Rozprawy doktorskie na temat „Gilmore College for Girls”

Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.

Parker Lewis, La Pequeña Maravilla, El Príncipe de Bel-Air, Alf, Quién Manda a Quién, Tres por tres… Si alguna de estas series te suenan familiares es porque como yo, naciste en los 80’s y te gustaban las sit coms enlatadas que, antes del cable, podíamos ver en televisión todos los días. Años más tarde, seguro viste Friends, Seinfield, Mad About You, That’ 70s Show, Two and a Half Men o The Big Bang Theory, esta vez ya con el cable a cuestas. Al mismo tiempo existían otras series dramáticas con algún toque de comedia que también te capturaron. A mí me pasó con una en especial: las Gilmore Girls.

Binge-watching has become increasingly popular with the rise of video-on-demand services and online streaming sites, but little has been done to evaluate the effects of this new viewing behavior on audiences. This study explores binge-watching as a possible mechanism in the formation of parasocial relationships with media personae as well as a motivator for the negative affects experienced when a persona is no longer included in new content, the phenomenon known as parasocial breakup. Other variables, such as the extent to which the media is watched alone or with others, were also explored. To test these relationships, two online surveys were completed by fans of the television show Gilmore Girls, one before the release of a new Gilmore Girls mini-series on Netflix and one after the release. A total of 387 fans participated in the surveys, which assessed their viewing behaviors of the mini-series and already-released episodes in the time leading up to the mini-series? premiere. In the post-watching sample, it was found that binge-watching the mini-series was negatively related to parasocial relationship intensity. Furthermore, parasocial relationship intensity was positively related to parasocial breakup distress. Other predictors of parasocial relationship intensity include show affinity and age of viewer, while mini-series enjoyment was found to have a strong, negative correlation to parasocial breakup distress. Findings suggest further research regarding the relationship between binge-watching and parasocial relationships, as well as the influence that discussing the show with others has on breakup distress.

This study deals with the translation of cultural references and proper-name allusions from English to Finnish in the DVD-subtitles of Gilmore Girls. Its most important aim is to examine what types of methods have been used to translate the culture-bound items found in the so-called Gilmore-isms or, what type of relationship does the target text have with the source text and whether the translations are more foreignising or domesticating. In addition to this, the study examines the type of influence the needs of the receiver and the audiovisual format and the relationship between the source and the target culture have on translation and in which ways translation is associated with cultural and social power structures in society. The research questions are approached with the help of Translation Studies. A methodological basis has been sought especially from the research on allusions by Leppihalme and the methods of foreignisation and domestication by Venuti. In addition to this, the analysis draws from Reception Theory and the Study of Audiovisual Translation. 9 episodes from the 4th season of Gilmore Girls were analysed. There were 62 Gilmore-isms and 80 cultural references to music, films, television programmes, fictional characters, politicians and famous people found in the study material. Based on this study and earlier research, it can be claimed that culture-bound items are usually translated with foreignising methods when translating from English to Finnish in television series. This is believed to have to do with the socio-economic power of Anglophone countries, especially the United States, over marginal ones. Finnish viewers are also used to English expressions and the culture of Anglophone countries and, therefore, the use of U.S. American cultural references does not form a problem for the receiver. The audiovisual format has not affected the chosen translation methods as much as had been anticipated, thus space has not been a particularly significant factor for the translators which can also be seen in the translation methods chosen
Tässä tutkielmassa käsitellään kulttuuriviittausten sekä erisnimi-alluusioiden kääntämistä englannista suomeksi Gilmoren tyttöjen DVD-tekstityksissä. Sen perimmäisenä tarkoituksena on selvittää, millaisin metodein niin kutsutuista Gilmore-ismeista löydetyt kulttuurisidonnaiset viittaukset on käännetty, eli millainen suhde lähdetekstillä on kohdetekstiin ja ovatko käännökset kotouttavia vai vieraannuttavia. Lisäksi tutkielmassa selvitetään vastaanottajan tarpeiden ja audiovisuaalisen formaatin sekä lähde- ja kohdekulttuurin välisen suhteen vaikutusta käännöksiin ja millä tavoin kääntäminen liittyy yhteiskunnassa vallitseviin kulttuurisiin ja sosiaalisiin valtarakenteisiin. Tutkimuskysymyksiä lähestytään kääntämistutkimuksen keinoin. Metodista teoriapohjaa on haettu erityisesti Leppihalmeen alluusioiden tutkimuksesta, sekä Venutin kotouttamisen ja vieraannuttamisen strategioista. Tämän lisäksi analyysiosio ammentaa tietoa vastaanottotutkimuksesta, sekä audiovisuaalisen kääntämisen tutkimuksesta. Tutkimuksessa analysoitiin 9 Gilmoren tyttöjen jaksoa 4. tuotantokaudelta. Musiikkiin, elokuviin, televisio-ohjelmiin, fiktiivisiin hahmoihin, poliitikoihin sekä kuuluisuuksiin liittyviä Gilmore-ismeja löydettiin tutkimusmateriaalista 62 kappaletta ja niistä kulttuurisidonnaisia viittauksia 80 kappaletta. Tämän sekä aiempien tutkimusten perusteella voidaan väittää, että kulttuurisidonnaiset viittaukset käännetään useimmiten vieraannuttavasti silloin, kun käännetään englannista suomeksi televisiosarjoissa. Tämän uskotaan liittyvän englanninkielisten maiden, erityisesti Yhdysvaltojen omaamaan sosio-ekonomiseen valta-asemaan. Suomalaiset katsojat ovat myös tottuneet englanninkielisiin ilmaisuihin ja englanninkielisten maiden kulttuuriin, joten yhdysvaltalaisten kulttuuriviittausten käyttö sellaisenaan ei muodostu ongelmaksi katsojalle. Audiovisuaalinen formaatti ei ole vaikuttanut valittuihin käännösmetodeihin niin paljon kuin odotettiin, eli tila ei ole muodostunut merkittäväksi tekijäksi kääntäjille, mikä näkyy myös valituissa käännösmetodeissa

