56 research outputs found
Introduction to pharmacokinetics and pharmacodynamics
No full textPreceded by Introduction to pharmacokinetics and pharmacodynamics : the quantitative basis of drug therapy / Thomas N. Tozer, Malcolm Rowland. c2006.Includes index.pharmacy bookfair2016xii, 386 pages :Preceded by Introduction to pharmacokinetics and pharmacodynamics: the quantitative basis of drug therapy / Thomas N. Tozer, Malcolm Rowland. c2006
F.F. Bosworth's Advice to A.W. Tozer
No full textCopyright (c) 2018 by Roscoe Barnes III#FFBosworthI have argued for over a decade that F.F. Bosworth matters, and he matters in a significant way, especially in Pentecostal Church History. This article shows how Bosworth's influence extended to church leaders outside the Pentecostal tradition. Using Lyle Dorsett's book as a reference, it presents Bosworth's advice to a young A.W. Tozer, who would go on to become a famous author of deeper life books. Both men were members of the Christian and Missionary Alliance. Bosworth spoke to Tozer about the ministry of healing and speaking in tongues.NOTE: For more information on F.F. Bosworth, please visit: http://ffbosworth.strikingly.comFor a closer look at Bosworth's counsel to Tozer, see A Passion for God: The Spiritual Journey of A.W. Tozer by Lyle Dorsett (Moody Publishers, 2008)#ChristTheHealer</div
Evaluation of metadata workflows for the Glasgow ePrints and DSpace services
No full textThe institutional repositories at the University of Glasgow which began as part of the DAEDALUS project have developed into an integral part of Glasgow University Library's services. Using both EPrints.org and DSpace, they provide access to, and permit management of, the University's academic digital assets. This evaluation analyses and comments on the metadata workflows of these services, their support for metadata quality, and how changes in purpose, which have accompanied their transition from project to service, have influenced the repositories. This evaluation will be of benefit not only to DAEDALUS but also to other institutional repositories facing the transition from project development to operational service. The metadata workflows supporting the management and retrieval of ePrints offer a number of paths for metadata creation - each of which has seen shifts in their relative importance as the purpose of the repository has evolved and become clear. The management and retrieval of other academic content in the DSpace service is entirely mediated by repository staff and follows a basic workflow. The quality of metadata in both services has been maintained through staff training and the ongoing involvement of professional cataloguers. The strengths of both repository services lie in their clarity of purpose, utilisation of appropriate software to support those purposes and their successful integration into Glasgow's institutional context. Although they also present a significant opportunity, the new challenges faced by the repository services arise from the emerging involvement of non-specialists in the creation of records and their potential involvement in the administration of sections of the DSpace repository. To address these challenges, the repository services will have to maintain their clarity of purpose, monitor metadata quality, capitalise on opportunities for efficiency, and continue to significantly engage in advocacy and user training
Fourth Annual Thaddeus C. Reade Lecture Series and Pastors\u27 Conference
No full textThe fourth annual Thaddeus C. Reade Lecture Series, combined with the annual Pastors\u27 Conference will be held at Taylor University Thursday, February 4. The Reade Lecturer will be Dr. A.W. Tozer, noted author an lecturer
A foundational approach to high school introductory chemistry
No full textThis dissertation is intended to defend a unique approach to chemistry instruction and to represent key selections from a proposed chemistry text. This proposed text is part of a whole introductory chemistry curriculum intended to contextualize the study of chemistry against its larger historical, social, cultural, and scientific background, using strategic integration of subject matter from other academic disciplines. The text is designed to provide an extensive introduction to the science of chemistry by means of historical narratives, written in dialogue form.In defending this approach, a theoretical framework is offered, based in part upon John Dewey's concept of experience. While an entire chemistry curriculum is beyond the scope of this project, sufficient portions are provided to permit a reasonably complete representation of the whole curriculum as it has been envisioned.Made available in DSpace on 2011-05-07T13:43:18Z (GMT). No. of bitstreams: 2
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Previous issue date: 1991Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:58:21Z
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Children's friendship choice and classroom dimensionality
No full text"Ability perception formation theory argues that classroom organization affects students' conception of (academic) ability. This study examines whether classroom organization affects peer relationships. Thirty two classrooms in four elementary schools were categorized into uni- and multi-dimensional classrooms by Rosenholtz and Simpson's (1984) classification. Then, the effects of classroom dimensionality differences were investigated in relation to children's perceptions of their peers' ""smartness,"" troublesomeness, self-image related to school, and estimated teacher's expectation. Also, the relationships between these indices and children's choices of best friends, playmate, and work-partners were explored. The sample of 826 students (408 boys and 418 girls) was selected from first to sixth grade classrooms (16 unidimensional and 16 multidimensional classes) in four elementary schools located in a metropolitan area of Tennessee."The major findings were: (a) peers' smartness status is important for children's social relationships, regardless of their classroom organization, (b) girls less likely chose troublesome classmates as their friends, play- and work-mates, (c) perceived teacher's expectation is a powerful measure for children's friendship choice, especially among girls, and more likely in multidimensional than in unidimensional classes, (d) children's friendship choices overlap with about 75% of their playmate choices in both dimensional settings, but with about 50% and 40% of their workmate choices in multidimensional and in unidimensional settings, respectively.Sex differences were often observed in the effects of classroom dimensionality. Future research directions related to sex differences were discussed. As a chief implication, the importance of understanding classroom organization effects on children's social relationships was discussed in terms of responses to socially less-skilled children's problems and in terms of an essential element of classroom knowledge for prospective teachers. Overall, the application of classroom dimensionality categorization successfully revealed teachers' unintended instructional effects on children's peer relationships.Made available in DSpace on 2011-05-07T12:31:11Z (GMT). No. of bitstreams: 2
