Dissertations / Theses: 'The second of two volumes'

1

Bigelow, Brian. "OLD AND HOMELESS,A SECOND LOOK AT TWO SURVEYS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2187.

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This study investigated the comparison between the Rich et al (1995) study done in Tampa Bay, Fl and Burt et al (2001) national study. Rich et al conducted a study of elder homeless Americans and later, Burt et al conducted a replication study on a national level using a similar study. My secondary analysis of the data covered four aspects: Demographics between the two groups of respondents; current housing issues; current alcohol, drug and mental health issues; and finally homeless services being used by both homeless, formally homeless and never homeless respondents. This was all compared to those that were 55 and older and those that were under 55. Recommendations were made concerning improvement of senior's health services by the government, and the need for more research into determining the overall seemingly underrepresented elderly homeless population.
M.A.
Department of Sociology and Anthropology
Arts and Sciences
Applied Sociology

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Kim, Kyong Ryun. "Second order accurate variance estimation in poststratified two-stage sampling." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5895.

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We proposed new variance estimators for the poststratified estimator of the population total in two-stage sampling. The linearization or Taylor series variance estimator and the jackknife linearization variance estimator are popular for the poststratified estimator. The jackknife linearization variance estimator utilizes the ratio, ^Rc, which balances the weights for the poststrata while the linearization or Taylor series estimator does not. The jackknife linearization variance estimator is equivalent to Rao's (1985) adjusted variance estimator. Our proposed estimator makes use of the ratio, ^R c, in a different shape which is naturally derived from the process of expanding to the second-order Taylor series linearization, while the standard linearization variance estimator is only expanded to the first-order. We investigated the properties and performance of the linearization variance estimator, the jackknife linearization estimator, the proposed variance estimator and its modified version analytically and through simulation study. The simulation study was carried out on both artificially generated data and real data. The result showed that the second order accurate variance estimator and its modified version could be very good candidates for the variance estimation of poststratified estimator of population total.

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Löbbert, Sebastian. "Visualisation of two-dimensional volumes." [S.l.] : [s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972777636.

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4

Shaw, Andrew. "Coalescence of two liquid volumes." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422787.

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Woore, Robert. "Investigating and developing beginner learners' decoding proficiency in second language French : an evaluation of two programmes of instruction." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:e514d974-e8f7-4605-9f9c-0674342ae164.

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Second language (L2) decoding – the sub-lexical process of mapping the graphemes of an alphabetic writing system onto the phonemes they represent – is argued to underpin various aspects of L2 learning, particularly vocabulary acquisition. Recently, second language acquisition research has shown increased interest in decoding, consistently finding evidence for L1-to-L2 transfer effects on learners’ processing mechanisms and outcomes. Correspondingly, studies conducted in Modern Foreign Language (MFL) classrooms in English secondary schools – an under-researched context – have found that beginner learners of French tend to (a) pronounce L2 words according to English decoding conventions and (b) make poor progress in this aspect of L2 learning. Recent official guidance for MFL teachers has addressed this problem by advocating an explicit focus on decoding, but there is a lack of convincing evidence (both in the MFL context and more widely) that explicit L2 decoding instruction can be effective. The current study therefore trialled two programmes of French decoding instruction for beginner MFL learners, delivered in ten- to fifteen-minute segments over around thirty lessons. Three intact secondary school classes followed a phonics-based approach; three classes from another school followed a programme in which learners were encouraged to derive the pronunciations of French graphemes from ‘source words’ in a memorized poem; and six classes in two other schools received no explicit decoding instruction. Participants (N=186) completed pre- and post-tests of French decoding; a sub-sample (N=15) also completed task-based self-report interviews. The two intervention groups made significantly more progress than the comparison group in terms of the number of graphemes pronounced ‘acceptably’, although the magnitude of the difference between the groups was small. Compared to the comparison group, the two intervention groups also appeared to show different and more extensive patterns of change in their realizations of individual graphemes, even where their pronunciations were still not ‘acceptable’. Finally, self-report data generally revealed little change in participants’ strategic reasoning, either in the intervention or comparison group. Together, these findings suggest that explicit instruction can improve beginner learners’ proficiency in decoding L2 French, but that their progress may follow a longer and more complex trajectory than simply moving directly from ‘incorrect’ to ‘correct’ forms. Further research is required to assess the effects (if any) of a given improvement in decoding proficiency on other language-learning outcomes; and to design and evaluate alternative programmes of instruction.

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Sessa, Stephanie. "The impact of manipulatives on problem solving ability among two second grade classrooms /." Staten Island, N.Y. : [s.n.], 2004. http://library.wagner.edu/theses/education/2004/thesis_edu_2004_sessa_impac.pdf.

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Tzavara, Eleftheria. "Second-order cosmological perturbations in two-field inflation and predictions for non-Gaussianity." Phd thesis, Université Paris Sud - Paris XI, 2013. http://tel.archives-ouvertes.fr/tel-00935606.

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Inflationary predictions for the power spectrum of the curvature perturbation have been verified to an excellent degree, leaving many models compatible with observations. In this thesis we studied third-order correlations, that might allow one to further distinguish between inflationary models. From all the possible extensions of the standard inflationary model, we chose to study two-field models with canonical kinetic terms and flat field space. The new feature is the presence of the so-called isocurvature perturbation. Its interplay with the adiabatic perturbation outside the horizon gives birth to non-linearities characteristic of multiple-field models. In this context, we established the second-order gauge-invariant form of the adiabatic and isocurvature perturbation and found the third-order action that describes their interactions. Furthermore, we built on and elaborated the long-wavelength formalism in order to acquire an expression for the parameter of non-Gaussianity fNL as a function of the potential of the fields. We next used this formula to study analytically, within the slow-roll hypothesis, general classes of potentials and verified our results numerically for the exact theory. From this study, we deduced general conclusions about the properties of fNL, its magnitude depending on the characteristics of the field trajectory and the isocurvature component, as well as its dependence on the magnitude and relative size of the three momenta of which the three-point correlator is a function.

