Dissertations / Theses: 'District of Columbia'

1

Rodrigues, John W. "District of Columbia Policy Decisions and the Redevelopment of the Columbia Heights Neighborhood." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116877226.

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2

Wilcox, Trisha G. "Program evaluation in education : school district practice in British Columbia." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29376.

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This study addressed a problem frequently noted in the evaluation literature, namely the lack of an empirically derived knowledge base about how evaluation is practiced. It examined the practice of program evaluation in school districts in British Columbia. An historical account of the development of the evaluation literature led to a critique of the way the field is ordered, with the result that issues in evaluation, rather than approaches to the evaluative task, were used to structure the framework for the empirical research described. Four general questions that made up this framework were "Evaluation — to what end?" "Evaluation — by what means?" "Evaluation — for whom and by whom?" and "Evaluation — with what conclusion?" The framework was applied to written evaluation reports produced in school districts across the province. The results of the content analysis of these reports provided a description of school district evaluation which has not hitherto been available and which, in turn, served as a means of adding to the existing evaluation knowledge base. A further analysis of the numerous specific findings led to the identification of four salient aspects of program evaluation as practiced in British Columbia school districts. The aspects identified were stakeholder participation in the conduct of evaluations; the role of the evaluator; the purposes of evaluation, and the identification of evaluation criteria. When these aspects are considered together it is difficult to avoid the conclusion that program evaluation practices maintain and reinforce the status quo rather than challenge it. Two kinds of outcomes of the study were seen as important. First, it provides a sound basis for the creation of guidelines for writing evaluation reports in school districts. A number of such guidelines were suggested. Second, the study suggests areas in which further research might usefully be conducted both to amplify the picture discovered in this study and to explore what, if any, role is played by evaluation in the adoption of change in school systems.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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3

Scruton, Andrew M. "The role of the special education administrator in district funding : an exploratory study." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29422.

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This thesis examined the relationship between special education administrator role priorities and level of funding received by school districts in British Columbia. Data were obtained from the Ministry of Education on the number of students in special education categories claimed for funding. These data demonstrated an extreme variability in the proportions of students claimed for funding by the various school districts. In an attempt to examine this variability and suggest some possible explanations for it, this study was undertaken. One possible variable that might influence the number of students claimed for funding was examined: special education administrator role priorities. Special education administrators were asked to priorise the three roles of administrative behaviour as identified by Cuban. These role priorities were then related to the level of funding received by the district. Evidence was found to indicate that there may be a systematic relationship between the role priorities of special education administrators working in districts with low levels of funding and the level of funding received by the district. In addition, evidence was found to suggest that the priority assigned to the instructional role may differentiate between administrators working in low funded districts as compared with those working in high funded districts. The implications from the findings of the study suggest that: the framework of administrator role priorities developed by Cuban may be appropriate to describe the variability of special education administrator behaviour; the existence of the relationship between the priority assigned to the instructional role and district funding level has practical significance for the structuring of special education funding mechanisms and for the day to day work of the special education administrator. In addition, the study has implications for future research regarding the uniqueness of the instructional role and the relationship between the role priorities of special education administrators and district outcomes other than funding level.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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4

Kennedy, Robert B. "Medical Marijuana Policy Conflicts within the District of Columbia Private Workplace." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7681.

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The District of Colombia poses a unique challenge to private employers because the passage of a local medical marijuana policy was instituted in a federalized district that is obligated to abide by federal Schedule 1 narcotic laws. Using punctuated equilibrium as the theoretical foundation, the purpose of this case study was to understand how managers maintain compliance and address the conflict between different levels of government. Data were collected from interviews with 8 private industry hiring personnel who operate within the District of Columbia. These interviews were transcribed, inductively coded using a 2 cycle coding procedure, and then subjected to a thematic analysis procedure. Two primary themes emerged; cognizance of the policy, and fear and safety concerns related to enforcement. In the case of the theme of cognizance, punctuated equilibrium was confirmed in that unbalanced policy development had negative or positive interpretations that created a significant subsystem effect. The second theme of “fear” is also explained through punctuated equilibrium as marijuana legalization is perceived as an emotional policy issue in the establishment of new policy. Implications for positive social change stems from recommendations to policy makers to clarify remaining ambiguity about the requirements associated with the juxtaposition of federal and local policy and law. Reconciling the differences between policies may improve the capacity for hiring authorities to better understand and practice effective talent recruitment while at the same time be attentive to the social needs in the District of Columbia related to workplace medical marijuana policies.

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5

Garvin, Mary-Jane. "Report on the consumer education course : Vancouver School District." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28050.

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The purpose of the study was to examine the routine existence of the Consumer Education course within the Vancouver School District and to understand how micro, or school level influences contribute to changes in school subjects which have been mandated at the macro, or provincial level. A target population of 41 Vancouver Consumer Education teachers was identified, and semi-structured interviews were conducted with 23 of these teachers. Conclusions: Information obtained from these interviews concludes that the course-as-practiced differs significantly from the course-as-planned. This study concluded that the reinterpretation of the course is a result of two factors: 1. School-based support for the course varies from school to school. Generally, east side schools exhibit a higher level of support for the course than in the west side schools. 2. Ministry guidelines for the course do not offer clear course expectations and standards. Recommendations: Two recommendations were reached about the Consumer Education course: 1. Revision of Ministry guidelines is needed. The current state of the course is affected by the lack of direction given to this course. Province-wide expectations and standards should be clearly expressed, and methods to assess the degree of compliance need to be instituted. 2. The course would benefit from school-based support, in particular, establishment of a subject- constituency which would promote and protect the course.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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6

Coxson, David Rittenhouse. "The District of Columbia Waterfront Atelier (DCWA): A Machine for the Arts." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33818.

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In an attempt to address the accessibility of the arts in Washington, D.C. and also to engage the underutilized waterfront, this thesis proposes a cultural center for the arts that at once links the building with the water, but which also becomes a source of excitement for the city. The arts center will act as an atelier that mixes education, production and exhibition of fine arts, theater, dance and music, with the goal being to achieve a space alive with activity and shared energy. Typically, buildings for art education have followed a model that emphasizes interaction by forcing artists of different media to share the same space in a classroom environment. Those same rooms may appear no different than, say, a room intended for an English class or science lab. The District of Columbia Waterfront Atelier (DCWA) aims to offer spaces that are designed for the specific medium and nothing else, thus, elevating the importance of the craft. By separating the arts into singular units, one may wonder if interaction between artists is lost. Interaction, however, may be achieved through different methods rather than, simply, by programmatic ones and the DCWA has become an exploration to discover alternatives to maintain and heighten the universal goal of an art atelier: to become engulfed and energized by the arts in an interactive setting.
Master of Architecture

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7

Grewal, Amandeep Singh. "Lived experiences of South Asian educational leaders within a British Columbia school district." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57591.

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The purpose of this study was to investigate the lived experiences of South Asian administrators within a British Columbia School District (BCSD). Through a qualitative research design involving hour long semi-structured interviews, 70% of South Asian administrators within the BCSD were interviewed regarding three major research questions: (a) the challenges South Asian administrators face or have faced in their role as administrators or in the attainment of their positions as educational leaders in the BCSD, (b) how the daily experiences of these administrators impact their leadership style, and (c) how these administrators described their impact on the educational experiences of South Asian students in their schools. A Critical Race Theory theoretical framework was used to analyze interview data. The three major findings associated with each of the research questions, respectively, were: (a) South Asian administrators face endemic racism within their roles in the BCSD that prejudice their work capacities, (b) South Asian administrators have a distinct leadership style as it relates to South Asian students which is influenced by their service-oriented upbringing rooted in their common cultural orientation, and (c) South Asian administrators believe they have a greater positive impact on the educational experiences of South Asian students than White administrators. These three major findings were a critical counter-story of the tenuous space of leadership within the BCSD for South Asian administrators, and the effect of their role modelling upon the schooling experiences of South Asian students in the larger hegemonic institutional structures of schooling in the BCSD. The opportunity to voice this counter-story opened up spaces for dialogue around issues of race and racism within the BCSD, and may serve to inform a more critical anti-racist praxis for potential future policy shifts in the BCSD.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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8

Johnston, Kimberly S. "Intellectual and developmental disabilities nursing| An educational intervention in the District of Columbia." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601880.

