Дисертації: "Star heat"

1

Comstock, Robert. "Hypersonic Heat Transfer Load Analysis in STAR-CCM+." DigitalCommons@CalPoly, 2020. https://digitalcommons.calpoly.edu/theses/2226.

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This thesis investigates the capabilities of STAR-CCM+, a Computational Fluid Dynamics (CFD) software owned by Siemens, in predicting hypersonic heat transfer loads on forward-facing surfaces. Results show that STAR-CCM+ predicted peak heat transfer loads within +/- 20% of experimental data on the leading edge of a delta wing design from the X-20 Dyna-Soar program with 73o of sweep. Steady-state laminar simulations were run as replications of wind tunnel tests documented in NASA CR-535, a NASA technical report that measured and studied the hypersonic pressure and heat transfer loads on preliminary X- 20 wing designs across a wide range of Reynolds numbers and Mach numbers in different wind tunnel and shock tunnel facilities. One of the Mach 8.08 test cases that was run at NASA Arnold Engineering Development Center Wind Tunnel B was selected as the case of comparison for this thesis, which was designated as test AD462M-1 in the original report. The CFD simulations assumed an ideal gas in laminar flow with temperature-dependent viscosity, thermal conductivity, and isobaric specific heat across an angle of attack range from 0o to 30o. A separate CFD study of heat transfer loads of a hemisphere-cylinder at Mach 6.74 was used as a simpler and less computationally-expensive validation case compared against wind tunnel data from NASA Langley Research Center to help select the appropriate CFD solver and mesh settings for this thesis. For the hemisphere-cylinder, the heat transfer load at the stagnation point was overpredicted in STAR-CCM+ by 21.8%. Peak heat transfer loads on the delta wing leading edge were all within +/- 20% of the wind tunnel data, which was published for angles of attack between 15o to 30o. A more adverse heat transfer gradient along the leading edge of the delta wing was also observed in the direction from the front of the wing to the outer wing tip when compared to wind tunnel data. The pressure loads on the delta wing leading edge in CFD were within +/-10% of wind tunnel measurements.

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2

Mannar, Kamantha. "Comparison of heat transfer models at the pebble, gas and reflector interface in the PBMR / Kamantha Mannar." Thesis, North-West University, 2010. http://hdl.handle.net/10394/5083.

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It is a great challenge in the design of the PBMR to accurately predict gas flow and heat transfer in the reactor. Understanding the heat transfer at the core-reflector interface in particular is a very important aspect as the reactivity of the control rods housed in the reflectors is highly temperature dependent. It is also very important because the core-reflector interface is on the critical path for heat removal during accident conditions. PBMR has developed an OECD/NEA coupled neutronic/thermal-hydraulic benchmark to aid in the understanding of the different modelling approaches currently employed at PBMR. A comparison of THERMIX-KONVEK and DIREKT results showed large temperature differences at the core-reflector interfaces. Further investigation showed that these differences are as a result of the numerical methods used i.e. Cell-Centred (CC) vs. Vertex-Centered (VC). The present study extended this comparison to Star-CD (CC) and Flownex (VC) which are also used to simulate the reactor at PBMR. An ID MATLAB program that mimics the CC and VC numerical methods was verified against Star-CD and Flownex. This program was then used to model an ID version of the OECD/NEA benchmark. Results were compared with DIREKT and THERMIX-KONVEK. Although the results compared well, there were significant errors at the core-reflector interfaces. The findings of this study were that different numerical methods will predict different temperatures, heat fluxes and (temperature-dependent) sink terms. It was also shown that in addition to the differences resulting from numerical methods, differences were seen between Star-CD and DIREKT and Flownex and THERMIX-KONVEK in the region of the core-reflector boundary. In general, for complicated simulations like that of the pebble bed, the numerical basis of software used to simulate the problem needs to be understood for the problem to be correctly modelled.
Thesis (M.Sc. Engineering Sciences (Nuclear Engineering))--North-West University, Potchefstroom Campus, 2010.

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3

Magdon, Jan. "Simulace odmrazování krycího skla světlometu a jeho aplikace v automobilovém průmyslu." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2021. http://www.nusl.cz/ntk/nusl-442804.

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Práce se zabývá výzkumem v oblasti odmrazování světlometu. Jejím cílem je vytvoření numerického simulačního modelu, který dokáže předpovídat průběh odmrazování, zároveň tak může odhalit nedostatky při návrhu světlometu. Na simulační modelu jsou testovány proměnlivé parametry, výsledkem práce je nalezení optimálních podmínek, které zajistí validní výsledky simulace při současné úspoře výpočetního času.

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4

Hui, Chung-yue, and 許宗宇. "Anisotropic heat transfer inside rotating neutron stars." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29275611.

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5

Osley, Kristin R. "A head start on reading for children in a Head Start preschool program." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10985/.

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Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behavioral cusp as well as limitations, and recommendations for future research.

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6

Osley, Kristin R. Ellis Janet. "A head start on reading for children in a head start preschool program." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10985.

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7

Armijo, Eduardo J. "Head Start performance standards and their relationship to key Early Head Start programs aims /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7733.

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8

Lacy, Gary Lee. "Head Start Social Services: Experiences, Perceptions, And Benefits From the Perspective of Head Start Mothers." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30621.