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Shen, Yangfei. "Coupled Wave Analysis of Two-Dimensional Second Order Surface-Emitting Distributed Feedback Lasers." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461713975.

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9

Fisk, David Lee. "The conflict of the two : examining the determinants and impact of second chamber assertion /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3266849.

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Riches, Caroline. "The development of mother tongue and second language reading in two bilingual education contexts /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.

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The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.
The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.

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Justin, Monica. "Walking between two worlds : the bicultural experience of second-generation East Indian Canadian women." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84517.

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Second-generation East Indian women represent a visible ethnic minority group in need of culturally sensitive research to facilitate an understanding of their integration into Canadian society. There is a scarcity of systematic qualitative inquires into the experience of this contemporary second-generation population within a North American context. Hence, the primary objective of this study is to understand the bicultural experience of a select group of second-generation East Indian women using a focused ethnography as a research tool. The central questions guiding this inquiry are (a) What are the salient aspects in the subjective experience of second-generation East Indian women as they grow up within both an East Indian and Canadian cultural context? (b) What are some of the challenges they face as a result of their biculturalism, and (c) How do they negotiate these challenges?
The sample pool consisted of 16 second-generation East Indian women between the ages of 20 and 40 years who were either working or attending university and who were English speaking. Data collection focused on individual and follow-up interviews, each lasting 60 to 90 minutes. A latent content analysis was used to analyze the interview data and focused on looking for general themes, patterns and trends in the data set. Results suggest that the bicultural experience of this population is a complex and multifaceted phenomenon that reflects the intersection of multiple identities including race, ethnicity, gender and cultural values.

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Iaccarino, Gianni Luca. "Analytical Solution of two Traction-Value Problems in Second-Order Elasticity with Live Loads." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/35137.

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We present a generalization of Signorini's method to the case of live loads which allows us to derive approximate solutions to some pure traction-value problems in finite elastostatics. The boundary-value problems and the corresponding compatibility conditions are formulated in order to determine the displacement of the system up to the second-order of approximation. In particular, we consider the case of homogeneous and isotropic elastic bodies and we solve the following two traction-value problems with live loads:(i) a sphere subjected to the action of a uniform pressure field;(ii)a hollow circular cylinder whose inner and outer surfaces are subjected to uniform pressures. Then, starting from these solutions, we suggest experiments to determine the second-order constitutive constants of the elastic body. Expressions of the second-order material constants in terms of displacements and Lame' coefficients are determined.
Master of Science

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13

Gill, Sujata (Sujata Elizabeth) Carleton University Dissertation Sociology and Anthropology. "Opportunity and availability: two more links in Schumann's acculturation model for second language acquisition." Ottawa, 1997.

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Montgomery, Matthew A. "Understanding adaptive laser pulse-shaping control of two-photon emission and second harmonic generation." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337186.

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15

Pas, Michael E. "Computer simulation of random and non-random second-phase distributions in two-phase materials." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA241927.

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Thesis (M.S. in Engineering Science)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): McNelley, Terry R. ; Kalu, Peter N. "December 1990." Description based on title screen as viewed on March 30, 2010. DTIC Identifier(s): Material properties, particle distributions. Author(s) subject terms: Particle distribution, computer simulation. Includes bibliographical references (p. 42). Also available in print.

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Fujino, Koichi. "Social Combination| Teaching Two Fa(u)lkners and Digital Literacy." Thesis, Indiana University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736801.

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This dissertation explores the ways to teach the literary works of William Clark Falkner and William Faulkner to ESL (English as a Second Language) students in today’s digital environment. William Faulkner’s great-grandfather, William Clark Falkner, wrote romantic literary works, and William Faulkner critically uses the motifs of his great-grandfather’s works to establish his literary world. Applying Bakhtin’s dialogical theory, this study explores how these two authors imagine the social formations of the American South differently in their literary works. The coined term, social combination—which is defined as the individuals’ mutual effort to have equal relationships for a certain time—is used as a key term to examine how these two authors depict the characters’ personal relationships. William Faulkner employs his characters’ social combination as a resistance against the American South’s romantic illusions that are represented by William Clark Falkner’s literary works. William Faulkner’s historical perspective is beneficial for today’s ESL students, who explore their new egalitarian formations in their digitally expanded world. The last part of this study outlines how an American literary teacher can connect the works of William Clark Falkner and William Faulkner when teaching ESL students by using today’s digital environment. Using three digital platforms—Moodle, WordPress, and Google Drive—a teacher composes egalitarian relationships among class members and inspires students’ autonomous discussion on these two authors’ works. Through these activities, ESL students are expected to comprehend that the literature of the American South is not only the historical development of the foreign region, but the phenomenon that is connected to their own social formations.

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Andersson, Anders-Börje. "Second language learners' acquisition of grammatical gender in Swedish." [Göteborg] Sweden : Dept. of Linguistics, University of Göteborg, 1992. http://catalog.hathitrust.org/api/volumes/oclc/29257400.html.

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18

Hedvall, Eila. "THOU, THEE, THY, THINE, YE, YOU, YOUR, YOURS : SECOND PERSON PRONOUNS IN TWO BIBLE TRANSLATIONS." Thesis, Jönköping University, School of Education and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1069.

