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1
Camps, Lisette Teresa. "Effectiveness of the teaching enrichment activities to minorities (TEAM) program at increasing underrepresented students in gifted programs." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1990.
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This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program.
A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study.
2
Ng, Fung. "Reader-response approach an enrichment of the extensive reading programme in a Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554512.
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吳鳳 and Fung Ng. "Reader-response approach: an enrichment of the extensive reading programme in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554512.
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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
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Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.
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Klein, Jayne A. "Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/488.
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Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001).
The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth.
Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents.
Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem.
The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life.
The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.
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As a means of addressing observed inadequacies in school
curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial
withdrawal centre for counsellor-selected gifted children.
The Learning Enrichment Centre (L.E.C.) aimed to -
1) meet the needs of enrolled gifted students by -
a) providing appropriate learning experiences; and
b) providing an administrative arrangement (partial withdrawal)
which afforded them the opportunity to interact
with like minds;
2) meet the needs of the system by -
a) developing and evaluating units of work for gifted
students;
b) conducting workshops, seminars and in-service days for
teachers.
In 1984 the L.E.C. curriculum was designed and implemented in
accordance with Maker's model of curriculum modification for gifted
students (Maker, 1982). This model outlines a set of principles which
Maker claims, recognize the characteristics and needs of gifted
students and guide the development of a qualitatively different
curriculum. In making decisions about design and implementation of
Maker's curriculum modifications, factors related to the setting, the
teachers and the students were considered.
The overall purpose of the Study was to assist teachers in making
rational decisions about future L.E.C. provision. In particular the
Study was to collect information on the worth of the program - its
relative strengths and weaknesses - and the influence on the curriculum
of the administrative arrangement.
The program was evaluated by ascertaining levels of satisfaction
typically expressed by the students.
Of secondary concern was whether the organisational arrangement
of partial withdrawal had inhibited or enhanced the program's
intentions. It was acknowledged that unfavourable attitudes of
parents, classroom teachers or peers could conceivably alter students'
receptivity of the program.
In Term 4, two parallel questionnaires, one addressing the
L.E.C., the other the regular classroom, were administered to the
students. By comparing responses on matching items, levels of
satisfaction with the L.E.C. curriculum were determined. Selected
items on the L.E.C. instrument were further to reveal how students
felt about the administrative provision and whether classroom teachers
and peers were perceived to be supportive.
Subsequent to program completion, a questionnaire was mailed to
parents bo ascertain their support for the program by asking them how
their child's emotional behaviour had changed as a result of LEC
attendance. Also they were to indicate whether they preferred that
enrichment occur in the regular classroom or partial withdrawal
setting.
To confirm the students' impressions of classroom teacher support
and interest, parents were requested to comment on their understanding
of it.
Student responses indicated that they found their LEC experiences
to be particularly interesting and enjoyable, and the LEC teachers to
be kind, helpful, friendly and fair. These perceptions differed
significantly from their perceptions of school. Elements of the Maker
model which were consistently most valued by the group were the
Process modifications, 'Freedom of Choice' and 'Higher Levels of
Thinking'.
Parents proved to be supportive of the LEC program.
Although some would have preferred classroom enrichment
to partial withdrawal, they felt that schools could not
currently provide it.
It was the students' viewpoint that interactions
with peers and classroom teachers were not adversely affected
by their LEC participation. Classroom teachers were seen
to be generally supportive and interested - a perception
incidentally not shared by parents and LEC teachers.
Perceived positive attitudes towards their LEC involvement
most likely enhanced student satisfaction with the program.
The evaluation unequivocally indicated that the
LEC program based on Maker's model appealed to the students.
Though withdrawal from class possibly contributed to program
satisfaction, the level of satisfaction was very high
and could not be attributed solely to hidden curriculum
efects (the organisational arrangement).
The Study concluded that use of the Maker model
as a guide for developing LEC curricula should continue
but that parent and classroom teacher attitudes towards
the administrative arrangement should be regularly monitored
as they appeared to have the potential to enhance or
reduce students' receptivity of the program.
As a result of Study, various procedures for the
conduct of future evaluations were recommended.
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Vogt, Deborah Ann. "Effectiveness of "building a better me" after-school enrichment program for the enhancement of communication skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165867093.
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Cobb, Nell B. Wheeler Pamela H. Lian Ming-Gon John. "The Chicago algebra project a historical organizational case study /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521330.
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Thesis (Ed. D.)--Illinois State University, 1994.Title from title page screen, viewed April 5, 2006. Dissertation Committee: Pamela H. Wheeler, Ming-Gon John Lian (co-chairs), Carol A. Thornton, Kenneth H. Strand, Maribeth N. Lartz. Includes bibliographical references (leaves 116-127) and abstract. Also available in print.
