Dissertationen zum Thema „Studd“
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1
Gutiérrez, Martín Ana. „Clasificación y análisis de los estudios para violín solo del s.XX: propuesta de sistematización de los parámetros técnicos“. Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667268.
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A partir de la creación del Conservatoire de París, en el marco académico, los maestros más significativos de las diferentes escuelas interpretativas han ido seleccionando el repertorio de sus alumnos basándose principalmente en dos criterios: utilizar obras que conocían y que habían analizado, o buscar material que tuvieran a su alcance y les resultara útil para completar la formación. La personalidad de estos primeros maestros del violín, así como la fuerza de la costumbre, ha llevado a que se utilice de forma sistemática un corpus de obras bastante estandarizado que quizá no responda adecuadamente a las necesidades actuales de enseñanza del violín, ya que durante el s. XX se continuaron componiendo colecciones de estudios y métodos de violín.
Tras considerar los Decretos de ordenación curricular de las enseñanzas de música vigentes en la actualidad, en el apartado instrumental planteo como hipótesis que los estudios para violín solo compuestos en el s. XX no se utilizan de forma sistemática porque no abordan el trabajo de diferentes estilos, y existen estudios compuestos en el s. XX en los cuales encontramos las técnicas que se articulan en dichos documentos.
Por ello, en esta tesis se propone una revisión de este material, así como un examen en profundidad de todos los parámetros observables en una partitura, basado en el análisis de una selección de estudios para violín solo publicados en el s. XX. Paralelamente se pretende dar a conocer el mayor número posible de estudios mediante una base de datos que permita hacer búsquedas por países, por fecha, por autor, por principio técnico y por nivel de dificultad.
Así mismo, el trabajo musicológico que constituye esta tesis ofrece una clasificación novedosa, que responde a los elementos contributivos de la música propuestos por LaRue (2007) referentes al sonido, la armonía, la melodía y el ritmo, y que quedará ordenada por nivel de dificultad. Proponiendo así un modelo innovador que podría servir a otros violinistas como referencia. De este modo pretendo sistematizar dichas publicaciones, divulgar su uso y ofrecer un análisis exhaustivo y pormenorizado de la base de la técnica violinística, contribuyendo a la ampliación del repertorio violinístico basado en criterios de análisis, estudio y comparación.Since the creation of the Conservatoire in Paris, in the academic framework, the most important masters of every interpretative school have selected their students’ repertoire based on two criteria: they either used pieces they knew and had analysed, or looked for available material which would be useful to complete their teaching. The personality of these first violin masters, added to the force of habit, has resulted in the systematic use of a fairly standardised corpus of musical works, which might not meet current needs in violin teaching, since during the 20th century, both collections of studies and violin methods were still being composed. After considering the current acts on syllabus design for musical teaching, regarding the teaching of instruments I will put forward the hypothesis that on the one hand, studies for solo violin composed in the 20th century are not being used systematically, because they do not deal with working on different styles. On the other hand, there are studies composed in the 20th century in which we can find the techniques explained in these documents. Therefore, this thesis proposes a revision of this material, as well as a detailed examination of all the parameters that can be observed on a score, based on analysis of a selection of studies for solo violin published in the 20th century. Parallel to this, its aim is to make the highest number of studies widely known, through a database which enables searches by country, date, author, technical principle and level of difficulty. Moreover, the musicological work carried out in this thesis offers a novel classification, which responds to the constituent elements of music according to La Rue (2007), which refer to sound, harmony, melody and rhythm. The classification is also ordered by level of difficulty. This innovative model could be used by other violinists as reference. Thus, I intend to systematise said publications, promulgate their use and offer a detailed thorough analysis of the basis of violin technique, contributing to the expansion of violin repertoire based on criteria like analysis, study and comparison.
2
Phooko, Frances Willemina. „Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko“. Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/8131.
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Under favourable conditions, the child in the senior primary phase (from Grade 5 to
Grade 7) should lead a happy and carefree life with few real problems for himlherself
or his parents. At this time the child is at his/her most receptive stage, therefore it is
very important that the child should acquire good study habits, study attitudes and
study methods.
Attitude plays a very important role in learning. If the child has a negative attitude
towards study, his academic achievement will not be as desired. The child who has a
negative attitude also has a negative or poor self esteem. It is important to lead the
child in the senior primary phase to develop and adopt a positive attitude and self
esteem.
The aim for this study is to determine whether the pupils (learners) in the senior
primary phase will develop a positive disposition towards learning if they are given
guidance.
The characteristics of the senior primary child in relation with his physical, social,
emotional, moral and personal development is closely scrutenised. The focus is on
study attitude and the factors that would influence it such as language, stress, self
esteem, hereditary, abilities and environment.