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ABSTRACT

Thou, Thee, Thy, Thine, Ye, You, Your, Yours: Second Person Pronouns in Two Bible Translations

In the King James Version from 1611 there are eight different forms of personal pronouns for second person: the singular forms thou, thee, thy, thine and the corresponding plural forms ye, you, your and yours. Because of linguistic changes in the English language the number of the second person pronouns has declined during the centuries. Accordingly, in the New King James Version from 1990 these eight earlier pronouns are represented by only three pronouns: you, your, yours. Therefore, the hypothesis of this study was that the disappearance of so many different pronoun forms might have caused some ambiguity. To examine this, The Gospel of Luke of both Bible versions was studied and all the second person pronouns were first classified according to their case and number (nominative/accusative/dative/genitive, singular/plural) and thereafter counted. The verses of the Gospel of Luke, where both one or several persons are addressed, were read and carefully studied. Furthermore, when necessary, interesting or relevant, comparisons were also made to two other translations: Gustav V´s Bible from 1917 and the Swedish Bible Version from 2000. The results of this study show that there are differences in the numbers of the examined pronouns. These discrepancies depend on several different factors which have been discussed. In addition, the investigation gives evidence of the fact that the references of pronouns are not always completely clear: several verses, which might be perceived erroneously, were found in the modern English Bible translation.

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Chan, Lucilla. "Turbulent boundary-layer flow separation as portrayed by a two-dimensional, second-order closure model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66343.pdf.

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Du, Chenguang. "How Well Can Two-Wave Models Recover the Three-Wave Second Order Latent Model Parameters?" Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103856.

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Although previous studies on structural equation modeling (SEM) have indicated that the second-order latent growth model (SOLGM) is a more appropriate approach to longitudinal intervention effects, its application still requires researchers to collect at least three-wave data (e.g. randomized pretest, posttest, and follow-up design). However, in some circumstances, researchers can only collect two-wave data for resource limitations. With only two-wave data, the SOLGM can not be identified and researchers often choose alternative SEM models to fit two-wave data. Recent studies show that the two-wave longitudinal common factor model (2W-LCFM) and latent change score model (2W-LCSM) can perform well for comparing latent change between groups. However, there still lacks empirical evidence about how accurately these two-wave models can estimate the group effects of latent change obtained by three-wave SOLGM (3W-SOLGM). The main purpose of this dissertation, therefore, is trying to examine to what extent the fixed effects of the tree-wave SOLGM can be recovered from the parameter estimates of the two-wave LCFM and LCSM given different simulation conditions. Fundamentally, the supplementary study (study 2) using three-wave LCFM was established to help justify the logistics of different model comparisons in our main study (study 1). The data generating model in both studies is 3W-SOLGM and there are in total 5 simulation factors (sample size, group differences in intercept and slope, the covariance between the slope and intercept, size of time-specific residual, change the pattern of time-specific residual). Three main types of evaluation indices were used to assess the quality of estimation (bias/relative bias, standard error, and power/type I error rate). The results in the supplementary study show that the performance of 3W-LCFM and 3W-LCSM are equivalent, which further justifies the different models' comparison in the main study. The point estimates for the fixed effect parameters obtained from the two-wave models are unbiased or identical to the ones from the three-wave model. However, using two-wave models could reduce the estimation precision and statistical power when the time-specific residual variance is large and changing pattern is heteroscedastic (non-constant). Finally, two real datasets were used to illustrate the simulation results
Doctor of Philosophy
To collect and analyze the longitudinal data is a very important approach to understand the phenomenon of development in the real world. Ideally, researchers who are interested in using a longitudinal framework would prefer collecting data at more than two points in time because it can provide a deeper understanding of the developmental processes. However, in real scenarios, data may only be collected at two-time points. With only two-wave data, the second-order latent growth model (SOLGM) could not be used. The current dissertation compared the performance of two-wave models (longitudinal common factor model and latent change score model) with the three-wave SOLGM in order to better understand how the estimation quality of two-wave models could be comparable to the tree-wave model. The results show that on average, the estimation from two-wave models is identical to the ones from the three-wave model. So in real data analysis with only one sample, the point estimate by two-wave models should be very closed to that of the three-wave model. But this estimation may not be as accurate as it is obtained by the three-wave model when the latent variable has large variability in the first or last time point. This latent variable is more likely to exist as a statelike construct in the real world. Therefore, the current study could provide a reference framework for substantial researchers who could only have access to two-wave data but are still interested in estimating the growth effect that supposed to obtain by three-wave SOLGM.

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Blamey, Katrin L. "The effects of two repeated reading treatments on fluency and comprehension of second grade students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 216 p, 2008. http://proquest.umi.com/pqdweb?did=1601517141&sid=13&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Olovson, Brian M. "Are two heads better than one? a process and product analysis of collaborative writing in the Spanish as a foreign language classroom." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6234.