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Soriano, Jiménez Ana Isabel. "Indicadores del bienestar animal y programas de enriquecimiento en especies de mamíferos en cautividad. / Animal welfare indicators and environmental enrichment programs in species of wild mammals in captivity." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/107953.
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En la actualidad, los cuatro objetivos de los zoos modernos son la educación, la investigación, la conservación y el ocio. Esta tesis se centró en la evaluación de algunos indicadores de bienestar animal en cuatro especies de mamíferos en condiciones de cautividad (el patrón de actividad diario, la ocurrencia de conductas aberrantes, el uso del espacio y las interacciones sociales). Los principales resultados obtenidos en este estudio pueden resumirse en: 1) Las conductas aberrantes en dos hembras de oso pardo (Ursus arctos) en cautividad mostraron variaciones estacionales al igual que lo observado en las conductas típicas de la especie en condiciones de libertad; 2) En el oso pardo (U. arctos) la presencia de público provocó un aumento en la ocurrencia de estereotipias y un uso del espacio más homogéneo, mientras que en el oso panda gigante (Ailuropoda melanoleuca) no se observaron estereotipias ni una influencia del público en el uso del espacio; 3) La seminaturalización de la instalación de dos individuos de oso pardo (U. arctos), un macho y una hembra, provocó que únicamente el macho alcanzara un nivel de actividad similar al observado en sus conspecíficos en libertad para la misma época del año (verano), haciendo un uso más homogéneo del espacio disponible. Los dos ejemplares de oso pardo estudiados respondieron de forma diferente al enriquecimiento estructural; 4) El estudio de la eficacia de un programa de enriquecimiento alimentario, sensorial y ocupacional en tres individuos de oso pardo (U. arctos), puso de manifiesto cuatro modelos de evaluación de dichos programas: el modelo de la ganancia, el la habituación, el la continuidad y el de la fluctuación de la eficacia del ítem; 5) La muerte del macho alfa en una manada de lobos ibéricos (Canis lupus signatus) provocó un aumento de las conductas de “vigilancia” y “no visible”, así como un uso del espacio menos homogéneo; 6) Las interacciones maternofiliales en tres madres y tres crías de león marino de California (Zalophus californianus) en cautividad mostraron varias semejanzas con las que presenta la especie los en libertad (los individuos se mantuvieron inactivos durante la mayor parte del tiempo y las crías macho presentaron mayores episodios lúdicos que las hembras).
Los factores que influyen en el bienestar de los animales de este estudio deberían tenerse en cuenta para garantizar que las condiciones de cautividad son adecuadas para los animales. Estos factores son las condiciones sociales de la especie, el tamaño y el diseño idóneo de la instalación, los requerimientos climatológicos de la especie, la composición de la dieta, la estimulación física y/o psicológica, la influencia del público y los cuidados veterinarios. La clave para garantizar el bienestar de los animales radica en estudiar minuciosamente las necesidades físicas y psicológicas de los mismos a través del conocimiento tanto de la historia natural de las especies como de los trabajos realizados en otros zoos.At present, the four objectives of modern zoos are conservation, education, research and entertainment. This thesis investigates animal welfare indicators in four species of mammals in captivity: activity patterns, aberrant behaviors, space use and social interactions. Different aspects were studied in this work: 1) Seasonal variations in the daily aberrant behavior of two female brown bears (Ursus arctos) in captivity, concluding that the seasonal variation was the same as their wild counterparts; 2) Comparing the influence of visitors on the behavior and space use of brown bears (U. arctos) and giant pandas (Ailuropoda melanoleuca) in the presence of the public; the brown bears showed higher percentages of stereotypes and a more homogeneous use of space; 3) Introducing a semi-naturalistic exhibit for two brown bears (U. arctos), concluding that the percentage of summer activity observed in the male was very similar to that of wild counterparts and the use of space was more homogeneous. The 2 individuals responded in different ways to the structural enrichment; 4) Environmental enrichment evaluation study in three brown bears (U. arctos) determined the four models of environmental enrichment efficacy: increase, habituation, continuity and fluctuation of device enrichment; 5) The death of the alpha male in an Iberian wolf pack (Canis lupus signatus) showed an increase of vigilance and not visible behaviors and the use of space was less homogeneous; 6) Mother-pup relationship in three captive California sea-lions (Zalophus californianus) determined some similarities with wild counterparts: the inactivity was most behavior time inverted and the male pups showed more play episodes than the females. The factors that influence animal well-being in this study must be accounted for in their captivity conditions. These factors were species social conditions, size and design of enclosures, climatological necessities of species, diet composition, mental and physical stimulation and veterinary attention. The key to animal well-being involves the detailed study of physical and psychological necessities through the knowledge of species natural history and the discoveries of other zoos.
