inquadramento giuridico dell’embrione ed una ricostruzione della disciplina applicabile, all’esito dell’esame puntuale della stratificata trama normativa dedicata alla procreazione medicalmente assistita e, più in generale, alla cessione e all’impiego di tessuti ed alle cellule umane nel Biodiritto italiano e sovranazionale. Per quanto concerne l’embrione, oggetto della presente disamina, sono state analizzate diverse impostazioni interpretative, capaci di orientare il giurista nella selezione delle regole applicabili. Queste teorie vengono suddivise a seconda del metodo: le prime nel solco del metodo dell’adattamento, l’ultima, propugnata nel presente elaborato, secondo il metodo della innovazione. Tra le prime si evidenziano le teorie dell’embrione come concepito, come soggetto di diritto, come fanciullo, nonché le teorie dell’embrione come cosa in senso giuridico e come parte del corpo. Tuttavia, l’adeguamento delle citate categorie dogmatiche risalenti non ha fornito risultati appaganti, poiché costituisce un espediente incapace di fronteggiare le questioni più complesse emerse nel trattamento della entità in discorso. Allora, seguendo gli insegnamenti di autorevoli interpreti del diritto civile, si intraprende il percorso più arduo, ossia l’applicazione del metodo dell’innovazione. Per questo si procede all’elaborazione della teoria processuale, in virtù della quale va contestato un inquadramento unitario e va, invece, preso in considerazione il processo evolutivo che contraddistingue la “vita nascente”. Sicché per ciascuna fase e contesto il giurista individua un trattamento differenziato a seconda del segmento temporale di riferimento.
The qualifying problem of the embryo constitutes the test bed for the civilist in the face of the bursting of innovations in the bio-tech field. While the status of the conceived has been the battleground between the most disparate doctrinal theses and the most recent jurisprudence, the legal status of the extracorporeal embryo is a new but equally controversial issue. The paper moves from a general consideration: there is no unitary discipline to protect the embryo, except for a series of laconic regulatory provisions and penalties, criminal and administrative, contained in the Law February 19, 2004, n. 40, dedicated mainly to assisted fertilization techniques. The legislator in 2004 took the opportunity to regulate, on the one hand and with few rules, the science law of the new millennium and, on the other hand, the asexual procreatic for the overcoming of infertility conditions and the satisfaction of the parental project of many. It follows that the success achieved by reproductive medicine in the last fifteen years has not been accompanied by the use of the legislative instrument capable of grasping the figure of scientific advancement and constitutes handheld proof of it the "exhausting dialectic" of which the legislation on the subject is addressed. The "law 40" has never obtained a resolute legislative intervention to regulate heterologous fertilization, pre-implantation genetic diagnosis and the condition of cryopreserved and supernumerary produced embryos. Institutes, these, passed through the Italian legal system only as a result of the numerous demolition interventions of the Constitutional Court. So the law protects, by means of prohibitions, sometimes declared unconstitutional, an entity, such as the extrauterine embryo, of which the legislator has no clear contours, nor the legal nature. And therefore, even in the absence of a clear framework, if in the past a special statute could have been avoided by the interpreter at the embryo through the lens of these prohibitions, it is necessary to ask what is its status as a result of a careful, systematic and current interpretation. The paper, then, proposes a legal framework of the embryo and a reconstruction of the applicable discipline, the result of a detailed examination of the stratified regulatory framework dedicated to medically assisted procreation and, more generally, the transfer and use of human tissues and cells in the Italian and supranational Biolaw. With regard to the embryo, the subject of this examination, different interpretative approaches have been analyzed, able to guide the jurist in the selection of the applicable rules. These theories are divided according to the method: the first in the groove of the method of adaptation, the last, advocated in this paper, according to the method of innovation. Among the first are the theories of the embryo as conceived, as a subject of law, as a child, and the theories of the embryo as a thing in the legal sense and as part of the body. However, the adaptation of the above mentioned dogmatic categories has not provided satisfactory results, since it is a gimmick incapable of dealing with the most complex issues that have emerged in the treatment of the entity in question. Then, following the teachings of authoritative interpreters of civil law, the most difficult path is taken, namely the application of the method of innovation. For this we proceed to the elaboration of the procedural theory, by virtue of which a unitary framework must be challenged and, instead, the evolutionary process that characterizes the "nascent life" must be taken into consideration. So for each phase and context the jurist identifies a differentiated treatment according to the time segment of reference.

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Wilks, Patricia A., et n/a. « Teacher morale in A.C.T. primary schools ». University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.

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This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.

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Burkum, Steven Karl. « "A.C.T." -- assimilating new members into the local church ». Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Cameron, Patricia, et n/a. « Development of a curriculum in supervision for A.C.T. TAFE ». University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.161003.

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It had been apparent for some time that the supervision course taught by ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training needs of ACT supervisors. This study is a detailed account of how the new curriculum in supervision was developed. The first section is a literature survey directed toward the most relevant problems concerning supervision: the duties and responsibilities of supervisors and their training. The literature shows how the perception of a supervisor has changed from that of a craftsman in charge of men in an assembly plant to that of a first-line or sub-manager, technical specialist or workgroup coordinator working with men and women in white collar occupations. Training research was surveyed in the areas of training needs assessment, curriculum, management development and evaluation. From these and further studies specifically on supervision courses in TAFE (the only post-secondary provider of training in this area), it was concluded that its piecemeal and haphazardly developed courses were unlikely to fulfil supervisors' training needs or gain the acceptance of employers. The second part of the field study is a survey of the opinions of ACT supervision students, supervisors and managers on their training needs in supervision. The techniques used were structured interviews with students and a postal questionnaire to managers and supervisors in the public and private sectors. Finally, the curriculum was formulated using results from the two previous sections. Although the response rate from the postal survey was low, the results were nevertheless useful, confirming the data obtained from past students. In the final analysis, three factors contributed almost equally to the design of the curriculum: ideas and findings in the literature, the surveys, and my own experience as a supervisor, manager and teacher.

