134,268 research outputs found
The Attitudes of Alumni Non-Donors, Donors, and Consecutive Donors Toward Drake University
No full textix, 113 leaves. Advisor: Charles D. RowleyThe problem. The purpose of the study was to determine if there were differences in the attitudes of alumni nondonors, donors, and consecutive donors toward Drake University. Specific areas which were examined included Drake University in general, the Drake National Alumni
Association, and Drake University and fundraising.
Procedures. A stratified random sample of 396 alumni was obtained from the 40,000 members of the Drake National Alumni Association. Stratification was based on donor classification: non-donor, donor, or consecutive donor; degree classification : undergraduate, graduate, or law degree; and, residence: Iowa or non-Iowa resident. Fifty
percent of the alumni, or 199 individuals, responded to the questionnaire. The Pearson product-moment correlation coefficient and analysis of variance were used to analyze the data.
Findings. Significant differences were found among the attitudes of alumni, based on donor classification, toward each of the topical areas about Drake University. Significant differences did not exist for degree classification or residence. The majority of alumni, regardless of donor classification, felt that attending Drake was a source of real pride to them, and that the University had contributed to their lives. The act of giving, regardless of amount, and consistent communications with alumni were important factors
in donating. Tax considerations and successful athletic programs were not important. The majority of alumni contributors would want their children to attend Drake.
Conclusions. Drake University should be pleased that the majority of alumni have positive feelings about the institution. More effort should be made to attract donors to the consecutive donor category, and to target specific mailings to alumni donors with children of college age. Nondonors should be encouraged to give, regardless of the purpose of their gifts.
Recommendations, A survey of other private comprehensive universities should be done to determine if there are similarities between the attitudes of their alumni and Drake alumni
A study of peer tutor training programs and a peer tutor training program for Drake University
No full textv., 169 leaves ; Advisor: Thomas B. SwissFor many years universities and colleges have had writing workshops for creative writers. However, during the late 1960s and early 1970s, college and university administrators and department heads moved to establish
workshops for remedial writers. Two things precipitated this movement: one, writing theorists recognized writing as a process, not just a product; two, the communication skills of first year students had declined dramatically.
The need to improve the writing ability of students caused schools to open writing workshops for all student writers. Because of the heavy demand for the services of the workshops, schools turned to other students to staff the workshops. These students usually had no experience working with other students and, consequently, had to be trained. How the students were trained varied with each school depending on the needsof the particular school and the students.
The project for this dissertation was to design and implement a peer tutor training program for Drake University which would be somewhat different than the program already in place. To accomplish this, literature concerning the use of peer tutors in writing workshops was reviewed and the peer tutor training programs of six schools were studied in depth. These programs are described and critically reviewed. After material had been accumulated, a training program for
new tutors in the Drake Writing Workshop was designed which was a composite of features from programs at other schools, one already in place at Drake, as well as additional components not found in other programs such as extensive information on working with foreign (ESL)students. This program was implemented with three new tutors.
The peer tutor training program that evolved
consisted of nine training sessions. The program was designed to emphasize first what tutors needed to learn about meeting and helping clients of the Workshop with their writing and later what they could learn about working with the writing process to improve their own writing. Each session is described and the reactions of the tutor trainees reported.
As a result of the peer tutor training program and
the changes taking place at Unversity, several
things need to be stressed in the next tutor training program at Drake: one, more emphasis and information needs to be given about working with ESL students; and two, because the University is moving toward intensive computer use, tutors need to be instructed about new methods of working effectively with the writing process when students use computers extensively to write papers. Also, tutors should be the writing forms and requirements disciplines other than humanities so
problem writers can be led to the Writing Workshop.