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Agunbiade, Esther Arinola. "Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/334.
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The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
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Lewin, Virloy Elizabeth. "Effectiveness of Pre-Baccalaureate Health Careers Opportunity Programs (HCOP) for Disadvantaged Students in Three Southern States." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-181849/unrestricted/LewinV062702.pdf.
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Jené, i. Sanz Alba 1984. "Integrative study of the regulatory and epigenomic programs involved in cancer development." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/113380.
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El càncer ha estat tradicionalment considerat una malaltia fonamentalment genètica, però recentment
s'està fent palès que la desregulació de mecanismes epigenètics contribueix en gran manera al
desenvolupament tumoral. Al bell mig de la intersecció entre la genètica i l'epigenètica s'hi troben els
factors reguladors de la cromatina (CRFs, en anglès), que són un focus important de recerca a causa de
la seva potencial utilitat en teràpies contra el càncer. En aquesta tesi, determino l'estat transcriptòmic de
cèl·lules normals i tumorals basant-me en informació epigenètica i regulatòria, i descric l'existència
d'una sincronització global de l'expresió gènica en què la regulació controlada per Polycomb es
manifesta com a un dels dos components principals. Presento una anàlisi sobre com la baixa expressió
dels gens regulats per Polycomb contribueix a l'avenç del càncer de mama i a la transició entre epitel·li
i mesènquima. A més, identifico aquesta baixa expressió com a factor valuós de pronòstic independent.
Aprofitant les dades genòmiques de càncer que han estat posades a la disposició del públic recentment,
també avaluo l'estat mutacional dels CRFs en molts tumors humans provinents de diferents teixits i
línies cel·lulars de càncer. Els resultats indiquen que 39 CRFs són potencialment conductors del procès
cancerígen en almenys un teixit, malgrat que molts d'ells es torben mutats en freqüències relativament
baixes. Finalment, presento un recurs per a visualitzar i analitzar alteracions genòmiques entre línies
cel·lulars de càncer en el context de la resistència a fàrmacs i de la informació sobre alteracions deCancer has traditionally been regarded as a genetic disease, but recently it is becoming apparent that the deregulation of epigenetic mechanisms greatly contributes to tumour development. At the crossing of genetics and epigenetics lie chromatin regulatory factors (CRFs), which are the focus of intense research due to their potential usefulness in anticancer therapy. In this thesis, I determine the transcriptomic state of normal and tumour cells based on epigenetic and regulatory information, and describe the existence of a global synchronisation of gene expression in which Polycomb regulation arises as one of the two main components. I present an analysis on how the under-expression of Polycomb regulated genes contributes to breast cancer progression and epithelial to mesenchymal transition. Furthermore, I identify this under-expression as a valuable independent prognostic factor. Taking advantage on the wealth of cancer genomics data made available recently, I also evaluate the mutational status of CRFs across many human tumours from different tissues and cancer cell lines, and find that 39 CRFs are potential cancer drivers in at least one tissue, even though most of them are mutated at relatively low frequencies. Finally, I present a resource to visualise and analyse genomic alterations across cancer cell lines in the context of drug sensitivity/resistance and the information on somatic tumour alterations.
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Varian, Melissa. "MUGC summer enrichment program and reading achievement program evaluation /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=895.
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Ruhl, Stephanie M. ""Stories Do the Work" ... Pursuing an Embodied and Aesthetic Orientation for Hospice Care." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395250771.
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Morales, Silva Silvia. "A reading enrichment program for gifted adolescent." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102271.
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This descriptive research examines the performance on reading comprehension of four gifted adolescents participating in a reading enrichment program. This performance is related to the variables associated to the gifted performance following the model developed by Mönks: motivation, creativity, high ability, school, peers and family. Results showed that school does not satisfy the cognitive needs of these students and it does not offer the required social support either. The family provides the main social support. The motivation, creativity, the high level of language and concentration of the participants facilitate learning. The reading program is described by the participants as motivating due to the subject-matters and methodology; furthermore, due to the opportunity to deal with peers who have a similar cognitive level.Esta investigación de nivel descriptivo examina el desempeño en comprensión de lectura de cuatro adolescentes talentosos durante un programa de enriquecimiento en lectura. Este desempeño es relacionado con las variables asociadas a la conducta talentosa, de acuerdo al modelo de Mönks: motivación, creatividad, alta capacidad, escuela, pares y familia. Se encontró que la escuela no satisface las demandas cognitivas ni brinda el soporte social esperado. La familia brinda el soporte social principal. La motivación, la creatividad, el alto nivel de lenguaje y de concentración de los participantes facilitan el aprendizaje. El programa de lectura es descrito por los participantes como motivador debido a los temas y la metodología; además, por la oportunidad del intercambio con pares del mismo nivel cognitivo.