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Monitoring bodies in the District of Columbia articulated that people diagnosed with an intellectual and developmental disability (IDD) who reside in community-based group home settings are vulnerable to safety issues, poor quality of care from registered nursing services, and poor oversight. Those monitors have identified the lack of knowledge of roles and responsibilities among registered nurses (RNs) in these settings as a significant risk factor. The District of Columbia Developmental Disabilities Administration (DDA) has no formal orientation or training for RNs that encompasses the multifaceted needs of people diagnosed with IDD. This capstone project aimed to identify the effectiveness of an educational intervention and the effect of continuing education on RNs' perception of their practice in the field of IDD. After review of current literature, an educational presentation addressing all facets of entry-level registered nursing was developed. The presentation focused on the fundamentals of IDD nursing. A group of RNs working in the District of Columbia IDD community participated in an all-day educational program and completed a pre- and posttest evaluation to measure their knowledge prior to the intervention and their knowledge gain immediately after the intervention. A standard five-point Likert scale survey was delivered on the third and sixth months after educational intervention (EI). The survey asked the participants to rate the impact of the EI at three and six months post intervention to measure their perceived confidence level and actual practice changes. Eighty-seven percent of the RNs that participated in the EI and responded to the questionnaire reported that their role as an IDD nurse had changed because of participating in this training, and 93.8% reported that they would recommend this training to other RNs entering or working in this subspecialty.

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9

Deeter, Burton Charles. "A survey of science fairs in school district 36 (Surrey)." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26806.

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The Surrey School District has sponsored a District elementary schools science fair (grades 4-7) for 21 years and voluntary participation has increased throughout this time. Despite this popularity, no studies have been conducted regarding the science fair. A survey of the elementary schools in the Surrey School District was conducted. The four areas identified for investigation were: (a) participation in school and district science fairs (b) organization of school science fairs (c) relationship between science instruction and science fair participation, (d) teacher participation in science fairs. Two questionnaires were developed. One was distributed to all elementary teachers in Surrey and the other was distributed to all elementary principals in Surrey. Response rates were 77% (teacher's questionnaire, n=346) and 88% (principal's questionnaire, n=59). Data analysis was in the form of frequencies of response expressed in percentages. Some crosstabulatons were calculated. The major findings of the study were: (a) most schools (95%) participate in the science fair, (b) most schools (85%) Include primary students in the science fair, (c) 4 827 Intermediate students (83%) completed a science fair project, (d) all schools encourage public viewing of their science fair, (e) teachers do not vary their science Instructional activities, lnstructonal materials, or their instructonal time, from the fall to the spring, (f) teachers provide extra instructional time and extra-curricular time to assist students with preparation of science fair projects, (g) teachers evaluate science fair product and not the process of completing a science fair project, (h) most teachers (75%) reported a willingness to attend science fair inservice, (i) teachers and principals have very similar attitudes toward science fair, (j) many teachers (n=89) and principals (n=39) made general comments about the science fair. The study recommends that the Surrey Elementary Schools Science Fair be continued and that further study be conducted regarding the type and amount of assistance that elementary students require to complete a science fair project satisfactorily.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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10

Brown, Wilbert. "Self-initiated learning projects of the inmates of District of Columbia Department of Corrections." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49995.

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This study systematically examined and described the self-initiated learning projects of 20 inmates from the Central Facility of the District of Columbia Department of Corrections. The research questions which guided this study were: (a) what are the characteristics of the learning projects; (b) as perceived by the inmates, what is the impact of the prison environment on self-initiated learning; and (c) what meaning does the experience of self-initiated learning have for the inmates both while incarcerated as well as after release? The study design was naturalistic. The sample for this study was randomly selected from the target population by a random selection technique. The respondents in the sample were interviewed by the investigator who designed and used a 29 item semi-structured interview schedule. Other data collection methods included fieldnotes of the investigator's observations before, during, and after the interviews. The data were analyzed using Spradley’s (l980) ethnographic analysis technique consisting of domains, taxonomies, components, and themes. The study yielded the following major findings or themes relevant to the three research questions. The vast majority of the self-initiated learning projects were growth and development with regard to employment, religion, academic education, and personal development. The main reason for beginning the learning projects was to improve the respondents' attitudes concerning their morals, beliefs, and values. The learning format used in the majority of the learning projects was oral communication. The learning projects were facilitated by the policies, practices, and procedures of the prison. The major problems encountered were the insensitivity of the inmates, inadequate study facilities, and limited resources. Finally, the major institutional and expected community benefits were the job skills acquired and the attitudinal changes concerning the respondents' past criminal involvement. The study concluded the following: Self-initiated learning projects abound in prison as meaningful learning activities for the inmates which tend to supplement the institutionally sponsored programs. Se1f-initiated learning projects have benefit and value for inmates while they are incarcerated and an expected benefit and T value for inmates after they are released. Finally, self-initiated learning projects in the prison setting are not generally conducted in a positive and supportive environment. Implications for future research are also noted.
Ph. D.
incomplete_metadata

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11

Johnson, Terence E. "Shortage of Special Educators in the Northeastern District of Columbia: A Qualitative Descriptive Study." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1627389142962223.

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12

Adewuyi, Enock Kolawole. "African American Eighth Grade Students' Attitudes Toward HIV/AIDS in the District of Columbia." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1396.

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The group most affected by HIV/AIDS, according to the Centers for Disease Control and Prevention (CDC), is African Americans. The purpose of this study was to explore the knowledge of HIV/AIDS held by African American children as a first step towards developing prevention strategies for these youths. In order to bridge the knowledge-behavior gap, this study sought to investigate the attitude towards HIV/AIDS of African American 8th grade students. The study involved secondary data from the 2012 District of Columbia (DC) Middle School Youth Risk Behavior Survey, obtained from the District of Columbia Office of Superintendent of Education (OSSE). Guided by the theory of reasoned action and social cognitive theory, descriptive survey data were analyzed using descriptive statistics, frequencies, Chi-square, and independent sample t test. Results of the study indicated that the students, especially the male students, were still engaging in behaviors that may expose them to HIV despite exposure to HIV/AIDS preventive programs in school. A Chi-square test indicated that the proportion of students who have had sexual intercourse were similar for students exposed to HIV education and those not exposed to such education, suggesting no association between attending an education program on HIV/AIDS and sexual intercourse. This study supports social change by guiding education administrators and policy makers in the formulation of science-based, age-appropriate, and culturally-relevant HIV prevention policies for DC public schools.

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13

Juffras, Jason Nicholas. "A Comparative Case Study of Tax Policy Decisions in the District of Columbia, Maryland, and Virginia." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687795.

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This dissertation examines how state policymakers develop, evaluate, and select tax policy options, based on case studies of tax policy decisions in the District of Columbia, Maryland, and Virginia from 2007 to 2010.

States have been the main locus of tax policy change in the U.S. in recent years, varying widely in their choices of which taxes to raise or cut, and whether to adjust tax rates or the tax base. Because public finance and budgeting research has focused largely on appropriations, as well as tax decisions at the federal level, the dissertation seeks to expand the knowledge base about state tax policy formulation. This is a critically important policy area because state tax systems are threatened by the growth of services, the advent of electronic commerce, capital flows that cross state and national borders, and the aging of the population.

Based on a mixed-methods research strategy involving documentary evidence as well as interviews with 10 to 15 key policy participants in each state, the dissertation found that the three states vary widely in their capacity to generate and refine tax policy options, reflecting ideological and institutional differences. Nevertheless, the states were very similar in one respect: each state made only tangential efforts to expand its tax base and curtail tax expenditures during the worst fiscal crisis in decades. This pattern suggests that it will be difficult for states to carry out the reformers' mantra to broaden tax bases and lower tax rates, a conclusion that is supported by national data.

The case study states also relied heavily on "selective parity" – aligning their tax rates and tax bases with at least some neighboring jurisdictions or comparable states – in making tax policy choices. This practice suggests that states will avoid the gridlock that has marked federal tax policy, because the widespread use of benchmarking provides a rationale for tax increases as well as cuts, while still serving as a moderating factor that pulls states toward regional or national means. States are picking spots on a spectrum of service levels and tax burdens that reflect voter preferences but are also constrained by national and regional norms.

A general hierarchy of taxes constructed from the case studies and also reflected in national data shows that narrowly-targeted levies (such as health facility taxes) and "sin" taxes (such as cigarette taxes) were the most likely to be increased, while broad-based taxes with the strongest revenue performance (such as the personal income tax) were the least likely to be increased. This pattern reinforces the conclusion that states are neglecting the long-term revenue capacity of their tax systems, a finding that is reinforced by a continuous stream of small tax cuts granted in each state, interrupted periodically by larger tax increases – a pattern of "punctuated incrementalism".