Made available in DSpace on 2016-03-15T19:45:24Z (GMT). No. of bitstreams: 1 Mainly Reinhardt Vieira dos Santos Ramalho.pdf: 2370241 bytes, checksum: 0f6a5822990ef31cfdf2f037d0450824 (MD5) Previous issue date: 2011-10-14
This paper aims to study the usage of American TV series in English as a foreign language classes through the gathering of chunks of language. Though we start this dissertation from the description of the communicative and its innovative principles by presenting the communicative competence and its four divisions strategic, grammatical, discursive and sociolinguistic based on researches like Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986) and Savignon (1983; 1991). Besides we describe the importance of the realia in a communicative class. As well as we discuss the lesson of the communicative approach and the four abilities reading, writing, speaking and listening. Still talking about the communicative lesson we discuss about teaching grammar, vocabulary and culture. The choice of using TV series is justified because they are a rich source both linguistic and cultural of the English language (North American) and we can find a plenty of examples chunks of language, collocations, phrasal verbs, and idioms. In our analysis we gathered not only the linguistics but also the cultural references of the first episode of Gilmore Girls by using software known as Unitex® that searches the chunks in the script selected and finally we propose some activities based on the analysis.
Este trabalho tem como objetivo estudar o uso de seriados de televisão norte-americanos em aulas de inglês como língua estrangeira por meio do levantamento dos chunks da língua inglesa. Iniciamos, então, esta dissertação pela descrição da CLT e seus preceitos inovadores apresentando competência comunicativa e suas quatro subdivisões competência estratégica, gramatical, discursiva e sociolinguística com base nos estudos de pesquisadores como Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986), Savignon (1983; 1991). Além disso, em nossa pesquisa, descrevemos o uso de realia em sala de aula, e em nosso recorte optamos pelos seriados norte-americanos. Ainda falando sobre a CLT, discorremos acerca da aula comunicativa apresentando suas características, bem como discutimos as quarto habilidades linguísticas: a leitura (reading), a escrita (writing), a habilidade oral (speaking) e habilidade de ouvir (listening), tratamos, igualmente, do ensino de gramática (teaching grammar), de vocabulário (teaching vocabulary), e cultura acompanhadas de sugestões de atividades relacionadas ao uso de seriados. A justificativa da escolha de seriados norte-americanos deu-se por se tratar de uma rica fonte cultural e linguística e dos chunks da língua inglesa e suas subdivisões collocations, phrasal verbs e idioms está centrado na cultura americana. Em nossa análise, fizemos o levantamento das referências culturais e linguísticas de um episódio do seriado Gilmore Girls - Pilot (Episódio Piloto) - utilizando o programa de computador Unitex® que realiza uma varredura no texto e localiza os chunks of language no roteiro do episódio e, por fim apresentamos algumas atividades baseadas na análise feita.

Register clashes are a linguistic phenomenon that occurs in both real and fictional interaction. This study, based on the theory of register as developed by Halliday, examines the functions of register clashes in the television drama series Gilmore Girls. It was hypothesized that the function of register clashes is to create humor, to characterize some characters on the show as sophisticated and witty and some others as lacking in communicative competence, or what is popularly referred to as geeky or nerdy, as well as to characterize the show. A total of 1,306 cases of register clashes were identified, of which 761 cases (58.3 percent) were clear cases and 545 cases (41.7 percent) were somewhat more doubtful. Nearly all cases of register clashes found were considered to have been used to create humor. Eight out of the ten most productive characters with respect to the utterance of register clashes were found to be characterized as witty; the other two characters produced register clashes in a way that characterized them as geeky. Each of the six episodes examined in this study was found to contain many instances of register clashes, regardless of the fact that each was written by a different author. The results thus suggest that the function of register clashes in Gilmore Girls is indeed to create humor, to characterize the characters, and to characterize the show.

Esta dissertação aborda o tema da tradução para legendagem, integrando-a no campo mais alargado da tradução audiovisual. procura tecer considerações sobre o perfil do tradutor de legendagem e as características específicas deste tipo de tradução.