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Project Head Start, a federal child development program for low-income families,serves both the mother and her children. Previous studies have emphasized Head Start's influence on the child in terms of cognitive gains, social development, and social-emotional development. A continuing problem to understanding the extent of Head Start impact on families is the absence of reliable information about Head Start's influence on the mother and how that influence transfers to the family as they work toward self-sufficiency. This study investigated two issues: (1) the experiences, perceptions, and levels of involvement of mothers who participate in Head Start social services, and (2) how these mothers describe their benefits and relate these benefits to family experiences such as increased problem-solving, coping, and parenting skills. A multiple case study methodology was selected because of its flexibility to allow the researcher to follow new leads that emerged. Participants met three criteria: (1) enrollment in a Head Start social services program for at least six months, (2) willingness to sign an informed consent form and participate in three 90-minute interviews, and (3) having at least one child currently enrolled in Head Start. A participant pool of 17 African American mothers was constituted from parents enrolled in one of three Head Start programs in the Washington, D.C. area, and a sample of eight mothers was then selected for in-depth study. Each mother was interviewed three times, and data were drawn from these interviews. The findings of this study suggest that participation in Head Start social services may have important benefits for mothers and their children. Mothers had developed increased coping and problem-solving skills as well as increased leadership and organizational skills. The findings also suggest that participation in parent group meetings had an empowering influence that prompted several mothers to become involved in certain community activities and in their children's education.
Ph. D.

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9

Kowalski, Ann M. "Project Head Start past, present, and future /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1994.
Source: Masters Abstracts International, Volume: 45-06, page: 2947. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 78-80).

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10

Jermyn, Adam Sean. "Turbulence and transport in stars and planets." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278021.

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In this dissertation I have argued that the study of stars and gaseous planets has relied too heavily on simplifying assumptions. In particular, I have demonstrated that the assumptions of spherical symmetry, thermal equilibrium, dynamical equilibrium and turbulent anisotropy all hide interesting phenomena which make a true difference to the structure and evolution of these bodies. To begin I developed new theoretical tools for probing these phenomena, starting with a new model of turbulent motion which accounts for many different sources of anisotropy. Building on this I studied rotating convection zones and determined scaling relations for the magnitude of differential rotation. In slowly-rotating systems the differential rotation is characterised by a power law with exponent of order unity, while in rapidly-rotating systems this exponent is strongly suppressed by the rotation. This provides a full characterisation of the magnitude of differential rotation in gaseous convection zones, and is in reasonable agreement with a wide array of simulations and observations. I then focused on the convection zones of rotating massive stars and found them to exhibit significantly anisotropic heat fluxes. This results in significant deviations from spherical symmetry and ultimately in qualitatively enhanced circulation currents in their envelopes. Accordingly, these stars ought to live much longer and have a different surface temperature. This potentially resolves several outstanding questions such as the anomalously slow evolution of stars on the giant branch, the dispersion in the observed properties of giant stars and the difficulty stellar modelling has to form massive binary black holes. In the same vein I examined the convection zones of bloated hot Jupiters and discovered a novel feedback mechanism between non-equilibrium tidal dissipation and the thermal structure of their upper envelopes. This mechanism stabilises shallow radiative zones against the convective instability, which would otherwise take over early on in the planet's formation as it proceeds to thermal equilibrium. Hence tidal dissipation is dramatically enhanced, which serves to inject significant quantities of heat into the upper layers of the planet and causes it to inflate. This mechanism can explain most of the observed population of inflated planets. Finally, I studied material mixing in the outer layers of accreting stars and developed a method for relating the observed surface chemistry to the bulk and accreting chemistries. This enables the direct inference of properties of circumstellar material and accretion rates for a wide variety of systems.

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11

Baker, Ryan B. "Multicultural competence training among Head Start educators assessing a multi-method approach towards increasing multicultural competence among Head Start educators /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p088-0167.

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12

Bowe, Wendy. "Comparison of early literacy attitudes of Head Start teachers and the frequency of literacy activities in Wisconsin Head Start classrooms." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bowew.pdf.

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13

Hale, Kimberly D., Laura Martin, Gabriel Guyton, and Pamela J. Mims. "Creating Emotionally Responsive Early Head Start Inclusive Classrooms." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7023.

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14

Broek, Jan Frans Joseph van den. "Groningen, een stad apart over het verleden van een eigenzinnige stad (1000-1600) /." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2007. http://irs.ub.rug.nl/ppn/301739374.

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15

Caruso, Margret. "For the children?: an inquiry into the purpose and evaluation of Head Start." Thesis, Boston University, 1994. https://hdl.handle.net/2144/27615.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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16

Porter, Anne, and Norhayati Baharun. "Stepping into Statistics: Providing a Head Start for students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82982.

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17

Seeger, Emily. "The Incorporation of Emergent Literacy into Head Start Classrooms." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/634.

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Emergent literacy may be described as the process of learning about the environment that leads to the development of meaning and concepts, including concepts about the functions of reading and writing. Research supports certain practices that promote emergent literacy in young children, and federal legislation outlines requirements for Head Start programs with regard to specific activities that should be promoted to enhance children's emergent literacy skills. This study asked teachers from 318 Head Start programs in the Southeast United States to complete a survey that asked specific questions targeting the emergent literacy practices used in classrooms, as well as familiarity with recent Head Start legislation and knowledge of suggested practices to promote literacy. Two hundred teachers completed and returned the surveys. The percentages of teachers utilizing recommended practices in the Head Start classrooms are provided in this study. Data analysis also revealed that there is a significant correlation between a respondent's tendency to incorporate more practices into her classroom and her familiarity with the Head Start Act of 1998.

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18

Waford, Rachel. "An Assessment of School Adjustment in Head Start Children." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/980.

