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Foisy, Gilles J. L. "Subject/Matter." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5203.
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The process of obtaining the Master of Fine Arts degree led me to probe the aims and methods of my artmaking. What emerged and became uppermost was the issue of form and content or perhaps form versus content. While highly concerned with the formal aspects of art, content (subject matter) would not fade from my intentions or cease to occupy my mind. Through much "soul searching" and inquiries into numerous materials both familiar and new to me, I concluded that my intended content was about my experience of being. I further distilled my conclusion and focused on my ontological experience in terms of the self (subject) as contained by the body (matter). I realized that the successful and specific translation of my intentions into my artistic works had become one of the core issues in my artmaking endeavors. Thus, clarification of subject matter emerged as a core issue from the two year process and focused my attention. The many mediums I worked with helped to increase my sensitivity to the inherent nature, characteristics, and behaviors of materials. The body of work exhibited in the Autzen Gallery m Neuberger Hall from June 5th through the 20th reflects the preliminary residuals of this process.
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Shatalov, Keren. "Aristotle's Subject Matter." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554224731153183.
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Yusopp, Adnan Bin. "Islamic education subject matter." Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501155.
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Gustavsson, Jonas. "Subjects Matter : The Subject-Object Dichotomy in Toni Morrison's Jazz." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-18196.
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This essay examines the subject-object dichotomy between men and women in Toni Morrison’s Jazz and the thesis of the essay is that this dichotomy develops into subject-object harmony. Through Simone de Beauvoir’s theory regarding the subject-object dichotomy and a close reading of the novel, this essay concludes that Jazz shows the possibility of reciprocal relationships built on friendship. In other words, the dichotomy changes into harmony, which makes it possible for both men and women to reach freedom and fulfilment in transcendence.
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Sowers, Roy. "People as the ultimate subject matter /." Online version of thesis, 1989. http://hdl.handle.net/1850/11469.
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Turner-Bisset, Rosemary Anne. "Subject matter knowledge and teaching competence." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337754.
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Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries kept by the students on courses and teaching experiences; tests at entry to the course and exit on subject knowledge in maths, science, music and English; tests on iesson planning (pedagogical content knowledge); questionnaires on beliefs about teaching; lesson observation transcripts and notes on the two teaching practices; prelesson planning questionnaires; post-lesson interviews and general interviews with students and staff; and similar lesson observation and interview data for the first year of teaching. The student-teachers were selected on the basis of a number of criteria, including specialism within the course of maths, music or science; performance in subject knowledge tests; participation in the follow-up study during the first year of teaching; the quantity and quality of diary evidence foreach student; and the initial assessment of lesson quality made by the trained observers. A major part of the research involved the analysis of discourse in lessons for evidence of subject matter knowledge and teaching competences. This part of the analysis was underpinned by theoretical models of teacher knowledge and teaching competence. From these detailed analyses a fine-grained evaluation was made of a sample of each student-teacher's lessons. The case studies were written so as to present data chronologically and from a number of different viewpoints.The analysis of the various data sets and comparison of the sample students has revealed patterns about the relationship of subject knowledge and teaching performance. These have implications for teacher education, especially for the relationship between university-based training and schoolbased work.
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Stanwood, William Edward. "Evaluating subject matter learning in producing television programs." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32836.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study examined the process of television production as a cognitive tool. Specifically, the study focused on two major areas of investigation: what students learn about program content from planning, preparing, and producing television productions and the factors that influence such learning. The participants were students in a television production class offered by a large university in the northeastern United States of America. Qualitative, supplemented by quantitative methodologies were used to collect data. Data sources included program proposals and scripts, journal entries, class discussion, evaluations, interviews, and concept maps. The findings indicated that the process of producing a television program can act as a cognitive tool. Several factors were found to support learning: interest and motivation, collaboration, engrossment, and pride of authorship.<br>2031-01-01
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Bahmany, Leyla. "Sustainable development of international arbitration: rethinking subject-matter arbitrability." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117139.