Another recommendation is that the University institute a University-wide writing requirement in all disciplines either at the junior level or sometime during the senior year which all students must complete successfully before graduation
The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification
No full textPhysical description: (iv), 65, (9) leaves. Advisor: Eunice M. Merideth. Peggy Steinbronn is currently Instructional Technology Specialist for Microcomputer Services at Drake University. For questions or comments, she can be contacted by email at [email protected] purpose of this study is twofold: (a) to explore the theoretical and
practical implications for professionalizing teaching through National Board
Certification (NBG); (b) to examine the connections between the Effective
Teaching, Learning, and Leadership (ETLL) Program at Drake University, Des Moines, Iowa, and NB core propositions. The ETLL survey portion of this study was conducted in the spring of 1999 with participants who were currently enrolled, or had graduated from the program. The subjects were
asked to rate the ETLL Program based upon core course objectives, its
effectiveness and applicability to their classroom situation, their perceptions
about the NBC movement and their suggestions for ways to improve or refine
the ETLL degree program. The survey results were tested using an analysis
of variance (ANOVA) using SPSS 6.1. Results indicated few statistically
significant differences among survey items. Participants perceptions of the
ETLL Program indicated that the cohorts were positive in their overall ratings
of the program. Recommendations for revising and refining the ETLL Program to support NBC core propositions are included
Drake Passage summary report: Cruises on RRS "James Clark Ross", 1993-2000. Drake Passage repeat hydrography: WOCE Southern Repeat Section 1b - Elephant Island to Burdwood Bank.
No full textThis report documents five early cruises in the Drake Passage annual repeat series conducted by Southampton Oceanography Centre in collaboration with the British Antarctic Survey. The series began under the auspices of the World Ocean Circulation Experiment as southern repeat section SR1b with a SeaSoar (towed undulating profiler) occupation in 1992. We document cruises from 1993 (JR0a), 1994 (JR0b), 1996 (JR16), 1997 (JR27) and 2000 (JR47). The cruises were all hydrographic CTD sections across Drake Passage between Burdwood Bank and Elephant Island, comprising 30 stations. One cruise (JR27) was occupied at higher resolution with 52 stations; also additional chemical measurements were made. On two cruises (JR16 and JR27), a lowered acoustic Doppler current profiler (ADCP) was introduced to provide full-depth water velocity profiles. Other measurements (vessel-mounted ADCP, sample salinity, navigation, expendable athythermographs, etc.) are described in context
Deep boundary current disintegration in Drake Passage
No full textThe fate of a deep boundary current that originates in the Southeast Pacific and flows southward along the continental slope of South America is elucidated. The current transports poorly ventilated water of low salinity (a type of Pacific Deep Water; PDW), into Drake Passage. East of Drake Passage, the boundary current breaks into fresh anticyclonic eddies, nine examples of which were observed in mooring data from December 2009 to March 2012. The observed eddies appear to originate mainly from a topographic separation point close to 60°W, have typical diameters of 20–60 km and accompanying Rossby numbers of 0.1–0.3. These features are likely to be responsible for transporting PDW meridionally across the ACC, explaining the near-homogenization of Circumpolar Deep Water properties downstream of Drake Passage. This mechanism of boundary current breakdown may constitute an important process in the Southern Ocean overturning circulation
The Effect Of Leucogenenol and Chemotherapy on B and T Lymphocyte Populations in Mice Infected With Friend Virus Leukemia
No full text70 leaves. Advisor: Dr. Stephen C. ElliottThe problem. These experiments were designed to determine the effects of the immunostimulant leucogenenol and the combination chemotherapy of arabinosyl cytosine and vinblastine on the Band T lymphocyte populations of mice infected with Friend virus leukemia.
Procedure. Isolated lymphocyte populations were quantitated using a cytotoxic assay for T lymphs and a direct immunofluorescent technique for B lymphs. Spleen and liver weight to total body weight ratios, survival times, peripheral nucleated cell counts and peripheral white blood cell differentials were also monitored to show the progression of the FV leukemia and the effects of leucogenenol and chemotherapy.
Findings. The effect of the leucogenenol was to initially elevate the B and T lymphoid cell numbers of the peripheral circulation significantly over the untreated controls. Increases were also noted between FV infected mice and those FV-infected mice that were given leucogenenol. The effects of the drugs were to lower the peripheral lymphoid cell numbers and significantly reduce the spleen and liver weight to total body weight ratios. Mixed effects were noted in all groups and at the various time intervals in the percentage of B and T lymphs in the spleen and lymph node cell suspensions.
