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Dissertations / Theses on the topic 'Educational needs and goals'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Youm, Hyun Kyung Sims Wendy L. "South Korean parents' goals, knowledge, practices, and needs regarding music education for young children." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6618.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Wendy Sims. Vita. Includes bibliographical references.
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2

Simons, Kathleen E. Hines Edward R. "The personal and educational needs and life goals of traditional and adult undergraduate students living in residence halls and off-campus." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101127.

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Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 15, 2005. Dissertation Committee: Edward R. Hines (chair), Franklin G. Matsler, Ronald S. Halinski, John R. McCarthy, Marcia D. Escott. Includes bibliographical references (leaves 158-170) and abstract. Also available in print.
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3

Okurut-Ibore, Christine Margaret. "The Nexus Between Local Needs and Aspirations of Ugandans and Global Education Goals; A Case Study." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27812.

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The United Nations promotes access to basic education as an indelible right for all children, leading to the global push for Education for All (EFA) as a vehicle for realizing the global Millennium Development Goals. EFA has regulatory expectations for all participating countries to show programming and progress to achieve the targets by 2015. The Universal Primary Education (UPE) in Uganda, is aligned to these global targets to deliver access, equity, and relevant, quality education for poverty eradication, economic, and social development. However, the relationships among UPE, global goals, and the local needs are not well known. The central question for this case study was whether UPE addresses the local educational needs and aspirations of Ugandans. Through the lenses of critical pedagogy, Eitu?anane local philosophy, and ?education as a weapon? metaphor, data were collected during three-months of intense field work using interviews, talking circles, and informal discussions with a total of 49 local district participants. Qualitative metaphoric analysis revealed that UPE, while a key to economic progress, is yet to build the social fiber (humanness) and develop knowledge, skills, and the moral aspects of individuals for community living. Consequently, as a tool for achieving global goals, UPE is yet to adequately achieve expected outcomes from local schools, and effectively address daily experiences and educational needs. An Eitu?anane-inspired, indigenous research-based approach to community participation and ownership, and teacher training and support is proposed to inform policies, organizational processes, and local practices. The study augments knowledge about policy implementation at local levels.
College of Human Development and Education through the Board of Visitors? Graduate Annual Scholarship and Ruth Hanson Memorial Graduate Scholarship
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Keith, William Joseph. "Functional Versus Developmental Assessment: An Attempt to Identify the Most Useful Model of Assessment for Determining Educational Goals for Special Needs Preschool Children /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487930304684656.

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5

Pearson, A. Fiona. "Making Education Work: The Effects of Welfare Reform on the Educational Goals and Experiences of TANF Participants." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04122006-130648/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Wendy Simonds, committee chair; Ralph LaRossa, Charles A. Gallagher, committee members. Electronic text (289 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 246-275).
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6

D'Aguilar, Allison. "YOUNG ADULTS WITH DISABILITIES FINANCIAL SKILLS AND GOALS: A MIXED METHODS STRENGTHS AND NEEDS ASSESSMENT." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5942.

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Young adults with disabilities face barriers that affect their financial capability and financial inclusion in the marketplace. Barriers include a lack of autonomy, skills, and opportunities. This mixed method strengths and needs assessment aimed to explain and explore the financial skills and goals of young adults with disabilities. A standardized scale captured young adults with disabilities financial skills, photovoice participatory action research documented their valued financial skills and goals, and semi-structured interviews notated parents financial aspirations and goals for their daughters and sons. The mixed methods analysis suggested young adults with disabilities underlying financial skills fell 25 percent below the average score among U.S. adults; valued financial skills and goals included their hobbies, talents, and continued education to pursue a livelihood; and parents aspired that their daughter or son acquired meaningful employment, independence to include financial independence, and money management skills.
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7

Olsson, Thorén Ida. "Lärares tankar kring motivation i den dagliga undervisningen." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1544.

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Syftet med min studie är att kartlägga hur man som lärare kan arbete för att motivera sina elever i den dagliga undervisningen. Detta sett ur ett pedagogperspektiv. Resultatet är baserat på kvalitativa intervjuer med tre aktiva lärare. Resultat tillsammans med förankring i för studien aktuell litteratur utgör grund för diskussion. Resultatet tillsammans med litteraturen visar att arbete med att främja individers motivation är komplex och att det inte finns några enkla lösningar på hur man skall gå tillväga. En viktig insikt man bör ha som lärare då man arbetar inom pedagogisk verksamhet är att alla individer har olika behov och försättningar vilket bör ligga till grund för individualiserad anpassningen i undervisningen.

Slutsatsen i min studie är att man med tydlighet, konkreta målformuleringar och med en positiv inställning medvetet bör arbeta för att stärka samtliga elevers positiva och konstruktiva sidor.