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Ribeiro, Máyra. "Efeito de diferentes intervenções domiciliares no desenvolvimento de crianças contaminadas por chumbo : um estudo longitudinal." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/3116.
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Lead is a toxic metal that affects all the organs and systems of the human body, being its absorption bigger in children and pregnant women. Although the harmful effect of lead in infantile development (e.g., hyperactivity, cognitive deficit, low efficiency at school, etc) there are no studies on the effect of intervention programs for this population. The objectives of this work were: 1. to compare, the acquisition of abilities (foreseen in the Portage Guide) for children of 3 to 5 years old, with average level of lead equal to 21 g/dl at four moments and 2. to verify the effect of two domiciliary interventions (A: individual training of the mother according to procedures of the Portage Guide, and the other, B: toys and models of tricks available to the child - environmental enrichment) in its performance. Two groups of 4 children were analyzed, being two groups of intervention and one of waiting control. The delineation counts on: evaluation retrospect (2002/03), a pre-test evaluation of all children in Portage Guide and HOME; implementation of the intervention programs with groups A and B (23 sessions); sounding the trained and emergent behaviors (application of the Portage Guide); retaken of the intervention program (9 weeks); post-test 1 (Portage Guide and HOME); post-test 2 (Portage Guide); post-test 3 with only one child of each group; besides the weekly evaluation of the children s performance through observation and record and posterior intervention with the controlled group. The results pointed to a decay of performance in the Portage Guide of evaluation 2002/03 for the pre-test, in the three groups, being the greater deficits in the cognition and language areas. After the period of intervention, children from group A got greater addition of behaviors, followed by group B and finally group C. The environment quality and care of these children came to be insufficient, but with improvements to the intervention for the submitted groups. It can be concluded that the two interventions speed up the development, but with better results for the intervention with parents guiding. The results indicate, also, that deficits of behavior tend to extend themselves throughout the time when it comes to this population.
O chumbo é um metal tóxico que afeta todos os órgãos e sistemas do corpo humano, sendo sua absorção maior em crianças e gestante. Apesar dos efeitos nocivos do chumbo no desenvolvimento infantil (ex., hiperatividade, déficit cognitivo, baixo rendimento escolar, etc) não existem estudos sobre o efeito de programas de intervenção para esta população. Os objetivos deste trabalho foram: 1.comparar, a aquisição de habilidades (previstas no Inventário Portage Operacionalizado - IPO) por crianças de 3 a 5 anos com nível médio de chumbo igual a 21 g/dl em quatro momentos e 2. verificar o efeito de duas intervenções domiciliares (A: treino individual da mãe segundo os procedimentos do IPO, e a outra B: disponibilização de brinquedos e modelos de brincadeiras à criança enriquecimento ambiental) no seu desempenho. Foram analisados três grupos de 4 crianças sendo dois grupos de intervenção e um de controle de espera. O delineamento conta com: avaliação retrospectiva (2002/03), uma avaliação pré-teste de todas as crianças no IPO e HOME; implementação dos programas de intervenção com os grupos A e B (23 sessões); sonda dos comportamentos treinados e emergentes (aplicação do IPO); retomada do programa de intervenção (9 semanas); pós-teste 1 (IPO e HOME); pós-teste 2 (IPO); pós-teste 3 com apenas 1 criança de cada grupo; além da avaliação semanal do desempenho das crianças via observação e registro e intervenção posterior com grupo controle. Os resultados apontam para queda de desempenho no IPO da avaliação 2002/03 para o pré-teste, nos 3 grupos, sendo os maiores deficits nas áreas de cognição e linguagem. Após o período de intervenção as crianças do grupo A obtiveram maior acréscimo de comportamentos, seguidas do grupo B e por último o grupo C. A qualidade do ambiente e cuidado destas crianças mostrou-se insuficiente, mas com melhoras para os grupos submetidos a intervenção. Pode-se concluir que as duas intervenções aceleram o desenvolvimento, mas com melhor resultado para a intervenção com orientação de pais. Os resultados indicam, também, que os deficits comportamentais tendem a se ampliar ao longo do tempo quando se trata desta população.
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Carter, Sally. "Utilization-focused evaluation of a STEM enrichment program." University of Missouri - Columbia, 2013.
