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You searched for subject:(ALL curriculum). Showing records 1 – 23 of 23 total matches.

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1. Posner, Holly Hoyt. Effective Practices in Science Instruction in an All Girls School.

Degree: MS, Education, 2013, Dominican University of California

  Girls can be successful in science education depending on their learning environment. This paper studies factors such as curriculum and instructional strategies that facilitate… (more)

Subjects/Keywords: STEM; All Girls; Curriculum; Science Teaching; Education

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APA (6th Edition):

Posner, H. H. (2013). Effective Practices in Science Instruction in an All Girls School. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/101

Chicago Manual of Style (16th Edition):

Posner, Holly Hoyt. “Effective Practices in Science Instruction in an All Girls School.” 2013. Masters Thesis, Dominican University of California. Accessed October 25, 2020. https://scholar.dominican.edu/masters-theses/101.

MLA Handbook (7th Edition):

Posner, Holly Hoyt. “Effective Practices in Science Instruction in an All Girls School.” 2013. Web. 25 Oct 2020.

Vancouver:

Posner HH. Effective Practices in Science Instruction in an All Girls School. [Internet] [Masters thesis]. Dominican University of California; 2013. [cited 2020 Oct 25]. Available from: https://scholar.dominican.edu/masters-theses/101.

Council of Science Editors:

Posner HH. Effective Practices in Science Instruction in an All Girls School. [Masters Thesis]. Dominican University of California; 2013. Available from: https://scholar.dominican.edu/masters-theses/101

2. Μπούργος, Ιωάννης. Τα δημοτικά σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα (ΕΑΕΠ) : Η περίπτωση του νομού Ηλείας.

Degree: 2012, University of Patras

Η παρούσα εργασία πραγματεύεται το νεοσύστατο θεσμό των 961 Δημοτικών Σχολείων με Ενιαίο Αναμορφωμένο Εκπαιδευτικό Πρόγραμμα (ΕΑΕΠ), ο οποίος υλοποιείται από το σχολικό έτος 2010-2011… (more)

Subjects/Keywords: Νέο σχολείο; Ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα; Ολοήμερα σχολεία; 372.104 21; New school; Unified revised school curriculum; All day schools

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APA (6th Edition):

Μπούργος, . (2012). Τα δημοτικά σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα (ΕΑΕΠ) : Η περίπτωση του νομού Ηλείας. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/6087

Chicago Manual of Style (16th Edition):

Μπούργος, Ιωάννης. “Τα δημοτικά σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα (ΕΑΕΠ) : Η περίπτωση του νομού Ηλείας.” 2012. Masters Thesis, University of Patras. Accessed October 25, 2020. http://hdl.handle.net/10889/6087.

MLA Handbook (7th Edition):

Μπούργος, Ιωάννης. “Τα δημοτικά σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα (ΕΑΕΠ) : Η περίπτωση του νομού Ηλείας.” 2012. Web. 25 Oct 2020.

Vancouver:

Μπούργος . Τα δημοτικά σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα (ΕΑΕΠ) : Η περίπτωση του νομού Ηλείας. [Internet] [Masters thesis]. University of Patras; 2012. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10889/6087.

Council of Science Editors:

Μπούργος . Τα δημοτικά σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα (ΕΑΕΠ) : Η περίπτωση του νομού Ηλείας. [Masters Thesis]. University of Patras; 2012. Available from: http://hdl.handle.net/10889/6087


University of South Carolina

3. Green, Brandelynn S. The Impact of Response to Intervention on the Reading Performance of Third-Grade African American Male Students: An Action Research Study.

Degree: Degree of Doctor of Education, Educational Studies, 2018, University of South Carolina

  This action research study followed Mertler’s (2014) action research cycle of planning, acting, developing, and reflecting as the participant-researcher explored the impact of cultural… (more)

Subjects/Keywords: Curriculum and Instruction; Education; response to intervention; “one-size-fits-all instruction”; Houghton Mifflin Harcourt Reading Inventory

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APA (6th Edition):

Green, B. S. (2018). The Impact of Response to Intervention on the Reading Performance of Third-Grade African American Male Students: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5060

Chicago Manual of Style (16th Edition):

Green, Brandelynn S. “The Impact of Response to Intervention on the Reading Performance of Third-Grade African American Male Students: An Action Research Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 25, 2020. https://scholarcommons.sc.edu/etd/5060.

MLA Handbook (7th Edition):

Green, Brandelynn S. “The Impact of Response to Intervention on the Reading Performance of Third-Grade African American Male Students: An Action Research Study.” 2018. Web. 25 Oct 2020.

Vancouver:

Green BS. The Impact of Response to Intervention on the Reading Performance of Third-Grade African American Male Students: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Oct 25]. Available from: https://scholarcommons.sc.edu/etd/5060.

Council of Science Editors:

Green BS. The Impact of Response to Intervention on the Reading Performance of Third-Grade African American Male Students: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5060


University of Georgia

4. Fowler, Donald Christopher. A study of choral repertoire performed by all state choruses (2015-2016).

Degree: 2018, University of Georgia

 The selection of choral repertoire, one of the most important activities that choral music directors engage in each year, is a time-intensive process that involves… (more)

Subjects/Keywords: Choral repertoire; All State Chorus; Choral music education; All State Chorus conductors; Choral conducting; Choral conductors; Music education; Choral literature; Music education-United States; Music curriculum-chorus; Choral music-American high school

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APA (6th Edition):

Fowler, D. C. (2018). A study of choral repertoire performed by all state choruses (2015-2016). (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37787

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fowler, Donald Christopher. “A study of choral repertoire performed by all state choruses (2015-2016).” 2018. Thesis, University of Georgia. Accessed October 25, 2020. http://hdl.handle.net/10724/37787.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fowler, Donald Christopher. “A study of choral repertoire performed by all state choruses (2015-2016).” 2018. Web. 25 Oct 2020.

Vancouver:

Fowler DC. A study of choral repertoire performed by all state choruses (2015-2016). [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10724/37787.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fowler DC. A study of choral repertoire performed by all state choruses (2015-2016). [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37787

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

5. Chang, Ching-Ya. none.

Degree: Master, Mainland China Studies, 2006, NSYSU

Subjects/Keywords: general defense curriculum; military training education; all out defense; military instructor; state imagination

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APA (6th Edition):

Chang, C. (2006). none. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704106-095433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chang, Ching-Ya. “none.” 2006. Thesis, NSYSU. Accessed October 25, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704106-095433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chang, Ching-Ya. “none.” 2006. Web. 25 Oct 2020.

Vancouver:

Chang C. none. [Internet] [Thesis]. NSYSU; 2006. [cited 2020 Oct 25]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704106-095433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang C. none. [Thesis]. NSYSU; 2006. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704106-095433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

6. Yorke, April M. The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers.

Degree: 2017, Penn State University

 This study investigated the effects of explicit instruction on the acquisition of letter-sound correspondences for children with complex communication needs (CCN) in small groups with… (more)

Subjects/Keywords: complex communication needs; augmentative and alternative communication; autism spectrum disorder; reading; ALL curriculum; explicit instruction; letter-sound correspondences; literacy; intellectual disability; developmental delay; cortical visual impairment

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APA (6th Edition):

Yorke, A. M. (2017). The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13676amg294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yorke, April M. “The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers.” 2017. Thesis, Penn State University. Accessed October 25, 2020. https://submit-etda.libraries.psu.edu/catalog/13676amg294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yorke, April M. “The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers.” 2017. Web. 25 Oct 2020.

Vancouver:

Yorke AM. The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Oct 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/13676amg294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yorke AM. The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13676amg294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Mnubi, Godfrey Magoti. Tanzania Higher Education-Fifty Years After Independence.

Degree: PhD, Educational Foundations & Research, 2013, University of North Dakota

  As Tanzania celebrates fifty years of independence at the crossroads of globalization, the country has experienced a changing landscape and a major transformation in… (more)

Subjects/Keywords: Curriculum and policy development and pactice; Faculty capacity and higher education needs; Human rights education; Lifelong higher education for all; Quality assurance and quality education; Research and development

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APA (6th Edition):

Mnubi, G. M. (2013). Tanzania Higher Education-Fifty Years After Independence. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1456

Chicago Manual of Style (16th Edition):

Mnubi, Godfrey Magoti. “Tanzania Higher Education-Fifty Years After Independence.” 2013. Doctoral Dissertation, University of North Dakota. Accessed October 25, 2020. https://commons.und.edu/theses/1456.

MLA Handbook (7th Edition):

Mnubi, Godfrey Magoti. “Tanzania Higher Education-Fifty Years After Independence.” 2013. Web. 25 Oct 2020.

