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Dissertations / Theses on the topic 'Alternative Approaches to Education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Boaler, Joanne. "Case studies of alternative approaches to mathematics teaching : situated cognition, sex and setting." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/case-studies-of-alternative-approaches-to-mathematics-teaching--situated-cognition-sex-and-setting(a7bcd5c5-9771-4848-b3bb-0e4634f01868).html.

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2

Isahaku, Sadique. "An Analysis of Dominant and Alternative Approaches to Education Reform in Sub-Saharan Africa:the case of Ghana." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-6674.

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3

Colvin, Ayris Bonet. ""Spare the Rod and Teach the Child" Exploring Alternative Approaches to Punishment in a Third Grade Jamaican Classroom." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/202682.

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Urban Education<br>Ed.M.<br>Corporal punishment is a common practice that has been employed in classrooms in Jamaica for many years. This practice, as it is used to manage classroom behavior, although viewed as valuable by some, presents extremely detrimental effects. This study outlines positive approaches to classroom management to provide Jamaican classrooms with alternatives to corporal punishment. This is done by investigating the effectiveness of two Applied Behavior Analysis techniques, the Good Behavior Game and Differential Reinforcement of Low Rate Response, on disruptive behavior in a third grade classroom in a rural school in Jamaica. Results from the implementation of both procedures display positive outcomes and reveal that positive approaches to classroom management are effective in improving disruptive behavior. These procedures demonstrate the effectiveness of promoting positive behavior and refrain from utilizing corporal punishment. Such strategies also motivate students, increase instructional time, are cost efficient, and can be easily implemented by teachers.<br>Temple University--Theses

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4

Lam, King Lancelot, and 林兢. "Metamorphosing education: an alternative design approach to secondary school design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984630.

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5

Lam, King Lancelot. "Metamorphosing education : an alternative design approach to secondary school design /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952481.

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6

Agyeman, Julian. "An alternative approach to urban nature in environmental education at KS2." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021626/.

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A dominant feature of environmental education in British schools has been the centrality of the concepts of 'nature' and 'conservation'. Since the late 1970s, two influences have shifted educational attitudes away from purely considering rural nature and conservation, towards a more balanced approach which includes urban nature and conservation. The first influence was of the development of 'urban studies'. The second was the growth of 'Urban Wildlife Groups' (UWGs). U\VGs have influenced teacher approaches to urban nature at KS2 - not by using new ideas adapted to the unique circumstances of urban ecosystems, as the founders of the UWG movement had intended, but by using rurally-based ideas from their own progenitors: the County Wildlife Trusts. It is the contention of this thesis that curriculum planners and teachers at KS2 have been influenced by UWGs, who have selected and promoted concepts from a set of ecological values, theories and practices. The distinction between 'native' and 'alien' plant species on the basis of utility to wildlife is a key concept which permeates UWG theory and practice, and has influenced teachers. The 'alternative' approach provides both the contextual and theoretical underpinnings for the study of urban nature at KS2, through the entity of the Multicultural City Ecosystem and the process of multicultural ecology. It provides a framework for thought and practical reflection amongst education officers in UWGs, curriculum planners and teachers. It accepts dynamism in ecology, especially in cities. It accepts change over different scales of time and space in linking introduced species from overseas to prehistoric and historic cultural, social, economic and other human processes and agencies in cities. In so doing, it provides curriculum planners and teachers with an approach to urban nature at KS2 which is based upon an analysis of real events, historical (and prehistoric), contemporary and future. In essence, it focusses on what is there and why it is there, not on what urban ecologists say should be there. The KS2 text 'People, Plants and Places' (Agyeman (1995)) is an outcome of this approach.

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7

Green, Susan Margaret, and res cand@acu edu au. "Research and Evaluation of Psycho-Educational Approaches to Prevention and Intervention for Marginalised Young People in the Barwon Region of Victoria." Australian Catholic University. School of Psychology, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp205.15072009.

