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Ghazzaoui, Fouad. "Vermillion years /." Online version of thesis, 1991. http://hdl.handle.net/1850/11642.
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Urgo, David J. "My student years /." Online version of thesis, 1990. http://hdl.handle.net/1850/11328.
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Pameticky, April S. "Silent all these years." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t008.pdf.
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Corry, Diarmuid. "XidML – Two Years On." International Foundation for Telemetering, 2006. http://hdl.handle.net/10150/604077.
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ITC/USA 2006 Conference Proceedings / The Forty-Second Annual International Telemetering Conference and Technical Exhibition / October 23-26, 2006 / Town and Country Resort & Convention Center, San Diego, CaliforniaIn 2004 ACRA CONTROL introduced XidML as a published standard for instrumentation definition via XML. After two years in the field, much feedback and two revisions, this paper outlines where the standard is now, some of the lessons learned and discusses some ideas for where next. XidML allows any package, message or frame to be defined including PCM, MIL-STD- 1553, Ethernet and storage formats, it is also used to define the settings for instrumentation as diverse as Analog to Digital modules, MIL-STD-1553 monitors, PCM encoders, recorders, bit-syncs, and decoms. Importantly it facilitates the EU range and data format to be defined for large parameter lists. The key elements in the standard are discussed along with some lessons learned.
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Utley, Gertje R. "Picasso : the communist years /." New Haven : Yale university press, 2000. http://catalogue.bnf.fr/ark:/12148/cb376408294.
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Hilton, Catherine. "Risk-taking play in the early years : the experience of four year olds." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550432.
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This research explored risk-taking play opportunities for four year olds in Early Years settings through observing play and eliciting child and staff views of the issue. Previous research has suggested that young children enjoy taking risks in their play and that this type of play offers many benefits (Stephenson, 1999; Gill, 2007). The original contribution of this research relates to a greater understanding of risk-taking play in the Early Years, as no previous research has been published in this area in this country. The research was undertaken from a Social Constructionist perspective. The sample consisted of eight children and four staff members from four different Early Years settings in one Local Authority. All eight children included in the sample were aged four at the time of the data collection. Naturalistic observation was used and each child was observed on three separate occasions. Semistructured interviews were used with children and staff and a series of photographs depicting different types of play provided a visual stimulus. Each data set was subjected to individual thematic analysis which used an inductive and deductive approach. Research outside the UK identified categories of risktaking play and these were used as a starting point for the current research (Sandseter, 2007). The research findings showed that children engaged in a range of risk-taking play and their responses to risk varied. The presence of other people had an impact on their risk-taking play and the children demonstrated an awareness of the need for safety. Interviews with the children revealed different reasons for enjoying risktaking play. The children demonstrated an awareness of safety and placed certain boundaries around whether, where and how they might engage in a risktaking play activity. Staff interviews also revealed that safety was a key consideration, both in terms of keeping the children safe and also teaching them how to keep themselves safe. Factors which staff viewed as limiting and facilitating risk-taking play were identified and the role of the staff was viewed alongside the impact of individual staff views and interpretations of risk. The researcher considered these findings in relation to a behavioural framework and this was incorporated into a set of recommendations for good practice with regard
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Rainaldi, Linda. "Outsider art : forty years out." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55948.
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French artist Jean Dubuffet delivered an anti-cultural manifesto in the 1940s. He fought against the status quo in the art world and argued against the traditions of art history, where art is studied in the context of its historical development and where art standards are the result of cultural conditioning and the opinions of art critics. To illustrate his thesis, Dubuffet went on to create an art collection, which he called art brut, from artists who he believed were not influenced by culture or social norms. In 1972 Roger Cardinal, a British scholar, wrote a book about art brut, calling it outsider art. Many new definitions of outsider art subsequently evolved, particularly in the United States, and there has been little agreement on the definition of outsider art or the terminology coined to describe it.
This thesis examines the American and European perspectives on outsider art and suggests the underlying biases, ideologies, and social factors that informed the definitions, such as the myths surrounding mental illness, movements towards social inclusion, and movements away from the marginalizing effect of labels. As outsider art gains more recognition in the art world, some defend its categorization as a separate genre of art while others challenge the need to keep it separate from mainstream art, and those reasons are explored. Finally, it is suggested that there may be little value in attaching labels to any genre of art because every definition of outsider art reflects the biases and personal logic of its author. Dialogue and debate are encouraged and suggestions for continuing research are outlined.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Segerberg, Anita Kristina. "Christina Stead: the American years." Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/2046.
