Dissertations / Theses: 'Rochester Academy of Science'

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 51 (2016)." Arizona-Nevada Academy of Science, 2016. http://hdl.handle.net/10150/607398.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 52 (2017)." Arizona-Nevada Academy of Science, 2017. http://hdl.handle.net/10150/623079.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 33 (1998)." Arizona-Nevada Academy of Science, 1998. http://hdl.handle.net/10150/302120.

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FORTY SECOND ANNUAL MEETING / April 18, 1998 / Glendale Community College / Glendale, Arizona / 1997-1998 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.
1998 Proceedings Supplement / Journal of the Arizona-Nevada Academy of Science

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 32 (1997)." Arizona-Nevada Academy of Science, 1997. http://hdl.handle.net/10150/302134.

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FORTY FIRST ANNUAL MEETING / April 19, 1997 / The University of Nevada, Las Vegas / Las Vegas, NV / 1996-1997 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.
1997 Proceedings Supplement / Journal of the Arizona-Nevada Academy of Science

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 34 (1999)." Arizona-Nevada Academy of Science, 1999. http://hdl.handle.net/10150/302135.

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FORTY THIRD ANNUAL MEETING / April 17, 1999 / Northern Arizona University / Flagstaff, Arizona / 1998-1999 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.
1999 Proceedings Supplement / Journal of the Arizona-Nevada Academy of Science

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 35 (2000)." Arizona-Nevada Academy of Science, 2000. http://hdl.handle.net/10150/302136.

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FORTY FOURTH ANNUAL MEETING / April 15, 2000 / The University of Arizona / Tucson, Arizona / 1999-2000 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.
2000 Proceedings Supplement / Journal of the Arizona-Nevada Academy of Science

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 37 (2002)." Arizona-Nevada Academy of Science, 2002. http://hdl.handle.net/10150/302137.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 39 (2004)." Arizona-Nevada Academy of Science, 2004. http://hdl.handle.net/10150/302138.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 40 (2005)." Arizona-Nevada Academy of Science, 2005. http://hdl.handle.net/10150/302139.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 41 (2006)." Arizona-Nevada Academy of Science, 2006. http://hdl.handle.net/10150/302140.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 36 (2001)." Arizona-Nevada Academy of Science, 2001. http://hdl.handle.net/10150/302141.

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FORTY FIFTH ANNUAL MEETING / April 14, 2001 / University of Nevada, Las Vegas / Las Vegas, Nevada / 2000-2001 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 38 (2003)." Arizona-Nevada Academy of Science, 2003. http://hdl.handle.net/10150/302142.

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FORTY-SEVENTH ANNUAL MEETING / April 12, 2003 / Northern Arizona University / Flagstaff, Arizona / 2002-2003 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 42 (2007)." Arizona-Nevada Academy of Science, 2007. http://hdl.handle.net/10150/302161.

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FIFTY FIRST ANNUAL MEETING / March 31, 2007 / Northern Arizona University / Flagstaff, Arizona / 2006-2007 Annual Reports
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 43 (2008)." Arizona-Nevada Academy of Science, 2008. http://hdl.handle.net/10150/302162.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 44 (2009)." Arizona-Nevada Academy of Science, 2009. http://hdl.handle.net/10150/302210.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 45 (2010)." Arizona-Nevada Academy of Science, 2010. http://hdl.handle.net/10150/302211.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 46 (2011)." Arizona-Nevada Academy of Science, 2011. http://hdl.handle.net/10150/302212.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 47 (2012)." Arizona-Nevada Academy of Science, 2012. http://hdl.handle.net/10150/302213.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 48 (2013)." Arizona-Nevada Academy of Science, 2013. http://hdl.handle.net/10150/302222.