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Weddell, Peter, et 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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Hull, Cordelia. « "The best place in the Commonwealth" : the lives of mothers in post-war Canberra ». Thesis, Canberra, ACT : The Australian National University, 1993. http://hdl.handle.net/1885/123264.

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The principle point of departure for this study was my personal experience of life w ith two small children in a part of Canberra built in the early 1950s. The house we moved into in 1985 was in its original condition - wooden and uninsulated, with cold water only taps in the laundry and a wood-burning stove in the kitchen. The backyard was big and bare and. at the front of the house, no fence secured the property. The walk to the closest shops was long, and torturously uphill for the return journey. In these respects 1 faced the kind of challenges that had confronted mothers of small children living there when the suburb was established thirty-five years earlier.

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Uddin, Mohammed Kamal, et n/a. « Public participation in planning : a case study of Canberra A.C.T ». University of Canberra. Design & ; Architecture, 2004. http://erl.canberra.edu.au./public/adt-AUC20050726.095212.

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Traditional models of public participation in planning have been criticized as 'top-down' segregating planners from ordinary citizens; thus, there has been a quest for greater public involvement in planning decisions and policy-making. The public demands a greater voice in planning and development affairs. To provide public input into the planning process, planning agencies often establish Citizen Advisory Committees (CAC) to involve the public in planning decisions. The increasing redevelopment pressure in inner city suburbs in most Australian cities has led to the creation of many advisory groups for advising planning agencies and Ministers for Planning on planning and development matters. These advisory committees usually consist of people of diverse backgrounds elected, selected and/or appointed by the planning agency to provide community input into planning policy making. However, little is known about the context and operational process in the consultation processes of advisory committees. Much of the existing literature on public participation lacks widely applicable evaluation approaches for determining whether the existing context and process is fair and effective in the participation process. As complex social phenomena, public participation processes are influenced by contextual factors. This thesis examines the Terms of Reference and the operational process of planning advisory committees, and evaluates them through two proposed meta-criteria: fairness and effectiveness. LAPACs in Canberra have been selected for the evaluation of the participation process, providing a basis to develop a conceptual model for its improvement. The analysis is based on a theoretical framework, which focuses on the criteria of fairness and effectiveness in the public participation process. This study uses a qualitative approach to data analysis using multi-method techniques such as focus interviews, document analysis and participant observation. The interviews were conducted with LAPAC members and other planning community who were directly or indirectly involved in the ACT's consultation process, and aware of its planning decisions. They are development proponents, the enthusiastic wider public, planning staff, the Minister for Planning, and planning spokespersons of political parties. The data provide insight into the details of the proposed criteria to evaluate the fairness and effectiveness of a participation process. The results suggest that improving the participation process in a planning advisory committee requires changes in committee protocols, operational processes and planner roles in conducting the participation processes. Specifically, there needs to be a move away from static processes toward more strategic, active and accountable processes. This thesis suggests some practical steps, in order to ensure greater fairness and effectiveness in the participation process of a planning advisory committee, and recommends the proposed evaluative criteria as a new framework for evaluating planning advisory committees.

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Gordon, Phillipa, et n/a. « Years 11 and 12 English curriculum in the A.C.T 1984 ». University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.

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In 1976, following the recommendations of the Campbell Report, school-based course development and assessment replaced the New South Wales Higher School Certificate courses and public examinations. Under the auspices of the A.C.T. Schools Authority, the A.C.T. Accrediting Agency took control of administering the new system. Nine years after the system was introduced, the benefits of the new system were very clear in the area of English curriculum at Years 11 and 12 level. To a considerable degree, the hopes of the Campbell Report have been fulfilled in terms of providing students with greater freedom of choice and flexibility in the selection of options in an English course composed of a number of term or term equivalent units. Assessment instruments have become much more wide-ranging. Teacher/student relationships have become less authoritarian. Teaching strategies and learning approaches have generally made students more active participants in the learning process. The field study drew heavily on English course documents in the senior secondary colleges, presenting an overview of the workings of the English curriculum. Because courses are being continually reaccredited, it was necessary to set the curriculum overview at a particular time, in 1984. As the A.C.T. is a small education system in Australian terms, it was possible to gain some concept of the whole picture, although 428 term units is not an inconsiderable number. The field study, because of its significant data base, poses more questions than it answers. It does, to a degree, present "what is", or rather "what was" in the 1984 English curriculum at Years 11 and 12 level in A.C.T. colleges. And it points directions for further research.

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Mazza, Rose, et n/a. « Multicultural education and A.C.T. government high schools : an investigative study ». University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.

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Newman, W. S., et n/a. « Factors leading to the non-completion of units at an A.C.T. secondary college ». University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.

