Dissertations / Theses on the topic 'First Homes'
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Pasquarette, Mary Eileen. "Building a bridge between home and school an overview of reading practices in first grade homes /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1147641437.
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Pasquarette, Mary Eileen. "BUILDING A BRIDGE BETWEEN HOME AND SCHOOL:AN OVERVIEW OF READING PRACTICES IN FIRST GRADE HOMES." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1147641437.
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Balducci, Ed. "Producing transformational leaders in homes so that homes produce transformational leaders for the church at Geyer Springs First Baptist Church, Little Rock, Arkansas." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p054-0236.
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Laws, Alexander S. "Setting the Stage and Building Homes: Architecture Metaphors and Space in Donne's First Caroline Sermon." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2671.
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Through his use of "foundation" and "house" metaphors in his "First Sermon Preached to King Charles at St. James, 3 April 1625," John Donne discreetly presents his ideologies and principles before the new king, while simultaneously criticizing his contemporaries' misguided bickering over religio-political factions. This essay seeks to unpack the history surrounding, as well as the casuistical logic found within Donne's first sermon preached during the Caroline period, which both explicitly and implicitly addresses the foremost anxieties of the people of the changing age.
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McMurry, Donald R. "A program to facilitate family worship in participating member homes of First Baptist Church, Fairborn, Ohio." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Halladay, Laurel (Laurel Marjorie) Carleton University Dissertation Canadian Studies. "'We'll see you next year': maternity homes in southern Saskatchewan in the first half of the twentieth century." Ottawa, 1996.
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Mfombep, Gerard Epat. "ME AND MY SUPERVISORS : Nursing students clinical experiences during their first clinical placement in nursing homes-a qualitative interview study." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71075.
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Nursing has come a long way to become a subject of university study. Clinical placement is a vital part of the study in preparing students for future nursing roles as providers of care to patients. The placement within nursing homes is a compulsory part of the clinical studies. Major actors in the clinical placement are supervisors. Their actions and support are determinant for the nursing student’s experiences, in learning and development of their clinical skills.
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Carlson, Scott A. "Developing men to be better spiritual leaders in their homes with their wives and children at First Baptist Church of Macon, Missouri." Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), access this title online, 2006. http://www.tren.com.
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Rafferty, Eileen N. "Jimmy Hit His First Home Run." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/958.
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This document begins with the end of a life and ends with the beginning of hope. It is a brief description of the artist's history, artistic and literary influences, and subsequent works produced during graduate school, specifically Dichotomy, Swan Dive, and Jimmy Hit His First Home Run. Topics discussed include Human Physiology, Transference, Buddhism, and Bubbles. This document was created in Microsoft Word 2004 for Mac, Version 11.2.
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Chu, Yuk-ha Agnes, and 朱玉霞. "First home: a problem or no problem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31968235.
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Chu, Yuk-ha Agnes. "First home : a problem or no problem /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20125914.
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Hartwig, Tilman. "Formation and growth of the first supermassive black holes." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066386/document.
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Les trous noirs supermassifs résident dans les centres de la plupart des galaxies massives et on observe des corrélations entre leurs masses et les propriétés de leurs galaxies hôtes. De plus, on observe des trous noirs de plus d’un milliard de masses solaires quelques centaines de millions d’années seulement après le Big Bang. Ces trous noirs supermassifs présents dans l’univers jeune ne sont que le sommet de l’iceberg de l’ensemble de la population de trous noirs, mais ils mettent en question notre compréhension de la formation et de la croissance des premiers trous noirs. Notre nouvelle méthode améliorant le calcul de la densité de colonne de H2 donne des probabilités pour former des graines massives de trous noirs qui sont plus d’un ordre de grandeur plus élevées que prédit précédemment. Nous trouvons que CR7 pourrait être le premier candidat à héberger un tel trou noir formé par effondrement direct et nous démentons l’existence initialement revendiquée d’une population stellaire massive primordial dans CR7. Nous calculons la densité des taux de fusion des trous noirs binaires des premières étoiles et leurs taux de détection avec aLIGO. Notre modèle démontre que les détections des ondes gravitationnelles à venir au cours des prochaines décennies permettront d’imposer des contraintes plus strictes sur les propriétés des premières étoiles et donc sur les scénarios de formation des premiers trous noirs. Nous développons un modèle analytique en 2D de la rétroaction des noyaux actifs de galaxie pour démontrer qu’un profil de disque plus réaliste réduit la quantité de gaz qui est éjectée du halo par rapport aux modèles 1D existants. La rétroaction empêche l’accretion de gaz sur le trou noir central pendant seulement ∼1 million d’année environ, ce qui permet une accretion de gaz presque continue dans le plan du disque. Avec cette thèse, je contribue à une meilleure compréhension de la formation et la croissance des premiers trous noirs supermassifsSupermassive black holes reside in the centres of most massive galaxies and we observe correlations between their mass and properties of the host galaxies. Besides this correlation between a galaxy and its central black hole (BH), we see BHs more massive than one billion solar masses already a few hundred million years after the Big Bang. These supermassive BHs at high redshift are just the tip of the iceberg of the entire BH population, but they challenge our understanding of the formation and growth of the first BHs. Our improved method to calculate H2 self-shielding yields probabilities to form massive seed BHs that are more than one order of magnitude higher, than previously expected. We find that CR7 might be the first candidate to host such a direct collapse BH and we disprove the initially claimed existence of a massive metal-free stellar population in CR7. We calculate the merger rate density of binary BHs from the first stars and their detection rates with aLIGO. Our model demonstrates that upcoming detections of gravitational waves in the next decades will allow to put tighter constraints on the properties of the first stars and therefore on formation scenarios of the first BHs. We develop a 2D analytical model of active galactic nuclei-driven outflows to demonstrate that a more realistic disc profile reduces the amount of gas that is ejected out of the halo, compared to existing 1D models. The outflow prevents gas accretion on to the central BH for only about ∼1Myr, which permits almost continuous gas inflow in the disc plane. With this thesis, I contribute to a better understanding of the formation and growth of the first supermassive BHs
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Gibson, Virginia Valerie. "Negotiated spaces : work, home and relationships in the Dene diamond economy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/800.