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The purpose of the current study was to pilot test measures of cognitive-linguistic achievement and socioemotional competence to create an all encompassing model of school adjustment in a sample of Head Start children (N = 36). Past research examining school adjustment in low-income children has failed to address all of the components of school adjustment while often employing the same reporter (the teacher) for both predictor and outcome measures. Cognitive-linguistic measures included four subtests from the Woodcock-Johnson Tests of Achievement and two assessments of phonological awareness (rhyming and alliteration). Emotion regulation measures included teacherreported emotionality and emotion regulation, parent-reported emotionality and emotion regulation, and an assessment of how children spend their time waiting during a delay of gratification task. Social functioning measures included student-teacher relationship quality, teacher-reported social competence and behavior problems, and a sociometric interview that provided information about peer relationships in the classroom. Results revealed significant differences between children who have friendships and are well-liked and those who do not have these positive peer relationships. Teacher-reported emotion regulation predicted the presence of positive peer interactions. In turn, the presence of prosocial peer interactions was highly related to socioemotional outcomes and highly predictive of cognitive indices of school adjustment.

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19

Ellis, Carol M. "Typical speech and language skill of Head Start children." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/6123.

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20

Dean, Allyson. "A qualitative study of highly efficacious Head Start teachers." Thesis, The University of Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663178.

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Recent initiatives aimed at improving the quality of Head Start programs have included an increased focus on the instructional strategies of Head Start teachers. One factor that researchers have associated with higher quality classroom instruction and increased child achievement in the K-12 grades is teachers' sense of self-efficacy (Berman & McLaughlin,1978; Ghaith & Yaghi, 1997; Guo, Piasta, Justice & Kaderavek, 2010; Justice, Mashburn, Hamre & Pianta, 2008; Nie et al., 2013). Thus far, research on early childhood teacher self-efficacy has almost exclusively relied upon survey and other types of quantitative data to answer questions about this important construct.

This study of Head Start teacher self-efficacy builds upon this body of research by utilizing a multiple case study to explore Maine Head Start teacher self-efficacy. This qualitative study examined the ways in which self-efficacy is developed and influenced by the context in which teaching occurs. Interviews with Head Start teachers and educational leaders as well as onsite observations were conducted to examine teachers' delivery of instructional support and their belief in their ability to do so in ways that benefit children.

Findings from this study indicate that elements of the teaching environment such as time for planning and reflection, relationships with colleagues, and the amount of time with children can and do influence teachers' provision of instructional supports. In addition the study found that teachers embed instructional supports within a cycle of intentional teaching that includes formative assessment data used to plan for, modify, and individualize instructional supports for children. Formative assessment data also confirmed the benefits of instructional support strategies for the teachers in this study and acted as evidence of mastery that sustained teachers' instructional self-efficacy.

These findings offer important information for educational leaders and other professionals who wish to optimize the conditions under which Head Start teachers provide effective instructional supports and build instructional self-efficacy. Information from this study can also be used to inform the types of policies and practices that best support teachers in their instructional support of children.

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21

Leong, Anne Elizabeth Day. "Engagement in Head Start Services Among Diverse Immigrant Families." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107445.

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Thesis advisor: Stephanie Berzin
In industrial organizational psychology, there is a well-established link between worker job satisfaction and worker engagement in their job. Similarly, research has found an association between a parent’s satisfaction with their child’s education services and a parent’s level of involvement in their child’s education. Levels of family involvement in their child’s education as early as preschool have been correlated with positive academic and behavioral outcomes throughout childhood. This line of research posits that families who are satisfied with their child’s education services are more likely to be involved in their child’s education and, consequentially, their children are more likely to have positive academic and behavioral outcomes. According to the theories proposed by industrial organization psychology and education research, this dissertation explores the potential links between satisfaction and involvement in Head Start services among U.S. born and immigrant families. To begin to understand the potential connection between satisfaction with services, engagement in services and the unique experiences of the immigrant communities in Head Start, this collection of three studies seeks to employ a mix of primary quantitative data and secondary quantitative data to examine satisfaction with and involvement in services among U.S. born and immigrant families in Head Start
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Graduate School of Social Work
Discipline: Social work

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22

Hall, Patricia Lyn. "Evaluating Head Start Program Quality: An Objective Measurement Approach." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1250350543.

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Dissertation (Ph.D.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy in Foundations of Education, Research and Measurement." Bibliography: leaves 114-127.

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23

Ceaser, Shaundra Shanese. "An exploration of parental involvement in Head Start programs /." View online, 2003. http://repository.eiu.edu/theses/docs/32211131163179.pdf.

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24

Becker, Brandon Douglas. "Mindfulness and Work-Related Functioning Among Head Start Staff." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/424417.

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Public Health
Ph.D.
The quality of human service delivery, in the fields of social welfare, health, and education, is influenced by the quality of the interpersonal relationships between the service provider and the client. Achieving programmatic outcomes in human services requires high-quality social interactions. Early childhood education is a human service delivery model in which workplace functioning requires intensive human interaction. The quality of the social interactions among staff members and between staff and clients (children and their families) is a key factor in how successful these programs are in achieving their goals. Head Start, the nation’s largest publicly-funded early childhood education program, is based on a service model that provides educational, social, and health services through center-based classrooms and/or home visits to low-income children, from gestation through 5 years of age. Despite the importance of interpersonal relationships in Head Start achieving its programmatic goals, little is known about what factors are associated with high levels of functioning as it pertains the interpersonal relationships among staff in Head Start. This dissertation examines the association between dispositional mindfulness and work-related functioning outcomes designed to capture dimensions of or characteristics that promote high interpersonal relationship quality in three distinct Head Start staff types. The implications of the findings for Head Start and other human service delivery models are discussed.
Temple University--Theses

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25

Phillips, Nannette Brown. "Leadership Practices Supporting Retention in Head Start Nonprofit Organizations." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3504.