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This study looks at factors relating to the noncompletion of units of study by students in a secondary college. It is aimed at providing information for decision-makers at Erindale College specifically in the area of course counselling. Administrators and counsellors at other colleges should also find the information of value. The study compared a sample of students who completed all their chosen units of study in one semester with all students who did not complete all of their chosen units in that semester. The latter group consisted of those who withdrew from one or more units during the semester, those who left the college and those who were deemed "unassessable" as a result of poor attendance or nonsubmission of assessment items. All 362 students in the college were asked to complete a Baseline Questionnaire during Week 3 of Semester 1, 1985. This sought background information about reasons for enrolling at college, influences on their choice of units, future intentions, preferred ways of learning and other details. Students who withdrew from, or changed units during the semester were asked to complete a Change of Unit Survey and any leavers were asked to complete a Leaver's Survey. In Week 16 (May, 1985) all students still enrolled were asked to complete an End of Semester Questionnaire designed to enable comparisons of attitudes between those who completed all units and those who did not. The study looks at a number of characteristics of students and their attitudes to various aspects of learning, college life and choice of units of study. It attempts to look at factors that might affect the student's decision to complete or not complete a chosen unit of study. The factors considered were largely based upon studies of early school leavers. FINDINGS. 1. Students who do not complete units tend to have one or more of the following characteristics (significant at the 0.05 level): (a) do not enrol to gain tertiary entrance qualifications (b) enrol to improve their chances of getting a job (c) are not definitely seeking a tertiary entrance score (d) have no definite intention of completing Year 12 (e) have no firm intention of studying subjects in order to complete major or minor courses in them (f) are less likely to have a part-time job (g) by the end of the semester, are not happy with their marks in most units (h) finish the semester studying less than 3 T-units (i) continue into Semester 2 with 3 or more A-units and less than 3 T-units (j) do not consider their parents' wishes an important influence on the choice of units for Semester 2. In addition to these, one other finding of interest, with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background of parents who are either managers/employers/self-employed or manual-skilled workers (i.e. not professional or nonmanual/clerical). 2. No significant differences at the 0.05 level were found between males and females nor between Year 11 and Year 12 students in their tendency to complete units. 3. Students who change or withdraw from units give the following reasons (in rank order of frequency): - they are getting poor marks - they are unable to understand the work - they find the class activities uninteresting - they state that the content is not very relevant to their needs - the unit is not suited to their career plans. IMPLICATIONS. The implications for administrators at Erindale College are: 1. Students should be encouraged to formulate specific goals and develop a commitment to their education. 2. Students who are "at risk" need to be identified early and given tutorial assistance in units where they are having difficulty with understanding. 3. The curriculum must be kept under review in order to provide for the needs of all students.

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Raharjo, Irawati, et n/a. « Teaching Indonesian as a foreign language in the A.C.T using the communicative approach ». University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.

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For some years now, linguists have been developing methods of teaching second language learners to communicate effectively in the foreign language, concentrating on methods of developing skills in oral communication. Although there are many factors in Australia which would favour the introduction of Communicative Language Teaching for Indonesian - such as well-equipped classrooms and small class sizes - the Communicative Approach to teaching does not appear to have been fully developed. This is partly because of the lack of communicatively-based textbooks and teaching materials. The aim of this study is to suggest some ways in which Australian teachers could adapt the currently available materials and textbooks for use in communicative teaching of Indonesian, and also to propose methods of assessing students' communicative abilities. Chapter One describes the background to the study, and defines its aims, its scope and the research method used. Chapter Two looks at the teaching of Indonesian in the A.C.T., concentrating on the equipment and textbooks which are available. Some of the problems of teaching and assessment are also outlined. The discussion of Communicative Language Teaching in Chapter Three covers the development of language teaching methodology in general terms. A description and analysis of my research conducted on students and teachers of Indonesian in the A.C.T. is included in Chapter Four. The last two chapters contain a presentation of possible teaching materials and methods of introducing communicative activities (Chapter Five), and possible ways of assessing communicative activities (Chapter Six). Some of the problems of the Communicative Approach are also discussed. This Study Report is intended only to suggest some ways of introducing communicative activities into A.C.T. classrooms in the waiting period before new textbooks and materials, hopefully based on the Communicative Approach, become available.

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Nelipa, Tanya, et 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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Paynter, Christine, et n/a. « A profile of the away from home Year 12 college student in the A.C.T ». University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the away from home Year 12 student emerged. The away from home students in this A.C.T. study had been through periods of unstable accommodation, poverty, family distress, leaving school or changing schools and had made a conscious decision to complete their Year 12 Certificate to improve their employment opportunities. As a result of this study predictive indicators for an away from home student were generated. Following these findings an understanding of the specific issues and needs of away from home students can be encouraged among student welfare groups, parents and other educational/ welfare bodies. This in turn should assist the student achieve his or her educational outcomes and academic success.

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Mulraney, Rosemary Anne, et n/a. « Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools ». University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.

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This decade has seen an increasing awareness by the Commonwealth Schools Commission, the ACT Schools Authority, educators and members of the community of students who are gifted in a diversity of areas. A number of programs designed to meet the special needs of gifted students have been developed in some primary schools in the A.C.T. and it is timely that the attitudes of principals, teachers and parents were assessed. To assess the attitudes of the three populations (principals, teachers and parents) toward general attitudes about gifted students, key aspects of planning and organisation of gifted programs, classroom teachers and their knowledge and need of assistance in gifted education; and to explore whether the three populations held different attitudes toward gifted students and the provision of specific programs to meet their special needs, the Field Study candidate developed and administered a questionnaire to members of the A.C.T. Association for Gifted and Talented Children, together with principals, teachers and parents in nineprimary schools in the A.C.T. The results of the questionnaire indicated that all three groups agreed with the proposition that every child was entitled to an educational program that would assist the child to develop to his / her fullest potential. Appropriate extension programs should be run for gifted students in the local primary school, with the involvement of the resource teacher and the assistance of personnel and locations outside of the local school when it was appropriate. Some reservations were expressed toward the level of parent participation in the identification procedure, program planning and program evaluation, and classroom teachers were seen to require assistance in the areas of identification, program planning and the evaluation of programs designed to meet the special needs of gifted students. The Field Study concludes that local A.C.T. primary schools could meet the special needs of gifted students. This could be achieved by principals, teachers and members of the School Board developing and implementing special educational programs by utilising Special Project funding, additional staff and professional development opportunities which are currently available in limited amounts through the ACT Schools Authority and the Commonwealth Schools Commission.