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CHRISTINA STEAD (1902-1983) is a major Australian woman writer, and this thesis explores one of the least known periods in her life and work, the years she spent in the United States (1937- 7946). During this time she wrote her two best known novels, The Man Who Loved Children and For Love Alone, both based on autobiographical material. This study explores contextual aspects of Stead's life and work in New York, drawing on a considerable amount of new material. (Chapters I and II) During this period Stead wrote partly out of a personal need to understand her own life situation, and psychological readings of three novels, The Man who Loved Children, For Love Alone and Letty Fox, seen as a 'father trilogy', are designed to open up new lines of enquiry into aspects of all of these novels. (Chapters III and IV) The thesis also discusses formal aspects of Stead's work, beginning with her own formulation of an esthetics of the novel, which occurred during a course she gave in New York in 1943 called Workshop in the Novel. (Chapter V) The relevance of this course for her own practice as a novelist is also explored, with particular reference to the two later American novels A Little TeA, A Little Chat and, The People with The Dogs. (Chapter VI) In Chapter VII an exploration of Stead's interest in the genre of the novella, focussing on the collection The Puzzleheaded Girl, continues the formal lines of enquiry opened up in the previous two chapters, and in the following chapter the same collection provides a starting point for a consideration of Stead's deep interest in the situation of women in modern society, especially the recurrent figure of the wanderer or female rebel. The last chapter concentrates on the literary self-portraits which appeared in Stead's American fiction after The Man who Loved Children and For Love Alone, and their curiously limited characterization is compared with the more vigorous portrait of her provided in one of the novels of her husband, William Blake. This thesis, then, argues that Stead's life fed her fiction, especially in her American period, and that her work was part of a broader personal quest. Understanding this quest is relevant to a discussion of her literary style, and to her personal use of autobiographical material in her fiction, and it illuminates aspects of the creative process itself. Stead's need to understand her own life not only shaped her fiction, it also provided it with the 'intelligent ferocity' she aimed for, and resulted in a major 'realist' writer.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "10 Years of IEASA history." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65356.
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[Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.
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McGinley, Susan. "4-H Celebrates 100 Years." College of Agriculture, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/295814.
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Main, Katherine Mary. "A Year Long Study of the Formation and Development of Middle Years’ Teaching Teams." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366879.
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Australian acceptance of middle schooling has been gaining momentum. The impetus behind the introduction of middle schooling in Australia has been to provide a more developmentally appropriate educational experience for Years 6-9 students (approximately ages 10-11—14-15) and a smoother transition between the traditional primary and secondary divide. An underpinning practice in the philosophy of middle schooling is small communities of teachers and students. Teachers working in a middle school environment are organised into small teaching teams that plan and teach together. Middle schooling practice, however, demands some reshaping of complex and multiple relationships among teachers. This reshaping includes collaborative planning, teaching, assessing, and reporting within teaching teams, together with closer relationships with students, administrative staff, parents, and the wider community. These collaborative tasks require teachers to negotiate a new complex web of interrelationships.
Stages in group development have been explored in a variety of settings. Tuckman (1965) identified four stages in the development or “life cycle” of groups (i.e., forming, storming, norming, and performing) that have been shown to be transferable to groups across a number of disciplines. As newly formed middle school teaching teams evolve and work to complete these new collaborative tasks and negotiate these new relationships, they have been reported to progress through this same life-cycle. The way that these teams move through these progressive stages is important to the effective functioning of the team.
This purpose of this study was to examine the formation, development and maintenance of four middle school teaching teams over the course of their first year as a team. This study aimed to identify factors that facilitate or hinder a positive trajectory for a team’s development and to explore the influence of a school’s culture on teaming practices. Teams involved in this study were all in government run middle schools in South East Queensland that introduced an holistic reform in the last decade.
A multi-site case study approach was used. Qualitative data were gathered through semistructured individual interviews with core teaching staff in each team and through notes taken during participant observation days throughout the year. Comparisons of data within and across teams revealed six main characteristics that were found to either positively or negatively influence teaching teaming in the four teams from the three Queensland schools participating in the study. These characteristics concerned (a) training (i.e., both preservice and inservice); (b) administrative support throughout the teaming process (i.e., from formation to establishment and maintenance); (c) attitudes of team members to teaming (i.e., a willingness to participate in a team and experience and confidence in contributing to the team); (d) relationship building; (e) conflict; and (f) school culture. These results resonated with the research literature on the experiences of middle school teaming practices in the USA.
A school’s culture was identified as one of the six defining characteristics of a team’s experience within the first question of the study. It was found to exert facilitating and inhibiting effects on the other 5 characteristics that were identified. Moreover, the results revealed several aspects of working in teams that teachers found challenging. A lack of specific training in teaming skills (i.e., either preservice or inservice) prevented teachers from establishing adequate team protocols (i.e., goals, rules, and roles) able to facilitate the smooth functioning of the team. Specifically, teachers generally demonstrated limited and ineffective means of dealing with conflict, which, in most instances, caused team development to stagnate or regress.
Findings from this study has shown a gap between what the middle school literature has said about collaboration and teaming and how it is being implemented in these three Queensland middle schools. This study also demonstrates the urgent need for preservice and inservice training in teaming practices to occur concurrently with the introduction of a middle years’ reform in Australia. It also identifies a list of specific teaming skills that are required by teachers embarking on a teaming experience and a list of the facilitating and hindering factors to team formation and development at an individual, team, and school level.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
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McLean, Karen J. "A story of early years educators’ experiences of technology and literacy in early years learning environments." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/dd4f46ac879ce07f85b3f2c5f83de2385f0d0271936caf2601a2c74243439d8e/5238210/02whole__1_.pdf.