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Hickmon, William Adrian Jr. "Analysis of an adventure-based marriage enrichment program." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170540/.
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Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.
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Lawson, Thomas Joseph. "A marriage enrichment program for new college student couples." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.
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Wartenburg, Kim Michelle. "Parent satisfaction in a summer enrichment program evaluation year two /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=537.
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Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.
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Pulliam, Cristen C. "Parent satisfaction with Marshall University's Summer Enrichment Program Year three /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=665.
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Wong, Wai-ling, and 黃慧玲. "Students' perceptions on the enrichment program in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.
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Scott, Jacqueline A. "The influence of role models, self-efficacy, carreer exploration, mentorship, educational aspirations, and academic enrichment on career aspirations of youth of youth in a precollege enrichmant program." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/154.
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The purpose of this study is to investigate the relationship of roles models, self efficacy, career exploration, mentorship, educational aspirations and academic enrichment on the career aspirations of middle school students in a precollege enrichment program at a medical school. Through precollege outreach programs, multiple strategies have been utilized in attempts to increase minority student interest and academic preparation for health profession training at the postsecondary and graduate levels. A mixed method design consisting of both quantitative and qualitative elements was utilized in data collection. A survey, interview process, and document analysis provided the data on factors influential in career aspirations of middle school students in a precollege enrichment program. Stepwise Regression statistical analysis revealed that educational aspiration was found to predict career aspirations. The findings provide evidence that educational aspiration is key in the career development process. One observation may be that educational aspirations are related to strong self-efficacy, high self esteem and high educational aspirations which translate into attainment of career and self satisfaction.
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Rawlinson, Catherine. "Parameters of Self Concept Self Efficacy and Programme Enrichment." Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/2014.
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In this study a unique Enrichment Programme was designed, based upon the four curriculum models of Renzulli, Betts, Treffinger and Feldhusen. Pedagogical strategies to reinforce the development of children’s academic self concept internal locus of control, self efficacy and demonstration of potential special abilities formed an integral part of this Enrichment Programme. Instead of pre-selecting children to participate in the Enrichment Programme, this study explored the effects of changing the direction of the identification process for Children with Special Abilities. As a result, all children in the Treatment classes participated in varying stages of enrichment. The theory underpinning this intervention design was based upon Bandura's theory of reciprocal determinism and his principle of bi-directionality. In this study a pre/post experimental design was used with both the Treatment and Control groups. Seven inner city Auckland Primary schools were randomly selected to take part in this study. The Treatment group consisted of four Standards 2-4 classes, the Control group consisted of three Standards 2-4 classes. During intervention the Treatment group worked with their teachers who also attended two introductory workshops relating to the Enrichment Programme. The Control group did not participate in the Enrichment Programme; instead they worked on their regular class programme. Measures of children’s general academic self concept, locus of control and self efficacy were obtained using three questionnaires. Teachers in the Treatment and Control groups also completed an adapted version of the Renzulli/Hartman Special Ability Scale, for each child in their class at the beginning and end of the intervention phase. When combining scores for all areas measured, MANOVA showed that following intervention there was a difference between the Treatment and Control group results but this difference was not significant at the .05 level. MANOVA showed that a significant Ability effect occurred in this study regardless of whether the children were in the Treatment or Control groups. Ethnic and SES differences were also obtained but these were not significant. ANOVA using Split Plot Design for Repeated Measures focused upon the separate scores in each of the cognitive/personal and behaviour performance areas measured. In Perception of General Academic Ability neither the Treatment nor Control group made a significant increase, however a significant Ability effect was obtained. The Treatment and Control groups did not make significant increase in any of the five areas of Locus of Control and there were no significant Ability, Ethnic or SES effects in this area. The Control group made a significant increase in Self Efficacy and a significant SES effect was obtained. The Treatment group made a highly significant increase in Teachers’ Recognition of Children with Special Abilities and significant Ability and SES effects were also obtained in this area. A number of Treatment groups made increases which approached significance in the area of Teachers’ Recognition of Children with Special Abilities. This study illustrates that it is possible to design a class-based Enrichment Programme which enables all children to participate in varying stages of enrichment and which incorporates pedagogical strategies to reinforce academic self concept. The self efficacy results confirm Bandura’s premise that reciprocal influences do not occur simultaneously and that it takes time for a causal factor to exert its influence. This study shows that changing the direction of the identification process, by including all children in a class-based Enrichment Programme can be an effective strategy for enhancing Teachers’ Recognition of Special Abilities for children from different Ability, Ethnic and SES groups.
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Holz-Russell, Katie J. "Implementation of a reading curriculum in a 6 week summer enrichment program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/KHolzRussell2007.pdf.