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Head Start, the largest early childhood organization in the United States, was federally mandated to employ bachelor degreed operational employees, with no additional funds. The purpose of this multiple case study was to explore effective strategies that successful leaders of Head Start Nonprofit Organizations use to retain operational employees. The population of this study included 5 Head Start CEOs/Program Directors in 5 Head Start nonprofit organizations in Alabama who successfully retained operational employees in their organization. Kouzes and Posner's transformational leadership theory provided a conceptual framework for this study. Data were collected via telephone interviews and employee records from the human resources department. Reviewed human resource documents included the highest level of credentials for the leader, the policy for degree requirement for operational employees, and the number of operational employees, and the participants' highest level of education. The data were analyzed using inductive analysis which consisted of a line-by-line approach to review data identifying words, phrases, ideas, and actions consistent among participants and organizations to identify patterns and themes. Results indicated that Head Start leaders used incentives, continuous training, educational support, and job benefits to retain their operational employees. The implications for social change include the potential for young children to receive optimal teaching and caregiving from retained qualified operational employees.

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26

Ragan, Sarah E. "Peering into the heart of galactic star formation : a detailed characterization of infrared-dark clouds /." [S.l. :] University of Michigan, 2009. http://adsabs.harvard.edu/abs/2009PhDT........12R.

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27

Reese, Gordon Scott. "Analytical Thermal Model of Friction Stir Welding with Spatially Distributed Heat Source." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3328.

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Friction stir welding (FSW) has been studied extensively for the past two decades. Thermal modeling has been of particular interest, as the quality of the weld is dependent upon the temperature history of the work piece during the process. Since direct temperature measurements of the welded zone are not possible, an analytical model was developed to predict the temperature in this area. This model requires parameters that cannot be easily experimentally determined, so a best fit for these parameters was acquired via regression analysis by comparing the model to experimental data acquired outside of the weld zone. The model was then validated by comparing it to additional temperature data, not including the data used for regression analysis.

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28

Müller, Thaddeus. "De warme stad betrokkenheid bij het publieke domein /." [Utrecht : Amsterdam : Van Arkel] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/62133.

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29

Simmons, Vivian Briscoe. "Examining pre and post teacher qualifications and their implications : reflections from Mississippi Head Start Programs on the Head Start Act Re-authorization of 2005 /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1882006501&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268678758&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2009.
Typescript. Vita. Committee chair: Dr. RoSusan D. Bartee Includes bibliographical references (leaves 120-127). Also available online via ProQuest to authorized users.

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30

Martí, Castañer Maria. "Parenting in latino head start families: a mixed methods study." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/314192.