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This study sought to explore the relationship between literacy and technology in the early years of education. The purpose of the study was to gain insight into the nexus between literacy centred practice and technology in the practice of early years educators. The study was framed by the question, "What are early years educators'. experiences of the relationship between technology and literacy in early years learning environments?" In particular the study focused on the knowledge, understanding and pedagogical practice of educators and those involved in shaping the learning experiences of children in early learning environments...
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Flores, Maria Assunção Flores. "Learning, development and change in the early years of teaching : a two-year empirical study." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247125.
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Fidler, Miranda Marie. "Long-term adverse outcomes following five-year survival of cancer diagnosed before 40 years age." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6638/.
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Purpose: Survival from childhood, teenage, and young adult cancer has increased substantially, with approximately 80% now surviving at least five-years. However, curative treatments are often associated with adverse late effects. This thesis investigated the risk of late adverse health and social outcomes following five-year survival of cancer diagnosed before age 40 years using the British Childhood Cancer Survivor Study (BCCSS) and Teenage and Young Adult Cancer Survivor Study (TY ACSS). Material and Methods: The BCCSS is a population-based cohort of 34,489 five-year survivors of childhood (< 15 years) cancer diagnosed from 1940-2006 in Great Britain. The TY ACSS is a population-based cohort of 200,945 five-year survivors of teenage and young adult (15-39 years) cancer diagnosed from 1971-2006 in England and Wales. Results: Some survivors were found to have increased risks of premature mortality, subsequent primary neoplasms, hospitalizations, poor quality-of-life, and psychosocial limitations. However, for premature mortality, the number of excess deaths is decreasing among those more recently diagnosed for several causes-of-death. Conclusions: Survivors of cancer diagnosed before age 40 are at an increased risk of a range of adverse late effects compared to that expected. The findings reported in this thesis will be useful for risk stratification, updating clinical guidelines, and informing survivors and clinicians.
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Gromov, Mikhail D. "Swahili popular literature in recent years." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-90984.
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The article outlines recent trends in popular writing in Swahili in Kenya and Tanzania, the research being mainly based on titles published after the year 2000, by both well-known writers and newcomers. The author also generalises on some basic social and cultural factors accountable for the present state of popular literature in both countries.
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Swanston, Heather Yvette. "Five Years After Child Sexual Abuse." University of Sydney. Paediatrics and Child Health, 2000. http://hdl.handle.net/2123/573.
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Introduction Child sexual abuse is a common problem. Psychological and behavioural problems in children and adults who have experienced child sexual abuse have been associated with the abuse. Little research has been conducted which has been long-term, prospective, involved substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Aim The aims of this study were to compare a cohort of sexually abused young people with a group of nonabused peers and to establish predictors of psychological and behavioural outcome. Method This study was a follow-up which was long-term, prospective, involved a sample of children with substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Eighty-four sexually abused young people were followed up five years after presenting to Children�s Hospitals� Child Protection Units for sexual abuse and were compared to a group of 84 nonabused young people of similar age and sex. The two groups were compared on the basis of demographic variables, family functioning, mother�s mental health and life events; the outcome measures of depression, self-esteem, anxiety, behaviour, criminal activity, alcohol and other drug use, eating problems, running away, suicide attempts, self-injury, hopefulness, despair and attributional style; and potential mediating factors such as further notifications to the Department of Community Services, receipt of psychological treatment, legal action against offenders and victims compensation. Potential predictors of outcome were (1) demographic variables, (2) sexual abuse characteristcs, (3) intake data and (4) five year follow-up variables. Main findings Follow-up rates were 81percent (n equals 68) for cases and 89percent (n equals 75) for controls. Five years after presenting for the sexual abuse, the sexually abused young people were performing more poorly than their nonabused peers on various measures of psychological state and behaviour. Although the abused children had experienced more negative life events (p<.001), were from lower socio-economic groups (p<.0001), had more changes in parent figures (p<.001) and had mothers who were more psychologically distressed (p equals .03), multiple regression analysis showed that after allowing for these and other demographic and family factors, there were still significant differences between the groups after the 5 years. The abused children displayed more disturbed behavior (p equals .002), had lower self-esteem (p<.001), were more depressed or unhappy (p<.001) and were more anxious (p equals .03) than controls. Sexually abused children had significantly higher levels of bingeing (p equals .02), self-injury (p equals.009) and suicide attempts (p equals .03). Significant predictors of psychological and behavioural outcome were significantly related to family and parent functioning variables. Abuse status was not a significant predictor when offered to each of the predictive models. Significant predictors of outcome included the following intake variables: family functioning, mother�s mental health, whether parents were employed or not, behaviour scores, prior notifications for neglect, history of parental discord and whether there were caregiver changes or not prior to intake. The classification of the index sexual abuse event as indecent assault and whether there were notifications for sexual abuse prior to the index event also significantly predicted outcome. Five year follow-up variables which were significant predictors of outcome were the young person�s age, number of negative life events, attributional style, self-esteem, depression, number of parent changes, anxiety, despair, whether there were notifications for abuse/neglect after intake and having a parent with a history of drug/alcohol problems. Conclusions Difficulties associated with child sexual abuse continue for some years after the abuse event. Child sexual abuse needs to be considered as a possible antecedent of behaviour and psychological difficulties in young people. Treatment and monitoring should continue for some years after the abuse. Treatment may need to be directed more towards young people�s psychological states rather than focusing specifically on the sexual abuse. Family and parent functioning may need to be addressed early in order to prevent some of the behavioural and psychological difficulties associated with the long-term outcome of child sexual abuse.