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This thesis examines Dene engagement with the diamond mining economy in Canada’s Northwest Territories. While historic treaties, policy and regulation create situations of powerlessness, the space for the negotiation of a bilateral relationship between Treaty mining companies and communities exists, formalized as Impact and Benefit Agreements. An initial emphasis on socio-cultural impacts and vulnerability of the communities in relation to the mines illuminated variable outcomes. This led to a central focus on how outcomes are negotiated, with the outcomes strongly related to forms of community and cultural resilience.
Surprisingly, the ability to bounce back, or be resilient (not vulnerable), as defined by the Tåîchô and Yellowknives Dene communities is central to community response and well being in this new economy. The possibility of self determination and the potential to be in relationships of reciprocity are found to be fundamental drivers of community health and thus resilience. Study of the Tåîchô Cosmology surfaces the centrality of reciprocity to cultural resilience wherein the quality and nature of the relationships as inscribed in past and present agreements themselves are of defining importance.
New relationships with mining companies are entered with the expectation of reciprocity by communities, so that the exchanges are economic, social, cultural, spiritual and symbolic. This thesis outlines this process as it plays out in the mining economy and as it is manifest in spaces of negotiation, each of which invokes social capital and reciprocity. These include negotiations between: diamond mining companies and the communities; government and communities; diamond mining companies and the workers, and miners and their families and communities.
Each of these negotiations is vital in creating the possibility of employment and business. However, relationships with the settler government and with Treaty mining companies are constrained. Many of the limitations identified relate to the assumption by settler society of the universality of their particular values, practices and culture. The thesis argues that Treaty mining companies can shift approaches, both in the orientation to relationship and in the implementation of agreements through the lifecycle of the mine.
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McWhinney, Heather L. "Early immersion students' first language literacy at home and at school." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33303.
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This study investigates students', parents' and teachers' beliefs about first language literacy experiences at home and at school. Written questionnaires and interviews were used as tools of inquiry. The students were grade five, majority language students in an early immersion program. Students, parents and teachers were asked about their beliefs on first language reading development, literacy experiences at home as well as at school, second language impact on first language and related topics.Results showed that all students in the study had similar types of literacy experiences at home, regardless of reading ability. By adhering to an Emergent Literacy perspective, parents provided many diverse opportunities for their child(ren) to engage in literacy activities at home. The school had similar views about the importance of literacy practices. Students' literacy experiences at home appear to be in synchrony with their literacy experiences at school. This finding aligns with the aims of a Social Construction of Literacy perspective.
Learning to read in a second language did not hinder a child's development of first language reading, although for students having difficulty reading in the first language, the addition of a second language seemed to pose some difficulties for some students.
Recommendations are made for future research into family literacy in immersion programs and a follow up study. Research on individual differences among siblings could provide insight into why some children appear to have difficulties reading in their first language while others do not. A follow up study on some or all of the participants would provide continuing data on immersion students' literacy at home and at school.
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Roderick, Christopher. "The thermodynamic first law for black holes in low-energy string theory." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23293.
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The prescription of R. M. Wald for determining a thermodynamic first law for stationary, axisymmetric, asymptotically flat black holes in general theories of gravity is applied to the effective Lagrangian for the bosonic sector of low-energy heterotic super-string theory. It is found that the presence of the gauge fields necessitates an alteration of the prescription. Specifically, the Lie derivatives with respect to the Killing vector of the gauge fields are non-vanishing. This introduces new terms which ensure gauge-invariance of the final result in a natural way.
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Blanton, William Barry. "Equipping selected leaders to manage conflict at First Baptist Church, Homer, Louisiana." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Marti-Bucknall, Wendy, and n/a. "The home-school connection: Immigrant family literacy practices and use of technology in home/first language learning." University of Canberra. Education & Community Studies, 2007. http://erl.canberra.edu.au./public/adt-AUC20080826.151654.
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The study addressed immigrant families' and mainstream school systems' support for young children's home language learning in Basel, Switzerland. In Switzerland, as in many European countries and in Australia, early childhood educators work with growing numbers of children from immigrant, refugee and asylum seeking families. The culturally, linguistically and ethnically diverse groups of children that now characterise childcare centres, kindergartens and primary schools result from these patterns of immigration and present challenges for teachers and other educators who cater for the needs of increasingly diverse student populations. The literature on home languages acknowledges the importance of the relationship between a child's first language and development in the second language and the essential role of language proficiency in academic success. Despite knowledge from extensive studies on the interdependency of first and second language development (Cummins, 1979, 1981b, 1991, 2001) and evidence that continued development in a child's first language is crucial for overall cognitive development and transfer to second language learning (Collier, 1995), there is little focus on helping children maintain their home language in the early years of education. Arguably too, information and communication technologies (ICTs) lead to increased availability and opportunities for global communication, affecting the nature of communication, and creating possibilities for new forms of learning in the home and school. Children must therefore have the opportunity to become proficient users of these new and evolving forms of technology in order to acquire the skills, including language skills that they will need for future employment. In the light of this conceptual background, the present research focused on: (1) Immigrant parent beliefs and attitudes to home language use and how languages were used at home. (2) The strategies families used to promote home language learning in oral and written forms. (3) The extent to which ICTs were used as a tool to support home languages in the family and school environment. (4) The kinds of support offered in school and communities and what government policies and initiatives were afforded to home languages.