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This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention. There were 158 students aged between 6 and 15 years enrolled in programs over a two year period. The results of the needs analysis found that programs were appropriately targeting a marginalised and disadvantaged group of students that typically came from a low socioeconomic background, were significantly behind in their academic achievement, had poor adaptive functioning skills, exhibited a low level of social-emotional development (social-emotional competencies and negative attitudes towards learning) and a high level of psychopathology (mental health symptoms). Using the Survey of Student Assets (Bernard, 2002), the impact evaluation found that programs were successful in increasing the students' social-emotional capabilities and positive attitudes towards learning but did not impact significantly on the students' presenting mental health symptoms and adaptive functioning as measured by the Teachers Report Form (Achenbach and Rescoria, 2001). However, these results are to be interpreted with caution given the small sample sizes used in the analysis. Across the six programs it was found that a total of 89 students (56.3%) experienced a positive outcome destination immediately post-program and these students were maintained in, or transitioned back to mainstream school (n=71) or entered vocational training, education or employment (n= 18). Negative outcome destinations were experienced by 35 students (22.1 %) either because they were excluded (n=3), not engaged (n= 15) or withdrew from program (n= 17). At the end of the study, the remaining 25 students (15.8%) were either referred internally onto another program (n=16) or remained in program (n=9). In predicting outcome destinations, students with positive outcomes, were those that presented with less serious mental health symptoms, in particular they had lower rule-breaking and externalising scores on the Teachers Report Form at referral and a higher level of adaptive functioning in the area of 'working hard'. Students experiencing positive outcome destinations were also those that attended program regularly and for a fewer number of months and were involved in fewer critical incidents whilst attending. The qualitative process evaluation found that the model delivered was grounded in the principles of exemplary practice found in the psycho-educational literature and focused on building positive relationships and a sense of belonging, the provision of hands-on learning activities and rewarding individual achievement. Parents and students generally provided positive feedback however the theme analysis of staff, student and parent interviews and the case study scenarios did identify a number of critical areas to be addressed. These included clarifying the target group and the length and intensity of intervention, improving assessment, planning and transition processes, better collaboration with other services and mainstream schools, the on-site delivery of auxiliary services to meet specific student needs, work to better support and involve parents and to develop a sense of community across the school. A strategic planning process involving key stakeholders to systematically address these areas was recommended.

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Hunt, Amber Michelle. "Data Envelopment Analysis: An Alternative Approach to Ohio's State Share of Instruction Allocation." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1403855659.

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9

Harrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.

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This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.

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Lancaster, Rodney Wyatt. "A Comparison Of Student-Centered And Teacher-Centered Learning Approaches In One Alternative Learning Classroom Environment." Thesis, Arkansas State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260123.

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<p> Although many studies have shown good effectiveness of student-centered instruction in a variety of educational settings, relatively few have focused on alternative learning environment (ALE) programs. This research study compared the learning outcomes of ALE students in a one rural Arkansas delta school sequentially utilizing a teacher-centered and a student-centered learning environment. Additionally, this research addressed how each environment nurtured independence skills, leadership, and social growth. Significant differences were observed in academic achievement, and student views about the classroom environment were well documented. A Mixed-Methods design was incorporated for quantitative and qualitative measures to compare learning outcomes in both student-centered and teacher-centered classroom environments. Quantitative measures included a student survey designed to measure student views and perceptions of both environments and that of academic grades. Qualitative measures included classroom observations, semi-structured interviews, student-focus groups, and journal entries. Research participants’ were alternative learning environment students and one primary investigator. The primary investigator was the teacher of the ALE classroom where implementation of student-centered and teacher-centered learning that included 25 student participants took place. Student-centered methods were based on democratic (Dewey, 1938), and constructivist (Vygotsky, 1978) principles. Teacher-centered methods were based on (Skinner, 1953) and (Lynch, 2010) ideologies and their incorporation of student lecture as the means for effective instruction. Data findings of this study indicate ALE teachers can incorporate a student-centered classroom environment that engage students, promote independence and leadership skills and promote higher academic achievement.</p>

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McCleave, Anne M. "Adaptive use, heritage education, and social gathering places : an alternative approach to educating the public about historic preservation /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p1415173.

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Thesis (M.S.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 135-142). Also available for download via the World Wide Web; free to University of Oregon users.

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Kimura-Gorecki, Katherine Lynn. "Bilingual policies are affected by alternative programs and public opinion: (A study of alternative bilingual programs and public opinion in California from 1994-1996)." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1153.

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The researcher reviewed the Eastman Project, immersion programs, the Westminister Program and anti-bilingual sentiment to conclude that bilingual policies are affected by alternative programs and public opinion.

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Parlin, Mary Ann. "Model-Centered Instruction: A Design Research Study to Investigate an Alternative Approach to Patient Education." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/4358.

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While medical technology, intervention, and treatment continue to advance, patients often find themselves involved in an increasingly complex healthcare system . Because of this, many patients lack access to the knowledge to facilitate successful navigation or participation in healthcare systems to their best advantage. Patient Ill education that provides experiential information has been shown to reduce anxiety levels and increase patient health outcomes and compliance with medical instructions or recommendations. Given the demonstrated effectiveness of experiential instruction in patient education, Model-Centered Instruction (MCI) has the potential to be an effective instructional design for patient education because it affords the learner experience with systems or models in the presence of instructional augmentation. While MCI design theory is well-documented, it has not been widely implemented and tested at the instructional product level.