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Carminato, Viola <1995&gt. « The Italian Archaeological Mission in Swat Valley and the birth of A.C.T. Field School Project ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20492.

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La mia tesi parla dell' A.C.T. Field School Project nella regione dello Swat, Pakistan, nato dal programma di conversione del debito Italia-Pakistan. Il progetto unisce interventi di scavo e restauro ad attività di formazione, conservazione e valorizzazione, unendo la comunità locale con il patrimonio storico e archeologico di questa regione.

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Dawson, Elizabeth, et n/a. « A gender analysis of the employment profile of the A.C.T. Department of Education between 1976 and 1991 ». University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060704.130917.

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The purpose of this study is to discover if there has been quantitative change in the gender balance of the employment profile of the ACT Department of Education from 1976 to 1991 and to explore possible reasons for such change. It should be noted that the Department has had several changes of name over the period covered by this study including the ACT Department of Education, the ACT Department of Health, Education and the Arts, and it is presently known as the ACT Department of Education and Training. For the sake of clarity it will be referred to throughout as the ACT Department of Education. The employment configuration will be studied from 1976, the earliest year of available data, to 1991 to measure relative changes in the position of men and women. This paper will examine significant events in the ACT Education system, in particular the introduction of Equal Employment Opportunity (EEO) legislation in 1984, to determine whether the introduction of legislation and/or other initiatives brought about moves toward Equal Employment Opportunity for women. The study will develop and consider hypotheses and examine several theoretical explanations for the changes or lack of them in the position of men and women. Recommendations will be made concerning future directions for research and action to achieve equal employment opportunity for women, the largest group of the four groups targeted in the EEO legislation. The central argument of the study is that the adoption of quantitative approaches to measure success/failure in EEO programs is of limited use. These theoretical approaches, largely informed by liberal feminism, offer inadequate understanding of the resistances to change. Other theoretical perspectives are needed if the issue is seen as "what are the resistances and what are the policies and strategies that can be developed to overcome them?". Feminist critical theory, however, enables more productive questions to be raised about how social power is constructed and maintained, about hegemonic culture, and about the language and cultural biases embedded in administrative structures in education. Insights thus gained into issues, events and resistances give individuals and groups agency, the power to act for change.

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Reaby, Linda Lewis, et n/a. « The effectiveness of an educational program to teach a group of A.C.T. nurses comprehensive physical assessment skills ». University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061107.095130.

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A sample of 22 registered nurses participated in an educational program to learn comprehensive physical assessment skills. This study investigated the effects of that program on their nursing practice. Administration of tests and questionnaires provided a measure of the: (a) use of physical assessment skills; (b) knowledge of physical assessment; (c) changes in nursing practice since learning the skills; (d) barriers to the use of the skills. The model used for the program's curriculum development was adult learning theory. The curriculum focused on this theory's key aspects. Namely, adult students build new skills on their past knowledge and already developed skills. Additionally, they must see the relevance of learning the skills and be able to apply them in their current life situation. The findings suggest this model was appropriate. The nurses in the study used the majority of learned skills after they completed the program. Their knowledge concerning these skills also showed dramatic improvement. The major findings regarding the increase in knowledge and use of physical assessment skills, positive changes in nursing practice and lack of barriers to the use of skills indicate that an educational program in physical assessment can be very beneficial to nurses. The results support those of previous studies in that nurses will use the physical assessment skills they have learned in continuing education programs. The implications for nursing practice and education were discussed. Suggestions were then made for future research in this area.

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Sullivan, Carolyn Wendy, et n/a. « Simultaneous and successive synthesis and their interaction with instructional treatments in year eigth mathematics in the A.C.T ». University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061109.111850.

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This study addresses the criticism leveled at A.C.T. Mathematics teachers with regard to their failure to use any other method of teaching than chalk-and-talk. By considering the changed needs of society for mathematics and the changed perceptions by society of education, the criticism is placed in context. The importance of spatial ability for mathematics is examined in the context of theories of cognitive abilities and its current under utilization within the classroom. On the basis of the increased need to utilize more talent the study was designed to operationalise in the classroom the constructs of simultaneous and successive synthesis, derived from Luria's model of brain functioning. The question of gender differences in mathematics achievment and spatial ability is addressed. The possible role of the maturation of language in determining differences in the acquistion of ability to form simultaneous synthesis is briefly discussed. The study was designed to utilize and enhance simultaneous synthesis. By demonstrating an Aptitude-Treatment Interaction it was intended to confirm that students, who function at a high level in simultaneous synthesis but at a low level in successive synthesis, would achieve more with experience with spatial activates than in a more traditional chalk-and-talk classroom. Gender differences in achievement were not found. Gender differences in successive/simultaneous profiles were found in accordance with theory predictions. The need for the duration of longer treatment periods is briefly discussed in the context of funding and the appearance of greater efficiency of traditional teaching methods when the students are functioning at the highest level of symbolic thought.

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Muller, Karl, et n/a. « Career choice : drift, desire or decision. Factors influencing career choice of year 12 students in A.C.T. catholic schools ». University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061024.091105.