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The discussion pertaining to the inarbitrability of public policy disputes has a long-standing position in arbitration law. To protect public interests, domestic legal systems imposed a general ban on the arbitration of public policy disputes. In 1985, however, the United States Supreme Court in Mitsubishi Motors Corp. v. Soler Chrysler-Plymouth, Inc. removed antitrust disputes from the category of inarbitrable matters and marked a new phase in the history of inarbitrability. The general nature of Mitsubishi's reasoning affected other Western jurisdictions to remove the inarbitrability of public policy disputes in order to develop international arbitration. Mitsubishi's rationale and holding, therefore, can be considered to be pillars of the new approach to inarbitrability. This thesis critically analyzes Mitsubishi's reasoning and the record of the past three decades in light of case law and the views of prominent scholars. It draws a picture of the current situation of arbitrability in the United States, Canada, France and Belgium. The discussion explains that the removal of inarbitrability has resulted in an ineffective protection for public interests, which has caused dissatisfaction in certain sectors of society and may amount to formation of a radical view hostile to arbitration. The situation raises concerns as to whether the current development of arbitration will endure. This thesis borrows the term "sustainable development" from environmental law and economy, and applies it to international arbitration law. By redefining "sustainable development" according to the needs of international arbitration, this thesis provides a solution for developing arbitration without jeopardizing public policy interests. The solution balances private and public interests to achieve sustainable development in international arbitration.<br>La discussion relative à l'inarbitrabilité des différends portant sur l'ordre public occupe une position de longue date en droit de l'arbitrage. Afin de protéger les intérêts du public, les systèmes juridiques nationaux interdisaient généralement l'arbitrage de différends portant sur des questions d'ordre public. En 1985, cependant, la Cour suprême américaine dans l'affaire Mitsubishi Motors Corp. v. Soler Chrysler-Plymouth, Inc. retira les différends pourtant sur le droit de la concurrence de la catégorie des questions inarbitrables, et marqua une nouvelle phase dans l'histoire de inarbitrabilité. Le caractère général des arguments soulevés dans l'affaire Mitsubishi a influencé d'autres pays occidentaux et ils retirèrent les différends portant sur l'ordre public des matières inarbitrables afin de développer l'arbitrage international. Par conséquent, les arguments formulés et la décision prise dans l'affaire Mitsubishi peuvent être considérés comme les piliers de la nouvelle approche de inarbitrabilité. Ce mémoire analyse l'argumentaire de l'affaire Mitsubishi et le bilan des trois dernières décennies, à la lumière de la jurisprudence et des points de vue d'éminents chercheurs. Il dresse un tableau de la situation actuelle de l'arbitrabilité aux Etats-Unis, au Canada, en France et en Belgique. L'exposé explique que la suppression de l'inarbitrabilité a donné lieu à une protection inefficace de l'ordre public, ce qui a provoqué l'insatisfaction dans certains secteurs de la société et pourrait résulter dans la formation d'un point de vue radical, hostile à l'arbitrage. La situation soulève des préoccupations quant à savoir si l'évolution actuelle de l'arbitrage durera longtemps. Ce mémoire emprunte le terme "développement durable" au droit de l'environnement et de l'économie, et il l'applique au droit de l'arbitrage international. En redéfinissant le terme "développement durable" en fonction des besoins de l'arbitrage international, ce mémoire propose une solution pour développer l'arbitrage sans mettre en péril les intérêts d'ordre public. Cette solution équilibre les intérêts privés et publics pour parvenir à un développement durable dans l'arbitrage international.
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Prouty, James R. "Displaying uncertainty a comparison between submarine subject matter experts." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion.exe/07Mar%5FProuty.pdf.
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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2007.<br>Thesis Advisor(s): Susan G. Hutchins, Susan S. Kirschenbaum. "March 2007." Includes bibliographical references (p. 115-120). Also available in print.
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Koo, Dae-Hwan. "Subject-matter patentability and effective protection of computer programs." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/3436/.
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Computer programs can now be protected by patents in the EPO, the US, and Japan. Patents can also be obtained for software implemented business methods in the US. This study highlights the problems of the patent system in protecting computer programs in general, and business methods in particular. One of the main problems is in relation to the economics of software innovation. There have been many disputes on the proper level of protection for software-related inventions to optimize innovation. Another problem relates to the criteria of software patentability. Patentability criteria are different in national patent offices around the world. This can lead to disputes between nations and cause complicated legal problems. Recognizing these issues, this study examines the fundamental question of whether or not protecting software by existing legal regimes is optimum and desirable in the light of an economic perspective. This discussion reveals a number of disadvantages of the existing legal regimes and leads us to investigate possible altematives to protect computer programs appropriately. Thus, this study examines the basic structures and features of the alternative V systems, which include a 'Market-Oriented Legal Regime, a 'Compensatory Liability Regime', 'Utility Models', 'Direct Protection of Innovation, and 'Self-Help'. Evaluation of the alternative systems through economic perspectives on the basis of the characteristics of modem software development vindicates that the Direct Protection of Innovation proposed by Kingston and Kronz is the most appropriate form of protection for computer programs. To evaluate this more exactly, the development of software is discussed. This study also investigates the main issues that should be considered in introducing the direct protection system to protect software at the international level.
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Carre, Clive George. "Subject matter knowledge and teaching performance in primary science." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332004.
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Everman, Molly. "Strategies to help subject matter experts become master trainers." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MEverman2008.pdf.