(5) The nature of school and community policies and practices on the promotion and maintenance on home languages. These issues were addressed through a qualitative interpretive research approach drawing on the traditions of phenomenography (Marton 1986) and Grounded Theory (Strauss & Corbin, 1990). The research was based on three main data sources: (1) analysis of policy and curriculum documents from school systems, (2) interviews with key education personnel and (3) interviews with ?immigrant? parents (n=58) from diverse socio-economic backgrounds living in Basel. Families were drawn from 16 countries including the former Yugoslavia, (Kosovo, Serbia, Montenegro and Croatia), Spain, South and Central America, and Turkey. All children, whose parents participated in the study, attended state run kindergartens and primary schools. A major focus in the data collection and analysis was on (a) parents' perspectives and experiences as they negotiated home language learning in the home, school and community and the extent to which they used ICTs to enrich home language development, and (b) mainstream teachers' perspectives on the role home languages played in linguistically and culturally diverse classrooms, as well as the role ICTs and media played in teaching children from immigrant families. The results of the study showed that: (a) immigrant children's home languages and culture as well as bilingualism and multilingualism are prominent features in Basel integration policy and curriculum documents but this focus is rarely translated to early childhood classroom practice, (b) classroom teachers focus predominantly on children learning their second language (German), (c) immigrant children's home language and culture is valued and respected but formal opportunities for children to learn to read and write in their home languages begin only when they have reached second grade, (d) there were a range of perspectives, reasons and strategies for maintaining and promoting home languages within families, (e) ICT was not an integral part of children's classroom experiences in kindergarten and scarcely integrated in primary classrooms, but was used in a variety of ways within homes to promote home language and communication, (f) there were wide variations in parents' and teachers' perspectives on what constitutes parent involvement in children's learning and education, and
(g) links between home and school were mostly 'one way' and formal and some parents desired more frequent, more informal and spontaneous contact with teachers. These findings have considerable implications for Basel school and classroom practice and for early and middle year policy makers. They show that embedded assumptions of both teachers and parents may have a negative impact on children's positive identification with both majority and minority language learning. Limited financial support for home language classes is likely to have a negative effect on immigrant children's home language literacy learning. Dialogue needs to be sought on the potential for ICT use in home language learning. Policy makers' efforts towards developing multilingualism in all children are problematic. Some parents drew attention to the challenge of learning a third language through a second language, L1 + L2a +L2b + L3+L4. (L1 = home language, L2a= German Swiss dialect, L2b = Standard German, L3= French, L4 = English). To help better explain and increase awareness of the interrelationship between home languages, ICT use and the home-school connection, a model was developed that reflects the range of immigrant family perspectives on home language learning and the influences that appear to promote home language development within children's environments. This 'multilingual social cohesive communications model' should assist in understanding the important links between home languages, ICTs and home-school communication. The model emphasises the importance of developing bottom up local level strategies and recognises the vital role of positive interactions between parents and teachers. It builds on a sociocultural view of language learning, tapping on the potential of new learning tools (ICTs) in real and virtual communities. It recognises the importance of intercultural identity formation and at the same time the inhibiting effects of discrimination both overt and covert. The model incorporates the strategies schools need to improve communication with families and to strengthen links between home and school with the view to improving educational outcomes and prospects for immigrant children.
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Marti-Bucknall, Wendy. "The home-school connection : immigrant family literacy practices and use of technology in home/first language learning /." full text via ADT, 2007. http://erl.canberra.edu.au/public/adt-AUC20080826.151654/index.html.
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Cameron, S. M. "First-time mothers and their health visitors : perceptions of a home visit." Thesis, University of Edinburgh, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642345.
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This study explores the relationship between mother and health visitor through their perceptions of a home visit. The aims are to describe the interaction on a routine home visit, compare the perceptions of the participants, and explore their contrasting views. Through this exploration the worth of home visits is demonstrated. The theoretical framework was based in ethnomethodology, and multiple methods of data collection provided complimentary data. Fifteen volunteer health visitors carried out a routine home visit to three primiparous mothers with babies aged 2 and 6 months. This visit was tape recorded. Both client and health visitor were interviewed by the researchers and were asked to complete a short questionnaire after the visit. There was a similarity of views about the visit and their relationship. Both participants judged a successful visit in terms of the client's response and satisfaction. To the health visitors, a good relationship was not necessary to carry out their work. To the clients, however, a good relationship was of prime importance. A non-authoritarian approach was much preferred. The interaction revealed a number of verbal ploys whereby the participants guided the interaction. The health visitors, while possessing more power than they think they have, use many strategies to ensure acceptability. The home visit is demonstrated as an interaction of some complexity, providing possibilities for the exchange of information, with the client very much an equal participant. The research ends with recommendations for management, education, and practice, one of which is the use of a health visitor/client contract, which might effectively explain the service offered, and assist in forming good relationships.
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Dillon, Andrew, and Barbara Grushowski. "Genres and the Web - is the home page the first digital genre?" Wiley, 2000. http://hdl.handle.net/10150/105166.
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Genre conventions emerge across discourse communities over time to support the communication of ideas and information in socially and cognitively compatible forms. Digital genres frequently borrow heavily from the paper world even though the media are very different. This research sought to identify the existence and form of a truly digital genre. Preliminary results from a survey of user perceptions of the form and content of web home pages reveal a significant correlation between commonly found elements on such home pages and user preferences and expectations of type. Results suggest that the personal home page has rapidly evolved into a recognizable form with stable, user-preferred elements and thus can be considered the first truly digital genre.
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Schneider, Eric F. "What Britons were told about the war in the trenches 1914-1918." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390385.
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Stainton, Kevin C. "Home for supper, the sacraments as feast and fountain for the sermon." Theological Research Exchange Network (TREN) Access this title online Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Cole, Peter Joseph. "First Peoples' knowings as legitimate discourse in education, coming home to the village." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/NQ61632.pdf.
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Cooke, Martin James. "On leaving home, return and circular migration between First Nations and Prairie cities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ42058.pdf.
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Thurstance, Angela Joan. "Looking beyond the trenches : the First World War home front in contemporary fiction." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37460.
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This thesis explores how contemporary fiction provides new perspectives on the First World War by engaging with narratives which unfold on the Home Front and considering the ways in which they contribute to debates on the representation of conflict and trauma. In this study I will show how contemporary conflict and its impact on society are negotiated through interpretations and re-imaginings of the First World War since, despite their historical settings, these novels are underscored by contemporary preoccupations and reflect current issues and concerns. I will show how contemporary authors engage in debates about the role of literature in representing war. Across the literary spectrum, from the popular to the more literary, they use intertextuality and different genres to build on earlier literature to insert themselves into ongoing dialogues about the war. Through an appreciation of their position within a wider literary tradition they consider the power of literature, and more broadly that of language and the written word, to influence and inform and thus self-reflexively critique their own role in attempting to convey historical events and their protagonists’ experiences of them By turning to the Home Front, the thirteen novels included in this study draw on aspects of the war not usually foregrounded in its earlier representations. They show the impact of the First World War on those previously considered more peripheral or outside the main war effort, such as family members and conscientious objectors. In doing so they show how the experiences of contemporary society facilitate a re-evaluation of how war is remembered and represented. I will show how contemporary authors scrutinize the ways in which conflict can, and cannot, be adequately represented and thus challenge the possibility for any one version of history, or form of representation, to effectively convey the experience of war.