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Year 12 has been identified as a critical decision point in the career decision making process for students. Students have been found to make decisions in different ways some having already defined goals for the future others are doubtful and make tentative goals. At the end of Year 12 students are faced with the task of career decision. During the final two weeks of year 12 these students will have to make choices about their imminent future that is whether to do tertiary studies/seek apprenticeships look for immediate employment or defer studies for a time and seek employment. A review of major theories relating to career determination was undertaken. Decision-making theories have identified twelfth grade/age range 16 - 18 years, as being one of the critical decision periods for an adolescent. 355 A.C.T. Year 12 students from Catholic Colleges were given a questionnaire designed to probe students' self awareness in relation to study habits coping abilities, as well as a description of some of their personal qualities relating to school life, subject interest, and career benefits derived from the future career considered. The information gained from the Questionnaire was reduced to a number of sets of relationships by factor analysis. The personal factors of subject interest, career benefits and further study interests were examined by canonical correlation techniques with Career Types. Students with an interest in scientific careers exhibited an interest in the physical science subjects. Those with an expressed interest in a blend of science and expressive arts career were a group of students with creative ideas / leadership aspirations,an interest in cultural and physical science subject, and a desire for further- studies. Another group of year 12 students involving more girls than boys showed an interest in a cluster of careers with a social involvement component but a rejection of routine activities. Students with an interest in environmental subjects with a possession of management and living skills looked towards careers that provided out of doors activities involving social work and selling. There was a positive correlation between these personal factors and the students' choice of a career.

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Farrell, Leah. « The A.R.K. Project : A Grassroots, Student-Led, Multiple-Component Intervention to Increase Driver Safety-Belt Use on a University Campus ». Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31395.

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This study represents a collaborative effort among university academics and community stakeholders. Virginia Techâ s (VT) Center for Applied Behavior Systems (CABS) teamed up with student groups following the death of a fellow student to create The A.R.K. Project. This multiple-component intervention study specifically targeted students on the VT campus, in an attempt to increase driver safety-belt use. Observations on VT studentsâ safety-belt use and other safety-related behaviors (i.e., turn-signal use and cell-phone use) were made during pre-intervention, intervention, post-intervention, and follow-up study phases and compared with observations made on drivers in two non-equivalent control groups (VT faculty/staff and Radford University (RU) students). Evaluation of the project revealed no meaningful changes in daily percentages of VT student safety-belt use, when compared to that of non-equivalent control groups. Percentages by phase did vary in the hypothesized direction for VT students. Percentages by phase varied in similar ways for VT faculty/staff, suggesting the student-targeted intervention, over-all, was not responsible for the observed changes. However, one inter-personal intervention component, the Buckle-Up Flashcards prompt was associated with a particularly successful rate of compliance. Thirty percent of un-buckled drivers complied with this inter-personal response. Because VT student safety-belt use did not change as a function of the intervention, it was irrelevant to investigate response generalization to other safety-related behaviors. Instead, the author focused on covariation between safety-belt use, turn-signal use, and cell-phone use. Buckled drivers were significantly more likely to indicate turns with a turn signal and were significantly less likely to use cell phones. Other additional findings of epidemiologic importance were that safety-belt use was significantly more likely among VT faculty/staff than VT students and safety-belt use was significantly more likely among VT faculty/staff and VT student females than among VT faculty/staff and VT student males. Interpretations of these findings and directions for future research are discussed.
Master of Science

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McKinnon, Gregory Colin, et n/a. « Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction ». University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061003.122421.

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This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

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Ross, Ruth O., et n/a. « "The extension group" - a part-time, withdrawal, enrichment program for gifted and talented children at Holt Primary School, A.C.T. : an action research study ». University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061107.160754.

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Over the past six years, a part-time withdrawal-from-mainstream-class enrichment program for gifted and talented children has been operating at the Holt Primary School in the Australian Capital Territory. In keeping with the neighbourhood school policy of the ACT Schools Authority, the program caters only for children within the school and has included those from grades three to six. Based on Renzulli's Enrichment Triad Model, the program has a thematic approach which provides opportunities for participants to pursue both group and individual research on topics of interest to them. Identified children remain in the program for as long as possible and some have continued for as long as three years when resources have been available. This Action Research Study by the Co-ordinator of the program describes the setting up, objectives, identification methods, resources and evaluation.

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Woolven, Robin. « Civil defence in London 1935-1945 : the formation and implementation of the policy for, and the performance of, the A.R.P. (later C.D.) services in London ». Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/civil-defence-in-london-19351945--the-formation-and-implementation-of-the-policy-for-and-the-performance-of-the-arp-later-cd-services-in-london(2c2aecb9-4a3f-44f4-8c38-2ff2330bc66c).html.

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Gibson, Graeme, et n/a. « The Landcare and Environment Action Program for unemployed young people in the A.C.T. : enhancing self-concept, learning and teaching for the environment : an action research study ». University of Canberra. Resource, Environmental & ; Heritage Sciences, 1996. http://erl.canberra.edu.au./public/adt-AUC20060711.163933.

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Youth unemployment and environmental degradation are two critical issues facing Australia today. This action research study concerns learning and teaching with participants in a government labour market program which was established to address these two issues. The study was based on three cycles of action research with six groups of participants. The main objective of the research evolved to consider whether critical thinking and action learning can enhance self-concept and environmental education for unemployed young people. The research provides a positive response to this problem, although certain limitations are noted. Conclusions are drawn in five areas. Three of these are from the first cycle of action research. These relate to environmental attitudes, knowledge and action; approaches to environmental education and learning; and the impact of unemployment, peer pressure and mass culture. Two conclusions are drawn from the second cycle of action research. These relate to the integration of action learning and critical thinking strategies into the learning and teaching; and the individual participants' life history and prior knowledge and experience of environmental issues. Recommendations are made concerning professional development and support for staff working in the area, and the planning and implementation of programs. The major recommendation is for the integration, where appropriate, of integrated critical thinking and action learning strategies, through all aspects of the training and project work. This recommendation draws on evidence from a number of areas where these approaches are shown to be beneficial. These include the potential for emancipation and improved selfconcept, and the contribution to environmental education.