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Lawson, Jessica Lynn. "Subject matter: feminism, interiority, and literary embodiment after 1980." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6457.
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I argue that literary texts after 1980 use the fluid relationship between the physical world and the world of writing in order to present alternate versions of the body’s relationship to the mind. Examining works by Toni Morrison, William Gibson, Kathy Acker, Sarah Kane, and Shelley Jackson, I demonstrate the ways in which these texts reinterpret the relationship between mind and body by offering bodily metaphors for their character’s interior emotional lives; they compare this inner life to a pregnant mother, a sexual couple, and more. I emphasize the political implications of the kinds of bodies employed in these metaphors, setting this against the background of late twentieth century feminism. I read my primary texts alongside the work of Julia Kristeva, Hélène Cixous, Luce Irigary, and others, in order to chart the parallel projects of literature and theory in articulating the relationship between the body—especially, the female body—and our understandings of subjectivity and representation. Starting with the 1980s, when the second wave feminist movement suffered conservative backlash, and continuing through the development of the third wave, I examine literary theorizations of feminist concerns during a period of transition in the feminist movement itself.
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Van, Aalst Jan C. W. "Learning, knowledge building, and subject matter knowledge in school science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/NQ41331.pdf.
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Batchelder, Ann Gardner. "The classroom as text: Collaborative construction of subject matter content." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185503.
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The purpose of this study was to document the construction of subject matter content through the description of daily lesson activities that occurred in two eighth grade Civics classes. Utilizing daily observations, field notes, audio-tapes, and interviews to collect data, this study focuses on how students and teachers work collaboratively during activities in order to construct a "text" of the subject matter of lessons. The metaphor of classroom as text was used as a framework for this study. Participants in this study were two teachers and their students in one section each of an American Civics course. Both classes were observed daily by a non-participant observer over the course of one semester. Field notes and audio-tapes were recorded by the observer during each lesson. Copies of materials and resources used during lesson activities were also collected. Interviews with teachers took place during the summer following the observation semester. Data were analyzed using an adapted version of Doyle's Activity Analysis Procedures (1984). In this procedure data from all data sources except interviews are combined in order to describe individual lesson activities. The focus of analysis was one unit that was taught as part of the curriculum in both classrooms. Results of analysis indicate that teachers and students in the two classrooms constructed different texts of the subject matter of the unit. Though there seemed to be similarities in general structure, the unit as it was enacted in each classroom, reflected differences in what aspects of content were represented, how content was constructed, how teachers and students interacted within the contexts of activities, and how activities were internally structured.
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Mabtue, Kamga Mireille. "Terrorism and International Criminal Court : the issue of subject matter jurisdiction." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/26659.
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Terrorism is not a new threat to the international order but it is a threat that has grown more urgent in the last few years. Terrorism has become a tragic circumstance of everyday live and has caused a remarkable loss of lives. It was only after the terrorist attacks against the United States on September 11 2001, that the international community realised it needed to co-operate and take actions against terrorism on an international level. One response has been the adoption of international rules for the suppression and eradication of terrorism and terrorist activities and making accountable the perpetrators of such acts. In fact, the contingent character of ad hoc tribunals encourages states to carry out their idea of establishing a permanent penal jurisdiction. The establishment of the International Criminal Court is considered a crowning achievement for preventing and prosecuting abominable crimes. The jurisdiction of the court shall be limited to the most serious crimes of concern to the international community as a whole; this includes crime of genocide, crimes against humanity, war crimes and eventually crime of aggression. However disagreement over a definition of what constitutes terrorist activity made it impossible to include within the jurisdiction of the Court such serious crime named terrorism. There have been multiple approaches to the issue, but despite all efforts to pursue individuals who committed human rights violations, the ICC’s subject matter jurisdiction is limited since the international community could not reach to a consensual definition on what should be understood as terrorism. Consequently the Court does not have jurisdiction over international terrorism. There is therefore no standing, permanent international body with criminal jurisdiction over individuals accused of terrorist acts, although such acts may in extreme case fall within the rubric of crime against humanity. The various instruments and international directives dedicated to the eradication and suppression of terrorism have not resolved the impasse of its definition; nor is there any ‘unified’ international law approach to combating terrorism.<br>Dissertation (LLM)--University of Pretoria, 2011.<br>Public Law<br>unrestricted
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Sorrells, David J. "The Evolution of AIDS as Subject Matter in Select American Dramas." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2600/.