Vancouver:

Mnubi GM. Tanzania Higher Education-Fifty Years After Independence. [Internet] [Doctoral dissertation]. University of North Dakota; 2013. [cited 2020 Oct 25]. Available from: https://commons.und.edu/theses/1456.

Council of Science Editors:

Mnubi GM. Tanzania Higher Education-Fifty Years After Independence. [Doctoral Dissertation]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1456


Duquesne University

8. Avci, Ercan. Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education.

Degree: PhD, Health Care Ethics, 2020, Duquesne University

  Due to the lack of academic studies in the quality assessment of bioethics education, this dissertation aimed to propose a normative model, Quality in… (more)

Subjects/Keywords: Quality in All Levels; Bioethics Education; Quality Measurement; Defining Quality; Quality Standards; Bioethics and Medical Ethics; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education

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APA (6th Edition):

Avci, E. (2020). Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1879

Chicago Manual of Style (16th Edition):

Avci, Ercan. “Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education.” 2020. Doctoral Dissertation, Duquesne University. Accessed October 25, 2020. https://dsc.duq.edu/etd/1879.

MLA Handbook (7th Edition):

Avci, Ercan. “Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education.” 2020. Web. 25 Oct 2020.

Vancouver:

Avci E. Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education. [Internet] [Doctoral dissertation]. Duquesne University; 2020. [cited 2020 Oct 25]. Available from: https://dsc.duq.edu/etd/1879.

Council of Science Editors:

Avci E. Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education. [Doctoral Dissertation]. Duquesne University; 2020. Available from: https://dsc.duq.edu/etd/1879


University of Cambridge

9. Price, Helen. More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system.

Degree: PhD, 2020, University of Cambridge

 This research focuses on the small but growing number of English all-through state schools. In the wider school system hundreds of thousands of children transfer… (more)

Subjects/Keywords: All-through schools; Communities of practice; Cross-phase curriculum; KS2-KS3 Transition; Primary education; School configurations; School leadership; School Transfer; Secondary education; Specialist/generalist teaching

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APA (6th Edition):

Price, H. (2020). More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/309310

Chicago Manual of Style (16th Edition):

Price, Helen. “More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system.” 2020. Doctoral Dissertation, University of Cambridge. Accessed October 25, 2020. https://www.repository.cam.ac.uk/handle/1810/309310.

MLA Handbook (7th Edition):

Price, Helen. “More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system.” 2020. Web. 25 Oct 2020.

Vancouver:

Price H. More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. [Internet] [Doctoral dissertation]. University of Cambridge; 2020. [cited 2020 Oct 25]. Available from: https://www.repository.cam.ac.uk/handle/1810/309310.

Council of Science Editors:

Price H. More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. [Doctoral Dissertation]. University of Cambridge; 2020. Available from: https://www.repository.cam.ac.uk/handle/1810/309310


University of Montana

10. Lipkind, Erin Robin. TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL.

Degree: Doctor of Education (EdD), 2009, University of Montana

 This study examines the teacher, leader, and curriculum variables predictive of student achievement in Indian Education for All (IEFA). IEFA, a Montana educational mandate based… (more)

Subjects/Keywords: curriculum implementation; Indian Education for All; leadership; Multiple regression; Native American; teacher variables

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APA (6th Edition):

Lipkind, E. R. (2009). TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/947

Chicago Manual of Style (16th Edition):

Lipkind, Erin Robin. “TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL.” 2009. Doctoral Dissertation, University of Montana. Accessed October 25, 2020. https://scholarworks.umt.edu/etd/947.

MLA Handbook (7th Edition):

Lipkind, Erin Robin. “TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL.” 2009. Web. 25 Oct 2020.

Vancouver:

Lipkind ER. TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL. [Internet] [Doctoral dissertation]. University of Montana; 2009. [cited 2020 Oct 25]. Available from: https://scholarworks.umt.edu/etd/947.

Council of Science Editors:

Lipkind ER. TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL. [Doctoral Dissertation]. University of Montana; 2009. Available from: https://scholarworks.umt.edu/etd/947


University of Cambridge

11. Price, Helen. More than the sum of its parts : practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system.

Degree: PhD, 2020, University of Cambridge

 This research focuses on the small but growing number of English all-through state schools. In the wider school system hundreds of thousands of children transfer… (more)

Subjects/Keywords: All-through schools; Communities of practice; Cross-phase curriculum; KS2-KS3 Transition; Primary education; School configurations; School leadership; School Transfer; Secondary education; Specialist/generalist teaching

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APA (6th Edition):

Price, H. (2020). More than the sum of its parts : practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.56408 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814545

Chicago Manual of Style (16th Edition):

Price, Helen. “More than the sum of its parts : practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system.” 2020. Doctoral Dissertation, University of Cambridge. Accessed October 25, 2020. https://doi.org/10.17863/CAM.56408 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814545.

MLA Handbook (7th Edition):

Price, Helen. “More than the sum of its parts : practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system.” 2020. Web. 25 Oct 2020.

Vancouver:

Price H. More than the sum of its parts : practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. [Internet] [Doctoral dissertation]. University of Cambridge; 2020. [cited 2020 Oct 25]. Available from: https://doi.org/10.17863/CAM.56408 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814545.

Council of Science Editors:

Price H. More than the sum of its parts : practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. [Doctoral Dissertation]. University of Cambridge; 2020. Available from: https://doi.org/10.17863/CAM.56408 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814545

12. Siegel, Lesley Nora. School of Rock: The Curricular Dimensions of an All-Ages Venue.

Degree: PhD, Curriculum and Instruction, 2014, U of Denver

  Schools are only one of many sites for pedagogy and curricula. Youth encounter educative experiences at many sites and in many forms. For many… (more)

Subjects/Keywords: All-ages; Curriculum; Educational criticism; Music; Public pedagogy; Urban; Curriculum and Instruction; Education

…unique brand of curriculum all their own. If education research fails to address the… …describes three distinct curricula present in all schools: the explicit curriculum, the implicit… …yet to study the full range of curriculum youth receive from an all ages-music scene. In… …might become. Focus on curriculum and pedagogy in schooling alone presents a myopic view of… …to take in the moment of my first show, tracing the words, ‘All Ages’ with my finger from… 

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APA (6th Edition):

Siegel, L. N. (2014). School of Rock: The Curricular Dimensions of an All-Ages Venue. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/602

Chicago Manual of Style (16th Edition):

Siegel, Lesley Nora. “School of Rock: The Curricular Dimensions of an All-Ages Venue.” 2014. Doctoral Dissertation, U of Denver. Accessed October 25, 2020. https://digitalcommons.du.edu/etd/602.

MLA Handbook (7th Edition):

Siegel, Lesley Nora. “School of Rock: The Curricular Dimensions of an All-Ages Venue.” 2014. Web. 25 Oct 2020.

Vancouver:

Siegel LN. School of Rock: The Curricular Dimensions of an All-Ages Venue. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Oct 25]. Available from: https://digitalcommons.du.edu/etd/602.

Council of Science Editors:

Siegel LN. School of Rock: The Curricular Dimensions of an All-Ages Venue. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/602

13. Gomes, Mário Henrique de Jesus. A organização do trabalho na pedagogia diferenciada ao nível do 1º Ciclo do Ensino Básico : um estudo comparativo entre os modelos pedagógicos High/Scope e do Movimento da Escola Moderna.

Degree: 2014, Universidade Aberta

 Portugal signed the EU program "Strategic framework for European cooperation in education and training" (ET 2020), with objetives for European education systems. In this context,… (more)

Subjects/Keywords: Pedagogia diferenciada; Igualdade de oportunidades; Educação inclusiva; Modelos educativos; Sucesso escolar; Planeamento do curriculum; Differential pedagogy; Equal opportunities; Academic success; Curriculum flexibility; Pedagogical model; School for all; ODS::04:Educação de Qualidade; ODS::16:Paz, Justiça e Instituições Eficazes; ODS::17:Parcerias para a Implementação dos Objetivos

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APA (6th Edition):

Gomes, M. H. d. J. (2014). A organização do trabalho na pedagogia diferenciada ao nível do 1º Ciclo do Ensino Básico : um estudo comparativo entre os modelos pedagógicos High/Scope e do Movimento da Escola Moderna. (Doctoral Dissertation). Universidade Aberta. Retrieved from http://hdl.handle.net/10400.2/3444

Chicago Manual of Style (16th Edition):

Gomes, Mário Henrique de Jesus. “A organização do trabalho na pedagogia diferenciada ao nível do 1º Ciclo do Ensino Básico : um estudo comparativo entre os modelos pedagógicos High/Scope e do Movimento da Escola Moderna.” 2014. Doctoral Dissertation, Universidade Aberta. Accessed October 25, 2020. http://hdl.handle.net/10400.2/3444.

