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Michael, Kristine Treece. "Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475.
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Avery, Sonya Yvette. "Teachers' Stage of Concern and Self-Efficacy Regarding Teaching Students in an Inclusive Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3655.
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Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social constructivism, which focuses on how learning is affected by social concepts such as self-efficacy and concerns, was the theoretical framework. The research questions examined the relationship between teachers' self-efficacy (SE) and stages of concerns (SoC) about teaching with inclusion. Data were collected on teachers' education, inclusion self-efficacy, and stages of concern about teaching with inclusion. Correlations between means for profile scores, grade level, and building were used to define grade-level training needs. Spearman's correlations indicated a significant correlation between teacher SE and SoC (r = .36). Results for the first school sample indicated no significant correlation between teacher SE and SoC (r =.-18), while results for the second school sample indicated a significant correlation between teacher SE and SoC (r = .47). This study has the potential to contribute to positive social change by encouraging administrators and school leaders to design inclusion PD sessions that are differentiated according to general educators' specific SE and SoC scores.
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Thankachan, Briju. "Concerns of Teachers: Information and Communication Technology (ICT)-Enabled Instruction in Kerala, India." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385465581.
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Alfieri, Paul Allen III. "Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30593.
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The Defense Systems Management College (DSMC) is beginning a major transition from its traditional classroom training methods to technology-based education and training. Conventional classroom courses will be rewritten and restructured to a computer-based format and be delivered on-line. According to the Concerns-Based Adoption Model, the faculty will experience concerns during the process of adopting this innovation. Identification of these concerns can assist in selecting appropriate interventions to minimize problems and to ease the adoption process.
This study had two purposes. The first was to identify the Stages of Concern of the DSMC faculty toward the use of technology-based education and training by measuring faculty responses to the Stages of Concern (SoC) Questionnaire. The second was to determine appropriate interventions to assist the faculty through the change process.
The study accomplished both purposes. All teaching faculty (N=135) received the questionnaire about their concerns and issues with this innovation, and 126 responses were returned (93% response rate). A total of eighty-one respondents (64%) reported no experience with technology-based courses, and the composite faculty SoC profile correspondingly reflected the "nonuser" category. No significant differences in Stages of Concern were found between groups of faculty when divided by common demographic criteria such as years of teaching experience, civilian or military status, and experience with educational technology.
Quantitative methods of analysis included SoC profile comparison, High Stage Score and Second High Stage Score analysis, analysis-of variance (ANOVA), and multivariate analysis of variance (MANOVA). Qualitative methods were also used to analyze responses to an open-ended question on the survey instrument. Results reflected a general lack of knowledge and awareness about the innovation from the faculty and strong personal concerns about what impact it will have on them. The faculty clearly displayed a negative attitude toward this innovation and seemed unconvinced that it was the optimal solution. Written responses to the open-ended question provided key insight into faculty attitudes. The majority of concerns identified were educational issues, particularly dealing with the effectiveness of a computer-based format when teaching highly-interactive management courses.
Based on these results, recommended intervention strategies for DSMC were generated. These strategies focus on the need for better information dissemination about educational technology and for a realistic implementation plan. More importantly, interventions were recommended to provide incentives for faculty to increase proficiency with educational technology and the use of technology in their courses.<br>Ed. D.
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Carnielli, Flávia Ianzini. "A capacidade de depressão normal entre mães de bebês em UTI neonatal: uma perspectiva winnicottiana." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/15361.