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Guariglia, Dana Gemma. "Inclusion in the early childhood years /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.
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Massey, Todd. "2 years of getting it wrong." Diss., Online access via UMI:, 2006.
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Vicens, de Sanchez Lizette. "Dona Elena twenty-seven years later /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620084.
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Esau, Robert Jonathan. "Helmore and Cotterill : the formative years." Thesis, University of Canterbury. Art History, 1988. http://hdl.handle.net/10092/6477.
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The aim of this thesis is to examine the works of the important Christchurch architectural partnership of Heathcote George Helmore (1894-1965) and Henry Guy Cotterill (1897-1981). The study begins in 1894, the year of Helmore's birth, and finishes in 1940. This period is of great significance as it provides many answers about Helmore and Cotterill's training, the nature of their partnership, their activity abroad, and their attitudes towards architectural styles. The period is also notable for the quality of work produced. Some of Helmore and Cotterill's most famous buildings were executed in the 1920s and 30s. Although they are primarily remembered as designers of stately homes who worked for a small but wealthy group of clients, they had a very liberal attitude towards questions of style. In addition to such traditional approaches as English Neo-Georgian, American Colonial Revival, and French Colonial, the two architects also incorporated Spanish Mission and the Modern Movement into their repertoire. The partners were often in the forefront of New Zealand architecture when it came to introducing new methods of building design.
The thesis is divided into three chapters. The first concentrates on the architects' upbringing and discusses the close parallels in their education. A great deal of attention is devoted to their stay in England during the early 1920s as it forms an important phase of their development. Helmore's correspondence with his family in New Zealand sheds new light on his association with the famous English architect, Sir Edwin Lutyens. The second chapter centres on Helmore and Cotterill's return to New Zealand and the establishment of their practice in Christchurch during the 1920s. A prominent feature of this period is their use of American Colonial motifs. They were the first New Zealand architects to promote a form of timber building which drew heavily on eighteenth-century American domestic designs. The final chapter emphasizes the versatility of Helmore and Cotterill's approach and their ability to overcome the uncertainties of the economic depression. The architects and their buildings are placed within the broad context of New Zealand architecture. Comparisons are made between them and their contemporaries, both in New Zealand, Europe, and the United States. Helmore and Cotterill emerge as an architectural firm whose work rank among the best produced during this period in New Zealand and their approach to design is one that is characteristic of this transitional phase of twentieth-century architecture.
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Alt, Rainer, and Stefan Klein. "Twenty years of electronic markets research." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-171651.
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Over the past 20 years the field of electronic markets has seen a considerable proliferation and differentiation. This position paper takes the opportunity of the 21st volume of “Electronic Markets” to look back at important developments and insights, suggesting a framework that captures the multiple facets and indeed empirical breadth and depths of this concept. It comprises three perspectives which include the market environment, governance choices by economic actors as well as the entrepreneurial dynamics of firms who initiate and operate market platforms as their business. In addition, we propose to study the interplay of technological, market, and institutional drivers in order to understand the phenomenon of electronic markets, which is also a precondition for designing electronic markets. Both activities involve more than an economically motivated choice between the discrete alternatives of markets and hierarchies. Rather, electronic markets are configurations across multiple, interdependent dimensions: Technology is an important force in shaping the field, but needs to be complemented by considerations of the competitive environment and the setting of rules in order to ensure efficient and effective plays of the game. Based on this framework, this position paper develops six propositions for the future of electronic markets. Overall, the advantages of intermediated structures, an ongoing technological sophistication, as well as further innovation in market mechanisms and services make electronic markets an ena-bler for many interorganizational value chains. While we are confident that the ingenuity of inventors will yield a flow of innovations, recent economic crises have shed a dark shadow over the sustainability of electronic markets. They call for suitable rules and regulation amenable to economic prosperity and stability to be agreed upon on a broad level.
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Allingham, Susan. "The early years : lost in translation?" Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/10337/.
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This thesis asks two questions: 1. What is the connection between Early Years policy development and the lived experience of those professionals implementing it? 2. To what extent do Early Years professionals consider that government policy has contributed to a better understanding of Early Years practice for those implementing it, and towards a consistent national view? Recent years have seen a growing national focus on the Early Years of education, centring on government policy. With this focus has come a wide range of opinion as to what constitutes effective Early Years practice and how successful current policies are in achieving appropriate provision for young children. This thesis first introduces the central themes of policy and lived experience and sets out the rationale for the study. This is followed by an overview of the contribution of six key historical figures in early childhood education. The thesis moves on to discuss policy developments in England since the Plowden report in 1967. The thesis outlines and justifies the life historical methods for the study which involved interviews with eight professionals in order to understand how policy had impacted on their lives and work. Analysis of the data includes the stories of all eight participants and my own story as an Early Years teacher. The experiences of the eight participants were analysed to produce five themes: Personal qualities, Teaching- an art not a process?, Respectful or subversive teachers?, - Views of childhood; Resilience. These are discussed in the light of the participants' experiences and the literature on effective proactive practice and policy. This discussion illustrates professional and personal struggles to 'fit policy to children's needs through appropriate practice. The thesis concludes with an update on policy since the completion of fieldwork and a conclusion, returning to the research questions, which shows two things: first that - so far as the participants in this study are concerned - there is a mismatch between policy development and lived experience, and second, that some Early Years professionals develop government guidance and policy to contribute to a better understanding of Early Years practice.