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Schneider, Jacquelyn Renee. "Walking in Washington| Examining the Distinctions in Super Pedestrian Walking Trips in the District of Columbia." Thesis, University of California, Davis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124388.

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This study defines and determines the characteristics of super pedestrian trips in Washington, D.C. Super pedestrian trips are defined here as trips greater than the third quartile distance based on data from the Metropolitan Washington Council of Governments (MWCOG) Household Travel Survey 2010/2011. In this case, super pedestrian trips are quantified as greater than 0.6 miles; super pedestrians are those completing the trip. A trip is defined as one complete segment of travel (i.e., walking directly from home to the office). Using data from the MWCOG Household Travel Survey 2010/2011, this study determines who makes super pedestrian trips in Washington, D.C. and assesses their socio-demographic characteristics using a linear regression model. The results from the linear regression model show that super pedestrians are likely to be young, low-income, male minorities without driver’s licenses or access to vehicles within the household. Pedestrians traveling the farthest distance may do so only out of necessity. The bulk of current planning and transportation literature focuses on the shortest pedestrian travel distances for trips typically less than one-quarter mile. However, pedestrians are walking greater distances and it is worth understanding from a planning and policy perspective the implications of these trips for livability and design of the urban environment. The core findings from this research contribute to the growing body of research on pedestrian behavior by illuminating the socio-demographic characteristics of those walking the farthest distances.

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Miled, Neila. "In-service multicultural education in one urban school district in British Columbia : a critical and transformative perspective." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42918.

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This qualitative research study aimed to explore teachers’ in-service multicultural education and the nature of teachers’ professional development in one urban school district in the province of British Columbia. This study focused on the perspectives of five participants; four participants from the School District and one participant from the Teacher Association. All participants were involved in teachers’ in-service professional development. From a critical lens and using semi–structured interviews and document analysis the study explored the participants’ understanding of multiculturalism and the theoretical frameworks that may have shaped the participants’ choices and actions concerning how they educate and support teachers to handle the complexities of diversity and multiculturalism within the current changing demographics of the school district. The study revealed that despite four decades of official multicultural policy, and the abundant academic research in the field of multiculturalism, teachers’ multicultural education in the school district is still limited to the “celebratory” tokenistic approach and doesn’t move beyond “festivals, food and dance”. It also revealed that critical discourses that link multicultural education to equity and social justice are absent and feared. The study highlights the need to rethink teachers’ in-service multicultural education from critical perspectives that embrace critical and transformative stance and that reject the fallacy of apolitical education and neutral educators.

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Johansen, Mary Carroll. ""Female instruction and improvement": Education for women in Maryland, Virginia, and the District of Columbia, 1785-1835." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1593092094.

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17

Hajric, Elma. "Embodiment - Architecture, Body and Mind (Inhabiting Urban Markers)." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/30816.

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What a human being can experience and how can it make sense of that experience depends not only on oneâ s body, but also on its interaction with the environment. It is through our embodiment that we inhabit the world and through our body that we act within it. Embodiment is not about the body per se, but about the culture. According to Merleauâ Ponty, â the body is never isolated in its activity, but always already engaged in the world.â Our embodiment is always mediated by our interaction with other human and/or non-human bodies. Embodiment is experienced through substance, quality, as well as existence associated with specific space and time. Bodies are pre-consciously aware of their existence and consciously ask questions regarding their own being and that others. Bodies also have to be aware of their own historical development and their boundaries. This can only be applied to human beings, because only human beings are capable of asking questions and being aware of things. For non-human beings their existence is only experienced by its â showingâ to us. My thesis concentrates on the connection between the human body, its activity, and of the world. It examines what effect our bodily experience has on our understanding of the world by exploring how our body is positioned in space relative to the environment around us. This thesis is studied through a series of four specific design interventions or embodiments. When the diamond of Washington D.C. was surveyed in 1791, mile markers were placed to manifest the invisible boundary. For the sites, I am using the four Corner-Stone locations of this boundary. By using such modest monuments as locations for my sites, I am hoping to extend public awareness of the historical importance of these markers that has been lost over time. These individual markers work together in order to embody one thing - the district. By elaborating spaces around them, the public would have a chance to explore the spatial quality of the environment; as well as their relation to the cultural and historical embodiment of the city. Through this project I studied architectural embodiment through the making present of the invisible survey line of the district boundary.
Master of Architecture

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18

Vance, Stephen E. "Displaced discretion? an empirical test of prosecutorial charge bargaining before and after the district of columbia sentencing guidelines /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9908.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Criminology and Criminal Justice. 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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Dickinson, Jenni Michelle. "Jura-triassic magmatism and porphyry Au-Cu mineralization at the Pine Deposit, Toodoggone District, North-central British Columbia." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/3959.

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The Pine, Fin, and Mex porphyry Au-Cu ± Mo systems are all located within a 10 km² area in the Toodoggone district, along the eastern margin of the Stikine terrane in British Columbia. Multiple episodes of porphyry-style mineralization are associated with these three magmatic centres. The Fin monzogranite is the oldest dated pluton in the district, with a U-Pb zircon emplacement age of 217.8 ± 0.6 Ma. A cross-cutting main-stage quartz-pyrite-chalcopyrite ± molybdenite ± sphalerite vein gives an older Re-Os molybdenite mineralization age of 221.0 ± 1.4 Ma. Hence the vein probably cross-cuts a slightly older, undated magmatic phase. Lead isotope values for sulphide minerals from main-stage veins indicate that magmatic-derived fluids interacted with country rocks and possibly other fluids. The Pine quartz monzonite (U-Pb zircon emplacement age of 197.6 ± 0.5 Ma) intrudes, alters, and locally mineralizes Toodoggone Formation Duncan Member andesite tuff (U-Pb zircon age of 200.9 ± 0.4 Ma). High-grade (0.57 g/t Au and 0.15% Cu) mineralization occurs in main-stage quartz-magnetite chalcopyrite-pyrite veins and disseminated throughout the potassic alteration zone in the Pine quartz monzonite stock. Late-stage anhydrite-pyrite ± specular hematite ± chalcopyrite, quartz-pyrite ± chalcopyrite, and pyrite ± chalcopyrite veins and related phyllic alteration cross-cut earlier veins. Propylitic alteration occurs distal to the potassic core of Pine in the Fin monzogranite and Duncan Member andesite. Limited fluid inclusion data, in combination with S and Pb isotope values for veins and host rocks, suggest that the main-stage fluid was magmatic-derived and deposited metals at 430 to 550 °C and depths of about 5.5 km. Late-stage fluids were also probably derived from the Pine quartz monzonite but interacted with Takla Group country rock prior to metal deposition. Metals were deposited at temperatures of 330 to 430 °C and depths of about 5.0 to 5.5 km. The final mineralization phase of the Pine porphyry system is temporally constrained by the emplacement of weakly mineralized syenite dykes (U-Pb zircon age of 193.8 ± 0.5 Ma). The final stage of magmatism in the Pine-Fin-Mex area is defined by the emplacement of rhyolite dykes (U-Pb zircon age of 193.6±0.4 Ma).

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Alva, Jimenez Tatiana Romy. "Variation in hydrothermal muscovite and chlorite composition in the Highland Valley porphyry Cu-Mo district, British Columbia, Canada." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38209.

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Muscovitic mica and chlorite are common alteration components in porphyry Cu-Mo deposits. Their mineral chemistry varies depending on the degree of fluid rock interaction, pressure and temperature and can therefore be used as alteration vector. At the Valley porphyry Cu-Mo deposit of the Highland Valley porphyry district, southern British Columbia, muscovitic mica forms part of the high-temperature K-silicate assemblage. It also forms in the adjacent Bethsaida Zone and the abandoned Alwin mine some 4 km to the west, where it is associated with quartz-sulfide veins. The host rock of these areas is granodiorite of the Bethsaida phase of the Guichon Creek batholith. In the Bethlehem deposits, fine- to medium-grained muscovitic mica and chlorite form parallel to fractures or disseminated in a more mafic host rock. The muscovitic mica forms as several textural varieties, including vein selvages where they replace the rock, replacement of igneous biotite and feldspar whereas chlorite replaces mostly biotite and amphibole. Muscovite in the core of the Valley deposit is sodium-bearing (ca. 0.6wt%Na2O, 0.8wt%MgO), but is more phengitic (ca. 0.2wt%Na2O, 1.29wt%MgO) at the Alwin mine and the Bethlehem deposits. Titanium, Li, Sn, V and Sr are present in higher concentrations in muscovites from the Valley deposit compared to those from other areas. In contrast Tl, Rb, Cs, B, Mn, Co and Zn concentrations are higher in muscovite from the Alwin mine, Bethsaida zone and Bethlehem than those from the Valley deposit. Major and trace element chemistry of muscovite reflects decreasing temperature and increasing pH from the central porphyry zones Valley to the peripheral hydrothermal systems. High concentrations of Cs, Rb and Tl in whole-rocks indicate extensive muscovite alteration, whereas high Li, Zn, Mn and Co relate to abundant hydrothermal chlorite in the whole rock. The variability in the chemistry of muscovite and chlorite is also detected using short-wave infrared spectra (SWIR). An absorption feature between 2200 nm to 2202 nm characterizes the Na-bearing muscovites from Valley, whereas more phengitic-muscovites from Alwin and Bethlehem deposits have an absorption feature between 2205 nm to 2209 nm. Mg-rich chlorites have an absorption feature at around 2341 nm, whereas the same feature shifts to 2350 nm for Fe-rich chlorites. Muscovite and chlorite chemistry varies laterally in porphyry Cu-Mo districts and is also reflected in SWIR spectra and whole rock geochemistry, techniques widely used in exploration.

