Дисертації з теми "Australians – Attitudes – 21st century"
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Shopshear, Jennifer Lynne. "21st century skills for 21st century learners." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.
Повний текст джерелаMcAdam, Neil James, and mikewood@deakin edu au. "Evolving concepts of leadership and influence in 21st century networking organisations." Deakin University. Bowater School of Management and Marketing, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060706.095346.
Повний текст джерелаKwok, Kar-yan Bonnie, and 郭嘉恩. "Language attitudes in Hong Kong: the status of Putonghua and English in the 21st Century." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29522717.
Повний текст джерелаMabweazara, Rangarirai Moira. "The 21st century academic library: the case of three state universities in Zimbabwe." The University of the Western Cape, 2018. http://hdl.handle.net/11394/6466.
Повний текст джерелаThe advent of the 21st century and its dynamic information environment have changed higher education considerably including the library spaces. Library patrons, namely undergraduates, postgraduates, and academics are placing heavy demands on academic libraries requiring support in research, teaching and learning. As a result, academic librarians globally have undertaken major re-evaluations of what they do and how they do it, to ensure relevance amongst their diverse user communities. The new information landscape is fraught with controversies that prompt opposing perspectives towards change acceptance amongst librarians. In Zimbabwe, academic libraries seemed to be lagging behind regarding changes presented by this information landscape. Given this context, the study sought to understand how librarians are adjusting to the 21st century environment against the expectations of the students and academics. The Diffusion of Innovation Theory crafted by Rogers (2003) and the McKinsey 7S model propounded by Waterman, Peters and Phillips (1982) were used as theoretical and conceptual frameworks. The research further applied a conceptual framework from the literature to determine the expectations of students and academics of the academic library in the 21st century. For data collection, the study adopted a case study design and a mixed methods approach using Web-based questionnaires, follow-up interviews and website content analysis. Data was collected from students, academics and librarians at three selected Zimbabwean universities. All data collecting tools were pre-tested amongst librarians, academics, postgraduate and undergraduate students prior to collecting data. Data collected using questionnaires was analysed using Statistical Package for the Social Sciences (SPSS) and Microsoft Excel while interview data was analysed using thematic text analysis. Findings of this study revealed that the Midlands State University Library had to a larger extent embraced new trends which are in-line with the 21st century environment compared to the National University of Science and Technology and Lupane State University libraries. The Library and Information Science qualification remains important in service delivery among academic librarians. Inadequate funding, limited time due to multitasking, slow uptake of new concepts and limited knowledge and skills were barriers to keeping up with new trends amongst librarians. Academic librarians collaborated with academics in collection development, Information Literacy Skills (ILS) teaching and uploading theses and research papers into the Institution Repository (IR).
2018-12-14
Muldoon, Paul (Paul Alexander) 1966. "Under the eye of the master : the colonisation of aboriginality, 1770-1870." Monash University, Dept. of Politics, 1998. http://arrow.monash.edu.au/hdl/1959.1/8552.
Повний текст джерелаMcMath, Allison Annette Boyer. "Attitudes of advanced placement teachers toward debate| Meeting the 21st century critical-thinking needs of gifted secondary students." Thesis, University of Arkansas at Little Rock, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162151.
Повний текст джерелаYoung Americans must be equipped, both individually and collectively, with the 21st century skills, critical thinking, communication, collaboration, and creativity, in order to thrive in the global landscape which lies before them. Little political or economic capital is devoted to maximizing academic opportunities for gifted secondary learners. Limiting opportunities for children and youth with the potential for performing at remarkably high levels of accomplishment, deprives them of their right to an appropriate education and wastes a national resource. Recognizing that limited capital often circumscribes schools in their ability to provide special programs, the researcher proffers debate, a course within the standard curriculum, as an avenue to providing gifted secondary learners with depth, breadth and complexity while accelerating the development of critical thinking, communication and collaboration.