MLA Handbook (7th Edition):

Gomes, Mário Henrique de Jesus. “A organização do trabalho na pedagogia diferenciada ao nível do 1º Ciclo do Ensino Básico : um estudo comparativo entre os modelos pedagógicos High/Scope e do Movimento da Escola Moderna.” 2014. Web. 25 Oct 2020.

Vancouver:

Gomes MHdJ. A organização do trabalho na pedagogia diferenciada ao nível do 1º Ciclo do Ensino Básico : um estudo comparativo entre os modelos pedagógicos High/Scope e do Movimento da Escola Moderna. [Internet] [Doctoral dissertation]. Universidade Aberta; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10400.2/3444.

Council of Science Editors:

Gomes MHdJ. A organização do trabalho na pedagogia diferenciada ao nível do 1º Ciclo do Ensino Básico : um estudo comparativo entre os modelos pedagógicos High/Scope e do Movimento da Escola Moderna. [Doctoral Dissertation]. Universidade Aberta; 2014. Available from: http://hdl.handle.net/10400.2/3444


Liberty University

14. Fuller, Eric. The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8.

Degree: 2013, Liberty University

 The purpose of this causal-comparative study was to examine the impact of selected research-based whole-school reading reform programs, Success for All (SFA), Core Knowledge, and… (more)

Subjects/Keywords: Comprehensive School Reform; Core Knowledge; Direct Instruction; Reading Achievement; Success For All; Whole School Reforms; Education, Curriculum and Instruction; Education, Elementary; Education, General; Education, Bilingual and Multicultural; Education, Reading; Education, Secondary; Education, Tests and Measurements; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Fuller, E. (2013). The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/728

Chicago Manual of Style (16th Edition):

Fuller, Eric. “The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8.” 2013. Doctoral Dissertation, Liberty University. Accessed October 25, 2020. http://digitalcommons.liberty.edu/doctoral/728.

MLA Handbook (7th Edition):

Fuller, Eric. “The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8.” 2013. Web. 25 Oct 2020.

Vancouver:

Fuller E. The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Oct 25]. Available from: http://digitalcommons.liberty.edu/doctoral/728.

Council of Science Editors:

Fuller E. The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/728

15. Ogwang, Tom Henry. Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices.

Degree: PhD, 2018, University of Stirling

 This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical… (more)

Subjects/Keywords: TEACHER AGENCY; CURRICULUM REFORM; UNIVERSAL PRIMARY EDUCATION IN UGANDA; GLOBALISATION; EDUCATION FOR ALL; Education Uganda; Curriculum change Uganda.; Teacher participation in curriculum planning Uganda

…11 2 THE UPE CURRICULUM… …21 2.5.1.1 Thematic curriculum… …26 3.4 Curriculum… …28 3.5 Curriculum reform… …61 4.3.1 Thijs and Van den Akker’s layers of curriculum making… 

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APA (6th Edition):

Ogwang, T. H. (2018). Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/27271

Chicago Manual of Style (16th Edition):

Ogwang, Tom Henry. “Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices.” 2018. Doctoral Dissertation, University of Stirling. Accessed October 25, 2020. http://hdl.handle.net/1893/27271.

MLA Handbook (7th Edition):

Ogwang, Tom Henry. “Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices.” 2018. Web. 25 Oct 2020.

Vancouver:

Ogwang TH. Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices. [Internet] [Doctoral dissertation]. University of Stirling; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1893/27271.

Council of Science Editors:

Ogwang TH. Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices. [Doctoral Dissertation]. University of Stirling; 2018. Available from: http://hdl.handle.net/1893/27271

16. Ainsworth, Melissa Kay. Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs .

Degree: 2014, George Mason University

 For students who have severe and multiple disabilities including intellectual disabilities, complex communication needs, physical and/or sensory disabilities, there are many barriers to literacy acquisition.… (more)

Subjects/Keywords: Special education; Reading instruction; Education; ALL Curriculum; Augmentative and Alternative Communication; Autism; Group Instruction; Intellectual Disability; Literacy

…62 Original Research on ALL Curriculum and a Pilot Study… …69 Original Research on ALL Curriculum… …SGD xiii ABSTRACT EFFECTIVENESS OF THE ALL CURRICULUM TO TEACH BASIC LITERACY SKILLS TO… …The ALL Curriculum was developed for learners with special needs including students with… …significant functional relation between use of the ALL Curriculum and participant progress toward… 

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APA (6th Edition):

Ainsworth, M. K. (2014). Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9173

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ainsworth, Melissa Kay. “Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs .” 2014. Thesis, George Mason University. Accessed October 25, 2020. http://hdl.handle.net/1920/9173.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ainsworth, Melissa Kay. “Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs .” 2014. Web. 25 Oct 2020.

Vancouver:

Ainsworth MK. Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs . [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1920/9173.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ainsworth MK. Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/9173

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Central Florida

17. Cerasale, Mark. The Effects Of Computer-assisted Repeated Readings On The Reading Performance Of Middle School Students With Mild Intellectual Disabilities.

Degree: 2009, University of Central Florida

 The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school… (more)

Subjects/Keywords: repeated readings; computer-assisted; high incidence disabilities; reading fluency; multiple baseline across subjects; percentage of all nonoverlapping data; Curriculum and Instruction; Education

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APA (6th Edition):

Cerasale, M. (2009). The Effects Of Computer-assisted Repeated Readings On The Reading Performance Of Middle School Students With Mild Intellectual Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3836

Chicago Manual of Style (16th Edition):

Cerasale, Mark. “The Effects Of Computer-assisted Repeated Readings On The Reading Performance Of Middle School Students With Mild Intellectual Disabilities.” 2009. Doctoral Dissertation, University of Central Florida. Accessed October 25, 2020. https://stars.library.ucf.edu/etd/3836.

MLA Handbook (7th Edition):

Cerasale, Mark. “The Effects Of Computer-assisted Repeated Readings On The Reading Performance Of Middle School Students With Mild Intellectual Disabilities.” 2009. Web. 25 Oct 2020.

Vancouver:

Cerasale M. The Effects Of Computer-assisted Repeated Readings On The Reading Performance Of Middle School Students With Mild Intellectual Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2020 Oct 25]. Available from: https://stars.library.ucf.edu/etd/3836.

Council of Science Editors:

Cerasale M. The Effects Of Computer-assisted Repeated Readings On The Reading Performance Of Middle School Students With Mild Intellectual Disabilities. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: https://stars.library.ucf.edu/etd/3836

18. Χαλκιαδάκη, Αθηνά. Ολοήμερο δημοτικό σχολείο στην Ελλάδα: η εισαγωγή και η εξελικτική πορεία του καινοτόμου θεσμού στην ελληνική σχολική πραγματικότητα.

Degree: 2013, University of Crete (UOC); Πανεπιστήμιο Κρήτης

The aim of this PhD dissertation was to investigate the introduction of the institution of the “All Day School” in the Greek educational system by… (more)

Subjects/Keywords: Ελληνικό εκπαιδευτικό σύστημα; Εκπαιδευτική πολιτική; Εκπαιδευτικός θεσμός; Ολοήμερο σχολείο; Σχολεία με ενιαίο αναμορφωμένο εκπαιδευτικό πρόγραμμα; Καινοτομία; Ποιοτική έρευνα; Ανάλυση περιεχομένου; Αντισταθμιστικός ρόλος; Ενδοσχολική επιμόρφωση; Διδακτική μεθοδολογία; Greek education system; Educational policy; Educational institution; All day school; Schools with an integrated extended curriculum; Innovation; Qualitative research; Content analysis; Remedial teaching; In-service teacher training; Teaching methods

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APA (6th Edition):

Χαλκιαδάκη, . . (2013). Ολοήμερο δημοτικό σχολείο στην Ελλάδα: η εισαγωγή και η εξελικτική πορεία του καινοτόμου θεσμού στην ελληνική σχολική πραγματικότητα. (Thesis). University of Crete (UOC); Πανεπιστήμιο Κρήτης. Retrieved from http://hdl.handle.net/10442/hedi/29527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Χαλκιαδάκη, Αθηνά. “Ολοήμερο δημοτικό σχολείο στην Ελλάδα: η εισαγωγή και η εξελικτική πορεία του καινοτόμου θεσμού στην ελληνική σχολική πραγματικότητα.” 2013. Thesis, University of Crete (UOC); Πανεπιστήμιο Κρήτης. Accessed October 25, 2020. http://hdl.handle.net/10442/hedi/29527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Χαλκιαδάκη, Αθηνά. “Ολοήμερο δημοτικό σχολείο στην Ελλάδα: η εισαγωγή και η εξελικτική πορεία του καινοτόμου θεσμού στην ελληνική σχολική πραγματικότητα.” 2013. Web. 25 Oct 2020.