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Flavia Ianzini Carnielli.pdf: 228958 bytes, checksum: 5557e6e228a2c765e298a48125626f7e (MD5)
Previous issue date: 2014-08-29<br>Nowadays depression appears as a major cause of emotional illness and is often associated with sadness, apathy and failure. From this perspective, introspection and withdrawn, which are often characterized as depressive movements, are not taken into account as necessary for elaborating real or imagined losses. From the point of view of DW Winnicott, to deal with the existing psychic challenges, facing situations that break the expectations and idealizations, it is necessary that the individual has surpassed the stage of concern, acquiring the ability to depress which the author relates to emotional maturity. This paper seeks to understand, in the context of motherhood, how the mother's ability to depress associates with the mother's capacity to elaborate the negative aspects regarding the hospitalization of her baby in a Neonatal ICU and, thus, be able to play the role of a good enough mother. For this, a comparative case study was performed between a mother able to develop normal depression, in contrast to other cases (submitted through clinical vignettes) of mothers with difficulties or inability in achieving this process<br>Na atualidade a depressão aparece como uma das maiores causas de
adoecimento emocional e frequentemente é associada à tristeza, à apatia e ao
fracasso. A partir dessa perspectiva, os movimentos introspectivos e de
retraimento, que muitas vezes se caracterizam como movimentos depressivos,
não são levados em conta como necessários à elaboração de perdas reais ou
imaginárias. Do ponto de vista de D. W. Winnicott, para fazer frente aos
desafios psíquicos existentes diante de situações que quebrem com as
expectativas e idealizações é necessário que o indivíduo tenha passado pelo
estágio do concern, quando adquire a capacidade para deprimir, relacionada
pelo autor ao amadurecimento emocional. O presente trabalho busca
compreender, no contexto da maternidade, de que forma a capacidade
materna de deprimir se associa à possibilidade de a mãe elaborar os aspectos
negativos referentes à internação de seu bebê em uma UTI Neonatal e, assim,
poder vir a desempenhar o papel da mãe suficientemente boa. Para tanto,
realiza um estudo de caso comparativo entre uma mãe capaz de depressão
normal, contrapondo-o a outros casos (apresentados por meio de vinhetas
clínicas) de mães com dificuldades ou incapacidade na realização desse
processo
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DeVore, Toni Lynne. "West Virginia Education Information System users' concerns as measured by the stages of concern questionnaire." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=491.
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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains xiv, 158 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 81-84).
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Bengtsson, Robert. "Evaluating new pilot stage concept." Thesis, Linköping University, Department of Management and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11436.
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<p>This report is a first practical study of micro valves for hydraulics, manufactured by Microstaq Inc. who uses, for hydraulics, new materials and new actuating technologies. The purpose is to evaluate if, in the future, there is any possibility of complementing or exchanging the classical use of electro magnetic solenoids in electro hydraulic applications with this new technology. The valves studied are of MEMS-type (Micro Electro Mechanical Systems), which are etched out of silicon and has an electro thermic actuation. During the study it showed that this new valve technology had some teething troubles. The valves had proplems managing high pressure drops, both regarding strength of materials and performance. If you let the manufacturers further develop this technology there are great potentials for using this in future hydraulic systems.</p>
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Dammerud, Jens Jørgen. "Stage acoustics for symphony orchestras in concert halls." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518296.
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Carroll, Millicent Hope. "Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79900.
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Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications teachers, the extent to which their concerns and beliefs influence whether or not they decide to teach online. The potential problem that may exist is that of Graphic Communications teachers' concerns and beliefs are playing a role in impeding their transitioning to teaching in the online environment. The purpose of this study was to examine how teacher concerns and beliefs might be affecting a Graphic Communications teacher's adoption of online teaching. Although there are a multitude of factors that may inhibit Graphic Communications teachers from teaching online, this study sought to document the extent to which teacher concerns and beliefs toward online teaching impact their decision to adopt these practices.
This study included a purposeful sample of 79 Graphic Communications educators across the United States and Canada. Data collected from the Graphic Communications Teachers Beliefs Towards Teaching Online (GCTBTTO) survey were analyzed using the Stages of Concern scoring device, simple means, and sample correlation coefficients to examine participant concerns and beliefs towards online teaching and the relationship between their concerns and beliefs. A theme analysis of open-ended responses about teaching online provided further assessment of participant beliefs and concerns towards the innovation.
Findings from this study revealed Graphic Communications teachers who had taught online had higher levels of external concerns and stronger beliefs towards teaching online. Graphic Communications teachers who had not taught online had higher levels of internal concerns and average beliefs towards teaching online. T-tests revealed the difference in concerns between the sub-groups of teachers was significant across all stages except Management, where online and non-online teachers had similar management concerns about online teaching. For online teachers, task value and cost beliefs were found to have a moderately strong negative correlation to concerns in the Awareness stage, with no significant relationship between expectancy/ability beliefs and any stages of concern. For teachers not teaching online, task value and cost beliefs had a strong positive correlation with their Collaboration concerns, and expectancy/ability beliefs were strongly positively related to their Refocusing concerns. These findings also revealed that most Graphic Communications teachers do not believe hands-on courses which require manipulation of machinery can be taught online, although online teachers are teaching these types of classes with hybrid methods of instruction. The findings from this study provide implications for change facilitators and their consideration of faculty concerns and beliefs. The recommendations for this study suggest ways in which researchers, educators, and change facilitators can address concerns and beliefs in order to develop new innovative teaching methods for hands-on classes.<br>Ed. D.
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Turk, Carrie. "Stages of concern for implementing the electronic medical records." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007turkc.pdf.
