Dissertationen zum Thema „Arts University College at Bournemouth“
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1
Francis, Clarissa E. „Black college women's responses to sexual health peer education at Clark Atlanta University“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/dissertations/1311.
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This research evaluated the impact Clark Atlanta University's (CAU) Sexual Health Peer Education (SHPE) program has on black college women's sexual health knowledge, attitudes and beliefs towards sexuality, sexual behaviors, and sexual health. In addition, this research explores the strategies used by Clark Atlanta University's SHPE program, Health Promoters Educating and Encouraging Responsible Students (HPEERS). This research was based on the premise that multiple factors contribute to the efficacy of the transmission of sexual health education such as social determinants, cultural competency, use of statistics, and location. In the United States, African- American women account for 60% of the cases of Human Immunodeficiency Virus (HTV) of women. Many researchers have focused on the high rates of HIV among African-American women. However, this research focused exclusively on black college women at CAU. This research consisted of a mixed method, including a critical program evaluation and participant observation that involved SHPE and black college women students attending CAU. The researcher found that the majority of the black college women who attended an event sponsored by H-PEERS reported it to have effectively impacted their overall sexual health. The researcher concludes that the strategies used by H-PEERS are effective, but the organization must develop strategies that are inclusive to all sexual identities represented at CAU. The researcher recommends further research focusing on other populations represented at the university including black male and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students.
2
Young, Denise York. „Participation in a study-abroad program and persistence at a liberal arts university“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4373/.
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This study used a quasi-experimental design with 1,237 students to investigate the association between participation in a study-abroad program and persistence at a liberal arts university. The theoretical basis for the study was Tinto's Theory of Individual Departure. The independent variable of interest, also known as the treatment, was participation in the University of Dallas Rome Program during the sophomore year. The control group consisted of students who were qualified to participate in the Rome Program, but chose not to do so. The dependent variable was the number of fall and spring semesters enrolled as an undergraduate at the University of Dallas post-treatment through spring 2003. Nine variables that measured background characteristics, academic integration, and social integration explained 3.8% of the variation in number of semesters enrolled post-treatment. Participation in the Rome Program explained an additional 4.2%. In all of the statistical measures examined in this study (incremental increase in R2, b weights, adjusted β weights, and structure coefficients), there was evidence of an important positive association between participation in the Rome Program and persistence. Based on the b weight in the regression equation, holding all other variables constant, students who participated in the Rome Program persisted on average .83 semesters longer post-treatment at the University of Dallas than those who did not go to Rome. Of the 1,007 students in this study who went to Rome, 96% were enrolled at the University of Dallas one semester after Rome participation and 91% were still enrolled after two semesters. This compared to 80% and 72%, respectively, for the 230 students in the control group. Of the 674 students in the study who went to Rome and had the opportunity to graduate within 4 years, 79% graduated within 4 years. This compared to 51% for the 123 students in the control group.
Persistence during and after the sophomore year was not associated to the same extent with pre-entry background characteristics, academic integration, and social integration as was persistence from freshman to sophomore year.
3
Dawood, Dianne Crum. „College Readiness and Academic Successes for Arts Magnet and Traditional High School Graduates“. UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/322.
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The purpose of this study was to explore the effectiveness of the arts magnet high school in preparing its graduates for college readiness from the threshold of college admission (high school grade point average and achievement scores) through matriculation to the type of baccalaureate degree awarded.
The setting was 15 public arts magnet high schools and 15 randomly-selected public traditional high schools and the Florida State University System of 11 postsecondary institutions. The research population was four 6-year cohorts of graduates of the 30 high schools in the present study (N = 8,967). Logistic and linear regression techniques, college admission data (grade point average and achievement scores) and college participant data (number of terms to degree, changes in college major, college GPA) were used to predict college success.
The results of logistic regression (N = 8,967) showed no statistically significant difference in achievement test scores and grade point average between arts magnet graduates and the comparison group. The present study found no evidence of instrumental value to the arts experience as measured in standardized test scores and grade point average. The findings of the present study were congruent with the results of other arts magnet high school research studies repmied in the literature. The majority of Florida's arts magnet high schools when compared to high schools in their respective districts present lower dropout and absenteeism rates and higher graduation rates. The results of chi-square test of independence indicated that arts magnet high school graduates who chose arts-based college majors were more likely to remain stable in their choice through baccalaureate degree than any other subgroup in the research sample including both traditional high school graduates and arts magnet graduates choosing other majors (p < .001).
It follows that for the years studied in this research, arts magnets brought great diversity to the State University System. By ethnicity, minorities represented 47.4% (n = 1,826) of arts magnet research sample (n = 3,846). A chi-square test of independence indicated that Black males graduating from arts magnet high schools were more likely to complete to a college degree (p < .001) than those in traditional high schools. Overall, the demographic analysis of the present study provides strong evidence that arts magnet high schools have achieved the education diversity goals of the magnet concept.
The findings of the present study support effectiveness of arts magnet schools as a public policy vehicle of school choice, equity, quality, and accountability. Arts magnet schools represent a paradigmatic shift in how public schools offer choice to parents. The present study found that graduates of arts magnet high schools are equally prepared for competitive college admission into state universities with a value-added component of an intensive arts curriculum and positive secondary school climate.
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Marshall, Donald K. „A report on an Arts Administration internship with Fanfare“. ScholarWorks@UNO, 2001. http://scholarworks.uno.edu/aa_rpts/25.