The threefold purpose of the study was to a) establish debate as a viable platform for providing the depth, breadth, and complexity needed by gifted secondary learners while developing critical thinking; b) examine the self-reported attitudes, principles and practices of AP-trained teachers, those most likely to have gifted students, related to 21st century skills, particularly critical thinking, the needs of gifted learners, and debate’s ability to meet those needs, and; c) examine the effects of 6 independent variables, area of AP training, school size, community size and the presence or absence of three salient factors, teacher training in gifted education, debate in the school and special programs in the school for gifted learners upon teacher attitudes.
Results. A long history of empirical study confirms debate’s efficacy at developing the 21st century skills, communication, collaboration, and critical thinking. Survey results for a sample of 202 AP teachers indicated greatest importance is allocated to challenge and critical thinking and least importance to standardized testing. Area of AP training had no significant effect on AP teachers’ strong agreement that disruptions and too much test emphasis act as impediments to the development of critical thinking. There are significant differences between AP training groups in critical thinking development and assessment methods, communication, collaboration, and belief in the efficacy of debate. School and community size did not act as factors. Teacher self-reporting on the presence or absence of debate in their schools, the presence or absence of special programs for gifted learners in their schools, and their own special training in gifted education was substantially different from data available from the State Department of Education and from the chairman of the state chapter of the National Speech and Debate Association, therefore, no conclusions regarding the effects of those three independent variables could be drawn.
Pinnock, William Jacob Amadeus. ""Your information station": A Case study of rural radio in the 21st century." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2115.
Повний текст джерелаTrantas, Georgios [Verfasser]. "Being and Belonging : A Comparative Examination of the Greek and Cypriot Orthodox Churches’ Attitudes to ‹Europeanisation› in Early 21st Century / Georgios Trantas." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173657541/34.
Повний текст джерелаKrishnan, Sneha. "Making ladies of girls : middle-class women and pleasure in urban India." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:e913b744-0568-42f8-bb20-4023d18ee6ca.
Повний текст джерелаVidal, Anne. "Representing Australian identity in the years 2000-2001 : the Sydney Olympic Games and the Centenary of Federation (selling Australia to the world or commemorating a flawless past?)." Thesis, The University of Sydney, 2004. https://hdl.handle.net/2123/27914.
Повний текст джерелаBue, Martine Eriksen. "Women's vulnerability, sexual power and prevention of stigma : what do prevention campaigns tell us." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86385.
Повний текст джерелаENGLISH ABSTRACT: The HIV-epidemic that is evident in South Africa today is infecting more women than men. This is mostly due to the vulnerability that women are facing in sexual relationships, where they are not able to negotiate the terms and conditions of their sexual engagement. Patriarchy, the culture of masculinity and a general male dominance influence women’s dependency on their man and agency inside and outside of the home, and contribute to the oppression of women both generally in society and sexually. Women have by this not the control over their own bodies and are for this reason in a high-risk position of contracting HIV. The vulnerability is further linked to the stigmatisation that women experience if they do try to negotiate preventative measures to reduce the risk of transmission. The fear of being stigmatised as ‘loose’ or HIV-positive by both men and women if suggesting condom use, inhibits women to propose the necessary actions for protection. Stigmatising behaviours also impact on a person’s fear of becoming HIV-positive and reduces the likelihood of getting tested, disclose one’s status to sexual partners and receive treatment. This thesis examines cultural and socio-economic issues that contribute to gender inequality in South Africa, and can generate stigma towards women on the basis of HIV and AIDS. This is done by using radical feminism as the theoretical framework for contextualising how women are situated in the South African society, in terms of general and sexual agency. Through the method of content analysis and the findings from the theoretical framework, the thesis further analyses how the three HIVprevention campaigns loveLife, Brothers for Life and TAC manage to address the issues related to stigma based on HIV/AIDS, which are directed towards women. Race, class and gender are all factors that influence the likelihood of becoming HIV-infected and of becoming stigmatised. Women’s low social status situates women in a position where they are more probable to be the object of stigmatisation since they already are considered lower in rank. If the women also are of colour, poor and low educated the chances of becoming stigmatised on the basis of HIV and AIDS are even more likely, the same is the chances of becoming HIV-infected. This indicates that poor, uneducated black women are the group that is most vulnerable towards stigmatisation as well as towards HIV-transmission. Socio-economic and cultural factors have a strong influence on the gender inequality in sexual relationships found in South Africa, which cause HIV to spread and can generate stigmatising behaviours. Stigmatisation on the basis of HIV/AIDS is therefore important to address in order to reduce the number of new HIV-infections. The three campaigns analysed for this thesis did neither directly address stigma on a general level nor directed towards women. The campaigns are therefore considered to be missing an important feature of HIV-prevention in South Africa.