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Dramatic works from America with AIDS as subject matter have evolved over the past twenty years. In the early 1980s, dramas like Larry Kramer's The Normal Heart, William Hoffman's As Is, and Robert Chesley's Night Sweat educated primarily homosexual men about AIDS, its causes, and its effects on the gay community while combating the dominant discourse promoted by the media, government, and medical establishments that AIDS was either unimportant because it affected primarily the homosexual population or because it was attributed to lack of personal responsibility. By the mid-eighties and early nineties, playwrights Terrence McNally (Love! Valour! Compassion!)and Paul Rudnick (Jeffrey)concentrated on relationships between sero-discordant homosexual couples. McNally's "Andre's Mother" and Lips Together, Teeth Apart explored how families and friends face the loss of a loved one to AIDS. Tony Kushner's Pulitzer Prize-winning Angels in America epic represents living beyond AIDS as a powerful force. Without change and progress, Angels warns, life stagnates. Angels also introduces the powerful drugs that help alleviate the symptoms of AIDS. AIDS is the centerpiece of the epic, and AIDS and homosexuality are inextricably blended in the play. Rent, the Pulitzer Prize-winning musical by Jonathan Larson, features characters from an assortment of ethnic and social backgrounds - including heterosexuals, homosexuals, bi-sexuals, some with AIDS, some AIDS-free, some drug users - all living through the diverse troubles visited upon them at the turn of the millennium in the East Village of New York City. AIDS is not treated as "special," nor are people with AIDS pandered to. Instead, the characters take what life gives them, and they live fully, because there is "no day but today" ("Finale"). Rent's audiences are as varied as the American population, because it portrays metaphorically what so many Americans face daily - not AIDS per se, but other difficult life problems, including self-alienation. As such, Rent defies the dominant discourse because the community portrayed in Rent is the American community.
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Bock, Heike. "A comparison of the subject-matter jurisdiction of the international criminal tribunals /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34009.
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The purpose of this thesis is to record the development of international criminal law by means of an analysis of the subject-matter jurisdiction of the few established international criminal tribunals. The first chapter will illustrate by a historical survey the evolution of the law and its impairment by an incoherent international realpolitik. Subsequently, the second chapter will analyze the present state of the law as reflected by the Statute of the ICC as well as the Statutes and jurisdiction of the ad hoc Tribunals for the former Yugoslavia and Rwanda. It will thereby concentrate on the common elements of those crimes which form part of the jurisdiction of all the international criminal tribunals, i.e., "genocide", "crimes against humanity" and "war crimes." This thesis' intention is to examine both the originality and the imperfections of the present state of law.
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Boyd, Charlotte Friedersdorff. "Effects of Performance Levels of Subject Matter Experts on Job Analysis Outcomes." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278910/.
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Much research has been undertaken to determine how Subject Matter Expert characteristics affect job analysis outcomes. The current study seeks to discover if performance levels are related to current incumbents ratings of their positions. A group of 114 corporate associates, from two administrative positions, served as Subject Matter Experts (SME) for this study. Separate job analyses for each position were conducted using the Job Analysis Task Checklist. The results for each job were analyzed to determine if SME performance levels affected job analysis outcomes. The results for both jobs showed that there were very few differences in job analysis results as a function of SME performance levels.
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Pesce, Sandra V. "The designer-by-assignment in practice: Instructional design thinking of subject matter experts." CAPELLA UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495156.
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Tremblay, Diana. "Comparison of feedback generated by subject matter and learner experts during formative evaluation." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26344.
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The literature on formative evaluation advocates the use of both subject matter and learner experts to review instructional materials, yet there has been little research to support this recommendation. The present study investigates the distinguishing characteristics of these two expert reviewers, in particular the type and amount of oral feedback they produced and the cognitive processes they engaged in. The think-aloud method was employed to obtain feedback about a six page instructional unit from eight experts; four subject matter and four learner experts. Comments from the experts were transcribed, segmented and coded according to three coding systems. Results indicated that the two groups produced similar data. In addition, the findings showed that both groups referred to similar domains of knowledge, evoked or constructed similar plans and identified their task as detecting problems. These findings contradict the use of both types of experts during formative evaluation. Some practical recommendations for practitioners are offered.
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Temizöz, Özlem. "Postediting machine translation output and its revision: subject-matter experts versus professional translators." Doctoral thesis, Universitat Rovira i Virgili, 2013. http://hdl.handle.net/10803/128204.