The aim of this study is to investigate how you as a teacher from an educational perspective can motivate pupils in the daily education. The results are based on qualitative interviews with three active teachers. These results together with impressions from relevant literature constitute the base for the discussion and shows that facilitating individuals motivation is complex and that there are no simple solutions how to act. As a teacher it is an important insight that in educational situations all individuals have different needs and qualifications and that these conditions have to be considered for individually adjusted education.

The conclusion of this study shows that clarity, concrete goals and a positive attitude is important to encourage all pupils.

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8

Řezáčová, Petra. "Měření efektivity vzdělávání zaměstnanců společnosti FOXCONN, s.r.o." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359973.

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This thesis deals with the practical aspects of corporate training with the main focus on assessment and measurement of its outputs and effectiveness. The theoretical part introduces to the reader the concepts of corporate education and professional development as well as with their current trends. Next chapters describe the methods of analyzing educational needs and defining development goals. Moreover, various models of assessing the training effectiveness are presented. The application part of this thesis consists of empirical research conducted in the FOXCONN corporation. The purpose of this research was to evaluate training effectiveness of two types of trainings, using Kirkpatrick and Brinkerhoff models, and to address current issues of corporate education and propose solutions to them.
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9

Andersson, Ann-Kristin. "Teoretisk kunskap för alla elever : En studie om hur lärare på gymnasiesärskolan beskriver sitt arbete med att få eleven att förstå och uppnå läroplanens teoretiska kunskapskrav och betyg." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38825.

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The purpose of this study is to examine how teachers at secondary special school, national programs describe their work to get students to understand and reach the curriculum requirements and grades in theoretical knowledge. The study shows teacher's description to help students to fulfill the theoretical goals, how teachers perceive “understanding of requirements and grades” within the theoretical knowledge as well as the teachers' conception of theoretical knowledge requirements. The study analysis is based on curriculum theory. The study is based on interviews with six teachers, at three schools in upper secondary schools national programs. Qualitative approach with interviews is used. Analysis of the study, based on a curriculum theory perspective, gives a picture of how the curriculum shape what and how theoretical knowledge are to be taught. A curriculum is always intelligible within its written contexts - a historical document. In the curriculum perspective the frame factor theory is prominent. The frame factor theory describes the outer limits which affect the conditions for the student to be able to reach the skills the curriculum requires. One finding is that upper secondary school is perceived to be as similar to ordinary secondary schools as possible. That curriculum and grading criteria are formed within equivalence perspective. Further results show that teachers find difficulty of teaching students in theoretical subjects. Partly because it is perceived difficult for students to understand the theoretical knowledge, and because the student groups are showing variation in levels of understanding. Further findings show how teacher´s creates opportunities for students to perform. The teachers show an image of being flexible and inventive. Teachers also expresses that students need more time to solve their tasks and do not always perform on the level of the subjects’ requirements. Teachers present the experience of the student not showing greater understanding of their grades or of their implications. Regarding the theoretical knowledge, the teachers' perception is that it is not the most primary skills for the student to reach or to get use from. Students described more use from substances or from parts directly useful in life. The teachers believe that it is important that the student feel self-confident in ones own identity, and not always have to be like everyone else. The teachers perceive difference as something positive.
Syftet med studien är att undersöka hur lärare på gymnasiesärskolans nationella program beskriver sitt arbete med att få eleven att förstå och nå upp till läroplanens teoretiska kunskapskrav och betyg. Studien visar lärares beskrivning av hur de skapar förutsättning för elevens väg mot måluppfyllnad, hur lärarna uppfattar elevens förståelse för de teoretiska kunskapskraven och betyg samt lärarnas föreställning om teoretiska kunskapskrav. Studien analyseras utifrån läroplansteorin. Studien är en intervjustudie med sex lärare på tre olika skolor där nationella program inom gymnasiesärskolan finns. Den metod jag använt mig av i studien är kvalitativ metod i form av intervjuer.  Analys av studien utifrån ett läroplansteoretiskt perspektiv ger en bild av lärarens föreställning kring läroplanens vad och hur inom undervisning och teoretiska kunskapskrav. En läroplan är alltid tolkningsbar utifrån sitt upphovssammanhang – ett tidsdokument. Ramfaktorteorin är framträdande inom läroplansperspektivet. Ramfaktorteorin beskriver de yttre ramar som påverkar förutsättningar för eleven att möjliggöra läroplanens kunskapskrav. Resultat ur studien är att gymnasiesärskolan uppfattas sträva efter att vara så lik vanliga gymnasieskolan så möjligt. Att läroplan och betygskriterier formats utifrån likvärdighets-perspektiv. Ytterligare resultat visar att läraren upplever det som en svårighet i att undervisa eleven i teoretiska ämnen. Dels för att det uppfattas svårt för eleven att förstå teoretiska kunskaper och dels för att det inom elevgrupperna är en sådan skillnad i förkunskapsnivå.  Fler slutsatser visar hur läraren skapar möjligheter för eleven att nå kunskapskraven. Lärarna visar en bild av att vara flexibla och uppfinningsrika. Samtidigt uttrycker läraren att eleven behöver mycket tid på sig för att lösa sina uppgifter och inte alltid hinner de moment kunskapskraven uttrycker. Lärarna menar att eleven inte visar större förståelse inför sina betyg eller vad de används till. Angående de teoretiska kunskaperna är lärarnas föreställning att det inte är de mest primära kunskaper för eleven att tillgodogöra sig eller ha användning för. Eleven beskrivs ha mer nytta av ämnen eller moment vilka är direkt användbara i livet. Lärarna anser att det är viktigt att eleven får vara den person den är och att man inte alltid måste vara så lik alla andra. Olikhet ser de som något positivt.
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10

