Дисертації з теми "ASELL"

Thesis advisor: David Scanlon
Classroom accommodations are a primary means of providing an appropriate education for students with disabilities. While there is value in student involvement in the accommodations process, the process continues to be teacher-driven, so we need to teach students to be strategic in selecting and utilizing their own accommodations. This problem holds true across disabilities, and students with visual impairments are no exception. The Student Self-Accommodation Strategy (SSA) was developed to support students with high-incidence disabilities in strategically selecting and utilizing their own accommodations. This study investigated SSA learning and performance for students with visual impairments and how learning the SSA impacted their classroom accommodation practices. The learning experiences of four students with visual impairments were compared using comparative case studies (Cresswell, Plano Clark, Gutmann, & Hanson, 2003) within a sequential explanatory design (Hanson, Creswell, Plano Clark, Petska, & Creswell, 2008). Mixed methods data were collected before, during, and after strategy instruction pertaining to accommodations knowledge and practices, strategy learning and performance, metacognition and self-regulated learning, and student perceptions of the SSA. Cross-case analysis revealed key findings regarding strategy instruction, strategy learning and performance, and metacognition and self-regulated learning. These key findings have implications for educating students with visual impairments and future research on the SSA. Ultimately, this study indicates that the SSA is a valuable tool for strategically selecting and utilizing accommodations; however, characteristics of individual students and their learning environments have a considerable impact on the development of strategic thinking
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

La tesi ricostruisce la vita e la dottrina politica di Mary Astell (1666-1731), pensatrice politica, filosofa e teologa inglese. La sua riflessione costituisce un capitolo essenziale ma poco esplorato della storia costituzionale e del pensiero politico inglese. Malgrado il suo conservatorismo anglicano, Astell incarna una critica proto-femminista al patriarcato. Questa critica, pur essendo specialmente affilata nel pensiero di Astell, è condivisa, al netto di alcune significative differenze, anche da altre importanti pensatrici tra metà Seicento e inizio Settecento. Essa è definita come antipatriarcalismo materiale, in quanto mette in discussione i rapporti materiali di potere tra i sessi e si oppone all'antipatriarcalismo formale di Locke. L'antipatriarcalismo materiale si lega all'irruzione femminile nella sfera pubblica in formazione, durante la grande ribellione degli anni Quaranta del Seicento, che è contestuale allo sviluppo di una agency femminile in campo economico e giuridico. Insieme al dibattito politico-religioso, dunque, si considerano i trattati giuridici, i manuali di condotta, le petizioni e le profezie femminili del secolo delle Rivoluzioni, al fine di ricostruire il contesto giuridico e sociale a cui appartengono Astell e le altre donne “straordinarie” del tempo. In questo scenario Astell elabora la sua teologia politica, che implica una critica delle politiche di tolleranza e del tentativo dei dissenzienti e dei whig di riscrittura della storia. Astell teorizza la necessità dell'ordine politico, laddove tutto il potere è nelle mani di Dio e del re, Suo vicario sulla terra. L'autorità divina assoluta consente di pensare un'eguaglianza radicale delle anime davanti a Dio, condizione che rende la subordinazione delle donne agli uomini impossibile da sostenere. Questa rivendicazione dell’uguaglianza delle donne emerge con forza nel dibattito sull'educazione, in cui Astell interviene proponendo la creazione di un ritiro filosofico-religioso femminile che inauguri una sfera pubblica separata in grado di preparare le donne ad affrontare la società degli uomini.
The thesis investigates the life and political thought of Mary Astell (1666-1731), English political thinker, philosopher and theologian. Her reflections constitute an essential but rather unexplored chapter of English political thought and Constitutional History. Despite her Anglican Toryism, she embodies a proto-feminist critique to early modern patriarchy. While this critique is most consistently advanced by Astell, it is shared, notwithstanding some significant differences, by other outstanding female thinkers of the Century of Revolution. It can be defined as material antipatriarchalism, insofar as it questions the material power relations between the sexes and opposes the formal antipatriarchalism of Locke. Material antipatriarchalism is strictly linked to the female irruption into the emerging public sphere during the great rebellion of 1640s, which concurs with women's economic and legal agency. Therefore, together with the political and religious debate, legal treatises, conduct books, female petitions and prophecies of XVII and early XVIII century are taken into account in order to reconstruct the judicial and social context to which Astell belongs. Against this backdrop Astell elaborates her own political theology, which entails a critique of toleration policies and of the dissenters' and Whigs' attempt to reinterpret the English past. Astell theorizes the necessity of political order, whereby all power is held by God and the King, His vicar on earth. Absolute divine authority, in turn, paves the way to the radical equality of all souls in front of God, a condition that makes women's subordination to men unsustainable. The claim to women's equality is strongly reflected in the educational debate, where Astell intervenes proposing the creation of a philosophical-religious retirement that should lead to a separate public sphere able to prepare women to confront the male-run society.