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El presente estudio compara la post-edición de textos técnicos de ingenieros y traductores profesionales en términos de velocidad, documentación y cambios. También se compara la calidad de los textos post-editados. Además, se explora cuál de los siguientes flujos de trabajo es más rápido y produce resultados de mayor calidad: la post-edición de los resultados de Traducción Automática hecha por los ingenieros y la revisada por traductores profesionales, o viceversa. Los resultados sugieren que la experiencia y conocimientos en la materia son los principales factores que determinan la calidad de la post-edición. Cuando se penalizan los errores recurrentes, la post-edición de textos técnicos realizada por los ingenieros es significativamente de mayor calidad que la de los traductores. La velocidad de revisión de traductores e ingenieros no difirió significativamente. En textos técnicos, la mejora de la calidad que conlleva que el ingeniero revise la post-edición del traductor es mayor que en cuando el trabajo se organiza al revés. Además, la calidad de los textos post-editados y sus versiones revisadas (ya sea realizada por traductores profesionales o ingenieros) cambia significativamente según se penalicen o no los errores recurrentes.<br>El present estudi compara la post-edició de textos tècnics d'enginyers i traductors professionals en termes de velocitat, documentació i canvis. També es compara la qualitat dels textos post-editats. A més, s'explora quin dels següents fluxos de treball és més ràpid i produeix resultats de major qualitat: la post-edició dels resultats de Traducció Automàtica feta pels enginyers i la revisada per traductors professionals, o viceversa. Els resultats suggereixen que l'experiència i coneixements en la matèria són els principals factors que determinen la qualitat de la post-edició. Quan es penalitzen els errors recurrents, la post-edició de textos tècnics realitzada pels enginyers és significativament de major qualitat que la dels traductors. La velocitat de revisió de traductors i enginyers no va diferir significativament. En textos tècnics, la millora de la qualitat que comporta que l'enginyer revisi la post-edició del traductor és major que en quan el treball s'organitza a l'inrevés. A més, la qualitat dels textos post-editats i les seves versions revisades (ja sigui realitzada per traductors professionals o enginyers) canvia significativament segons es penalitzin o no els errors recurrents.<br>The present research compares engineers’ and professional translators’ postediting a technical text in terms of speed, documentation and changes. It also compares the postedited texts with regard to quality. Further, we explore which of the following workflows is faster and produces outputs of higher quality: Postediting MT output by engineers and revising the postedited text by professional translators, or vice-versa. The findings suggest that expertise and experience in the subject-matter are the main factors determining postediting quality. When the recurrent errors are penalized, the engineers’ postediting of technical texts is of significantly higher quality than the translators’. The translators’ and the engineers’ postediting and revision speed did not differ significantly. For technical texts, the quality improvement brought about by engineer-revision of translator-postediting is higher than vice-versa. Further, the quality of the postedited texts and their revised versions (either performed by professional translators or engineers) changes significantly as a result of penalizing and unpenalizing recurrent errors.
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Bopp, Laurie Anne. "ANALYSIS OF SUBJECT MATTER CONTENT IN GARDENING AND NUTRITION FOR ELEMENTARY SCHOOL STUDENTS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275345.
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Sundelius, Peter. "Beyond the Standards : Appropriate to the subject matter of a public procurement contract." Thesis, Uppsala universitet, Juridiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265193.
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Ramambason, Laurent W. "Missiology : its subject-matter and method : a study of mission-doers in Madagascar /." Franfkurt am Main : P. Lang, 1999. http://catalogue.bnf.fr/ark:/12148/cb37689964x.
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Kim, Young-Ok. "Middle school mathematics teachers' subject matter knowledge for teaching in China and Korea." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3253641.
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Thesis (Ph.D.)--Indiana University, Dept. of Mathematics, 2007.<br>Title from PDF t.p. (viewed Nov. 19, 2008). Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0500. Adviser: Frank K. Lester.
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Simelane, Malangeni Jethro. "Planned use of subject matter content by final year Swaziland secondary agriculture students /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138243.
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Grant, Carol Jane. "Eva Gonzales (1849-1883): an examination of the artist's style and subject matter /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906260273.
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Kell, David. "The exclusion of immoral and illegal subject matter from protection under intellectual property law." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260685.
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Sweeney, Patricia. "Training needs assessment for Kell Container Corporation a needs assessment and subject matter analysis /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999sweeney.pdf.
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Clemente, Adam. "Fibre-specific white matter in chronic traumatic brain injury patients : Towards single-subject profiles." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/9b395d078ab2723066c3643d308093662cf0bd64fdddd41b646f39d7a0114753/26511759/Adam_Clemente_2021_Fibre_specific_white_matter_in_chronic_%5BREDACTED%5D.pdf.