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Los niños de origen Latino en Estados Unidos representan el grupo étnico con mayor crecimiento. Estudios recientes muestran como están en desventaja a nivel académico desde edades tempranas. Sin embargo, sus habilidades socio-emocionales en edad prescolar son robustas, estando al mismo nivel que sus compañeros de origen caucásico. Existe un interés creciente para desentrañar qué aspectos de la crianza de los hijos en las familias Latinas están asociados con el desarrollo socio-emocional, especialmente en familias en desventaja socioeconómica. El presente estudio utiliza un enfoque de métodos mixtos para examinar varios factores contextuales pasados y presentes potencialmente relacionados con la calidad de la relación madre-hijo en una muestra de familias latinas de bajos ingresos e identificar la asociación entre los diferentes aspectos de la calidad de la relación madre-hijo y las competencias socio-emocional de los niños. La investigación cuantitativa examina la relación entre el riesgo acumulativo, la calidad de la relación madre-hijo, y la competencia socio-emocional en el hogar y la escuela en una muestra de familias Latinas que participa en Head Start (un programa federal para familias de bajos recursos). Además, se examina si la duración de tiempo que los niños han asistido al programa de Head Start modera la relación entre el soporte materno y la competencia socio-emocional. La investigación cualitativa, que compone el 30% de la muestra total, utiliza focus groups para explorar las experiencias que un grupo de madres latinas tuvo durante su infancia y examinar cómo las participantes construyen la asociación entre sus experiencias durante su infancia y su relación actual madre e hijo. Los resultados del estudio cuantitativo indican que el riesgo acumulado se asocia con una disminución en el apoyo materno (observado) y la percepción de cercanía, y un aumento del conflicto entre madre e hijo. En los path analysis, el riesgo acumulado muestra un efecto indirecto sobre la competencia socio-emocional (disminuyendo la competencia social y aumentando los comportamientos internalizantes y externalizantes) a través de su impacto en la calidad de la relación madre-hijo informada por las participantes. El riesgo acumulado no muestra un efecto negativo en la competencia socio-emocional informada por los maestros. Se encontró una interacción entre el apoyo materno observado y la duración de tiempo que los niños habían participado en Head Start; el apoyo materno observado se asoció con una mayor competencia social sólo para los niños que, en el momento de la evaluación, habían pasado menos tiempo en el programa Head Start. Los resultados de los focus groups destacan la importancia de explorar las experiencias de las madres latinas inmigrantes durante su infancia, dentro del contexto socioeconómicos y cultural en el que las ellas crecieron, con el fin de entender las fortalezas y desafíos que enfrentan en la crianza actual. Los resultados sugieren la transmisión intergeneracional de la crianza de los hijos y destacan como las participantes mantienen algunos valores y prácticas arraigadas en la cultura latina, a la vez que experimentan un proceso de transformación en el que incorporan nuevas prácticas. Estos resultados contribuyen a la literatura mediante la identificación de posibles factores (la exposición a la cultura estadounidense, experiencias educativas en la edad adulta, y características) que podrían explicar los cambios en los valores y las prácticas de crianza de las madres inmigrantes Latinas. Se discuten los hallazgos en el contexto de las teorías ecológicas del desarrollo destacando futuras líneas de investigación e implicaciones clínicas.
Latino children in United States, who are the largest and fastest growing ethnic group, lag behind their white peers in academic achievement yet they show robust social competence outcomes even when raised in low-income households There is a growing interest to disentangle what aspects of parenting in Latino families are associated with Latino children’s social-emotional competence, especially among those living in socio-economic disadvantage. The present study used a mixed methods approach to examine diverse past and present contextual factors potentially related with the quality of mother-child relationship within a sample of Latino low-income families and identify the association between different aspects of the quality of mother-child relationship and children’s social-emotional outcomes. The quantitative investigation examined the relationship between cumulative risk, the quality of mother-child relationship, and social-emotional competence of Head Start Latino children across diverse ecological contexts (i.e. home, school) and within economic contexts. In addition, we examined whether the length of time children had attended the Head Start program moderated the relationship between supportive parenting and child social-emotional outcomes to explore a compensatory model. The qualitative investigation, that comprised 30% of the sample overall sample, used focus groups to explore the childhood experiences of low-income Latino mothers of preschoolers and examine how participants constructed the association between their childhood experiences and their current mother-child relationship that has the potential to influence child socio-emotional development. Primary findings from the quantitative study indicate that cumulative risk is associated with decreased maternal supportiveness and maternal closeness, and increased maternal conflict. In path analysis maternal cumulative risk showed an indirect effect on child social-emotional outcomes rated by parents (decreasing social competence and increasing internalizing and externalizing behavior) through perceived quality of the mother-child relationship. Cumulative risk did not shown an effect on teachers’ ratings of child outcomes. We found no direct association between observed maternal supportiveness and child social competence or problem behaviors. Instead, maternal supportiveness interacted with time spent at Head Start; maternal supportiveness was associated with higher social competence only for children that had spent less time in Head Start at the time of assessment. Focus group results highlight the importance of exploring Latino mothers’ childhood experiences in light of both the socioeconomic and cultural contexts in which mothers grew up in order to understand strengths and challenges they face in current parenting. Findings were consistent with previous research suggesting the intergenerational transmission of both insensitive-harsh and supportive parenting. Results highlight that while participants maintain some values and practices rooted in traditional Latino culture, they also experience a process of transformation in which they incorporate new parenting practices that find beneficial for their growing children. Findings further extend the literature by identifying possible factors (e.g. exposure to American culture, adult educational experiences, and personal assets like being flexible and open to new experiences) that may explain shifts in cultural values and parenting practices in low-income Latino immigrant mothers These results are discussing the context of Ecological theories of development highlighting future research and clinical implications.

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31

Ely, Kimberly. "Methods and Techniques of Training Social Competency in Head Start." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/777.

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This study was conducted to determine Kentucky Head Start teachers' perceptions about fostering social competency in preschool children. In addition, current techniques that teachers use to enhance social competency in students were examined. Information was gathered through a survey mailed to Head Start teachers in Kentucky. Of the 208 surveys mailed, 59 were returned. The majority of the respondents had a Child Development Associate degree and had been teaching for an average of nine years. Results of this study indicated Head Start teachers strongly agreed to the importance of teaching social competency, and the teachers agreed it should be a primary goal of Head Start. Also, Head Start teachers indicated that the curriculum they use emphasizes social competency skills, and the teachers feel that they are the primary influence to the development of these skills. The respondents reported that their methods of teaching social competency are generally effective. Based on Head Start teachers' report, they devote, on the average, 14 days for teaching planned social competence activities per month. Head Start teachers often use several different methods to teach social competence skills and are using more informal methods over the more formal methods to determine progress. Finally, Head Start teachers reported that they had received a "fair" amount of training for most of the methods of teaching social competency. Teaching problem solving strategies was one area in which 64.4% of the teachers surveyed wanted more training.

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Wilkerson, Stephanie. "Assessing the Parent Involvement Component of a Head Start Program." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/982.

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Head Start, a federally funded preschool program that provides a diverse array of services to children ages three to five years, strongly emphasizes the importance of parent involvement in its program. The purpose of the present study was to examine Head Start parents' perceptions of the parent involvement component of a regional Head Start program. Specifically, this study assessed barriers to parent involvement with the program, parent participation and satisfaction with the program, and whether or not parents were aware of the various aspects of the Head Start parent involvement component. This study also compared satisfaction ratings of parents who had a child with a disability to those who had a child without a disability. A questionnaire was developed based on Head Start performance standards and a review of the literature. The questionnaire was completed by 451 parents in a rural Kentucky Head Start District. The results indicated that work and school were often identified as barriers to parent participation in this Head Start district. However, there appears to be additional unknown factors related to parent involvement other than the barriers currently and previously identified in research. The results also suggest that parents were overwhelmingly satisfied with all aspects of the program and were aware of most parent involvement services offered by Head Start.

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33

Loutzenhiser, Lynn. "Risk, family functioning, and child competence in Head Start families." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63895.pdf.

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34

Livengood, Megan C. Gallagher Kathleen Cranley. "Children's behavior during group storytime in Head Start pre-kindergarten." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1306.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education Early Childhood, Families, and Literacy." Discipline: Education; Department/School: Education.