Esta dissertação aborda o tema da tradução para legendagem, integrando-a no campo mais alargado da tradução audiovisual. procura tecer considerações sobre o perfil do tradutor de legendagem e as características específicas deste tipo de tradução.

Gender disparity in education is a global challenge. School-age girls are often denied equal opportunities as enjoyed by boys. This research aims to improve the poor state of female education in Pakistan by exploring options to develop a community space for college age girls in Swat. This thesis focuses on the former princely state of Swat in northern Pakistan, an example of a place whose history of prioritizing education is largely overlooked. The Swat state heavily promoted education, but following its merger with Pakistan in 1969, many of the institutions it had created faltered. The Taliban takeover of the area in 2007 – 2009 further exacerbated the decline of education in the valley. Drawing upon the experiences of Ophelia’s Place in Eugene, Oregon, and field interviews with over a hundred college girls and administrators, I have identified activities to enhance girls’ education in Swat by developing innovative after-school possibilities.

This study examines in detail a variety of adolescent female friendships in twentieth-century British novels, written for both the 'adult' and 'juvenile' reading public, a distinction which I argue is arbitrary, since the relationship between the two is an exceptionally close one. Scholars discussing adolescence this century have tended to ignore the experience of girls, or to reinforce patriarchal stereotypes by presenting girls in marginal and reactionary roles. Until recently, even feminist discourse on friendship has been inclined to focus on adult relationships, or to examine girls in relation to boys. Identifying these tendencies, I explore fiction set in girls' schools and colleges to determine how novelists saw this significant relationship. Girls' schools and colleges represented a significant cultural space for girls and young women to learn to value female companionship. Although most discourse on girls’ school friendships has focused on the 'crush' relationship, I was interested in determining to what extent writers valued 'ordinary' friendships, as an area of life over which girls, earlier this century, were able to exert some autonomy. The girls' school story is the obvious fictional space to celebrate adolescent female friendship in all its complexity. As a genre it has been consistently devalued by critics (perhaps partly because of the very accessibility of the schoolgirl as a cultural image) despite enjoying enduring popularity among readers of all ages, and inspiring several notable novelists to adopt its conventions for their own works, as demonstrated in this study. My approach to the texts discussed here involves a close reading of the text against an awareness of the cultural conditions in which it was produced. As I show, failure to take into account these cultural conditions can lead to misunderstanding the novels and the relationships depicted therein. This study, drawing on a wide variety of texts produced between 1909 and 1990, shows clearly that the novelists concerned were influenced to varying extents by the prevailing ideologies of their times. These ideologies often determine the importance they accord female friendship, the form it takes, and the language they use to discuss it.

Les séries familiales, qui connaissent un franc succès aux États-Unis depuis les années 1950, ne sont aujourd’hui toujours pas considérées comme un genre fictionnel à part entière. Ce travail de recherche s’attache à en dessiner les contours et à en définir les caractéristiques. Après avoir effectué un historique de la série familiale et de son évolution, il analyse les constantes sociologiques, culturelles et politiques de la famille télévisée contemporaine et la manière dont elle reflète les évolutions de la société américaine, à travers l’étude de quatre séries télévisées de 2000 à 2015 représentatives de sa diversité : Malcolm in the Middle, Gilmore Girls, Six Feet Under et Parenthood
Family TV shows, hugely successful in the United States since the 1950s, are still not considered today a genre in it’s own right. This research work focuses on shaping its contours and defining its characteristics. After presenting a history of family TV shows and its evolution, it analyzes the sociological, cultural and political constants of the contemporary TV family, and the way it reflects the changes in American society, through the study of four TV shows from 2000 to 2015 representative of its diversity : Malcolm in the Middle, Gilmore Girls, Six Feet Under and Parenthood

This dissertation examines the discourse generated by students and teachers at an American missionary school in Constantinople (Istanbul) between 1871, the year the school was founded, and 1923, the year of the Ottoman Empire's end and the Turkish Republic's beginning. From its position as religious proselytizer in a locale that was not a Western colony, the American College for Girls (also known as Constantinople Woman's College) gradually re-presented itself as a secular, independent institution of higher learning that offered a modem education in the English language to Ottoman women of diverse religious and linguistic backgrounds. The College's re-imaging occurred in response to local conditions: although missionaries had found Protestant evangelism to be largely ineffective, many Ottoman families desired a Western education for their daughters. In addition, the American female teachers in Constantinople found intellectual and professional opportunities for their own development that they likely would not have had access to in the United States. Thus, the Americans' moderation of their religious rhetoric occurred in response to: 1) their role within the shifting objectives of the missionary movement; 2) the demands of their Ottoman clientele for a Western-style education for women; and 3) their personal desires to preserve their professional status as college-level educators. Nonetheless, in its pedagogical discourse and in its depictions of students, the College's rhetorical production exhibits racialized views of "nation" as well as an Orientalist, in Edward Said's meaning of the term, view of the school's role as Western educator. Similarly, the College's continual blurring of the designations of "race" and "nation," in which the students are always viewed within their racialized, "national" identities, exemplifies Homi Bhabha's categories of colonial ambivalence and mimicry. This dissertation, while acknowledging the American teachers' complicity in the construction and repetition of Orientalist discourse and the Ottoman students' internalization of this racializing discourse, also problematizes current postcolonial theoretical assumptions by identifying a mutuality of purpose within the discourse of the Ottoman students and the American teachers in the non-colonial but still "Oriental" late Ottoman Empire.
Department of English