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Aims and Background: Moderate-to-severe traumatic brain injury (m-sTBI) leads to poor functional outcomes due to chronic deficits in cognitive and motor functions. These long-term functional outcomes are often difficult to treat and predict. The overarching aim of this thesis was to develop a science-led and principled paradigm to help better understand and potentially improve functional outcomes in chronic m-sTBI patients. m-sTBI patients are highly heterogeneous due to the nature and location of injuries, which is an important predictor of functional outcomes. Structural magnetic resonance imaging (MRI) provides quantitative measurements of macroscopic (i.e., anatomical MRI) and microscopic (i.e., diffusion MRI; dMRI) characteristics of these injuries. Imaging-based characterisation when combined with training can help identify behaviourally relevant biomarkers (i.e., neurological metrics that are associated with aspects of behaviour), which are notable indicators of one’s response to training or therapy. Therefore, the current thesis attempted to address the overarching aim by incorporating relevant structural neuroimaging and behaviourally relevant biomarkers in response to training.
Method and Results: This overarching aim of this thesis was addressed across three studies. Study 1 was designed to summarise the recent findings on training-induced structural neuroplasticity research in acquired brain injury (ABI) populations following cognitive and/or motor training (i.e., targeting the most prevalent chronic symptoms) due to scarce research in m-sTBI. The critical review revealed that most studies have used (1) dMRI as the primary structural MRI modality, which may be more sensitive to training-related changes; (2) non-biologically specific dMRI tensor-based metrics; and (3) non-intensive single-modality training protocols (i.e., cognitive/motor training alone, not combined). It was also argued that developing robust longitudinal single-subject profiling designs (i.e., 1 patient vs X controls), shifting away from group-comparisons, may be necessary in m-sTBI patients to control for excessive heterogeneity in their injuries. Given these findings, the overarching aim of the thesis was addressed in the empirical studies through a two-part paradigm. This was to first develop behaviourally relevant biomarkers in a healthy cohort (i.e., as those developed in m-sTBI patients are limited by excessive heterogeneity); then develop and present a preliminary, longitudinal single-subject profiling framework utilising fibre-specific white matter which may potentially be interpreted with the developed behaviourally relevant biomarkers. This was conducted in order to understand our knowledge of neurocognitive function in m-sTBI and how functional outcomes change due to the effects of different training regimes, at the individual-subject level.
Two empirical studies were conducted to present (1) how to develop a behaviourally relevant biomarker using fibre-specific dMRI metrics in a healthy cohort (Study 2); and (2) a proof-of-concept longitudinal single-subject profiling approach for individual m-sTBI subjects (Study 3). To demonstrate the paradigm, Study 2 aimed to develop a robust behaviourally relevant biomarker for attentional lapses in a healthy cohort; a common yet under-studied symptom of m-sTBI which may precipitate other cognitive deficits and certain motor deficits. The novel findings were that decreased white matter fibre-density of the superior longitudinal fasciculus-I is associated with greater susceptibility to attentional lapses in healthy controls, and may be a behaviourally relevant biomarker that can be targeted in m-sTBI patients. The aim of Study 3 was to develop and present a clinically specific longitudinal single-subject profiling framework for chronic m-sTBI patients which incorporates (1) subject and tract specific characterisations of white matter microstructure; and (2) attention (e.g., attentional lapses) and motor (e.g., fine motor skills) behaviours following a combined cognitive and motor training. These novel longitudinal single-subject profiles may be compared to putative behaviourally relevant biomarkers for further interpretations, such as those discovered in Study 2. These novel profiles await further validation and extensions, but ultimately may assist with diagnostic and/or treatment decisions made to individual m-sTBI patients.
Conclusion: The current thesis presents a principled, case-based neuroimaging paradigm that may help better understand and potentially improve functional outcomes in chronic m-sTBI patients. This novel paradigm provides an important stepping stone for future research to further expand upon single-subject profiling and by developing comprehensive behaviourally relevant biomarkers targeting m-sTBI deficits for in-depth interpretations. With further validations and extensions of this approach, the case-based paradigm developed in this thesis may assist with conventional care options and continued work may lead to neuroimaging-guided training to help better understand, predict and assist recovery with outcomes in chronic m-sTBI patients.
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Jones, James Gregory. "A study of communications between subject matter experts and individual students in electronic mail contexts." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3023552.
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Stevenson, Barbara K. (Barbara Kathryn) Carleton University Dissertation Canadian Studies. "The political and social subject matter in the art of Joyce Wieland and Greg Curnoe." Ottawa, 1987.
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Williams, Joanne. "Thin film rimming flow subject to droplet impact at the surface." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10670/.