Peterson, Rachel. "Educational experiences and goals of homeless youth and barriers to reaching these goals." Thesis, Utah State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130220.

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The cost of homelessness is high, not only in terms of the array of traumatic experiences of those who are homeless, but in monetary terms for society as a whole. It costs between $20,000 and $40,000 annually for one homeless individual to cycle through public service systems such as emergency rooms, jail, mental health care facilities, and shelters. This annual cost can add up quickly with long periods of homelessness. For half of homeless youth (age 14–24), homelessness will not end during adolescence. Lack of steady employment is one of the largest barriers for youth experiencing homelessness to become permanently self-sufficient. Examining the factors that contribute to the employability of these youth is critical to developing interventions. For many, education is the key to becoming self-sufficient and exiting homelessness. The unemployment rate is significantly lower for Americans who obtain a high school diploma. The unemployment rate declines further with increases in college education. The findings of this paper are a needs assessment of sorts, pointing to considerable gaps in educational services currently available to youth experiencing homeless, and invalidating the idea that homeless youth do not wish to attain high school, technical school, and college degrees. On the contrary, these youth have high educational aspirations, and while capable of succeeding in education, may require support beyond that of their housed peers because of the additional barriers they face. This desire to pursue education is an important consideration, and should inform the way we approach youth experiencing homelessness with educational services.

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11

Lowney, Brian. "Student Growth Goals| The Impact of Evaluative Student Achievement Goals on Principal Practice." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123867.

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Changes in recent federal, state, and local legislation have added increased scrutiny of and pressure on the evaluation systems of educators across the nation. This scrutiny and pressure have prompted significant changes to both the systems and processes for determining and reporting the effectiveness of teachers and principals. One of the most substantial changes is the use of student growth goals in determining evaluation outcomes for educators. This qualitative study examined the practice and impact of student growth goals created by principals. How do principals describe the impact of evaluative student growth goals on their leadership practice? In what ways are teacher-created student growth goals reflected in the student growth goals that principals set?

To examine these questions, the researcher interviewed ten principals and analyzed the data using an open coding and thematic organization of the results. Several themes that emerged from the participant interviews included: (a) principals view improved evaluation as a crucial leadership practice; (b) principal level (i.e. elementary or secondary), rather than experience, is a critical factor in goal-setting effectiveness; and (c) principals must have expertise in collaborative leadership to effectively develop meaningful student growth goals.

The implications of these themes suggested that policymakers and practitioners increase professional development designed to improve the level of learning-focused conversations of teachers and principals, target increased professional development to secondary principals, develop student growth measures that are useful at the secondary level, and find ways to create time in the system for teachers, principals, and their evaluators to engage in these evaluation conversations.

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12

Stuska, Susan Jolene. "Needs-based curricular content goals for two-year equine curricula." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08032007-102241/.

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13

Smith, Peter. "Cooperative vs Competitive Goals in Educational Video Games." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5508.

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The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
Ph.D.
Doctorate
Psychology
Sciences
Modeling and Simulation
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Rivard, Donald Thomas 1953. "Educational needs of Arizona aquaculturists." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276778.

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The purpose of this study was to determine the status of aquaculture in the State of Arizona, to determine the perceived educational needs of Arizona aquaculturists, to identify their educational and experience backgrounds, and to identify the sources of information that they utilize to meet their needs and to solve problems in aquaculture. An intermediate goal of the study was to compare the differences between private and government aquaculturists. This study was a descriptive survey and utilized a questionnaire as the instrument. Data was collected via telephone interviews. The target population was all active aquaculturists in the State of Arizona. Findings included: (1) The aquaculture industry was expanding, (2) Water quality management and production methods were the top educational needs, (3) Eighty percent of the aquaculturists have had some college, with sixty-eight percent possessing at least a Bachelor degree and, (4) Other aquaculturists and fisheries professionals were identified as the best sources of aquacultural information.
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Lauwers, Tom. "Aligning Capabilities of Interactive Educational Tools to Learner Goals." Research Showcase @ CMU, 2010. http://repository.cmu.edu/dissertations/556.