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FIFTY SEVENTH ANNUAL MEETING / June 16-19, 2013 / Joint Meeting with the Pacific Division of the American Association for the Advancement of Science / University of Nevada at Las Vegas / Las Vegas, NV
Abstracts from the annual meeting of the Arizona-Nevada Academy of Science.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 29 (1994)." Arizona-Nevada Academy of Science, 1994. http://hdl.handle.net/10150/316099.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 23 (1988)." Arizona-Nevada Academy of Science, 1988. http://hdl.handle.net/10150/316120.

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THIRTY-SECOND ANNUAL MEETING / April 16, 1988 / Participating Societies - Arizona Junior Academy of Science, American Water Resources Association, Arizona Hydrological Society / University of Arizona / Tucson, Arizona

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 24 (1989)." Arizona-Nevada Academy of Science, 1989. http://hdl.handle.net/10150/316121.

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THIRTY-THIRD ANNUAL MEETING / April 15, 1989 / Participating Societies - Arizona Junior Academy of Science, American Water Resources Association, Arizona Hydrological Society / University of Nevada / Las Vegas, Nevada

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 25 (1990)." Arizona-Nevada Academy of Science, 1990. http://hdl.handle.net/10150/316122.

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THIRTY-FOURTH ANNUAL MEETING / April 21, 1990 / Participating Societies - Arizona Junior Academy of Science, American Water Resources Association, Arizona Hydrological Society / Arizona State University / Tempe, Arizona

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 49 (2014)." Arizona-Nevada Academy of Science, 2014. http://hdl.handle.net/10150/316166.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 21 (1986)." Arizona-Nevada Academy of Science, 1986. http://hdl.handle.net/10150/316220.

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THIRTIENTH ANNUAL MEETING / April 19, 1986 / Joint Meeting with the Pacific Division of the American Association for the Advancement of Science / Participating Societies: Arizona Junior Academy of Science, American Water Resources Association / Glendale Community College / Glendale, Arizona

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 01 (1960)." Arizona-Nevada Academy of Science, 2014. http://hdl.handle.net/10150/316239.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 08 (1973)." Arizona-Nevada Academy of Science, 2014. http://hdl.handle.net/10150/316240.

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 20 (1985)." Arizona-Nevada Academy of Science, 1985. http://hdl.handle.net/10150/316243.

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TWENTY NINTH ANNUAL MEETING / April 27, 1985 / Joint Meeting with the Pacific Division of the American Association for the Advancement of Science / Participating Societies: Arizona Junior Academy of Science, American Water Resources Association / University of Nevada at Las Vegas / Las Vegas, NV

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 22 (1987)." Arizona-Nevada Academy of Science, 1987. http://hdl.handle.net/10150/316248.

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THIRTY FIRST ANNUAL MEETING / April 19, 1987 / Joint Meeting with the Pacific Division of the American Association for the Advancement of Science / Participating Societies: Arizona Junior Academy of Science, American Water Resources Association, Arizona Hydrological Society / Northern Arizona University / Flagstaff, Arizona

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Science, Arizona-Nevada Academy of. "Proceedings of the Arizona-Nevada Academy of Science, Volume 50 (2015)." Arizona-Nevada Academy of Science, 2015. http://hdl.handle.net/10150/550372.

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Korobkina, Y. I. "Financing of scientific research of the National Academy Science of Ukraine." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33586.

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According to the current legislation the national Academy of Sciences of Ukraine (NASU) is the highest state scientific organization of Ukraine, which organizes and carries out fundamental and applied researches on the most important issues of natural, technical and humanitarian sciences. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33586

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Whitmon, John Martin. "The effects of parental involvement in the science learning of students in a Saturday Science Academy." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/630.

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The purpose of this study was to assess the relationship of parental involvement in a student's education, as it relates to success in science learning. Success was measured in terms of student motivation, participation, and perception of science. Through an ethnographical designed study, observations were made of participants in a Saturday Science Academy. The research served to address several research hypotheses. The results generated from this study showed that positive reinforcement from a parent generates greater appreciation and understanding of science among children. In addition, it was revealed that effective enrichment programs which provide hands-on learning, promotes a greater perception of and increases enthusiasm in science learning.