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Previous issue date: 1991Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:42:07Z
Item is restricted indefinitely.Restriction data tranferred 2014-07-01T11:18:16-05:00
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Group with Access UIUC Users [automated]
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Reason: ETDs are only available to UIUC Users without author permissionETDs are only available to UIUC Users without author permissionU of I Onl
A foundational approach to high school introductory chemistry
No full textThis dissertation is intended to defend a unique approach to chemistry instruction and to represent key selections from a proposed chemistry text. This proposed text is part of a whole introductory chemistry curriculum intended to contextualize the study of chemistry against its larger historical, social, cultural, and scientific background, using strategic integration of subject matter from other academic disciplines. The text is designed to provide an extensive introduction to the science of chemistry by means of historical narratives, written in dialogue form.In defending this approach, a theoretical framework is offered, based in part upon John Dewey's concept of experience. While an entire chemistry curriculum is beyond the scope of this project, sufficient portions are provided to permit a reasonably complete representation of the whole curriculum as it has been envisioned.U of I OnlyETDs are only available to UIUC Users without author permissio
An ethnographic study of English/Pilipino code-switching in bilingual classrooms in Manila
No full textLegislation in 1974 replaced the former all-English curriculum in Philippine schools with a dual-language curriculum, with some subjects to be taught strictly in Pilipino and others entirely in English. Many people, not understanding the phenomenon of code-switching, believe that the new policy has encouraged the mixture of English and Pilipino. But how much code-switching actually takes place in schools, and under what conditions and for what purposes? Does the elite status of English have any effect? This study analyzes classroom interaction and code-switching in two private schools in the Metro Manila area, one prestigious and one less so, to discover answers to these and other questions.Two third-grade classrooms representing the English and the Filipino curricula were videotaped. Thirty hours of videotape were transcribed and analyzed for interaction patterns, participant structures, and the linguistic and functional characteristics of code-switching.Analysis showed that most teacher-lead discussions followed the pattern found in U.S. classrooms. Students' tendency to respond in unison might reflect shared Austronesian cultural features found in Hawaii. The quantity of code-switching varied between schools and teachers, with more in the less prestigious schools and in Pilipino-medium classes. Almost none occurred in the English class at the more prestigious school. Students did very little switching. Teachers switched to English for classroom management, acknowledging students, and approving responses. One teacher switched into Pilipino to clarify questions. Setting or topic had no apparent effect.Paralleling Berk-Seligson's (1986) findings for Hebrew-Spanish switching, noun phrases were most frequently switched, and there was no switching of verbs or verb phrases. Poplack's (1980) claim that fluent bilinguals would be more likely to switch smaller intrasentential constituents was not confirmed in most classes. Typological differences between Pilipino and English may constrain possibilities for switching.This study analyzes actual classroom behavior and provides evidence for pragmatic, sociolinguistic, and linguistic factors affecting code-switching. By documenting patterns of bilingual behavior in Philippine classrooms, the study may help to resolve some of the misconceptions and controversies regarding the effects of the national bilingual policy.Made available in DSpace on 2011-05-07T12:56:29Z (GMT). No. of bitstreams: 2
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Previous issue date: 1991Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:48:03Z
Item is restricted indefinitely.Restriction data tranferred 2014-07-01T11:21:44-05:00
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Reason: ETDs are only available to UIUC Users without author permissionETDs are only available to UIUC Users without author permissionU of I Onl
Processes of musical composition facilitated by digital music equipment
No full textThe aim of this study was to provide insight into the processes experienced by high school students who compose music with digital music equipment. Using a qualitative format, the study sought to achieve a better understanding of processes, patterns, structures, and outcomes which emerge during musical composition. Since musical composition is a personal experience, the study also looked for the musical relationships developed between the individual participants and their music.Information in each case study narrative includes: (a) a personal history profile; (b) a description of the essential nature of the student's motivation for composition; (c) a description of the student's compositional process; (d) a description of the student's individual compositional style; (e) the identification of new elements that emerged in the compositional style of the student over the period of observation; (f) a description of individual personality traits while working in the lab; (g) a description of how the student responded to the technology; and finally, (h) a narrative of the student's experience during the final project.Three key issues emerged from the analysis: (a) all of the students in the study did in fact complete musical compositions; (b) while the students appeared to illustrate three different types of compositional enterprise, the processes employed by all four greatly resembled those described by numerous professional composers; (c) opportunities for individualization facilitated by the equipment provided an ideal environment for intrinsic motivation which in turn permitted students to discover through immersion.The phenomena described give reason to seriously reflect on several important issues: (a) the fact that many students seem to have creative potential; (b) the importance of helping students experience self-actualization through creativity; (c) the importance of being open to alternative means for effective learning; (d) the possibility of a changing role for music educators, one which entails more comprehensive training.Made available in DSpace on 2011-05-07T12:52:53Z (GMT). No. of bitstreams: 2
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Previous issue date: 1995Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:47:09Z
Item is restricted indefinitely.Restriction data tranferred 2014-07-01T11:21:16-05:00
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