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In the winter of 1999, Artistic Director Harriet Vogt decided to retire earlier than had been anticipated by the university. With her retirement just weeks away on March 1, the Dean of the College of Arts and Sciences, Dr. John Miller, asked if I was interested in taking a leave of absence from the Department of Visual Arts and becoming Interim Artistic Director of Fanfare. At the same time I was beginning to look for a possible internship that would take advantage of my professional experience in the arts and the knowledge that I had gained in graduate school at U.N.O. My previous experience with directing presenting and festival organizations had been focused in urban areas where a large sophisticated audience that was accustomed to supporting the arts typicaUy exists. Directing an arts organization in a rural area would present many new challenges.
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Brooks, Cecilia, Tommy Phillips und Rashmi Kunwar. „Exploration of Agricultural Literacy and Importance of Agricultural Practices among College Students at a Liberal Arts University“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/60.
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The role of agriculture in the economy and society remains relevant as the industry provides 11% of employment and affordable access to healthy food which promote health and wellbeing. However, without adequate agricultural literacy, individuals may not be able to make safe and healthy food choices. To explore the level of agricultural literacy of college students, a 43-item questionnaire was developed and will be administered at a Liberal Arts University in the Southeastern United States. The aim of the study is to determine agricultural literacy scores and the importance of agricultural practices among college students who are not and will not be enrolled in agricultural courses and who do not plan to pursue a career in agriculture. Data collected will be examined to determine whether agricultural literacy is related to the importance of agricultural practices and whether relationships between demographic characteristics and agricultural literacy scores are present
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Van, Loo Scott Daniel. „Concurrent Enrollment at a Faith-Based Liberal Arts College: Student Behavior and Policy Considerations“. University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1310745296.
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Price, Randell S. „A Case Study of the Perceptions of Community College Students Who Transfer to a College of Arts and Sciences at a Midwest Research University“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384964863.
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Essack, Shaheeda. „Towards academic staff development in the faculty of arts at the University of Durban-Westville“. Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52036.
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Thesis (MPhil)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville. This thesis has five chapters. Chapter One is the introductory chapter and examines the nature of the study in relation to the aims of the study, sub-problems, various definitions of staff development and formulates a hypothesis. The hypothesis states that: "There is a definite need for an academic staff development programme in the Faculty of Arts at the University of Durban-Westville." This hypothesis is then followed by a motivation and rationale of the study followed by a discussion of background studies on staff development. The limitations, strengths and scope of the study are presented followed by some preliminary considerations. Chapter Two provides an in-depth examination of staff development. It begins with a critical discussion of the various philosophies that underpin staff development practices. These philosophies include positivism, hermeneutics and the political nature of staff development. This is followed by a discussion on the goals of higher education and its link to staff development. Special reference is made to the South African context, quality assurance in South African universities and staff development programmes at the Historically Black Universities. Thereafter, an in-depth discussion of the link between teaching and learning is presented. This is accomplished by referring to theories of teaching and learning in higher education. Once this is completed, the entire spectrum of staff development activities is presented. This discussion begins with a description of the various competencies of the lecturer followed by a presentation of two models on staff development. The following staff development practices are then discussed in detail: induction programmes, seminars and workshops, reflective teaching and self-directed practice, mentoring, consultation, personal growth contracts, the cascades method and micro-teaching. This discussion is consolidated by presenting the case of the University of Durban- Westvi11e and motivating for the need for academic staff development in the Faculty of Arts. Chapter Three presents the research design and methodology - it outlines the steps undertaken in the current study. Both qualitative and quantitative methods of research were utilized. The primary means of collecting data was the survey which included the dissemination of questionnaires to both third year students and lecturers in the Faculty of Arts. Students were selected from the population of third year students in the Faculty of Arts. A proportional stratified randomized sampling procedure was applied to both the population of staff and students. Chapter Four presents the analysis of the data in a systematic way. The student questionnaire is analyzed followed by an analysis of the staff questionnaire. These results are presented in table form, followed by a discussion. There are 38 tables in this chapter. Chapter Five is the final chapter that presents the conclusions drawn from the study and provides recommendations for the establishment of a staff development programme.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme, verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville." Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing. 'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n paar inleidende beskouinge. Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met 'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het. Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word. Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek. Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan dosente moet voldoen, en word gevolg deur 'n voorlegging van twee personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels, reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe, word gemotiveer. In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel, was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente. Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word daarna bespreek.
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McDonald, Richard Keirs III. „Towards Regenerative Development: A Methodology for University Campuses to Become More Sustainable, With a Focus on the University of South Florida“. Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/391.
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The administrations of several universities have developed strategies to reduce the negative environmental effects created by their institutions. Because no single, comprehensive methodology to guide institutions to sustainability exists, these strategies range widely in scope. As well, the definition of "sustainability" differs for these various institutions, resulting in strategies ranging from small-scale recycling programs to major initiatives to incorporate green building and revamping curricula. This study attempts to create the first comprehensive methodology to guide university campuses and processes to become regenerative. Regenerative systems "produce more resources than needed, provide resources for other projects, and enhance [the] environment" (Bernheim 2003), and are synonymous with the "triple top line" of sustainability presented by Braungart and McDonough (2002).
Sustainability plans of other universities were reviewed to determine what strategies have been successful for these institutions. These data were synthesized to create the comprehensive methodology. The methodology is incremental to allow time for institutions to adjust their financial plans and facilities management practices. Subsequently, the University of South Florida's Tampa campus (USF) served as a case study. Buildings and other infrastructure were reviewed, as were the curricula, buying practices, food service, and other university processes. Finally, a survey was presented to the primary decision-makers for USF to identify obstacles to implementation of the sustainability methodology. Recommendations for overcoming these obstacles were then be devised, incorporating solutions developed at other institutions as well as novel ideas.