AFRIKAANSE OPSOMMING: Die huidige Suid-Afrikaanse Vigsepidemie infekteer meer vroue as mans. Dit is die geval weens die kwesbaarheid wat vroue ervaar in seksuele verhoudings, waar vroue nie die mag het om die omstandighede van hul seksuele interaksies te onderhandel nie. Patriargie, die kultuur van manlikheid en ‘n algemene manlike dominansie beïnvloed vroue se mag en dra by tot die onderdrukking van vroue, beide in die samelewing in die algemeen en in seksuele verhoudings. Om hierdie rede het vroue nie beheer oor hul eie liggame nie en daarom ervaar hulle ‘n hoë risiko om MIV op te doen. Hierdie kwesbaarheid word ook verbind aan die stigmatisering wat vroue ervaar wanneer hulle probeer om voorkomende aksie te neem ten einde die risiko van Vigsoordrag te verminder. Die vrees om deur mans en ander vroue gestigmatiseer te word as iemand met ‘losse sedes’, of as iemand wat MIV-positief is wanneer hulle kondoomgebruik voorstel, weerhou vroue daarvan om die nodige voorkomende aksie vir selfbeskerming te neem. Stigmatiserende gedrag het ook ‘n impak op ‘n mens se vrees om MIV-positief te word en verminder die waarskynliheid dat jy jouself vir die virus sal laat toets, dat iemand hul status aan seksuele maats sal verklaar, of behandeling sal ontvang. Diegene wat reeds MIV onder lede het is bang om hul status te verklaar weens die gepaardgaande stigma. Hierdie tesis ondersoek kulturele en sosio-ekonomiese kwessies wat bydra tot geslagsongelykheid in Suid-Afrika, en wat stigma kan veroorsaak teenoor vroue met betrekking tot MIV and Vigs. Die studie analiseer dan of Vigsveldtogte hierdie stigma kan aanspreek. Dit word gedoen deur radikale feminisme toe te pas as ‘n teoretiese raamwerk om vroue se plek in die Suid-Afrikaanse samelewing te kontekstualiseer, beide in terme van algemene en seksuele mag. Die metode van inhoudsanalise word toegepas om drie Vigsvoorkomingsveldtogte (loveLife, Brothers for Life en TAC) te analiseer en vas te stel of en hoe hulle kwessies wat betrekking het op stigma teenoor vroue aanspreek. Sosio-ekonomiese en kulturele faktore het ‘n sterk invloed op die geslagsongelykeid in seksuele verhoudings in Suid-Afrika; dit lei daartoe dat MIV versprei word en kan stigmatiserende gedrag vererger. Om hierdie rede is dit belangrik dat MIV/Vigsvoorkomingsveldtogte stigmatisering aanspreek ten einde gedrag te wysig en om die getal nuwe Vigsbesmettings te laat daal. Die drie veldtogte wat in hierdie tesis geanaliseer is het beide nagelaat om stigma direk aan te spreek op ‘n algemene vlak, en was ook nie direk gerig op vroue nie. Die veldtogte kan daarom beskou word as ontoereikend deurdat hulle belangrike komponente van MIV-voorkomig in Suid-Afrika misgekyk het.