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Cottle-Willard, Elizabeth. "Reading achievement for students in Marshall University Graduate College's 2005 Summer Enrichment Program program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=678.
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Amador, Adrienne A. "A Quantitative Analysis of The Kenyon Education Enrichment Plan." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338259340.
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Fan, Sheng. "An evaluation of the science enrichment program in Tulsa Public Schools /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9203793.
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Hohn, Elizabeth Blass. "Impact of a summer enrichment program on student achievement in algebra." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000071.
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Harvey, Brenda Sue. "Cohesion, instruction time and reading performance at MUGC summer enrichment program /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=899.
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Melky, Huda. "A Study of an Academic Enrichment Program at Western Kentucky University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2624.
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The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students.
Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years.
A comparison of student retention for the four academic years of this study produced the following results:
All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA
At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school
At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school
At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work.
First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison.
Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group.
At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention.
Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.
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Nieder, Lauren E. "Effects of an Academic Enrichment Program on Elementary-Aged Students' Performance." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7871.
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The goal of this research was to develop a greater understanding of the effectiveness of enrichment programs outside of the school setting. This study was also intended to contribute to the broader understanding of the mechanism of student school-related stress, reported by parents, as it relates to student academic performance, specifically in a population which primarily consists of students and parents who are of Asian-Indian-American descent. With rising standards and intensifying pressure on students to be academically successful, it is necessary to examine the stress students experience due to their academics, as well as its effects on their academic performance. Participants in this study included twenty 1st through 5th grade elementary students who attend weekly classes at one of three local academies where the after-school academic enrichment program is offered. Data from those students participating in both math and English was accounted for separately, resulting in 34 total student subjects which can be utilized for this study (N = 34). After performing bivariate logistic regression, the models did not reach significance (p > .05), therefore it cannot be said that an increase or decrease in dependent variable of students’ school grades can be predicted that any of the following independent variables: homework completion, length of enrollment, and academy homework scores,. The perceptions of the parents, in addition to those of the children experiencing these stressors should be studied further.
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Lane, Terry. "An evaluation of a self-instructional marital enrichment training programme." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41120.
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This study is an evaluation of a self-instructional version of the Couples Communication Programme (CCP) in terms of its effect on marital and parent-child communication. Twelve families completed self report measures of marital and family life (the Marital Communication Inventory and the Family Environment Survey). As well an audio tape of a family discussion was rated by observers using the Sequential Analysis of Verbal Interaction. The mothers and fathers in each family then completed the self-instructional CCP over a one month period, following which the same measures were repeated. Fourteen additional families served as a wait-list control group, completing the same measurements with CCP training. Analysis of variance indicated no differences between the groups for the selected variables. These results suggest that self-instructional methods for couples communication may have limited usefulness. It is possible that this type of training could be improved by designing programmes which take into consideration gender differences in attitudes and learning styles.
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Ferrebee, Melissa L. "Program evaluation of Practicum III Marshall University's summer enrichment program from a school psychology student's perspective /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=359.
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Bath, Kara B. "A qualitative study of couples'experience of the Preventative and Relationship Enhancement Program." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/35142.
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This study explores the experience of couples, married five or more years, of the Preventative and Relationship Enhancement Program (PREP). This study examined specific skills the couplesâ gleaned from the workshop, as well as, the relational impact that PREP had on the couplesâ marriage. Six couples were surveyed, ranging in age from mid-forties to mid-fifties and ranging in years married from 8.5 to 29 years. Content analysis was employed to examine the data. Two themes emergedâ motivation and impact, and results were organized under these themes. Clinical implications were identified concerning working with couples married five or more years in therapy and future research is discussed.Master of Science
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Simpson, Jamila Rashida. "African American Perspectives: A Qualitative Study of an Informal Science Enrichment Program." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-05102007-012002/.
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The purposes of this study were to determine what program characteristics African American parents consider when they enroll their children into an informal science education enrichment program, the parents? evaluation of a program called Jordan Academy in which they enrolled their children, and the alignment of the parents? perspectives with Black Cultural Ethos (BCE). BCE refers to nine dimensions posited by Wade Boykin, a psychologist, as comprising African American culture. Participants were parents of students that attended Jordan Academy, an informal science enrichment program designed for third through sixth grade students from underserved populations. Qualitative methodologies were utilized to perform a thorough assessment of parents? perspectives. Data sources included classroom observations, student surveys, academy curriculum, photos and video-taped class sessions. Data included teachers and parents? responses to semi-structured, audio recorded interviews and students? written responses to open-ended items on the program?s evaluation instrument. The data were analyzed for themes. and the findings compared to Black Cultural Ethos. Findings revealed that the participants believed that informal science education offered their children opportunities not realized in the formal school setting - a means of impacting their children holistically. The parents expressed the academic, cultural, and personal development of their children in their characterizations of the ideal informal science education experience and in their evaluations of Jordan Academy. Overall, the parents? views emphasized the BCE values of harmony, affect, verve, movement, orality and communalism. The study has important implications for practices within and research on informal science education.