Thus the study guidance program for the child in the senior primary phase with a
negative study attitude has been set out comprehensively. The focus fell upon study
guidelines for study guidance in the form of group guidance and the ten sessions into
which the study guidance program was set out. The study guidance program
consisted of orientation of the group, aims or objectives, study attitude, self esteem,
study habits, study methods, facors which influence learning, facets of the memory,
attention and concentration, compiling a works program and study roster, motivation,
listening, effective reading, memory aids, memorising, summarising, underlining and
preparation and writing of the examination.
During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior
primary phase (grade 6) who showed a negative study attitude.
• Questionnaires about study habits, study attitudes and study methods were
completed by the group before and after the study guidance program. The pupils
also had to write a General Science test before and after the study guidance. The
results of the General Science Tests before and after the study guidance, were
compared with each other.
The presentation and interpretation of the response of the questionnaire about study
methods, study attitudes and study habits regarding the General Science test marks
were recorded. The test marks before and after were compared.
Furthermore, from the examination it came to light that the questions in the
questionnaire showed a marked changed namely a great effect (0,8) except in
questions 41, 46 and 49 which showed a medium effect. This improvement or change
in the Science Test marks are thus educationally viable.
As a result of the positive change in the questionnaire's response and the General
Science test marks, it appears that the program was successful. It also shows that a
study guidance program can play an important role in cases where the Senior
Primary pupil (learner) has a negative study attitude. There is a definite yearning by
the child in the senor primary phase to be guided during learning and thus being
influenced positively. Guidance implies assistance, Le. during learning/study the child
must be assisted so that learning can be effective and the potential of the child be
optimally unfolded or developed. If the child's potential is optimally developed, the
child will become a happy adult who will be an asset to him/herself and to the
community.Thesis (MEd)--PU for CHE, 1998
3
ASAI, YATAMI, MARIKO NAITO, MASUMI SUZUKI, AKIKO TOMODA, MAYUMI KUWABARA, YUKO FUKADA, AYUMI OKAMOTO et al. „Baseline data of Shizuoka area in the Japan Multi-Institutional Collaborative Cohort Study (J-MICC Study)“. Nagoya University School of Medicine, 2009. http://hdl.handle.net/2237/12349.
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Arnold, Feeroezah. „A case study of how learners apply a Grade 10 study skills module in a mathematics class“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5180.
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Magister Educationis - MEdA qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing on improving mathematics performance throughout the world. Performance of our learners in South Africa is of concern to the government as well as educators. Researchers agree that many learners lack effective study skills, which is the reason for their poor performance in mathematics. This study intended to infuse study skills in mathematics lessons as an intervention. The study skills intervention sessions were done over a period of 6 weeks. These study skills were infused in topics of the mathematics curriculum which was done in the previous quarter of the school program. Data was collected through interviews, journal entries and a questionnaire. The interviews were done before study skills instruction while the questionnaire was administered after completion of the sessions. Journal entries were completed during the 6 week instruction period by learners. It was found that some learners used the study guide as intended whilst others did not. Furthermore there was improvement in learners' scores for the topics focused on at the end of the study compared to the scores for similar topics in a school-based test written about two months before the intervention. It is concluded that the infusion of study skills in lessons has the potential for improving achievement in high-stakes mathematics examinations.
5
Doll-Speck, Lori Jo. „Study Behavior of Nursing Students“. Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182687105.
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6
Sanders, April. „Parallels Between the Gaming Experience and Rosenblatt's Reader Response Theory“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271890/.
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The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video games to establish literacy content by using Zimmerman's gaming literacy theory. Even though this theory is useful by detailing elements found in video games and not traditional literature, literary value cannot be fully assessed unless the theory is developed further to include other components or discuss how the depth of the components can relate to literary value. The literature does not currently contain substantial research regarding how to assess the literary value of video games, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated. This analysis of both the game and the experience demonstrated substantial parallels between the gaming experience and the reading transaction as well as looking at the viability of using gaming literacy theory to evaluate literacy value.
7
Schmoll, Heidi Christine. „AMERICAN STUDY-ABROAD PROGRAMS IN GERMANY AND AUSTRIA: A COMPARISON OF OBJECTIVES AND PERCEIVED LEARNING OUTCOMES“. Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1177523417.
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Wakai, Kenji, Yoshinori Ito, Satoshi Hibi, Hisao Naito, Shoichi Hagikura, Joji Onishi, Sanae Tsukamoto et al. „STUDY PROFILE ON BASELINE SURVEY OF DAIKO STUDY IN THE JAPAN MULTI-INSTITUTIONAL COLLABORATIVE COHORT STUDY (J-MICC STUDY)“. Nagoya University School of Medicine, 2011. http://hdl.handle.net/2237/15361.