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Mahrt-Washington, Catherine. "Gender, and other variables, affecting graduation outcomes and the future of science : male vs. female students 1995-2003, Rochester Institute of Technology's College of Science /." Online version of thesis, 2008. http://hdl.handle.net/1850/7933.

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Burns, Robert T. (Robert Thomas) 1942. "Gender Differences Associated with Enrollment in the Texas Academy of Mathematics and Science." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279292/.

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This study sought to determine if different factors had influenced females and males to select engineering/science-related studies at the Texas Academy of Mathematics and Science (TAMS). The data were collected in the fall semester in 1997 at TAMS located on the University of North Texas campus from a survey of factors reported in the literature that had influenced students to enroll in engineering/science-related curriculum.

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Stride, Cindy F. (Cindy Flanagan). "The Historical Development of the Texas Academy of Mathematics and Science 1987-1992." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279092/.

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This study is a historical analysis of the significant events that led to the creation and evolution of the Texas Academy of Mathematics and Science (TAMS), from 1987 through 1992, and a description of the key individuals contributing to the development of the program. Included is a historical review of early college entrance and acceleration practices in the American educational system. In addition, the development of residential programs for mathematically and scientifically precocious high school-aged youths is offered. On June 23, 1987, the Texas Academy of Mathematics and Science was established by the 70th Texas Legislature. Though fourth in a line of special programs created for mathematically and scientifically able high school-aged youths, the TAMS model significantly deviated from its predecessors. Only the accelerative TAMS model would offer a college curriculum taught by college faculty and the opportunity to concurrently complete the last two years of high school and the first two years of college. From the inception of the program in 1987 through 1992, changes would occur. From 1987 through the summer of 1988, the development of the curriculum, student life program, and admissions process took place. From 1988 through 1989 the inaugural class was introduced to the program, and legislative funding was approved in the 71st Texas Legislative Session. From 1989 through 1992, the program further expanded to an enrollment of 335 students who were assisted by more than thirty full and part-time staff members. The academic, admissions, and student life components further evolved to better identify, recruit, and nurture the intellectual and emotional development of these gifted adolescents. In 1992 the TAMS program was selected for the "Texas Excellence in Higher Education Award," for outstanding contributions to higher education within the state of Texas. In addition, one nationally acclaimed authority on programs for gifted youth, Julian Stanley, hailed the TAMS model superior in approach to all other similar existing schools. From 1987 through 1992, the Texas Academy of Mathematics and Science metamorphisized to become an award winning, nationally acclaimed accelerative model for mathematically and scientifically gifted high school-aged youth.

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Webb, Charlotte. "Networks and professionalization : a history of the Virginia Academy of Science, 1923-1995 /." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-02272007-092418/.

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Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1997.
Vita. Abstract. "September 3, 1997." Includes bibliographical references (leaves 401-411). Also available via the Internet.

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Oyelowo, Tolulope. "Complementary and Alternative Medicine Careers Following a Science Academy for Underrepresented Minority Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5926.

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Minority groups experience disproportionately worse health outcomes. An identified solution is to increase the number of minorities providing healthcare in their own communities. Primary care complementary and alternative medicine (CAM) providers are a potential resource. Many investigators have demonstrated the efficacy of science-based pipeline programs for increasing the roles of students in allopathic health professions. Whether these programs influence matriculation of minorities into a CAM university is unknown. The main purpose of this study was to gain an understanding of a pre-college science academy at a CAM university and determine whether the experience increased interest in and motivation for CAM careers. It was also important to learn more about what factors may facilitate or impede minority student matriculation in a CAM university. In this phenomenological study, a mixed purposeful sampling strategy was used to select 9 students who had participated in a science academy at a CAM university. Individual in depth, semi-structured, interviews were conducted and analyzed using a process of inductive analysis. The results indicated that barriers to college matriculation included cost and the complexity of the process. The desire to elevate status steers some minorities who use CAM modalities as their indigenous health practice, towards high prestige allopathic careers. Participation in the science academy increased interest in and utility of CAM, but did not change preconceived career choices. These results contribute to the existing literature and can enrich social change initiatives by increasing the number of minorities providing healthcare in their own communities, and further understanding of the factors that influence underrepresented minority career choices.