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Murphy, Cari. „Residential Learning Outcomes: Analysis Using the College Student Experiences Questionnaire at a Large Public Research University“. Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1718.
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The creation of learning outcomes inside and outside of the classroom on college campuses has been a growing trend based on a variety of publications which encouraged the fostering of diverse types learning and the measurement of student learning outside of the classroom (ACPA, 1994; Keeling, 2004). The creation of the learning outcomes is a positive step, however, assessment of the learning outcomes must be conducted to determine what students are learning and what areas are to be improved otherwise the learning outcomes are meaningless.
This study was conducted at a large public research university where the Department of Housing and Residential Education had recently identified its Residential Learning Outcomes. Consequentially an assessment of the over attainment of the Residential Learning Outcomes, the impact the number of years a student resided on campus had on the attainment of the Residential Learning Outcomes and the impact the number of years a student was enrolled at the institution had on the attainment of the Residential Learning Outcomes may be useful to the university and the wider body of knowledge about residential education.
Using targeted questions from the CSEQ the study found that there were significant levels of achievement for residential students for six of the seven Residential Learning Outcomes especially when isolating the Quality of Effort scales. When evaluating the number of years a student has been enrolled, however, no relationship was found.
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Simmons, Vani Nath. „Smoking Cessation in a University Setting: The Efficacy of an Experiential, Theory-Based Intervention for College Students“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000416.
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Slotnick, Ruth C. „University and Community College Administrators’ Perceptions of the Transfer Process for Underrepresented Students: Analysis of Policy and Practice“. Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1774.
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This study describes and explains purposefully selected university and community college administrators' perceptions of the Florida statewide articulation agreement and the resulting institutional practices as they pertain to underrepresented transfer students. The theoretical framework that undergirds this dissertation is three-fold: social constructivism, philosophical hermeneutics, and interpretive policy analysis (Yanow, 2000). In particular, the local level knowledge consisting of six university and six community college administrators (also referred to as policy implementers), was assessed through face-to-face interviews, document analysis, and field notes. The researcher reflective journal (Janesick, 2004) is asserted as a crucial link to analyzing the three frames as way to record the history of the project and integrate the ever-present voice of the researcher while lending credibility to the research findings. All three cases were examined for themes and subthemes using cross-case analysis guided by the study's research questions. Three types of policy implementers were apparent: policy experts, technocrats, and generalists. Three categories also emerged: policy proximity, policy fluency, and perceptions of underrepresented students. An administrator's policy proximity was found to be reasonably congruent with his or her policy fluency. This held true across all implementer types. Perceptions of underrepresented students, however, varied greatly; some administrators saw no differences, while others perceived major differences for underrepresented transfer students. A major finding of this study-that all administrators perceive no differences in the state articulation agreement for low-income, first generation in college, and racial and ethnic minority groups-ran counter to a recent study by Dowd, Chase; Bordoloi Pazich, and Bensimon (2009) which found seven state transfer policies to be mostly colorblind.
Future studies on the transfer process incorporating more community college and university administrators both in Florida and in other states could continue to explore how different policy actors interpret and understand state and institutional policy; especially for the growing populations of underrepresented minority groups. The researcher reflective journal may be a useful tool for policy analysts to record more intensive micro-rich views of how policy knowledge is generated, perceived, and perpetuated (or not) from the inside.
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Kille, Nicola. „Achieving intercultural knowledge through global awareness programming at liberal arts college“. Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/835.
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This thesis investigated the success of global awareness co,curricular programming as a tool for increasing intercultural knowledge at a liberal arts college. The study asked the following question: do internationally themed campus-wide events increase student interest in, and appreciation of, difference?
Students in this study were involved in two activities: a semester-long series of South Asian themed events (the Wooster Forum and the Forum Auxiliary Events) and the First Year Seminar in Critical Inquiry (FYS). Two sections ofFYS had themes related to that of the Wooster Forum while the other two did not. Levels of student openness to difference and intercultural awareness were measured by the Intercultural Effectiveness Scale (Kozai, 2009a) both before and after exposure to the events of the Wooster Forum. An additional institutionally designed questionnaire was also administered to determine students' participation in the events and to allow them to share their perspectives of the programming offered.
Results indicated that the majority of students at the start of the study demonstrated a lack of interest in and awareness of the differences that exist between cultures. At the end of study, those students in sections of FYS without strong links to the theme of the Wooster Forum showed greater movement on the elements of the Intercultural Effectiveness Scale that indicate intercultural openness than the students in sections with close links. Surprisingly, this movement was likely to be negative. Survey results revealed the importance of both friendship groups and the perception of fun as students decided which events in which to participate. Both instruments indicated the need for clear context setting for each event, and for opportunities for structured - ~ reflection and discussion in order to maximize intercultural learning. The study concluded with recommendations regarding future global awareness programming in this specific institutional context
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Pfister, Valerie R. „Effects of faculty and peer mentoring on perceived stress and social support of college student athletes“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000234.
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Cox, Timothy C. „A Followup Study Of Community College Transfer And University Graduates' Career Advancement, Salaries And Professional Achievement In Journalism“. Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3235.