Vancouver:

Χαλκιαδάκη . Ολοήμερο δημοτικό σχολείο στην Ελλάδα: η εισαγωγή και η εξελικτική πορεία του καινοτόμου θεσμού στην ελληνική σχολική πραγματικότητα. [Internet] [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2013. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10442/hedi/29527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Χαλκιαδάκη . Ολοήμερο δημοτικό σχολείο στην Ελλάδα: η εισαγωγή και η εξελικτική πορεία του καινοτόμου θεσμού στην ελληνική σχολική πραγματικότητα. [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2013. Available from: http://hdl.handle.net/10442/hedi/29527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


York University

19. Gao, Zhipeng. The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949-1958.

Degree: PhD, Psychology(Functional Area: History and Theory), 2018, York University

 Between 1949 and 1958, the nascent Peoples Republic of China witnessed a radical shift of knowledge about the human mind that transformed pedagogy. Against the… (more)

Subjects/Keywords: Asian studies; Affectivity; Agency; All-round development; America; Anti-Rightist Campaign; Bio-politics; Capability; China; Child; Citizenship; Class struggle; Class stratification; Collectivism; Communism; Communist party; Creativity; Curriculum; Criticism; Critique; De-Stalinization; Democracy; Determinism; Dialectics; Dictatorship; Division of labor; Dogmatism; Economy; Educability; Education; Educational revolution; Employment; Epistemology; Exteriorization; Family; Generation; Governance; Great Leap Forward; Health; History; Human malleability; Human nature; Human sciences; Hundred Flowers Campaign; Idealism; Ideology; Ideological and political education; Independent thinking; Individuality; Labor; Labor education; Legitimacy; Mao; Materialism; Marx; Mind; Modernization; Morality; New socialist human; Pavlov; Pedagogy; Philosophy; Politics; Productivity; Psychology; Role modelling; School; Science; Social relation; Socialism; Socialist competition; Soviet Union; Specialization; Stalin; Student; Subjectivity; Teacher; Textbook; Revolution; Uniformity; Utopia; Workload

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APA (6th Edition):

Gao, Z. (2018). The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949-1958. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35576

Chicago Manual of Style (16th Edition):

Gao, Zhipeng. “The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949-1958.” 2018. Doctoral Dissertation, York University. Accessed October 25, 2020. http://hdl.handle.net/10315/35576.

MLA Handbook (7th Edition):

Gao, Zhipeng. “The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949-1958.” 2018. Web. 25 Oct 2020.

Vancouver:

Gao Z. The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949-1958. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10315/35576.

Council of Science Editors:

Gao Z. The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949-1958. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/35576


Seton Hall University

20. Jackson, Winston D. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2007, Seton Hall University

. Advisors/Committee Members: Anthony J. Colella, Karen E. Boroff, James M. Caulfield.

Subjects/Keywords: Education; Success for All; ESPA; NJ ASK4; Reading; No Child Left Behind; Whole-school reform; Elementary School Proficiency Assessment; New Jersey Assessment of Skills and Knowledge; Urban education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA (6th Edition):

Jackson, W. D. (2007). An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/231

Chicago Manual of Style (16th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Doctoral Dissertation, Seton Hall University. Accessed October 25, 2020. https://scholarship.shu.edu/dissertations/231.

MLA Handbook (7th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Web. 25 Oct 2020.

Vancouver:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2020 Oct 25]. Available from: https://scholarship.shu.edu/dissertations/231.

Council of Science Editors:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: https://scholarship.shu.edu/dissertations/231


University of Hawaii – Manoa

21. Buelow, Stephanie Marie. Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2011.

The purpose of this qualitative action research, case study was to understand literacy practices connected to popular culture… (more)

Subjects/Keywords: The purpose of this qualitative action research; case study was to understand literacy practices connected to popular culture of sixth grade students and to explore what happened when a teacher and students integrated students' popular culture interests into an English Language Arts curriculum. Sociocultural theories; constructivism; popular culture theories; and 21st Century literacy theories framed this study. This research represented a single-case action research study of two sixth grade classes. There were a total of 40 students participating in the study; ranging from ages 10 to 11. Data were collected from a variety of sources over an extended period of time in order to help create a complete picture of the impacts of popular culture integrated into language arts curriculum. These sources included: a researcher's journal; student questionnaires and interest surveys; focus group interviews; individual interviews; student work samples; and Hawaiʻi State Assessment data. Upon analysis; nine big ideas emerged from the data. The results showed there to be positive social-emotional classroom environment; one in which students felt empowered and demonstrated critical thinking in all aspects of the formal curriculum. In exploring students' popular culture interests and connections to schooling; there were some differences noted between gender and it was also observed that students faced influences from both parents and peers in their interests and pleasures in popular culture. Finally; the impact on me; the teacher researcher was a transformation of practice and subsequent empowerment.

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APA (6th Edition):

Buelow, S. M. (2016). Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Buelow, Stephanie Marie. “Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum.” 2016. Thesis, University of Hawaii – Manoa. Accessed October 25, 2020. http://hdl.handle.net/10125/101493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Buelow, Stephanie Marie. “Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum.” 2016. Web. 25 Oct 2020.

Vancouver:

Buelow SM. Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10125/101493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buelow SM. Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Forjan, Matej. Omejitve matematičnega modeliranja pri pouku fizike v srednji šoli.

Degree: 2015, Univerza v Mariboru

Tema doktorske disertacije sodi na področje didaktike fizike. Predstavljena je teoretična analiza ključnih omejitev, ki se pojavljajo pri prenosu matematičnega modeliranja dinamičnih sistemov v pouk… (more)

Subjects/Keywords: izobraževanje; fizika; didaktika fizike; poučevanje fizike; poenostavljeni modeli; metoda modeliranja; dinamični sistemi; empirična raziskava; grafično orientirani programi za modeliranje.; The theme of the doctoral dissertation falls within the scope of didactics of physics. Theoretical analysis of the key constraints that occur in the transmission of mathematical modeling of dynamical systems into field of physics education in secondary schools is presented. In an effort to explore the extent to which current physics education promotes understanding of models and modeling; we analyze the curriculum and the three most commonly used textbooks for high school physics. We focus primarily on the representation of the various stages of modeling in the solved tasks in textbooks and on the presentation of certain simplifications and idealizations; which are in high school physics frequently used. We show that one of the textbooks in most cases fairly and reasonably presents the simplifications; while the other two half of the analyzed simplifications do not explain. It also turns out that the vast majority of solved tasks in all the textbooks do not explicitly represent model a; info:eu-repo/classification/udc/37.091.3:53:519.673(043.2)

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APA (6th Edition):

Forjan, M. (2015). Omejitve matematičnega modeliranja pri pouku fizike v srednji šoli. (Doctoral Dissertation). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=47983 ; https://dk.um.si/Dokument.php?id=71631&dn= ; https://plus.si.cobiss.net/opac7/bib/21513480?lang=sl

Chicago Manual of Style (16th Edition):

Forjan, Matej. “Omejitve matematičnega modeliranja pri pouku fizike v srednji šoli.” 2015. Doctoral Dissertation, Univerza v Mariboru. Accessed October 25, 2020. https://dk.um.si/IzpisGradiva.php?id=47983 ; https://dk.um.si/Dokument.php?id=71631&dn= ; https://plus.si.cobiss.net/opac7/bib/21513480?lang=sl.

MLA Handbook (7th Edition):

Forjan, Matej. “Omejitve matematičnega modeliranja pri pouku fizike v srednji šoli.” 2015. Web. 25 Oct 2020.

Vancouver:

Forjan M. Omejitve matematičnega modeliranja pri pouku fizike v srednji šoli. [Internet] [Doctoral dissertation]. Univerza v Mariboru; 2015. [cited 2020 Oct 25]. Available from: https://dk.um.si/IzpisGradiva.php?id=47983 ; https://dk.um.si/Dokument.php?id=71631&dn= ; https://plus.si.cobiss.net/opac7/bib/21513480?lang=sl.