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Berbineau, Marion. « Modélisation des dispositifs à jonction P-N : Application aux oscillateurs A.T.T. de forte puissance en bande Ku et à l'étude des régimes transitoires des limiteures à diode PIN ». Lille 1, 1989. http://www.theses.fr/1989LIL10081.

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Nous avons développé deux modèles complémentaires. Le premier permet de simuler le fonctionnement de structures semiconductrices à jonction PN ne faisant pas intervenir d'effet quantique. Dans le deuxième modèle, le composant semiconducteur est associé à son circuit de charge défini simplement sous forme d'éléments localisés. Grâce au premier type de modèle, nous étudions les diodes à avalanche et temps de transit a l'arséniure en bande Ku. Nous mettons en évidence le fonctionnement multifréquence, la collection prématurée des porteurs. Cette première étude montre que la structure à zone de dérive unique de type Read est particulièrement bien adaptée pour un fonctionnement en régime d'oscillations continues. Le deuxième type de modèle est utilisé pour l'analyse des différents régimes transitoires auxquels est soumis un limiteur passif à diode PIN au silicium pendant son fonctionnement complexe. Nous considérons en particulier l'influence de la phase à l'origine et de l'enveloppe du signal d'entrée appliqué.

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Ladd, Shannon. « A Retrospective Analysis of the Potential Environmental Stressors Responsible for the Decline of the Natural Populations of the Florida Apple Snail (Pomacea paludosa) in the A.R.M. Loxahatchee National Wildlife Refuge ». Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3642.

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The purpose of this thesis is to determine the factors that contributed to the decline of Florida apple snail ( Pomacea paludosa) populations in the A.R.M. Loxahatchee National Wildlife Refuge with the goal of devising management recommendations to the Refuge regarding population management strategies. The factors examined that could have potentially contributed to population decline include the use of copper-based herbicides, insecticide application, the occurrence of drought, the use of other herbicides, the occurrence of fire, and non-avian predation. Annual Narrative documents produced by Refuge managers and staff members, dated from 1951 to 2007, were used to collect historical data for these factors. The quality of data reporting within the Annual Narratives was also examined. To support data on droughts documented in the Annual Narratives, surface water and rainfall data were obtained and analyzed. The methodology includes the use of conceptual ecological models and historical ecology to determine whether or not the factors examined produced an ecological effect capable of affecting the Refuge population of apple snails. Evidence from the Annual Narratives suggests that the use of copper-based herbicides, the occurrence of drought, and predation by alligators were responsible for the decline of the apple snail on the Refuge. A lack of consistently reported data regarding apple snail densities makes it difficult to determine the degree to which each factor had an effect on the apple snails or to determine if any spatio-temporal relationship existed between the Florida apple snail and Everglade snail kite ( Rostrhamus sociabilis plumbeus) based on copper-based herbicide use. The overall quality of the Annual Narratives improved throughout the study period and eventually focused heavily on investigative studies. Several management recommendations were suggested to improve Florida apple snail populations on the Refuge. First, in order to monitor the health and trends of the apple snail population, a monitoring network needs to be established with results maintained in a geodatabase. Both apple snail density and egg cluster counts need to be made following an established sampling method. Second, in an attempt to sustain higher apple snail densities, stocking of the interior should be attempted. Finall, in the event that adjacent farmlands are to be restored, soil samples need to be analyzed to determine if concentrations are high enough that desorption of copper from the flooded agricultural soils could pose a serious threat to the Refuge by reintroducing toxic levels of copper.

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Stuart, Iain. « Squatting landscapes in south-eastern Australia (1820-1895) ». Phd thesis, Prehistoric and Historic Archaeology Dept., Faculty of Arts, 1999. http://hdl.handle.net/2123/8715.

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Akhyari, Payam Haverich Axel. « Herstellung und Charakterisierung eines bioartifiziellen Myokardgewebes (Artificial Myocardial Tissue, A.M.T.) / ». 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014818077&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Gibbney, H. J. « Canberra 1913-1953 ». Phd thesis, 1988. http://hdl.handle.net/1885/113876.

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Unlike mo et earlier writing about Canberra, this then in is concerned principally with its population.The dev3lopment of the national capital and the activities of its political masters in building or changing the physical structures which constitute the national capital are considered mainly from the point of view of the inhabitants of the city.Although their community life has inevitably been shaped by the soecial destiny of their town as a national capital,the people of Canberra are drawn from all corners of the continent and do not differ markedly from their compatriots. The assertion made . frequently,that Canberra is a city without a soul,is one of the many loose,pejorative generalisations which have been hurled at Canberra since its foundation and have induced in many Canberra people a defensive attitude towards their fellow Australians.The soul of a community could well be another name for the feeling of belonging,which reaches its full flower only when the population includes a large proportion of natives.The 1954 census,which marks the end of this work,revealed that only 20.86$ of the population was then native born.The soul existed in fact but it was still a very young soul. Conceived originally as the one concrete expression of the ideal of nationhood to emerge from the federal compact,the image of Canberra began to be distorted almost from the point of conception by the pressures of practical politics.lt war clear that there had to be a national capitaland the experience of Canada had demonstrated the dangers of selecting an existing citv for the purrose.The idea of an independent territory and a new city was copied from the Washington experience and jealousy between the nation’s two principal cities,Sydney and Melbourne,dictated a site which was remote at the time but has since proved to have real n advantages for a national capital. The task of launching a totally new city in an undeveloped wilderness was daunting,hut the 3800000 Australians who faced it in the early years of the 20th century were inspired by a combination of naivety and pride which made them in some respects,a new breed of people.Sharing membership of a British Empire which still quite literally ’rule! the waves',they were properly proud that in .just over a hundred years they had overcome the handicap of a poor start and had succeeded in imposing on a particularly intractable continent far from the centres of European civilisation, a. re sonable facsimile of the civilisation which those centres boasted.Seeing themselves as a rising new nation ready to manage its own affairs,they were prohe to boast that their new world would avoid the mistakes of the old and,when the moment came to build a capital,aspired to something in conformity with their own hazy ideas of future grandeur.