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McConnell, David. "The Protestant churches and the origins of the Northern Ireland State." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263460.
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Kim, So-Yun. "The effect of long-term care insurance on the first nursing home entry and home care use using duration analysis /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242907491.
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Linzey, Juanita Bird. "A comparison of the financial situations and practices of remarried and first-married families." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06112009-063919/.
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Reynolds, Molly A. "Trapped in Transition: Examining first-semester college students’ discursive struggles about home and school." UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/8.
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The study examines how messages to, from, and concerning home may impact first-semester college student retention. The current study extends previous retention research in several ways. Rather than collect data regarding retention after students drop out, this study analyzed free write responses of 135 participants while they were enrolled in 15 sections of CIS 110 (Composition and Communication I) throughout the course of the Fall 2010 semester. Using relational dialectics theory (RDT) (Baxter & Montgomery, 1996) as a sensitizing framework, this study identified three discursive struggles and associated radiants of meaning present in the free write responses of these 135 first semester college students. Specifically, students identified experiencing the discursive struggles of independence, integration, and expression during the first semester of college. Non-returning students also identified these same three discursive struggles. However, non-returning students identified the discursive struggle of expression much more than did the returning students. Ultimately, this dissertation study proposed practical implications for students, parents, and the academy regarding how messages to, from, and about home might impact the transition of first-semester students from high school to college.
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Bastien, Elizabeth M. "Our home, y(our) title: matrimonial real property on First Nation reserves in Canada /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2721.
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Napier, Deborah Sue. "Place attachment in relationship to ethnic identity reconstruction : the Korean adoptee's first visit home." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/d_napier_042409.pdf.
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Thesis (M.S. in architecture)--Washington State University, May 2009.Title from PDF title page (viewed on Apr. 5, 2010). "School of Architecture and Construction Management." Includes bibliographical references (p. 79-82).
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Islam, Ranty Rajat. "Massive black hole remnants of the first stars and their significance in present-day galactic halos." Thesis, University of Oxford, 2003. http://ora.ox.ac.uk/objects/uuid:195544ab-80a3-4f46-a7cc-43ba55fadd0c.
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We investigate the possibility that present-day galaxies and their dark matter halos contain a population of massive black holes (MBHs) that form by hierarchical merging of the black hole remnants of the first stars in the Universe. Some of the MBHs may be large enough or close enough to the centre of the galactic host that they merge within a Hubble time. We estimate to what extent this process could contribute to the mass of the super-massive black holes (SMBHs) observed in galactic centres today. The relation between SMBH and galactic bulge mass in our model displays the same slope as that found in observations. Many MBHs will not reach the centre of the host halo, however, but continue to orbit within it. In doing so MBHs may remain associated with remnants of the satellite halo systems of which they were previously a part. Using a semi-analytical approach that explicitly accounts for dynamical friction, tidal disruption and encounters with galactic disks, we follow the hierarchical merging of MBH systems and their subsequent dynamical evolution inside the respective host halos. In this context two types of dynamical processes are examined in more detail. We predict the mass and abundance of MBHs in present-day galactic halos and also estimate the MBH mass accretion rates considering two different accretion scenarios. On this basis we determine the bolometric, optical and X-ray luminosity functions for the accreting MBHs using thin disk and advection dominated accretion flow models. Our predicted MBH X-ray emissions are then compared with observations of ultra-luminous X-ray sources in galaxies. We find that the slope and normalisation of the predicted X-ray luminosity function are consistent with the observations. We also estimate the rate of gravitational wave events received from MBH mergers across all redshifts. At the end of their lives the first stars may explode in supernovae that are associated with gamma ray bursts (GRBs). Provided these are in principle detectable we have estimated the expected rate of events observed.
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Rowland, B. Keith. "Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27411.
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The primary guiding question proposed for this study is, what are the variations and commonalities in policies among the 132 school districts in the Commonwealth of Virginia that govern whether or not students who are educated at home have access to public school courses and extra-curricular activities? In order to obtain this information the study was conducted of two phases. The first phase consisted of a policy analysis in order to determine the scope and nature of home school policies across Virginiaâ s 132 operational school districts, and whether they fall within the legal parameters established by state regulations and case law. The second phase involved ascertaining how school officials perceived local control of home schoolersâ access to public school classes or extracurricular activities through a multiple case study. This phase involved interviewing the person designated to implement these policies from selected school districts. The intent was that the data analysis would provide the basis for recommending changes or perhaps no changes, in the stateâ s role in governing home school access.Ed. D.
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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.
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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.Department of Educational Studies
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Christie, Janice. "An evaluation of health visitors' postpartum home visits to first-time mothers : a mixed method study, including a cluster randomised trial evaluating the effect of health visitor postpartum home visits to first-time mothers." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423445.
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Roberts, Richenda M. "'Art of a second order' : the First World War from the British home front perspective." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4008/.
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Little art-historical scholarship has been dedicated to fine art responding to the British home front during the First World War. Within pre-war British society concepts of sexual difference functioned to promote masculine authority. Nevertheless in Britain during wartime enlarged female employment alongside the presence of injured servicemen suggested feminine authority and masculine weakness, thereby temporarily destabilizing pre-war values. Adopting a socio-historical perspective, this thesis argues that artworks engaging with the home front have been largely excluded from art history because of partiality shown towards masculine authority within the matrices of British society. Furthermore, this situation has been supported by the writing of art history, which has, arguably, followed similar premise. This study will demonstrate that engagement with the home front inevitably meant that artists’ work could be interpreted as supporting different values to the pre-war period. However, the reintegration of ex-servicemen after the war resulted in the promotion of the wartime ordeal of male combatants. Not only did this restore the pre-war position of men, it inspired canonical values for British First World War art to uphold masculine authority. Consequently much art engaging with the home front has been deemed antithetical to established canonical values and written-out of art history.
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Sigler, Jennifer. "FIRST COMES LOVE: RITUAL AND DOMESTICITY IN THE ASPIRATIONAL LEISURE-LABOR ECONOMY OF THE 21ST CENTURY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1675.