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This thesis is about a design process for creating educationally relevant tools. I submit that the key to creating tools that are educationally relevant is to focus on ensuring a high degree of alignment between the designed tool and the broader educational context into which the tool will be integrated. The thesis presents methods and processes for creating a tool that is both well aligned and relevant. The design domain of the thesis is described by a set of tools I refer to as “Configurable Embodied Interfaces”. Configurable embodied interfaces have a number of key features, they: Can sense their local surroundings through the detection of such environmental and physical parameters as light, sound, imagery, device acceleration, etc. Act on their local environment by outputting sound, light, imagery, motion of the device, etc. Are configurable in such a way as to link these inputs and outputs in a nearly unlimited number of ways. Contain active ways for users to either directly create new programs linking input and output, or to easily re-configure them by running different programs on them. Are user focused; they assume that a human being is manipulating them in some way, through affecting input and observing output of the interface. Spurred by the growth of cheap computation and sensing, a large number of educational programs have been built around use of configurable embodied interfaces in the last three decades. These programs exist in both formal and informal educational settings and are in use from early childhood through adult and community education. Typically, configurable embodied interfaces are used as tools in three major and sometimes overlapping areas: computer Science education, creative and engineering design education, and traditional science and math education. This work details three examples of collaborations between technologists and educators that led to the creation of educationally successful tools; these three examples share a focus on creating a configurable embodied interface to tackle a specific cognitive and affective set of learning goals, but differ completely in the location of the learning environment, the age and interests of the learners, and the nature of the learning goals. Through the exploration of the methods used, an analysis of the general and context-specific features of the design processes of the three accounts, and a comparison of the process used in this thesis to a conventional engineering design process, this work provides case studies and a set of guidelines that can inform technologists interested in designing educationally relevant embodied interfaces
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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Kenney, Laurence P. J. "Flight simulator for special educational needs." Thesis, University of Salford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357202.

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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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McAllister, Patrick A., Michael Young, Cecil Manona, and Jo Hart. "Educational needs of adults in Mdantsane." Rhodes University, Institute of Social and Economic Research, 1992. http://hdl.handle.net/10962/2079.

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The purpose of the study was to collect some preliminary information in advance of the inauguration of a new educational project at Fort Hare University which, under the guidance of a new Vice-Chancellor, Dr. S.M.E. Bengu, is forging for itself a new course of development as a people's University. The new project arises out of a report prepared by the International Extension College for the University of Fort Hare. The hope is that a number of innovations can be introduced into adult education in the Eastern Cape which will prove of value in meeting the needs of people living in different kinds of localities. The planning will begin in the early winter, as soon as staff have assembled, and as soon as Dr. David Warr, the international consultant to the project, is in post. It seemed sensible to conduct, in advance, one of the surveys which will be needed to underpin plans. To do this at short notice and complete it in a short time (the work did not commence until February, 1992) the best course was to rely on an experienced team from a neighbouring University, Rhodes, which had already conducted surveys in different districts within the Eastern Cape, and to bring in further support from the University of Natal
Digitised by Rhodes University Library on behalf of the Institute of Social and Economic Research (ISER)
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Montgomery, Brenda Elizabeth. "Implementing the Special Educational Needs and Disability (Northern Ireland) Order 2005 : implications for special educational needs co-ordinators." Thesis, Queen's University Belfast, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486572.

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The Special Educational Needs and Disability (Northern Ireland) Order (2005) (SENDO) which became operative on lSI September 2005 was the catalyst for this study. Set within the context of change, the purpose of the research was to investigate the implications for Special Educational Needs Co-ordinators (SENCOs) in Northern Ireland in implementing SENDO. Quantitative and qualitative data was obtained using a mixed method approach; a questiollilaire, which was constructed and forwarded to SENCOs throughout Northern Ireland, revealed a number of themes which were further explored through semI structured interviews with focus groups of SENCOs. The findings, which were representative of the overali situation in Northern Ireland, revealed that while there is general positivity about the principles of SENDO, there are differing approaches to inclusion throughout schools in Northern Ireland. Whilst there has been a shift from the traditional role as a special needs teacher to a co-ordinating . role, it would appear that a number of SENCOs are not totally ready to fully embrace the new legislation. The main implications for SENCOs include lack of status, with orily a small number on senior management teams, insufficient resources, especially classroom assistants and a lack of time to effectively manage very demanding workloads. In addition a lack of qualifications, training and support within the area of special education, especially managing challenging behaviour and dealing with medical issues, were highlighted as major implications. The study concluded with a number of recommendations for schools, Education and Library Boards and the Department of Education to consider 'In order to support SENCOs with the successful implementation of SENDO.
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Lynn, Van Hein Judith. "Individual differences in needs and learning goals as moderators of college adjustment and attrition." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/30954.

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23

Rubindal, Robin. "Educational reading for youths with special needs." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-81866.