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Zweitzig, Jerry W. "A new program for marriage enrichment in Calvary Bible Church, Lewistown, Pa." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Mortensen, Dana. "Promoting Development Through Play: A Migrant Head Start Parent-Child Enrichment Program." DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/2627.
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This study was designed to assess the efficacy of an early intervention project focusing on early stimulating experiences through parent-child play interactions, and their impact on young migrant Latino children's mental, motor, social-emotional, and language development. An experimental group of 30 children from 26 families and a control group of 14 children from 14 families participated in this assessment. Dependent measures included the Bayley Scales of Infant Development and the Preschool Language Scale. Demographic data such as parent level of education, number of individuals living in the home, and family income were among the independent measures. Research hypotheses predicted the experimental group to score higher on posttest dependent measures as compared to the control group. Results did not support the research hypotheses. Although experimental group Mental Development Index (MDI) scores did increase in the predicted direction, this increase was not statistically significant. Further, two age groups within the control group also showed positive increases in MDI scores. Additionally, whenever significant differences were found on dependent measures, they were found in favor of the control group. The results may be interpreted in light of nonequivalent control groups as discussed in Chapter V.
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Farhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.
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Goodroe, James D. "A program of marriage enrichment at the First Baptist Church, Sumter, South Carolina." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Laureano, Cynthia Marisa da Silva. "The evaluation of a premarital enrichment programme for second marriages / Cynthia Laurean." Thesis, North-West University, 2004. http://hdl.handle.net/10394/556.
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The aim of the research was to evaluate the premarital enrichment programme designed by
Pretorius (1997) for couples who wish to remarry. The study was motivated by literature, which
shows a high likelihood of divorce among divorcees who remarry. Three interested couples
responded to advertisements placed in a local Potchefstroom newspaper and announcements
made in churches. A qualitative (case study method) research design was used. The programme
consisted of six two-hour sessions. The programme was conducted over two weekends. The first
three sessions were held with all three couples and the last three sessions with each couple
separately due to conflicting schedules. The effect of the programme was assessed by five
measuring instruments, participants' metaphoric drawings of their relationships, semi-structured
interviews, and the researcher's observations of the interaction between the participants. The
assessment took place a week before and four weeks after the programme presentation. The
results obtained indicated that two of the couples experienced changes whilst the other couple
experienced minimal change. The change that occurred in the two couples were with regards to
their communication and conflict management, their implementation of boundaries, intimacy,
security in their relationship, growth, and dyadic adjustment. It was concluded that the premarital
enrichment programme prepared two couples for remarriage, specifically with regards to their
adjustment in the relationship.Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.
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Goldman, Alex. "Recipe for collective complacency social barriers in a community-based after-school enrichment program /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004807.
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Bristowe, Anthea J. "The linguistic identities of multilingual adolescents involved in educational enrichment programmes in Johannesburg." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85661.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis focuses on a community of multilingual adolescents who are high performers in mathematics and science, and whose primary language of teaching and learning is English. The participants who form part of the study all attend selected educational enrichment programmes in the greater Johannesburg area. The thesis is particularly interested in how students' language repertoires feature in their learning and in how their language repertoires contribute to their identity construction. This research is informed by literature which views identity not only as complex, contradictory, multivoiced and multifaceted, but also as dynamic and subject to constant renegotiation across space and time. In seeking answers to specific questions about the linguistic identities of the teenage participants in this study, this study will establish what the full linguistic repertoire of each participant is, and whether or not participants identify themselves by means of language. While there have been a number of very authoritative studies of language repertoires, many of these have focused on indigenous minorities, migrants or refugees who need to improve their life chances in a context where their L1 is not dominant. Although this study does include a number of participants originally from outside of South Africa, the majority of the participants are South Africans whose first languages are official languages. This study uses a multimodal approach in data collection and analysis in an attempt to investigate the multi-semiotic nature of the linguistic identities of the participants. Following the work of Busch (2010), I argue, that multilingualism can no longer be seen as an abstract competency, and that "language crossing", the appropriation of elements across boundaries, becomes a competency in its own right. These competencies can thus be used as a way of constructing a speaker's linguistic identity. Finally, the thesis makes a recommendation that more multimodal studies should be conducted in order to investigate the 'performativity' of 'identity construction'.