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This dissertation explores the blurring of labor and leisure through new technologies, specifically how women are transforming the home into a marketing site — both as sellers of lifestyles and as consumers of market produced goods and narratives. I take up three phenomena that emphasize the spontaneous allure and risk of participating in the aspirational leisure-labor that has resulted from the expansion of work. First, I examine the collective fascination with the hunt for the perfect bridal gown in Say Yes to the Dress — currently running its 17th season — and continued memorialization through the wedding photography featured on the blog Style Me Pretty. Second, I turn to several lifestyle blogs that offer designer-grade Do-It-Yourself projects on a budget and Instagram accounts that adhere to what I coin as a “minimalist, homestead aesthetic.” Third, I turn to Pinterest, the virtual “bookmarking tool” that has taken digital media by storm. Each of these sites offer unique representations of domestic spaces and tasks through public, image-based medias and depict another layer of a re-ritualization of domestic labor. I find that even as capital erodes the domestic sphere, there is a new preoccupation with recovering the home as sacred space through rituals.
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Jones, Mary Neal Davies. "Building bridges first steps toward family involvement by child centered novice early childhood teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 430 p, 2008. http://proquest.umi.com/pqdweb?did=1456290221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Aaberg, Jordan Jerome. "First-Time Homebuyers' Perceived Preparedness: A Realtors' Perspective." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1262.
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The purpose of this research study was to identify, from the perception of realtors, how prepared first-time homebuyers (FTHBs) are when purchasing a home and to discover what kind of issues and problems arose during the home-buying process. This study also identified common factors used by realtors to identify: how FTHBs are prepared, usefulness of FTHB workshops, FTHBs' mortgage knowledge, and recommendations to better prepare FTHBs. The goal was twofold: identify areas in the home-buying process where FTHBs are less prepared and provide information to financial educators and real estate agents to help fill the gap in FTHB preparedness. This study covered three main areas of buying a home: pre-purchase preparedness, mortgage finance, and the closing process. Data for this study were collected using an online survey emailed to realtors in the Cache Rich Association of Realtors (CRAR) in Northern Utah. A total of 66 realtors responded to the survey. Descriptive statistics, matched pair t tests, correlations, and simple regression analyses were used. Overall, realtors find their FTHB clients to be less than somewhat prepared. This is evident when the mean percentage of FTHBs that realtors stated were well-prepared for homeownership was only 44.4%. According to realtors' perceptions, many FTHBs did not have their personal finances in order and poorly understood the cost of obtaining a mortgage and its process. The analysis of the data collected from realtors' responses also identified the most frequent problem or issue that arose during the home-buying process was obtaining a mortgage. When asked if FTHB workshops are useful, 60% of realtors perceived them to be more than somewhat useful. Reasons for their usefulness included being educational, beneficial, and preparing FTHBs for buying a home. Results also indicated that the level of mortgage knowledge and knowledge about housing sustainability directly related to the level of pre-purchase preparedness of FTHBs as perceived by realtors. When pre-purchase preparedness levels were low, mortgage knowledge and knowledge about housing sustainability levels were also perceived to be low. In the end, realtors offered their suggestions on how to better prepare FTHBs for homeownership and their answer to this question was to have FTHBs work with a qualified realtor and network of professionals. The second most frequent response was to educate FTHBs on affordability and housing sustainability.
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Habouzit, Mélanie. "Formation of supermassive black holes." Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066360/document.
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Des trous noirs supermassifs (TNs) de plusieurs millions de masses solaires occupent le centre de la plupart des galaxies proches. La découverte du TN Sagittarius A* au centre de notre galaxie, La Voie lactée, l'a confirmé. Pour autant, certaines galaxies semblent dépourvues de TNs (par exemple NGC205, M33), ou alors ne posséder un TN que de quelques milliers de masses solaires. D'autre part, des TNs dans leur forme la plus lumineuse, appelés quasars, dont la luminosité est plus importante que des centaines de fois celle d'une galaxie toute entière, ont été observés à très grand décalage spectral, lorsque l'Univers n'était alors âgé que d'un milliard d'années. Les modèles de formation des TNs doivent expliquer à la fois l'existence des TNs de faibles masses observés aujourd'hui dans les galaxies de faibles masses, mais aussi leur prodigieux homologues quasars dans l'Univers jeune. La formation des TNs pose encore de nos jours de nombreuses questions: comment se forment les TNs au début de l'histoire de l'Univers? Quelle est leur masse initiale? Quelle est la masse minimale d'une galaxie pour posséder un TN? Pour répondre à ces questions et pour étudier la formation des TNs dans le contexte de l'évolution des galaxies, nous avons utilisé des simulations hydrodynamiques cosmologiques, qui offrent l'avantage de suivre l'évolution temporelle de nombreux processus comme la formation stellaire, l'enrichissement en métaux, les mécanismes de rétroactions des TNs et des supernovae. J'ai particulièrement dirigé mes recherches sur les trois principaux modèles de formation des TNs à partir du reliquat des premières étoiles, d'amas d'étoiles, ou encore par effondrement directSupermassive black holes (BHs) harboured in the center of galaxies have been confirmed with the discovery of Sagittarius A* in the center of our galaxy, the Milky Way. Recent surveys indicate that BHs of millions of solar masses are common in most local galaxies, but also that some local galaxies could be lacking BHs (e.g. NGC205, M33), or at least hosting low-mass BHs of few thousands solar masses. Conversely, massive BHs under their most luminous form are called quasars, and their luminosity can be up to hundred times the luminosity of an entire galaxy. We observe these quasars in the very early Universe, less than a billion years after the Big Bang. BH formation models therefore need to explain both the low-mass BHs that are observed in low-mass galaxies today, but also the prodigious quasars we see in the early Universe.BH formation is still puzzling today, and many questions need to be addressed: How are BHs created in the early Universe? What is their initial mass? How many BHs grow efficiently? What is the occurrence of BH formation in high redshift galaxies? What is the minimum galaxy mass to host a BH? We have used cosmological hydrodynamical simulations to capture BH formation in the context of galaxy formation and evolution. Simulations offer the advantage of following in time the evolution of galaxies, and the processes related to them, such as star formation, metal enrichment, feedback of supernovae and BHs. We have particularly focused our studies on the three main BH formation models: Pop III remnant, stellar cluster, and direct collapse models
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Berwick-Emms, Patricia E. "Classroom patterns of interaction and their underlying structure: a study of how achievement in the first year of school is influenced by home patterns of interaction." Thesis, University of Canterbury. Education, 1989. http://hdl.handle.net/10092/1066.