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A bearing chamber may be modelled as a horizontal cylinder, stationary or rotating about its axis, with a film of fluid coating the inside of the cylinder wall. The impact of droplets from a two-phase flow in the core of the chamber drives the motion of the oil film. In this thesis we develop a model for the film based on conservation of mass and momentum across the interface between the film and the core, droplet-laden flow. We derive a fourth-order partial differential equation for the film thickness which can be applied to a range of droplet parameters. Solution of this equation is primarily numerical, but approximating it by a cubic also provides useful analytical results. The equation for film thickness contains terms omitted by previous models of the bearing chamber. In particular, we show that terms due to the azimuthal component of droplet motion have a significant effect on film profiles, as they tend to destabilise shock solutions. A dominance of surface tension over the azimuthal droplet momentum is critical for stable steady shock solutions to exist. We consider the effect of the droplet impact being non-uniform about the cylinder, and the positioning of a sink to remove the mass added to the film by the droplets. We will also examine the underlying flow in the film, with particular note of recirculation regions and the residence time of the fluid in the chamber. These factors may be key to the effectiveness of the fluid as a coolant. We also show that Marangoni stresses on the film surface, one of the effects of heating the cylinder, can be modelled using the same film equation and also has a destabilizing effect.
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McCargar, Cindy L. "Development and evaluation of a train-the-trainer program for subject matter experts at Company X." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mccargarc.pdf.
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Hallihan, Mark. "The biological subject : reworking Judith Butler's theory of gender performativity through Henri Bergson's matter and memory." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/582253/.
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This thesis expands the currently available approaches to theorising the relation between subjectivity and the body – by developing a notion of an embodied subject. This is done by exploring the implications which Henri Bergson’s process philosophy has for understanding Judith Butler’s theory of gender performativity. I undertake an analysis of Butler’s account of the gendered subject, demonstrating its value for thinking the politics of sexual difference but emphasising its methodological short comings. Specifically, I criticise her reduction of the body to a signifying effect, her exclusion of a notion of self-reflexivity, and the way she explains the psychic investment in gender through a principle of melancholia. Taken together, I argue that these theoretical perspectives become problematic because they radically limit an understanding of how and why hegemonic subjects repeat normative signifying practices. In turn, this limitation distorts Butler’s understanding of how subversive repetitions can effectively de-naturalise gender norms. Following this critique, I use Bergson’s temporalised understanding of the relation between consciousness and language to theorise an account of the gendered self which conforms to Butler’s ideas concerning regulated subject positions, but provides the possibility of attaining reflexive distance from the norms of gender intelligibility. I then develop Bergson’s sensory-motor conception of the body, and its relation to consciousness and memory, in order to re-evaluate the lived dynamics of repetition, gender investment, and identification. Through Bergson, I will demonstrate how historically sedimented gender practices are reproduced by forming the motor habits of individual bodies. This allows me to explain the circulation of gender norms in terms of bodily processes and tension rather than signifying effects and, I argue, grounds the basis of gender investment in the familiarity which habits provide for action. I then use Bergson’s principles that consciousness expands when action is indeterminate, and that memory forms general ideas in response to the present moment of action, to explore how variable processes of gender identification develop when habits are subverted. Through these perspectives I re-describe Butler’s notion of performativity as a lived, embodied process in which gender investment and identification are contingent upon an individual subject’s reflexive responses to the immediate social conditions of action. In order to clarify the nature of these responses I then call upon Yaak Panksepp’s neurological theory of emotion to characterise several prominent tendencies and, ultimately, argue that the effectiveness of subversive repetition depends upon producing the right emotional response. This, I suggest, provides a more diverse explanation of the naturalisation and potential transformation of signifying practices than is available in Butler’s own theoretical framework.
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Winn, Gloria Nave Rhodes Dent. "Design and development of train-the-trainer instruction for subject matter experts using intranet-based interactive multimedia." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251861731&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202152815&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Ellen A. Spycher, Chandra Sommers, Kenneth F. Jerich. Includes bibliographical references (leaves 109-117) and abstract. Also available in print.
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Yan, Baohua. "Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195230.
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Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.
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Haskins, Jan. "Experiences drawn upon by students in post-compulsory education as they explore environmental subject matter through photography." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487732.
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The purpose of this thesis is to consider if and how students in post-compulsory education draw upon their compulsory science education in a particular context whilst thinking about human interactions with their environments. This has been conducted through a case study investigating experiences drawn upon by students as they explore environmental subject matter with potential links to sustainable development and content addressed in National Curriculum science.
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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.
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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy.
Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components:
1. classroom instruction,
2. FFA, including Career Development Events, and
3. Supervised Agricultural Experience (SAE) programs.
The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course.
The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond.
Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.<br>Ph. D.
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Dickerson, Tona. "Individual interest and subject-matter knowledge : variables affecting second-language strategy use in reading a science article /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836206751.
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Mackley, Timm A. "Direct instruction of subject-matter content and cognitive skills associated with the Ohio fourth-grade proficiency test /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633521052.
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Keppell, Michael J. "Development and pilot-testing of a method to assist instructional designers elicit unfamiliar content from subject matter experts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq20745.pdf.
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Fung, Chun-ip, and 馮振業. "Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31241682.