Thesis (MPH)--University of Limpopo, 2010.
Background Virginity testing is a practice that has stimulated lots of discussions amongst people from various perspectives. Controversies around this practice have necessitated further research in order to bring the voice of girls into the virginity testing debate. Aim and objective The aim of the study was to explore perceptions and experiences of girls on the practice of virginity testing. Methodology Triangulation of qualitative data collective method was used. The researcher informally engaged in key informants’ interviews with stakeholders who participate in the practice attended virginity testing celebration to observe the proceedings and processes conducted during the practice. Focus group discussions were conducted. Data was analyzed using NVIVO. Results Elders, in particular mothers, encouraged participation of girls in virginity testing. Girls observed and sighted benefits, ranging from viz: HIV/STI prevention, societal recognition and acceptance, purity before marriage and delay of sexual debut. Non participation was attributed to the in availability of virginity testing practices the areas. Concerns of doggy behaviors by testers, uneducated testers of testers, compromised health standards were discussed. Conclusions These findings reveal that there are areas of misunderstanding on how the practice is viewed and represented in the media. Arguments against virginity testing seem to be based on the perspective of on Westernized, feminist and individualistic notions of humanity disregarding the social construction of traditional cultural practices. Socialization and moral standards of people from a particularly Western orientation dominate the debate against virginity testing with no basis that is supported by research.

Because of their age, Declared Monuments require more maintenance and repair as their building components have inevitably deteriorated with longer usage over time. Declared Monuments require a high standard in conservation, and the principle of having minimum intervention and degree of change is a basic and essential requirement. Based on this fundamental principle, the repair and maintenance of Declared Monuments will not only keep up the physical condition of the building but will also provide a safe and comfortable environment for the users and retain the heritage significance of the building. Today, a number of historic schools have become Declared Monuments based on their heritage significance. As functioning schools, they are subject to regular repair and maintenance. However, most of the maintenance teams in Hong Kong and their employed consultants only focus on maintaining these schools in modern terms, such as reinforced concrete repair, water seepage repair, re-roofing etc. The techniques on how to maintain and repair the building as an important architectural heritage is not a matter of concern. As a qualified building surveyor, the author finds this a matter of concern. The focus of this study is to explore a systematic and user-friendly approach to solving repair and maintenance problems in school that is a Declared Monument. The case selected to illustrate the repair and maintenance techniques is June Li Building of St. Stephen’s Girls’ College, which is a Declared Monument. The methodology adopted is to provide a side-by-side comparison of how maintenance and repair are carried out for heritage building and a modern building. Problems at different parts of the school building are identified and the appropriate solutions are proposed.
published_or_final_version
Conservation
Master
Master of Science in Conservation

Urban Education
Ph.D.
Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students.
Temple University--Theses

Mass Media and Communication
Ph.D.
Objective: The study examined alcohol consumption among college women ages 18 to 24. It helped to answer who, when, what, why and how much college women drink. It also examined how "girls gone wild" kinds of portrayals influence college women in excessive drinking and "outrageous" behaviors. Theory: A combination of drench hypothesis (Greenberg, 1988) and social cognitive theory (Bandura, 2001) was used as the guiding framework to understand the dynamic relationship of environmental and personal factors in learning and imitating behaviors seen in the media. Method: Two online studies were conducted. The first study was a structured interview conducted with 38 women and 29 men. Study 2 was a survey. A total of 449 college women took part in the survey. Some men (N=174) also took part in the study to provide men's opinions and some perspective on women who drink and behave outrageously. Results: The survey results show that 42% (N=169) of college women in the sample engage in heavy episodic drinking every weekend at house parties. As a result, some have gotten into fights, missed classes, experienced hangovers and vomiting, and have driven drunk. Nearly 14% (N=55) of the women in the study reported being sexually assaulted while they were drunk. In addition, the findings of the study shows that "girls gone wild" kinds of portrayals are perceived in different ways by different college women. Most college women view the behaviors as negative. However, some college women do evaluate the portrayals as positive. These women are likely to engage in similar outrageous behaviors. The "girls gone wild" kinds of portrayals are less likely to influence alcohol consumption among college women. A multiple regression analysis showed that outrageous behavior correlated with self-control, sexual outcome expected, positive evaluation of the "girls gone wild" portrayals and sensation seeking tendencies. Drinking on the other hand correlated only with sensation seeking tendencies and how much value was placed by the respondents on being social. The findings of the study also show that men assess drunken women as vulnerable and "easy." Conclusion: Interventions that include strategies for better self-regulation and explaining of potential negative outcomes are likely to be effective in drinking and drinking-related behaviors. Media literacy programs might help in critical evaluation of media content and thus reduce its negative influence.
Temple University--Theses

Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, Janice Neuleib. Includes bibliographical references (leaves 217-236) and abstract. Also available in print.