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This study attempts to answer the question of why some children fail while others succeed in the first year of school when they appear to have at least average abilities and to come from family environments which seem, on the surface at least, to provide similar developmental opportunities. The researcher observed in ten, four-year-old children's homes over a period of four days for each child and followed these intensive home observations with three-monthly, informal interviews with adult family members. Each child was observed in school intensively, on entry to school and every three months following entry until six years of age. Informal interviews were conducted with the class teachers every three months. During the 'intensive' home and school observations continuous hand-written narrative recordings of natural communication incidents were made of all the oral language and activities of the focal child, and of the language and activities of other children and adults when what they said and did was in the vicinity of the focal child. Notes were made of the location, atmosphere, body language, people present, and focal objects throughout the time of the observations. Field notes were made each night after every home, school or pre-school visit. Each child was tested with a battery of tests on entry into school at five years, at five-and-a-half years and at six years. The gathering of these different data meant a wide variety of information about the child's total ecological environment was gathered. A variety of ways for examining the data for a relationship between the behaviours and social experience of the child which occurred at home and measures of achievement in school were explored. These included a variety of language variables (e. g. exposure to question types, statement types, amount of talk) and measures of variables related to socia-economic status and home environmental factors (e.g. the HOME Scale, Caldwell & Bradley, 1979). Al though some of these variables were significantly correlated with school achievement, it was not clear that the problem of why some children succeeded in school while others failed had been satisfactorily solved. A more detailed analysis of the data was carried out which differed from most other psychological or educational studies in that it focused on the underlying structures of the natural socio-linguistic patterns of interaction in both home and school first year classrooms. The task was to describe observable social interaction in terms of the underlying structures which characterised the home subcultural experience of the children and the sub-cultural learning (acculturation) required of the children in order to successfully adapt to the school environment. The theory generated to explain this complex problem was adapted from a theory sometimes termed script theory, or schema theory. It was developed into a framework which could deal with both children's present school experience and the children's past experience of the structure of meaningful social interactions. The results showed that the underlying structure of patterns of interaction (schema) which the children brought with them from home to school did indeed cause failure for some children at school. The children's experience of patterns of interaction in the homes which were like school patterns of interaction correlated 0.91 with achievement in school. The greater the variety of school-like patterns of interaction occurring in the homes the greater a child's achievement rate was likely to be. This study has implications for classroom organisation, for the structure of classroom patterns of interaction and for young people who come from home ecological environments which are significantly different from the present classroom environment. It is argued that children are our nation's most important resource and we need to examine with great care what we are doing to promote alternative classroom environments.
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Johnstone, Maria Julie Frances. "The first law of thermodynamics and 2d CFT descriptions for near-extremal and near-EVH black holes." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8244.
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In this thesis we investigate the quantum aspects of black holes near extremality. In particular we seek evidence that a near-extremal black hole has a microscopic description in terms of a two dimensional conformal field theory (CFT). We first demonstrate how the low temperature expansion of the first law of thermodynamics leads to an expression for the entropy of extremal black holes which can be recast as the Cardy formula for the entropy of a chiral two dimensional CFT, in agreement with the Extremal Black Hole/CFT correspondence. We apply Sen’s entropy function formalism to fortify this result by reproducing it in a gravitational setup. We extend our first law analysis to a class of near-Extremal Vanishing Horizon (near-EVH) black holes. These black holes have low entropy and temperature, and their geometries contain locally asymptotically AdS3 throats in the near horizon region. The low temperature expansion of the first law is compatible with the first law for a three dimensional BTZ black hole. As the BTZ black hole has an AdS/CFT description in terms of a non-chiral two dimensional CFT, our result can be viewed as thermodynamic evidence for the EVH/CFT correspondence, which states that gravity on the near horizon EVH geometry is described by a 2d CFT. A near-EVH black hole, or low energy excitation around an EVH black hole, is described by excitations of the dual 2d CFT. As case studies of our first law analysis and the EVH/CFT correspondence, we focus on two asymptotically AdS5× S5 classes of near-EVH black holes. The two cases have interesting individual properties and, by the AdS/CFT correspondence, dual descriptions as states in N = 4 super Yang-Mills theory . We can compare these (UV) pictures to the two dimensional descriptions that emerge from the near horizon, or low energy, dynamics. All EVH near horizon geometries have local AdS3 factors which become BTZ black holes when the configurations are excited from EVH to near-EVH. In the study of static black holes with three R-charges, we examine the non-BPS and near- BPS regimes separately. While the non-BPS near horizon limit is locally regular, in the near- BPS case the near horizon procedure requires focussing geometrically on a strip of the horizon, and the degrees of freedom of the dual CFT2 can be associated with stretched strings between giant gravitons in the transverse five-sphere. The near-EVH limit of non-BPS stationary charged black holes is obtained by taking the vanishing limit of one or both of the angular momenta. When one of the momenta is small, the AdS3 angle is a combination of azimuthal angles in the AdS5 and S5 regions of the geometry. Taking the vanishing limit of both of the angular momenta leads to a near horizon limit which contains a BTZ black hole that is non-trivially fibred by a three-sphere. For each of the case studies we use the AdS3/CFT2 dictionary to specify dual IR CFT2 descriptions of the black holes. We outline a map between the UV and IR near-EVH excitations and demonstrate how the first law reduces in the near-EVH limit to the first law of a BTZ black hole. As a consistency check we compare our results with those of the Kerr/CFT correspondence.
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Stoll, Turton Elizabeth Buffy A. "First-generation college seniors navigating tension between home and school at a four-year, residential institution: A narrative study." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430091606.
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Alakija, Oluwafunmilayo Bode. "Mediating home in diaspora : identity construction of first and second generation Nigerian immigrants in Peckham, London." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38649.