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Petchauer, Emery. "Seeking students a case study of the Poseidon Academy mentoring program /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Cepni, Salih. "New secondary science teachers development in Turkey : implications for the 'Academy of New Teacher' Programme." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239922.

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Huen, Chi Wai. "In the wake of the science wars : an experiment with the anthropology of the academy." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620415.

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Khoury, Shaadi. "Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010879.

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This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It situates the Academy’s work in relation to concerns about language modernization characteristic of the Nahda, or Modern Arab Renaissance, and in the context of great changes in the political and social order of the Middle East. It highlights the ways the pioneering Levantine man of letters Jurji Zaydan sought to reconcile indigenous traditions of linguistic thought with modern concepts of evolutionary change and historicism in the development of a new science of language and the cultivation of a new kind of scholarly elite, from the late nineteenth century to the eve of the First World War. This dissertation also analyzes Arab Academy founding member ‘Abd al-Qadir al-Maghribi’s wide-ranging writings in matters of religion, politics, ethics, and language. Al-Maghribi wrote on behalf of the Islamic and Arab umam or communities, as well as for a constitutional Ottoman caliphate around the time of the Young Turk Revolution of 1908. The educability of the public was central to his vision as ordinary believers and Arabic-speakers became the population of the new national state of Syria following the Ottomans’ defeat in 1918. This project demonstrates how the three succeeding political orders over the territory that would become modern Syria influenced the thought of the founding members of the Academy in Damascus and contributed to the life of their institution: the late Ottoman state, the Amir Faysal’s short-lived Arabist kingdom in the aftermath of the First World War, and the imposition of the French Mandate for Syria from 1920. It argues that the late Ottoman Empire and its revolutionary and constitutional moment imparted qualities of ecumenicalism and worldliness, and that the Academy shared a spirit of experimentation and standardization with the Faysali and Mandatory regimes. Finally, this project turns to the relations of Arab Academy founding members, notably of their president Muhammad Kurd ‘Ali, with the Western orientalist scholars elected as corresponding members of their company. It chronicles how Arab and European scholars of Islam and Arabic collaborated in producing a body of knowledge and a discourse of friendship in their shared area of study, characterized by both sympathetic and objective norms. It argues that the Arab Academicians and their Western colleagues collectively sketched the contours of a globalized discussion of Nahda, history, and modernity in the quasi-colonial context of French Mandate Syria.

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Zaleski, Patrick J. "An assessment of the leadership education and development program at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FZaleski.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.
Thesis advisor(s): Alice Crawford, Gail Fann Thomas. Includes bibliographical references (p. 71-72). Also available online.

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Masocha, Vincent. "Body composition and functional fitness capacity of young academy soccer players in South Africa and Zimbabwe." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85748.