The Master‘s thesis deals with spell checking in the czech texts. It also contains an overview of the most used phonetic algorithms, including their properties and it deals with focus on metric methods, which are used to compare two words. The second part of this thesis deals with implementation of selected algorithms to the spell checker software and demonstration its spell - checking function in czech texts. The last part of this thesis deals about building context – sensitive algorithm, which is performs text correction.

Submitted by Felipe Lapenda (felipe.lapenda@ufpe.br) on 2015-03-10T12:22:38Z No. of bitstreams: 2 Tese Franciscoo Dênis Melo.pdf: 3819027 bytes, checksum: 049fdc427bc38079c18cbc7b7b184543 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
Made available in DSpace on 2015-03-10T12:22:38Z (GMT). No. of bitstreams: 2 Tese Franciscoo Dênis Melo.pdf: 3819027 bytes, checksum: 049fdc427bc38079c18cbc7b7b184543 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-10-14
Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico
O presente trabalho trata da invenção da cidade de Sobral - CE como cidade letrada, enobrecida e intelectual, a partir das atividades da Academia Sobralense de Estudos e Letras - ASEL, fundada em 1943, no influxo das mudanças perpetradas na cidade quando de seu aniversário de centenário em 1941. Nosso recorte temporal compreende o período que vai de 1943, data inicial da ASEL, até 1973, data em que se comemorou o bicentenário de Sobral, evento organizado pela Academia. Nesta perspectiva são analisados os fatores de construção do arquivo que enseja a invenção do que seria a cidade letrada, na confluência de textos literários tais como o romance Luzia-Homem (1903), de autoria de Domingos Olímpio, e históricos, como o livro de Monsenhor Fortunato Alves Linhares, Notas históricas da cidade de Sobral - 1712-1922 (1945), que investe no sentido de estabelecer o lugar da Vila Distinta e Real de (1773) como um dos marcos da cidade intelectual. A estratégia visava fazer do passado o lugar da história de Sobral. Dentro de uma concepção teórica e metodológica ligada a História Intelectual de caráter francesa, tratamos da análise das sociabilidades literárias, a organização dos intelectuais, o investimento na tentativa de entendimento dos seus modos de filiação, de seus interesses, manifestações e análise de discursos, nesse sentido a importância da utilização de autores como Jean-François Sirinelli, Helenice Rodrigues da Silva e Ângela de Castro Gomes, entre outros. Com esta pesquisa pretendeu-se contribuir para a pluralização das interpretações sobre a história de Sobral, compreendendo essa história a partir das experiências letradas organizadas pela ASEL.

In the early seventeenth century, a number of female writers began to exercise a strong degree of agency in the materials they published and the discourse in which they participated. Discussions of expanded female education abounded in their writing, and by the end of the century, female writers had become bold enough to write tracts proposing entirely new educational institutions for women. These proposed all-female schools would have provided teachers and students alike with both an intellectual space free from patriarchal strictures and the opportunity to expand their minds unimpeded. Through analysis of works by Rachel Speght, Elizabeth Isham, Margaret Cavendish, Bathsua Makin, and Mary Astell, this thesis traces the broad preoccupation of female writers with female intellectual communities across the seventeenth century. This project adds to current and past scholarly discussions of female reading in the early modern period, notes rhetorical continuities between the works of these various writers, and hopes to contribute to our understanding of early feminist thought.