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Collaborative work in pairs or groups is a common practice in the workplace, in content courses, and in classrooms across languages, settings, and geopolitical boundaries. However, research on collaborative writing—working with a partner to jointly produce a text, including both planning and writing phases—is limited. In addition, it has resulted in contradictory findings, especially in terms of whether learners deliberate about language and how the composition process affects the written texts produced learners produce. The present study, carried out in a fifth-semester university Spanish Writing course, examines the process (i.e., interaction) and product (i.e., written document) of a collaborative writing module that focused on the creation of narratives. The analysis of learners’ collaborative dialogue produced during the planning and writing phases of the interaction focuses on: (1) at a macro level, how learners apportion their time while collaboratively planning and producing a written narrative (e.g., planning, formulating, revising); and (2) at a micro level, the types (e.g., discourse, grammatical, lexical, mechanical), frequency, and resolution (e.g., resolved, unresolved, resolved incorrectly) of their language-related episodes (i.e., the instances where they talk about the language they are producing and question their language use). Learners’ jointly produced texts were examined analytically in terms of complexity, fluency, and accuracy measures, as well as holistically using a rubric. Additionally, a microdiscourse analytic approach was used to examine the means by which members of a collaborative pair position themselves as partners in a collaborative writing activity. Results indicate that a fully collaborative writing event is a productive site for co- constructed learning as students pool their knowledge to solve language-use problems, particularly those related to word choice and grammatical structures. Additionally, the texts composed collaboratively are of higher quality, based on several of the measures utilized, than texts composed individually by members of the collaborative pair. Finally, implications for implementing collaborative writing tasks in L2 classrooms are discussed.

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Nag-Arulmani, Sonali. "Reading difficulties in a non-dominant language : a study of two interventions for multilingual children." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369712.

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Relatively little is known about the reading acquisition process in a non-dominant language in multilingual children. This study examined reading difficulties in a nondominant language, English, among 91 Grade three children whose dominant spoken language was Kannada, a South Indian language. Three sets of research questions were addressed: a) the associations between single word reading in the non-dominant language and decoding skills, phonological skills, language proficiency levels and working memory, b) the associations of phonological processing across language systems (the non-dominant reading language and the dominant spoken language) and with single word reading, and c) the relative effectiveness of a fifteen hour phonological skills intervention when compared with a language exposure intervention on reading outcomes. The results extended the findings from the monolingual literature of close links between single word reading, decoding and phonological skills. The role of language proficiency was especially evident at higher levels of reading attainment, replicating models of reading developed on anglo-centric samples. Lower single word reading skills were also found to be associated with lower working memory again extending associations found in the early stages of reading development of monolingual children. The literacy culture in India and its impact on specific reading comprehension strategies and the labelling of reading difficulty are discussed. It is in the study of the mixed phonological domain that limitations of monolingual frameworks begin to show. The mixed language phonological domain was found to be characterised by close associations across language systems and sharing of underlying phonological abilities. Factor analysis of six phoneme level tasks found a two-factor phonological structure which have been labelled as explicit, whole word manipulation ability and implicit, partial manipulation ability. The implications of these findings for a model of the mixed language phonological domain, and for interventions and early screening are discussed. In the intervention study, positive training effects were found with the Phonological Intervention on the skills triad of single word reading, phonological skills and decoding skill. The unique role of the dominant language phonology on phonological, decoding strategies and implications for planning phonological interventions in a non-dominant language are discussed. The Language Exposure condition failed to show any intervention specific impact on the outcome variables. The possibility of the language exposure intervention being most suitable after decoding skills are firmly in place is discussed.

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Marhatta, Ramesh. "Circular polarization spectroscopy disorientation cross-section in the 133Cs 6p2 P3/2 level by using two-photon two-color nano-second pulsed laser /." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1185434201.

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Eldridge, Aimee Marie. "Analysis of the two domains of the response regulator, NarL, using nuclear magnetic resonance /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055686.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 102-106). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3055686.

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Clark, Beverly Ann. "Comparison of two groups of Cambodian children in first and second language acquisition and school readiness." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2561.

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The purpose of this study was to investigate whether Cambodian children who attended a native language preschool would acquire a broader linguistic and experiential base in their native language and in English than a comparable group who have not attended any preschool. Specifically the study looked at the children's native language fluency, English fluency, and academic skills in elementary school. The sample of this study consisted of Cambodian children who had attended a native language preschool and who had remained in the same school district and a control group of Cambodian children from the same school district who had not attended preschool but who were similar economically and socially. An existing database was used to measure native language fluency, English fluency, whether or not the children met grade level standards and whether they were socially/emotionally prepared for school. It was found that although there was a difference in native language fluency there was no significant difference in English fluency or in meeting grade level standards. The findings suggest that further study is needed to determine long-term success academically between the two groups.

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Ritter, Baird S. "Solution strategies for second order, nonlinear, one dimensional, two point boundary value problems by FEM analysis." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA246063.

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Thesis (M.S. in Mechanical Engineering)--Naval Postgraduate School, December 1990.
Thesis Advisor: Salinas, D. "December 1990." Description based on title screen as viewed on April 1, 2010. DTIC Identifier(s): Boundary value problems, finite element analysis, differential equations, problem solving, theses, interpolation, iterations, one dimensional, computer programs, approximation/mathematics, linearity. Author(s) subject terms: Galerkin FEM, nonlinear, quasilinearization, linearization, interpolation, iteration, differential equation, convergence. Includes bibliographical references (p. 164). Also available in print.

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Volynsky, Maria. "Encoding of motion events in the two languages of Russian-English bilinguals." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/192587.