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Taylor, Alfred O. "Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.

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Lawton, Linwood E. "Perceptions of inservice strategies by vocational teachers and administrators in selected public schools of the District of Columbia." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53566.

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Employing a survey method, this study examined the perceptions held by teachers and administrators on inservice strategies in selected schools within the Washington, District of Columbia public schools system. In order to ferret out these perceptions, the following major questions were raised: (a) what are the demographic characteristics of the teachers? (b) what are teachers' reasons for pursuing inservice training? (c) which factors and formats were perceived to be convenient and preferred by teachers? (d) how often did teachers participate in inservice training? (e) what are the similarities and differences of the perceptions of teachers and administrators on the importance of inservice training for teachers? The substantive findings after a survey questionnaire was administered are: (a) The average age of the teachers was 45 years and the percentage for the females was twice greater than that for the males. Over three-quarters of the teachers had a masters' degree and above. Almost 45% of the teachers had taught between ll to 20 years, and about 85% of them were teaching in their area of preparation. (b) The most important reason for teachers' pursuit of inservice training was training toward certification, and their least important reason was training for inservice credit. (c) About 73% of the teachers were willing to travel only shorter distances to take their inservice training courses. A great number of them preferred Spring for their training and about one-third of them preferred afternoon training sessions. Over two-thirds of the teachers preferred group activities as forms of instruction and about 34% of them preferred an intensified format. More than half (52%) of the teachers chose industry training as a method of delivery. (d) Teachers did not participate frequently (on average 1 program per year) in inservice training programs. (e) A significant relationship indicated some differences between teachers and administrators' perceptions on inservice training. However, in general, all were seen as important by over half of the respondents. Discovering needs of students and instructional and student records management were similar between the two groups. Discovering needs of students was clearly the most important, with 88% of the teachers and 100% of the administrators rating this topic as the most important. Although even the least important in the list, fiscal policies of the total institution, was rated as important by 51% of the teachers and 65% of the administrators.
Ed. D.

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Chase, Lindsay D. "Saving place, municipal government and heritage conservation : the case of the Mount Newton Valley District of Central Saanich, British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51692.pdf.

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McKinley, Bradley Scott Mason. "Geological characteristics and genesis of the Kemess North porphyry Au-Cu-Mo deposit , Toodoggone district, north-central British Columbia, Canada." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/2293.

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The Kemess North porphyry Au-Cu-Mo deposit (300 Mt resource @ 0.30 g/t Au and 0.16% Cu)i s situated in the Toodoggone district, along the eastern margin of the Stikinia terrane in British Columbia. Mineralization is genetically related to the ca. 202 Ma, moderately SE-plunging, Kemess North diorite and is also hosted by proximal Takla Group basalt country rock. The nearby 202.7 ± 1.9 Ma Sovereign diorite has a comparable emplacement age, mineralogy, and chemistry to the Kemess North diorite, but is unmineralized. Toodoggone Formation volcaniclastic rocks (199.1 ± 0.3 Ma) crop out as prominent N-trending ridges or as isolated, fault-bounded blocks within Takla Group basalt. The unmineralized, (197.3 + 1.1/0.9 Ma) Duncan pluton intrudes Takla Group basalt. Seven vein types are separated into four stages of formation with respect to Au-Cu-Mo mineralization. Early-stage veins include magnetite stringer veins and later quartz-magnetite-pyrite + chalcopyrite + molybdenite veins. These veins are restricted mainly to the diorite, are associated with locally preserved potassic (biotite) alteration, and resulted in most of the Au-Cu-Mo mineralization at Kemess North. Main-stage quartz-pyrite + chalcopyrite ± molybdenite veins are the most abundant vein type and are present in the diorite and proximal Takla Group basalt. The veins are associated with phyllic (sericite-quartz) alteration and have a Re-Os molybdenite age of 201.8 ± 1.2 Ma. Late-stage pyrite-chalcopyrite and anhydrite ± pyrite ± chalcopyrite veins and associate phyllic (sericite-chlorite-pyrite) alteration occur in diorite and Takla Group country rocks. Lastly, post-mineralizationan hydrite and carbonate-zeolite veins cut all rocks. Fluid inclusion studies indicate that early-and main-stage ore fluids deposited Au-Cu-Mo at similar temperatures (about 400°C to 375°C) and pressures (0.9 to 3.0 kbar), corresponding to crustal depths of 3 to 10 km. Sulfur and Pb isotope compositions suggest that metals from the early-stage fluid were derived from the Kemess North diorite; metals in the main-stage fluid were derived from the diorite and probably Takla Group country rock and meteoric fluids. An E-striking, steeply S-dipping fault truncates the northern extremity of the ore body. Late NW- to NE-striking normal faults vertically displace the deposit resulting in graben-and-horst block shuffling of the stratigraphy.

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Micko, Janina. "The geology and genesis of the Central Zone alkalic copper-gold porphyry deposit, Galore Creek district, northwestern British Columbia, Canada." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30497.

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Located in the Late Triassic Galore Creek alkalic Cu-Au porphyry district in northwestern British Columbia, the Central Zone deposit represents the end-member of the silica-undersaturated class of alkalic porphyry systems. The deposit is hosted by volcano-sedimentary rocks of the Middle to Upper Triassic Stuhini Group that were intruded by a syenite-monzonite complex and hydrothermal breccias. Post-mineral tilt (45 to 60° W-SW) provides an opportunity to examine a vertically extensive depth range of the system, and the impact of host rocks and a redox control on the precipitation of sulfide and silicate alteration minerals. Early mineralization associated with potassic alteration is dominated by gold-bearing chalcopyrite + bornite (Cu:Au ~ 2:1). A second gold-poor mineralization event is associated with calc-potassic alteration and dramatically changes the Cu:Au ratio (5:1) in the core of the Central Zone. In general, greatest Cu-Au concentrations overlap lithological contacts characterized by contrasting ferromagnesian mineral content, thus forming redox gradients. Sulfur isotopic compositions emphasize the importance of fO₂ conditions in ore deposition. Sulfides in highly mineralized centers are characterized by moderately negative δ₃₄Ssulfide values (-10.66‰ to -7.84‰), whereas sulfides deposited distally show highly negative δ₃₄Ssulfide values (-17.13‰ to -4.03‰). These data suggest that the interaction of sulfate-rich (SO₄²-(aq)) fluids with varying amounts of Fe²⁺-bearing minerals in host rocks increased H₂S/SO₄²- leading to formation of reduced S, and precipitation of sulfide minerals. Trace elements such as V and As in host rocks and Eu²⁺ in hydrothermal garnet reflect the same redox influence. Vanadium and As are soluble under highly oxidizing conditions. The shift in oxidation state facilitates their incorporation in alteration minerals. Thus, highest V (>700ppm) and As (>40ppm) concentrations form halos distally to the redox gradients and ore bodies. Hydrothermal garnets near lithologic contacts contain excess Eu²⁺. In contrast to V and As, Eu²⁺ is soluble in reduced fO₂ conditions and precipitates close to the redox gradient. This study demonstrates that redox is the dominant control on ore deposition in the Central Zone. Recognizing redox changes may provide a valuable guide for future exploration in the Galore Creek district and perhaps other alkalic Cu-Au porphyry systems worldwide.

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Abdul, Rahman Mai. "The Demographic Profile of Black Homeless High School Students Residing in the District of Columbia Shelters and the Factors that Influence their Education." Thesis, Howard University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639463.