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Deaton, Christiane. "Horses and at-risk youth: An alternative approach to reconnect adolescents." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3361.

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The author developed a model for at-risk youth that outlines processes and incorporates best practices of an equine-facilitated program. The Horse Program Model (HPM) is designed to determine if and how participating in a horse program can help change attitudes, skills and behaviors of at-risk youth.

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15

Warner, Racquel Sydonie. "An alternative pedagogical approach to traditional teaching in Higher Education in the UAE : student engagement." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24300.

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Low student achievement and decreasing student engagement have provoked a call for pedagogical change in the UAE. In an attempt to address these challenges an intervention was introduced that consisted of an alternate pedagogical approach in the form of standards-focused project-based learning which is an active-learning approach where students drive their own learning through the completion of a project(s) that promotes inquiry, standards alignment, and collaborative research. This action research study sought to analyse the effectiveness of this alternate approach by answering two research questions using by collecting and analysing both quantitative and qualitative data. The first research question was: what kind of change can be brought about by engaging students in a student-focused and active learning environment by the design and implementation of a standards-focused project-based learning model? The second research question was: what is the difference in exam scores between students in a lecture-based class and students in an active-learning class that utilizes a standards-focused project-based learning curriculum? In response to these research questions, statistical significance was found in the difference between the mean examination scores of the Foundation course experimental section and the Foundation course control section. No significance was found when comparing the mean examination scores of the First year education experimental section with the first year education control section. Four primary themes were identified through thematic content analysis of the feedback shared by the participants during the focus groups. The four themes were (a) connection between teaching style and performance, (b) students’ preparedness for exam, (c) positive influence of peer pressure and (d) students driven by an external locus of control.

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Hunter, C. "Approaches to control and management in education : An examination of participation, centralisation and future alternatives." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380794.

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17

Oikonomou, Sofia. "Academic Teachers' Perceptions and Experiences of Outdoor Education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79028.

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Outdoor education constitutes an alternative teaching approach that is characterized by authentic experiences and activities in outdoor natural and cultural landscapes. As a relatively new and progressive teaching method, it tries to find and consolidate its place within the existing educational system. The current thesis explores Greek academic teachers’ perceptions and experiences in the field of outdoor education. More specifically, eight academic teachers from a Greek university express their views about outdoor education and report their experiences in outdoor lessons. Through a qualitative approach, this research includes analysis of data extracted from semi-structured interviews with the academics. From the thematic analysis of the data four themes emerged that illustrate teachers’ opinions. The results of the research revealed academic teachers’ basic knowledge on the field of outdoor education, as they presented some well-aimed examples of main characteristics of the approach. Moreover, they reported limited previous outdoor experiences with their students and perceive outdoor lessons as any action outside the typical classroom, attributing higher importance to outdoor activities performed in cultural rather than natural landscapes. Also, academics acknowledged several benefits that outdoor education provides to their students such as the stimulation of all their senses, the connection of theory with practice and the promotion of social relations. In addition, they attributed significant importance to both the experiential approach to learning and to the connection with nature that outdoor lessons provide. Nevertheless, academic teachers highlighted many barriers that inhibit their efforts to apply outdoor lessons such as lack of time and appropriate places, inadequate infrastructure, human resources as well as insufficient pedagogical training and preparation. Concluding, what seems to trouble academics most is the prevailing educational culture inside schools and universities as well as teachers’ and academic teachers’ attitudes. The above findings contribute to the current limited scientific knowledge concerning the practice of outdoor education in the higher level of education. Last but not least, further qualitative research is a prerequisite in order to study the origin of the perceptions and attitudes of Greek academics and comprehend the socio-cultural and educational context in which these have been formed.

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18

Kelly, Victoria Louise. "Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1084_1259928352.

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<p> <p>&nbsp<br></p> </p> <p align="left">The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants&rsquo<br>experiences of the assessment models were achieved through teachers administering and scoring performance assessment tasks and context-based unit tests to their students. Perceptions were obtained through questionnaires and interviews from students. Interviews and informal discussions were used to elicit teachers&rsquo<br>perceptions. Observations during the administration of performance assessment tasks were also used for triangulation.</p>

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Birch, Jennifer Ann. "Using a realistic evaluation approach to explore how alternative education programs support children who are at risk of school exclusion to remain in mainstream education." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6293/.