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CITE/Language Arts
Ed.D.
The purpose of the present study was to examine the encoding of motion in the two languages of Russian-English bilinguals who differed in their ages of arrival in the United States. Three groups of participants took part in the study: 38 L1 Russian speakers, 31 L1 English speakers and 30 Russian-English bilinguals who differed in the ages of arrival in the US (10 early, 10 childhood, and 10 late bilinguals). The participants produced oral narratives elicited with two books, Frog, Where Are You? (Mayer, 1969) and One Frog Too Many (Mayer & Mayer, 1975), with bilingual participants producing narratives in both of their languages. Quantitative and qualitative analyses of the data revealed several differences between L1 Russian and English speakers, including the obligatory encoding of manner of motion in Russian but not in English, where narrators also used generic motion verbs, such as to come or to go. In the context of these differences bilinguals in all three groups were shown to perform in accordance with specific language constraints in both of their languages. At the same time, Russian-English bilinguals used fewer motion verbs in L1 Russian and displayed lower levels of lexical diversity than L1 Russian speakers. The analyses revealed no effects of the age of arrival on the maintenance of L1 Russian, nor of the L1 Russian on the motion talk in L2 English. The findings of the study deepen our understanding of motion encoding in bilingual speakers. They also have important theoretical implications, suggesting that Talmy's dichotomy may be too broad in grouping together languages, such as Russian and English, which display dramatic differences in encoding of motion.
Temple University--Theses

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Raschka, Christine. "Developing grammars in a social context : a comparative account of the English of two groups of ethnic minority women." Thesis, University of Newcastle Upon Tyne, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336816.

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Aldosaky, Khatoon Salim Eshaq. "MANUAL VS MACHINERY SMALL RNA EXTRACTION BY USING A QIACUBE® MACHINE : Two methods. Two volumes." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18854.

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Sepsis is a serious condition caused by a dysregulated immune response of the host triggered by an infection that can potentially lead to malfunction of various organs or even death in severe cases. Some studies have shown that the use of biomarkers could aid in early diagnosis as well as early treatment of sepsis patients. Furthermore, various studies have investigated the idea of using extracellular microRNAs as biomarkers for sepsis diagnosis. This study aimed to see if there were any differences in the quantity and purity of small RNA -which includes microRNA- by performing two different RNA extraction methods (manual and machinery by using a QIAcube) as well as two different volumes by using the ExoRNeasy Serum/Plasma Midi Kit. Blood samples were collected solely from the same self-assessed healthy donor. The plasma samples were frozen and then thawed before the RNA extraction, whether manually or machinery by the QIAcube. The extracted small RNA was then measured for quantity and purity. The quantitative results were analysed by ANOVA followed by post-hoc Tukey test to show the statistically significant difference in the concentration of small RNA. The QIAcube showed higher concentration values compared to the manual method as well as larger initial plasma volume in comparison to the lower initial plasma volume. Meanwhile, the Kruskal-Wallis test showed no statistically significant difference in the purity values among the different methods and volumes. In conclusion, based on this study, the QIAcube could do what human hands do.

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Yang, Hsin-Hsin. "Three worlds and two discourses : social dimensions and discourse functions of grammatical subject options in students' English literary essay writing." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246138.

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Nourse, Nicholas David. "The transformation of music of the British poor, 1789-1864, with special reference to two second cities." Thesis, University of Bristol, 2012. http://hdl.handle.net/1983/d3c5b07a-bae6-46fa-98fb-977ca1fe0faf.

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In 1789 the Bristol Corporation for the Poor re-enacted legislation that aimed to outlaw beggar ballad singers the city’s streets. Seventy-five years later, the Street Music Act (Metropolis) endeavoured to complete the job that Bristol’s legislators had started. Although the outcome was never as effective as the authorities had wished, legislation provides this thesis with a chronological framework within which to examine the transformation of the music of the poor. As the targets of the legislator’s pen, the poor are taken as our primary subjects. Their musical presence is easily read into Nicholas Temperley’s inspirational comment in The Romantic Age, 1800-1914 in which he said, ‘At the beginning of the period the working classes were making their own entertainment, while at the end of it their music was supplied by a large, commercially organized population of professional entertainers.’ This statement forms the basis of the question: how, and in what ways, was the music of the poor transformed between 1789 and 1864? The thesis combines two approaches: musical and social. Its primary aim is to fill historical gaps in our existing knowledge of subaltern music and to examine the sounds of an under-reported world. By adopting two second cites as case-studies—Bristol and Hobart—the social and musical clues to the transformation of the music of the poor will be examined. Bristol is chosen out of convenience. By choosing a convict community, Hobart offers the opportunity to examine unique social and musical questions based on homesickness, attachments to and replication of home, and resistance to or compliance with authority. In both cities, the ephemera of the streets, the courts’ and newspapers’ response to its musical sound, and musical scores themselves will provide the detail of the music of the poor.

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Conrad, Deborah Jacqueline. "The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27871.

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This study describes the planning, teaching, and challenges of one classroom teacher during writing time in two second grade classrooms. The study looks at how this teacher planned for and implemented a writing curriculum in which computers played a role and what this teacher did in an attempt to influence children's development as writers. Data collected included four formal interviews with the teacher and observations over a period of two semesters of the teacher as she worked in the classroom and computer lab during writing time. The constant comparative method as described by Maykut and Morehouse (1994) was used to analyze the data. Analysis revealed that this teacher's approach was influenced by state standards and policy guidelines, as well as her early experiences with literacy. In the lab, she focused on helping students develop keyboarding skills through keyboarding exercises, a computer game, and occasional word-proceeding of writing pieces done in the classroom. In the classroom she used a routine that consisted of three pre-writing activities. These involved students in reading materials related to the topic, brainstorming ideas they recalled, mapping relationships among brainstormed ideas, and writing group and individual accounts of their reading. Her approach to teaching in the city was quite similar to the approach she used in the county school. It differed insofar as in the county school she introduced the students to using the computer to conduct information searches about topics in the official state curriculum. Among the challenges she identified in her teaching were time and management problems. Based on these findings, the study identified four foci that might contribute to more effective use of computers in writing instruction. These include the teacher conceptions of literacy, effective planning, effective implementation and classroom management.
Ph. D.