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Nobe, Masao. « Social change and social participation in a planned city : the case of Canberra ». Phd thesis, 1990. http://hdl.handle.net/1885/127636.

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This thesis investigates social networks and social support in Canberra. More specifically, the study addresses two main areas of interest. First, particular attention is given to the pattern of social networks and social support formed in the city and its variations among four study areas. Second, the study focusses on the effect of occupational and residential mobility on social networks and social suppon. To gather empirical evidence on these issues, a sample survey of 394 women in four study areas of Canberra was conducted in 1986-1987. The analyses of these data yielded the following chief findings in relation to the two questions: 1. Residents in Canberra led a more sociable life than had been generally assumed. They associated with neighbours or friends more frequently than with relatives. 2. All things considered, residents in Canberra did not have good access to primary group support. Nevertheless, relatives were the most important primary group, especially in dealing with long-term problems. Neighbours were a significant source of support in short-term situations. 3. Disruptive effects of occupational mobility were found in relation to very limited types of social relationships. 4. In terms of social interaction, a decline of neighbourhood relationships was offset by the development of kinship and friendship relationships in the course of time in Canberra. With regard to social support, only the anticipation of social support from relatives increased with the length of time in Canberra. The pattern of social networks and social support in Canberra was assessed from the three perspectives of the "Community Question", into which Wellman (Wellman, 1979; Wellman and Leighton, 1979) integrated and summarised previous arguments on social networks and social support. These were "Community Lost", "Community Saved" and "Community Liberated". While the Canberra community fitted in with the "Community Liberated" perspective with regard to social networks, it was consistent with the "Community Saved" perspective in connection with social support. The thesis concludes from findings 3 and 4 above that occupational and residential mobility did not disrupt or weaken social relationships to a great extent, so that people accommodated themselves successfully to new social circumstances. Compared with occupational and residential mobility, the presence of local relatives and the stage of the life cycle were major forces affecting informal social participation. Particularly, the presence of local relatives stood out as being the most influential factor; living near relatives greatly increased the likelihood of developing kinship interaction and social support from relatives. Implications of these findings were also discussed.

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Trussell, Denys John. « Fingers Round the Earth : A Biography of A.R.D. Fairburn (1904-1957) ». 2003. http://hdl.handle.net/2292/1010.

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This thesis is a literary biography. It incorporates material that is often outside the scope of scholarly or academic writing: the detail of an individual's day-to-day life. It also spans several disciplines: the fine arts, their history and theory, literary history and criticism, ecology, philosophy, classical music and general history. The discussion involved these because the biographical subject had an active interest at times an active involvement in them. There has been an attempt to follow through themes and patterns that were enduring in the life of A.R.D. Fairburn. He is shown as a man who saw the world in vitalistic and metaphysical terms, rather than in terms of their opposites – mechanism and materialism. These views he represented consistently in a secular society that had a predominantly scientific world view. He is treated as a Romantic/Modernist where his poetry is discussed, and as a pivotal figure in New Zealand's literary history; one who helped make the transition from Victorian, Edwardian and Georgian poetic idioms to those of a regional Modernism, within which he developed a unique style. The biography has implicit in it an 'argument', though not one that is developed in an abstract way: namely that Fairburn, his grandfather Edwin and his great-grandfather, William, were peculiarly representative figures in our history. Their active New Zealand presence lasts from l8l9-1957. Two of them played direct roles in establishing a settler culture here; the third was acutely aware of the tensions and contradictions of that culture. Though A.R.D. and Edwin Fairburn were eccentric in the social milieu of New Zealand, their lives touched it in so many ways that they, along with their missionary forebear, William Thomas Fairburn, are personifications in an historical narrative. The line of their lives traces much in the history of the country since the early nineteenth century.
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Fisher, J. L. « Vietnamese ethnic identity and food in Canberra ». Master's thesis, 1987. http://hdl.handle.net/1885/112478.

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In this thesis I describe two key symbols of Vietnamese ethnic identity in Canberra, namely flag and family where flag represents the Vietnamese love of homeland and commitment to continue the struggle for freedom, and family relations between kin based on generosity and reciprocity coupled with unquestioned authority and respect for elders. These are markers of ethnic distinctiveness deployed by Vietnamese to distinguish themselves from the Anglo-Celtic majority and other minority groups arriving in Australia from Indochina. I examine how the collective and particularistic aspects of both are worked out through the commercial production and presentation of food - an "authentic" cultural product - marketed by Vietnamese restauranteurs in an Australian context.

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Cheng, Giffen Yueh-Hsiu. « Report ». Master's thesis, 2001. http://hdl.handle.net/1885/156386.