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35

Kearney, Rhonda Louise Lee Jessica Y. "Determinants of a dental home in Early Head Start families." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1348.

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Thesis (M.S.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Master of Science in the School of Dentistry Pediatric Dentistry." Discipline: Pediatric Dentistry; Department/School: Dentistry.

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36

Haga, Sigurd Tangerud. "Dynamic load on High Head Francis turbines during start/stop." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for energi- og prosessteknikk, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-26079.

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Pressure measurements were performed on the Francis runner in the Waterpower laboratory at NTNU. These measurements were divided into start and stop procedures, with the generator on or off. The suggested method that was used to identify the pressure oscillations during the start and stop procedures consisted of finding curves that fit the performed pressure measurements. The MATLAB application Curve Fitting Tool was used to find the curves that fit to the performed pressure measurements. A FFT analysis was then performed on the difference between the measurements and the fit curve to identify the pressure oscillations experienced during the measurements in the laboratory. The FFT analysis showed few signs of interference from the suggested method.The results from the FFT analysis showed that the largest frequency experienced was the blade passing frequency and it was observed during the start and stop procedures, as well as for BEP and part load operation. The guide vane frequency was not observed, this is due to the lack of functioning transducer in the runner blades. The Rheingan frequency had higher peak values during the stop sequence compared to startup. The reason for this is believed to be the chaotic flow pattern experienced in the draft tube cone during the startup sequence. The runner frequency was not observed during the performed procedures. For the occurring frequencies the part load operation resulted in larger pressure amplitudes compared to the start and stop procedures. Elastic oscillations were experienced both upstream and downstream of the turbine. To determine the structural behavior of the runner during the start and stop procedures proper instrumentation in the runner is needed. Improving the instrumentation is strongly advised to further analyze the structural behavior of the runner during the start and stop procedures.By improving the instrumentation on the Francis rig it is possible to perform transient load measurements on the runner during start and stop procedures. There is especially a need to perform measurements along the runner blades to further analyze the effect of the dynamic load on the runner. This can be done by replacing the current defect runner blade transducers, and with a slight modification of the transducer cables to make them stick to epoxy. It is also possible to located more pressure transducers at the upper draft tube cone. This is to perform more measurements on the chaotic flow that was experienced in the draft tube cone during the runner startup. The usage of accelerometers are suggested to determine the occurrence of vibration and cavitation. By installing the accelerometer on top of the guide vane trunnion it is possible to determine the wake and cavitation bubbles occurring from the guide vanes and traveling into the runner. Attaching an accelerometer on the ball-bearings to measure the wear on the ball-bearings while experimenting on how the guide vane angle during startup procedures effects the stress fluctuations on the runner. Strain gauges can also be used simultaneously with pressure transducers along the blade to determine both the pressure and strain occurring along the runner blades. Simultaneous pressure and strain gauge measurements were not performed due to the lack of rapid prototyped runner blades. With the suggested improved instrumentation it is possible to perform these measurements for both the original and rapid prototyped runner blades.

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37

Dilks, Sarah. "Parent programs and child outcomes a head start FACES investigation /." CONNECT TO ELECTRONIC THESIS, 2008. http://dspace.wrlc.org/handle/1961/5512.

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38

Wynn, Benjamin E. "Exploring Predictors of Parent Involvement for Rural Head Start Children." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/2580.

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In the present study we examined parent participation in an extrafamilial context (Head Start) and the liunily and child development conditions that predicted such participation. Participants included 3-, 4-, and 5-year-olds and their pa rents in the Northern Utah and Southeastern Idaho areas. The families were grouped according to the ch il d's previous Head Start ex peri ence: those who had received home-based services in year one followed by center-based services in the second year ( l-IB to CB); those who had received no services in year one and home-based services in year two (HB only); and those families who had recei ved no services in year one and cente r-based services in year two (CB only). Pa rent involvement was measured using the Family Involvement Questionnaire {FIQ) which measured parent involvement according to three ll1c tnrs: home-based involvement (II Bl), school-based involvement (SBJ), and home-school confcrcncing (1-lSC). The chil dren's development assessments included the Ages and Stages Questionnaire: Social-Fmotional Scale (ASQ:SE) and the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL 3). Through using the FIQ, this study investigated the predictors of the type and quantity of parental involvement using class grouping (l-IB to CB, l-IB only, & CB only), family demographics. and children's ASQ:SE, and DIAL 3 scores as independent variables. Our study revealed that even though the class grouping had no significant relation to parent involvement, there were a few independent variables that were beneficial in predicting parents' involvement. The most signi ficant finding was that the chi ld 's ASQ:SE score could be used to help predict the variance in both home-based involvement and school-based involvement acti vit ies. This study found that the higher the number of the ASQ:SE score, the parents were less likely to participate in home-based and school-based activities. Other interesting findings included that as the number or children increased, the amount of home-based parent involvement decreased. In addition to this, we found that if the parents were European-American and married, they were more likely to report being involved in home-school conferencing activities.

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Ernst, Jasmine Renee. "The Effect of Classroom Context on Head Start Teacher Feedback." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2079.