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Sui, Qianyu, and Qianyu Sui. "Anna May Wong and Hazel Ying Lee--Two Second Generation Chinese American Women in World War II." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12440.

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Applying a historical approach which contextualizes ethnic and gender perspectives, this thesis investigates the obstacles that second-generation Chinese American women encountered as they moved into the public sphere. This included sexual restraints at home and racial harassment outside. This study examines, as well, the opportunities that stimulated these women to break from their confinements. Anna May Wong and Hazel Ying Lee will serve as two role models among this second generation of women who successfully combined their cultural heritage with their education in the U.S. Their contributions inspired a whole generation of young bi-cultural women of their time. I will argue that, although the second generation had gone through cultural acculturation and resistance toward American mainstream culture, they constructed their new Chinese American identity during World War II through a synthesis of their contribution to the gender relations and ethnic identification in nationalist project.

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35

Wang, Jing. "Analogy Between Two Approaches to Separately Identify Specific Factors in Factor Analysis." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182784851.

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Auer, Cornelia [Verfasser]. "Visualization of fundamental structures in two dimensional second order tensor fields on planar and curved surfaces / Cornelia Auer." Berlin : Freie Universität Berlin, 2014. http://d-nb.info/1053326599/34.

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37

Liu, Wen-chung, and res cand@acu edu au. "Memorization and Improvisation: a Comparison of Two Strategies in the Oral Acquisition of English as a Second Language." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp124.25102006.

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The purpose of this research is to investigate the effects of two teaching strategies, memorization and improvisation, on ESL (English as a second language) students’ oral proficiency and how they perceived the strategies and the activities used in the classroom. Participants were 16-year-old nursing students in a Taiwan medical college. They had learned English for at least three and a half years before joining the study, but most of their previous learning was focused on reading and writing. They were divided into three groups, experiencing a memorization strategy, an improvisation strategy, and a strategy combining memorization and improvisation respectively. Data were collected from their oral pre-test and post-test, perception questionnaire, perception interview, college-wide satisfaction survey and in-class observation. Data were analysed in both quantitative and qualitative ways. The results showed that each of the strategies had significant positive effects on students’ oral acquisition, but the improvisation group performed significantly better than the memorization group, and the memorization group did better than the combination group. However, the satisfaction and perception surveys showed that participants preferred the combination strategy to the improvisation strategy, and the improvisation strategy was preferred to the memorization strategy. The finding also showed that participants’ initial oral language levels made no difference on the rate of oral improvement. The high-level and intermediate students demonstrated no difference in their preference for the two strategies, but the low-level students showed significant preference for the memorization strategy. In terms of the teaching activities, participants preferred task-based activities to discussion activities, and activities involving multiple people were preferred to monologues such as storytelling and news reports. Nevertheless, preference made no difference on participants’ oral improvement. Based upon the insight gained from this study, pedagogical implications and for teaching oral language were developed and suggestions for future research have been recommended.

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Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.

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39

Liu, Wen-Chung. "Memorization and improvisation: A comparison of two strategies in the oral acquisition of english as a second language." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/8306ae39a326dfcd147417f16ce5be64b3354f4b1b775de021f00e77c8127795/2361984/64967_downloaded_stream_192.pdf.

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The purpose of this research is to investigate the effects of two teaching strategies, memorization and improvisation, on ESL (English as a second language) students' oral proficiency and how they perceived the strategies and the activities used in the classroom. Participants were 16-year-old nursing students in a Taiwan medical college. They had learned English for at least three and a half years before joining the study, but most of their previous learning was focused on reading and writing. They were divided into three groups, experiencing a memorization strategy, an improvisation strategy, and a strategy combining memorization and improvisation respectively. Data were collected from their oral pre-test and post-test, perception questionnaire, perception interview, college-wide satisfaction survey and in-class observation. Data were analysed in both quantitative and qualitative ways. The results showed that each of the strategies had significant positive effects on students' oral acquisition, but the improvisation group performed significantly better than the memorization group, and the memorization group did better than the combination group. However, the satisfaction and perception surveys showed that participants preferred the combination strategy to the improvisation strategy, and the improvisation strategy was preferred to the memorization strategy. The finding also showed that participants' initial oral language levels made no difference on the rate of oral improvement. The high-level and intermediate students demonstrated no difference in their preference for the two strategies, but the low-level students showed significant preference for the memorization strategy. In terms of the teaching activities, participants preferred task-based activities to discussion activities, and activities involving multiple people were preferred to monologues such as storytelling and news reports.;Nevertheless, preference made no difference on participants' oral improvement. Based upon the insight gained from this study, pedagogical implications and for teaching oral language were developed and suggestions for future research have been recommended.

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Dudas, Kimberly. "Living in two worlds : experiences of non-native english speakers in an accelerated second-degree baccalaureate nursing program." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/4.

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Background: Students of diverse ethnic backgrounds, including nonnative English speakers, also known as those who speak English as an additional language (EAL) are increasingly enrolling in prelicensure nursing programs. Information regarding success of EAL nursing students is limited, with emphasis on traditional prelicensure programs. Purpose: The purpose of this study was to explore the lived experience of recent EAL graduates of an accelerated second-degree baccalaureate nursing program by offering a firsthand account of being an EAL student in this type of nursing program. Theoretical Framework: Leininger's Theory of Cultural Care Diversity and Universality and Vygotsky's Theory of Socio-Historical Learning served as the theoretical framework. Methods: The research tradition of hermeneutic phenomenology utilizing the van Manen approach was applied to this study. Results: The study revealed five major themes: bridging cultures, needing more time, myriad of emotions, network of support, and finding my way. Several subthemes emerged to support major themes illustrating the complexity of being an EAL student in a fast-paced and challenging program. Conclusions: Exploring experiences of EAL graduates while enrolled in an accelerated second-degree baccalaureate nursing program offers insight into the challenges faced by EAL students and potentially influences nursing education, practice, and policy to improve the numbers of diverse nurses.