Conclusion. The effect of leucogenenol seems to be the stimulation of both B and T lymphocyte stem cell lines. This is most clearly shown by the increase in the number of identifiable B and T lymphocytes in the peripheral blood. The effect of the drugs was to offset the effects of the FV. The addition of leucogenenol to the therapy seems to work in opposition to the drugs by reducing their leucopenic affects.
Recommendations. More studies on the cellular action of leucogenenol are necessary. The combination of leucogenenol and an anti-B-lymphocyte serum may prove effective in counteracting virus-induced leukemias. Further studies using leucogenenol on solid tumors such as sarcomas and carcinomas should be done as in these cases, the neoplasias do not directly affect the hemapoietic process
User Assessments of Glasser-Based Behavioral Management Inservice Programs for Teachers
No full textv, 72 leaves. Advisor: James L. Romig.The problem: The purpose of this study was to investigate whether a course which has a foundation based upon Reality Therapy/Control Theory impacts classroom teachers’ perceived effectiveness in responding to disruptive behavior in the classroom.
Procedures: Data was collected for this study using a survey with three groups of teachers who had completed courses in behavior management based on Reality Therapy/Control Theory. In addition, each teacher’s building administrator also completed a survey. The survey groups included: (a) teachers who had received training via a video education course offered through Drake University, (b) a course called “Care to Discipline/Discipline with Care” through an Area Education Agency or (c) a year-long course offered to an elementary school staff. All three groups of teachers had implemented the techniques of Reality Therapy in their classrooms for at least one year. Building administrators were also surveyed regarding their perception of the teachers’ effectiveness with students’ disruptive behavior.
Findings: The findings from this data clearly indicate that Glasser’s Reality Therapy/Control Theory is an effective foundation on which to build a proactive discipline program. Data indicate the majority of the teachers involved in this study felt more confident about their disciplinary skills, student attendance improved, and they felt more confident about their ability to develop their own proactive discipline program.
Conclusions: This study indicates that teachers who have received inservicing with a foundation based on Reality Therapy/Control Theory have more confidence in dealing with students who have disruptive behaviors. In addition, teachers in this study and their building administrators noted improvement in student behavior and attendance.
Recommendations: Parents, teachers, and administrators have reported in the past 10 annual Gallup polls that discipline problems in schools concern them the most (Gallup, 1998). Research finds there are a variety of behavior management strategies that have proven to be
An Analysis of the Effects of Prereferral Interventions on the Reduction of Inappropriate Classroom Behaviors
No full textv, 127 leaves. Advisor: Marion PanyanThe problem. The author identified a number of concerns with traditional special education services which suggest the need to investigate different methods of remediating student problems within the mainstream classroom environment. These included: (a) the educational community's
failure to meet the intent of P.L. 94-142, (b) an increasing number of individuals with mild disabilities, (c) the high cost of special education, (d) the lack of objectivity in
determining which students are eligible for special education, and (e) the general ineffectivenegs of special education instructional services. The purpose of this study was to determine whether consultants using the Mainstream
Assessment Team: A Handbook on Prereferral Intervention (MAT) (Fuchs, Fuchs, Reeder, Gilman, Fernstrom, Bahr, & Moore, 1989) as an operational tool, could successfully assist classroom teachers in reducing inappropriate behaviors of students being considered for special education evaluation.
Procedures. Three school psychologists (serving as
consultants) received abbreviated instruction in all phases of the MAT. Working with regular education teachers from three different elementary schools, the consultants used MAT techniques in intervening with 14 different students under
consideration for special education referral.
Findinqs. Compared to gender-matched peers, who served as comparison students, the 14 target students demonstrated a significant reduction in inappropriate behavior, indicating that the MAT can be an effective tool in reducing inappropriate behavior in the mainstream classroom environment.
Conclusions. While the MAT proved successful in
reducing inappropriate behaviors, additional efforts are necessary to validate its utility as an operational treatment methodology.Specifically, more work is needed in: (a) understanding the dynamics in selecting and training consultants, (b) identifying the types of problems treatable
by the MAT, (c) broadening sample sizes and constructing longitudinal studies to strengthen external validity, and (d) socially validating the MAT as a treatment intervention. While this study demonstrated the potential of the MAT as an effective classroom intervention method, until these issues are addressed, its overall usefulness and generalizability in remediating problems without relying on special education services is indeterminable
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