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This thesis originally sets out to interrogate Brah’s conception of diaspora as the site of everyday lived experiences. Unlike other notions, Brah’s contention is that migrants’ desire for the homeland is a myth. For seven months, the thesis investigates the validity of this statement in the everyday diasporic experiences of first and second generation Nigerians, in the diasporic space of ‘Little Lagos’; Peckham, London. Of particular interest, and under focus in the study, is media use and the affordances that new media technologies, as tools of negotiating multiple attachments to a contemporary Nigeria, provide. In the main, the study sought to find answers to three questions. The first of these was whether the media made the diaspora feel at home within the diasporic space of Peckham. The second investigates how connections between contemporary Nigeria and the UK are negotiated, and the third, the different identities and attachments constructed in ordinary media consumption compared to media engagements with exceptional media events such as those relating to terrorism. Based on media ethnography, the study involves 67 demographically diverse participants – 49 first generation and 19 second generation Nigerian immigrants in Peckham. A combination of participant observation and semi-structured interviews were used to collect the data. The collected data was analysed manually using thematic analysis. One of the key findings is that home is lived in the present by the Nigerian migrants, validating Brah’s proposition, and corroborated by mediation from social, cultural, religious and commercial practices. Although both generations interact with a contemporary Nigeria that is trendy; and has been facilitated in differing ways by technological developments; the first generation of the Nigerian migrants use the media to navigate ties with the home and the place of settlement. For the second generation, the media are windows to global trends, connect them to Nigerians all over the world, as well as keep them abreast of events and issues in Nigeria. Furthermore, the thesis shows through both generations’ contestation of media’s emphasis on the Nigerian aspect of the Woolwich killers’ identities, and through the younger generation’s celebration of the inclusion of afrobeat music, Nollywood and the representation of ankara in the host society and the global mainstream, that discourses of hybrid identities would continue to revolve around a national centre. This thesis builds on the work of Couldry (2013) and Johnson and McKay (2011), as the findings demonstrate that social, religious and cultural practices shape both generations’ engagements with diasporic media, and expand national identification and definitions of home. Overall, the key discovery is that home will continue to be a major issue in diasporic discourse.
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Gaskin, K. L. "Parents' experiences of transitioning from hospital to home with their infant, following first stage cardiac surgery for complex congenital heart disease." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/d0e55596-4518-47d3-b4b8-8d886ab95124/1.
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Aim: To explore parents’ experiences of the transition from hospital to home with their infant, following first stage cardiac surgery for a functionally univentricular heart or systemic shunt dependent cardiac lesion. Background: The process of monitoring a fragile infant at home, in between stage 1 and 2 of cardiac surgery, takes the philosophical perspective of holistic care beyond the borders and boundaries normally expected of parents going home for the first time with their new baby. This neo-transition of becoming a medical parent is superimposed upon the multiple transitions already experienced during the birth and whilst in hospital (new baby, new to parenthood, sick baby, cardiac surgery, ongoing and lifelong care needs). The impact of these transitions, on parents’ wellbeing and the influence of parents’ demographics on their ability to effectively monitor their infant at home, has not previously been studied. Methods: A mixed methods study was conducted in two phases. Phase one was a retrospective survey of 22 families (35% response rate). Phase two prospectively explored parents’ experiences using semi-structured interviews and 3 self-report tools to assess anxiety, depression and confidence; with 13 mothers and 4 fathers of 13 infants. The qualitative data was thematically analysed; descriptive analysis of the quantitative data was undertaken using the Statistical Package for the Social Sciences (IBM SPSS Inc.) version 22 for Windows Results: Most parents felt unprepared for their infant’s discharge home; numerous physical, emotional and social boundaries and borders were evident during the transition from hospital to home, which impacted upon parents’ knowledge and preparedness. Traversing the physical boundary of leaving the hospital for the first time with their infant, was loaded with emotionally traumatic experiences that could not be separated from the specific physical transition of going home. For a while parents were in an uncertain place where they could not visualise what was ahead and how it would feel. This created anxiety and fear, at the same time as excitement to be going home. Liminality as a concept emerged during transition from hospital to home; a crossing point from a comfort zone, safety and security (the ward) into the unknown uncertain place (home). Adjusting to the situation; developing confidence; becoming comfortable with new skills was a threshold concept to mastery of a new normal. Conclusion: Discharge strategies need to be more consistent locally and nationally to ensure that parents are prepared physically, psychologically and socially for discharge home with their infant. Local and community health care professionals need to be better prepared to effectively support these infants and their parents at home.
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Cunningham, Miranda. "Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3088.
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Much scholarship on first-generation students has focused on their academic and social integration in college (Collier & Morgan, 2008; Lowery-Hart & Pacheco, 2011; Stuber, 2011). Little is known about the experiences of first-generation students in schools of social work. In this research I've expanded the focus beyond students' experiences of academic integration to explore how first-generation students in a school of social work describe their relational worlds and the implications for professional socialization.
Informed by Standpoint Feminism and Postmodern/Post structural Feminism, I conducted focus groups with 19 students in two undergraduate programs and one graduate program in a school of social work and analyzed these conversations using Voice-centered Relational Data Analysis (Brown & Gilligan, 1992). This research highlighted how students bridge the cultures of home and school through 1) Experiences of support from home cultures while 2) pursuing school largely on their own and experiencing 3) the potential for distance from cultures of home, as they 4) work to stay integrated in home cultures while simultaneously 5) working to become integrated in school. I've also written about students' experiences of becoming caught "in-between" the cultures of home and school (Anzaldúa, 1987/2012), a less common but nevertheless important experience for educators to attend to.
Here I've argued for broadening the focus beyond academic integration (Tinto, 1975, 1993) and underscored the relational nature of first-generation status, as well as drawing attention to potential for relational injury embedded in our narratives about educational attainment and class mobility. Implications for social work education, practice, and research are discussed.
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Swanepoel, Nadia. "Teaching English reading comprehension to Grade 2 First Additional Language learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60983.
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English reading comprehension is an educational challenge worldwide. This study investigated how Grade 2 teachers teach English reading comprehension to First Additional Language (FAL) learners at three selected independent schools in Gauteng where the language of learning and teaching (LoLT) is English. Three English medium independent schools in Gauteng, South Africa participated in the study. The participants at each research site consisted of Grade 2 teachers (main participants) and Grade 2 learners (secondary participants). Grade 2 teachers were selected purposively on the criteria that they had taught for more than two years and were teaching English reading comprehension to Grade 2 FAL learners.