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The research uses a Realistic Evaluation approach (Pawson and Tilley, 1997) to begin to identify and refine shared programme theories that underpin alternative education programmes (AEPs) that support children who are at risk of school exclusion to remain in mainstream school. A Realist Synthesis (Pawson, 2006) of the relevant literature begins to identify programme theories underpinning the AEPs’ approach. Realist interviews (Pawson and Tilley, 1997) with a range of stakeholders, including education practitioners, children and a parent who have experience of one Local Authority AEP, are used to refine the programme theories identified. Supportive programme outcomes included: increasing parental engagement, promoting an effective school environment and promoting skills and resilience in the young person. Programme context conditions and mechanisms are identified as promoting the achievement of these outcomes. The bio-ecological theory (Bronfenbrenner, 2005) provided a model that located one potential analytic framework which identifies the purpose of the programme as ‘facilitating change in the child’s ecological context systems to enable a more supportive environment for reintegration’. These embryonic programme theories and the RE approach are discussed in light of how they can enable practitioners to develop a clearer understanding of how AEPs, and other education programmes, can effectively support children.

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Meyer, Mario Fabian. "The Relationship between quality of life, education, and poverty & inequality in South Africa: the capability approach as an alternative analytical framework." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4104.

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Magister Artium - MA<br>In this thesis I present – from the perspective of the capability approach and within the context of South Africa – a conceptual analysis of the relationship between quality of life, education, poverty and inequality. The role of education within the South African context is of particular importance. The capability approach, which was pioneered by economist-philosopher Amartya Sen and significantly further developed by philosopher Martha Nussbaum and a growing number of other scholars across the humanities and social sciences, is a theoretical framework for the assessment and comparison of quality of life and social justice. The argument is made that when inquiring about the prosperity of a nation or region in the world, traditional economic approaches – such as gross domestic product (GDP), which is the most commonly used indicator of economic activity – are not, by themselves, accurate or adequate. When assessing individuals and societies‟ quality of life and sense of well-being, we need to know not only about their levels of income, wealth, or consumption; but also about the opportunities they have, or do not have, to choose and to act. The capability approach provides a more comprehensive conceptualisation of quality of life, because it takes into account broader and more encompassing measures of well-being. Conceptualising quality of life from the perspective of the capability approach, makes it clear that large numbers, if not the vast majority, of people experience many forms of unfreedom that impedes their development (i.e. their freedom to choose), and prevents them from leading lives they consider valuable and worthwhile. Many people lack capabilities. The capability approach asserts that the expansion of the real freedoms that people enjoy (i.e. what people are effectively able to be and to do) is both the primary end and the principle means of development. Expansion of freedom equates to enhanced individual agency as a result of an increase in capabilities. Furthermore, individual agency is central to addressing various deprivations (both individual and societal).

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Meinyer, Rocha Sheilla Suzonn. "The implementation of California's Senate Bill 1969: A case study of one school district's approach to the staff development and alternative certification." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2573.

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This study examined the process for implementation of the SB 1969 Staff Development in Sacramento City Unified School District. This case study focused on the implementation process from its inception in 1995 to the full implementation of training K–12 teachers during the 1997–98 school year. The data revealed that the policy implementation process occurred in three stages: (1) the planning phase, (2) the K–8 implementation phase, (3) the full K–12 implementation phase with modifications to the K–8 training component. The analysis revealed that local choices about how to proceed from policy to practice have had more significance for policy implementation than did policy features such as program design, funding levels, or governance requirements. The recommendations in this study are based on the research, findings, and conclusions. They include: (1) districts need to plan for policy implementation as a gradual process, (2) districts need to understand that successful implementation can only be achieved through a developmental process that consists of frequent reviews and modifications, (3) there must be an effective and committed group of people in the district guiding the implementation process, (4) districts must anticipate resistance to change by dealing with it accordingly, with flexibility built into the process, (5) the State must continue to provide an alternative means of credentialing teachers, who work with Limited English Proficient students in California. The recommendations for policy makers include: (1) policy makers should obtain information about policies directly from educators at the beginning of the policy development process; (2) policy makers should create liaisons with organized groups that represent the educational community in order to obtain feedback about policies affecting education; (3) policy makers need to ensure that they are obtaining information from the key stakeholders that will be affected by the educational policy, or gather information from other education-related organizations; (4) policy makers should utilize the internet, and other forms of communication to disseminate educational policy information.

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Christy, Donna. "The Influence of School Discipline Approaches on Suspension Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5995.

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A free and appropriate public education is promised to every child in the United States. However, zero tolerance school discipline policies have broken that promise, pushing students out of the classroom and into the school-to-prison pipeline. Despite the growing body of research demonstrating negative social and economic impacts of exclusionary discipline, public school administrators have been slow to adopt innovative policies that provide rehabilitative alternatives. The purpose of this study was to compare, using the consequences of innovations application of Rogers's diffusion of innovations theory, the impact of various school district approaches to school discipline on suspension rates while controlling for race and socioeconomic status. This study used a quantitative, nonexperimental, nonequivalent groups, posttest-only research design using secondary analysis of data reported by 218 school districts in a New England state for the 2016-17 school year. Analysis of covariance indicated that there is a significant relationship between approaches to school discipline and suspension rates when controlling for racial and socioeconomic composition (p < .05). Race and economic disadvantage significantly influenced suspension rates (p < .001), and districts implementing alternatives differed significantly in their racial and socioeconomic compositions (p < .001). Policy implications include the promotion of alternative approaches to school discipline. Implications for social change include evidence to support the work of those addressing the needs underlying student behavior rather than crime and punishment models to produce safe and supportive schools and dismantle the school-to-prison pipeline.