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Cox, Charlotte Isobel Alexandra. „Positive imagery for negative symptoms : an experimental study and a case study“. Thesis, King's College London (University of London), 2014. http://kclpure.kcl.ac.uk/portal/en/theses/positive-imagery-for-negative-symptoms-an-experimental-study-and-a-case-study(df9ab6de-474d-47ce-ae97-a057e0c162e1).html.
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Background: Psychological models propose that amotivational negative symptoms are affected by two types of cognition: anticipatory success (believing one can achieve something) and anticipatory pleasure (mentally pre-creating potential future experiences of enjoyment). Mental imagery manipulations have been shown to effect cognitive change, and may therefore enhance psychological interventions for negative symptoms. This thesis considers the role of positive imagery in people with negative symptoms. Study 1 aimed firstly to investigate the relationship between anticipatory success, anticipatory pleasure and negative symptoms. It then looked at the impact of a positive guided imagery manipulation on these hypothesised mediating factors. Finally, the effects of anticipatory success, anticipatory pleasure and the imagery intervention on a behavioural measure of motivation were explored. Study 2 built on the findings of Study 1 to investigate the potential of guided mental imagery as an intervention to improve functioning. Method: For Study 1, 42 participants with psychosis and negative symptoms completed measures of negative symptoms and imaging ability, before random allocation to either a positive or neutral imagery manipulation. Anticipatory success and anticipatory pleasure towards a dart-throwing task were measured before and after the manipulation. A behavioural measure of motivation was included at the end of the procedure. Study 2 used a pilot case study design to evaluate a therapeutic intervention for negative symptoms using guided imagery. Results: Study 1 showed that negative symptoms were associated with anticipatory success, irrespective of controlling for ability, and with change in anticipatory pleasure. Anticipatory success improved during both imagery manipulations, with an effect of imagery type when the analysis was restricted to those imaging as instructed. Anticipatory pleasure, but not anticipatory success or imagery type, predicted motivated behaviour in relation to the task. In Study 2, a pilot case study of guided imagery focused on recovery goals showed improvements in anticipatory success and goal-directed behaviour. Conclusion: Guided imagery interventions are feasible and acceptable for people with negative symptoms of psychosis, and may improve functioning through cognitive mechanisms.
10
Andrén, Karin. „Att bli bättre som lärare helt enkelt : Lesson/learning study som skolutveckling“. Thesis, Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75307.
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Kjellkvist, Linda. „Lärare lär tillsammans : Kompetensutveckling i verksamheten“. Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-199819.
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Bell, Jeffery E. „American musical theater songs in the undergraduate vocal studio : a survey of current practice, guidelines for repertoire selection, and pedagogical analyses of selected songs“. Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1026700.
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American musical theater songs are popular with the general public, and many college and university voice students are familiar with them. Some voice teachers also use musical theater repertoire to varying degrees in voice instruction. Such familiarity and interest lend significance to this study of the songs in a teaching context. There is therefore a need for the establishment of repertoire-selection guidelines and pedagogical analysis of selected musical theater songs so that additional teachers will become well informed.Following the introduction in Chapter One, the results of a survey sent to one hundred members of the National Association of Teachers of Singing are presented. The survey posed questions concerning the current use of musical theater songs. Among other things, the results revealed strong interest in the analysis and application of this literature in the voice studio. Guidelines for repertoire selection (also used by the author in selecting songs that address specific aspects of singing) are introduced in Chapter Three, along with a description of analytical procedures. Chapters Four through Eight include summaries of the analyses and suggested applications in the voice studio:Developing the ability to sing longer phrases"You'll Never Walk Alone" (Rodgers)"Where Is Love?" (Bart)"After the Ball" (Harris)• Developing the ability to sing wide intervals in a legato fashion "Lost in the Stars" (Weill)"Warm All Over" (Loesser)"Green Finch and Linnet Bird" (Sondheim)•Developing the ability to articulate words rapidly "My Darling, My Darling" (Loesser) "Seventy-Six Trombones" (Willson) "Soliloquy" (Rodgers)•Developing the ability to move smoothly between registers "Someone to Watch Over Me" (Gershwin) "Where or When" (Rodgers) "O1' Man River" (Kern)•Managing a large range and mature quality "Maria" (Bernstein)"Memory" (Lloyd Webber) "One More Kiss" (Sondheim)Conclusions in Chapter Nine include: (1) teachers should judge musical theater songs by the same criteria as other songs; (2) musical theater literature offers useful material for students who are striving to develop certain aspects of singing; (3) analyses of selected songs demonstrate their suitability for pedagogical use; and (4) there is a need for additional critical analysis of musical theater literature.School of Music
13
Stovall, Johnny Harold. „A Comparison of Recall by University Bible Students After Discussion and After Self-Study“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331955/.