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Fung, Chun-ip. "Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2280559x.
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Tronsmoen, Torbjørn. "Lay and professional practical driver training in Norway: A comparison of subject matter content and traffic safety outcomes." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15766.
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This thesis examines differences between formal and informal practical pre-licence driver training with regard to content, amount, and other didactical properties and associations with variables such as safety attitudes, self-assessment of driving ability, driver behaviour, and crash involvement. The aim of the thesis is to examine the association between psychological constructs and skills which are assumed to be influenced by driver training, and then to examine the relationships to crash involvement. The thesis is based on a cross-sectional study of a representative sample of young Norwegian drivers aged 18–20 years holding a licence to drive passenger cars (n = 1419). The thesis is based on three scientific papers. The theoretical basis for the thesis is theories of traffic behaviour and theories explaining accident involvement. The first study examines the psychometric quality of a new measurement instrument for self-assessment of driving ability. The results showed that young drivers’ self-assessment of their own driving ability is a multidimensional construct. There were differences among young drivers with regard to how they perceived their driving ability and safety skills when driving. One important contribution from the study is a “body dimension” of driving competence, as perceived by the young drivers. This body dimension is in line with several theories, although empirical support has been lacking in previous studies of self-assessment. The second study examines and compares three different psychological constructs: safety attitudes, self-assessment, and self-reported driver behaviour, all with regard to associations with driver training as well as with crash involvement. The results showed that there were weak, but statistical significant associations between the actual constructs and practical driver training. The results with regard to associations with crash involvement were more convincing. The strongest variable to explain variance in accident involvement was exposure, followed by the dimensions safety orientation and the body dimension from the self-assessment instrument. Also, violation behaviour was statistically significant. In the third study, the differences between formal and informal driver training were examined with regard to content and amount of training. The results showed substantial differences with regard to content and emphasis on elements in the training. Professional driver training emphasised nearly all the educational elements more heavily through the instruction compared to training given by lay instructors. The study also examined the relationship between didactical properties in the practical driver training and the dimensions of safety attitudes, self-assessment and driver behaviour. The results showed weak associations. However, the relationship between didactical properties and specific task skills, one of the dimensions within self-assessment, was fairly strong, accounting for more than 30% of the variance in specific task skills. Possible implications of the results of the three studies are discussed with regard to the balance between formal and informal driver training, and also with regard to other educational consequences
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Fi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.
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Balazsi, Linnéa. "Marital rape in India : the subject of a private matter within the four walls of a marital home?" Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94614.
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White, Douglas W. "Studies of solid carbon dioxide in interstellar ice analogs subject to thermal processing." Birmingham, Ala. : University of Alabama at Birmingham, 2010. https://www.mhsl.uab.edu/dt/2010p/white.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2010.<br>Title from PDF t.p. (viewed July 20, 2010). Additional advisors: Mian M. Abbas, Renato P. Camata, Sergey B. Mirov, Thomas M. Orlando. Includes bibliographical references (p. 111-117).
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Latz, Mark S. "Managing subject matter : does it really matter?" Thesis, 1995. http://hdl.handle.net/1957/34664.
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The purpose of this study was to identify the management demands that may
be unique to science classrooms. The sample consisted of three biology teachers and
three language arts teachers from two high schools located within the same school
district. To establish a basic framework, two quantitative questions were addressed:
(1) What is the frequency of contexts utilized in the two content areas and (2) what is
the average amount of time spent in each of the contexts based on the content being
presented? For each quantitative question, there are 16 null hypotheses that
correspond to specific, predefined classroom contexts. In addition to the two
quantitative questions, a qualitative research question was addressed: Are there
specific management patterns to be emphasized based on the context and subject
matter being presented?
Data from classroom observations were collected and coded utilizing methods
described in previous research studies. The coded data were then statistically
analyzed. To address the qualitative research question, a systematic qualitative
analysis was conducted across the different contexts. The results show that seatwork,
group seatwork, and student presentations occurred with significantly greater (p<.05)
frequency in language arts classes. In contrast, hands-on activities, non-academic
activity, and dead time occurred more frequently in biology classes. In addition, in
language arts classes a significantly longer average time in individual seatwork
activites was evident; while in biology classes, a significantly greater average time was
spent in lecture, tests, and transitions. Qualitative analysis of the data indicated that
within any given classroom context, the classroom management behaviors of the
teachers were consistent. In general, subject matter differences are not revealed
directly in terms of management within a particular context. More importantly the
instructional approaches taken within the two subject matter areas were different. The
instructional approach was determined by the goals and objectives of the class and
how the teacher viewed the subject matter. The instructional approach, in turn,
dictated the types of contexts and each context determined the management demands.<br>Graduation date: 1996