AFRIKAANSE OPSOMMING: Hierdie tesis fokus op ʼn gemeenskap van veeltalige adolessente wie toppresteerders is in wiskunde en wetenskap en vir wie Engels die primêre taal van leer en onderrig is. Die deelnemers aan die studie woon almal geselekteerde opvoedkundige verrykingsprogramme by in die groter Johannesburg area. Die tesis is spesifiek geïnteresseerd in hoe studente hul 'taal repertoires' gebruik wanneer hulle leer en hoe dit moontlik bydra tot die konstruering van hul identiteite. Die studie gebruik as uitgangspunt literatuur wat 'identiteit' as kompleks, teenstellend, veelstemmig en dinamies beskou. Verder word 'identiteit' ook beskou as onderworpe aan konstante heronderhandeling in elke spesifieke situasie en konteks. Die studie probeer vasstel wat die volle 'taalrepertoire' van elke deelnemer is en of die deelnemers hulself d.m.v. taal identifiseer. Hoewel daar verskeie belangrike studies oor taal repertoires bestaan fokus baie van hierdie studies op inheemse minderhede, migrante of vlugtelinge wie hul lewenskanse moet verbeter in ʼn konteks waarin hulle eerstetaal (T1) nie dominant is nie. Alhoewel hierdie studie ʼn aantal deelnemers insluit wat oorspronklik van buite Suid-Afrika afkomstig is, is die meerderheid van die deelnemers aan die studie Suid-Afrikaners wie se eerstetale, amptelike tale is. Die studie gebruik ʼn multimodale manier van data insameling en analise in ʼn poging om die multisemiotiese aspekte van die 'taalidentiteite' van die deelnemers te ondersoek. In ooreenstemming met Busch (2010) stel ek voor dat veeltaligheid nie langer gesien kan word as ʼn abstrakte vermoë nie maar dat ander praktyke soos 'taal oorkruissing', die gebruik van elemente oor taalgrense, ʼn vaardigheid in eie reg is. Hierdie soorte vaardighede kan dus ook gebruik word om die 'taalidentiteit' van ʼn spreker te konstrueer. Laastens word die aanbeveling gemaak dat meer multimodale studies gebruik moet word om die 'performatiwiteit' (performativity) van identiteitskonstruksie te ondersoek.
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Al-Mughairy, Asila Juma. "Evaluating a marriage enrichment programme for newly married couples in Sultanate of Oman." Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/6409.
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In Oman and Arab Gulf countries, rising rates of divorce and family breakdown have increased public concern about the severity of marital and family problems. According to the ministry of justice (2002-2009), the rates of divorce increased from 1661 in 2002 to 2698 in 2009. The ministry of social development reported that the number of divorce cases provided by the Ministry according to 2003 was 7822 while in 2009 the number increased to 8199 cases, the money spent on these cases reached 4461,414 Omani Rials (Ministry of Social Development, 2003-2009). Some researchers from Gulf countries reported that the average length of some gulf countries marriage is only five to seven years (Al qashan, 2007). The main purpose of the present study was to develop, deliver and evaluate an Arabic version of the marriage enrichment programme in Omani context. In order to determine whether this programme could effectively improve the marital relationship and marital satisfaction of Omani couples. In addition, the majority of previous studies which focused on marriage enrichment, have been conducted in predominantly white, Western population (Yelsma, 1988). The current study will contribute insight into the ways couples from other cultural backgrounds interact with each other in achieving marital satisfaction, specially couples from Muslim countries. In this study, 83 newly married couples participated; 46 couples completed the six-week Marriage Enhancement Programme (MEP), completing assessments directly before, on completion and at six-months follow-up. There were 37 couples as a comparison group for measuring the impact of the programme on the experimental group. The results show that couples who completed the programme reported higher levels of satisfaction, in the form of a broad and significant improvement in their relationship on the six dimensions, than those of comparison group, all increases remained significant at six-month follow-up. These positive findings suggest the potential effectiveness of the MEP and the importance of future longitudinal outcome studies to validate its enhancement utility. It seems to warrant other culturally tailored studies to test the worth of this programme with different samples.
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Katukhov, Alexey V. "The role of uranium enrichment in nuclear proliferation and potential implications for Iran's nuclear program." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648979958/viewonline.
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Moore, Kenneth W. "The establishment of a program of family enrichment at the Enon Baptist Church, Jayess, Mississippi." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Lattimore, Royna Faye. "The relationship between student achievement and level of parent satisfaction in a summer enrichment program." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=360.
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