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Recall of expository prose after one of two learning techniques was determined. Pearson correlation did not discover a significant difference between the recall writings of the examinees who studied by discussion and those who studied by underlining. The significance of the difference between two proportions found that the group which underlined recalled significantly better than the group which discussed what they had read. This highly significant difference was almost identical when all synonyms from the Turbo Lightning computer program were considered correct recall and analyzed by the significance of the difference between two proportions.
14
Donnrin, Madea Malwina. „The Relationship Between Stress Levels and Study Forms in University“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19630.
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This study examines how two common ways of studying, mandatory Group study and Individual study, affects students’ mental health. 45 Swedish University students were scouted on the web and linked to an online questionnaire where they rated themselves during two conditions: working in group projects and working individually. A Student's t-test showed a strong significant difference between stress levels during Group study and Individual study, with Group study generating higher levels of distress among the participants. These findings are relevant to the discourse of stress and stressors in the educational environment as well as in work settings.
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Vuso, Virginia Zanyiwe. „Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.
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Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the educators themselves. This lack of consistency in turn causes confusion among the students and thus impacts negatively on their clinical practice preparedness. Based on these findings recommendations for clinical nursing practice, nursing education and research were made.
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Lloyd, Lorraine Gladys. „The problem-solving strategies of grade two children : subtraction and division“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types.
It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably.
In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems.
Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group.
These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Moore, Robin Stanley. „The role of student writing in learning in zoology“. Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003636.
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In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
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Homateni, Rauha Kau Ndahalomwenyo. „An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1003713.
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This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
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Sletten, Magnus. „Inspirerad av Learning studies : En undersökning av lektioner i Idrott och Hälsa“. Thesis, Högskolan i Gävle, Akademin för teknik och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11141.
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Sayre, Eleanor C. „Advanced Students' Resource Selection in Nearly-Novel Situations“. Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SayreEC2005.pdf.
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Belal, Cherine. „Mechanisms of alpha]-synuclein-induced neurodegenertaion in Parkinson's disease and stroke“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4745.
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Parkinson's disease (PD) is a debilitating neurodegenerative disorder affecting one million Americans. Despite its social and economic impact, the pathological cascades that lead to neuron dysfunction and degeneration in PD are poorly understood. Endoplasmic reticulum (ER) stress has been implicated as an initiator or contributing factor in neurodegenerative diseases including PD. The ER is an organelle central to protein folding and intracellular Ca2+ homeostasis. Perturbations of these functions result in ER stress and upregulation of ER stress proteins, of which some have been implicated in counteracting ER stress-induced cell death. The mechanisms that lead to ER stress and how ER stress proteins contribute to the degenerative cascades remain unclear but their understanding is critical to devising effective therapies for PD. Both the accumulation of mutant a-synuclein (aSyn), which causes an inherited form of PD, and the inhibition of mitochondrial complex I function by PD-inducing neurotoxin lead to ER stress. The critical involvement of ER stress in experimental models of PD supports its potential relevance to PD pathogenesis and led us to test the hypothesis whether the homocysteine-inducible ER protein (Herp), an ubiquitin-like domain (UBD) containing ER-resident protein, can counteract mutant Alpha Syn- and neurotoxin- induced pathological cascades.ID: 031001465; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed July 10, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Molecular Biology and Microbiology
Medicine
Biomedical Sciences
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Van, Zyl James. „Curriculum design for ecotourism as part of formal training in tourism“. Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1886.
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Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994The majority of educational establishments in South Africa offering tourism courses concentrate on those subjects that are closely related to the operational side of the industry, for example: Travel Practice and Management, Business Management, Marketing, etc. whilst linle or no applied training for ecotourism is given. On the other hand the impact of tourism on the natural resources of a destination as well as on the host community is steadily increasing, particularly in developing countries. Once this phenomenon is analysed and placed in perspective, structured training and educational activities appear to be one way to ensure that both the conservation and retention of the natural beauty and resources in such destination is addressed. To be effective such educational and training activities should be specific and should take place within the context of ecotourism. The purpose of this study was, in the first place. to define 'ecorourism' and to describe its role within the broader tourism industry. It was further attempted to isolate the characteristics and to draw attention to the sensitive nature of ecosystems. The role of training in the survival of the systems mentioned, that is, the protection and conservation thereof, became patently clear. It further became apparent that the educational needs were not only applicable to the visitor, to the destination, but also to the functionary within the industry. In order to meet the objectives of the tourism trade it will be necessary for prospective employees to acquire the knowledge, skills and attitudes relative to environmental management. In order to contribute to sustainable tourism development future employees of this industry should also be motivated to participate in the management of the environment.