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The Classroom Assessment Scoring System (CLASS, LaParo, Pianta, & Stuhlman, 2004) assesses quality of teacher social and instructional interactions with children, and classroom management and productivity. Prior research indicated low quality of feedback scores in programs serving low-income children (Early et al., 2005). The purpose of this study was to compare the quantity and quality of managing interaction utterances (i.e. a type of feedback) provided by Head Start teachers (N = 8) in two classroom contexts. Video-recorded book-reading and 20-minute center-time sessions in the fall and spring of a school year were used to assess managing interaction utterances in structured (book-reading) and unstructured (center-time) contexts. A coding system was developed to classify managing interaction utterances by statement type. Statements were coded as “do” commands, “don’t” commands, negative comments, general praise (good job), or labeled praise (Good job sharing your toys). Command utterances were also coded for purpose as managing behaviors (not directly related to academic learning) or teaching behaviors (guide child in academic learning). Results indicated there was a higher quantity of managing interaction utterances in center time than book reading. In addition, there was a higher quality of managing interaction utterances in center time. This finding was demonstrated through a greater rpm of “do” commands, general praise, and overall developmentally appropriate statements (“do” commands, general praise, and labeled praise) in center time than book reading. Analyses of purpose revealed center time commands were used to manage and teach the children, whereas in book reading commands only had a managing function; however, this trend failed to reach significance. The differences in quantity and quality of classroom management statements across contexts indicate within-group variation of instruction as a function of context. Thus, teachers may benefit from context-specific training sessions.

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40

Mason, Robert. "Burnout Among Head Start Social Services Coordinators in Region IV." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2580.

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The project was designed to study the nature of the burnout phenomenon among Head Start Social Services Coordinators in eight southeastern states. The association of age, sex, marital status, years employed, program size, caseload, race, education and perceived level of stress to the three subscales of the Maslach Burnout Inventory (MBI) were correlated on a population of 59 coordinators representing 25% of the total population. Years employed was shown to be negatively correlated to the Emotional Exhaustion subscale. Perceived stress levels due to workload were most strongly associated with emotional exhaustion. Relationship to the other factors studied was not significant. The findings provide support for the contention that burnout does exist among members of this population and that steps need to be taken at the individual and agency levels to combat the stressful conditions related to burnout. While emotional exhaustion and lack of personal accomplishment were shown to exist, the subjects showed little to no evidence of depersonalization in working with their clients.

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41

Rodriguez-Escobar, Olga Lydia. "Application of the cumulative risk model in predicting school readiness in Head Start children." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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42

Hoogewerf, Cornelis Laurentius. "Het Haarlemse stadsrecht (1245) inleidende beschouwingen, tekst, vertaling en artikelsgewijs commentaar /." Proefschrift, Amsterdam : Amsterdam : Cabeljauwpers ; Universiteit van Amsterdam [Host], 2001. http://dare.uva.nl/document/59646.

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43

Fisher, Jamie DeVon. "Head Start teachers' and low socio-economic status parents' vocabulary usage." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179369020.

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Thesis (M.A.)--University of Cincinnati, 2007.
Title from electronic thesis title page (viewed July 20, 2007). Includes abstract. Keywords: head start, low socio-economic status, vocabulary Includes bibliographical references.

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44

Handeland, Tina. "Choice Intervention in an American Indian/Alaska Native Head Start Program." Thesis, Purdue University Global, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809511.

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This research replicated Dunlap, dePerczel, Clarke, Wilson, Wright, and White’s (1994) single-subject ABAB reversal design using choice/no choice conditions with a 3 year-old Native American boy exposed to trauma. The IV consisted of the child being able to select books to be read during story time vs. no choice. The dependent variables consisted of 2 target behaviors impeding his learning in his Head Start classroom: disruptive and aggressive behaviors. Rate of Behavior 1 during Baseline 2 was 10% higher than during Intervention 1, and considerably higher than Baseline 1. During Intervention 2, rate of Behavior 1 was 10% lower than during Baseline 2, but 24% higher than Baseline 1. Therefore, Behavior 1 responded as expected to the 3 final experimental phases, but was unexpectedly low during Baseline 1 due to uncontrollable, extraneous environmental variables. Rate of Behavior 2 during Intervention 1 was 57% lower than during Baseline 1. During Baseline 2, rate of Behavior 2 was 50% higher than Intervention 1. During Intervention 2, rate of Behavior 2 was 43% below Baseline 1 but 40% higher than Baseline 2. Because occurrence rates for Behavior 2 were low, often 0-3 per session, minor changes in occurrences inflated change percentages. In essence, Behavior 2 improved substantially between Baseline 1 and Intervention 1, then remained stable at low rates across the remaining study phases. During Intervention 2, half the sessions had 0 occurrence rates for Behavior 2, spiking in the final 2 sessions due to an uncontrollable extraneous variable. Overall results appear promising. Future research, with greater observation times and control of extraneous variables, is needed to fully demonstrate intervention effectiveness with young Native American children exposed to trauma.

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45

Groover, Daria. "Head Start Transition to Elementary School: Is the Early Intervention Sustained?" Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73320.

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Poverty is a social context that has direct impact on students' performance since the conditions associated with poverty (brain development, social interactions, nutrition, and emotional environment) all play a role in developmental outcomes. Head Start is an early intervention program designed to address the unique needs of students from poverty. The Head Start Impact Study (DHHS, ACF, 2012) and other research (Lee, Brooks-Gunn, and Schnur, 1988; Ramey and Ramey, 2004) indicate that the academic achievement of low-income students who participated in Head Start is mixed as they move through elementary school. The purpose of the Head Start program is to prepare students with skills so that they begin kindergarten on an even playing field with their more advantaged peers (DHHS, ACF, 2013). Although students who participate in Head Start begin kindergarten with the appropriate readiness skills, initial gains are not maintained as they move through elementary school (Burkham and Lee, 2002). The purpose of this mixed methods study was to examine the effects of the Head Start program as its students move through kindergarten and first grade. In the study, I analyzed data to find relationships between student performance on the Phonological Awareness Literacy Screening (PALS) (University of Virginia, 2010) and classroom practices that led to high achievement. Two Title I schools were studied. PALS scores were analyzed using t-tests, ANOVAs and multiple regressions. Reading performance in second grade was measured using scores from the Developmental Reading Assessment (Beave, 2006). Qualitative data were collected through interviews, focus groups, and document reviews. These data were utilized to make connections between the results of PALS and reading scores and the best practices being used in schools that showed strong results for the kindergarten and first grade students in the study. By triangulating data, I uncovered relationships between best practice strategies being used in high performing schools and achievement of former Head Start enrollees.
Ed. D.