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Gromov, Mikhail D. "Swahili popular literature in recent years." Swahili Forum 15 (2008), S. 5-13, 2008. https://ul.qucosa.de/id/qucosa%3A11488.
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The article outlines recent trends in popular writing in Swahili in Kenya and Tanzania, the research being mainly based on titles published after the year 2000, by both well-known writers and newcomers. The author also generalises on some basic social and cultural factors accountable for the present state of popular literature in both countries.
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Kruptseva, N. D. "Chewing gum- 5000 years of history." Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45611.
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Chewing gum is a soft, cohesive substance intended for chewing but not swallowing. Humans have used chewing gum for at least 5,000 years.
Chewing gum in various forms has existed since the Neolithic period. 5,000-year-old chewing gum made from bark tar, with tooth imprints, has been found in Kierikki, Yli-Ii, Finland.
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Orians, Emily Anne. "A Picture Tells a Thousand Years." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1304697179.
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Swanston, Heather Yvette. "Five Years After Child Sexual Abuse." Thesis, The University of Sydney, 1999. http://hdl.handle.net/2123/573.
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Introduction Child sexual abuse is a common problem. Psychological and behavioural problems in children and adults who have experienced child sexual abuse have been associated with the abuse. Little research has been conducted which has been long-term, prospective, involved substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Aim The aims of this study were to compare a cohort of sexually abused young people with a group of nonabused peers and to establish predictors of psychological and behavioural outcome. Method This study was a follow-up which was long-term, prospective, involved a sample of children with substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Eighty-four sexually abused young people were followed up five years after presenting to Children�s Hospitals� Child Protection Units for sexual abuse and were compared to a group of 84 nonabused young people of similar age and sex. The two groups were compared on the basis of demographic variables, family functioning, mother�s mental health and life events; the outcome measures of depression, self-esteem, anxiety, behaviour, criminal activity, alcohol and other drug use, eating problems, running away, suicide attempts, self-injury, hopefulness, despair and attributional style; and potential mediating factors such as further notifications to the Department of Community Services, receipt of psychological treatment, legal action against offenders and victims compensation. Potential predictors of outcome were (1) demographic variables, (2) sexual abuse characteristcs, (3) intake data and (4) five year follow-up variables. Main findings Follow-up rates were 81percent (n equals 68) for cases and 89percent (n equals 75) for controls. Five years after presenting for the sexual abuse, the sexually abused young people were performing more poorly than their nonabused peers on various measures of psychological state and behaviour. Although the abused children had experienced more negative life events (p<.001), were from lower socio-economic groups (p<.0001), had more changes in parent figures (p<.001) and had mothers who were more psychologically distressed (p equals .03), multiple regression analysis showed that after allowing for these and other demographic and family factors, there were still significant differences between the groups after the 5 years. The abused children displayed more disturbed behavior (p equals .002), had lower self-esteem (p<.001), were more depressed or unhappy (p<.001) and were more anxious (p equals .03) than controls. Sexually abused children had significantly higher levels of bingeing (p equals .02), self-injury (p equals.009) and suicide attempts (p equals .03). Significant predictors of psychological and behavioural outcome were significantly related to family and parent functioning variables. Abuse status was not a significant predictor when offered to each of the predictive models. Significant predictors of outcome included the following intake variables: family functioning, mother�s mental health, whether parents were employed or not, behaviour scores, prior notifications for neglect, history of parental discord and whether there were caregiver changes or not prior to intake. The classification of the index sexual abuse event as indecent assault and whether there were notifications for sexual abuse prior to the index event also significantly predicted outcome. Five year follow-up variables which were significant predictors of outcome were the young person�s age, number of negative life events, attributional style, self-esteem, depression, number of parent changes, anxiety, despair, whether there were notifications for abuse/neglect after intake and having a parent with a history of drug/alcohol problems. Conclusions Difficulties associated with child sexual abuse continue for some years after the abuse event. Child sexual abuse needs to be considered as a possible antecedent of behaviour and psychological difficulties in young people. Treatment and monitoring should continue for some years after the abuse. Treatment may need to be directed more towards young people�s psychological states rather than focusing specifically on the sexual abuse. Family and parent functioning may need to be addressed early in order to prevent some of the behavioural and psychological difficulties associated with the long-term outcome of child sexual abuse.
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Hughes, Malcolm K., Peter Ian Kuniholm, Jon K. Eischeid, Gregg Garfin, Carol B. Griggs, and Christine Latini. "Aegean Tree-Ring Signature Years Explained." Tree-Ring Society, 2001. http://hdl.handle.net/10150/262557.