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Thesis (MScSportSc)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Talent identification and early selection into a professional soccer academy has been reported to be very important for the long term development of footballing expertise (Le Gall et al., 2010). This awareness of the need for early identification of gifted youngsters has led to an increased number of soccer centres of excellence and academies throughout the world. Traditionally, identification and selection of promising individuals into youth soccer academies has been linked to a coach’s subjectivity and preconceived image of the player. Once this method is used in isolation it can result in tedious misjudgements in talent identification - hence the emphasis on science-based approaches. Through soccer-specific research, a number of anthropometric and physical parameters have been linked to successful performance in soccer. The primary aims of the study were to explore the anthropometric, somatotype and functional fitness characteristics of young academy soccer in South Africa and Zimbabwe and to distinguish variables that can be relevant for Talent Identification. The study followed a quantitative non-intervention design with a sample of convenience. A total of 74 young soccer players (Age 15.9±0.81) from South African (n = 41) and Zimbabwean (n = 33) soccer academies were purposively sampled. The following anthropometric variables were measured following the International Society of the Advancement of Kinanthropometry (ISAK) protocol: body mass and height; skinfolds – (triceps, subscapular, biceps, iliac crest, supraspinale, abdominal, front thigh, medial calf); Girths – (arm relaxed, arm flexed and tensed, waist, gluteal, and calf); bone breadths – (biepicondylar humerus and biepicondylar femur). Functional fitness variables that were measured include: lower back muscle flexibility (sit and reach test), upper body flexibility (shoulder flexibility), leg power using (vertical and horizontal jumps), overhead throw (2kg medicine ball throw), speed tests (10, 20, and 40m sprint tests), agility (Illinois test) and aerobic fitness (Hoff test). There were no statistically significant differences in age, body mass, height, fat mass, body mass index, lower back flexibility, right shoulder flexibility, 20m sprint, and endurance capacity (p>0.05). Statistically significant differences were found in percentage body fat (p>0.05), sum of 8 skinfolds, fat free mass, somatotype, left shoulder flexibility, upper and lower body power, 10m and 40m sprints (p<0.01). South African players were found to have higher %BF and sum of skinfolds and then Zimbabwean players. It was concluded that Zimbabwean players performed significantly better than South Africans in agility, 10m, 40m sprints, vertical jump, horizontal jump and overhead throw and had better future chances of success in soccer. Goalkeepers were taller and heavier, while midfielders and defenders were found to be lighter and shorter. Goalkeepers were the most agile group, while forwards were the fastest group. Agility, power and speed were the most important variables that can be used during talent selection and coaches should purposefully work to develop these characteristic during training sessions. Height and weight are relevant in allocating positional roles to players and not in Talent Identification.
AFRIKAANSE OPSOMMING: Talentidentifisering en vroeë seleksie in ŉ professionele sokkerakademie blyk baie belangrik te wees vir die langtermyn ontwikkeling van sokker vaardighede (Le Gall et al., 2010). Hierdie behoefte vir die vroeë identifisering van talentvolle jong spelers het aanleiding gegee tot ŉ toename in sokker sentra van uitnemendheid en akademies wêreldwyd. Tradisioneel is die identifisering en seleksie van belowende individue vir toelating tot ŉ jeug sokker akademie aan ŉ afrigter se subjektiwiteit en voorafopgestelde idees van die speler gekoppel. Wanneer die metode in isolasie gebruik word kan dit dodelike mistastings in talent identifisering teweeg bring – daarom die klem op wetenskaplik gebaseerde benaderings. Deur sokker spesifieke navorsing is daar alreeds ŉ aantal antropometriese en fisieke parameters aan suksesvolle prestasie in sokker gekoppel. Die primêre doelwitte van die studie was om die antropometrie, somatotipe en funksionele fiksheidskenmerke van jong sokker akademie spelers in Suid-Afrika en Zimbabwe te ondersoek en om veranderlikes wat relevant vir talentidentifisering kan wees te onderskei. Die studie het ŉ kwantitatiewe, nie-intervensie ontwerp met ŉ gerieflikheidsteekproef gevolg. ŉ Totaal van 74 jong sokkerspelers van Suid-Afrika (n = 41) en Zimbabwe (n = 33) sokker akademies is doelgerig geselekteer (ouderdom 15.9 ± 0.81 jaar). Die volgende antropometriese veranderlikes is ooreenkomstig met die International Society of the Advancement of Kinanthropometry (ISAK) protokol gemeet: liggaamsmassa en -lengte; velvoue (triseps, subskapulêr, biseps, iliokristale vou, supraspinalis, abdominale, quadriseps, mediale gastroknemius); omtrekke (arm ontspanne, arm in fleksie en gespanne, middel, gluteale, en kuit); been breedtes (biepikondelêre humerus en biepikondelêre femur). Funksionele fiksheidsveranderlikes wat gemeet is was: laerug spierlenigheid (sit en reik toets), boonste ekstremiteit lenigheid (skouer lenigheid), beenkrag (vertikale en horisontale spronge), oorhoofse gooi (2kg medisyne balgooi), spoedtoets (10, 20, en 40m spoedtoetse), ratsheid (Illinois toets) en aërobiese fiksheid (Hoff toets). Geen statisties betekenisvolle verskille is in ouderdom, liggaamsmassa, -lengte, vetmassa, liggaamsmassa indeks, laerug lenigheid, regterskouer lenigheid, 20 meter spoed en uithouvermoë kapasiteit (p>0.05) tussen SA en Zimbabwe spelers gevind nie. Statisties betekenisvolle verskille is wel in persentasie liggaamsvet (p<0.05), som van agt velvoue, vetvrye massa, somatotipe, linkerskouer lenigheid, boonste en onderste ekstremiteit liggaamskrag, 10m en 40m spoed (p<0.01) gevind. Suid-Afrikaanse spelers het ŉ hoër persentasie liggaamvet en som van velvoue as die Zimbabwiese spelers gehad. Daar is tot die gevolgtrekking gekom dat Zimbabwiese spelers betekenisvol beter as Suid-Afrikaanse spelers in die meeste fiksheidstoetse gevaar het en waarskynlik beter kanse vir sukses in sokker het. Doelwagters was groter en swaarder, terwyl middelveld spelers en verdedigers ligter en korter was. Doelwagters was die ratste groep, terwyl voorspelers die vinnigste groep was. Ratsheid, krag en spoed is as die belangrikste veranderlikes geïdentifiseer wat tydens talentidentifisering gebruik kan word en afrigters moet doelbewus daaraan werk om hierdie eienskappe tydens oefensessies te ontwikkel. Lengte en gewig is relevant in die toekenning van posisionele rolle aan spelers en nie in talentidentifisering nie. Hierdie is die eerste studie waarin die antropometriese en funksionele fiksheidsprofiele van jong sokkerspelers in Suid-Afrika en Zimbabwe met mekaar vergelyk word. Dit baan die weg vir ander navorsers om hierop uit te brei deur sokkerspelers van ander lande in Afrika te toets en by te dra tot die kennis van sokkerspelers in Afrika. Hierdie navorsing skep ook die basis vir afrigters en oefenkundiges in Afrika om die bydrae wat die wetenskap maak ten opsigte van liggaamsamestelling en funksionele fiksheid beter te verstaan om talentidentifisering in sokker te verbeter.