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Waniganayake, Manjula Subodhini. « Ethnic identification during early childhood : the role of parents and teachers ». Phd thesis, 1992. http://hdl.handle.net/1885/123807.

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The primary purpose of this thesis is to examine the interconnections between the roles played by parents and teachers and children’s own sense of ethnic identification during early childhood. Although the study of ethnicity and multiculturalism received much attention during the 1980s associated research applicable within the Australian early childhood scene remains largely an unchartered territory. Much of the research todate has focussed on adults’ perceptions, paying little regard to children’s view of the world. This study is based on twenty-seven children aged between 5 to 8 years, descendants of Scottish, Finnish and Indian immigrants living in Canberra, Australia. To analyse the differences between the learning environments of home and school, a typology based on the participants’ perceptions of their roles is advanced. The findings confirm the view that ethnic identification is a product of socialisation processes and that its outcomes are difficult to predict. More importantly, there is evidence to suggest that the process of learning to be Scottish, Finnish or Indian does not follow a serial or linear path, progressing neatly from the home to the school. It was found that although parents and teachers can alter the context of learning, children’s capacity for independent thought and their everyday experiences with grandparents, siblings and peers, for instance, also contribute to children’s sense of ethnic identification. Hence, when examining the contexts of learning, both adult and child perspectives must be considered together.

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Beer, Andrew. « Owner occupation and profit : the creation and capture of value through Canberra's residential property market ». Phd thesis, 1989. http://hdl.handle.net/1885/129747.

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This study examines the material advantages attached to owner occupation in Canberra between 1962 and 1981. Canberra's housing market was used to review the debate on domestic property and land rent A number of authors (Saunders, 1978, 1979; Pratt 1982) contend that ownership of residential property generates significant economic interests independent of production within society. Other researchers rejected this view and denied the significance of gains through housing (Edel, 1982; Edel, Sclar and Lamia, 1984). One of the first objectives of this thesis therefore was to ascertain the nature, size and origins of any benefits accrued through the ownership of housing. The history of property ownership in nine suburbs was examined and the benefits associated with property ownership calculated. The study found that home purchasers in Canberra with bank finance were typically $32,000 better-off once their dwelling was sold. The level of benefits received varied according to socio-economic status. The largest gains were accrued by the owners of the most expensive dwellings. The rats of return on the household's capital, however, was not influenced by factors associated with social class or prestige. Market conditions determined the rate of return with the greatest percentage gains to households which purchased while the market was low and sold during a boom. The receipt of benefits through housing reflected the history of real property within societies with a British legal heritage, Canberra's special development history and Australia's post-War housing system. It was concluded that explanations of housing-related benefits must recognise that land is property like any other. The commodity nature of housing \s a function of the the importance of production and the conditions associated with the production of wealth in society. In addition, the market's role in the capture of benefits through housing must be accepted. Price fluctuations determine the nature and size of any gains collected.

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van, Ommeren Marijke. « Language maintenance among the Dutch in Canberra ». Master's thesis, 1987. http://hdl.handle.net/1885/133884.

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Seen as 'the best assimilated migrants', the Dutch were popular migrants in the fifties, when migration from the Netherlands to Australia reached its peak, but by 1984 they had slipped to 6th place in popularity, according to a mid-year opinion poll. Nowadays they form what is very much a greying group, since hardly any new Dutch migrants are settling in Australia. The figures in chapter 4 Table 1, show that in the ten years bet\AJeen 1975 and 1985 on ly 10,956 Dutch settlers arrived in Australia, and that in the same period 3,112 Dutch settlers left. While the Dutch formed the fourth largest group of non-English speakers in 1983, it may not be long before they cease to get separate mention as an ethnic group. It is thus important to look at Dutch speech in Australia now, while sufficient first generation Dutch speakers remain, especially since hardly any of their children have learned to speak Dutch.

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Hu, Lisa Chu-Ying. « Report ». Master's thesis, 2001. http://hdl.handle.net/1885/156336.

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Kunihira, Elizabeth. « Diet and movement of free-living cats in different areas of Canberra, Australian Capital Territory ». Master's thesis, 1995. http://hdl.handle.net/1885/143438.

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Withycombe, Susan Mary Woolcock. « Building communities : women in the making of Canberra, 1911-1958 ». Phd thesis, 2008. http://hdl.handle.net/1885/151036.

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Than, Aung. « Distribution and resource partitioning of eastern grey kangaroo and red-necked wallaby : a case study of resource techniques for sustainable management ». Master's thesis, 1992. http://hdl.handle.net/1885/140310.

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Keith, Heather. « Effects of fire and fertilization on nitrogen cycling and tree growth in a subalpine eucalypt forest ». Phd thesis, 1991. http://hdl.handle.net/1885/142474.

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Finney, Frances Reardon. « "I thought it would be heaven" : migration, gender, and community amongst overseas Tongans ». Master's thesis, 1999. http://hdl.handle.net/1885/147926.

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Raktabutr, Pratya. « Report ». Master's thesis, 2001. http://hdl.handle.net/1885/156147.

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Boonsuan, Plub. « Report ». Master's thesis, 2001. http://hdl.handle.net/1885/156230.

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Willsford, Anne. « Report ». Master's thesis, 2004. http://hdl.handle.net/1885/156296.

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Eadie, Graham McLean. « Report ». Phd thesis, 2002. http://hdl.handle.net/1885/156343.

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Krebs, Elizabeth A. « Breeding biology and parental care of the crimson rosella ». Phd thesis, 1999. http://hdl.handle.net/1885/144718.

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Thèses sur le sujet « A.R.T »

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