Full textAbstract:
As a long master tree -ring chronology for the region around the Aegean approaches completion, timbers from monuments and archaeological sites as far as 2,000 km apart, and as far back as 7000 BC, are being dated. The patterns used in this dating are characterized by signature years, in which trees at the majority of the sites have smaller or broader rings than in the previous year. We show that the signature years are consistently associated with specific, persistent, circulation anomalies that control the access of precipitation- bearing systems to the region in springtime. This explains the feasibility of dating wooden objects from widely dispersed sites, and opens the possibility of reconstructing aspects of the climate in which the wood grew.
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Bartoszuk, Karin. "Emerging Adulthood during the College Years." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4168.
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Koyagialo, Koyandome Freddy. "Small Business Survivability Beyond Five Years." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2554.
Full textAbstract:
The United States has a high failure rate of small businesses, with 30% of small business failing within the first 2 years. The objective of this case study was to explore strategies successful small business owners use to achieve profitability beyond 5 years. The purposive sample for this study included 4 owners of successful small businesses in Atlanta, Georgia, who have been in business for at least 5 years. The conceptual framework was built upon disruptive innovation and susceptibility theory. Data were collected through semistructured interviews and company documents. The analysis revealed 3 themes, market research, passion and determination, and innovation. Successful small business leaders use market research to understand the business environment and customers' needs. Entrepreneurs should conduct market research to develop strategies to remain successful. Innovation is essential for business success and successful entrepreneurs innovate to adapt to new business trends. Small business owners who innovate remain competitive and profitable. Business leaders will benefit from this study's findings by gaining insight into how the leaders of successful organizations implement strategies to stay profitable and competitive. Small business leaders may use the findings to enable economic development in various communities, and create valuable jobs for local residents. Social implications include the improved local and state economy and the standard of living in communities. Small business owners will be able to sustain their businesses and contribute to the prosperity of their employees, their families, health of the community, and the local economy.
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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.
Full textAbstract:
Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics or how these attitudes form, which is the focus of this study. The research questions were:
1. What attitudes do practising early years teachers hold towards mathematics?
2. How did the teachers‟ mathematics attitudes form?
This study adopted an explanatory case study design (Yin, 2003) to investigate practising early years teachers‟ attitudes towards mathematics and the formation of these attitudes. The research took place in a Brisbane southside school situated in a middle socio-economic area. The site was chosen due to its accessibility to the researcher. The participant group consisted of 20 early years teachers. They each completed the Attitude Towards Mathematics Inventory (ATMI) (Schackow, 2005), which is a 40 item instrument that measures attitudes across the four dimensions of attitude, namely value, enjoyment, self-confidence and motivation. The teachers‟ total ATMI scores were classified according to five quintiles: strongly negative, negative, neutral, positive and strongly positive. The results of the survey revealed that these teachers‟ attitudes ranged across only three categories with one teacher classified as strongly positive, twelve teachers classified as positive and seven teachers classified as neutral. No teachers were identified as having negative or strongly negative attitudes. Subsequent to the surveys, six teachers with a breadth of attitudes were selected from the original cohort to participate in open-ended interviews to investigate the formation of their attitudes. The interview data were analysed according to the four dimensions of attitudes (value, enjoyment, self-confidence, motivation) and three stages of education (primary, secondary, tertiary).
Highlighted in the findings is the critical impact of schooling experiences on the formation of student attitudes towards mathematics. Findings suggest that primary school experiences are a critical influence on the attitudes of adults who become early years teachers. These findings also indicate the vital role tertiary institutions play in altering the attitudes of preservice teachers who have had negative schooling experiences. Experiences that teachers indicated contributed to the formation of positive attitudes in their own education were games, group work, hands-on activities, positive feedback and perceived relevance. In contrast, negative experiences that teachers stated influenced their attitudes were insufficient help, rushed teaching, negative feedback and a lack of relevance of the content. These findings together with the literature on teachers‟ attitudes and mathematics education were synthesized in a model titled a Cycle of Early Years Teachers’ Attitudes Towards Mathematics. This model explains positive and negative influences on attitudes towards mathematics and how the attitudes of adults are passed on to children, who then as adults themselves, repeat the cycle by passing on attitudes to a new generation. The model can provide guidance for practising teachers and for preservice and inservice education about ways to foster positive influences to attitude formation in mathematics and inhibit negative influences.
Two avenues for future research arise from the findings of this study both relating to attitudes and secondary school experiences. The first question relates to the resilience of attitudes, in particular, how an individual can maintain positive attitudes towards mathematics developed in primary school, despite secondary school experiences that typically have a negative influence on attitude. The second question relates to the relationship between attitudes and achievement, specifically, why secondary students achieve good grades in mathematics despite a lack of enjoyment, which is one of the dimensions of attitude.
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Viel, Giovanni. "Adrenal surgery: five years of experience." Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3423252.
Full textAbstract:
Background
Adrenal disease is a heterogeneous group of diseases characterized by specific peculiarities. The development of diagnostic methods and the use of genetics in recent years have enabled us to better define each of the syndromes that originate from the adrenal gland. Although in literature there are many publications that analyze single aspects of each pathological condition, few publications allow us an overview.
The aim of this study is to analyze 5 years of endocrine surgery experience to highlight the main characteristics of the adrenal disease and the better surgical approach.
