82 research outputs found
A quantitative determination of fat content in the livers of white mice fed on a low protein diet, 1962
No full textAnalysis of the problems of migrant families in the United States from 1940 to 1942, as reflected in the reports of the Tolan committee on interstate migration., 1946
No full textAcademic achievement of single-parent students, 1985
No full textThe purpose of this study was to examine the interactive affects of home and school on the academic achievement of elementary and middle school students of single parentage in predominantly Black low income public schools. The basic thesis was that the academic success or failure of single-parent children in school is determined more by the interaction of other home and school factors than single parentage in and of itself. The sample consisted of 300 elementary and 300 middle school students who were randomly selected from five elementary and four middle low income predominantly Black inner-city public schools in Atlanta, Georgia, 444 of their parents 27 of their reading teachers, and their 9 principals. Data were collected with questionnaires. Student questionnaires measured home and school variables. Parent questionnaires measured home variables. Teacher and principal questionnaires measured school variables. Home variables investigated were: family size, sex of parent, parental interest, parental perception of of the school, type of single parentage, length of parental absence, age of child at initial absence of parent, parental reading habits, parental occupation, and significant other. School variables were school climate and learning environment. Data were statistically analyzed using factor analysis, correlation coefficients, multiple regression analysis and beta weights. Findings were that: 1. Academic achievement of students is not significantly affected by living in a single-parent household. 2. Home factors that significantly impact upon achievement of single parent students are: parental occupation, parental education, parental interest, parental perception of the school, length of single-parent status, and age of child at onset of single parentage. 3. Maturation significantly influences the affects of the selected home and school variables on the academic achievement of single-parent students. 4. The selected school variables did not significantly affect the academic achievement of single-parent students beyond the elementary level. It was concluded that academic success of single-parent students in school is determined more by the interaction of other home and school factors than by single parentage alone. Further, maturation affects the influence of the selected variables on achievement
Determinant of antiadjacency matrix of union and join operation from two disjoint of several classes of graphs
No full text"Defending the nation" : politics, the military and the Sandline affair in Papua New Guinea
No full textThis thesis was scanned from the print manuscript for digital preservation and is copyright the author.
Researchers can access this thesis by asking their local university, institution or public library to
make a request on their behalf. Monash staff and postgraduate students can use the link in the References field
Tennessee Williams' treatment of women in his major plays, 1988
No full textThis thesis was undertaken to determine the Impact that the females In Tennessee Williams' family had on his portrayal of female characters n his major plays and to determine the extent that these characters were actually reflections of Williams himself. Williams' female characters fall Into three categories: the Southern genteel lady, female aggressor/mother-figure, and the survivors of corrupt societies. Williams' depiction of the women In each of these categories reflected his association with the females in his family. Rose, his sister, represented the fragile* sexually repressed Southern genteel lady. On the other hand, Williams' mother Edwina could be placed In all three categories of Williams' women since she possessed characteristics common to each category. She represented the fragile, genteel lady who lived 1n her own Illusions despite the drastic alteration of her life-style when her family made the move from Mississippi to Missouri. Like Amanda W1ngf1eld, Edwina was determined to keep her family going by any available means, and this characteristic was exemplary of a mother figure. Lastly, we may think of Edwina as having been a survivor who knew that life had to go on despite the fact that her daughter had to have a lobotomy and later was Institutionalized. The three categories of Williams1 women can also be said to be indicative of the phases of Williams1 homosexuality. The Southern genteel lady represented the early sexually repressed years of Williams' life. The female aggressor/mother-figure delineated his "coming out of the closet" or the public expression of his sexual preference despite criticism or ostracism. Lastly, the survivors in corrupt societies can be identified with Williams' final accomodation with the homosexual life-style
An evaluation of a flipped approach to risk training in the operating theatre
No full textOperating departments are high-risk environments in which a safety culture is fundamental to managing inherent risks. Management of risk is an integral part of the local preceptorship course for newly qualified staff. The author has provided training for the preceptorship course in an innovative way to enhance and contextualise learning within the safe environment of a classroom. The training provides information about human error theory and how this interacts with the contextual environment of the operating department, producing risky situations
A comparative study of the utilization of student records by selected elementary principals in planning for effective schooling, 1987
No full textThe study involved the on-site interview of thirty principals of public elementary schools which housed students from kindergarten to grade five. The schools were located in an urban city of the southern United States and included schools which were involved in district-wide effective schooling improvement. The study tested three research questions regarding the difference between elementary principals who utilize student records in planning for effective schooling and those who do not. Findings indicated that differences exist between principals in the amount of time spent reviewing student records prior to the opening of school, during the school year, in the adequacy of the time utilized, and in what effect this utilization had on their regard for individual students. Further study is indicated to survey a wider population and to assess how regional and system-wide differences would affect the findings
Heterogeniczność myślenia o audiacji w świetle eksploracji naukowego statusu teorii uczenia się muzyki Edwina Eliasa Gordona – rozważania w kontekście wczesnej edukacji muzycznej
No full textZ uwagi na coraz częstsze podejmowanie przez akademików badań naukowych nad procesami nauczania i uczenia się muzyki zakłada się, że procesy te podlegają takim samym rygorom metodologicznym jak i inne, pochodzące z różnych dziedzin i dyscyplin, szczególnie w przypadku badań zorientowanych na strategie ilościowe. Stąd potrzeba wnikliwej analizy teoretycznej, zadomowionej na rynku polskim od ponad dwudziestu lat, teorii uczenia się muzyki, autorstwa Edwina E. Gordona w kontekście jej funkcjonalności w konstruowaniu badań. Autor artykułu nakreśla osobliwe analizy teorii uczenia się pod kątem jej racjonalności naukowej, zaplecza teoretycznego i praktycznego oraz dokonuje wybiórczej deskrypcji jej podstawowych pojęć w aspekcie podejmowania eksploracji badawczych. Okoliczność ta ma sprzyjać projektowaniu, konceptualizacji i ope- racjonalizacji wysiłków badawczych naukowców w obrębie zwłaszcza wczesnej edukacji muzycznej i szeroko pojętej pedagogiki muzyki.Taking into consideration the recent attempts made by scientific researchers to study the learning process as well as the process of learning music, it is assumed that both are subject to the same methodological rigour as the ones which originate from different backgrounds and subjects, espe- cially in the case of studies based upon quantitative strategy. There is a need for a thorough theo- retical analysis, which has been present in Polish educational market for over 20 years, of music learning theory by E.E. Gordon in terms of its functionality in research development. The author of the article outlines a thorough analysis of learning theory in terms of its scientific rationality, theo- retical and practical background. The author also conducts a selective description of its fundamental concepts in terms of undertaking research exploration. In these circumstances, the focus is placed upon projecting, conceptualisation and operationalisation of the attempts made by researchers in the subject of early school music education and widely understood music pedagogy
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