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Purpose. The purpose of this study was to examine the career ladder achievement, length of service in the vocation, salary, career status and professional aspirations of community college transfer (two-plus-two) graduates and university (four-year) graduates from universities and colleges offering academic and professional training in news-editorial journalism. Procedure. California newspapers were randomly selected and 436 surveys were mailed out to the editorial staffs of 36 weekly and 19 daily newspapers. Responses were received from 12 daily newspapers and 31 weekly newspapers. The final survey population was 111 editors and reporters working on daily newspapers and 70 editors and reporters working on weekly newspapers. Each member of the survey population was asked to give academic information and employment and salary history before and after graduation from a college or university. The period of employment was from 1970 to 1984. The survey focused on writing and editing experiences and sought an evaluation of journalism education and professional experiences. Descriptive information and differences between three identified groups (University-Bachelor of Arts in Journalism, Community College-Bachelor of Arts in Journalism, and University-Bachelor of Arts in Other Field) were analyzed using Chi Square and analysis of variance. Sources of significance were further analyzed using Scheffe tests of multiple comparisons. Findings and Conclusions. The level of achievement, both personally and professionally, indicates continued post-baccalaureate equality among each of the three groups under study. The sample population worked an average of 6.81 years. Men worked more years in the profession than women; community college women worked the least number of years. Community college journalists tended to change jobs less often; women journalists with degrees in other fields tended to have more jobs. Graduates with degrees in other fields entered the journalism profession later than did those trained in journalism. No differences were found in the career advancement and level of leadership of the three groups. Salaries between the three groups were not significantly different. The average salary per month in 1984 was $1846. Women journalists earned less than men, and community college women earned the least. Recommendations. The central question still to be answered is whether it is an advantage or disadvantage for the person who wishes to become a journalist to begin as a freshman at a four-year university or begin as a freshman in a community college and complete his/her studies at the university. (Abstract shortened with permission of author.)
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Berry, Autumn C. „The Historical Evolution of Malone: A Challenge to Keep Christ First in the Journey from Bible College to Christian Liberal Arts University“. Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1429718316.
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Pullen, Jennifer E. L. „"Coral Covered Her Bones" A dissertation presented to the faculty of the College of Arts and Sciences of Ohio University“. Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489677089653081.
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Frank, Cory Ryan. „Lighting design of Marisol the Robert & Arlene Kogod Theatre Clarice Smith Performing Arts Center, University of Maryland, College Park /“. College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8457.
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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Dowhaluk, Sonya. „Lighting design of Between Trains the Robert and Arlene Kogod Theatre Clarice Smith Performing Arts Center University of Maryland, College Park /“. College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/9205.
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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Stewart, Elizabeth Steinhardt. „A Course-Based Model of Transfer Effectiveness of Community College Students Transferring to a Large, Urban University“. Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/35.
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Florida's undergraduate organization of higher education is a 2 + 2 system in which students are encouraged to complete freshmen and sophomore years at a community college and then transfer to a state university. Florida statutes provide for a highly articulated educational system to facilitate seamless transition from one public institution to another. The researcher investigated the transfer function's effectiveness among community college students subsequent to enrollment at a large, urban, doctoral/research extensive university in Florida using a course-based model of transfer success. The research explored whether differences existed in academic performance in targeted upper-division undergraduate courses between native and Florida Community College System (FCCS) transfer students who completed prerequisite courses prior to transferring to the university.
Four upper-division courses were chosen specifically because many transfer students complete prerequisite coursework at a community college prior to matriculating at the university. A total of 764 native students and 1,053 FCCS transfer students were enrolled in at least one course of interest in fall 2002. Preliminary investigation of selected demographic characteristics identified statistically significant differences between these two groups. Native students were younger and more racially/ethnically diverse; more native students were enrolled full time (for 12 or more credits) than transfer students.
Although first-term transfer students experienced transfer shock, university native students who were enrolled in three courses also experienced declines in fall 2002 GPA when compared to their previous GPA at the university. Statistically significant mean grade differences occurred between transfer and native students in three courses; transfers outperformed native students in two courses. Additional comparisons of fall 2002 term GPA between native and transfer students yielded no significant differences. Findings lend support to the effectiveness of Florida's community colleges in preparing students for upper-division undergraduate coursework, but that transition for some is not seamless, suggesting need for collaboration among universities and community colleges.
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Carter, Michael E. „Born and Bred: The Making of a 21st Century College-Bred African American: A Re-examination of Atlanta University’s 1910 Study “The College-Bred Negro American” Edited by W.E.B. Du Bois, Ph.D and Augustus Granville Dill, A.M“. Scholar Commons, 2007. https://scholarcommons.usf.edu/etd/659.
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In 1910 Atlanta University published the findings of an extensive study of universities in the United States which Negroes attended. For this, study both quantitative and qualitative data was collected. The quantitative data was derived from the school catalogs and information provided directly from the Negro colleges (Du Bois & Dill, 1910). Data was collected on student enrollment, courses of study selected by the students and degrees conferred. The qualitative data was derived from survey information provided by 800 Negro, college graduates¹. In addition to basic statistical information respondents were asked to provide information on their hopes, aspirations and expectations upon obtaining a college degree. This information was then correlated by gender and presented in the study titled The College-Bred Negro American.
While this study illuminates the agreement among the respondents that the acquisition of college education is the key to success for the Negro---one can also hear a divergence of opinion regarding what type of college education (liberal or industrial) would lead to success for the Negro American.
This thesis analyzes the implications of the Atlanta study, using a variety of methods combining autoethnography with analysis of the data from the US Census Bureau. Further the thesis concludes with a proposal to initiate a survey that is comparable to the 1910 surveys administered as a part of the Atlanta study.
I have chosen to combine an autoethnographic approach with an objective analysis of the 2004 US Census data in order to determine if the growth in college degrees earned within the African American community represented by the study's original respondents is still occurring in the African American community today.