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Children with intellectual disabilities often struggle with reading, and traditional ways of learning can be frustrating and difficult. This thesis investigates the ability to adapt gaming as a more creative and engaging way for these children to practice sentence structure and reading comprehension. The result is a prototype that makes use of reading scenes mixed with interactive scenes where the user gets to build sentences through different game mechanics such as drag & drop, marking of words and point & click. Depending on what sentence is built, the story changes. The overall evaluation feedback of this prototype is positive and that it has potential but would require further work since reading is a complex activity and the reading levels of children with special needs are very individual.
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Palframan, Jaqueline Birgitta. "Educational needs of the financial planning industry." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020986.

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The South African financial planning industry experienced a rapid growth from its generic beginnings in the 1970’s to the vast levels of specialisation taking place in the 21st century. Financial planning, akin to the medical profession, is arguably one of the most critical areas of influence in the personal lifestyle planning of individuals given the increasing longevity brought about by the medical profession. Early transgressions and irregularities, as in the case of most industries, brought about the introduction of the Financial Advisory and Iintermediary Services (FAIS) Act in 2004 to regulate, transform and restructure the industry. Since the introduction of the Act, compliance with the legislation and obtaining the appropriate qualifications have become a major focus for financial planners. This groundbreaking academic research involves an assessment of the educational needs of graduates in the financial planning industry including an evaluation of the relative importance of the subject fields, management competencies and skills required in the field of financial planning with specific reference to the financial planning programmes offered by the HEIs in South Africa. The purpose of this study can be phrased in a threefold manner: Firstly, to assess at programme level the theoretical and practical relevancy of the HEIs financial planning programme content relative to the present and immediate future normative requirements of the financial planning profession; Secondly, to assess whether the academic programmes address the critical skills shortage in financial planning by determining the appropriate qualification delivery in terms of academic and practical learning to develop the appropriate management competencies; and Thirdly, based on the findings of this research, to address any gaps pertaining to the financial planning programme content and management competency and skills levels, thereby contributing to the body of knowledge pertaining to financial planning education in order to be relevant and responsive in servicing the financial services sector. To give effect to the problem statement and to validate the research propositions, a mixed methods design within the pragmatic research paradigm was used. A relatively new and innovative mixed methods approach, namely Real-time Delphi (RTD) procedures of sourcing professional expert opinion enabled the collection of qualitative and quantitative data for data triangulation. The RTD methodology which seeks the pooled intelligence from a group of selected experts is also capable of determining future requirements rather than only the current practice. This is the first academic study of its kind in South Africa utilising the RTD methodology.
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Pelton, Randal E. "Teaching the skills of preaching merging the needs of practitioners with the goals of professors /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Hashim, Rahmah. "Accommodating national goals and conflicting societal needs through privatization of television broadcasting : the Malaysian case /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640056377.

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Tysoe, K. "The role of special educational needs coordinators in implementing the 2014 Special Educational Needs and Disability legislation : a juggling act." Thesis, Nottingham Trent University, 2018. http://irep.ntu.ac.uk/id/eprint/33931/.

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The purpose of this research was to investigate the role of special educational needs coordinators (SENCOs) and discover how the new Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE 2015) was being enacted in schools. The main argument presented through this thesis is that the SENCO role is currently overly focused on carrying out bureaucratic tasks rather than supporting inclusive classroom practice. The literature review situates the research within its historical and cultural context by considering the development of special educational needs and disability (SEND) provision, including the role of the SENCO. A conceptual framework for the SENCO role and identity is advanced which adds to our understanding of the SENCO role. This applied social research adopted a phenomenological methodology where the self-reported experience of individuals is the source of data (Creswell 2007; Husserl 1970). The field work for the research involved two sets of interviews, separated by an interval of 12 months, with seven SENCOs from across several London boroughs. The qualitative data gathered was analysed using categorisation and coding, a method drawn from grounded theory (Charmaz 2006; Glaser and Strauss 1967). A rating scale and analysis of threats, opportunities, weaknesses and strengths (TOWS) was also used to gauge the confidence and attitudes of SENCOs towards aspects of the new SEND legislation (Children and Families Act 2014). The research contributes to our evidence base on how the SEND reforms are being implemented in schools. The findings demonstrate that SENCOs broadly welcome the principles underpinning the new SEND Code of Practice (ibid). However, SENCOs find that some of the procedures associated with the Code of Practice (ibid) are proving problematic. The thesis concludes by asserting that, if these issues are not addressed, then the aspirations of the new SEND legislation will not be fully realised and SENCOs will be yet further removed from their work in supporting colleagues in developing inclusive practice. The thesis makes a number of recommendations at school, local and national level to support further the implementation of the SEND reforms. It also identifies areas for future research including: investigating the SEND reforms from the perspective of children, their parents or carers and young people; and evaluating the effectiveness and impact of the SENCO role.
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Carrier, Sarah. "Parental challenges to educational and legal definitions of their children's special educational needs : an examination of decision-making in the field of special educational needs." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3528/.