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Jacobs, Noel Mkhululi. "An organisational culture approach to improve military-civilian relations at The South African Military Academy." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95564.

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Thesis (MBA)--Stellenbosch University, 2012.
The primary focus of this study is to look at the interplay of the military and academic cultures at the South African Military Academy (SAMA). The question was raised about the nature of these two conflicting subcultures within the SAMA faculty, some avoidable damage that is being done, and ways to overcome the conflict for the future. Research data obtained from interviewing a sample of the SAMA members was used to investigate whether the two subcultures, which appear each to have a different ethos, can complement one another and how they define and shape the organisational culture of the institution. Findings from this study confirmed the existence of conflict between the academic and military culture and showed that this conflict has historical origins. It was further shown that part of the conflict arises from the tendency of the military culture to impose itself over the academic culture. The study revealed that this conflict also affects the civilian-military relations amongst the staff members, which impacts on the staff morale and organisational performance. It was found that ineffective organisational communication of the Academy was partly the source of this organisational culture and that the strengthening of an effective organisational communication particularly on the part of senior management of the Academy could go a long way towards creating an inclusive organisational culture that accommodates and encourages the coexistence of both the academic and military subcultures. The study concluded that peaceful coexistence of both these subcultures will lead to healthier relations between the civilian and uniformed members and to the SAMA as a whole. Recommendations for further consideration and action by the Military Academy were given.