This dissertation discusses the potential of the snare drum as a solo concert instrument. Four pieces from a collection entitled The Noble Snare are used for demonstration ("Homily" by Milton Babbitt, "Composed Improvisation for Snare Drum" by John Cage, "Peeping Tom" by Dan Senn, and "The Noble Snare" by Stuart Saunders Smith). In the absence of many traditional musical devices (i.e. melody and harmony), alternative means of expression are used by the composer. Each piece is discussed with regard to its distinctive compositional approach and inherent performance issues. Information is also given pertaining to the background of the Noble Snare series. This includes: the inspiration for the project, editorial issues, and its influence on snare drum performance. Much of this research was completed through interviews by with author with Sylvia Smith, publisher of The Noble Snare and owner of Smith Publications.

Thesis (D.M.A.)--University of North Texas, 2004.
System requirements: Adobe Acrobat Reader. Accompanied by 4 recitals, recorded Mar. 25, 2002, Mar. 10, 2003, Oct. 6, 2003, and Oct. 18, 2004. Includes bibliographical references (p. 54-55).

Since the early 2000s, improvement of the student learning experience in university level laboratory activities in Australia has been sought by the Advancing Science by Enhancing Learning in the Laboratory (ASELL) project. The nation-wide project has made use of the ASELL Student Learning Experience (ASLE) survey to gather data and draw conclusions regarding student perspectives of their learning experiences, using trends observed in the data to inform pedagogy. Analyses of rating scale response format items on the ASLE survey have typically involved an integer value scoring system applied to the response categories. The appropriateness of such integer scoring techniques and the subsequent application of parametric statistical methods to ordered categorical data in this way is contested in statistical literature, which raises questions regarding the validity of ASELL project conclusions drawn in the past. In this thesis, Rasch measurement is applied to a data set of ASLE survey responses, using the true interval scale measures gained to test the validity of the scoring techniques and parametric methods more typically applied to ASLE data. The role of student biases in survey response and ‘objectivity’ of any measures associated with learning experience quality are explored, yielding quantitative models of the student perception of laboratory learning experiences. The thesis culminates in the use of factor analysis to develop a Linear Logistic Test Model for a data set of over 9000 completed ASLE surveys, explaining the responses received as linear combinations of a small number of major factors in the student laboratory learning experience. The model is used to draw pedagogical conclusions from the ASLE survey data set uninfluenced by limitations of the integer scoring techniques usually applied. The work has major implications for valid interpretation of ASLE survey data received both in the past and in future, suggesting that whilst integer scoring methods may be amenable to parametric statistics, the conflation of student dependent and student independent factors limits the generality of any conclusions drawn. Student independent measures obtained from Rasch analysis, however, reveal that the perceived relative quality of a laboratory exercise is largely consistent through the student population sampled. The Linear Logistic Test Model generated reveals a wide range of connections between different facets of the laboratory learning experience and this general perceived learning experience quality, informing effective science pedagogy. Pedagogical conclusions include strong connections between group work and understanding of theoretical content, the advantages of data analysis and individual work in development of more technical or practical skills, evidence for the importance of structuring activities appropriate to the ability level of the students, as well as ways to generate student interest and foster perceptions of a positive overall laboratory learning experience. A need for compromise between teaching objectives and learner preferences is highlighted, noting that the “best” way to design a laboratory activity largely depends on the intended purpose of the exercise.
Thesis (Ph.D.) -- University of Adelaide, School of Physical Sciences, 2017.