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This study explores parents' perspectives on their children's special educational needs and relates those perspectives to legal and other professional discourses. The key concepts used to organise the enquiry are Special Educational Needs (SEN), the Duty of Care and parents' expectations. Ten case studies were undertaken and the findings compared with a number of set-piece, land-mark cases which were followed through the legal process, from the High Court, through the Court of Appeal and finally, on 27 July 2000, the unanimous judgement of seven law lords in the House of Lords. Comparison of the local case studies with the legal cases produced interesting implications for the future of special educational needs. Ten parents were interviewed at the local level, as well as the local authority officer responsible for statements of SEN, the LEA parent partnership officer, and an parent advocate employed by a charity. At the national level, interviews were carried out with the solicitor acting for the plaintiff and the Principal Educational Psychologist of the defendant Local Education Authority. The main conclusions are first, that parents' definitions of their children's special educational needs, despite much exhortation in the academic literature about parental involvement, are still undervalued by professionals. Further, some parents are less able than others to articulate those needs and further their children's interests, and will be reliant on professionals or interest groups to assist them. Second, those professionals owe them a legal duty of care and can be liable for negligence if they give inadequate or wrong advice. This is relevant to the current debates about the role of educational psychologists and the promotion of inclusion. The third conclusion is that the recent decisions in the House of Lords will have resource implications for LEA insurance as well as for the delivery of the education service, and finally the commitment to equality of opportunity and inclusive education means that all children with any kind of need, special or otherwise, statemented or not, must have access to an education which will help them reach their full potential.
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Belton, Kathy L. "Educational needs of injury control practitioners in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0006/MQ59748.pdf.

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Meek, Adalesa Fernandez 1960. "Assessing counseling needs in an international educational program." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277940.

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A survey needs assessment was conducted with casts of an International Educational Program. The purpose was to identify common problems the members faced and to determine their need for counseling services. The data collected included general demographics, symptoms of culture shock, personal and career problems, and counseling needs. Four hundred subjects from 25 different countries participated in this study. It was found that about 50% experienced symptoms of culture shock, personal problems rotated around difficulties at home, and career problems related to applying what they learned while in the program. It was also found that all groups indicated a need for counseling services. However, one particular group indicated a stronger need. Additional information provided by participants was analyzed and reported. From three open-ended questions, the students identified other common problems not mentioned in the body of the questionnaire.
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Al-Abdulghafour, M. M. "Special educational needs in the state of Kuwait." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384492.

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Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.

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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support teachers is observed, as they begin a change of role, moving from centre-based work with children to supporting the children in class, and trying to change the nature of provision for these children in school. Each case study was conducted over one year. The methodological approach was located within a constructivist paradigm. The methods were interview, observation, questionnaire and documentary analysis. The review of the literature, after examining the background to change within special educational needs provision, and within primary schools, goes on to consider issues particularly pertinent to this research, such as consultant and collaborative teaching skills, personal change and interpersonal skills needed for effective instigation of change. These issues support both the implementation and the analysis of the research. The final part of the thesis addresses the issues arising from the research, such as the training needs of the support teachers and class teachers regarding knowledge of the change process and an awareness of theoretical issues surrounding special educational needs, and dichotomies within the approach of the support teachers towards the process of change. The conclusion examines themes which have emerged from the research and which are applicable to current changes in special educational needs provision.
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Wilson, Patricia Lynn. "Educational strategies meet the needs of Juvenile offenders." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1984.

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Rifo, Ivanka, and Anita Trenchevski. "Municipal sensemaking around Special Educational Needs Coordinator assignment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28958.