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45

Stroupe, Walter E. "A study of West Virginia State Police Academy graduates' perceptions of their degrees of competence and the relevance of the Marshall University Community and Technical College police science curriculum." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=207.

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46

Fuller, Mary A. "Transfer of Learning in a K-8 STEM Academy Project Based Learning (PBL) Environment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011851/.

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The multiple case study investigated levels and types of transfer observed in a K-8 STEM (science, technology, engineering, math) academy in a project-based learning (PBL) environment. The academy was constructed two years prior to the study and conducive to PBL instruction. The students and teachers were in the second year of using PBL in the subject of science at the time of the study. The grade levels observed were second, fourth, and sixth grade and each grade level had three PBL units examined from the beginning to the end of the unit. The nine case studies, from the three different grade levels, were observed to identify Haskell's levels and types of transfer as determined by project requirements, observation of students, completed projects, and student interviews. The findings from this study showed that while projects moved the students beyond knowledge acquisition to application of knowledge in completed projects such as books, films, dances, etc., higher levels of transfer and more types of transfer were not evident. Therefore, based on the results of this study, the evidence of lower levels of transfer suggests that the PBL units, though inventive and potentially valuable to student learning, were not designed for higher levels of transfer.

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Casey, Daniel Thomas. "Diagnosing inertial confinement fusion implosions at OMEGA and the NIF Using novel neutron spectrometry." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76813.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Nuclear Science and Engineering, 2012.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 139-148).
A novel neutron spectrometer, called the Magnetic Recoil Spectrometer (MRS), was designed, built, and implemented on the OMEGA laser facility and the National Ignition Facility (NIF) to measure the neutron spectra from inertial confinement fusion (ICF) implosions. Using the MRS, the down-scattered neutron (DSn) spectrum has been used to infer the areal density ([rho]R) of ICF implosions for the first time. The DSn technique is essential for diagnosing high [rho]R (>180mg/cm²) cryogenic deuterium-tritium (DT) implosions, where most other methods fail. The MRS has helped to guide the cryogenic campaign toward the highest [rho]Rs ever achieved at OMEGA. In addition, the MRS is currently being used to diagnose the DSn spectrum from cryogenic implosions at the NIF during the beginning phases of the National Ignition Campaign (NIC). MRS data have already been essential for tuning these implosions to the highest [rho]Rs ever achieved in an ICF implosion (>1 g/cm²), and thus for guiding the NIC toward the realization of thermonuclear ignition. The first measurements of the T(t,2n)⁴He (TT) neutron spectrum in DT implosions at OMEGA have also been conducted using the MRS. The TT-neutron (TTn) spectrum was measured at low reactant central-mass energies of ~23 keV. The results from these measurements indicate that the TT reaction proceeds primarily through the direct three-body reaction channel, which is in contrast to the results obtained in higher energy accelerator experiments. Measurements of the TTn and DD proton yields were also conducted and compared to the DT neutron yield in DT implosions. From these measurements, it is concluded that the DD yield is anomalously low and the TTn yield is anomalously high, relative to the DT yield. These results have been explained by a stratification of the fuel in the core of an ICF implosion.
by Daniel Thomas Casey.
Ph.D.

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48

Theletsane, Kula Ishmael. "Developing a conceptual model for transformation at the South African Military Academy : the Ubuntu approach." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18706.