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Longbottom, William George. "DISSECTING L2 SPANISH LEARNER NARRATIVES: HOW THE ASPECT AND DISCOURSE HYPOTHESIS EXPLAIN L2 PRETERIT AND IMPERFECT SELECTION IN TWO NARRATIVE TYPES." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599725.

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Spanish
Ph.D.
One of the most researched challenges in learning Spanish is the acquisition and use of the past aspect, namely, the preterit and imperfect. L2 learners encounter this challenge due to differences in how native English and Spanish speakers view past events. Numerous studies on the Spanish past aspect have analyzed L2 learners’ past aspectual selections through two hypotheses: the lexical aspect hypothesis (LAH), which claims that lower-level L2 learners are guided by the lexical semantics of the verb in their selections of past aspect; and the discourse hypothesis (DH), which claims that as L2 learners become more proficient, they make past aspectual selections to foreground and background information. The present study uses both hypotheses to analyze past aspectual selections in beginner, intermediate, and advanced L2 learners as well as native speakers. By doing so, it was possible to analyze how past aspectual selections differ across proficiency levels on the basis of lexical aspect and narrative grounding. 75 L2 learners and 20 native Spanish speakers produced two uncontrolled, written narratives. The first was a film-retell based on a five minute clip of “Alone and Hungry” from Modern Times and the second was a personal narration of a favorite vacation. All verbs within each narrative were coded for lexical aspect: atelic states and activities as well as telic accomplishments and achievements. Next, foregrounded clauses (preterit) were separated from backgrounded clauses (imperfect) in order to capture how narrative structure played a role in past aspectual selections. The researcher and a second coder determined the accuracy of use of the preterit and imperfect. Quantitative data consisted of contingency tables and chi-square analyses for the film-retell task and the personal narrative task separately that captured total use of preterit and imperfect morphology for the LAH. It also captured correct use of preterit and imperfect for the DH. Finally, type-token ratios (TTRs) were used to assess the lexical variety of verbs on the basis of grammatical aspect, lexical aspect, and proficiency level for the fill-retell task. The results revealed that for the film-retell and personal narrative tasks, there was support for the LAH. Participants across proficiency groups were guided by the LAH when making past aspectual selections. There was also partial support for the DH in that participants across proficiency groups consistently selected preterit morphology for atelic states and activities, even if the lower-level proficiency groups made more errors in their past aspectual selections. However, showed very little evidence of correct use of imperfect morphology with telic achievements and accomplishments. Additionally, analysis of type-token ratios (TTRs) showed that participants across proficiency groups repeatedly used high-frequency verbs to complete their narratives. This was particularly noticeable for state and activity verbs within the beginner group. Task type appeared to be a major influence in participants’ selections of past aspect for the film-retell task. Participants were influenced by the numerous sequential scenes of the film task, which accounted for the high frequencies of preterit to mark bounded events, but much lower frequencies of imperfect to mark unbounded events. For the personal narrative, frequencies of the preterit were higher than imperfect across each lexical class. When assessing both film-retell and personal narratives, participants produced very few contexts for imperfect with achievement and accomplishment verbs. Participants either did not have the knowledge to do so or felt that their own narrations of “Alone and Hungry” and their personal narrative was sufficient to complete the task.
Temple University--Theses

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42

Bromley, Jaclyn. "The relationship between initial body mass index and two delivery outcomes length of second stage and Cesarean birth : a report submitted in partial fulfillment ... for the degree of Master of Science, Nurse-Midwifery Track, Parent-Child Nursing ... /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/68798794.html.

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43

Sun, Liangfeng. "Two-beam SHG from centrosymmetric media." Thesis, 2006. http://hdl.handle.net/2152/3504.

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44

Madsen, Kim. "Guernsey children and the Second World War." Thesis, 2012. http://hdl.handle.net/1828/4233.

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From June 1940 until May 1945, Guernsey children either lived under German occupation or were evacuated to England for the duration of the war. This thesis presents a small case study that uses oral testimony and resilience theory to describe Guernsey children’s experiences during World War Two. Its intent is to contribute towards the larger picture of British children’s experiences during this period. This thesis also aims to understand how the majority of those who were children on Guernsey during this time judged that, despite the obvious challenges related to wartime, their experiences had a net positive effect on their lives. Findings suggest that, consistent with resilience theory, children found the support they needed both internally using optimism, empathy, comparison, and the attitude of ‘getting on with it’ and externally from family, teachers, and the local people with whom they lived during evacuation or occupation.
Graduate

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45

Luber, George Edward. "The biocultural epidemiology of "second-hair" illness in two Mesoamerican societies." 2002. http://purl.galileo.usg.edu/uga%5Fetd/luber%5Fgeorge%5Fe%5F200205%5Fphd.

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46

Huang, Yu-Chih, and 黃昱智. "Study on Second-Harmonic Generation Properties of Two Difference Ferroelectric Liquid Crystals." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7x3ft2.

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碩士
國立交通大學
電子物理系所
96
We use the femtosecond laser to irradiate the samples made of two different frerroelectric liquid crystals. The transmission second-harmonic generation signals with different angle of incidence, and measured. We have constructed the models of “mix domain” and “random domain” according to the textures of the sample between crossed polarizer which observed under the microscope and measured data. By changing the polarization of the incidence beam, and measure different polarized double frequency signals, we get the ratio of the two different nonlinear coefficients of banana-like frerroelectric liquid crystal, which are about -1.55 to -1.215 and -2.034 to -2.931 respectively.