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Fowler, John P. „Report of an educational psychology internship at Cabot College of Applied Arts, Technology and Continuing Education : including a research report on the effectiveness of the Canadian Adult Achievement Test in predicting college grade point average for mature students /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23135.pdf.
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Coyle, James E. „Wikis in the college classroom a comparative study of online and face-to-face group collaboration at a private liberal arts university /“. [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1175518380.
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Thesis (Ph.D.)--Kent State University, 2007.Title from PDF t.p. (viewed July 2, 2007). Advisor: Drew Tiene. Keywords: wikis, online group collaboration, distance education, read/write web, web 2.0, collaborative writing. Includes survey instrument. Includes bibliographical references (p. 246-260).
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Coyle, James E. Jr. „Wikis in the College Classroon: A Comparative Study of Online and Face-to-Face Group Collaboration at a Private Liberal Arts University“. Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175518380.
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Lewis, Theresa Lyvette. „Student reflections : the impact of dual enrollment on transitions to a state university“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002898.
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Denton, Michael. „Crowdsourcing the production of public art : a thesis presented in partial fulfilment of the degree of Master of Design, Massey University College of Creative Arts, Institute of Communication Design“. Massey University, 2010. http://hdl.handle.net/10179/1345.
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Many people that would like to contribute at some level towards creating art in public spaces. However little is currently being done to make use of this untapped potential. The difficulties involved with collecting and coordinating dispersed talent often prevents it from being utilized. But now the Internet offers new opportunities to make harnessing latent talent much easier. Successful online platforms (such as Wikipedia and YouTube) demonstrate the potential value that can be derived from volunteers when appropriate systems are in place to utilize their contributions. Jeff Howe refers to this idea of harnessing distributed volunteered effort via the web as ‘crowdsourcing’. Which he explains as “the process by which the power of many can be leveraged to accomplish feats that were once the province of a specialized few” (2008). This thesis aims to investigate how an online platform might harness voluntary contributions in order to produce public art. The design objective for this project is to develop an online platform that allows people to contribute towards creating art in public spaces. My research explores the needs and motivations of potential contributors as well as techniques for harnessing voluntary contribution and coordinating group effort. As understanding human behaviour and user interaction is central to this project I have adopted a user-centered approach to research and development. To better understand the requirements of the proposed online platform user research was initially conducted in the form of focus groups with potential users and then via an in depth case study. In order to tackle the challenge of designing an entire platform the process was divided into distinct elements that could be addressed individually. These elements included the core functionality, the brand identity, the structural design, the interface design, and the visual design. For each element I consider what techniques might help to better harness voluntary contribution. The final result provides an online environment for people to get involved with specific art projects around their city. Projects are presented as separate challenges and users can contribute at many different levels such as sharing designs online, attending events, or simply providing feedback
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Hill, Anthony Gemart. „Predictors of Adult Community College Students' Intent to Transfer From the Community College with the Associate in Science, Associate in Applied Science, or Associate in Arts Degree to a Public University in Florida“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6253.
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The purpose of this study was to examine the predictors and pre-transfer navigation experiences of community college students enrolled in Associate of Arts (AA), Associate in Science (AS), or Associate in Applied Science (AAS) degrees with transfer intent to Florida’s public universities. The population included adult students aged 26 and above enrolled in Florida state/community college AA, AS, or AAS programs. One hundred and seventy-five students from two community colleges participated in this study with a response rate of 10%. The valid data set included 101 respondents, AA (n =17), AS (n =76), AAS (n =4), other (n = 4), and missing degree (n = 1). There were more females (n = 75, 74.3%) than males (n = 26, 25.7%) who participated in this study. The students had a mean age of 34.09 years. Most respondents (total = 89.6%) reported having an intent to transfer to a 4-year public or private university.
Data were collected using the STEM Student Success Literacy Survey (SSLS), a 63-item questionnaire launched and administered via Qualtrics. The purpose of the instrument was to measure Community College Students Self-Efficacy, Social Capital, and Transfer Knowledge. The SSLS was adapted to a 66-item questionnaire to include new items regarding transfer experiences, navigation experiences, and intent to transfer.
Results indicated that adult students enrolled in non-transfer degree programs had intent to transfer to a four-year college. Significant relationships were found for four predictors (research 4-year college, visit transfer center, highest degree, college chemistry) of 240 variables in combination to predict the discrete outcome of intent to transfer (yes vs. no). Implications included /AS/AAS students had intent even though the degree itself does not indicate intent; therefore, community/state colleges should treat this population with intent and advisors, policy makers, and administrators need to ensure that the correct information is readily available to those intending to transfer to Florida’s public universities.
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Ford, Obie. „"This is who I am" the lived experiences of Black gay men with an undergraduate degree from a historically Black college or university /“. Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195566951.
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Nawa, Shuko. „An Analysis Of Dilemmas In English Composition Among Asian College Students“. UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/83.
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This study examined common difficulties in English composition among Asian college students, addressing causal factors from psychological, cultural, and linguistic perspectives. The following factors were investigated: affective filter, puberty period, interlanguage, language transfer, accessibility to a target language, morphological differences, syntactical differences, and cultural thought patterns. The results of analyses of errors in the students' compositions reflected two ESL instructors' observations that Asian college students, whose native languages differ from Indo-European languages, experience difficulty in writing in English. A consistent error frequency which appeared in English article usage prompted the researcher to formulate the rules for articles and to construct exercise problems in order to help Asian students to overcome their problems.