The purpose of the current study was to examine young women's perceptions of both verbal and nonverbal sexual communication from their mothers during childhood and how these perceptions are related to the female offspring's current sexual experiences and attitudes. More specifically, I hypothesized that perceptions of negative parental sexual communication will be related to relatively low levels of sexual experience, comfort regarding sexual activity, and sexual assertiveness, as well as negative affect and cognition regarding sexuality. I also hypothesized that female offspring will receive significantly more sexual communication from mother than from father. Finally, predicted that the communication received from mother, as opposed to father, will be related to high levels of sexual experience, sexual comfort, sexual assertiveness, and more positive sexual affect and cognition. There were 295 female college students who completed questionnaires regarding sexual experience, comfort with sexual activity, sexual assertiveness, perceptions of parental sexual communication, affective and cognitive properties of sexual attitude, and erotophobia/erotophilia. Perceptions of parental sexual communication were measured with a survey developed specifically for the current study. Two forms of this survey were used; one to measure mother's verbal communication and the other to measure nonverbal communication. Results showed a negative correlation between tone of parental sexual communication and sexual experience, as well as a positive correlation between parental sexual communication and sexual cognition. The results of this study also showed that more sexual communication is perceived from mother than from father, and amount of mother's communication was significantly related to sexual assertiveness and affective properties of sexual attitudes.
Department of Psychological Science

Holy Cross College, Woollahra, was established in the newly formed parish of Holy Cross by Cardinal Moran and the Parramatta Sisters of Mercy in 1908 as a select high school for middle class Catholic girls in the northern section of the Eastern Suburbs of Sydney. Moran made it clear, and it was obvious that the sisters agreed, that the primary purpose of the College was the imparting of the Catholic Faith integrated with a suitable middle class education equal to, but preferably excelling, that provided by the secular state schools. This thesis is informed by two questions: Why did Holy Cross College close in 2001? Did the College achieve the objectives of the founding pioneers of the school, including Cardinal Moran? This strongly contextualised thesis demonstrates that for almost a century Holy Cross College was a microcosm of a complex world, one which was influenced by many factors, at local, state, federal and international levels. These factors, in the early days, included the rapid response of Catholic educators to Peter Board’s ‘New Syllabus’, the first wave women’s movement; and the dubious rationalising argument of Cardinal Moran to extract aid for Catholic schools from the state, which remains an ongoing problem for Catholic education in Australia. While the College in the 1920s was enjoying a growing reputation for highly successful music and academic tuition, it was challenged, through to the 1950s, by such factors as: Pope Pius XI’s call to Catholic Action as interpreted for the Archdiocese of Sydney by Archbishop Kelly; participation in the various public displays of Catholic faith; the rigours of the Great Depression; and the dangers of being in an especially vulnerable location during World War Two. The community of the College which inhabited this complex ‘mini’ world was strongly bonded by common goals and values for the first fifty years of the school’s existence. This was a community which aspired to the fullest possible development of the spiritual, intellectual, cultural and physical attributes of girls through a Catholic education inspired by the Mercy Vision, but always constrained by the reality of finances, staffing, physical resources, and imposed authority. The somewhat idyllic existence of the College with its relatively small numbers and homely atmosphere was disrupted in the 1960s when Holy Cross was selected by the Sydney archdiocesan educational authorities to be a regional school. This study reveals the increasing complexity of the various levels at which authority was exerted over Holy Cross College as a regional school. Regionalisation was a central element in the Sydney Archdiocese’s wide ranging plan to cope with the enormous strains on the Catholic educational system caused by such post-war challenges as the influx of Catholic migrants and the implementation of the Wyndham comprehensive secondary education scheme. There followed the success of the state aid campaigns and the challenges of Vatican II Council, movements which impacted upon the personal and communal lives of the women religious who staffed the College, as well as their students. Also impacting upon the College was the cultural revolution and the second wave women’s movement of the 1960s and 1970s. Throughout this study the geographical setting of the school in Sydney’s Eastern Suburbs and the region’s socio-economic characteristics are explored and emerge as significant factors in both the creation and maintenance of a unique school culture and the decline of Holy Cross College in the 1990s. Finally this decline is mapped in terms of the erosion of the College’s unique identity, which was forged by religious, cultural, geographical, political and pedagogical forces, and eroded by a complex of factors including demography, centralised authority, class, and international economic downturns. It is concluded that the founding sisters and Moran would have mixed and nuanced responses to the question: Did the College achieve the objectives of the founding pioneers?

The problem of this study concerns the needs of female students and their perceptions of satisfaction with the role of the two female institutions of higher education in Jeddah, Saudi Arabia: King Abdul-Aziz University (KAU) and the College of Education for Girls.