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46

FISHER, JAMIE DeVon. "HEAD START TEACHERS' AND LOW SOCIO-ECONOMIC STATUS PARENTS' VOCABULARY USAGE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179369020.

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47

Lederer, Nicole. "Parent/guardian Satisfaction with Early Head Start Services in Lucas County." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544565465681181.

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48

Kaan, Cecilia. "”Det är öppet mer, helt enkelt.” : Meröppen biblioteksverksamhet i Göteborgs Stad." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447380.

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In 2017, the City of Gothenburg implemented its first more-open unstaffed self-service library station. The following year, the first more-open library was implemented. The purpose of this thesis has been to increase the understanding of more-open library services and to investigate how they are presented in public documents and by representatives of the City of Gothenburg's cultural administration and culture committee. The theoretical framework consists of elements from neo-institutional organisational theory. The starting point is the view of organisations as part of an institutional context where the understanding of organisational development and change is analysed by looking at factors surrounding the organisation. Concepts such as legitimacy, organisational isomorphism and organisational fields are central to the work. The study has been conducted through a mixed-method approach and consists of a document study of public documents and a semi-structured interview study with three library managers, the chairperson for the culture committee and an official from the culture administration. The material has then been analysed through a qualitative content analysis where themes have been identified in the data collection. The study concludes that more-open library services are considered a complement to regular library activities. Above all, more-open library services are justified by increased accessibility to libraries and culture for members of the public. Even though not everyone can use more-open libraries, the more-open services are considered to increase the total accessibility in the city. The study has found some perceived prerequisites for more-open libraries, which can be summarized as follows: a suitable library facility, a quiet local environment with the library placed within a certain context, time for planning activities, technical resources, a pedagogical approach, and independent users who can handle self-service technique. More-open library services can both gain legitimacy and be legitimized with reference to increased availability and efficient use of tax funds. This is a two-year master’s thesis in Library and Information Science.

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49

Chaney, Vanessa. "The Effects of Barriers Toward Fighting Childhood Obesity Within Head Start." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/309.

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Childhood obesity is associated with significant morbidity and mortality and poses a health care burden. Child care facilities serve at the forefront in fighting childhood obesity among preschoolers. Since 2009, a significant shift has occurred in studying child care settings among children aged 3-5 in North Carolina and South Carolina in response to the rising rates of obesity in this population. Some of the hypothesized determinants of childhood obesity among preschoolers in North Carolina and South Carolina are outdoor activity, staff behavior, center's size and location. The purpose of this study was to investigate if significant relationships exist between childhood obesity and each one of these variables. This study was conducted within the framework of social cognitive theory within the contexts of the process of self-efficacy for realizing goals. A quantitative correlational design was used, while data were collected through Survey Monkey administering a closed end survey. Multiple linear regression was used to examine the associations between childhood obesity and center size, location, outdoor activity and staff behavior. The Power analysis determined total of 110 participants (N=100) who worked in North and South Carolina Head Start facilities of preschool children aged 3-5. The multiple regression indicated significant contributions of the center size (Ã¢ = .32, p = .001), the location (Ã¢ = -.28, p = .002), the outdoor activity (Ã¢ = -.25, p = .005), and staff behavior (Ã¢ = .27, p = .008). Therefore, the overall null hypotheses were rejected. This study may help to effect positive social change through identifying the important barriers to minimizing the risk of obesity among preschool children, which in turn would help to inform policy for developing and implementing strategies to reduce risks of preschoolers' obesity.

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Harris, Marilyn McLeod. "Professional Development of Head Start Teachers in Emotional and Instructional Support." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2561.

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In the southwest region of Tennessee, a local Head Start program classroom assessment scoring system's (CLASS) scores fell in the lowest 10% among national Head Start programs in emotional and instructional support. Since 2012, the Office of Head Start has released reports showing that the average Head Start program has low performance CLASS emotional and instructional support scores. The purpose of this exploratory case study was to investigate the professional development of local Head Start teachers with low CLASS scores in emotional and instructional support. Knowles's adult learning theory of andragogy was the overall conceptual framework and the concentrated theory of this study was Mezirow's transformative learning theory. The key research question focused on how the professional development of Head Start teachers contributed to successful CLASS scores in emotional and instructional support as perceived by Head Start education specialists and teachers. Data collection methods included observations, previous CLASS scores, 2 focus group interviews of 5 teachers, and 1 focus group interview of 4 education specialists. NVivo 10 was used in detecting trends, ideas, and displaying connections from which the themes of coaching, mentoring, individual learning plans, and observations emerged. Findings showed that although viable professional development strategies were used, learning transfer activities were unsubstantiated. A professional development program was created to increase learning transfer into the classroom. An implication for positive social change could result in achieving maximum emotional and instructional CLASS scores in the Head Start community, providing the highest quality of services recognized by the Head Start Office.

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