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Metcalfe, Jason Lauth. „Examining relationship building in a donor participation program for the arts in higher education: A case study of selected members of the Medici Circle and the College of Fine Arts at the University of Arizona“. Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278743.
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High quality relationships between philanthropic organizations and their donors are central to the success of development and fund raising practices. The purpose of this study was to examine what components in a philanthropic relationship influence "relationship building" between a philanthropic organization and its donor base. A philanthropic program supporting the fine arts in higher education was used as the basis for a case study. Theories relating to philanthropy and social psychology were used to guide the research. Eight donors were interviewed and qualitative research methods were employed to analyze the data. Results indicated that creatively communicating the results of a donor's involvement, building a social and/or advocacy reference group, and utilizing dynamic leaders in donor relations valuably contribute to building high quality philanthropic relationships.
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Hunkin, Mathew. „Drawing from experience : visual modality in historic narrative illustration : a thesis presented in partial fulfilment of the requirements for the degree of Master of Design, Massey University, Institute of Communication Design, College of Creative Arts, Wellington, New Zealand“. Massey University, 2010. http://hdl.handle.net/10179/1342.
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This research investigates critical methods for approaching aesthetic design decisions in illustration. As a method of communication illustration qualifies its subjects through aesthetic choices, or modalities. The qualifying nature of these modalities can affect communication in an image and this research seeks an explicit understanding of how this communication occurs. This practice-based research project employs two aesthetic extremes, line and tone, in the creation of four historic visual narratives designed to fill visual gaps in the history of 1 Commando Fiji Guerillas. Line and tone are tendered as a means of visually negotiating the informing records of the Fiji Commando experience, records characterised by both conflict and absence. Can these disparate, conflicting, yet necessary records of experience be visually acknowledged in an illustrated expansion of the Fiji Commando's visual history? This position serves as the point of departure for research. An understanding of the communicative properties of line and tone is followed by investigation into their relationship to the propositions they represent, with initial research suggesting that modalities reflect the social contexts from which they encode. This relationship implied a means to negotiate the historic records necessary in a contemporary visual articulation of the Fiji Commando experience through the strategic use of aesthetic modalities to acknowledge the nature of informing source material. This practice-based approach to research allowed the consolidation of both the possible and the probable in the creation of a new visual, historic text, while revealing analytical approaches to aesthetic choice.
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Revel, Linda Foxworth. „The Historical Development and Demise of the University of Plano“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332428/.
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The University of Piano was a private, liberal arts college with a campus in Piano, Texas and an extended campus in Frisco, Texas. The University was incorporated in 1964 under the original name of the University of Lebanon. Classes began in temporary space in downtown Dallas in 1964 and continued on its campuses in Piano and Frisco until the summer of 1976.
The University of Piano was comprised of two separate schools within the University: the School of Developmental Education and the Frisco College of Arts and Sciences. This study explores the curricula of both schools and the students and faculty who participated in both programs. This study focuses on the establishment, development and final closing of a wholly privately supported university which accepted both traditional college students and students whose basic academic skills or neurological development prevented their acceptance into traditional college programs. It addresses the history of the University, the roles of its leaders, and the lasting effects of its programs.
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Edwards, Robert Lawrence. „A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.
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Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.
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Roggendorf, Nadine. „How New Zealand universities present themselves to the public an analysis of communication strategies : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Masters of Arts (MA), 2008 /“. Click here to access this resource online, 2008. http://hdl.handle.net/10292/472.
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This thesis investigates how the eight state-funded New Zealand universities present themselves in the prospectuses they publish yearly. The background for this research is the fact that the universities now have to compete for students and funding monies because the government has linked the amount of funding to the number of students and the universities’ success in research (McKenzie, 1996). Additionally, student fees and private sources increasingly contribute to the universities’ budget. The entry of competition into the tertiary education sector is a result of recent policy changes that led the education sector from an egalitarian scholarly system with a tradition of open and free access for all citizens to a market-oriented education industry, which contributes considerably to the national economy. This restructuring of the tertiary education sector is part of the major social, political and economic changes that New Zealand went through – and is still going through – beginning with the Fourth Labour Government's second term of office from 1987 to 1990 (Holland & Boston, 1990). The historical background of this thesis focuses on these policy changes that influenced all areas of the public life in New Zealand in the last 25 years. The literature review established that these reforms resulted in processes of commodification of education, competitive marketisation and corporatisation of the universities (Butterworth & Tarling, 1994). The purpose of this thesis is to find evidence of these three tendencies within the language and visual presentation of the university prospectuses. The prospectuses have been chosen as the data corpus because they provide a comprehensive overview of the institutions. Moreover, they represent a hybrid genre of an advertorial text type, being partly informational, partly promotional. The data has been analysed by applying textually-oriented discourse analysis (Fairclough, 1992). Discourse analysis has been proven to be a suitable methodology as it links linguistic analysis to the broader social context. The premise of this approach was that social changes leave traces within the discourse. The data analysis confirmed the intended outcome that the tendencies of commodification, marketisation and corporatisation are visible in the present material. This concludes that the order of discourse of business has colonised the order of discourse of tertiary education.
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Marshall-Amundsen, Peggy C. „A set design for the production of Duke Ellington's Sophisticated ladies as presented by the Department of Theatre at the Clarice Smith Performing Arts Center, University of Maryland, College Park“. College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/111.
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Thesis (M.F.A.) -- University of Maryland, College Park, 2003.Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Iwamasa, Dawn A. „The effect of music-assisted relaxation training on measures of state anxiety and heart rate under music performance conditions for college music students“. Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2324.