Council of Science Editors:

Forjan M. Omejitve matematičnega modeliranja pri pouku fizike v srednji šoli. [Doctoral Dissertation]. Univerza v Mariboru; 2015. Available from: https://dk.um.si/IzpisGradiva.php?id=47983 ; https://dk.um.si/Dokument.php?id=71631&dn= ; https://plus.si.cobiss.net/opac7/bib/21513480?lang=sl


University of Georgia

23. Arnold, Esther. Applications in pharmacokinetic modeling.

Degree: 2014, University of Georgia

 In this paper I discuss the melancholy nature of happiness in two short stories by Herman Melville, “The Piazza” and “Bartleby, the Scrivener.” Applying Melville’s… (more)

Subjects/Keywords: the scrivener\","the pursuit of happiness in Herman Melville's "The piazza" and "Bartleby, the scrivener"","A progress of the desire",Thesis +,10724/20051,"Arnold, Tara Guest",2003-05,"Severe mental illness and substance abuse are serious problems alone, and when they are combined they can be even more devastating. Treatment for dual diagnosis is best when the treatment of each disorder is integrated into one program. There are various forms of dual diagnosis treatment that were explored. Existing dual diagnosis treatment research will be presented. The purpose of the study is to evaluate an existing dual diagnosis and severe mental illness program that provides integrated mental health and substance abuse treatment. The research design is a pre-experimental one group pretest posttest design (Campbell & Stanley, 1963). Fifty-two people were studied to determine the program effectiveness. The effectiveness of the program was determined by analyzing the data collected on the consumers’ pretest and posttest measures. The measures used in the research were the BASIS-32, MAI, BHS, BDI, and CAR. Subjects in the study had a mean age of 30. There were 18 females and 34 males. Of the participants, 11.3% had schizophrenia, 13.2% had schizoaffective disorder, 7.5% had bipolar, 11.3% had depression, 5.7% had substance abuse, 43.4% had a dual diagnosis with mental illness and substance abuse, and 5.7% had schizotypal personality disorder. The average length of stay for the consumers was 4 months of treatment. All clients were prescribed medications at discharge with the exception of one client. The results of the study indicate that the BASIS-32 showed statistically significant improvement in results for subjects from pretest to posttest. All other inventories yielded changes that were not statistically significant. Treating dually diagnosed clients in an integrated treatment center is imperative to decrease duplication of services, mixed messages, and exacerbation of problems. In this study, the dual diagnosis program was seen to have some efficacy in treatment. Limitations of the study include a low N, which affects the power of the study to determine statistically significant changes in client inventory scores from pretest to posttest. Other limitations include no comparison group nor any control group. Despite the limitations, the study demonstrates that people improve while in dual diagnosis treatment, even those clients with a single diagnosis.","Kevin DeWeaver","Kevin DeWeaver; Patricia Reeves; Edwin Risler",PhD,Sociology,"Social Work",arnold_tara_g_200305_phd,http://purl.galileo.usg.edu/uga_etd/arnold_tara_g_200305_phd,eng,uga,public,"Dual diagnosis; Treatment; SMI; Research; Substance Abuse; BASIS-32; MAI; BHS; CAR; BDI-II.",,"Evaluation of an innovative dual diagnosis program : Skyland Trail's Operation Prevention (STOP).",Dissertation +,10724/20051,"Aten, Nancy Marie",2003-05,"Ecological landscape rehabilitation is explored in cities, especially the significance of scale, and the sense of place that is encouraged through the use of an indigenous vegetation model. The natural landscape and natural processes in cities have been modified beyond recognition, simplified, and obscured; however, the dependence of people on those processes and resources remains in a critical, tenuous, and not completely understood balance. In process-based ecological restoration, considerations of scale are related to ecosystem spatial characteristics and potential connectivity of restored patches. In cities, with unbuilt ground in very small fragments, the idea of a whole ecological landscape integrated with dense human population encourages consideration of larger scale rehabilitation. A process of ecological rehabilitation at a neighborhood scale is suggested, toward “success” in ecological and social terms, by considering case study neighborhoods in central city Milwaukee, their characteristics relevant to landscape rehabilitation, and oak savanna as a vegetation model.","Darrel Morrison","Darrel Morrison; Ian Firth; Kathleen Parker; Susan Mudd",MLA,"College of Environment and Design","Landscape Architecture",aten_nancy_m_200305_mla,http://purl.galileo.usg.edu/uga_etd/aten_nancy_m_200305_mla,eng,uga,public,"Urban Ecology; Oak Savanna; Ecological Restoration; Landscape Scale; Milwaukee",,"City neighborhood and Oak Savanna",Thesis +,10724/20051,"Austin, Rebecca Lynne",2003-05,"Transnational environmentalism has traditionally been considered an environmentalism that emphasizes the conservation of "nature," not social justice and the empowerment of local peoples. On Palawan Island, Philippines, the linkages between meso-level environmental Non-Governmental Organizations (NGOs) and local fisherfolk are the primary foundation for social justice, food security, and the empowerment of local peoples through community-based coastal resources management (CBCRM). This suggests that these linkages are the basis for CBCRM, which focuses more on social justice, and less on scientific, technocratic, or preservationist approaches to resource management. Since the People Power movement and the new Philippine Constitution of 1987 the democratic space in the Philippines became especially conducive to communitybased resource management. My research is significant because it fills several gaps in the literature on environmentalism. First, the relationship between meso-level NGOs and local communities is rarely addressed in analyses of environmental movements, which are usually focused primarily on either transnational discourses or local case studies. Second, most contemporary environmental movements have focused more on the conservation of nature, and not on social justice and the empowerment of local peoples. Third, there is a dearth of literature on coastal environmentalism. Palawan in particular has received international attention for its high biological diversity and is host to a growing number of coastal environmental programs. Recently, environmentalism has begun to emphasize the conservation and regeneration of the world’s oceans and coastal zones. Utilizing tools and perspectives from cultural anthropology and other disciplines, this research analyzes the linkages between NGOs and local peoples. Unlike projections made by early critiques of NGOs, many Palawan environmental advocacy NGOs started as volunteer organizations, and with the infusion of donor funding have not “sold out” advocacy to become project mangers. On Palawan, hybrid NGOs have maintained advocacy positions and activities while taking on project management roles. The research suggests that fisherfolk become empowered through relationships with and information learned from NGOs along with government agencies, and will likely maintain those relationships for effective resource management as opposed to an ideal held by NGO environmentalists for autonomous self-determination.","J. Peter Brosius","J. Peter Brosius; Ben Blount; Virginia Nazarea; Michael Olien",PhD,Anthropology,Anthropology,austin_rebecca_l_200305_phd,http://purl.galileo.usg.edu/uga_etd/austin_rebecca_l_200305_phd,eng,uga,public,"Community-based coastal resources management; social justice; social movements; environmentalism; transnational discourse; NGOs; hybrid NGOs; fisherfolk; coastal zone; Philippines; Palawan Island",,"Environmental movements and fisherfolk participation on a coastal frontier, Palawan Island, Philippines",Dissertation +,10724/20051,"Babb, Stephanie Jean",2003-05,"The present study investigated the role of extramaze and intramaze cues on performance in the eight-arm radial maze. The rats received daily training consisting of forced-choice visits to four baited arms, a retention interval, and the availability of all eight arms with baits available at arms that did not appear in the forced-choice phase. The radial maze was placed in a featureless octagonal enclosure to minimize the availability of extramaze cues. Intramaze cues were provided at the distal end of each arm by placing a small object in front of the food trough; unique objects were randomly sampled from a large pool of objects. The use of extramaze and intramaze cues was assessed by rotating the objects, after the retention interval, on occasional non-rewarded probes, thereby dissociating the location of extramaze and intramaze cues. The rats used extramaze rather than intramaze cues. Implications for spatial representations are discussed.","Jonathon Crystal","Jonathon Crystal; Dorothy Fragaszy; Richard Marsh",MS,Psychology,Psychology,babb_stephanie_j_200305_ms,http://purl.galileo.usg.edu/uga_etd/babb_stephanie_j_200305_ms,eng,uga,public,"Intramaze; Extramaze; Radial maze; Rats; Spatial navigation",,"Spatial navigation on the radial maze with trial-unique intramaze cues and restricted extramaze cues",Thesis +,10724/20051,"Baird, Bryan Neal",2003-05,"Transcendental arguments have been a topic of considerable debate in philosophy during the last several decades. Most of the debate surrounding transcendental arguments has centered on their failure to accomplish what their advocates intend them to accomplish. They are typically called upon to settle decisively the philosophical difficulties they address by establishing necessary metaphysical claims through a consideration of the conditions of the possibility of epistemological premises. That is, transcendental arguments make a claim about reality, what is actually the case, based upon appearance, what is believed to be the case or how things seem. In Chapters One and Two, I will give an account of the chief characteristics and structure of