Within a professional organization for women in mathematics in the US, two mathematicians and a middle school teacher organize a program to link teachers of students at the pre-university level with professionals in the mathematical sciences in and outside of academia to promote collaborations among different communities in the mathematics education of students. This paper describes the program and its operations, some of its experiences, as well as some results from a formative evaluation conducted for the program. Some recommendations are given for potential organizers of similar programs in other countries.

碩士
中原大學
宗教研究所
100
Abstract This thesis explores the historical development of the first western style girls’ boarding school in northern Taiwan – the “Tamsui Girls’ School” established by the Canadian missionary, Rev. George Leslie Mackay, in 1884, and the history of the “Taiwan Girls' Theological College,” which was reopened as trying to act as the successor of the “Tamsui Girl’s School.” Research is also conducted on the history of female missionary and the historical development of the woman education in northern Taiwan churches more than a century period, along with its revelation. The author has drawn a “flow chart of the establishment of the school by Rev. Mackay” through the study and clarification of the literature and expertise books and, with the aid of this picture, constructed the history of the “Taiwan Girls’ Theological College,” and the history of woman missionary. On the research methods, the author adopts the historical study and literature analysis to collect related historical materials for further research, analysis, and comparison. This article is divided into six chapters. Chapter one is the “Introduction,” and details are explored in following Chapters and sections. Chapter two is “The founder of the first girls’ school in northern Taiwan –Rev. George Leslie Mackay.” In 1884 he set up Western-style girls’ boarding school in Tamsui, preaching to women through education, and by using the private networks among women, led the women into knowing God. “The first western style girls’ boarding school in northern Taiwan – the Tamsui Girls’ School” discussed in Chapter three was Taiwan’s first Western-style girls’ boarding school, which opened a new trend for women’s education in Taiwan, developed a culture of learning and literacy, freed women from the fate of illiteracy, started with enabling women go to school the same way as men, thus rendered the women the key to gradually elevating their social status after receiving the education. The fourth chapter is “The history of development of female education in the church of Taiwan.” On the basis of the Tamsui Girls’ School established by Reverend Mackay, it developed into two schools with different attributes, one for girls’ general education and one for the woman missionary personnel’s cultivation education. After entering the Japanese rule period, in order to accommodate the Education Act of the Taiwan Governor General, the two female schools’ experienced a series of bewildering changes in name, accompanied by an intense change and transformation in essence. Chapter five is about “Woman missionaries in northern Taiwan.” In 1922, the first female organization – “The Women’s Missionary Society of The Presbyterian Church in Northern Taiwan,” with female believers mainly from local area, was established in the metropolitan church. It continued to operate the female schools which were gradually forgotten by the authorities of the Presbyterian Church in northern Taiwan. Through the organization of the woman groups of metropolitan churches and collective donations, it invited female missionaries to go everywhere to preach the Gospel of salvation and helped churches. Chapter six concludes the development of the female schools in northern Taiwan. Due to the establishment of the Department of Theology of the Taiwan Theological College &; Seminary, which recruits both male and female students, teaches Bible and theological courses, and also because that numerous local cogregations also have opened adult Sunday schools to conduct the religious education by Church, all make the student recruiting of the Taiwan Theological College &; Seminary become more and more difficult and put in the Process of prosperity to decline. This article has tried to propose a future approach for this school.

碩士
國立雲林科技大學
休閒運動研究所碩士班
94
Abstract The aim of this study is to examine carefully the influences cast upon physical fitness by the types of leisure activity chosen to attend by young girls. The objects of study are the 619 students of the Min-Hwei College of Health Care Management. Through questionnaire and coordination with physical fitness tests, the data are gathered as leisure activity has been generally classified into sports, pastime, social services, and knowledge and techniques, altogether four types. The statistic analysis rendered by SPSS for Windows 10.0 Edition: The young female students of Min-Hwei College show particularly high in BMI in comparison with that elsewhere of the same age nationwide. The distribution of young girls taking part in the types of leisure activity respectively is 60.26% in leisure, 19.39% in sports, 10.50% in social service, and 9.85% in knowledge and techniques. Among them, the leisure type takes the highest percentage of all. The study finds out the actually and anticipatively chosen participation in pastime, social services, and knowledge and techniques matches with each other considerably with the exception of sports that varies comparatively greater calling for further investigation. Those who choose to take part in sports are conspicuously better in the achievement record of physical fitness than the others choose to take part in pastime, social services, and knowledge and techniques in BMI, sitting with body bent forward, sit-ups, standing long jump, and cardiopulmonary endurance. The outcome of study is as follows: 1. BMI: 20.9; pastime: 21.24; social services: 20.07; knowledge and techniques: 22.56. 2. Sitting with body bent forward in sports: 28.89 times; pastime: 22.92 times; social services: 23.96 times; and knowledge and techniques: 25.48 times. 3. Sit-ups in sports: 29.25 times; pastime: 25.17 times; social services: 25.54 times; knowledge and techniques: 25.36 times. 4. Standing long jump in sports: 151.59cm; pastime: 138.85cm; social services: 132.39cm ; knowledge and techniques: 135.68cm. 5. Cardiopulmonary endurance in sports: 290.4 seconds; pastime: 313.79 seconds; social services: 304.32 seconds; knowledge and techniques: 307.96 seconds. There are positive influences upon physical fitness to young girls through the chosen participation of types of leisure activity, therefore, it is recommended that young girls shall be encouraged more to pick out sports in taking their leisure activities.