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Lutes, Kristin E. „Effectiveness of Study Strategies: A Comparison of Two Study Methods“. Marietta College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1364996951.
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Leung, Bun. „A study to investigate the use of self-regulated learning strategies between two classes of secondary four students in two different secondary schools in Hong Kong“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184161.
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Ganeson, Krishnaveni. „Students' lived experience of transition into high school : a phenomenological study“. Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16249/1/Krishnaveni_Ganeson_Thesis.pdf.
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There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms.
This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition.
Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group.
Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives.
The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon.
Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.
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Ganeson, Krishnaveni. „Students' lived experience of transition into high school : a phenomenological study“. Queensland University of Technology, 2006. http://eprints.qut.edu.au/16249/.
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There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms. This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition. Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group. Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives. The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon. Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.
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Choi, Jaehwa. „Effect of categorization on type I error and power in ordinal indicator latent means models for between-subjects designs“. College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3828.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Measurement, Statistics and Evaluation. 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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Laihonen, Per. „Scientific problems related to the choice of angles in case studies“. Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32615.
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A case study is often criticised for the risk that a researcher have a subjective interpretation of the data. This paper has the ambition to analyse how to choose the right angles in case studies to prove that you made a reliable case study. The most highlighted in this case study will be case study methodology. It will also be about what you should think about as a researcher in order to stay as objective as possible. By analysing and comparing the interpretations of different sources, the answer was that there are many things to consider as a researcher to understand how to choose the right angles. There are things to consider before and during the case study. The result after examining various sources was that you have to be precise and clear in a case study. The method description should be as clear as possible so that others will be able to perform the test. Subjective interpretations should not be taken with. The key is to choose an objective interpretation and highlight different perspectives to get a reliable case study.
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Fagan, Catherine A. „The long-term effects of study abroad experiences on career, educational, and travel choices“. Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/561.
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Hebl, Holli A. „The effect of a study skills course on the retention rate of at-risk college freshman“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999heblh.pdf.
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Shieh, Hester F. „The CLASE Study: Endovascular Management of the Superficial Femoral Artery“. Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/221411.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.Objectives – The purpose of this study was to compare endovascular treatment modalities for peripheral vascular disease in the femoropopliteal arteries with respect to technical success, efficacy, and patency at mid-term follow up. Methods – A retrospective review of patients that underwent endovascular management of the femoropopliteal segment was conducted to evaluate patency. The CLASE study included five treatment arms: cryoplasty, laser, angioplasty/stent, Silverhawk atherectomy, and Viabahn endoluminal graft. Results – Between November 2004 and May 2009, 306 patients met inclusion criteria. There was a statistically significant difference in patencies among treatment groups (p=0.016), driven by laser having a significantly lower patency than the angioplasty/stent, Silverhawk atherectomy, and Viabahn endoluminal graft groups. Conclusions – Many of the expensive endovascular devices have poor patencies lasting less than six months. Angioplasty/stent is not inferior to these new devices, and may remain the standard of care.
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Majumdar, Sudipta. „Siliguri: an urban study in socio-economic considerations“. Thesis, University of North Bengal, 2001. http://hdl.handle.net/123456789/1141.
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Frieslaar, Denise Eleanor. „The development and evaluation of the Objective Structured Dispensing Examination (OSDE) for use in an undergraduate pharmacy training programme“. Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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Lemley, Duane C. „Delayed Versus Immediate Feedback in an Independent Study High School Setting“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1154.pdf.
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Lockwood, Elise Nicole. „Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking“. PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/338.
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Combinatorics is a growing topic in mathematics with widespread applications in a variety of fields. Because of this, it has become increasingly prominent in both K-12 and undergraduate curricula. There is a clear need in mathematics education for studies that address cognitive and pedagogical issues surrounding combinatorics, particularly related to students' conceptions of combinatorial ideas. In this study, I describe my investigation of students' thinking as it relates to counting problems. I interviewed a number of post-secondary students as they solved a variety of combinatorial tasks, and through the analysis of this data I defined and elaborated a construct that I call set-oriented thinking. I describe and categorize ways in which students used set-oriented thinking in their counting, and I put forth a model for relationships between the formulas/expressions, the counting processes, and the sets of outcomes that are involved in students' counting activity.
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Dolma, Phuntsho. „The relationship between estimation skill and computational ability of students in years 5, 7 and 9 for whole and rational numbers“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/742.