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Research indicates that families are the fastest growing segment of the homeless population in the country (National Alliance to End Homelessness, 2011). The rise in the number of homeless families has resulted in a dramatic increase in the number of homeless students (Chicago Coalition for the Homeless, 2013; Flannery, 2010). In recent years, the number of District of Columbia homeless families with children has significantly increased (The Homeless Children's Playtime Project [HCPP], 2012), and as of February 2013, more than 601 high school homeless students were enrolled in District of Columbia Public High Schools (DCAYA, 2013). Using mixed methods research, the study collected data from 95 homeless participants (16-21 years) to construct a demographic and educational profile of Black high school-aged homeless youth residing in District of Columbia homeless shelters. The study examined the factors that facilitate or impede the learning outcomes of these youth. The data analysis revealed that 31.66% of the respondents' struggle to find enough food to eat, 59.75% when faced with shelter shortages sleep in abandoned properties and city parks (34.45%), and (37.95%) sleep in city public streets (37.95%). In addition, 74.76% of the study sample "plans to keep going to school". Logistic Regression was performed and indicated that the variables (Multiethnic Identity, Ego Resiliency, and Life Orientation) are significant predictors of grade completion.

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Stewart, Nichole Helene. "No child left behind's supplemental educational services a case study of participant experiences in an urban afterschool program in the District of Columbia /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7652.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Education Policy and Leadership. 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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Sullivan, Margaret. "The effects of charter school competition on enrollment trends and teacher-reported school-level policies and behaviors in the District of Columbia Public Schools." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4274.

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Hay, Kathryn Mary. "Planning for water resources management in rural areas : a case study of Texada Island." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25422.

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This thesis develops a conceptual framework that could be used to understand, assess and balance water resources supply and demand in regions where data are limited. The framework is then applied to a case study of Texada Island in British Columbia. The flow of water into and out of Texada is calculated using the Thornthwaite water balance method which uses average monthly precipitation and monthly daily average temperature data. The stock of surface water is estimated using existing data on lake volumes in conjunction with the results of analyses of air photographs and topographic maps. After the analysis of maps, reports, and interviews with mining personnel regarding the island's geology, likely aquifers were identified and their approximate water storage capacity was calculated. The present rate of water use was determined from interviews with island residents and industry personnel, field observations, analysis of available data and a review of the relevant literature on water demands by different water using sectors. Finally, to determine whether water supplies on the island were adequate to meet future demands, scenarios were constructed for analysing potential water use to 1996 by various water using sectors. The results of the supply-demand analysis revealed that on an annual and region-wide basis, water on Texada is abundant and will be adequate to meet expected demands to 1996, and likely beyond. However, there are some local areas that currently experience water shortages during the low flow and peak demand period during the summer months. The management options that were determined to be the most appropriate solution to summer water shortages are, in the short-term, trucking in water and selective restrictions on water use during the peak demand period. In the medium to long-term, the diversion of surface water and the development of groundwater are the most appropriate solutions to water shortages on Texada. Next steps for planning the management of water resources on Texada Island are suggested. The initial and most important of these involves abandoning the ad hoc approach that now exists for dealing with water resources on the island and adopting a strategic, co-operative and co-ordinated approach involving residents and to a lesser extent, the Powell River Regional District, of which Texada is a part.
Applied Science, Faculty of
Community and Regional Planning (SCARP), School of
Graduate

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Hopper, Alvin W. L., and n/a. "A critical examination of Australian constitutional law relating to territories and to places acquired by the Commonwealth (including a comparison with United States Law)." University of Canberra. Law, 2005. http://erl.canberra.edu.au./public/adt-AUC20060427.091040.

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This thesis examines the constitutional position in relation to those geographical areas over which the Commonwealth has sole power. These are the Territories, and Commonwealth places (over which, however, the States may retain some vestigial power). The thesis seeks to give a comprehensive account of the constitutional law concerning these heads of power. The thesis traces the tortuous history of the case law on the Territories, with its many instances of inconsistent decisions and dicta. In the words of a High Court Judge, Sir Douglas Menzies, the cases have "not resulted in a coherent body of doctrine". The problems have been particularly acute in regard to the exercise of judicial power, and they are compounded by the silence of the Constitution on some major issues concerning the Territories, such as the relationship between the 'Territories' power and the Constitution as a whole. The thesis' main contention is that, contrary to predominant doctrine, the constitutional position of the Territories and of Commonwealth places is federal, not 'disparate'. In this connection, several tenets are advanced: first, that the Constitution must be interpreted as a whole�that is, as a single instrument; secondly, that the Territories are an integral part of Australia, and their inhabitants, while not enjoying all the constitutional benefits of State residents, are full members of the Australian community; and thirdly, that there is no constitutional distinction to be drawn between different classes of Territory�thus, despite some contrary suggestions, there is no distinction between 'internal' and 'external' Territories or between Territories acquired from the States and Territories otherwise acquired. The thesis explores the particular difficulties, notably in the judicial sphere, that arise from the relevant case law, and it critically examines the cases against the text of the Constitution, as well as against the yardstick of those tenets. With regard to the Territories, the thesis analyses the constitutional topics of executive power and self-government. It considers particular issues concerning each of the three self-governing Territories, including the special status of the Australian Capital Territory as the federal "seat of government". In addition, the thesis looks at the constitutional position in the United States concerning Territories, federal enclaves and the American seat of government (the District of Columbia). The thesis draws a comparison between the American position and the corresponding position in Australia, and it critically considers the judicial interpretation, in both countries, of the constitutional grant to the federal legislature of exclusive, or sole, power over such geographical areas. This process assists an evaluation of the Australian position. The thesis concludes that, in some respects, the Australian case law has gone seriously astray, especially in treating the 'Territories' power as more or less separate from the rest of the Constitution. This judicial approach has led to a convoluted and confusing situation. Despite a degree of amelioration as a result of some more recent cases, the corrective process is by no means complete. The courts are hampered in their development of a "coherent body of doctrine" by the random way in which cases come before them, and it is unlikely that the position can be fully retrieved solely by judicial decisions. The thesis therefore proposes various reforms, and it sets out, in an appendix, proposed amendments of the Constitution. In addition to expounding and criticising the case law on the constitutional topics under discussion, the thesis reviews and, where appropriate, cites from the relevant legal literature. The thesis considers the Australian case law as decided down to the end of 2004.

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Bazaud, Colas. "Centralité et forme urbaine. La dimension morphologique de l’accès à la ville et ses potentialités dans la perspective d’une alternative à la mobilité automobile." Thesis, Paris Est, 2019. http://www.theses.fr/2019PESC1001.

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Cette thèse propose d’interroger la relation entre la notion de centralité et les caractéristiques morphologiques de l’espace urbain d’un point de vue général et dans la perspective d’alternatives à la mobilité automobile en milieu urbain.Suivant une organisation chronologique, la première partie de ce travail envisage cette relation sous un angle théorique en confrontant des travaux relatifs aux notions de centre et de centralité d’une part, et aux formes urbaines d’autre part. Donnant lieu à des critères d’identification des centres, elle mène par ailleurs à considérer la centralité comme se rapportant à une réalité graduelle relative à tout l’espace urbain.S’appuyant sur ces critères et cette acception, la seconde partie consiste en l’analyse de différents espaces au sein des aires métropolitaines de Washington, Paris et Shanghai du point de vue de leurs caractéristiques morphologiques. Mettant notamment en évidence le rôle déterminant de la place accordée à la marche par l’agencement urbain, ces analyses permettent d’abord de proposer une classification des centres identifiés en fonction de la façon dont leur morphologie participe à conditionner les mises en relation, au sein de ces derniers et vis-à-vis de leur environnement. Mais elles conduisent par ailleurs à l’identification d’une expression réticulaire de la centralité, peu à même d’être caractérisée par la seule notion de centre, et apparaissant présenter des potentialités dans la perspective d’une mobilité intermodale
This thesis focus on the relation between the notion of centrality and urban form, both from a general point of view and for alternatives to automotive mobility in urban areas.Following a chronological order, a first part questions this relation from a theoretical angle by comparing selected works on the notions of center and centrality on the one hand, and on urban forms on the other. Leading to criteria for identifying centers, it also leads to consider centrality as referring to a gradual reality relating to urban space as a whole.Using these criteria and this definition, a second part provides morphological analysis of different spaces within the metropolitan areas of Washington, Paris and Shanghai. Highlighting a determining role of walking, these analysis allow a classification of identified centers according to how their morphological characteristics contribute to condition relations between urban amenities, both inside these places and in relation to their environment. But they also lead to the identification of a reticular expression of centrality, which is not inclined to be characterized by the only notion of center, and appears to be a potentially effective for alternatives to automotive mobility

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Jones, Kenneth D. "Occupational stress : a study of stress levels as perceived by selected employees related to situational and dispositional stress /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170811/.