碩士
大葉大學
環境工程學系碩士在職專班
104
The impact of climate changes on human being is getting more serious. Global warming, earthquake, plant ecological changes and frequent extreme weather are already unquestioned facts. Climate change mitigation has already become a global common issue. Taiwan is located in the subtropical monsoon climate zone, seasonal rains, such as typhoon and mould rains, are frequent. People must learn certain perception of risks for such disasters, so as to reduce the damages caused by them. Therefore, such education program is essential. This study was designed to investigate the cognition and attitudes differences of high school and college students on climate change. With questionnaires survey, students in National Changhua Girls Senior High School and Dayeh University were investigated. 160 (valid questionnaires) out of 170 were returned (effective return rate was 94.1%). Collected data were analyzed by SPSS19.0 for Windows and statistical methods included descriptive statistics analysis, reliability analysis, independent sample t test and one-way analysis of variance. The results from this study showed: 1. There was significant awareness difference towards climate change for male and female students in various departments. There was significant awareness towards climate change for the second category Changhua Girls' middle school students, Department of Environmental Engineering rather than the first category Changhua Girls' middle school students and International Business Management department. 2. There was significant consensus difference towards climate change for male and female students in various departments. Women cognitive alertness scores have significantly higher than men. The second category Changhua Girls' middle school students have the highest scores of Alertness awareness. The students from first category Changhua Girls' middle school and International Business Management department ，have lower scores of alertness awareness. 3. There was significant consensus attitude difference towards climate change for students in various departments. Men consensus attitude scores than female scores. The students from Department of Environmental Engineering and International Business Administration have higher consensus attitude scores than students from first and second category Changhua Girls' middle school, which the lowest scores from the first category Changhua Girls' middle school. 4. There was significant attitude difference towards climate change for students in various departments. The students of first category Changhua Girls' middle school have the significant lower scores than students from the second category Changhua Girls' middle school and department of Environmental Engineering Hope the study results could offer reference for schools and teachers in their climate research. Keywords: Climate, Climate Change, Cognitive Attitude, Questionnaires Survey