Materials and methods
The study is a retrospective analysis of prospectively collected data from January 2012 to October 2016 at the Endocrine Surgery Unit of the University of Padua, Italy. The experience is analyzed in term of diagnostic and surgical approach, in relation to the different adrenal tumors. Biochemical exams, imaging and genetic features are evaluated. The different surgical approaches are described.
Results
Two hundred twelve patients underwent surgical treatment for adrenal tumors. Ninety-four patients (38.7%) came from other regions than Veneto. Primary aldosteronism (PA) was diagnosed in 71 cases, Hypercortisolism in 43 cases (Cushing Sindrome -CS n=16, adrenocorticotropic hormone independent macronodular adrenal hyperplasia -AIMAH n=9, Cushing Disease -CD n=7, Subclinical Cushing Sindrome -SCS n=6, PA and SCS n=2), Pheocromocythoma (P) in 33 cases, Non Secreting Tumors (NST) in 39 cases, adrenocortical cancer (K) in 9 cases, metastasis in 19 cases, CS in ectopic ACTH secreting tumor in 1 case and virilizing tumor in 1 case.
Genetic analysis reported mutation in ARMC5 gene in 2 patients with AIMAH diagnosis. Mutations in VHL, SDHD, RET, MAX and NF1 were described in patients with P. The surgical approach depends on preoperative diagnosis, genetic analysis and team experience. Cortical sparing adrenalectomy was reserved for a case of familial P. Retroperitoneoscopic procedures were performed in prevalence in patients with PA (20 cases) but also in one patient with K. Two laparoscopic adrenalectomy were performed in presence of K.
Conclusions
Surgical treatment is the final answer to a clinical, endocrinological, radiological, genetics and surgical evaluation. The complexity of the adrenal tumor classification represents itself an indication at multidisciplinary approach exclusively in high-volume centers in order to determine the most appropriate treatment.Presupposti dello studio La patologia surrenalica rappresenta un gruppo eterogeno di malattie caratterizzate da specifiche peculiarità. l'evoluzione delle metodiche diagnostiche e l'ausilio della genetica negli ultimi anni hanno permesso di definire meglio ciascuna delle sindromi che originano dalla ghiandola surrenalica. Benché nella letteratura scientifica siano numerose le pubblicazioni che analizzano singoli aspetti di ciascuna condizione patologica, poche sono le pubblicazioni che permettano di avere un visione d'insieme della problematica. Obiettivo di questo studio è identificare le peculiarità delle patologie surrenaliche sottoposte a chirurgia negli ultimi 5 anni. Materiali e metodi Lo studio è un’analisi retrospettiva di dati raccolti in modo prospettico a partire da Gennaio 2012 a Ottobre 2016 presso l’Unità di Endocrinochirurgia dell’Università di Padova, Italia. L'esperienza di un singolo centro è stata analizzata in termini di iter diagnostico e approccio chirurgico in relazione alle differenti diagnosi di tumore surrenalico. Esami di laboratorio, accertamenti radiologici e caratteristiche genetiche sono state considerate. Sono stati descritti i diversi approcci chirurgici. Risultati 212 pazienti provenienti da tutta Italia, 94 (38.7%) dei quali provenienti da regioni diverse dal Veneto, sono stati sottoposti a trattamento chirurgico per neoplasie surrenaliche. In 43 casi è stato diagnosticato ipercortisolismo (16 Cushing Sindrome -CS, 9 iperplasia surrenalica macronodulare ACTH indipendente, 7 malattia di Cushing -CD, 6 Sindrome di Cushing Subclinica -SCS, 2 Iperaldosteronismo primitivo -PA and SCS), 71 PA, 33 Feocromocitoma (P), 39 Tumori non secernenti (NST), 9 carcinoma corticosurrenalico (K), 19 Metastasi, 1 CS da ACTH ectopico, 1 tumore virilizzante. Le analisi genetiche hanno riportato mutazioni di ARMC5 gene in 2 pazienti con diagnosi di AIMAH. Mutazioni in VHL, SDHD, RET, MAX e NF1 sono state descritte in P. La surrenectomia "cortical sparing" è stata riservata ad un caso di feocromocitoma familiare. L'accesso retroperitoneoscopico è stato utilizzato prevalentementee in pazienti con PA (20 casi) ma anche in un caso di K. Inoltre 2 surrenectomie laparoscopiche sono state eseguite in presenza di diagnosi di K. Conclusioni Il trattamento chirurgico rappresenta la risposta finale ad una valutazione clinica, endocrinologica, radiologica, genetica e chirurgica. La complessità della classificazione dei tumori surrenalici, rappresenta di per se stessa un'indicazione all'approccio multidisciplinare, esclusivamente in centri ad alto volume al fine di garantire il trattamento più appropriato.
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Andrews, Kylie C. "High school learning spaces : investigating Year 6 students' imaginings and representations." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101159/1/Kylie_Andrews_Thesis.pdf.