This study followed a qualitative approach, and was situated within the interpretivist paradigm. The research design accommodated a case study. The conceptual framework was based on the revised taxonomy by Krathwohl and Anderson for questioning which integrated the role of the teacher in a reading lesson. The three stages of reading, before reading, during reading and after reading were divided into the different levels of thinking and reasoning as suggested in Vygotsky's Zone of Proximal Development (ZPD) theory.
The data collection strategies were semi-structured interviews with Grade 2 teachers; observing reading lessons they gave; and keeping a journal in which personal reflections on the investigation into teaching and learning practices were documented. Once data was collected, the recordings of the semi-structured interviews were transcribed. The observation checklists and the reflection journal entries were analysed. Data was analysed using a coding process and five themes and twelve sub-themes emerged.
The findings show that the interactive approach was common in the teaching of English reading comprehension. However, parental involvement, the availability of the trained teachers and appropriate resources were necessary. A learner's individual reading needs and reasoning ability have to be considered through the use of differentiated teaching practices. Questioning throughout the reading process improves a learner's understanding of the text.Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as Eerste Addisionele Taal gee by drie uitgesoekte onafhanklike skole in Gauteng waar die taal van leer en onderrig (TLO) Engels is. Drie onafhanklike Engelsmediumskole in Gauteng, Suid-Afrika het aan die studie deelgeneem. By elke skool was die deelnemers Graad 2-onderwysers (hoofdeelnemers) en Graad 2-leerders (sekondêre deelnemers). Graad 2-onderwysers is doelbewus gekies op grond van die kriterium dat hulle langer as twee jaar onderrig gegee het en ten tye van die studie Graad 2-EAT-leerders onderrig het. Die studie volg 'n kwalitatiewe benadering binne die interpretivistiese paradigma. Die navorsingsontwerp behels 'n gevallestudie. Die konseptuele raamwerk is gebaseer op Krathwohl en Anderson se hersiene taksonomie van vraagstelling wat die onderwyser se rol in 'n leesles integreer. Die drie leesstadia voor, gedurende en na lees word in die verskillende vlakke van lees en redenering verdeel, soos wat in Vygotsky se teorie van die Sone van Naaste Ontwikkeling (ZPD) aan die hand gedoen word. As dataversamelingstrategieë is semigestruktureerde onderhoude met Graad 2-onderwysers gevoer, lesse waargeneem en 'n joernaal gehou waarin persoonlike besinning oor die ondersoek van onderrig- en leerpraktyke gedokumenteer is. Na dataversameling is die opnames van die semigestruktureerde onderhoude getranskribeer. Die waarnemings-kontrolelyste en die inskrywings in die besinningsjoernaal is ontleed. Data is met behulp van 'n koderingsproses ontleed, wat vyf temas en twaalf subtemas na vore gebring het. Daar is bevind dat die interaktiewe benadering algemeen in die onderrig van leesbegrip van Engels gebruik word. Die betrokkenheid van ouers, beskikbaarheid van opgeleide onderwysers en geskikte hulpbronne was egter noodsaaklik. Leerders se individuele leesbehoeftes en redeneringsvermoë moet by wyse van gedifferensieerde onderrigpraktyke in aanmerking geneem word. Leerders se begrip van die teks verbeter wanneer vrae in die loop van die leesproses gestel word.
Dissertation (MEd)--University of Pretoria, 2016.
Early Childhood Education
MEd
Unrestricted
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Connolly, Teresa. "Post Stroke Survivors' Experiences of the First Four Weeks During the Transition Directly Home From the Hospital." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104175.
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Thesis advisor: Ellen K. MahoneyPurpose: The purpose of this qualitative descriptive study was to investigate the experiences of post stroke survivors (PSSs) during transition from hospital discharge home during the first four weeks. Background: PSSs describe the transition from hospital to home as an important time in recovery and stress various physical and cognitive concerns early within the recovery period. Research to date fails to adequately reflect PSSs' experiences early after discharge home. This gap in research limits the ability to create interventions for PSSs during this critical time period. Methods/analysis: Semi-structured telephone interviews were conducted with 31 participants, recruited from a large metropolitan hospital in the northeastern United States. The use of in-vivo codes lead to the development of themes that described PSSs' experiences during the four week transitional period. Credibility and transferability of findings were strengthened through memoing, field notes, reflexivity of analysis, member checking, and peer review throughout the analysis process by qualitative experts. Results: The five major themes were: (a) the shock of a stroke interrupting a normal day, (b) transition to an unfamiliar home, (c) experiencing a life riddled with uncertainty, (d) a journey to a new sense of self, and (e) adjusting to a new sense of self. Throughout their journey all PSSs had to cope with uncertainty and adjust to a new sense of self. PSSs that experienced less uncertainty were able to return to their prior daily routine, knew how to prevent another stroke, had a helpful support system, and had frequent follow-up and communication with health care professionals. Conclusion: All PSSs are at risk for complications regardless of stroke severity. To address PSSs complex needs, nurses can provide care beyond symptom management by fostering a dynamic intentional relationship to support recovery. The framework resulting from this study can provide the platform for advanced neuroscience nurses to engage with PSSs to improve their recovery and adjustment to a new sense of self as they transition from hospital to home
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Philosophy
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Baldo, Mariella. "Discourse patterns in first language use at home and second language learning at school : an ethnographic approach." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10006540/.
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Greenwood, Anne Leslie. ""For Country and For Home": Elite Richmond Women and Changing Southern Womanhood during the First World War." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32085.
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Using Richmond as a case study, this thesis seeks to answer the following question: what was the effect of the First World War on elite white Richmond womenâ s roles as southern women? This thesis argues that, while white southern womenâ s roles had been changing since the Civil War, it was not until World War I that southern womenâ s traditional roles were challenged by ideas of national patriotism and citizenship. This thesis traces the trajectory of change from the last decades of the nineteenth century, when Richmond women began to join womenâ s organizations and participate more fully in public life, through World War I. This thesis argues that during the war, national organizations that formed chapters in Richmond challenged the predominant ideas about womenâ s public responsibilities, which had focused on their city, state, and region. This war relief work with the Red Cross and governmental programs like Liberty Loan drives encouraged women to work beyond traditional domestic roles and challenged conceptions of southern womanhood. This thesis contends that, while some women adapted more fully to these changes, all Richmond women integrated new ideas about national womanhood into their identities, creating a new southern woman who was both southern and American.Master of Arts