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This study explored the relationship between estimation skill and computational ability for whole and rational numbers. The methods carried out were both quantitative as well as qualitative and data were collected from three primary schools along with their associated high school in the Perth area. The year levels chosen were 5, 7 and 9. There were two classes from each chosen primary school representing Year 5 and Year 7 and three classes of Year 9 from the high school. The total number of students involved was 91, 77 and 73 from the three respective year levels. Instruments used for collecting data were group-administered tests and interview. Two parallel tests with identical items, where one of the pair was estimation and the other written computation were administered to all the students in the chosen year levels. Interviews were conducted for the group of selected students based on the criteria: slightly above the average and slightly below the average. There were eighteen students with nine in each group. The results of the correlation shows that performance in estimation is positively correlated with written computation in all the year levels. Moreover, the t-test result reveals that there is no significant difference between the two tests expect in Year 7. Hence, the findings indicate that a child who is good in estimation skill can also perform well in written computation. As such, the importance of achieving estimation skill in a child would be very helpful in solving computation problems with understanding. On the other hand, children's performance related to the development of estimation skill and computational ability seems to be in positive direction from Year 5 to Year 7. Whereas the Year 9's performance is lower than Year 7. Among the topics, the children fared better in whole numbers compared to other topics. Performance tends to follow in a descending order from whole number to ratios. The disparities between estimation skill and computational ability are also more towards the difficult topics like division and multiplication of fractions and decimals. At the same time, the feedback from the interviewees tend to show that, the children from slightly above the average are better at choosing their own sensible strategies for solving the problems, whereas the students from slightly below average are more prone to the rote-learned algorithms. Although, male students appeared to perform better than the female students, the differences in performances are not that high. Thus, the result depicts that there are no significant gender issues in the selected year levels and topics. Further research needs to be carried out in order to determine the relationship between estimation skill and computational ability with topics other than whole and rational numbers, especially in measurement topics. Moreover, such studies can be done involving larger samples, and in other countries as well, Doing so can highlight the importance of the integration of estimation skill in teaching and learning mathematics.
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Castillo-Pekarcik, Elena. „A study of employee theft in hospitals“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/875.
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Wood, Charles Lloyd. „Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores“. Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123704588.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 229 p.; also includes graphics. Includes bibliographical references (p. 148-157). Available online via OhioLINK's ETD Center
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Reynolds, Mignon. „Die verband tussen studie-oriëntasie, metakognisie en wiskundeprestasie by graad 7-leerders / Mignon Reynolds“. Thesis, North-West University, 2006. http://hdl.handle.net/10394/1721.
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Margulieux, Lauren Elizabeth. „Subgoal labeled instructional text and worked examples in STEM education“. Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51782.
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In science, technology, engineering, and mathematics (STEM) education, problem solving tends to be highly procedural, and these procedures are typically taught with general instructional text and specific worked examples. Instructional text broadly defines procedures for problem solving, and worked examples demonstrate how to apply procedures to problems. Subgoal labels have been used to help students understand the structure of worked examples, and this feature has increased problem solving performance. The present study explored using subgoal labels in instructional text to further improve learners’ problem solving performance. A factorial design examined the efficacy of subgoal labeled instructional text and worked examples for programming education. The results of the present study suggest that subgoal labels in instructional text can help learners in a different way than subgoal labels in worked examples. Subgoal labels in text helped the learner articulate the general procedure better, and subgoal labels in the example helped the learner apply those procedures better. When solving novel problems, learners who received subgoal labels in both the text and example performed better than those who received subgoal labels in only the example. Learners who received subgoal labels in only the example performed better than those who received subgoal labels in only the text and those who did not receive subgoal labels at all. The present study indicates that subgoal labeled instructional text can improve novices’ problem solving performance in programming, but subgoal labels must appear in both the text and example.
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Lindblom, Daniel Lee. „A guide for incorporating corps-style percussion“. Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9933.
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Bonini, Marcelo Gialluisi. „Produção e alvos biológicos de dióxido de nitrogênio e anion radical carbonato. Produção a partir de peroxinitrito-dióxido de carbono, superóxido dismutase e xantina oxidase“. Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/46/46131/tde-19082016-151826/.