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Thesis (MMil)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: The initial conceptual framework for transformation proposes the context (why), the content (what), and the process (how) as three dimensions of transformation that are always present. A distinction is made between external and internal triggers of transformation, and information is provided on the challenges posed by, among others, the knowledge society, globalisation, and changing market conditions that require companies to become learning organisations staffed by empowered knowledge workers. Literature study on transformation clearly shows that transformation brings about change. There are different models on transformation and this shows that there are different approaches to transformation. Ubuntu should be introduced as a way forward for the South African Military Academy (SAMA) to deal with transformation issues. Ubuntu is more concern about the wellbeing of the people and their morale during and after transformation has been implemented. Subsequently, a conceptual model for transformation is proposed in which generic elements of the “why”, “what”, and “how” dimensions are included. The SAMA model is developed to fit the scope of a conceptual model, and to be in line with what is generally proposed in the literature for organisations that want to transform in order to become market leaders and enhance long-term goals. Conclusions drawn from the ongoing SAMA transformation process are that its aims and principles are not in line with what appears to be required in creating an innovative learning organisation. With regard to the “how” of transformation, it is found that improvement is still needed to the processes to change attitudes, mindsets, and styles on the part of managers as well as employees that might inhibit empowerment and stifle creativity and innovation.
AFRIKAANSE OPSOMMING: Die aanvanklike konseptuele raamwerk vir transformasie stel die konteks (waarom), die inhoud (wat) en die proses (hoe) voor as drie dimensies van transformasie wat altyd teenwoordig is. Daar word ‘n onderskeid getref tussen eksterne en interne aanleidende oorsake van transformasie, en inligting word voorsien oor die uitdagings wat voortspruit uit, onder andere, die kennissamelewing, globalisering, en veranderende marktoestande wat vereis dat maatskappye leerorganisasies word met ‘n personeel van bemagtigde kenniswerkers. Uit ‘n literatuurstudie oor transformasie is dit duidelik dat transformasie verandering teweegbring. Daar is verskillende modelle van transformasie en dit toon dat daar uiteenlopende benaderings tot transformasie bestaan. Ubuntu moet ingestel word as ‘n manier waarop die Suid-Afrikaanse Militêre Akademie (SAMA) voortaan transformasie kan hanteer. Ubuntu is meer besorg oor die welstand van die mense en hulle moreel terwyl en nadat transformasie geïmplementeer is. Daar word dus ‘n transformasiemodel voorgestel waarin generiese elemente van die “waarom”-, “wat”- en “hoe”-dimensie ingesluit word. Die SAMA-model word ontwikkel om dieselfde omvang te hê as ‘n konseptuele model, en om ooreen te stem met wat algemeen in die literatuur voorgestel word vir organisasies wat wil transformeer om sodoende markleiers te word en langtermyndoelwitte te bevorder. Gevolgtrekkings wat voortspruit uit die voortgesette SAMA-transformasieproses is dat die doelwitte en beginsels nie ooreenstem met wat skynbaar vereis word om ‘n vernuwende leerorganisasie te skep nie. Ten opsigte van die “hoe” van transformasie, word bevind dat verbetering nodig is voor die prosesse verandering gaan meebring aan houdings, ingesteldhede en styl, by bestuurders sowel as werknemers, wat tans nog bemagtiging beperk en kreatiwiteit en vernuwing onderdruk.

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Gomez, Lina Maria. "The selection of counties and locations of field site coordinators." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=67.

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Thesis (M.S.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains x, 143 p. : ill. (some col.), maps (some col.). Includes abstract. Includes bibliographical references (p. 86-94).

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50

Ellis-Kalton, Carrie A. "Science- and engineering-related career decision-making, bright adolescent girls and the impact of an intervention program /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036823.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2001.
Typescript. Vita. "The Newton Summer Academy is a program intervention funded by the National Science Foundation. It was developed at the University of Missouri-Columbia by a team of scientists, instruction and curriculum personnel, and educators."--Leaf 8. "The present study sought to investigate the saliency of social cognitive factors in the career decision-making processes of bright, adolescent females. In addition, the present study aimed to gain empirical information about the effectiveness of the Newton Summer Academy, a National Science Foundation intervention program."--Leaf [12]. Includes bibliographical references (leaves 141-162). Also available on the Internet.

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Dissertations / Theses on the topic 'Rochester Academy of Science'

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