Siddiqui, Shariq Ahmed. "Navigating Identity through Philanthropy: A History of the Islamic Society of North America (1979 - 2008)." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665939.
Повний текст джерелаThis dissertation analyzes the development of the Islamic Society of North America (ISNA), a Muslim-American religious association, from the Iranian Revolution to the inauguration of our nation's first African-American president. This case study of ISNA, the largest Muslim-American organization in North America, examines the organization's institution-building and governance as a way to illustrate Muslim-American civic and religious participation. Using nonprofit research and theory related to issues of diversity, legitimacy, power, and nonprofit governance and management, I challenge misconceptions about ISNA and dispel a number of myths about Muslim Americans and their institutions. In addition, I investigate the experiences of Muslim-Americans as they attempted to translate faith into practice within the framework of the American religious and civic experience. I arrive at three main conclusions. First, because of their incredible diversity, Muslim-Americans are largely cultural pluralists. They draw from each other and our national culture to develop their religious identity and values. Second, a nonprofit association that embraces the values of a liberal democracy by establishing itself as an open organization will include members that may damage the organization's reputation. I argue that ISNA's values should be assessed in light of its programs and actions rather than the views of a small portion of its membership. Reviewing the organization's actions and programs helps us discover a religious association that is centered on American civic and religious values. Third, ISNA's leaders were unable to balance their desire for an open, consensus-based organization with a strong nonprofit management power structure. Effective nonprofit associations need their boards, volunteers and staff to have well-defined roles and authority. ISNA's leaders failed to adopt such a management and governance structure because of their suspicion of an empowered chief executive officer.
Cozort, Pamela S. "The relationship between 21st century literacy and technology : a comparison of perceptions." 2011. http://liblink.bsu.edu/uhtbin/catkey/1660851.
Повний текст джерелаDepartment of Educational Leadership
Bamford, Wendy. "Women in primary school leadership in Otago in the 21st century : their skills, attitudes and values." Thesis, 2003. https://eprints.utas.edu.au/19171/1/whole_BamfordWendy2003_thesis.pdf.
Повний текст джерелаFoster, Robert K. G. "An imaginary dominion : the representation and treatment of Aborigines in South Australia, 1834-1911 / Robert Foster." 1993. http://hdl.handle.net/2440/21336.
Повний текст джерелаxxii, 380 [37] leaves : ill., map ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of History, 1994?
Foster, Robert Kenneth Gordon. "An imaginary dominion : the representation and treatment of Aborigines in South Australia, 1834-1911 / Robert Foster." Thesis, 1993. http://hdl.handle.net/2440/21336.
Повний текст джерелаMcKenzie, Peter Yanada. "Hidden talent : contributions of Aboriginal musicians of the New England Tablelands to contemporary Aboriginal culture and cultural re-vitalisation." Thesis, 2010. http://handle.uws.edu.au:8081/1959.7/564792.
Повний текст джерелаLiu, Zhao. "Taiwanese accounts of the meaning of their national identity : a qualitative study." Thesis, 2014. http://hdl.handle.net/1805/3796.
Повний текст джерелаThe national identity of Taiwanese people has been a topic under public debate and academic inspection since Taiwan’s democratization in the 1980s and the 1990s. In this study, I interviewed fifteen Taiwanese students studying in the United States and talked with them about their national identity. Interviews with the fifteen students reveal that an independent Taiwanese identity has taken shape, while a Chinese cultural identity still remains part of the Taiwanese identity. It was also discovered that although a Taiwanese national identity has formed, a Taiwanese ethnicity has not yet taken a complete form. Discussions with the Taiwanese students also indicate that studying in the multi-cultural United States renders them more aware of their Taiwanese national identity, as well as their Chinese cultural identity.