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Peroxinitrito (ONOO- + ONOOR), o produto da reação controlada por difusão do óxido nítrico com o ânion radical superóxido, tem recebido muita atenção como possível mediador dos efeitos deletérios associados a uma superprodução de óxido nítrico. O peroxinitrito é um potente oxidante que é capaz de oxidar e nitrar várias biomoléculas cujos mecanismos contribuímos para esclarecer. Particularmente relevante foi demonstrar inequívocamente, por EPR de fluxo, que a rápida reação entre peroxinitrito e o biologicamente abundante dióxido de carbono, produz dióxido de nitrogênio e ânion radical carbonato em rendimentos de aproximadamente 35%. Sugerimos então, que o peroxinitrito deveria atuar na maioria dos ambientes biológicos através de seus radicais derivados que produziriam radicais de biomoléculas. Consubstanciamos essa sugestão pelo estudo da oxidação dos biotióis cisteína, glutationa e BSA-cys34 por peroxinitrito e peroxinitrito/dióxido de carbono. Também, demonstramos que a reação entre o nitróxido tempol e os radicais derivados do peroxinitrito é uma etapa relevante para que o tempol redirecione a reatividade do peroxinitrito de nitração para nitrosação de biomoléculas. Finalmente, demonstramos que existem outras potenciais fontes biológicas de dióxido de nitrogênio e anion radical carbonato como a atividade peroxidásica da enzima superóxido dismutase e a enzima xantina oxidase.Peroxynitrite (ONOO- + ONOOR), which is formed by the diffusion-controlled reaction between nitric oxide and superoxide anion, has been receiving increasing attention as a mediator of the deleterious effects associated with an overproduction of nitric oxide. Peroxynitrite is a strong oxidant that is able to oxidize and nitrate a variety of biotargets by mechanisms that this work has contributed to establish. Particularly relevant, was the unequivocal demonstration by rapid flow EPR that the rapid reaction between peroxynitrite and the biologically ubiquitous carbon dioxide produces nitrogen dioxide and carbonate radical anion in yields of around 35%. This led us to suggest that in most biological environments peroxynitrite would act through its derived radicals that would oxidize biomolecules to radicals. This hypothesis was clearly supported by our studies of biothioI (cysteine, glutathioneand BSA-cys34) oxidation by peroxynitrite and peroxynitrite/carbon dioxide. In addition, we demonstrated that the reaction between the nitroxide tempol and peroxynitrite-derived radicals is an important step of the mechanism by which tempol diverts peroxynitrite reactivity from nitration to nitrosation of biomolecules. Finally, we demonstrated that there are other potential sources of nitrogen dioxide and carbonate radical anion such as the peroxidase activity of the enzyme Cu,Zn-superoxide dismutase and the enzyme xanthine oxidase turnover.
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Cobb, Shelly Kay. „Teaching adolescents about pregnancy, parenting, adoption and abortion“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/871.
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Abdalla, David Charles. „A middle school 6-8 drafting curriculum“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1574.
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Kooy, Mary. „Engagement with literature through writing : examining the ongoing written responses of adolescents“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28092.
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This study examined the written responses of seven adolescents to three novels. During the course of two school years, the students recorded their ongoing responses to small sections (ten to fifteen pages) of each novel in a response log. These responses were examined for evidence of patterns, typical responses, individual variations, and the effects of narrative structure. The Purves and Rippere instrument was used to determine response patterns while a new instrument developed by the researcher to accomodate the nature of the preliminary, ongoing responses was implemented to address the remaining three questions. The following general observations were made:
1. No predictable, sequential pattern of response could be found in student response writings.
2. Certain responses predominated: namely, narrational retelling, tentative frameworklng of the content, and analysis of characters and events
3. The written responses were generally characterized by considerable variation in individual responses.
4. Texts bearing distinct narrative features prompted different responses both for individuals and the group as a whole.
Conclusions: The effects of writing during the reading of literary texts appears to bring response to a clear, conscious level. Writing in the response log encourages a conscious transaction with the literary text and consequently, readers can engage more actively and knowledgeably in the reading experience. Some broad conclusions and implications emerged from the study:
1. Particularly as they encounter complex literary works, adolescents should be encouraged to engage actively and consciously in their reading of literature by recording their ongoing responses in a log.
2. Teachers ought to promote the development of personal literary responses that require active thinking through testing hypotheses, making connections and interpreting the literary content
3. By purposefully structuring active meaning-making in the study of literature, teachers can determine the student needs and create the context for meaningful discussion. Moreover, by publicly sharing the contents of the response logs, all class members can contribute to and enhance their responses.
Using writing to gauge the ongoing literary response allows both students and their teachers to be consciously aware of the "sense-making" strategies employed. As the medium for critical reading, writing promotes tentative, flexible construction of meaning. Furthermore, the instrument developed for analyzing the ongoing student responses in this study provides both a way to consciously examine the content of written responses and exposes alternative responses in order to extend understanding and appreciation of literature.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Pentland, Kathleen Ann. „Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.
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The purpose of this study was to discover similarities and differences in opinions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education. The problem was to determine whether the relative neglect of animation as a part of the art curriculum has come about because the techniques and concepts associated with it are seen as difficult and/or unnecessary to implement by teachers; or whether students are unfamiliar and uninterested in animation as a field of study; or whether animation, in the opinion of professional animators, is not a suitable subject for study.