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AbstraktRifo, Ivanka och Trenchevski, Anita (2016). Kommunalt meningsskapande kring specialpedagogens uppdrag. Municipal sensemaking around Special Educational Needs Coordinator assignment. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90hp.Förväntat kunskapsbidragAnalysen i studien har med hjälp av Weicks enactment teori bidragit till att synliggöra politikers och utbildningschefers uppfattningar kring specialpedagogens uppdrag och profession på organisationsnivå inom en vald kommun. BakgrundDet upplevs att det råder en övergripande okunnighet och otydlighet om specialpedagogens uppdrag och yrkesroll. Specialpedagogerna får oftast rättfärdiga sin professionsroll samt klargöra sina arbetsuppgifter trots att de besitter den högsta kompetensen för utförandet. Det finns stora variationer i uppdragsbeskrivningar, ansvarsområde och funktion även för specialpedagoger inom en och samma kommun. Dessutom handlar förvaltningarna inom kommunen utifrån egna beslut av specialpedagogiska behov, fristående från andra yrkesutövare och oberoende av varandra. Otydligheten i de statliga skrivelserna resulterar i att organisationerna väljer att själva skapa egen mening och struktur. Meningsskapandeprocessen utgår oftast utifrån det som anses vara rimligt just för berörda enheter.SyfteSyftet med vår studie är att skapa kunskap om hur utdrag ur statliga skrivelser rörande specialpedagogens uppdrag har tolkats och tillskrivits mening av tre politiker och tre utbildningschefer i en sydsvensk kommun. Frågeställningar•Hur stor variation förekommer vid tolkning av de statliga utdragen kring specialpedagogen på kommunnivå?•Vilka hinder och möjligheter kan uppstå i tolknings- och meningsskapandeprocessen kring specialpedagogens uppdrag?TeoriDet teoretiska ramverket i studien baseras på Karl E. Weicks enactment teori eller teori om meningsskapande i organisationer. Weicks teori ligger till grund för studien och den ger en logisk utgångspunkt för att skilja på strategiska beteenden och grundbeteenden. Sensemaking är ett begrepp som Weick utvecklade kring enactment.MetodEmpirin utgörs av intervjuer och kvalitativ textanalys av utdrag ur statliga skrivelser rörande specialpedagogen. Deltagande respondenter var tre kommunpolitiker och tre utbildningschefer inom en förvaltningsorganisation.Resultat•Det förekommer stor tolkningsfrihet av de statliga utdragen kring specialpedagogen av både politiker och utbildningschefer inom den valda kommunen. Analysen genomsyras i sin helhet av hur olika man ser på och använder specialpedagogens kompetens. •Analysen av respondenternas tankar om vilka hinder och möjligheter som kan uppstå i tolknings- och meningsskapandeprocessen rörande specialpedagogens uppdrag leder till följande resultat:Hinder:-Specialpedagogen lyser med sin frånvaro i Skollagen (2010:800) och andra viktiga styrdokument-Obefintlig lagstiftning kring professionen-Budgetnedskärningar inom kommunen-De nya karriärtjänsterna som förstelärare och förste förskollärare har ytterligare försvårat för specialpedagogen att få legitimitet inom samma område Möjligheter:-Att skapa och införa uppdragsbeskrivning för specialpedagogen -Att både politiker och utbildningschefer inom den undersökta kommunen ser specialpedagogen som en kvalitetförstärkare-Specialpedagogen kan ha en central roll i det kollegiala lärandetImplikationerDe centralpolitiska skrivelser kring specialpedagogens profession och uppdrag bör förtydligas och uppdateras, vilket borde leda till att yrkesgruppens legitimitet förstärks. För att uppnå en samsyn kring specialpedagogens yrkesroll bör staten ställa krav på att varje kommun inför en uppdragsbeskrivning för specialpedagogen så att den blir likvärdig i hela kommunen. En tydlig lagstadgad uppdragsbeskrivning för specialpedagogen, borde befästa bilden av yrkesgruppen inom förvaltningsorganisationen på både makro och mikronivå.
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Bratkovich, Stephen Mark. "Perceived educational needs of innovative Ohio sawmill operators." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334002376.

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Bratkovich, Stephen. "Perceived educational needs of innovative Ohio Sawmill operators /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687959967036.

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Moffatt, Deborah. "Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533757.

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Garn, Alex C. "An examination of student goals in fitness-based physical education." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277959.

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Thesis (Ph.D.)--Indiana University, Dept. of Kinesiology, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3781. Adviser: Donetta Cothran. Title from dissertation home page (viewed Apr. 24, 2008).
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Findt, William Charles. "An examination of North Carolina community college goals." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77796.

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The uneven evolution of the North Carolina Community College System (NCCCS) from dissimilar educational institutions has created diverse views among the leaders and policy makers of the system about what are appropriate goals. The problem of this study was to determine what goals are important and the extent to which agreement existed with respect to goal statements from the Community College Goals Inventory (CCGI). These goal statements were ranked by 399 state administrators and board members and local community college administrators and board members of 22 of the 24 comprehensive community colleges within the NCCCS. The 20 goal areas were analyzed to identify and compare present and preferred goal priorities chosen by each of the respondent groups using Spearman's rank order correlation. The findings of this study indicated that there was consensus among all groups concerning the highest and lowest current and preferred goals. A high degree of agreement was found concerning the goals "vocational/technical preparation,'' “general education," and “accountability” as being highly important to all respondent groups. “Humanism/altruism”, "social criticism," and "cultural/aesthetic awareness" were considered the least important goals.
Ed. D.
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Schilder, Lauren Joy. "The influence of basic psychological needs on the identification of goals and aspirations of Grade 11 learners in the Western Cape." University of the Western Cape, 2012. http://hdl.handle.net/11394/4519.