transcendental arguments and provide several canonical exemplars, which will exhibit not only different manifestations that transcendental arguments can take but also the issues they have been used to address. The most common criticism of transcendental arguments is that they are not able to span the justificatory gap between appearance and reality or to accomplish the seemingly impossible task of moving from mind to world. In Chapter Three, I will consider criticisms of transcendental arguments, focusing on the most common criticism given by Barry Stroud. In light of Stroud’s trenchant criticism, recent work reveals an optimistic undertone by some philosophers who would promote a more moderate use of transcendental arguments. Rather than establish necessary claims about reality, transcendental arguments reveal necessary epistemological connections. I will argue that although these moderate versions are indeed legitimate as transcendental arguments, there is no need to discard the more ambitious version. Through the work of John McDowell, I will show how Stroud’s criticism can be overcome, thereby removing the incentive to endorse moderate versions as substitutes for ambitious versions and placing renewed confidence in transcendental argumentation. In Chapter Three, I will present and offer a critique of these moderate versions. In Chapters Four, Five, and Six, I will consider McDowell’s work in my defense of transcendental arguments against the criticisms previously noted.","O. Bradley Bassler","O. Bradley Bassler; Randy Clarke; Scott Kleiner; Donald Nute; Beth Preston",PhD,Philosophy,Philosophy,baird_bryan_n_200305_phd,http://purl.galileo.usg.edu/uga_etd/baird_bryan_n_200305_phd,eng,uga,public,"Transcendental argument; John McDowell; Presupposition; Stroud; Genova; Verification principle; Metaphysics; Epistemology",,"Transcendental arguments and the call of metaphysics",Dissertation +,10724/20051,"Basinger, Nancy Winemiller",2003-05,"This dissertation examines the court-based advocacy activities of charitable nonprofit organizations during the decade of the 1990s. The study seeks to add to our understanding of the effect that internal organizational characteristics and external environmental factors can have on an organization’s choice to become involved in the policy process through the courts. The study uses a three-part analysis to understand the court-based advocacy of these groups, using three research questions for the study: (1) Over a period of ten years, what factors affect the choice of charitable nonprofit advocacy groups to participate in the courts? (2) What factors explain the annual frequency of the court-based advocacy of charitable nonprofit advocacy groups? (3) Of the charitable nonprofit advocacy groups that choose to participate in the courts, what factors affect the legal strategy choices they make on individual cases? To examine these questions, I collected court involvement data and organizational characteristic data on all charities in the United States that claimed to be involved in advocacy activities and whose annual income exceeded approximately three million dollars. The study finds that when considered from a cumulative perspective, over a period of ten years, internal organizational characteristics, including the presence of dues-paying members, are important in explaining the differences between charities that chose to advocate in court in the 1990s and those that did not. However, when considering court-based advocacy from an annual or case-level perspective, external environmental factors, including the regulatory and political environments, have a greater influence on charities.","Susan Haire; Scott Ainsworth","Susan Haire; Scott Ainsworth; Audrey Haynes; Jeff Brudney; Stefanie Lindquist; Hal Rainey",PhD,"Political Science","Political Science",basinger_nancy_w_200305_phd,http://purl.galileo.usg.edu/uga_etd/basinger_nancy_w_200305_phd,eng,uga,public,"Nonprofit Advocacy; Interest Groups in Court; Charities and Public Policy",,"Charities in court : the advocacy efforts of charitable nonprofit organizations in the judicial venue - when? how? and how much?",Dissertation +,10724/20051,"Bates, Benjamin Roswell",2003-05,"The Arab-Israeli conflict has long been presented as eternal and irresolvable. A rhetorical history argues that the standard narrative can be challenged by considering it a series of rhetorical problems. These rhetorical problems can be reconstructed by drawing on primary sources as well as publicly presented texts. A methodology for doing rhetorical history that draws on Michael Calvin McGee's fragmentation thesis is offered. Four theoretical concepts (the archive, institutional intent, peripheral text, and center text) are articulated. British Colonial Office archives, London Times coverage, and British Parliamentary debates are used to interpret four publicly presented rhetorical acts. In 1915-7, Britain issued the Balfour Declaration and the McMahon-Hussein correspondence. Although these documents are treated as promises in the standard narrative, they are ambiguous declarations. As ambiguous documents, these texts offer opportunities for constitutive readings as well as limiting interpretations. In 1922, the Mandate for Palestine was issued to correct this vagueness. Rather than treating the Mandate as a response to the debate between realist foreign policy and self-determination, Winston Churchill used epideictic rhetoric to foreclose a policy discussion in favor of a vote on Britain's honour. As such, the Mandate did not account for Wilsonian drives in the post-War international sphere. After Arab riots and boycotts highlighted this problem, a commission was appointed to investigate new policy approaches. In the White Paper of 1939, a rhetoric of investigation limited Britain's consideration of possible policies. By extending investigation to the limits of kairos, advocates of partition formulated policy without discussing other potential solutions. At the expiration of the White Paper, Britain withdrew from Palestine. As such, in 1947, the United Nations issued Resolution 181 to divide Palestine into two states. United Nations action was possible only because Britain articulated a rhetoric of failure and an end to Empire. None of these four policies was a panacea; each may have enhanced the problem of Palestine. In the conclusion, lessons from Britain's experience are applied to the current American approach to Palestine. Centering George W. Bush's Rose Garden Speech, and drawing on the Mitchell Commission Report and the Tenet Plan, indicates that consideration of ambiguity, epideictic rhetoric, rhetorics of investigation, and rhetorics of failure should be made when evaluating peace proposals.","Celeste Condit","Celeste Condit; Thomas Lessl; John Murphy; Kevin DeLuca; Loch Johnson",PhD,"Speech Communication","Speech Communication",bates_benjamin_r_200305_phd,http://purl.galileo.usg.edu/uga_etd/bates_benjamin_r_200305_phd,eng,uga,public,"Rhetorical history; Palestine; British Empire; Middle East; Late colonial period; Interwar decolonization",,"A rhetorical history of the British Consitution of Israel, 1917-1948",Dissertation +,10724/20051,"Baugher, Eric Brandon",2003-05,"Conventional historic preservation of military artifacts and sites is typically limited to presenting technological context and/or official military history. Cultural context is usually ignored in developing preservation strategies for these sites. This thesis explores ways in which the Atlas F Intercontinental Ballistic Missile (ICBM) came to embody cultural fears and concerns about nuclear technology, including ways in which these fears were expressed in cultural media. It then goes on to argue for a more culturally inclusive, dynamic, interpretive approach to preservation of historic military landscapes and architecture. Using a specific Atlas F ICBM silo, three possible design alternatives are generated as examples of how to present relevant cultural history on such a site.","Ian Firth","Ian Firth; Marianne Cramer; James Dowd; Henry Parker",MLA,"College of Environment and Design","Landscape Architecture",baugher_eric_b_200305_mla,http://purl.galileo.usg.edu/uga_etd/baugher_eric_b_200305_mla,eng,uga,public,"historic preservation; landscape architecture; military landscapes; public history; cultural history; Cold War; ICBM; Atlas F; nuclear missile silos; nuclear weapons; cultural museums",,"An atlas of Armageddon : interpreting cultural history in a nuclear missile silo",Thesis +,10724/20051,"Bedell, Adam Lee",2003-05,"The Brevard fault zone (BFZ) forms a striking, 375 km-long lineament that runs from eastern Alabama to Virginia. Boreholes drilled for the Chattahoochee Tunnel Project provided fresh, unweathered samples which were studied to develop tighter constraints on the metamorphic and deformational history of the BFZ. Quartz mica schists and mica schists have experienced two prograde, Barrovian style, amphibolite grade metamorphic events (M1, M2) and a fluid enhanced metasomatic event (M3). M1 is defined by a relict metamorphic assemblage of garnet-staurolite. A second period of garnet growth and the development of muscovite-biotite define the S2 foliation and the M2 assemblage. M3 is indicated by the minerals calcite, chlorite and epidote which are commonly found in crosscutting veins. Three ductile deformational events (D2, D3, and D4) produced a strong penetrative foliation, (S2), tight to close folds, (F3), and open to gentle folds, (F4); a later brittle event (D5) produced fractures and psuedotachylyte.","Michael Roden","Michael Roden; Alberto Patino-Douce; Sandra Wyld",MS,Geology,Geology,bedell_adam_l_200305_ms,http://purl.galileo.usg.edu/uga_etd/bedell_adam_l_200305_ms,eng,uga,public,"Brevard; fault zone; georgia; metamorphism; deformation,petrology; shear zone; petrography",,"Polymetamorphism and deformation within the brevard fault zone outside of Atlanta, Georgia",Thesis +,10724/20051,"Beeny, Claudia K.",2003-05,"Increased demands on higher education to demonstrate institutional effectiveness have required increased pressure on student affairs practitioners to contribute to the educational mission of undergraduate education by providing educationally