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Aneke, Norbert O. "Teachers' stages of concern about a school-wide educational reform." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-144712/.
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Read, Douglas. "A Drag Estimate for Concept-Stage Ship Design Optimization." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/ReadD2009.pdf.
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Lambertus, Amanda Jane. "Students' understanding of the function concept concept images and concept definitions /." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03152007-101317/.
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The purpose of the study is to examine students? understanding of the function concept by examining their concept images and concept definition when the students are introduced to function concept through a formal definition and informal approach. The participants were traditional college students enrolled in Intermediate Algebra at a large university in the southeast region of the United States. The students completed a questionnaire that asked them to identify functions and non-functions, mentally construct functions from verbal statements, and provide a definition for the function concept. The questionnaires were analyzed for correct answers, justifications related to the identification of a function or non-function, and the accuracy of the definitions provided. Often students do not possess concept definitions that match their concept images.
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Zhang, Yan. "A method to predict reverberation time in concert hall preliminary design stage." Diss., Available online, Georgia Institute of Technology, 2005, 2005. http://etd.gatech.edu/theses/available/etd-09262005-085624/.
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Thesis (Ph. D.)--Architecture, Georgia Institute of Technology, 2006.<br>Brani Vidakovic, Committee Member ; Larry Kirkegaard, Committee Member ; Yves Berthelot, Committee Member ; Ruchi Choudhary, Committee Member ; Ning Xiang, Committee Member ; Godfried, Augenbroe, Committee Chair. Vita. Includes bibliographical references.
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Bruck, Daniel C. "Objective measures and musician preference for concert state acoustics /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/11395.
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Barroero, Trevor, and Trevor Barroero. "The Art of Performance: On Stage and Behind the Curtain." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624910.
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Through successful personal training, verified assessments, and professional applications, a
musician can establish a personal career as a performing artist. This study seeks not only to explore
the ways in which musicians can better their own musicianship, but to how they can inspire and
empower others through philanthropic applications of their art.
A musician’s laboratory exists both in the practice room and on the concert stage.
Therefore, for twelve months, the author sought out the most diverse research and performance
opportunities, including performances as a featured soloist in Canada and as guest timpanist with the
Moscow Symphony in Russia. The project culminated in a benefit concert titled, …in loving memory,
raising nearly $5,000 for the Alzheimer's Association.
Through personal experiences, the author outlines the solo, small ensemble, and large
ensemble performance opportunities that were pursued in order to improve his own musicianship
and then applied to the performance of the benefit concert. Offering a "look behind the curtain,"
this document will also address the logistical hurdles for tackling a charitable event of this scale.
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Long, Brenda Yvonne Dingus. "Stages of concern in the implementation of tech prep programs in Virginia." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/26088.
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Curriculum innovations, such as Tech Prep, provide practitioners an avenue to change expectations, attitudes, teaching styles, and organizational structure. However, the benefits of educational innovations are not fully realized until those practitioners, such as administrators, academic teachers, vocational teachers, and guidance counselors, adopt and implement change in the classroom. The purpose of this study was to determine the concerns of Tech Prep practitioners at the secondary level in the state of Virginia as measured by the Concerns Based Adoption Model (CBAM).
The population for this study was 322 individuals consisting of administrators, academic teachers, vocational teachers and guidance counselors involved in implementation of Tech Prep programs for two years or longer. Based on the findings of this study the following conclusions are presented.
Based on the theory of the CBAM and the mean scores of the Stages of Concern, indications are these practitioners are becoming experienced users of the Tech Prep concept.
The two highest SoC mean scores for the four groups were either Collaboration or Consequence Stage. It was concluded that staff development should relate to strategies necessary to increase student outcomes and cooperation and coordination of others.
Practitioners involved with Tech Prep have passed the self-concerns (Awareness, Informational, and Personal Stages) and task-concerns (Management). The Stages of Concern for all groups evolved around impact-concerns (Consequence, Collaboration, and Refocusing Stages).
It was concluded that the level of involvement by administrators, academic teachers, and vocational teachers during implementation of Tech Prep is related to the Stages of Concern. There was not a significant relationship between the Stages of Concern and level of involvement for counselors.
Selected recommendations drawn from the findings and conclusions are:
• Attention should continue to focus on concerns, attitudes and expectations of practitioners as they proceed with the continuation of Tech Prep in Virginia.
• This study should be replicated with larger sample sizes and questionnaires submitted at the beginning of the innovation adoption and at designated periods after the implementation process. Such longitudinal studies may determine linkage between time, staff development activities, integration of vocational and academic studies, and the SoC of practitioners.