Thesis (Ph.D.)--York University, 2004. Graduate Programme in English.
Typescript. Includes bibliographical references (leaves 227-247). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99241

O século XVIII foi palco de um intenso debate sobre a educação feminina, um primeiro passo no desafio à “Lei do Costume”, a qual perpetuava a inferioridade das mulheres em relação aos homens e as confinava ao espaço doméstico e privado. Assim, a defesa do direito à educação enquadra-se num plano mais amplo de reivindicações, o da defesa da igualdade intelectual. Neste trabalho propomo-nos analisar o modelo de educação feminina vigente no século XVIII em Inglaterra. Considerando este longo século como o período desde os últimos Stuarts, após a Restauração, até ao seu terminus, e tendo como marco histórico instigador de mudanças a Revolução Francesa (1789), abordar-se-ão propostas de duas autoras que reflectiram sobre padrões distintos do modelo educativo feminino. Nessas propostas observa-se o intuito cada vez mais vincado de as mulheres acederem a uma educação que visasse mais do que as tarefas de índole doméstica. Num primeiro momento dá-se especial relevância à obra de Mary Astell, A Serious Proposal to the Ladies, for the Advancement of their true and greatest Interest (1694), e o seu impacte à época. Posteriormente, aborda-se o texto reivindicativo de Catharine Macaulay, Letters on Education with Observations on Religious and Metaphysical Subjects (1790), exemplo cabal do radicalismo da década de 90 desse século. Pretende-se, assim, demonstrar que o clima político tumultuoso e de incerteza em que as duas autoras viveram, embora em momentos diferentes, propiciou a oportunidade de as mulheres repensarem e redefinirem o seu papel. Apesar de as escritoras poderem facilmente ser categorizadas como opostos ideológicos, uma análise mais profunda dos seus escritos revela a sua complementaridade e ilustra a preocupação comum relativamente à educação feminina, através do dissecar das percepções contemporâneas sobre o contributo da mulher no século XVIII.
Abstract: The eighteenth-century represented a moment of intense debate in what concerns female education, the milestone of the “Custom Law” contest which had long perpetuated the inferiority of women, and had confined them to the private domestic sphere. Thus, the defence of the right to education must be understood in a broader context, i.e. the defence of the intellectual equality of genders. In this study it is our aim to analyse the female educational models throughout the eighteenth-century in England. Considering such a long period, that is, from the reign of the last Stuarts after the Restoration to its terminus, and acknowledging the French Revolution (1789) as a decisive historical turning-point, we will study the proposals of two authoresses that mirrored distinct patterns of the feminine educational model. The key-goal of such proposals consisted of the acknowledgement of the need for a better education, one that would enable women to acquire useful learning on every subject other than domestic expertise. Our study begins with the analysis of A Serious Proposal to the Ladies, for the Advancement of their true and greatest Interest (1694), by Mary Astell, and its impact at the time. We, then, proceed to the analysis of Catharine Macaulay’s vindicative writings, Letters on Education with Observations on Religious and Metaphysical Subjects (1790), a perfect example of the radicalism of the 1790s. Our argument is that the political turmoil and unrest experienced by both writers, although in different historical moments, pave the way for women to reassess and redefine their roles. Also, despite the fact that these two authoresses can be easily labelled as ideological opposites, a more thorough approach of their legacies will reveal their complementarity, and illustrate their common concern regarding female education and the roles of women in the eighteenth-century.

碩士
國立成功大學
外國語文學系碩博士班
99
Abstract This thesis explores the theme of education in George Eliot’s novel The Mill on the Floss. It examines the correlation between the Industrial Revolution and education, as suggested in the novel, to illustrate the Revolution as a catalyst for British educational reforms. In the nineteenth century, Britain experienced a great variety of changes consequent to the Industrial Revolution. The most significant change, the nation’s transformation from an agricultural society to an industrial and commercial society, induced an increasing demand for a workforce with vocational trainings in technical and commercial skills. However, Britain at that time had no uniformed system of vocational trainings. As a result, many contemporary education critics began to advocate that the school curriculum should be useful in equipping pupils for their future employment; meanwhile, they also maintained that classical learning, the major component of traditional education, should not dominate the curriculum, for it had limited utility in preparing students for the job market. The Mill on the Floss can be viewed as Eliot’s response to such talks about educational reforms. Eliot expresses her concern for Victorian education system and its practicality through, primarily, Tom’s schooling and job search experiences in the novel. But instead of issuing an unreserved denial of the value of classical education, Eliot emphasizes the importance of the connection between the individual’s schooling and his future path. Keywords: Industrial Revolution, educational reform, practical education, classical education, The Mill on the Floss