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The purpose of this study was to examine the effects of a music-assisted relaxation training program as a treatment method for college music students suffering from performance anxiety. A total of 40 participants were randomly assigned to the experimental (n=20) and wait-list control (n=20) groups. The experimental group received six music-assisted relaxation training sessions while the wait-list control group received no contact. Dependent measures included pre- and post-test State Trait Anxiety Inventory (ST AI) scores and heart rate measurements during individual jury examinations (performance condition).
Results found no differences in ST AI scores and heart rate measurements between groups. Factors such as years of formal training and memorization of performance showed no differences in dependent measures. The experimental group rated their performance quality as significantly higher than the wait-list control group.
All participants who received the relaxation training program felt they benefited from it, and_ found it helpful in feeling more "in control" and "focused on their music" during performances.
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Wilson, Jessica L. „The Influence of Individualist-Collectivist Values, Attitudes Toward Women, and Proenvironmental Orientation on Landscape Preference“. UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/262.
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The purpose of this study was to explore individual variables affecting preferences for natural or managed landscapes. Environmental attitudes and value systems of student participants (N = 147) were assessed using the revised New Ecological Paradigm (NEP) scale and the Scenarios for the Measurement of Collectivism and Individualism (SMCI) scale, respectively. In addition, feminist orientation was assessed using the Attitudes toward Woman scale (AWS). The hypothesis that proenvironmental attitudes would be positively correlated with a preference for natural landscapes was supported. However, hypotheses that alignment with collectivist values would correlate positively with a preference for natural landscapes and that a feminist orientation would be positively correlated with a preference for natural landscapes were not supported. Demographic variables are discussed with respect to landscape preference. Caveats of the individualism-collectivism variable are also discussed.
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Lidman, Charlotte. „Konstes fria studie : En undersökning av förändringarna i avgångselevernas examensutställningar vid Kungliga Konsthögskolan 1962-2011“. Thesis, Uppsala universitet, Konstvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-276865.
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The aim of the essay is to examine how the student exhibitions of the Royal University college of Fine Arts in Stockholm has changed between 1962-2011, and what these changes can depend on. The questions are: What are the changes in the choice of examination work for the students of the Royal University college of Fine Arts, and what can they depend on? Is the school adjusting their education to the surrounding art world, and in what way is that noticeable? By studying the catalogs from the exhibitions, newspaper reviews and other literature, a shorter conclusion is given concerning the art world, the study situation and the student’s choices of examination works the affected years. The works has gone from being a submission of the study fields during the year, to becoming free projects where stories about important subjects are told. Pressures on the school from students and teachers to be able to keep up with the surrounding view of art in the society that is constantly changing, together with reforms and investigation has led to these changes.
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Raley, Mikaela J. „Social Connectedness and Social Support in a Military and Civilian College Population: Associations with Psychological, Physical and Stress-Related Health Outcomes“. UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/739.
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This study investigates social connectedness and social support in a military and civilian college population, and their associations with psychological, physical and stress-related health. There were 301 total participants, 51 of which were military personnel. The participant’s ages ranged from 18-59 (M = 23.48, SD = 7.24), with majority of the participants being female (71.8%), Caucasian (66.1%) and in a relationship (50.8%). The study was administered online via SONA. The following measures were administered in this study: the Social Connectedness Scale, the Multidimensional Scale of Perceived Social Support, the Physical Health Questionnaire, MOS Short Form Survey Instrument, UCLA Loneliness Scale, the Depression Patient Health Questionnaire, Hopkins Symptom Checklist Anxiety Scale, and the PTSD Checklist- Civilian Version. Veteran students indicated several issues while transitioning to higher education, as well as, several factors that they feel make them unique from their peers. Social connectedness significantly predicted all measures of health, especially PTSD (β = -.43, p < .001), depression (β = -.47, p < .001) and general health (β = -.30, p < .001), with higher rates of social connectedness denoting less symptoms. The social support’s association with health via the main effect model was supported by the results, whereas, the buffering hypothesis model was not supported. Social support was most predictive of anxiety (β = -.28, p < .001), PTSD (β = -.37, p < .001) and general health (β = .36, p < .001). Military status was not associated with social connectedness, rendering the serial multiple mediation model untestable. This study provides empirical evidence that social connectedness is a powerful and pervasive human need, with important health implications.
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Caldwell, Candice Anne. „Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects“. Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002622.
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The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.
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Hill, Phyllis Thelma P. „A case study exploring the development of The Jamaica Masters Online Project“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158257796.
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Meyer, Ryan C. „Vegetation Response to Restoration Treatments in a Former Pine Plantation in North Florida“. UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/316.
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As the human population in Florida continues to expand, development follows, and tree farms give way to homes and businesses. As parks are established, restoration of these semi-natural plantations may provide critical habitat for species conservation. This study evaluates vegetation response to restoration treatments at two study sites, formerly tree farms, now preserves in NE Florida. Treatments included thinning, clearing, or control (no treatment) within 10m^2 plots. Thinning reduced tree canopy to 20% (2-3 pines/plot) and removed all other vegetation; clearing treatments removed all biomass to bare soil; no herbicides were used. Within these plots richness and abundance was assessed by establishing two parallel transects and counting ramets on a bi-annual basis. Tree diameter at breast height (dbh) was also measured (cm). It was hypothesized that release of resources (thinning and clearing) would increase overall diversity (more so in graminoids and forbs), and encourage more robust tree growth versus control groups. Diversity ANOVA (Simpons & Shannon indices) showed significant differences due to survey date (p< 0.05) at the McGirts Creek site and a significant (p= 0.056) effect for the interaction term at the Tigers Point site. Tree dbh also increased at a significantly greater rate in thinned, versus control groups at the Tigers Point site (p= 0.03) perhaps due to higher initial tree density, but not at the McGirts Creek site (p= 0.85). Placing species into guilds revealed both sites reflected high levels of graminoids in cleared plots, which is consistent with early successional species (pioneer plants). McGirts followed hypothesis as forbs and graminoids were dominant in both thinned and cleared plots and the Tigers Point site had higher levels of vines and shrubs than expected. Restoration goals of increasing vegetative diversity, especially in r-selected species, and robust growth can be met by techniques used in this study.