The study was conducted with five secondary art teachers, nine secondary art students and three professional animators. Informants responded verbally to questions posed by the researcher. These responses were documented on a tape recorder and later transcribed for analysis.
Responses from the informants generated data relating to five areas of animation: 1) defining animation, 2) potent images, 3) popular culture, 4) careers and 5) backgrounds.
The study showed that although animation is a part of students1 popular culture and students are interested in it, teachers are not currently teaching it. Technical difficulties prevent them from doing so, despite the fact that they acknowledge animation as an important art form. The other findings in this study are that both teachers and students are often not consciously aware that they are watching animation; and that there are many misconceptions and prejudices associated with the medium.
Implications for art education are discussed.Education, Faculty of
Graduate
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Neary, Siobhan. „Constructing professional identity : the role of postgraduate professional development in asserting the identity of the career practitioner“. Thesis, University of Derby, 2014. http://hdl.handle.net/10545/326291.
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The professional identity of career practitioners in the UK has become increasingly challenged in recent decades due to the influence of government policy and the dominance of work-based qualifications. Privatisation, multi-professional working and workforce realignment have all contributed to a reshaping of the career guidance professional. This research examines the views of a group of practitioners all undertaking continuing professional development (CPD) in the form of a postgraduate award. The participants were all UK based practitioners working in a career related role; all were either currently on programme, had completed or stepped off with an interim award within a masters programme. The research explored practitioners’ views at a time of significant upheaval, of themselves as professionals, their professional identity and the extent to which postgraduate CPD contributed to this. The research utilised a case study approach employing document analysis, questionnaire, in-depth interviews and narrative biographies. These tools were specifically selected to enable sequential analysis of data allowing findings from each stage to be rigorously tested out by the next research tool. Applications from potential students were initially analysed helping to establish motivation for undertaking a programme of this type, an on-line survey explored practitioners views of themselves as professionals, motivation for postgraduate study and potential outcomes for themselves, their organisation and their profession. In-depth interviews and narrative biographies provided a voice allowing participants to explore their personal journey with their studies and how this engagement contributed to the establishment, maintenance or enhancement of their practitioner professional identity. Continuing professional development was classified as consisting of three types, operational, experiential and formal. Findings suggested participants predominantly valued formal CPD with operational being perceived as only meeting employer contractual compliance. Postgraduate level CPD contributed to professional identity through engagement with reflection, theory, policy and academic study. Ethics and client focus were central to the professional identity of the career practitioner. Postgraduate study was perceived to empower practitioners and to contribute to the professionalisation of the sector and give parity with other public sector professions. The research contributes to both the limited body of knowledge addressing professional identity within the career guidance context and discourse addressing professionalisation of new professions. It offers a shared professional perspective that can inform the evolving policy debate aiming to professionalise the career and allied workforces. The research offers a unique insight into a profession in transition and the voice of practitioners who have experienced successive waves of government policy, which has been often internalised as de-professionalisation.
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Schmoll, Heidi C. „American study-abroad programs in Germany and Austria a comparison of objectives and perceived learning outcomes /“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1177523417.
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McMillan, James F. „The curricular dysfunction between the administration of instrumental music and suitability of teaching materials in English secondary schools /“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65402.
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Thompson, Elizabeth Danielle. „Study of Forces and Dynamic Coefficients in Whirling and Eccentric Labyrinth Seals Using ANSYS-CFX“. Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32328.
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Labyrinth seal force estimates are important to the prediction of the stability of turbomachinery. The force prediction methods fall into several categories: experiments, bulk flow analysis, and finite volume analysis. Finite volume analysis can be split into two subcategories: self-developed and commercial.
In this research, a commercial computational fluid dynamics (CFD) program called ANSYS-CFX was used to predict the forces generated in a labyrinth seal whirling at specified speeds. The results were compared to data from VT-FAST, a bulk flow code, and TASCflow, another commercial CFD program. It was shown that there were discrepancies among the results, and several hypotheses were made as to the reason for these discrepancies.
Additionally, ANSYS-CFX was used to study the effect of labyrinth seal eccentricity ratio on the resultant force generated. It was shown that the radial force component within the seal behaved linearly with respect to eccentricity ratio. However, the tangential force component had no distinguishable relationship with the eccentricity ratio. It was hypothesized that the lack of a relationship was caused by the small fluctuations in the inlet swirl. Although the inlet swirl varied very little at each eccentricity ratio, it was shown there was a relationship between the tangential force and inlet swirl.Master of Science