purposeful experiences in the co-curriculum. Based heavily on Astin’s theory of involvement (1984) and numerous national reports addressing educational excellence, this study examines students’ intensity of involvement and organization expectations as two variables influencing perceived learning in the co-curriculum. A total of 437 sophomores, juniors, and seniors completed an 87- item survey primarily using Likert scales to gather information in three areas: (a) the amount of physical and psychological energy exerted by students on the organization, (b) students’ perceptions of skills and competencies gained due to group membership, and (c) students’ perceptions of organization expectations. Data were analyzed using Pearson’s correlations, regression, one-way ANOVA, and t-tests. Results indicated statistically significant correlations between intensity of involvement and perceived learning, as well as expectations and perceived learning. Regression questions yielded no statistically significant findings, indicating that perceived learning could not be predicted by expectations and involvement variables when combined, nor could intensity of involvement be predicted by expectation and intensity of involvement variables when combined. T-tests run on all variables suggested that three expectation variables – high expectations, consistent and clear feedback, and joined the organization expecting to learn were most important when explaining students’ perceived learning in the co-curriculum. ANOVA tests revealed that presidents and vice presidents of organizations perceived higher levels of learning than did other students in the organization, yet student expectations for learning did not vary based on position in the organization. Implications of research findings were discussed and recommendations for future practice were made, including suggestions such as continued study of non-formal modes as they relate to the co-curriculum, the use of curriculum development models normally used by faculty to develop curricular plans in the co-curriculum, implementation of policies and practices that promote increased student invo lvement, further exploration of the practices of student organization advisors, improved training for student organization advisors, and continued investigation into how the prevalence of hierarchical structures among student organizations impacts learning in the co-curriculum.","Diane L. Cooper","Diane L. Cooper; Martha Wisbey; Merily Dunn; Richard Mullendore; Pat Daugherty",PhD,"Counseling and Human Development Services","College Student Affairs Administration",beeny_claudia_k_200305_phd,http://purl.galileo.usg.edu/uga_etd/beeny_claudia_k_200305_phd,eng,uga,public,"Astin; Involvement; Expectations; Co-curriculum; Extracurricular,; Learning; Student organization; Student affairs; Advisors.",,"Perceptions of learning in the co-curriculum : a study of involvement and expectations",Dissertation +,10724/20051,"Benham, Heather Michelle",2003-05,"This thesis examines the history of affordable housing. From this history it derives a list of possible solutions to the affordable housing crisis, and then focuses on the best possible solution, the community land trust model. Community land trusts are examined through their history, successes, weaknesses, and possibilities.","John C. Waters","John C. Waters; James K. Reap; Marguerite Koepke; Nancy Stangle",MHP,"College of Environment and Design","Historic Preservation",benham_heather_m_200305_mhp,http://purl.galileo.usg.edu/uga_etd/benham_heather_m_200305_mhp,eng,uga,public,"Community Land Trusts; Affordable housing; Historic preservation",,"An examination of the history of affordable housing with an emphasis on preservation through the community land trust model",Thesis +,10724/20051,"Bentley, Christopher Wade",2003-05,"Several programming languages guarantee that array subscripts are checked to ensure they are within the bounds of the array. While this guarantee improves the correctness and security of array-based code, it adds overhead to array references. This performance limitation is a signifi- cant obstacle preventing the scientific community from adopting compiler-enforced array bounds checks. To reduce the overhead, we have created an abstraction that called Index Confinement Regions (ICRs). The basic idea is to place an array into a very large virtual memory region, such that any reference to the array is confined to the region. Only the portion of the ICR corresponding to the array is permissible to access. ICRs reduce the number of necessary bounds checks for n-dimensional array access from 2n to 1 for C, and from n to 0 for Java, yielding a significant reduction in execution time for array-intensive applications.","David K. Lowenthal","David K. Lowenthal; Scott A. Watterson; Suchendra M. Bhandarkar",MS,"Computer Science","Computer Science",bentley_christopher_w_200305_ms,http://purl.galileo.usg.edu/uga_etd/bentley_christopher_w_200305_ms,eng,uga,public,"Array; Bounds Check; Index Confinement Region; 64-bit architectures; Linux",,"Low cost array bounds checking for 64-bit architectures",Thesis +,10724/20051,"Bethke, Teresa Marie",2003-05,"This thesis argues that historical linguistics, often taught to graduate students, is also helpful for beginning language learners. Through a review of current literature, the thesis discusses the advantages of an understanding of diachronic linguistics for both language teachers and students. To provide teachers and students with access to historical information, this thesis proposes lessons in the history of the French language which could be included in a beginning French college level textbook. These eighteen lessons in the history of the French language, such as the use of avoir or être with the passé composé and the origin of genre, each with a student and a teacher version, detail information about the history of French which could be useful to students and teachers.","Diana Ranson","Diana Ranson; Catherine Jones; Joel Walz",MA,"Romance Languages","Romance Languages",bethke_teresa_m_200305_ma,http://purl.galileo.usg.edu/uga_etd/bethke_teresa_m_200305_ma,eng,uga,public,"Historical Linguistics; Diachronic Linguistics; History Of French; Teaching; Beginning Language Learners",,"Lessons in the history of French for teachers and students",Thesis +,10724/20051,"Bevan, Jennifer Leigh",2003-05,"Jealousy research primarily involves identifying and studying antecedents and correlates of jealousy experience and expression. To learn more about the consequences of jealousy expression, this project proposes and tests four potential cognitive and emotional reactions to another’s jealousy expression. Specifically, general partner uncertainty, relational uncertainty, jealousy-related emotion, and rumination are predicted to arise when one’s close relational partner expresses jealousy. These reactions are examined in relation to relational context (i.e., dating partnership, sibling relationship, and cross-sex friendship) and jealousy expression type (i.e., integrative communication, distributive communication, and negative affect expression). Uncertainty findings revealed that cross-sex friends were more uncertain about the partner and the relationship than either siblings or daters after another expresses jealousy. Siblings experienced greater relational uncertainty than did dating partners when reacting to another’s jealousy expression. In addition, another’s use of negative affect expression was related to greater partner and relational uncertainty compared with another’s use of integrative communication. For jealousy-related emotion, siblings and dating partners experienced stronger jealousy-related emotion compared with cross-sex friends, though jealousyrelated emotion levels did not differ according to jealousy expression type. In terms of rumination, when one’s partner used distributive communication or negative affect expression to communicate jealousy, that individual ruminated more than if integrative communication was used. Rumination levels did not differ according to relational context. In addition, a reaction model of jealousy is presented that specifies the order in which these reactions occur after one’s close partner expresses jealousy. After one’s partner expresses jealousy, that individual first experiences general partner uncertainty, followed by relational uncertainty. Next, the individual ruminates about the jealousy expression and then finally experiences jealousy-related emotion. These results broaden jealousy expression research to include consequences of jealousy expression.","Jerold Hale","Jerold Hale; Kenzie Cameron; Jennifer Monahan; Michael Kernis; Tina Harris",PhD,"Speech Communication","Speech Communication",bevan_jennifer_l_200305_phd,http://purl.galileo.usg.edu/uga_etd/bevan_jennifer_l_200305_phd,eng,uga,public,"Jealousy expression; General partner uncertainty; Relational uncertainty; Jealousy emotion; Rumination; Sibling relationships; Cross-sex friendships; Dating relationships",,"Intrapersonal consequences of another's jealousy expression : toward a reaction model of jealousy in close relationships",Dissertation +,10724/20051,"Boehmer, Beatrice ",2003-05,"We analyze allocations to institutional and retail investors in 441 initial public offerings (IPOs) and test whether institutions obtain IPOs with superior long-run performance. In addition to favorable first-day returns that were documented previously, we show that institutions also obtain more allocations in IPOs with better long-term performance. Moreover, we examine whether institutions possess better information than retail investors once trading has begun by analyzing how actual flipping by institutional and retail investors relates to long-run IPO performance. In contrast to previous research, we find no significant relationship between institutional or retail flipping and returns. Both results lend strong support to bookbuilding theories. In the second part, we examine the determinants of IPO-related securities-fraud lawsuits. Using duration analysis, we find that not only variables known at the time of the IPO predict the filing of subsequent lawsuits but also information that changes over time and