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Magister Artium (Child and Family Studies) - MA(CFS)
In South Africa when learners are in Grade 11 near the end of their school life, the new, but also difficult, transition into adult life now begins. This critical period of development brings forth an array of new challenges: exercising free will, being independent, an increased focus of self, and the decision on what path is to be taken after school. With these challenges comes the act of motivation to acquire the particular goals and aspirations of Grade 11 learners. The question posed was therefore what exactly motivates the South African Grade 11 learner, and why are they motivated to set and aspire to certain goals? The study investigated the basic psychological needs of Grade 11 learners at secondary schools in the Western Cape, along with its relation to the identification of the goals and aspirations of these learners. The study was quantitative in nature. Grade 11 learners currently enrolled for the 2012 academic year, attending secondary schools in the Metro North Western Cape Education District, were invited to participate in the study. This study investigated the influence of basic psychological needs on goals and aspiration pursuits. The sample consisted of 264 Grade 11 learners and data was collected through the administration of a questionnaire compiled through the combination of two scales: The Aspiration Index, and the Basic Measure of Psychological Needs Scale. The data was analyzed through regression analysis. The results of the study suggest that the satisfaction of needs was found to be a significant predictor of both intrinsic as well as extrinsic goal pursuits. The findings further provide an understanding of how basic psychological needs influence the identification of goals and aspirations of Grade 11 Learners. Recommendations are provided for further research in the field of adolescent basic psychological needs and its influences on the identification of goals and aspirations.
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Ng, Kam-cheung Ken. "Public sector reform : initiatives and goals : the case of education reform in Hong Kong /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22054315.

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Vance, Jessica Ainsworth. "What Matters More: an Analysis of the Effects of Educational Investment and Economic Growth Factors on Progress Towards the Educational Millennium Development Goals." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259619338.

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Vue, Mana. "Perception of early marriage and future educational goals attainment for Hmong female adolescents." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000vuem.pdf.

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Harpstead, Erik. "Projective Replay Analysis: A Reflective Approach for Aligning Educational Games to Their Goals." Research Showcase @ CMU, 2017. http://repository.cmu.edu/dissertations/1053.

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Educational games have become an established paradigm of instructional practice; however, there is still much to be learned about how to design games to be the most beneficial for learners. An important consideration when designing an educational game is whether there is good alignment between its content goals and the instructional behaviors it makes in order to reinforce those goals. Existing methods for measuring alignment are labor intensive and use complex auditing procedures, making it difficult to define and evaluate this alignment in order to guide the educational game design process. This thesis explores a way to operationalize this concept of alignment and demonstrates an analysis technique that can help educational game designers to both measure the alignment of current educational game designs and predict the alignment of prototypes of future iterations. In my work, I explore the use of Replay Analysis, a novel technique that uses in-game replays of player sessions as a data source to support analysis. This method can be used to capture gameplay experience for the evaluation of alignment, as well as other forms of analysis. The majority of this work has been performed in the context of RumbleBlocks, an educational game that teaches basic structural stability and balance concepts to young children. Using Replay Analysis, I leveraged replay data during a formative evaluation of RumbleBlocks to highlight some misalignments the game likely possesses in how it teaches some concepts of stability to players. These results led to suggestions for several design iterations. Through exploring these design iterations, I further demonstrate an extension of Replay Analysis called Projective Replay Analysis, which uses recorded student replay data in prototypes of new versions of a game to predict whether the new version would be an improvement. I implemented two forms of Projective Replay: Literal Projective Replay, which uses a naïve player model that replays past player actions through a new game version exactly as they were originally recorded; and Flexible Projective Replay, which augments the process with an AI player model that uses prior player actions as training data to learn to play through a new game. To assess the validity of this method of game evaluation, I performed a new replication study of the original formative evaluation to validate whether the conclusions reached through virtual methods would agree with those reached in a normal playtesting paradigm. Ultimately, my findings were that Literal Projective Replay was able to predict a new and unanticipated misalignment with the game, but Flexible Projective Replay, as currently implemented, has limitations in its ability to explore new game spaces. This work makes contributions to the fields of human-computer interaction by exploring the benefits and limitations of different replay paradigms for the evaluation of interactive systems; learning sciences by establishing a novel operationalization of alignment for instructional moves; and educational game design by providing a model for using Projective Replay Analysis to guide the iterative development of an educational game.
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Lou, Zhijian 1957. "Assessing needs of educational administrators in their professional development." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63984.

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Mutchler, Leslie Renee. "Evaluation of educational needs of persons with heart failure." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/mutchler/MutchlerL0507.pdf.

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Paulsen, Magdalena Elizabeth. "Co-operative learning for learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53734.

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Dissertation (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills.
AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien, is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik. Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van 'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en of die akademiese prestasie, sosiale vaardighede en motivering van leerders met spesiale opvoedkundige behoeftes verbeter het. Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag aangespreek of die deelnemers (die leerders met spesiale opvoedkundige behoeftes) verandering getoon het in die rigting wat deur die programbeplanning in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens en ná die intervensie behels. Navorsingsbevindings het getoon dat sowel leerders met spesiale opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van akademiese prestasie, motivering en sosiale vaardighede by die koëperatieweleer-lesse baat gevind het.
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Antoniou, Faye. "Improving reading comprehension in students with special educational needs /." Aachen : Shaker Verl, 2006. http://catalogue.bnf.fr/ark:/12148/cb40926661r.

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Molema, Tlou Margaret. "Educational needs of domestic workers in Pietersburg Circuit - Polokwane." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/832.

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Mudukuti, Anna Ellen. "Factors related to Zimbabwe women's educational needs in agriculture /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962334.

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