Throughout the last decade, mobile and location-based media has been an emerging subject in a growing and interdisciplinary body of research: ubiquitous computing, pervasive computing, urban studies and media studies, and the fusion of the last two: media geography. Until now, studies of locative media have predominantly focused on the experiences of high-end and techy-savvy users. Companies and designers continue to design applications for those who are already familiar with the online world and have the right skills to take fully advantage of GPS-enabled phones. This dissertation shifts this focus to investigate participation in the general use of locative media and, specifically, in the production of locative storytelling by focusing on Latino, low-income and low-end smartphone users. Access to mobile technologies is no longer an issue for this group, as they are heavy users of smartphones. In fact, Latinos/as have been considered the audience of the future in regards to digital media in the United States. Furthemore, Latinos/as are leading the trend in mobile ownership, adopting smartphones at a higher rate than any other demographic group. Despite all this evidence, research about Latinos and locative media is scarce. Within this context, this dissertation addresses the broad question of “how locative media may foster awareness about local history, of unknown or forgotten information, and social events among and about Latinos/as in a place that faces historical spatial segregation.” The goal behind this approach was to investigate how the Latino community that is concentrated in a specific geographical area of Austin is represented spatially to the outside as in Austin, Texas. Hence, this work envisaged bringing outsiders into the reality of Latinos/as living in a historically segregated area mainly to create awareness about the legacy of segregation in Austin. In order to test this approach, two groups of users were selected to practice and reflect on locative media in relation to Latino/as segregated community. The group corresponding to among Latinos (insiders) are resident immigrant Latino parents in Dove Springs – a neighborhood in Southeast Austin. Specifically, this group consists of participants of the digital inclusion program TechComunidad provided by the nonprofit River City Youth Foundation (RCYF) in 2013. The group corresponding to the about Latinos (outsiders) are undergraduate students of “Mapping Latino Culture in East Austin” course, offered by the Radio, Television and Film department at The University of Texas at Austin. A pilot study was conducted with Latinas girls through the non-profit Latinitas. The pilot study generated results and lessons that enriched the research, contributing to reframing this work and also to the body of literature about locative media and storytelling. In regards to participation, it was found that the problem is not smartphone ownership, which had been an issue for earlier locative media projects, but an awareness of their locative capabilities, how to use them, how to gain skills to create content with them, and how to make software easy to use. The findings of this study suggest that there should be more investment in the production of locative content/information, which increases the understanding users have of their locality and enhances their knowledge of the place they live. One recommendation for future empirical research with these communities is to invest in introductory classes on local history and also in fieldtrips in order to increase local knowledge. However, it seems like a romantic idea to think that people will use locative applications solely to learn about the place where they live. In this sense, the findings of this work suggest that locative storytelling applications need to be woven into everyday needs, being integrated into people’s everyday activities, in order to increase their sense of place and belonging.
Ao longo da última década, os media móveis baseados em geolocalização têm sido um campo de estudo emergente dentro de um corpo interdisciplinar de pesquisa: computação ubíqua, computação pervasiva, estudos urbanos e estudos de media, ou a fusão dos dois últimos: media geography. No entanto, até ao presente momento, os estudos de medias locativos têm sido centrados predominantemente nas experiências de utilizadores de smartphones experientes e com um largo conhecimento sobre media digitais. As empresas de tecnologia e designers continuam a criar aplicativos para utilizadores que já estão familiarizados com o mundo on-line e já possuidores das habilidades requeridas parar usufruir dos serviços possibilitados por dispositivos móveis digitais incorporados com GPS, como smartphones e tablets. Esta tese desvia a atenção desse segmento de pesquisa para investigar a participação no uso geral dos medias locativos e, especificamente, na produção de narrativa locativa, pela comunidade Latina/hispânica, de baixo rendimento, e utilizadores de smartphones low-end. Diferente do cenário de há cinco anos atrás, o acesso às tecnologias móveis já não é uma limitação para este grupo demográfico, afinal grande parte da população considerada hispânica já é utilizadora de smartphones. Ainda mais significativo, hispânicos têm sido considerados o público do futuro no que diz respeito ao uso de media digitais nos Estados Unidos, em comparação com a população geral desse país. Além disso, hispânicos têm liderado a aquisição de dispositivos móveis, adotando os smartphones a uma velocidade maior do que qualquer outro grupo demográfico. Apesar de todas essas evidências, a investigação académica sobre Latinos e medias locativos é escassa. Dentro deste contexto, esta tese tem como pergunta de investigação: Como os media locativos podem promover a conscientização sobre a história local, de informações desconhecidas ou esquecidas, e factos sociais among (entre) e among (sobre) hispânicos, em um lugar que enfrenta segregação espacial histórica? O objetivo, por trás desta abordagem, é investigar como a comunidade hispânica, concentrada em uma área geográfica específica de Austin, são representadas espacialmente para o seu exterior, em sua localidade. Assim, este trabalho teve como objetivo empírico trazer residentes de fora desta determinada área geográfica para visitar lugares que tivessem que ver com a realidade cultural e histórica dos hispânicos. Essa área geográfica, a qual me refiro, é historicamente segregada. O propósito desse deslocamento de pessoas foi criar consciência sobre o legado da segregação em Austin. A fim de testar esta abordagem, foram selecionados dois grupos de utilizadores para usarem os medias locativos e refletirem sobre esta nova prática mediática, em relação à comunidade hispânica e o legado gerado pela segregação espacial em Austin. O grupo correspondente ao among (entre) consiste em imigrantes residentes em um bairro localizado no sudeste de Austin. Especificamente, esse grupo é formado por participantes do programa de inclusão digital TechComunidad fornecido no final de 2013 pela organização sem fins lucrativos River City Youth Foundation (RCYF). O grupo que corresponde ao about (outsiders) são de alunos de licenciatura da disciplina "Mapeamento da Cultura Latina no lado Este de Austin", oferecida pelo departamento de Rádio, Televisão e Cinema da Universidade do Texas em Austin. Um estudo piloto também foi realizado com crianças latinas através da organização sem fins lucrativos Latinitas. O estudo piloto gerou resultados e lições que enriqueceram a pesquisa. No que diz respeito à participação, verificou-se que o problema cada vez mais comum não é o acesso ao smartphone, mas sim a posse de conhecimento sobre as próprias capacidades locativas desse dispositivo. Por exemplo, como um utilizado deve usá-lo ao seu próprio favor, como ganhar habilidades para criar conteúdo através do smartphone, e e como usar aplicativos móveis. Os resultados deste presente estudo sugerem que deve haver mais investimento na produção de conteúdo locativo, porque o processo de criar conteúdos locativos aumenta o entendimento dos utilizadores sobre a sua localidade e melhora o seu conhecimento local sobre o lugar em que vivem. Uma recomendação para investigaçōes futuras com essas comunidades menos privilegiadas, é investir em aulas introdutórias sobre a história local e também possibilidar visitas a determinados lugares, a fim de aumentar o conhecimento local do grupo. No entanto, parece ser determinismo tecnológico afirmar que as pessoas vão usar aplicativos locativos apenas para aprender sobre o lugar onde vivem. Neste sentido, as conclusões deste trabalho sugerem que aplicativos móveis focados na narrativa sobre lugares precisam levar em consideracão as necessidades diárias dos utilizadores, visando uma integração às atividades cotidianas dos utilizadores de smartphones.

This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.
Educational Management and Leadership
M. Ed. (Educational Management)