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23

Zhao, He. "Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673.

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Outdoor education as a cultural construct comprises outdoor activities, personal and social development, and environmental education. However, the learning process within the Chinese educational system is mainly based on traditional models of teaching. As a relatively new and progressive teaching method, outdoor education tries to find and consolidate its place within the existing educational system. Thus, the aim of the current research is to investigate Chinese primary school teachers' perceptions and experience in outdoor education. Specifically, ten Chinese primary school teachers reported their views and experiences about outdoor education. The current research uses qualitative approach methodology, which specifically is thematic analysis of data extracted from semi-structured interviews with those ten Chinese primary school teachers. From the thematic analysis of the data four themes emerged to report the participants' opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented examples including some characteristics of outdoor education. However, they emphasized outdoor activities more than other characteristics and tend to consider outdoor education as environmental education, without other essential aims, theories and practices that defined this multidimensional approach. Besides, although Chinese education is still based on traditional teaching and learning approach, the participants showed the willingness to enrich their classes in various ways. The outdoor activities in their classes were mainly combined observation and participation. The participants also revealed that the places they chose were mainly schoolyard and other places out of the classroom but still within the school. Moreover, Chinese primary school teachers acknowledged several benefits of practicing outdoor education such as stimulating multi-senses to help experience, improving social relation and both mental and physical health, promoting educational knowledge and attitude, developing creativity and imagination, and increasing interest and participation. Additionally, the participants reported several barriers that suppress their willingness of practicing outdoor education, such as restricted time, limited place, large population, lack of financial support, air pollution situation, weather factor, insufficient pedagogical training, lack of preparation, teachers' attitude and preference. It is highlighted by the participants that air pollution situation and large population are two essential factors that prevent them applying outdoor education. The above findings contribute to the current limited scientific knowledge concerning the practice of outdoor education in the context of China. Thus, further qualitative research is a prerequisite so that the results of the current research can be testified and be further discussed.

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Burridge, Christopher Alan. "An alternative approach to the teaching of Baptist history and principles at the Queensland Baptist College of Ministries." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Mitchell, Daniel E. "Say It Loud: An Action Research Project Examining the Afrivisual and Africology, Looking for Alternative African American Community College Teaching Strategies." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/31.

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For this study, the researcher sought to implement a visual arts-based Afrivisual to help inspire, motivate and empower African American students in gaining a culturally relevant education in Euro-American-centered schools. Using the Afrivisual in this work as an action-oriented tool the researcher sought to expose African American students to an African historical context. This research project utilized three African-centered theoretical frameworks: (1) Afrocentricity, (2) Africana Philosophy, and (3) Africana Critical Theory. The problem this work addresses is found in four areas, (1) American history is Eurocentric, (2) African history has been distorted, (3) Africa’s contribution to world civilization has been ignored, and (4) African American students have suffered from identity issues. The primary purpose of the study was to show how African American students may react to culturally relevant exposure to African history and to investigate if exposure to African history is culturally relevant for them. The researcher also hoped to present an effective strategy for Black students from an African-centered point of view. The central questions of this study were, “How do native-born African American community college students respond to a culturally relevant visual tool? What experiences have they had with history? How has their exposure to history affected them?” Both quantitative and qualitative phases of this study were based on data and interviews with African American community college students. Descriptive statistics, including frequency percentages shown in tables were used to present the questionnaire data. Qualitative coding techniques were used to present the focus group data. The qualitative phase of the study highlighted the introduction of the Afrivisual, a visual arts-based and culturally relevant educational tool. There were similarities between the survey sample and the interview sample. The quantitative and qualitative data combined to show the strong desire African American students have to study African history, African civilizations, and to learn about their African ancestors. The triangulation of the data revealed that African American students who were found to be proud to be Black, vowed to be vigilant in future history classes about what they’re being taught, and to present questions about African history. The students also expressed a tremendous need to share what they’ve learned about African history with other African Americans. The significance of this study is that the Afrivisual can be a potentially effective teaching strategy. Also additional researchers may be able to build upon the findings of this inquiry by using another media form of the Afrivisual. Lastly, it exposed weaknesses in the self-hatred thesis as it applies to African American adults, and called for the groundbreaking theoretical framework to be revisited.

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Capp, Michael. "Alternative approaches to optophonic mappings." Thesis, University of Northampton, 2000. http://nectar.northampton.ac.uk/2849/.

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This thesis presents a number of modifications to a blind aid, known as the video optophone, which enables a blind user to more readily interpret their local environment for enhanced mobility and navigation. Versions of this form of blind aid are generally both difficult to use and interpret, and are therefore inadequate for safe mobility. The reason for this severe problem lies in the complexity and excessive bandwidth of the optophonic output after the conversion from scene-to-sound. The work herein describes a number of modifications that can be applied to the current optophonic process to make more efficient use of the limited bandwidth provided by the auditory system when converting scene images to sound. Various image processing and stereo techniques have been employed to artificially emulate the human visual system through the use of depth maps that successfully fade out the quantity of relatively unimportant image features, whilst emphasising the more significant regions such as nearby obstacles. A series of experiments were designed to test these various modifications to the optophonic mapping by studying important factors of mobility and subject response whilst going about everyday life. The devised system, labelled DeLIA for the Detection, Location, Identification, and Avoidance (or Action) of obstacles, provided a means for gathering statistical data on users’ interpretation of the optophonic output. An analysis of this data demonstrated a significant improvement when using the stereo cartooning technique, developed as part of this work, over the more conventional plain image as an input to an optophonic mapping from scene-to-sound. Lastly, conclusions were drawn from the results, which indicated that the use of a stereo depth map as an input to a video optophone would improve its usefulness as an aid to general mobility. For the purposes of detecting and determining text or similar detail, either a plain unmodified image or some form of edge (depth) image were found to produce the best results

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Sangiambut, Smith. "Alternative approaches to polyhydroxybutyrate production." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708012.

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Salter, Stephen James. "Alternative approaches to trend estimation." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/20317/.

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This thesis suggests a general approach for estimating the trend of a univariate time series. It begins by suggesting and defining a set of "desirable" trend properties, namely "Fidelity", "Smoothness", "Invariance" and "Additivity", which are then incorporated into the design of an appropriate non-stationary time series model. The unknown parameters of the model are then estimated using a wide selection of "optimal" procedures, each parameter having at least two such procedures applied to it. Attention is paid to the development of algorithms to implement the procedures in practice. The model is gradually extended from a basic, non-seasonal model consisting of a simple lagged trend to a general, seasonal model incorporating a variable parameter, general autoregressive trend.

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Hof, Sonja. "Alternative security approaches in E-government /." Linz : Trauner Verlag, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014795036&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Swanson, Jason. "Variations of stochastic processes : alternative approaches /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/5733.

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Barbier, Edward Burr. "Alternative economic approaches to natural resource scarcity." Thesis, Birkbeck (University of London), 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243855.

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Maesano, Maria Grazia. "Silsesquioxanes : alternative approaches and methods of synthesis." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437783.

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33

Horlacher, Stefan. "Masculinity studies: Contemporary approaches and alternative perspectives." Taylor & Francis Group, 2018. https://tud.qucosa.de/id/qucosa%3A71720.

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After many decades in which femininity, ‘female experience,’ and the social-political situation of women have formed the rightful foci of research, the male psyche and self have, at least since the 1980s, begun to receive attention in the US and UK academy. However, in most European countries masculinity studies are still the exception, and in comparison to the importance of gender studies they represent a minority interest in the field of gender research worldwide. Due to the relative lack of communication and exchange among the various disciplines dealing with masculinity, no consensus has been reached about the role that biological determinism, anthropological, evolutionary, and socio-historical factors, and representations as well as images of masculinity circulating in the cultural imaginary actually play in the construction of masculinity. Thus masculinity is still a highly problematic and controversial field of study that is located at the intersection of the humanities and the arts, the social sciences and natural science. This chapter begins by critically taking stock of the images of masculinity presented in the media in the early twenty-first century; it then offers a short survey of current approaches to and concepts in masculinity studies, ranging from a survey of US American perspectives and Raewyn Connell’s concept of hegemonic masculinity to recent European approaches and theories. This is followed by a discussion of topics that are still unresolved by masculinity studies, such as the notion and importance of the body, female masculinities, and the question of whether there is something ‘queer’ about or within masculinity as such. In the conclusion, the chapter presents complementary, and up until now neglected, perspectives on masculinity and argues for rethinking masculinity with the help of concepts taken from intersectional, trans-, and interdisciplinary theories, the new field of comparative masculinity studies, and transgender and intersex studies. Masculinity studies as well as gender, transgender, queer, and intersex studies interest me because they ultimately revolve around more complex understandings of identity and subjectivity. Because of their inherent power to blur and question binaries, masculinity and sexuality studies are intimately linked to questions of epistemology (“What can we know?”) and insurgent forms of knowledge (“What are we allowed to know?”), as well as to the distribution of power and the marginalization of minorities within societies.

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Clow, Lisa Ann. "Yoga as a Women’s Population Health Intervention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7621.

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Women’s mortality rate in the United States has increased in almost every age group in the past several years. However, more women in the United States are choosing yoga as a complementary health approach to improve general well-being. Thus, research on yoga and other factors that affect women’s health in the United States may inform public health initiatives to address the health disparities in women’s mortality rates. Grounded in the health belief model, the purpose of this study was to explore whether the factors of practicing the components of yoga, doctor’s recommendation for increased physical activity, body mass index (BMI) categories, hypertension, high cholesterol, age, and occupation predicted the self-rated health of women. This cross-sectional, secondary analysis of the 2017 National Health Interview Survey included 14,464 female respondents, and ordinal logistic regression analysis was used to examine the data. The results showed that self-reported participation in yoga, breathing as a part of yoga, and meditation as a part of yoga was associated with higher self-rated health. Additionally, participants with healthy weight BMI, teachers, and participants who did not receive recommendations for increased physical activity and did not have hypertension or high cholesterol were more likely to report better self-rated health. Based on the results of this study, public health researchers may continue to explore the effects of yoga on women and how a yoga-based population health intervention could help women in the United States live longer and healthier lives.

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Janowitz, Martin W. "Environmental policy making in Nova Scotia, alternative approaches." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0025/MQ36475.pdf.

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Huffman, Douglas S. "Searching for the will of God alternative approaches /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Shen, Eric Bertrand. "Alternative topological approaches to the electronic lamp ballast." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10138.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1997.<br>Includes bibliographical references (p. 197-204).<br>by Eric Bertrand Shen.<br>Ph.D.

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Haiduc, Florian. "ALTERNATIVE APPROACHES TO CLASSICAL ELEMENTARY AND ELLIPTIC FUNCTIONS." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1195571229.

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Eguchi, Emi Amy. "The new wave : educational alternatives approaches to school non-attendance in Japan." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615944.

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Hoffman, Lisa Eileen. "ALTERNATIVE EDUCATION: ADMINISTRATOR PERCEPTIONS OF ALTERNATIVE EDUCATION AND AT-RISK YOUTH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/318169.

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Educational Leadership<br>Ed.D.<br>Successful attainment of a high school diploma is essential in today's society. For some students, however, internal and external pressures present significant barriers to school completion. Disengagement from school by these at-risk students is not only detrimental to the individual students, but to the school community and society as a whole. For some students, Alternative Education placements may be a way to reengage them and aid them in school completion. This case study examined the Park Run School District, a pseudonym for the school district, to discover the perceptions of Alternative Education for Disruptive Youth (AEDY) placements by school officials responsible for making the decision to place students as well as other key educators who work directly with at-risk youth. Interviews were used to seek to determine the needs of at-risk students, why administrators choose to refer (or not to refer) students to placement, and if current programming was sufficient. The findings were categorized into three themes, people, placement, and practice. The first theme, people, looked at the concept of risk, the reasons students drop out of school, and they role key individuals play in the lives of at-risk youth. The second theme, placement, looked at the non-traditional nature of alternative education settings, the referral process itself, and the factors administrators consider prior to student outplacement. Finally, the third theme, practice, focused on the nexus of the first two, looking at the most common reasons for referral, the perceived inhibitors to student placement, and the need for additional settings to meet student need.<br>Temple University--Theses

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Hurst, Keith. "Approaches to problem solving in nursing practice." Thesis, Sheffield Hallam University, 1990. http://shura.shu.ac.uk/20727/.

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One of the requirements for high quality individualised nursing care is that nurses must recognise and attempt to solve patients' health problems. It is generally agreed that this needs a problem-solving approach. It was decided to investigate the perceptions and understanding of problem solving in nursing using a model derived from the general literature. This model, from an analysis of 55 studies, consists of 5 phases which happen to be similar to the 4 or 5 stages in discussions of the nursing process. Insight into nurses' perceptions of problem solving was obtained by presenting 120 nurses, in individual interviews, with 7 specially constructed and validated vignettes of clinical problem solving. Deliberately, only one of the vignettes was complete, containing all 5 elements of the derived model. The remaining vignettes had one or more of the elements missing. The nurses were encouraged to comment on each vignette and the protocols were analysed in detail. Analysis revealed that the phase model was generally understood by all types of informants, but a number failed to detect the missing phases in some vignettes, in particular, problem identification, planning and evaluation. On the other hand, problem assessment and implementation almost always attracted comment. There did not appear to be a relationship between informants' nursing experience and the recognition or non-recognition of phases. Another finding was that informants were not always systematic in their analysis of the vignettes; that is, some did not begin their analysis with problem identification and conclude with evaluation. Overall, the findings lend support to a stages model as a theoretical basis for problem solving in nursing. The theoretical basis of problem solving in nursing is also discussed in relation to problem solving in allied professional disciplines. Finally, the implications of the study for nursing education and practice are explained and recommendations made for further study.

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Carl, Merlin [Verfasser]. "Alternative Finestructural and Computational Approaches to Constructibility / Merlin Carl." Bonn : Universitäts- und Landesbibliothek Bonn, 2011. http://d-nb.info/1016012713/34.

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Brödel, Johannes [Verfasser]. "Alternative approaches to maximally supersymmetric field theories / Johannes Brödel." Hannover : Technische Informationsbibliothek und Universitätsbibliothek Hannover, 2010. http://d-nb.info/1008409782/34.

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Payne, Dexter C. "Overcoming ineffective institutions alternative approaches to international fisheries conservation /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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45

陶鷹翔 and Yingxiang Tao. "An assessment of alternative wastewater treatment approaches in Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31239365.

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Batten, David, and Manfred M. Fischer. "Two Alternative Macro-Based Approaches to Model Telecommunication Traffic." WU Vienna University of Economics and Business, 1992. http://epub.wu.ac.at/4210/1/WSG_DP_2392.pdf.

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Tao, Yingxiang. "An assessment of alternative wastewater treatment approaches in Guangzhou /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20868364.

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48

Flinn, Fiona. "Implementing a school-based, group-based mental health intervention with adolescent females with social, emotional, behavioural difficulties, known to have experienced, and been affected by, difficult life events, in a alternative education setting : a case study approach." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676467.

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Aim: To explore how 6 female students would engage with a group-based mental health intervention in an alternative education setting, and whether such an intervention would be effective at alleviating trauma and depressive symptoms, and improve psychosocial functioning. Participants: 6 female students aged 15 years old took part in the intervention. Four staff members participated in qualitative interviews and 29 members of staff completed feedback surveys. Method: A mental health programme was delivered to two groups, each with 3 students. The programme involved ten sessions delivered over a 5-weelc period. Participants' trauma symptoms, depressive symptoms, and psychosocial functioning were measured pre- and post-intervention. Participants also took part in semi-structured interviews to gain insight into their experience of the programme. Two staff members were interviewed prior to the intervention to determine whether the intervention would be appropriate while two other staff members were interviewed on completion of the programme to determine whether staff had noticed any changes in the girls during the course of the intervention. Results: All participants showed positive changes in a number of symptoms on completion of the programme. However, changes were variable and some negative changes were also observed. All participants reported to enjoy the programme and find it helpful. Staff reports towards the programme were very positive. Conclusions: As a first step towards working with disengaged students excluded from mainstream education, this study illustrates the usefulness of group-based, school-based mental health programmes for students with social and emotional difficulties.

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Sihm, Kvenangen Karen. "Alternative measuring approaches in gamma scanning on spent nuclear fuel." Thesis, Uppsala universitet, Institutionen för fysik och astronomi, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-162795.

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In the future, the demand for energy is predicted to grow and more countries plan to utilize nuclear energy as their source of electric energy. This gives rise to many important issues connected to nuclear energy, such as finding methods that can verify that the spent nuclear fuel has been handled safely and used in ordinary power producing cycles as stated by the operators. Gamma ray spectroscopy is one method used for identification and verification of spent nuclear fuel. In the specific gamma ray spectroscopy method called gamma scanning the gamma radiation from the fission products Cs-137, Cs-134 and Eu-154 are measured in a spent fuel assembly. From the results, conclusions can be drawn about the fuels characteristics. This degree project examines the possibilities of using alternative measuring approaches when using the gamma scanning method. The focus is on examining how to increase the quality of the measured data. How to decrease the measuring time as compared with the present measuring strategy, has also been investigated. The main part of the study comprises computer simulations of gamma scanning measurements. The simulations have been validated with actual measurements on spent nuclear fuel at the central interim storage, Clab. The results show that concerning the quality of the measuring data the conventional strategy is preferable, but with other starting positions and with a more optimized equipment. When focusing on the time aspect, the helical measuring strategy can be an option, but this needs further investigation.

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Ligné, Daniel. "New technical and alternative silvicultural approaches to pre-commercial thinning /." Umeå, Sweden : Dept. of Silviculture, Swedish Univ. of Agricultural Sciences, 2004. http://epsilon.slu.se/s331.pdf.

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