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Senate, University of Arizona Faculty. „Faculty Senate Minutes August 28, 2017“. University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625785.
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Araujo, Brandon. „Agricultural Adaptation to Climate Change: How Risk Influences Decision-Making“. UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/744.
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Climate change is currently threatening the livelihoods of farmers in developing countries. Psychological models have been developed to identify factors associated with adapting to climate change; however, little work has investigated the role of farmers’ risk attitudes in these models. We assessed perceptions of adaptation cost and adaptation intentions for five drought- specific adaptive behaviors among 550 farmers from 12 villages in the dry zone of Sri Lanka, as well as their attitudes toward risk. Results suggest that perceived adaptation cost and risk attitude are negatively associated with adaptation intentions. The conditional effect of adaptation cost on adaptation intention as a function of risk attitude was also investigated. Results showed that only farmers with risk averse attitudes were impacted by their perceptions of adaptation costs. These findings have implications for those interested in increasing adaptive practices of farmers in developing countries who face increasingly scarce water supplies.
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Spraggins, Rosemary A. „The Importance of Vocabulary Development in the Primary Grades“. UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/312.
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Research indicates a need for upgrading vocabulary development in the elementary school classroom. The purpose of this project is to aid in developing the young child's vocabulary as a foundation for future reading. By means of oral presentations of the children's literature and activities centered on the vocabularies generated by these selections, students will have the opportunity to expand their store of words and meanings.
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Walburn, Kathryn H. „Males' and Females' Attitudes Toward a Prospective Social Group Member with a History of Mental Illness“. UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/656.
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Attitudes of male and female subjects toward a prospective social group member who did/did not have a history of mental illness were investigated. The cognitive, behavioral and affective components of subjects' attitudes were measured. Results from the cognitive measure indicated that: 1) Subjects in the experimental condition perceived the confederate less positively on personal characteristics indicative of moral character. 2) Male subjects perceived the confederate as more dependable when she had a history of mental illness, while female subjects perceived her as less dependable when she disclosed history of mental illness. On the behavioral and affective component measures, there were no significant differences between the groups.
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Ingram, Phyllis. „Shift Rotation Among Correctional Officers as a Source of Perceived Job Related Stress“. UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/678.
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My formal hypothesis for this study is that shift rotation among correctional officers has an effect on correctional officer stress. Although there are many definitions of stress, for the purpose of this study stress is defined as conscious nervous tension. Many authors believe that stress develops from a person's reactions to certain situations that are threatening or exert pressure on them. It is felt that whatever the cause, stress depends not on the outside event but on how one reacts to it. For the purpose of this study, stress was not formally defined to the correctional officers because I was looking for perceptions of stress, or how an officer reacts to certain situations.
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Ale, Joanna L. „Appreciating Neurodiversity: ASD Perceptions of Experiences in a Higher Education Transition Program and the Implications for Higher Ed Leaders“. UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/738.
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Over the past decade, the number of individuals being diagnosed with Autism Spectrum Disorder has risen substantially. One byproduct of increased diagnosis is that more and more students with Autism Spectrum Disorder are applying and being accepted to colleges and universities (Graetz & Spampinato, 2008; Jones, 2012; Smith, 2007; Taylor, 2005; Zager, Alpern, McKeon, Maxam, & Mulvey, 2013; Longtin, 2013; Adreon & Durocher, 2007; Zager & Alpern, 2010). Research in the field of Autism and Higher Education is in its infancy, with a dearth of the research focusing on the challenges and struggles that degree-seeking students with ASD face within higher education. In an attempt to combat these challenges, many colleges and universities across the nation have begun to create post-secondary transition programs, but little is known from the perspective of the students participating in these programs (Adreon & Durocher, 2012). In this following study, Q Methodology was used to obtain information from 30 degree-seeking college students with Autism Spectrum Disorder on their best experiences within a higher education transition program.
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Harris, Linda H. „On Human Migration and the Moral Obligations of Business“. UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/296.
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This work addresses to what extent businesses in the United States and the European Union have a moral obligation to participate in social integration processes in areas where they operate with the use of migrant laborers. It begins with the presupposition that a common framework as to what constitutes ethical behavior in business is needed and beneficial. It argues that the very industry that creates a need for migrant labor ought to also be involved in merging this labor successfully into the existing community and specifies that a discourse on business ethics and migration is gravely needed. This must be one that considers how businesses can become more engaged in resolving the social issues that arise both for the migrants and for the local community in which the businesses operate. The purpose would be to fill a social and humanitarian need that government alone cannot. More importantly, it will be to exercise beneficence and display responsible and sincere corporate citizenship. It is claimed that businesses that fail to encourage and participate in integration processes display a moral flaw. Cosmopolitan business ethics are proposed as a way to look at ethical business conduct and it is claimed that businesses that act as cosmopolitan citizens are morally praiseworthy.
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Miller, Linda. „Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment“. UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/693.
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The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment.