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Dissertations / Theses on the topic 'Descriptive and contrastive study'

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Published: 4 June 2021
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1

Qian, Wu. "Análisis contrastivo de las traducciones al español de Shi Jing." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667438.

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Nuestra investigación consiste en un estudio descriptivo y contrastivo de dos traducciones al español de la antología poética china Shi Jing, una obra extraordinaria de la literatura china. En concreto, hemos estudiado los factores extratextuales y los factores textuales centrándonos en el estudio de los referentes culturales. Como uno de los Cinco Libros del confucionismo, Shi Jing ocupa una posición trascendental en la civilización china. Esta obra también goza de gran prestigio y despierta no menos interés en el ámbito de la traducción. Pero posiblemente debido a su escasa incursión en el mundo de las letras hispanas, los estudios dedicados a las traducciones de Shi Jing al español son realmente escasos. Creemos que nuestro trabajo podría contribuir, de algún modo, a arrojar algo de luz sobre esta magna obra. La investigación tiene la particularidad de utilizar datos cuantitativos para realizar un análisis, a un tiempo, cuantitativo y cualitativo. El modelo de análisis se basa principalmente en el de Mangiron (2006). En primer lugar, hemos analizado los factores extratextuales relacionados con las dos traducciones y los paratextos que las rodean. En concreto, los factores extratextuales que incluimos en el análisis son: el traductor, la editorial, el iniciador, la época, la finalidad, los destinatarios, y la recepción. En lo que respecta al análisis de los paratextos, los elementos que están dotados con mayor carga de significado en nuestro trabajo son: la cubierta, el prólogo y las notas al pie de las dos traducciones; las notas introductorias del TM1 y el estudio preliminar del TM2. En segundo lugar, hemos llevado a cabo una de las tareas centrales de este estudio, esto es, el análisis descriptivo y comparativo de los referentes culturales de las dos traducciones. Empleamos las técnicas de traducción de Molina y Hurtado (Molina 1998 y 2011, y Molina y Hurtado Albir 2002) como instrumento de análisis. Hemos adaptado y matizado algunas de ellas para que se ajusten lo más acertadamente posible a nuestro trabajo. Además, hemos prestado especial atención a las dieyinci, palabras reduplicadas, dada su frecuencia en el texto original, lo que hace que sea rasgo característico de la obra. En la tercera y la última fase, hemos analizado los datos obtenidos. Incidimos en el uso de las técnicas de traducción empleadas por los dos traductores, teniendo en cuenta el ámbito cultural al que pertenecen los referentes. Investigamos, para cada categoría cultural, cuáles han sido las técnicas más empleadas por cada uno. Asimismo, triangulamos los datos obtenidos en los análisis anteriores y para dilucidar si los factores extratextuales influyen de alguna manera en el tratamiento de los referentes culturales.
Our research consists of a descriptive and contrastive study of two translations into Spanish of the Chinese poetic anthology Shi Jing, an extraordinary work of Chinese literature. In particular, we have studied extratextual factors and textual factors, focusing on the study of cultural referents. As one of the Five Books of Confucianism, Shi Jing occupies a transcendental position in Chinese civilization. This work also enjoys great prestige and awakens no less interest in the field of translation. But possibly due to its limited foray into the world of Hispanic letters, the studies dedicated to the translations of Shi Jing into Spanish are really scarce. We believe that our work could contribute, in some way, to shed some light on this great work. The research has the peculiarity of using quantitative data to perform an analysis, both quantitative and qualitative. The analysis model is based mainly on that of Mangiron (2006). In the first place, we have analyzed the extratextual factors related to the two translations and the paratexts that surround them. In particular, the extratextual factors that we include in the analysis are: the translator, the publisher, the initiator, the time, the purpose, the recipients, and the reception. Regarding the analysis of paratexts, the elements that are endowed with the greatest load of meaning in our work are: the cover, the prologue and the footnotes of the two translations; the introductory notes of the TM1 and the preliminary study of the TM2. In the second place, we have carried out one of the central tasks of this study, that is, the descriptive and comparative analysis of the cultural references of the two translations. We use the translation techniques of Molina and Hurtado (Molina 1998 and 2011, and Molina and Hurtado Albir 2002) as an analytical tool. We have adapted and nuanced some of them to fit as accurately as possible to our work. In addition, we have paid special attention to the dieyinci, reduplicated words, given their frequency in the original text, which makes it a characteristic feature of the work. In the third and last phase, we analyzed the data obtained. We emphasize the use of the translation techniques used by the two translators, taking into account the cultural field to which the referents belong. We investigate, for each cultural category, which have been the most used techniques by each one. We also triangulate the data obtained in the previous analyses and to elucidate whether the extratextual factors influence in some way the treatment of cultural references..
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2

Veiga, Manuel Alte da. "Le créole du Cap-Vert : étude grammaticale descriptive et contrastive /." Paris : Praia (Cap-Vert) : Éd. Karthala ; Instituto de promoção cultural, 2000. http://catalogue.bnf.fr/ark:/12148/cb37207665m.

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3

Cullen, Barry Gerard Whelan. "A descriptive study of elements of philosophical subjectivity in the literary criticism of F.R. Leavis, with particular reference to the contrasting and complementary positions of I.A. Richards, T.S. Eliot and D.H. Lawrence." Thesis, Royal Holloway, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269015.

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4

Saito, Miyoko. "A contrastive study of Japanese and Portuguese." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24353.

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5

Ali-Mounla, Ibrahim. "Contrastive and error analysis : a case study." Thesis, Bangor University, 1992. https://research.bangor.ac.uk/portal/en/theses/contrastive-and-error-analysis--a-case-study(46dcdd55-cc53-4be2-a73f-878e1d5bd4ab).html.

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Chapter One: this chapter presents an up-to-date account of Contrastive Analysis (CA), and Error Analysis (EA). Chapter Two: this deals with the syntactic descriptions of Inflectional Phrase, (IP) in English and Syrian Arabic respectively. The descriptions of (IP) system are executed within the framework of X-bar syntax in the version outlined in Chomsky (1970 and 1986b), and Radford (1988). These descriptions focus on the various syntactic movements which take place within the maximal categories referred to as IP all of which play an important role in the formation of YIN and Wh-questions. For the sake of this study, only three types of movement will be considered - i. e. I- movement, V- movement, and Wh - movement Chapter Three: this chapter describes the syntactic movements which take place within the maximal categories referred to as Complementiser Phrase (CP) of the two languages within the same framework. The description focuses on I-to-C and Wh-movement. Chapter Four: this deals with English Small Clauses (SCs) and Syrian Verbless Clauses (VCs) also within the same framework. Chapter Five: this deals with contrasting the interrogative patterns of the two languages as identified in chapters 2,3 and 4, and with formulating predictions on the basis of the contrasts identified. Chapter Six: this highlights the methodology of the experiment conducted - i. e. data collection, design of the elicitation instruments, etc. Chapter Seven: this consists of analysing the elicited errors in the light of my predictions. it compares CA predictions with the attested errors to evaluate the success of the predictions and hypotheses. Chapter Eight: offers the discussion of disconfirmed predictions and errors irrelevant to predictions. Chapter Nine: this contains conclusions, pedagogical implications and recommendation for further research.
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6

佐藤圭司 and Keiji Sato. "Contrastive study of “Putonghua(Mandarin)”and “Taiwanguoyu( Taiwan Mandarin)”." 碩士, 東吳大學, 1985. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22085SCU04079001%22.&searchmode=basic.

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7

Mohamed, Mohamed Abdulla. "Ellipsis : a contrastive study of Swahili and English discourse /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620175.

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8

Zhang, Min. "A contrastive study of demonstratives in English and Chinese." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774752.

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This dissertation is a contrastive study of the semantics, pragmatics, and discourse functions of demonstratives in English and Chinese.It is shown that there is a metaphorical relationship between the basic semantic properties of demonstratives and their various uses in the two languages. The proximal demonstrative tends to be used for spatial, temporal, or emotional closeness, or for a foregrounded referent, whereas the distal demonstrative is usually used for spatial, temporal, or emotional remoteness, or for a backgrounded referent. However, details of the metaphorical extensions in the two languages may vary. Functional differences between demonstrative pronouns and neuter pronouns in English and Chinese are also discussed. It is shown that demonstrative pronouns tend to code a higher degree of topic discontinuity or topic change, and neuter pronouns a greater degree of topic continuity in the two languages.In addition to contributing to an understanding of the basic factors governing the uses of demonstratives in English and Chinese, which could be used as a basis for further cross linguistic study, this research should also have some pedagogical value for teaching both English and Chinese as foreign languages.
Department of English
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9

Norton, Christopher William. "Typographic emphasis and contrastive focus : an eye tracking study." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22135/.

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Two eye tracking experiments investigated whether italicising contrastively focused words facilitates processing. In speech, pitch accents can mark focus, signalling that there exist alternatives to the marked element which are relevant to interpreting the expression. In writing, typographic emphasis (italics, bold, etc.) can be used in a similar manner, particularly to mark contrastive focus (asterisks delimit italicisation here): ‘We expected Mark to bring *Mary* to dinner. However, when he arrived, he was with *Ellen*.’ Previous studies have shown that processing is facilitated by congruent marking of information structure with pitch accents, and impeded by incongruent marking. This study sought similar effects for typographic emphasis. Eye movements of participants were tracked as they read short texts (dialogues in Experiment 1, narratives in Experiment 2) in which a contrastively focused target word was italicised, or not. Experiment 2 also manipulated contrast on the target word. To the author’s knowledge, this is the first eye tracking study that investigates the interaction of these factors within continuous text. Incongruence, where a non-contrastive word was typographically emphasised, or a contrastive word was not emphasised, was predicted to cause processing difficulty manifesting as re-reading. Results did not suggest that incongruence had a processing cost, although some effects were found, including (amongst more subtle effects) longer overall fixations on target words, and higher likelihoods of them being fixated at all. These results are discussed from several perspectives, including a ‘zero-impact’ account, which holds there to be no linguistic effect of typographic emphasis, and a more probable ‘effects elsewhere’ account, which suggests the type of re-reading examined here may not have been the correct place to look. The possibility that the visual contrast inherent in typographic emphasis may simply ‘catch the eye’ rather than have a linguistic effect is also investigated, and assessed as being unlikely.
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10

Leoue, Jean Gilbert. "Semantique Et Grammaticalisation De 'Do' En Anglais: Approche Contrastive (The Semantax And Grammaticalization Of 'Do' In English: A Contrastive Study)." Diss., Université Paris III - Sorbonne Nouvelle, 2004. http://hdl.handle.net/10919/71565.

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The subject of this contrastive study is fourfold: (a) it takes into account the inference of languages in contact in the diachronic development of English language; and it builds up a hypothesis on the origin of periphrastic DO; (b) this study lays its foundations on established facts from diachrony and etymology to claim that the grammaticalization of DO did not entail any process of desemantisation; (c) it also resorts to an invariant-meaning approach to show that the auxiliary DO – just like its lexical counterpart – is not meaningless in natural language; (d) it carries out a critical analysis of current trends on either a binary categorization or a ternary categorization for DO-forms (lexical verb (vs. proverb) vs. auxiliary). Then, this study shows that the proform DO SO can indeed substitute for purely stative predicates; and, as an operator of ‘thesis’, DO has an enunciative function which accounts for its occurrences as well as its non-occurrences in the linear structuring.
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11

Wang, Jianxin. "Contrastive Connectors in English and Chinese: A Corpus-Based Study." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/8276.

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This study examines the features of contrastive connectors in modern British English by employing corpus evidence and discourse analysis. It aims to find out the total number and frequency of these contrastive connectors in modern BrE evidenced in the BNC with a focus on four genres, the genre-related usage of eleven high-frequency contrastive connectors, and detailed usage of HOWEVER. It also compares the overall frequency of contrastive connectors in the four genres of BrE and AmE, and the usage of contrastive connectors in BrE and Chinese, as evidenced in large corpora. Altogether about 68 contrastive connectors in the BNC (containing modern BrE) and 57 in the CCL corpus (containing modern Chinese) are pinpointed. In the BNC, but is most frequent, covering more than half of the total usage of contrastive connectors. In the CCL, 但 dàn (but) is most frequent, covering nearly one fifth of their total usage. In both corpora, 20 most frequent members cover about 95% of all the usage of contrastive connectors. Contrastive connectors are significantly more frequent in the BNC (BrE) than in the COCA (AmE), and so are Chinese contrastive connectors in Taiwan than in mainland China, but with greater variation. About 1.1 times as many contrastive connectors are used in spoken English as in written English, but twice as many such connectors are used in written Chinese as in conversation. The usage of contrastive connectors co-varies with genre. In English such connectors are generally used alone. Even when they occasionally form complex units, contrastive conjunctions still lead and overshadow contrastive adverbials. Concessive clauses in English are flexible in clause order. Contrastive connectors in English are typically used sentencemedially or -initially, but are occasionally used sentence- finally. By comparison, contrastive connectors in Chinese often form correlations or complex units on a more equal basis. Historical influence has led to the co-existence of “one-character” and “two-character” contrastive connectors in Chinese, the former frequent in written genres, the latter in conversation. Concessive clauses in Chinese are of two major patterns which are closely related to specific connectors. Chinese contrastive connectors can never be used sentencefinally. A profile of the usage of however has emerged from a case study of this second most frequent contrastive connector in BrE, concerning the contrastive vs. adverb function, the “unmarked” position, the syntactic patterns and corresponding functions, the semantic reasons for its wide use and dual function in second-initial position of the sentence, the occasional “coordinative” use of however, and its translation into Chinese. Three pedagogical implications arise from this study, based on which concrete teaching suggestions are made. Limitations of this study are acknowledged and some possible lines for future research are proposed.
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12

Lemphane, Polo Adelina. "A contrastive ethnographic case study of homes in Cape Town." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11394.

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This study contrasts children’s digital communicative literacy practices in two homes in Cape Town, South Africa. It aimed to find out whether children’s early engagement with digital media in home settings might vary across socio-economic settings, with implications for their subsequent school-based engagements with reading and writing practices. An ethnographic style contrastive case study approach was employed to investigate the nature and implications of children’s home digital literacy practices across socio-economically divergent settings, namely, in one working class family, where neither of the parents were formally employed in wage labour, and one middle class family, where the parents were both employed professionals. While the two families shared a common relation to South Sotho/Setswana as their family heritage language, they differed widely in other respects, because of different social locations as middle class/working class families, including everyday language use and the social expectations of their young children.
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13

Mulvey, Bern. "Japanese and English rhetorical strategies: A contrastive analysis." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1052.

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14

Yan, Xi. "A contrastive study of conjunction in Chinese/English legal parallel texts." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637021.

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15

Payá, Herrero Begoña. "Voice and identity: a contrastive study of identity perception in voice." Doctoral thesis, Universitat de València, 2009. http://hdl.handle.net/10803/9802.

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En mi tesis doctoral he estudiado qué elementos suprasegmentales de la voz se combinan a nivel prosódico para transmitir información sobre nuestra identidad (origen, personalidad, emociones.). En la parte teórica se define el concepto de identidad, llegando a la conclusión de que identidad es un término relacional que construye un paralelismo entre dos campos, el de la individualidad y el de la colectividad. En el marco teórico se tratan distintas teorías como el constructivismo radical y el experiencialismo radical para comprender cómo la percepción, la estereotipación y la categorización de la voz son actores indispensables a la hora de utilizar la voz o escuchar otras voces. En la parte experimental se han utilizado herramientas de análisis fonético, de análisis de corpus, tests de personalidad y de percepción de la voz para llegar a las siguientes conclusiones: si bien no se encuentran diferencias a nivel de la intensidad media de las voces grabadas (todas femeninas, de tres nacionalidades diferentes), se observa cierta diferencia entre las nacionalidades a nivel de la frecuencia y a nivel de la velocidad. Se ha tratado de encontrar posibles diferencias fonéticas entre voces extrovertidas e introvertidas pero no hay resultados concluyentes. El análisis del corpus recogido en entrevistas acerca de la voz, permite concluir que en general se consideran desagradables las voces agudas y chillonas, mientras que las voces graves y roncas se consideran sexys. El test de percepción llevado a cabo después, utilizando tanto voces agudas como voces graves, permite confirmar esta clasificación estereotipada de las voces. Este test demuestra que, independientemente de la comprensión o no del contenido lingüístico, todos somos capaces de percibir qué emociones básicas y actitudes transmite la voz. También se observan esquemas de verticalidad en las correlaciones entre algunos elementos vocales y algunos elementos de la identidad. Así pues, uniendo teoría con práctica se concluye que nuestra voz codifica ambos aspectos de nuestra identidad (como individuos y como seres sociales) y que la producción de la voz no se puede entender sin la percepción y vice-versa. Ambos fenómenos están unidos a las características de nuestro cuerpo y de nuestra cognición.
In my doctoral thesis I have focused on the suprasegmental level of language in order to find out which combinations of prosodic features convey not only content information but also information about our personality, our attitudes and our emotions, that is, information about our identity.After considering different definitions of the term "identity", I come to the conclusion that "identity" is a relational term that establishes a parallelism between two domains: the domain of individuality and the domain of collectiveness. In this regard, theories from cognitive linguistics, radical constructivism and radical experientialism are studied and applied to show how our identity is a necessary construction expressed through different means. Moreover, the theoretical part of the dissertation bases itself on the notion of embodiment from the cognitive field and gives great importance to the role played by perception in the use of our voice.The theoretical implications are then verified in an empirical part: 60 female voices (20 German, 20 American, 20 Spanish) are recorded in interviews and analysed phonetically with Praat. After classifying the voices in terms of nationality and in terms of personality groups (introversion/extroversion) vocal aspects such as length, average pitch, intensity and speech rate are measured. Although the results show nationality differences in pitch and speech rate there are no concrete tendencies observed for the personality parameters of introversion/extroversion, even though we do have common expectations about how an introvert or an extrovert speaks. These results are also checked statistically.In a second step, all the voice labels used by the candidates interviewed are collected, classified according to their frequency and compared with results given by certain corpora tools. This shows clear vocal stereotypes: for the three nationalities studied, deep and raspy voices are judged to be sexy and high and squeaky voices are considered unpleasant. Phonetic voice labels are preferred to impressionistic voice labels. Certain voice labels such as sweet or soft seem more language dependant.A comparison between judgements made on the own voice (in terms of frequency, intensity and speech rate) and the results from the phonetic analysis proves that non-experts have an accurate self perception of voice, which is then confirmed in a perception test by using high and deep voices as stimuli. This test proves that independently of whether we understand the language heard or not, we are capable of guessing correctly basic emotions and attitudes by interpreting the prosodic cues available. For certain voice correlations between vocal cues and identity cues a verticality schema has been found.As a conclusion, by contrasting theory and practice it can be stated that our voice encodes the dichotomy of our identity very well (as unique beings and as members of a collectivity) and that voice production cannot be understood without voice perception and vice-versa. Both phenomena are linked to our embodied condition and our cognition.
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16

Payá, Herrero Begoña. "Voice and identity : a contrastive study of identity perception in voice." kostenfrei, 2009. http://d-nb.info/1000286630/34.

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17

Chiu, Ching-li Lily, and 趙靜莉. "Demonstratives in literary translations: a contrastive study of English and Japanese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B29815964.

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18

Chiu, Ching-li Lily. "Demonstratives in literary translations : a contrastive study of English and Japanese /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21790905.

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19

Stunová́, Anna. "A contrastive study of Russian and Czech aspect : invariance vs. discourse /." Amsterdam : Universiteit van Amsterdam, 1993. http://catalogue.bnf.fr/ark:/12148/cb372054705.

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20

JONES, ELAINE GAIL. "DEAF ADULTS AS PARENTS: A DESCRIPTIVE STUDY." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183918.

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The purpose of this study was to describe the strengths and needs of Deaf adults as parents of school-age and adolescent children. A cross-sectional, descriptive design was employed to gather data from a convenience sample of Deaf parents and hearing children from 15 families. The Parental Strengths and Needs Inventory (PSNI)--a 60 item Likert instrument--and structured interviews were used in data collection. The PSNI was administered to parents in sign language via videotape, and they were interviewed with the assistance of a professional interpreter. Parents' and children's total scores on the PSNI were above average according to Strom and Coolege's scoring instructions (1985). Review of subset scores indicated that Deaf parents had above average interest in acquiring additional information about childrearing, and parents of adolescents felt more than average frustration. Comparison of parents' and children's scores on parallel forms of the PSNI demonstrated no significant differences in total or subset scores, supporting validity of parents' scores. Comparison of parents' and children's interview responses with the topics on the PSNI revealed that the content on the PSNI was valid, but incomplete for Deaf parents. Deaf parents shared the concerns of normally hearing parents, but had additional concerns specific to parental deafness which were not addressed in the PSNI. Contributions of the study to Nursing research focused on strategies for triangulation and pilot testing of instruments in cross-cultural research. Limitations of the study were presented in terms of instrumentation and study design. Cautions also reported are interpretation of findings related to the ex-post-facto nature of the research design and the complexity of factors interrelated with parental Deafness.
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21

Brew, Leah. "A Descriptive Study of Accredited Counseling Programs." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3063/.

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The Council for Accreditation of Counseling and Related Education Programs (CACREP) is the accrediting body for the field of counselor education. Since the inception of the standards, several individuals have published journal articles reviewing the strengths and weaknesses of CACREP accreditation. The purpose of this study was to do a preliminary survey of the opinions of individuals within CACREP accredited programs to discover the effects of accreditation on programs. The survey of opinions from respondent CACREP accredited programs indicated interesting results. The eleven frequently held beliefs about improvements after accreditation was substantiated by the number, the percentage, and the Chi Square results from respondent programs. Therefore, after CACREP accreditation, most programs reported the opinion that: students have higher grade point averages and test scores; students are younger, learn better, and receive more employment opportunities; a higher percentage of students pass the licensed professional counselor examination; average scores are higher on the nationally certified counselor examination; programs receive more applicants and faculty is more professionally active, publishes more, and presents more. The second part of the survey indicated that a large percentage of respondent programs offer courses beyond the CACREP core curriculum experiences (91%) and that a variety of courses are offered (78 courses). In addition, 91 respondent programs indicated that courses are required beyond the CACREP core curriculum experiences and that a variety of courses are required (29 courses). Three primary limitations exist in this study. First, the eleven frequently held beliefs were marked by the opinion of one faculty member for each program. Second, the number of blanks for each item was frequently close to or sometimes exceeded the number of respondents who marked the after CACREP column. Third, the survey data collected on courses that were offered by programs beyond the core were based upon memory and/or opinion and may be inaccurate. A recommendation for future research would be to study the hard data collected prior to and after accreditation.
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22

Powers, Keith L. "Academic advising assessment practices: a descriptive study." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14945.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Kenneth F. Hughey
In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve three key steps: the identification of student learning outcomes (i.e., what is assessed), the development and use of good measures of student learning (i.e., how assessment is conducted), and the use of sound professional judgment to understand the information gathered and to make changes to improve student learning (i.e., how assessment results are used). However, the assessment of academic advising is often minimal, narrow, and inconsistent. Further, when assessment of academic advising is conducted, it is most commonly a survey of student satisfaction of their advising experience (Carlstrom, 2012; Habley, 2004; Macaruso, 2007; Robbins, 2009). The purpose of this study was to learn about the assessment practices in the profession by surveying those who conducted or were responsible for assessment of academic advising. The study found that 80% of participants had identified academic advising student learning outcomes in their situation. The most frequently reported outcome was that students would know degree requirements. A little over half of the participants who identified student learning outcomes assessed the achievement of those outcomes and student surveys were the most frequently reported measure used. Seven percent of participants reported to use three or more measures to assess student learning outcomes. Multiple measures are needed in assessing outcomes to gather comprehensive evidence of outcomes achievement. Sixty percent of participants reported they used assessment information to make decisions regarding improvement of services and student learning. The most frequently reported use of information was making revisions to the advising process/delivery outcomes. The results of the survey indicated that participants viewed advisors’ belief in assessment as important to facilitating assessment of academic advising. They also viewed administrators’ use of information in making decisions and changes to improve advising practices and increase student learning as important.
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Gardner, Stan (Stan A. ). "A descriptive study of statewide bibliographic databases." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332755/.

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This dissertation has compiled information about statewide bibliographic databases, their format, their cost, the number of titles and records, how they are being used, what kinds of libraries are using such databases in each state and the effectiveness of those databases.
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Freer, Yvonne. "Breastfeeding in premature infants : a descriptive study." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21245.

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Establishing breastfeeding in the infant born prematurely remains one of the most important challenges to neonatal midwives. Many obstacles stand in the way of mothers becoming successful in this art; probably the most notable being unit guidelines established through anecdotal rather than evidence based on information. Difficulties arise in gathering "evidence" and this may in some part account for the lack of literature on breastfeeding and the preterm infant. Earlier studies indicate that breastfeeding premature infants regulate feeding differently to bottle feeding infants but these qualitative data do not adequately describe feeding performance. A convenience sample of preterm infants was selected and variables associated with feeding measured. A pulse oximeter measured heart rate and oxygen saturation pre, during and post feed, whilst feeding variables of sucking, swallowing and breathing were monitored throughout feeding using pressure sensors and auscultation. The data were continuously collected and stored in a computer using the Snapshot programme. The findings of this study indicate that practice at feeding affects outcome, bursts become longer and pauses shorter, sucks and swallows/second increase with breaths/second being influenced by milk flow and swallow rate; that total feeding time is variable and not dependent on post menstrual age (PMA); that immature infants (those of 31 weeks PMA) are able to coordinate sucking, swallowing and breathing and produce rhythmic bursts and pauses and possibly adapt feeding performance according to physiological status; finally that suckling does not cause any obvious increase in heart rate and therefore cannot be considered as an energy consuming activity.
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Ibarrondo, Cruz Daniel. "Descriptive Study on Digital Content Copyright Ownership." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747405.

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The purpose of this dissertation was to study perceptions of faculty and administrators at institutions of higher education on copyright ownership of faculty-created digital course content. The central question for this study was: Who had copyright ownership rights of faculty-created digital content and in what manner was copyright ownership developed, implemented, and asserted at institutions of higher education. The five research questions were: (a) How were copyright ownership policies of faculty-created digital content developed and implemented at institutions of higher education?; (b) How were faculty involved in the development of copyright ownership agreements?; (c) What institutional policy and contractual documents contained specific language on copyright ownership rights of faculty-created digital content?; (d) How were institutional assertions of copyright ownership of faculty-created digital content allocated and managed?; (e) How were copyright ownership issues of faculty-created digital content resolved? A descriptive study approach was used to study administrator and faculty perceptions on copyright ownership at five institution types within the State of Texas and the Commonwealth of Puerto Rico. A total of 100 random faculty and administrator participants were sent the online survey link via e-mail. The online survey included closed-ended and open-ended questions. Descriptive statistics were used to analyze the results from the closed-ended and open- ended questions. In summary, the findings showed that within the participating respondent groups: (a) Most faculty were not involved in the development of copyright ownership policies; (b) Institutions asserted copyright ownership through some institutional document/policy and not through contractual agreements; and, (c) Copyright ownership issues did not arise between the institution and faculty. With the portability of digital content, and the need to utilize and develop said content within the university setting, more faculty and administrators should be aware of, and be involved in copyright ownership policies. The field of study of copyright ownership in accordance to faculty and administrator digitally created content was limited, and more studies should be conducted with a larger population.

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Wang, Wei. "Newspaper commentaries on terrorism in China and Australia a contrastive genre study /." Connect to full text, 2006. http://hdl.handle.net/2123/1701.

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Doctor of Philosophy(PhD)
This thesis is a contrastive genre study which explores newspaper commentaries on terrorism in Chinese and Australian newspapers. The study examines the textual patterning of the Australian and Chinese commentaries, interpersonal and intertextual features of the texts as well as considers possible contextual factors which might contribute to the formation of the newspaper commentaries in the two different languages and cultures. For the framework of its analysis, the study draws on systemic functional linguistics, English for Specific Purposes and new rhetoric genre studies, critical discourse analysis, and discussions of the role of the mass media in the two different cultures. The study reveals that Chinese writers often use explanatory rather than argumentative expositions in their newspaper commentaries. They seem to distance themselves from outside sources and seldom indicate endorsement of these sources. Australian writers, on the other hand, predominantly use argumentative expositions to argue their points of view. They integrate and manipulate outside sources in various ways to establish and provide support for the views they express. It is argued that these textual and intertextual practices are closely related to contextual factors, especially the roles of the media and opinion discourse in contemporary China and Australia. The study, by providing both a textual and contextual view of the genre under investigation in the two languages and cultures, aims to establish a framework for contrastive rhetoric research which moves beyond the text into the context of production and interpretation of the texts as a way of exploring reasons for the linguistic and rhetorical choices made in the two sets of texts.
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Ha, Nguyen Hong, and n/a. "Time and modality in Vietnamese : a contrastive study of Vietnamese and English." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060713.170038.

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The present study is an attempt to give a description of how temporal and modal meanings are expressed in Vietnamese, and to relate the description to English by way of translation correspondence. The study is, therefore, a contrastive work on Time and Modality in Vietnamese and English. It is hoped that Vietnamese students might find in this work some kind of help that may facilitate their study of English grammar as regards time and mood. In chapter 1, the author presents a brief history of foreign language teaching in Vietnam, and the role of English as a foreign language in the country at present. He also discusses problems confronting Vietnamese teachers and students in teaching and learning English and states the aims of the study. Next, the structure of the Vietnamese verb-phrase is discussed, with a view to giving the reader some idea of how auxiliaries operate in Vietnamese. In chapter 2, a description of temporal expression in Vietnamese is presented, with emphasis on the uses of the so-called "time auxiliaries". Also, time adverbs, time clauses and questions with time in Vietnamese are discussed. Chapter 3 deals with modal expression in Vietnamese. In this chapter special attention is given to the uses of the modal auxiliaries. Attempts are then made to describe the so-called "attitudinal disjuncts" and conditional sentences in Vietnamese. In chapter 4, implications for teaching time and modality in English to Vietnamese students are given. The author suggests some teaching points, which, through the present contrastive work, are likely to be some of the most difficult areas for Vietnamese speakers and therefore should be given the most particular attention.
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Chen, Selma Shu-mei. "A contrastive study of paragraph development in Chinese and English expository prose." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416150.

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Kaplan (1966) has claimed that certain organizational problems in non-native speakers' writing are due to the influence of L1 rhetorical patterns. Based on an examination of 600 papers written in English by students from different cultural backgrounds, Kaplan concluded that the Oriental students developed their ideas in an indirect, inwardly spiralling pattern. Such circular development contrasted with the linear structure of paragraphs written by English speakers.While Kaplan's conceptualizations have received considerable attention, there is a central problem with his analysis: his claims were based solely on compositions written in English.In this thesis, I examine 30 paragraphs of Chinese expository prose and 30 paragraphs of English expository prose randomly chosen from contemporary writings to see if they conform to Kaplan's model. In the first chapter, I present certain problems in the teaching of composition concerning paragraph development. A literature review is presented in Chapter Two. Chapter Three is a brief description of the modes and organization of expository Prose that Chinese students learn. Chapter Four shows the modes and organization of English expository prose. In Chapter Five, a representative sample of 30 paragraphs of Chinese expository prose examined are discussed. Chapter Six is discussion of representative English paragraphs. A brief discussion of the results of the examination is presented in Chapter Seven. Finally, a brief summary concludes the thesis.
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Phornprapha, Jiraporn. "Master's thesis writing of Thai students a contrastive study using genre analysis /." Connect to resource online, 2009. http://hdl.handle.net/1805/2057.

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Thesis (M.A.)--Indiana University, 2009.
Title from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Thomas Upton, Aye Nu Duerksen. Includes vitae. Includes bibliographical references (leaves 146-152).
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Emery, Peter G. "Body-part collocations and idioms in Arabic and English a contrastive study /." Thesis, Online version, 1988. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.277614.

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Al-Saraf, Jade Ann. "A contrastive study of loaned vs. non-loaned lexicon in Iraqi Arabic." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/26657/.

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Grzelak, Szymon. "The linguistic category of degree in Japanese and Polish : a contrastive study." 京都大学 (Kyoto University), 2005. http://hdl.handle.net/2433/144674.

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Koutsantoni, Dimitra. "Rhetoric and culture in published and unpublished scientific communication : a comparative study of texts produced by Greek and native English speaking engineers." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288798.

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Hebig, Regina, and Holger Giese. "MDE settings in SAP : a descriptive field study." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6019/.

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MDE techniques are more and more used in praxis. However, there is currently a lack of detailed reports about how different MDE techniques are integrated into the development and combined with each other. To learn more about such MDE settings, we performed a descriptive and exploratory field study with SAP, which is a worldwide operating company with around 50.000 employees and builds enterprise software applications. This technical report describes insights we got during this study. For example, we identified that MDE settings are subject to evolution. Finally, this report outlines directions for future research to provide practical advises for the application of MDE settings.
Techniken der modellgetriebenen Entwicklung (MDE) werden mehr und mehr in der Praxis eingesetzt. Dabei gibt es wenige detaillierte Berichte darüber wie unterschiedliche MDE-Techniken kombiniert und in die Entwicklung integriert werden. Die vorliegende beschreibende Feldstudie dient dem Zweck, in SAP genutzte MDE-Ansätze detailliert zu beschreiben. SAP ist ein weltweit operierendes Unternehmen, hat ca. 50 000 Mitarbeiter und stellt Softwarelösungen für Firmen her. Der vorliegende technische Bericht beschreibt die Einblicke die wir in dieser Studie erhalten haben. Dazu gehört die Einsicht, dass MDE Ansätze einer Evolution unterliegen. Schließlich umreißt dieser Bericht mögliche Richtungen für zukünftige Forschung um praktische Ratschläge für die Gestaltung von MDE Ansätzen geben zu können.
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Morgan, Hurst Daphne Ann. "Psychological evaluation of premenstrual syndromes: A descriptive study." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184274.

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This study was designed to examine the actual symptoms, intensity of symptoms, stressors, level of experienced stress, and psychopathology in women with a premenstrual syndrome. A group of forty women with an identified premenstrual syndrome was compared on these variables with a control group of twenty women without a premenstrual syndrome and a control group of twenty men. A split half pre/post design was used, and subjects were tested both premenstrually and post menstrually. Male subjects were included in this study, as it was assumed they would not experience mood or behavior changes due to fluctuation in hormonal levels. The male subjects were assigned a "pseudo menstrual cycle" and were also tested on two occasions. A General Questionnaire, Premenstrual Assessment Form, Stress Management Questionnaire, and Minnesota Multiphasic Personality Inventory were administered at both the Premenstrual and Post Menstrual (Baseline) testing. A Sexuality/Menstrual History Information Questionnaire was administered at the second testing. The results indicated demographic differences between the Premenstrual group and the two control groups which focused on marital status and employment. The Premenstrual group differed significantly from both the Female and Male control groups in reported symptoms, intensity of symptoms, stressors, and level of experienced stress. These differences were least at the Post Menstrual (Baseline) testing and increased dramatically at the Premenstrual testing. A higher proportion of women in the Premenstrual group exhibited significant psychopathology on both testing occasions on the Minnesota Multiphasic Personality Inventory, with a mild increase in psychopathology at the Premenstrual testing when compared to the two control groups. The Premenstrual group did not report an increase in sexually traumatic events when compared to the Female Control group. The male subjects in this study reported no sexually traumatic events. In addition, the women in the Premenstrual group espoused more traditional female values and beliefs, both in their life and employment, and also reported significantly more suicidal ideation during the premenstruum when compared to the control groups. Finally, the mood and stress level and reported behavior level of the Female control subjects did not differ significantly from that of the Male control subjects. In fact, a larger proportion of the women without a premenstrual syndrome did not appear unduly influenced in any way by menstruation, and a larger proportion of this group exhibited a healthier Minnesota Multiphasic Personality Inventory profile than found in either of the other groups.
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Nguyen, Thuy N. "Substance use among Asian Americans| A descriptive study." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587915.

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The purpose of this research was to understand substance use prevalence and patterns of use among Vietnamese, Filipino, Chinese, and other Asians in the United States with a primary focus on alcohol, tobacco, and marijuana. The research explored prevalence of use, physical health and mental health, individual dynamics, and patterns of service use among these distinct populations. The exploration of ecosystems, intersectionality, and homogeneity theories assisted with identifying factors among the Asian cultures. Data collected were from the National Latino and Asian American Study (NLAAS). There were 2,095 Asian participants who were 18 years and older in the United States. The study showed significant relationships among the different Asian groups and substances with the multiple attributes. Limitations and implications relevant to social work practice were discussed. Future research is needed to develop culturally sensitive prevention and intervention programs for Asian adults who have used substances.

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Fink, Marisa F. "A descriptive study of letterboxing in North America." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336619.

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This study sought to describe the emergent interaction system of letterboxing in North America. Letterboxing is a hobby that can trace its roots to treasure hunting and orienteering. A letterbox is a container holding a logbook and carved rubber stamp found by following clues. Participants use the stamp to make an imprint in their personal journal, and in turn, they record their personal stamp and a message in the letterbox's logbook. Letterboxing has been growing rapidly in North America since its start in 1998; currently 21,498 letterbox clues are listed on just one of the hobby's largest websites. I recruited 355 participants for this study through invitations on websites used by letterboxers. I conducted the research using a combination of descriptive qualitative methods and qualitative analysis of data from three open-ended questions gathered on an online survey instrument. I designed survey items to gather data that described the participants and their behaviors including demographics, participation activities, and communication activities. I then analyzed these data using frequencies, percentages, and cross tabulations. Participants in the study were predominantly white, female, under the age of 50 and educated. I used content analysis of survey data obtained through open-ended questions to identify impetus, motivation, and emergent behaviors. The impetus for participation varies from hearing about it from a friend or relative to publications and broadcasts. Others stumbled across letterboxing via Internet searches or by finding a letterbox in the woods unintentionally. The "thrill of the hunt," hiking, and a love of the outdoors are primary motivations for participation. Made possible by the interconnectivity of the Internet, an informal collective has emerged that embraces individual variants and claims it for its own in an online learning community. Community activities such as gatherings, web rings, talk lists, discussion boards, and postal letterboxing bring participants together, increase engagement, and build community around similar interests. Collaborative innovations, or emergent interactions of participants, create new forms of letterboxing and lead to experimentation, probing, learning, and enhancement of individual experience. A model of emergent interaction is presented in the conclusion section.
Department of Educational Studies
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38

Decker, Catherine H. "Job redesign in nursing : a descriptive comparative study." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/879845.

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Job redesign could significantly impact the efficiency was obtained. This survey was comprised of nineteen scales with of the organization. The purpose of this descriptive, comparative study was to describe and compare job characteristics, general job satisfaction, and motivation potential of the job in order to diagnose the job profile of registered nurses, licensed practical nurses, and nursing assistants.The convenience sample consisted of all staff nurses, licensed practical nurses, and nursing assistants working at a 515 bed Department of Veterans Affairs Medical Center in the midwest who voluntarily agreed to complete the Job Diagnostic Survey. A response rate of 36.8% (n = 118) to measure the degree of job characteristics, motivating potential of the job, psychological states, growth need strength, general job satisfaction, and satisfaction context factors present in the current job.Mean scores were computed to measure each variable. All means for each job category were found to be over the midpoint (3.5). Growth need strength was significantly lower than the normative data for RN's and LPN's. Task identity and experienced responsibility for work outcomes were significantly lower than the norm for LPN's assigned to the acute medical area. Motivating potential was significantly lower for nursing assistants assigned to the acute medical and the long term psychiatric area.Adjusting staff assignments to encourage continuity and observation of patient outcomes, and providing direct feedback regarding performance to staff members from nurse managers were implications. Implications include combining tasks to provide a more identifiable job and enable the worker to visualize patient outcomes to a greater degree. Recommendations included further research utilizing the JDS, including comparison of various types of nurse jobs. Statistical analysis in future studies should include comparisons of these different groups.
School of Nursing
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Johnston, Georgia Neikirk Lewis. "Faith based health promotion : a descriptive case study /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Schurland, Leslie Desiree. "Descriptive study of Trinidad as a tourist destination /." Online version of thesis, 1992. http://hdl.handle.net/1850/10715.

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Castaneda, Carmelita Patrice. "Descriptive study of aerobic dance-exercise instructional skills /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-01122010-020142/.

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Zhang, Danhua. "A descriptive and functional study of zebrafish Connexin43." [Ames, Iowa : Iowa State University], 2009.

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Castaneda, Carmelita (Rosie) Patrice. "Descriptive study of aerobic dance-exercise instructional skills." Thesis, Virginia Tech, 1992. http://hdl.handle.net/10919/40613.

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The purpose of this study was to describe the instructional skills demonstrated by 29 aerobic dance-exercise instructors as identified through the Aerobic Dance Observation System (ADOS). A secondary purpose was to describe the instructional skills across demographic and contextual variables such as years of teaching experience, certification, age, gender, facility, and equipment. Twenty-nine aerobic dance-exercise instructors (Male = 5; Female = 24) were observed in a variety of facilities: recreational programs, educational institutions, health clubs and aerobic dance-exercise studios. Each facility had different features and equipment such as floor type (hardwood, concrete or padded), portable or built-in sound system, mirrors and microphones. The exercise classes consisted of low-impact, high-impact, or step classes that varied from 50 to 90 minutes in length. Class sizes ranged from 4 to 150 individuals from all levels of fitness. Data were collected using three different methods: demographic questionnaire, on-site data analysis (Tech Checks and the physical location of the instructor) and videotaped analysis (instructional cues, nonverbal cues, general/specific feedback and choreographed movement patterns). Through descriptive statistical analysis, a profile of the instructional skills used in aerobic dance-exercise teaching environment was compiled. The findings from this study indicate that overall the aerobic dance exercise instructors demonstrated more similarities than differences in their patterns of teaching across demographic and contextual variables. The instructional profile describes instructors leading from the front of the room providing limited instructional information.
Master of Science
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Nolf, Gaynelle Louise. "A Descriptive Study of the Oregon Mentorship Program." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1198.

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The purpose of this study was to provide a comprehensive and descriptive study of the Oregon Mentorship Program. The study examined literature on adult mentorship programs particularly related to education and educational administration, and gathered mentor and protege perceptions on the personal and professional usefulness of program activities and characteristics. The analysis of the data may provide guidance for future formal mentorship programs designed to prepare better beginning administrators in the field of education. Data were gathered utilizing a questionnaire. All participants in the program (77 mentors and 79 proteges) were surveyed with an instrument designed around the follow-up study model. Statistical analyses of the data were based upon 55 mentor and 57 protege respondents. Chi square, mean, t-test, and Kendall's coefficient of concordance were used to determine significant differences among mentors and proteges. Two qualitative methodologies of analysis, phenomenology and development of a category system for analysis which seeks convergence and divergence were also applied to the responses. Major findings of this study were grouped as perceptions, structure, logistics, participant relationships, and demographic. Mentors and proteges had few differences in the way they perceived the mentorship program. Mentors and proteges did not agree on the significance of same/different gender mentor/protege pairings. Age differential between mentors and proteges was also not found to be a significant factor. Structurally, proteges more than mentors felt that directives and guidelines were unsatisfactory. Proteges did not agree that satisfactory year-long goals were established. Logistically, proteges were more likely to come to mentors than mentors to proteges. No significant differences existed in any of the items concerning the participant relationship category: mentors and proteges responded in similar ways to each of the questions. The study recommended future actions to enhance the Oregon Mentorship Program and made recommendations for further research into formal mentorship programs.
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Belcher, Melva. "A Descriptive Study of Loopers in Four Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26084.

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The concerns society has expressed regarding the education of children have prompted educators to relentlessly search for instructional methodologies and organizational designs to maximize student achievement. One instructional organizational design that has surfaced is looping. Looping is the process wherein the teacher remains with the same group of children for a period of two or more years. Looping has been tried at all grade levels with a single teacher or with a team of teachers and with the same students over a period of years. The purpose of this study is to investigate the implementation of looping in four schools and to provide a descriptive account. A case study approach was used. Teachers and principals at four elementary schools using looping were interviewed regarding their experience. Data were analyzed using a qualitative approach for emerging themes. These findings indicated that schools implement the looping concept to build relationships, for instructional advantages, extended time and to lessen anxieties. Also, schools implemented the looping concept by doing an indepth study of the concept and by allowing teachers and parents to participate voluntarily. Finally, specific outcomes as a result of the implementation of looping were as follows: parents were knowledgeable about school functions and the overall program of studies; students had a safe haven; and teachers felt that looping gave them more time with their students.
Ed. D.
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Sasama, Fumiko. "A Descriptive Study of the Coast Tsimshian Morphology." 京都大学 (Kyoto University), 2001. http://hdl.handle.net/2433/150471.

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Pearson, Christopher J. "Dancers, Eating Attitudes and Vegetarianism: A Descriptive Study." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627660654722065.

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Masha'al, Dina A. "The Change in Nutritional Status in Traumatic Brain Injury Patients: A Retrospective Descriptive A Retrospective Descriptive Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6316.

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There is a high prevalence in malnutrition among traumatic brain injury (TBI) due to the hypermetabolism and hypercatabolism which develop post injury. Traumatic brain injury patients are different, even among themselves, in their energy requirements and response to nutritional therapy. This implies that there are other factors that affect the energy intake of these patients and enhance the incidence of malnutrition. This dissertation study examines the nutritional status of TBI patients upon admission to the intensive care unit (ICU) and during their hospital stay to describe baseline status, detect changes in nutritional status over 7 days, and identify the factors affecting the adequacy of energy intake and the change in nutritional status as a consequence. Anthropometric measurements, biomedical measurements, measures of severity of illness, daily health status, level of brain injury severity, and other data were collected from the medical records of 50 patients, who were ≥ 18 years old, mechanically ventilated in the first 24 hours of ICU admission, and had a Glasgow Coma Scale score between 3-12. These data were used to examine the previous relationships. Although there was no statistically significant change found in body mass index and weight, there was a significant change detected in other nutritional markers, including hemoglobin, albumin, and total lymphocyte levels over the 7 days of ICU and hospital stay. No significant relationship was found between the adequacy of energy intake and total prescribed energy, severity of illness, level of brain injury severity, daily health status, patient age, intracranial pressure, or time of feeding initiation. Findings may be used to develop and test interventions to improve nutritional status during the acute phase of TBI. This will lay a foundation for health care providers, including nurses, to establish standards for practice and nutrition protocols to assure optimal nutrition assessment and intervention in a timely manner.
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Yom, Haeng-Il. "Topic-comment structure : a contrastive study of simultanious interpretation from Korean into English /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154711x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Clifford Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 152-157).
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Hawas, Hamid Mohammed R. "The realization of definiteness in English and Arabic : a contrastive/error analysis study." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264127.

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