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Campbell, Heather Louise. "Standard/school English as a second dialect : perspectives from four British Columbia school districts." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36629.

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Children of First Nations, Métis and Inuit heritage who speak a dialect of English that differs from the standard language of instruction in school may encounter communication and academic challenges (Ball, 2007). “Standard English as a Second Dialect” programs (SESD) have been developed in part to respond to these challenges. Recent research by Battisti, Friesen and Krauth (2009) has shown that supplementary funding for SESD under the ESL policy framework has had positive effects on the reading scores of Aboriginal children, but the specific programs and services that are contributing to this improvement are unknown. This qualitative study investigated current practices regarding SESD assessment and implementation of SESD programs in four British Columbia school districts (both rural and urban). Data were collected through semi-structured interviews with several speech-language pathologists (SLPs), resource teachers and other educators or administrators who were involved in their district’s SESD programs. These data were interpreted using a method called constant comparative analysis to identify key themes within a qualitative research paradigm. Perspectives of the participants were that the current Ministry of Education policy and guidelines are unclear. Individual participants have interpreted the guidelines differently leading to very different SESD programs in the districts consulted for this study. Approaches to SESD service delivery mentioned by participants ranged from teaching code-switching to highlighting relationships with students, parents and elders. Participant comments revealed that they have considerable knowledge regarding the essential aspects of ESD service delivery and how the link between language, culture and identity affects their ESD programming and goals. However, there also appears to be a strong need for more research on First Nations English dialects and their impact on education and education practices.

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James, Russell Fraser. "Urban Mixed-Use Developments, A Case Study: The Arena District, Columbus, Ohio." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392796212.

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Edwards, Constance Louise. "The process of educational change : a staff development initiative in two school districts." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27662.

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This study explored, described, and attempted to explain the process of change in two school districts in British Columbia. The study sought to determine why and how the two districts selected and put into place the same staff development program. A comparative case study method was used. A purposive sample of thirty-two persons from the two districts was interviewed to obtain their perceptions of the processes of change in their respective districts. The individuals in the sample represented three levels of district organizational structure -- classroom teachers, school principals, and district officials. Other data sources were district documents and the researcher's field notes. The data were first analyzed descriptively using as a framework Fullan's three phases of the change process: (1) initiation, (2) implementation, and (3) continuation (including perceived outcomes). Secondly, a comparative analysis between the districts was undertaken. Thirdly, an interpretive analysis, in relation to the current literature on change in education was completed. The three analyses yielded twenty-nine findings, most of which are in accord with the current literature. Some findings, however, do not fit that literature. An analysis of these findings has led to speculative conclusions in the following areas: (1) explaining program selection, (2) emphasizing the importance of certain process issues (timing, conflict, and central office involvement), (3) participation of personnel in relation to position in the organizational structure, and (4) the importance of context. Four recommendations based on the findings and conclusions are made. Two are addressed to practitioners: (1) careful attention should be paid to the contemporary literature because it does explain much of what happens, (2) practitioners should consider carefully the lessons to be learned from local variations because every case appears to have its contingencies that affect the process. The other two recommendations are addressed to those who would do further research: (3) future research which seeks to explain what it is that accounts for local variations could enhance our understanding of change, and (4) a number of methodological limitations of the present study should be addressed in future research attempts of this kind.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Reis, Frank William. "Employee assistance programs in Ohio city school districts: Initiatives and program structures /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645577154.

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Robbie, Byron. "Beyond inclusion : transforming the educational governance relationship between First Nations and school districts in British Columbia /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2086.

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Potyondy, Patrick Ryan. "Reimagining Urban Education: Civil Rights, the Columbus School District, and the Limits of Reform." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338335183.

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Robertson, Karen Sue. "Life on Long Street: A Story of Trials, Triumphs, and Community in King Lincoln- An Exhibition Prospectus." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429838360.

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McInnis, Anne Marie. "The impact of the implementation of an employee and family assistance program on teacher disability leave in ten British Columbia school districts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/MQ32692.pdf.

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Pierce, Tina Delores. "Political Leadership and Policy Preferences: A Case Study of the Columbus City School District and its Board of Education." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250543075.

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Santos, Ivanildo de Oliveira Correia. "Isolamento de Salmonella spp. em pombos (Columba livia) no Distrito Federal : aspecto de relevância ao sistema de vigilância em saúde." reponame:Repositório Institucional da UnB, 2014. http://repositorio.unb.br/handle/10482/15894.

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Dissertação (mestrado)—Universidade de Brasília, Faculdade de Agronomia e Medicina Veterinária, Programa de Pós-Graduação em Saúde Animal, 2014.
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A domesticação de pombos da espécie Columba livia, no Brasil, é citada em relatos históricos do século XVI, quando estes além de fonte de alimentação eram também utilizados para transporte de mensagens. Por soltura e fácil adaptação às condições ambientais, estes animais se multiplicaram e, nas áreas urbanas, são atualmente considerados pragas. Esta coabitação de humanos e pombos levanta hipóteses e confirmações de agravos e zoonoses. A salmonelose é uma das doenças passíveis de transmissão para humanos. Apesar de, no Brasil, ocorrer subnotificação e pouco acompanhamento dos casos de diarreias agudas, reconhecem-se os gastos e impactos que este agravo representa para a assistência básica em saúde. A presença de pombos, principalmente nas áreas com exposição de alimentos, hospitais e escolas, representa um risco à saúde coletiva. De uma amostragem de 100 aves, onde foram coletadas fezes, pelo método de raspagem de mucosa intestinal, 2 amostras apresentaram positividade para isolamento de Salmonella spp. Tipificadas pelo Centro de Referência Nacional de Enteroinfecções Bacterianas, Laboratório de Enterobactérias, da Fundação Oswaldo Cruz – FIOCRUZ, Rio de Janeiro, identificaram-se como Salmonella Typhimurium e Salmonella Saintpaul, ambas com impacto na saúde humana. A partir destes dados, as medidas atualmente adotadas pelo Órgão de Vigilância Ambiental em Saúde do Distrito Federal necessitam de redirecionamento e suporte de Órgãos e Instituições Governamentais, uma vez que o Distrito Federal é uma das Unidades Federativas do Brasil com nítidos problemas em relação aos pombos em área urbana, seja pela arquitetura ou cultura da população. _______________________________________________________________________________________ ABSTRACT
The domestication of pigeons (Columba livia), in Brazil, has historical accounts of the sixteenth century, when they were power supply and used for message transport. For loosening and easy adaptation to environmental conditions, these animals have multiplied and, in urban areas, are considered pests. This cohabitation of humans and pigeons raised hypotheses and confirmations of diseases and zoonosis. Salmonellosis is one of the likely disease transmission to humans. In Brazil, there are little follow underreporting of cases of acute diarrhea occur, but are recognized as expenses and the impact that this grievance is to basic health care. The presence of pigeons, especially in areas exposed to food, hospitals and schools, represents a risk to public health. From a sample of 100 pigeons, which faeces were collected by the method of scraping the intestinal mucosa, 2 samples were positive for Salmonella spp. Typified by National Reference Center for Bacterial intestinal infections, Enterobacteria Laboratory of the Oswaldo Cruz Foundation - FIOCRUZ, Rio de Janeiro, resulted in Salmonella Typhimurium and Salmonella Saintpaul, both with impact on human health. From these data, the measures currently adopted by the board of Environmental Health Survey of Distrito Federal, Brazil, require targeting, since the local is one of the Federative Units of Brazil with clear problems regarding pigeons in urban areas, caused by the architecture or the culture or the population.

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Santisteban, Espinoza Karol Diana. "Presencia de Cryptococcus neoformans en heces de palomas (Columba livia) en el distrito de San Borja, Lima." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2022. https://hdl.handle.net/20.500.12672/17769.