becomes available after the IPO. Furthermore, we provide additional evidence on the lawsuit-avoidance theory of underpricing (Tinic (1988)). In contrast to recent research, we are not able to find support for this hypothesis in our data.","Jeffry M. Netter","Jeffry M. Netter; Scott E. Atkinson; James S. Linck; Annette B. Poulsen",PhD,"Banking and Finance","Business Administration",boehmer_beatrice_200305_phd,http://purl.galileo.usg.edu/uga_etd/boehmer_beatrice_200305_phd,eng,uga,public,"initial public offering; allocation; flipping; long-run performance; IPO underpricing; securities litigation",,"Initial public offerings : empirical studies of allocations, performance, and shareholder litigation",Dissertation +,10724/20051,"Boltz, Stacey Allison",2003-05,"With the advent of soft ionization techniques, namely matrix-assisted laser desorption ionization (MALDI) and electrospray ionization (ESI), mass spectrometry has emerged as the method of choice for proteomic analysis. Traditionally, two-dimensional gel electrophoresis (2D-GE) followed by mass spectrometry has been utilized to identify proteins. Due to numerous limitations of 2D-GE, high-throughput alternatives have been sought out. Shotgun proteomics allows for the analysis of an entire proteome simultaneously through batch digestion of whole-cell lysates. Proteins can be identified from the resulting complex mixture from accurate mass measurements of their constituent peptides. Fourier transform mass spectrometry (FTMS) is capable of achieving the part-per-million mass accuracy and ultra-high mass resolution needed for these measurements. This thesis details a high-throughput proteomic method using LCMALDI- FTMS to analyze a protein standard and a cell lysate. Additionally, a novel technique called mass defect labeling is described as a way to increase the specificity of accurate mass measurements.","I. Jonathan Amster","I. Jonathan Amster; John Stickney; Ron Orlando",MS,Chemistry,Chemistry,boltz_stacey_a_200305_ms,http://purl.galileo.usg.edu/uga_etd/boltz_stacey_a_200305_ms,eng,uga,public,"Mass spectrometry; FTMS; Proteomics; MALDI; ESI; Accurate mass measurement; Mass defect labeling",,"High throughput proteomic studies using fourier transform ion cyclotron resonance mass spectrometry",Thesis +,10724/20051,"Bossuyt, Heleen ",2003-05,"Understanding soil organic matter (SOM) dynamics and their interactions with different management practices and soil faunal activities is essential in trying to develop sustainable agroecosystems. In this study, the effects of tillage and earthworm activity on SOM and carbon (C) protection were investigated. In the first experiment, the objective was to study the mechanisms by which C is protected under no-tillage (NT) management, using 14C-labeled plant residue. Aggregate-size distribution, total C, and 14C were measured together with different pools of aggregate-associated C and 14C from 21-d laboratory incubations of intact and crushed macro-and microaggregates. The results indicated that (i) more young C (14C) is accumulated in the subsurface soil of conventional tillage (CT) than NT, but this C is not stabilized in the long term, and (ii) short- and long-term stabilization of C is higher in the soil surface layers under NT compared with CT. This C stabilization occurs mainly at the microaggregate level. The objectives of the next set of experiments were to investigate the effects of different earthworm species (Aporrotedea caliginosa and Lumbricus rubellus) on aggregation, aggregate-associated C pools and the formation of stable microaggregates within macroaggregates. Two incubations were set up. The first incubation consisted of soil samples crushed <; 250 µm to break up all macroaggregates with three treatments: (i) control soil; (ii) soil + 13C-labeled residue; and (iii) soil + 13C-labeled residue + earthworms. After 20 days, aggregate size distribution was measured and microaggregates (53-250 µm) were isolated out of the formed macroaggregates (>; 250 µm). A second incubation was conducted to determine protected versus unprotected total C and 13C from 21-day laboratory incubations of intact and crushed macro- and microaggregates. The results indicated that microaggregates are rapidly formed within earthworm casts and showed the direct involvement of earthworms in inducing an important protection of soil C at the microaggregate level. The results also suggested that important interactions between earthworm species take place affecting the incorporation of fresh residue-derived C and the formation of stable microaggregates when fresh residue was placed on the surface.","Paul F. Hendrix","Paul F. Hendrix; Miguel L. Cabrera; C. Ronald Carroll; David C. Coleman; Carl F. Jordan",PhD,Ecology,Ecology,bossuyt_heleen_200305_phd,http://purl.galileo.usg.edu/uga_etd/bossuyt_heleen_200305_phd,eng,uga,public,"soil organic matter; soil carbon; tillage; soil aggregation; earthworms; carbon protection",,"Soil organic matter dynamics in southeastern US agroecosystems : an analysis of management practices and earthworm activity as controlling factors",Dissertation +,10724/20051,"Bowling, Emily Rodgers",2003-05,"The large-scale production of hatching eggs is the primary goal of the broiler breeder industry. Therefore, semen quality is of importance to the industry. The present work evaluated the effect of sperm mobility on semen quality in strains of commercial broiler breeders. Low and high sperm mobility phenotypes were identified within populations of broiler breeders. The phenotypes were not independent of age, yet remained distinct. Computer-assisted sperm motion analysis explained the mobility of sperm populations in terms of individual sperm cell motility. Fertility differed between phenotypes by 25%. Sperm from low mobility males contained more aberrant mitochondria when evaluated with transmission electron microscopy. Finally, males with heavier body weights had lower sperm mobility (P<; 0.0001). In summary, sperm mobility is indicative of semen quality in commercial broiler breeders. However, due to the negative relationship between body weight and sperm mobility, males should not be selected based upon sperm mobility alone.","Jeanna L. Wilson","Jeanna L. Wilson; Adam Davis; Roger Wyatt; David Froman",MS,"Poultry Science","Poultry Science",bowling_emily_r_200305_ms,http://purl.galileo.usg.edu/uga_etd/bowling_emily_r_200305_ms,eng,uga,public,"sperm mobility; fertility; ultrastructure; broiler breeder male",,"Sperm mobility in broiler breeders",Thesis +,10724/20051,"Boyd, Jason L.",2003-05,"The viewpoints and methodologies of pharmacokinetic modeling in toxicology and pharmaceutics are divergent. In order to appreciate both approaches, each method was used to model the kinetics of various compounds. The pharmacokinetics of the nucleoside analog (2S, 4R)-1-2-[2- (hydroxymethyl)-1,3-dioxolan-4-yl]-5-iodouracil (IOddU), a potent in vitro antagonist of Epstein-Barr virus replication, were investigated. Total (mean ( † ± rsd)) and renal clearance after iv administration were 1.44 (0.588) and 0.69 (0.46) L/h/kg in six male Sprague-Dawley rats. Volume of distribution was 0.643 (0.619) L/kg. MRT (h), † lz (min- 1), and fraction of dose excreted in urine were 0.510 (0.527), 1.08 (0.714), and 47.8%. Iohexol is a radio contrast agent eliminated solely by glomerular filtration. In order to support development of a clean, simple, and precise means of determining glomerular filtration rate in dogs, the plasma clearance of iohexol was compared with urinary creatinine clearance at different levels of obesity (lean, fattened, and obese). Absolute plasma clearance of iohexol increased with obesity as expected; body weight adjusted plasma clearance of iohexol did not increase significantly. A three point method sampling in the terminal phase overpredicted urinary creatinine clearance slightly. The nucleoside analogs, 3'-azido-3'-deoxythymidine and (-)-2',3'-dideoxy-3'- thiacytidine (AZT, 3TC) are potent inhibitors of feline immunodeficiency virus (FIV) for which lymph tissues serve as viral sanctuaries. The lymphatic disposition of AZT and 3TC in cats were determined. Lymph tissues included were tonsil, thymus, submandibular, bronchiolar, sternal, and mesenteric lymph nodes. Mean overall lymph tissue concentrations of AZT and 3TC were 8.13 (0.79) and 7.74 (0.66). Tissue to plasma concentration ratios were 0.36 (0.76) and 0.44 (0.51) for AZT and 3TC. Bromodichloromethane is a hepatic carcinogen present in chlorinated drinking water. A physiologically based pharmacokinetic model was developed to simulate concentrations in plasma and tissues of the Japanese Medaka fish (Orynchias latipes). Incidence of hepatocellular adenoma in male medaka exposed at three levels (0, 1.5, 15 mg/L) correlated very well (r2=1.00) with weekly averaged simulated area under the concentration versus time curve.","F. D. Boudinot; S. Feldman","F. D. Boudinot; S. Feldman; R. Manning; P. C. Ruenitz; R. Sharma; A. Vidyashankar",PhD,"Pharmaceutical and Biomedical Sciences",Toxicology,boyd_jason_l_200305_phd,http://purl.galileo.usg.edu/uga_etd/boyd_jason_l_200305_phd,eng,uga,public,"Nucleoside analog; IOddU; AZT; 3TC; Zidovudine; Lamivudine; Iohexol; Bromodichloromethane; Medaka; Physiologically based pharmacokinetic model; FIV; EBV; Feline immunodeficiency virus; Epstein-Barr virus\"

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APA (6th Edition):

Arnold, E. (2014). Applications in pharmacokinetic modeling. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20728

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Arnold, Esther. “Applications in pharmacokinetic modeling.” 2014. Thesis, University of Georgia. Accessed October 25, 2020. http://hdl.handle.net/10724/20728.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Arnold, Esther. “Applications in pharmacokinetic modeling.” 2014. Web. 25 Oct 2020.

Vancouver:

Arnold E. Applications in pharmacokinetic modeling. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10724/20728.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arnold E. Applications in pharmacokinetic modeling. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20728

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.