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"Second Order Photon Emission In Nuclei - Case of 137Ba." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-11-1884.

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The two-photon decay in nuclei has been formally theorized for many years and attempted to be measured on numerous occasions. The special case of a 0 + → 0 + transition in nuclei was examined for certain isotopes, and a branching ratio for the two-photon decay determined for each isotopes. Measurements of the branching ratio in nuclei other than this special case had so far proven unsuccessful. Motivated to find the two-photon branching ratio in a case where the transition competes with the single photon transition, we study the 11/2 − 137 Ba isomer. The experiment was performed at the Technische Universität Darmstadt using the available LaBr 3 scintillation detectors. We first study the absorption of various gamma energies by lead and compare the resulting values to a GEANT4 simulation. With an ideal value for lead shield thickness, the experimental setup is built in order to obtain a high two-photon count rate, while suppressing direct Compton scattering between detector pairs and suppressing other background interference. In order to suppress the background, plastic scintillators were placed atop the experimental setup. To treat the daunting level of random coincidences measured with this setup, fine energy and time gates were placed on the processed events in order to limit observation to the region of interest. Throughout the experiment, three different detector pair angles were successfully examined: 72 ◦ , 120 ◦ , and 144 ◦ . With these three angles a partial representation of the angular distribution of the two-photon decay is observed. The branching ratios were measured to be 1.56(23)·10 −6 , 0.55(22)·10 −6 , and 0.70(18)·10 −6 for the angles of 72 ◦ , 120 ◦ , and 144 ◦ respectively, with the values of 72 ◦ and 144 ◦ recorded in Ref.[1]. This experiment therefore shows it is possible to obtain a value for the two-photon branching ratio in the 11/2 − excited state of 137 Ba . A precise determination of this value, and for that of other nuclei, might contribute to solve current fundamental open problems such as restricting the parameters of the equation of state, or accurately determining neutron skin thickness.

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Chan, Chek-Yee, and 陳玦瑜. "Cubic Spline Difference Method for Second Order Linear Two Point y Value Problems." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/19094365131041527202.

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Chang, Chang Shien, and 張憲章. "A study of two-way sailing at the second entrance of Kaohsiung port." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/04138669143957108078.

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碩士
國立高雄海洋科技大學
航海科技研究所
97
The purpose of the present study is to propose the possibility of two-way sailing at the second entrance of Kaohsiung port to ensure the safe passage of two small-scale vessels through the waterway, so as to reduce the waiting time of inbound and outbound vessels. First, we collect the global references of two-way sailing and according to present channel width and depth to perform a series of information using vessel parameters such as width, draft, to establish preliminary framework of skill application under the various weather condition. Then, using questionnaires, we collect the idioms of pilots and consult with captains to modify the former results regarding the two-way sailing at the second entrance of Kaohsiung port. Finally, we also confirm the feasibility of the two-way sailing through the waterway by using ship-handling simulator to provide the feasible project with academic aspects. Overall, the results presented in this study for the safe passage of two vessels through the second Kaohsiung port support the following major conclusions. First, we confirm the feasibility of the two-way sailing for a situation in which the gross tonnage of two vessels is smaller than 1000 GT under the good weather condition. Second, for a given value of two vessels gross tonnage is smaller than 5000 GT; two vessels can meet at the outer channel and the inner channel as well as the turning basin. However, it is forbidden for two vessels meet at the breakwater and the signal station. Third, two vessels can meet through the second Kaohsiung port for one vessel gross tonnage is smaller than 5000 GT and another one is smaller than 20000 GT. It is also requested for good communication between two excellent pilots while two vessels meeting in the second entrance of Kaohsiung port. If the above mentions are satisfied, two vessels can meet only at the outer channel, the inner channel and the turning basin. The results presented in this study provide useful guidelines to improve both the voyage safe and efficiency of the ships for offering government a reference in regarding with the two-way sailing at the second entrance of Kaohsiung port.

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Tan, Kang. "Some characteristics of the second betti number of random two dimensional simplicial complexes." Thesis, 1996. http://hdl.handle.net/2429/4436.

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In this thesis, through generating random two-dimensional simplicial complexes, we studied the event (b₂=0) for some specific probabilities. We found when the probability of event (b₂=0) takes on certain specific values, the pair (n₀,n₂) lies on certain lines. However, this research is limited by our sample space ( i.e. for P(b₂=0) ≈ 10%, 10 ≤ n₀ ≤ 80; for P(b₂=0) ≈ 50%, 12 ≤ n₀ ≤ 100; for P(b₂=0) ≈ 90%, 12 ≤ n₀ ≤ 145). The " linear behavior" may not hold asymptotically. In the same time, we endeavor to find the number of tetrahedra and 6-triangles in the simplicial complexes. When the event (b₂=0) occurs in our specific probabilities, it seems the second Betti number should come from tetrahedra and 6-triangles with high probability. However, the expectation of the number of tetrahedra and 6-triangles goes to zero, when no goes to infinity and there exists linear relationships between the pair (n₀,n₂). This evidence may also support that the " linear behavior" may not hold asymptotically. If n₂ and n₀ vary linearly with n₀ going to infinity, then the probability that n₀(Κ) — n₀ is extremely small in model MB for reasons are similar to the Coupon Collector's problem. Hence, the probability that we cannot find element in S(n₀,n₂) is large, which indicates that the model may have problems.

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Dissertations / Theses on the topic 'The second of two volumes'

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