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La criptococosis es una infección fúngica de distribución mundial producida principalmente por Cryptococcus neoformans, un hongo que está presente en las excretas de palomas que habitan en zonas urbanas. En salud pública, esta micosis se ha vuelto relevante debido a que afecta a un número importante de pacientes inmunocomprometidos. Hasta el momento no existe información disponible sobre la presencia de este hongo en el distrito de San Borja, por ello, nuestro estudio tuvo como objetivo evaluar la presencia de Cryptococcus neoformans en excretas de las palomas que habitan en los parques y avenidas del distrito de San Borja, Lima. Con ese fin fueron analizadas 204 muestras de heces de palomas, 79 de parques y 125 de avenidas. Las muestras fueron analizadas mediante los cultivos en Agar Sabouraud suplementado con Cloranfenicol, la prueba de tinta china y la prueba de ureasa. Fueron positivos al aislamiento de Cryptococcus neoformans ,13.23% de las muestras colectadas: 11 procedentes de parques y, 16 de avenidas del distrito. Los resultados de este estudio ponen de manifiesto el riesgo que representan las heces de las palomas para la salud pública e indican la necesidad de continuar la vigilancia epidemiológica para detectar Cryptococcus neoformans en los parques de otros distritos aledaños.
Perú. Proyecto Consejo Nacional de Ciencia y Tecnología (CONCYTEC)

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Moss, Raymond Douglas. "Redefining accountability in adult basic education : an emancipatory approach to student assessment in British Columbia's school districts." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31442.

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This retrospective case study chronicles and critically interprets the design, development, and eventual demise of a student-centred mechanism for assessing accountability in adult basic education (ABE). ABE is understood as an attempt to address the learning needs of adults at risk of economic and social marginalization and provide them opportunities to further learning. From 1998 to 2001 the British Columbia's Ministry of Education was engaged in examining the accountability practices of ABE programs offered by the province's school districts. In the final two years of that timeframe it developed in collaboration with the field an accountability framework intended to be capable of acknowledging the many ways program success might be demonstrated and measured; adaptable to demographic, economic, and cultural changes; sensitive to local differences, learner needs, and political priorities; and emancipatory in its orientation toward learners and program providers. Implementation of the framework was stayed due to a change in government. This study reflects upon my experiences as the school district senior administrator in adult education seconded by the ministry to be the framework's principle architect. Through examining the idiosyncratic political and professional context of developing ABE accountability policy for British Columbia's school districts, this study uncovers more universal themes associated with the power dynamics of teaching professionals, their various governmentalities, and the social construction of failure and success. This lays the basis for further studies in the political economy of accountability policies and practices for adult basic education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Mantero, Vicente. "A comparative regression analysis of possible factors influencing appraised property values around selected historic districts in the city of Columbus, Ohio." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407401794.

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Sánchez, Callán Ninive Walter. "Relación entre la Escoliosis Postural y el índice de masa corporal (IMC) en escolares del nivel primaria de la I.E. N° 1105 La Sagrada Familia del distrito de La Victoria periodo mayo 2012 – julio 2012." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2012. https://hdl.handle.net/20.500.12672/2879.

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La investigación se realizó en la Institución Educativa Nº 1105 La Sagrada Familia ubicada en el distrito de La Victoria. La población de estudio fue de 450 escolares y se tomó una muestra de 151 escolares, los cuales fueron sometidos a dos evaluaciones. La primera para determinar el valor de su Índice de masa corporal (IMC) utilizando para ello la relación entre el peso y la talla de los escolares (Anexo C) y la tabla de valoración nutricional de 5-19 años, CENAN-MINSA (Anexo D), obteniendo como resultados que la mayoría está representado en el 33.8%, es decir, en el nivel IMC que los ubica en la condición de obesidad, seguido de un 32.5% con condición normal, un 23.7% con condición sobrepeso, un 6% en condición delgadez y 4% en condición de riesgo delgadez. La segunda parte fue la evaluación físico postural mediante la ficha de evaluación de García Orihuela y otros (Anexo E), para determinar la presencia de escoliosis postural, obteniendo como resultado que la mayoría está representado en el 55.6% con escoliosis postural; mientras que la minoría el 44.4% no presentaron escoliosis postural. Los escolares diagnosticados con escoliosis de sexo masculino están representados por el 65.48% y las del sexo femenino representan el 34.52%. Al agrupar a los escolares diagnosticados con escoliosis de acuerdo a sus edades encontramos que los estudiantes de 6 a 8 años representan el 38.1%, los de 9 a 11 años representa el 51.19%y los de 12 a 13 años representan el 10.71%. De los casos de escoliosis posturales encontrados se determinó que el 77.4% presentan escoliosis en forma de C; mientras que un 22.6% presentan escoliosis en forma de S, y a su vez la mayoría representado por el 29.9% presentan escoliosis en zona dorsal derecha; seguido de un 21,8% en la zona dorsal izquierda, un 14,9% en la zona dorsal derecha-lumbar izquierda, un 9,2% en la zona dorso lumbar derecha, un 6,9% en la zona dorso lumbar izquierda, un 6,9% en la zona dorsal izquierdo lumbar-derecho, un 5,7% en la zona lumbar izquierda y finalmente la minoría representado por 4.6% presentan escoliosis en zona lumbar derecha.
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Zavala, Velásquez Geraldine Stephanie. "Alteraciones posturales de la columna vertebral dorso lumbar y el equilibrio dinámico en niños de tercer y cuarto grado del nivel primario de la Institución Educativa San Agustín en el distrito de Comas, 2012." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2014. https://hdl.handle.net/20.500.12672/3524.

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Objetivo: Determinar la influencia de las alteraciones posturales de la columna vertebral dorso lumbar en el equilibrio dinámico en niños del tercer y cuarto grado del nivel primario de la institución educativa San Agustín en el distrito de Comas – 2012 Materiales y métodos: Estudio del tipo explicativo, no experimental, de corte trasversal, aplicado en niños del tercer y cuarto grado del nivel primario de la institución educativa San Agustín. Se evaluó a 152 niños, de los cuales 128 presentan alteraciones posturales en la columna vertebral dorso lumbar y 24 no presentan alteraciones posturales en la columna vertebral dorso lumbar. Se aplico como instrumentos de recolección de datos a la ficha de evaluación postural de la columna vertebral dorso lumbar: cuadrícula, flechas sagitales, software Meassure y ficha de evaluación del equilibrio dinámico de la BPM. Resultados: Los casos con alteraciones posturales en la columna vertebral dorso lumbar y equilibrio dinámico muy malo corresponde a un 94,1%, el 98,2% presenta alteraciones posturales en la columna vertebral dorso lumbar y equilibrio dinámico malo, mientras que el 71,4% manifiesta alteraciones posturales y equilibrio dinámico regular, además, 62,5% de los casos están conformados por aquellos niños que presentan alteraciones posturales en columna dorso lumbar y equilibrio dinámico bueno. Del grupo de casos que no presentan alteraciones posturales en columna dorso lumbar, se desprende que 5,9% posee equilibrio dinámico muy malo y no presencia de alteraciones posturales, 1,8% representa equilibrio dinámico malo y 28,6% representa equilibrio dinámico regular y no presentan alteraciones. Con lo expresado se infiere que en los casos con alteraciones posturales en la columna dorso lumbar predomina el equilibrio dinámico malo (98,2%). Conclusión: Existe relación entre las alteraciones posturales de la columna vertebral dorso lumbar y el equilibrio dinámico, por lo tanto los niños que presentan mayores problemas del equilibrio o menor nivel de eficacia en el equilibrio (equilibrio regular) son aquellos que tienen alteraciones posturales en la columna vertebral dorso lumbar. Palabras Claves: cifosis, escoliosis, hiperlordosis, equilibrio dinámico.
*** Objective: To determine the influence of postural changes of the spine in the lumbar back dynamic balance in children of the third and fourth grade of primary school of St. Augustine in the district of Comas - 2012 Materials and methods: Study, not experimental, cross-sectional explanatory type, applied to children in the third and fourth grade of primary school in St. Augustine. 152 children, of which 128 have postural changes in the lumbar spine and back 24 not present alterations in postural back lumbar spine were evaluated. Was applied as data collection instruments to record postural assessment back lumbar spine: Grid, sagittal arrows, meassure scorecard software and dynamic balance of BPM. Results: Cases with very bad postural changes in the lumbar spine and dynamic balance back up to 94.1%, 98.2 % presented postural changes in lumbar spine back and bad dynamic equilibrium, while 71,4% manifested postural changes and regulate dynamic equilibrium , in addition , 62.5 % of the cases are made up of children who have postural changes in lumbar spine and back good dynamic balance . The group of cases that have no postural changes in lumbar spine back, shows that 5.9% has very bad dynamic balance and no presence of postural changes, 1.8 % is bad and dynamic balance dynamic balance represents 28.6 % regularly and show no alterations. With the statement it follows that in cases with postural changes in the lumbar spine dynamic balance back bad (98.2 % ) predominates. Conclusion: There is a relationship between the postural changes of the lumbar spine and the dynamic balance back, so older children who have problems with balance or lower level of efficiency in the balance (average balance) are those with postural changes in lumbar spine back. Keywords: kyphosis, scoliosis, lordosis, dynamic equilibrium.
Tesis

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Gawronski, Christopher Joseph. "Regional district renewal : reforming regional government in British Columbia." Thesis, 1999. http://hdl.handle.net/2429/10307.