Full textAbstract:
This qualitative case study explored Year 6 students’ experience and imaginings of learning spaces as they prepared to transition to high school. Analysis of the students’ annotated visual images and interview responses indicated their strong preferences to learn in outdoor, informal spaces that maintained connections with nature. The Year 6 students also identified the impact of environmental factors such as noise and fresh air, and their spatial preferences for both developing autonomy and learning with peers. The thesis will inform researchers, designers and teachers seeking to understand student perspectives about spatial aspects that engage and support learners.
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Martin, Joan E. "Twenty-five years of eating disorders : a synthesis of changes and developments for the years 1973 - 1998." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342526.
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Duty, Dennis J. "Seven years at the coal-face : the retention phenomenon through the lens of a year tutor." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/14068/.
Full textAbstract:
Each year in higher education institutions around the world millions of people embark on degree level study. Unfortunately many of these hopefuls, for whatever reason, fail to progress to their second year of their course. This phenomenon transcends national boundaries, and yet despite over 80 years of research, and significant investment in programmes, there remains little evidence of any sustained, systemic or operational improvements in retention performance. Just such a problem existed on the first year of the full-time business programmes at the University of Huddersfield. In 2002 and 2003 it was found that on average nearly 30% of students did not progress into year 2. This was the catalyst that initiated a seven year investigation of retention covering the academic years 2002-2009. It led to the establishment of two key objectives, firstly to establish the nature and incidence of student non-progression to year two, and following on from this to endeavour to investigate how the rate of non-progression could be reduced. The research approach taken in this thesis is a departure from traditional retention research in that it is practitioner based, i.e. it is research by an insider, in this case a year tutor. Working within a realist framework a pragmatic stance was taken, combining elements of action research to investigate the case of the first year of a business studies undergraduate programme in post-92 university. Two key episodes characterise the project, the first covering 2002 and 2003 involved the establishment of effective retention data systems and the second covering 2004-2008 involving a period of systemic intervention. Seven consecutive years of consistent quantitative and qualitative data collection and observation allowed for the construction of a detailed picture of retention. It also facilitated the effective evaluation of the subsequent retention solutions that were implemented. Over the period of the study 174 out of 753 students failed to progress to year 2. These 174 students could be classed into one of two non-progression categories: those who withdrew before the end of the academic year and those who did not withdraw but still failed to progress. Individual student withdrawal behaviour was unique and highly complex, but three types of withdrawal were identified, early leavers, late leavers and circumstantial leavers. Despite the strong interventionist and supportive policy, students identified as having problems would often actively avoid contact with the institution. Identification of the nature of student failure to progress provided a guide for potential solutions. Three general approaches were deployed: early intervention and engagement, academic skills support and institutional change in the form of teaching. Early intervention was an ongoing process and served to enable and support the key process of data collection and student-faculty contact. Academic skills support was shown to have an impact on individual student performance but its effect on retention was difficult to identify because of the need to control other variables. It was found that this type of retention programme tends to speak to students who have the relevant cultural capital or who are highly motivated and those deemed at risk are unlikely to make use of the service, a concern for all considering that the bulk of retention programmes follow this pattern. Institutional change was effected by changing the teaching delivery method and moving away from classic lecture structures to small groups. It was observed that students with lower UCAS entry points tended to benefit more under the seminar system, but it also proved to be effective in increasing student class attendance and the performance of all students. Furthermore the incidence of student academic failure was significantly reduced thus contributing to higher retention levels.
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Bunton, Kate, and Brad Story. "ACAD02_F." 2014. http://hdl.handle.net/10150/320494.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, and Brad Story. "ACAD08_M." 2014. http://hdl.handle.net/10150/321559.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, and Brad Story. "ACAD14_M." 2014. http://hdl.handle.net/10150/321603.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, and Brad Story. "ACAD52_M." 2014. http://hdl.handle.net/10150/322031.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, and Brad Story. "ACAD59_F." 2014. http://hdl.handle.net/10150/552338.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/bitstream/10150/552714/1/SubjectTable.pdf. All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/bitstream/10150/552731/1/tasklist.pdf.
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Bunton, Kate, and Brad Story. "ACAD11_F." 2014. http://hdl.handle.net/10150/321582.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, and Brad Story. "ACAD19_F." 2014. http://hdl.handle.net/10150/321616.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, and Brad Story. "ACAD18_F." 2014. http://hdl.handle.net/10150/321626.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
43
Bunton, Kate, and Brad Story. "ACAD23_F." 2014. http://hdl.handle.net/10150/321649.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
44
Bunton, Kate, and Brad Story. "ACAD53_M." 2014. http://hdl.handle.net/10150/322010.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
45
Bunton, Kate, and Brad Story. "ACAD55_F." 2014. http://hdl.handle.net/10150/322011.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
46
Bunton, Kate, and Brad Story. "ACAD54_F." 2014. http://hdl.handle.net/10150/552315.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
47
Bunton, Kate, and Brad Story. "ACAD57_F." 2014. http://hdl.handle.net/10150/552336.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
48
Bunton, Kate, and Brad Story. "ACAD58_F." 2014. http://hdl.handle.net/10150/552337.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
49
Bunton, Kate, and Brad Story. "ACAD05_M." 2014. http://hdl.handle.net/10150/320969.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
50
Bunton, Kate, and Brad Story. "ACAD04_F." 2014. http://hdl.handle.net/10150/321005.
Full textAbstract:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.