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Governance and planning are inextricably linked. To have good planning there must be an appropriate governance structure in place. Regional districts have been praised by many, but their ability to carry out good planning is hampered by the nature of their structure and powers. The ongoing Municipal Act Reform Initiative provides an excellent opportunity to review regional districts and consider improvements to their structures and powers. The 35-year history of regional districts explains the current arrangement of their structures and powers. A re-evaluation of the needs of B.C. in 1965 confirms that those needs continue to be valid and regional districts should continue to address them. However, many new needs and concerns, such as sustainability, global economic restructuring, and the rural-urban interface, require attention. The regional districts of today are ill-equipped to handle new and emerging needs - especially those of a regional nature. Regional districts need a renewed regional focus. This can be accomplished with a moderately restructured board including a regionally-elected chair. Further, municipalities and the province alike must recognize the need for certain issues to be regionally. To adequately address regional needs, the specific regional responsibilities must be identified, and powers must be granted that are broad enough to tackle the regional responsibilities. Because the granting of broad powers may be overwhelming to many less-sophisticated municipalities and regional districts, the province should provide an option for local governments to stick with the current system of express powers or to use the grant of broad powers.

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Brothers, Duane Murray Delano. "A critical, reformist perspective of the rationale for a school district race relations policy in British Columbia." Thesis, 1998. http://hdl.handle.net/2429/7825.

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This research project seeks to provide a critical and reformist perspective of the rationale for a school district race relations policy. By conducting a comprehensive critique of established assumptions behind traditional race relations models, and by bringing to light the motivations and understandings of committee members who established a school district race relations policy, the researcher hopes to make clear that stated purpose for the policy can be interpreted from variety of perspectives. The policy aims to foster a learning environment in which racial, ethnic, cultural and religious differences are recognized and valued. These differences must not be the basis of discrimination (Taylor School District. 1992) It is not clear what ethnic, cultural, and religious differences are to be recognized and valued. A reformist perspective would promote social structural equality and prepare young, developing citizens to work towards what Freire called "conscientization" (Freire, 1985: 103), to have the desire and skills to question society, see through versions of 'truth' that allow unfairness to be masked, and then to be empowered to "envision, define, and work towards a more humane society" (Sleeter, 1994: 212). This project will contribute to the body of knowledge on the underlying assumptions, factors, and motivations that impact race relations work as well as make recommendations for the implementation of effective race relations strategies. Race relations work that is "Multicultural and Social Reconstructionalist" (Sleeter, 1994: 209) is designed to reflect the concerns and aspirations of diverse groups of people. In education, rather than being limited to additional curricula or increased minority hiring, it is a "different orientation and expectation of the whole educational process" (Sleeter, 1994: 209). It also contends that major institutions such as schools are incapable of being vehicles in the elimination of racism until their institutional reason for being, their purpose, or guiding mission undergoes significant change. Proposing idealistic rationale statements is a fabulous start if the statements mirror, or initiate more subsequential changes within the foundations of educational institutions. Unless there are fundamental changes in the motivations and goals of the ministry, school boards, administrators, teachers, parents, students - all shareholders, we cannot expect to obtain different results when traditional beliefs, motivations, and practices are retained. In order to effectively understand and then employ critical and reformist approaches to race and race relations education, I begin with theorists who are making "strategic interventions" (Apple, 1993: viii) into the debates on race, racial differences, and race relations education. To define culture, I begin with the work of Bullivant (1981) to ascertain whether traditional race relations approaches reflect the following components of his definition of culture: culture is holistic, culture is transmitted, culture evolves, and culture is made up of problem solving approaches to life. To understand the progress being made in the theorization of race, I begin with the traditional biological definitions that still exist. I then look to Omi and Winant (1993) to provide an excellent alternative perspective based on a "racial formation process" (Omi and Winant, 1993: 3) in which race is understood as a social construct. I then use their work to understand the foundations upon which a critical, process orientated, socially comprehensive theory of race must stand, specifically; race must be interpreted in the here and now, race must be seen in its global context, and race must be recognized as a legacy of the modern era. McCarthy (1993) provides a critique of contemporary approaches to multicultural education and also outlines an alternative approach that is critical, reformist and takes into consideration factors that go beyond psychology as well as incorporating the evolving conceptualization of race. Finally, West (1993,1993) provides a call for a "new cultural politics of difference" (West, 1993: 11) in which cultural critics are to attempt creative responses to the particular local and global circumstances we are in regarding matters of race. By also employing the ideas of Sleeter (1993), Calliou (1995), and McCarthy (1993) I can understand why a critical and reformist approach to race relations education is necessary, what it entails, and how it might apply to specific work being done in race relations such as a newly created school district policy. To provide insight into how a critical, reformist approach might apply in the real world, the study also offers a snapshot of how nation-wide cultural and demographic changes are represented in one suburban West Coast school district in British Columbia, Canada. The study provides an in depth look into how the committee members perceived race relations; why they were involved in the formulation of the policy, what their individual motivations were and what they viewed as the purpose of the policy. The research was undertaken during the 1996 - 1997 school year, three years after the committee was first formed. I use an ethnographic sensibility to questioning the committee members to obtain rich, in-depth insights. This is seen as the most effective way in which to ascertain the often hidden, subconscious cognitive and social frameworks, which inform and determine the perspectives of individuals within our contemporary society.\ By asking open-ended questions, I encourage the respondents to elaborate upon their own ideas by active listening and co-participating in the dialogue (Spradley, 1979). By reviewing my notes after each interview I created a verbal understanding of the 'reflective thinking" (Hampton, 1995) that took place in each of the interviews. I have been all too to aware that it can be extremely difficult to articulate a clear perspective within an area in which viewpoints are often subconsciously framed by a myriad of socially and personally developed cognitive articulations. Theorists such as Bullivant and Peter believe we must go through a process of critical inquiry into the basic assumptions of established theories and models in order to address the perspectives that we claim to maintain (Bullivant, 1986: 35).

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Davies, Lulu Mary. "Monitoring and evaluating adult education programs in the District of Columbia." 2003. https://scholarworks.umass.edu/dissertations/AAI3110479.

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In the present context of increasing unemployment and budgetary constraints, providing targeted assistance and quality adult education is of paramount importance. Survey data collected over the years indicate the pressing need for quality adult education programs in the District of Columbia. According to the National Adult Literacy Survey of 1996 and the 1999 Statistical Report from the D.C. Department of Employment Services, the District of Columbia had the lowest literacy proficiency (61%) in the nation when compared to the 50 states of the United States. In a similar manner, the National Adult Literacy Survey of 1999 reported that over 50% of the District's public high school students had dropped out. For those students who stayed in school and graduated, many tested below high school reading levels. Also in terms of unemployment, the District of Columbia reported the highest unemployment rate (8.8%) in the nation (1999 Statistical Report, Department of Employment Services). Based on these complexities, concerns were raised among adult education practitioners concerning the capacity of existing adult education programs in the District to provide employment-focused adult education training. This dissertation focuses on the role of adult education program managers in order to strengthen programs and proposes that monitoring has the potential to serve as a management tool to identify management training needs. Monitoring can also ensure that these needs are met through the identification and provision of on-going technical assistance. The dissertation utilizes a case study approach to examine ways in which adult education program managers can build on strengths and address areas of weaknesses with the help of an effective monitoring strategy. Data was collected through structured and unstructured interviews, direct observations, site visits and an analysis of documents and reports in order to provide a full understanding of the potential of monitoring to improve management skills. In addition, theories of formative evaluation, decentralization and social capital were examined and relationships were established. The study found that monitoring has the potential to build local capacities by helping managers identify their areas of weakness and facilitating a process through which these managers identify appropriate types of technical assistance. The study also found that managers developed areas of strengths as a result of targeted monitoring. Changes in attitudes, perceptions and behaviors were observed during the monitoring process. Managers began to communicate with each other more and share information. The study concludes that monitoring has the potential to increase social networking among managers, which enhances management's performance. In the final chapter, the study describes the impact of communication and participation issues on the monitoring process and closes with a discussion of future trends and suggestions for further research.

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Dissertations / Theses on the topic 'District of Columbia'

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