• Focus by teacher educators, the Virginia Department of Education staff, vocational-technical and academic personnel, should concentrate on collaborative techniques and student competencies. It is recommended that policy be developed to include extensive professional development and increased dialogue among practitioners as they implement Tech Prep programs.<br>Ed. D.
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Williams, Scott Allyn. "Stages of Concern of Teachers in North Carolina 4/4 Block Scheduled Public Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29967.
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As 4/4 block scheduling was implemented in North Carolina, many public schools offered staff development to help teachers make the transition from a six- or seven- period school schedule, but little is known about the staff development provided. The purposes of this study were to determine the Stages of Concern of North Carolina public school teachers related to 4/4 block scheduling, their perceived professional development needs, and the relationships among their Stages of Concern, professional development needs, and selected characteristics. By calling each school district's central office, the researcher determined that 248 North Carolina high schools had implemented 4/4 block scheduling as of fall 1998. A list was developed of 73 schools that implemented block scheduling in the fall of 1996, 1997, and 1998. From this list, five schools were randomly selected for each of the three years, resulting in a sample of 15 schools. At each school, five teachers were selected from each of three teaching areas: academic, workforce development, and special subjects. Thus, of the1086 teachers employed at the 15 participating schools, 225 teachers were included in the sample. The questionnaire for this study contained three parts: (a) the Hall and Loucks (1979) Stages of Concern questionnaire, (b) a professional development needs section, and (c) a teacher characteristics section. Results of the study indicated that the teachers were concerned about the success of students in the classroom and the impact of 4/4 block scheduling on their students. Consequence was the peak Stage of Concern for the largest percentage of responders, and collaboration was the peak for the second-largest percentage. Teachers with less experience had higher informational concerns than their peers with more teaching experience. On four of the nine professional development needs, more recent adopters of 4/4 block scheduling indicated significantly less need for professional development than those whose schools adopted this schedule in previous years. Thus, as teachers became more experienced with 4/4 block scheduling, they may have had problems that were unforeseen when this schedule was initially adopted. Implications for practice and further research based on the results of the study were suggested.<br>Ph. D.
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Merz, Jacqueline Ann Kern. "Stages of concern of managers about the adoption of satellite systems for training the Defense Finance and Accounting Service." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154525/.
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Huisman, Etta Joyce. "The relation between depression, a fitness measure, and stages of concern about exercise /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8721564.
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Lindstrand, Karl. "Transitional Stages Between Everyday Numbness and Fixed Experience." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-223633.
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The aim of this thesis project has been to explore stages for performance that promotes situational displacement and questions cultural containment and inclusion. By implementing stages that merges with and leaks out in to the surrounding urban environment the aspiration has been to manipulate adjacent urban spaces and by doing so offer an alternative spatial imagination that provokes public consciousness and the possiblity of new subjective and collective engagement within our built environment.
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Liepins, Daumants. "Brahms Piano Concerto no. 1 : From practicing room to the stage." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-75460.
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The goal of this independent thesis is to follow through the process of learning Brahms concerto no. 1 from the very beginning until the performance. The goal is to provide an analysis of this process, thus understanding it better and also gaining new insights in what can be improved. I used a diary of the practicing process to write down my experiences, videos from the practicing room and performance, analysis of the practicing methods, and also analysis of the performances as tools to investigate the topic. I hope that this thesis will be a work of interest for musicians who are interested in getting new insights into the practicing and performing process of a pianist.
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Taylor, B. C. "Infant/junior transfer : are concerns similar to those identified at the primary/secondary stage?" Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367338.
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Bermond, Raphaelle. "Role of diffusers in the acoustic design of the stage enclosure in concert halls." Thesis, University of Salford, 2002. http://usir.salford.ac.uk/26581/.
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Previous studies on acoustic requirements for performers of classical music proved that early reflections were of critical importance for good ensemble conditions. However, strong early reflections may produce an unpleasant tone quality. Diffusers are sometimes used to reduce the negative effects caused by large specularly reflecting surfaces. The aim of the research project is to better understand what happens when diffusers are applied to the enclosure walls of a stage in a concert hall. Two aspects are examined: the changes produced to the sound field measured on the orchestra platform, and the manner in which musicians perceive diffuse early reflections in comparison with specular early reflections. Results of objective measurements show that the most noticeable property of diffusers on the early sound field is the smoothing of the impulse response. Diffusers attenuate strong early reflections. Besides, diffusers give a better sound energy distribution by providing reflections outside the specular sector: the standard deviation of several acoustic parameters is somewhat smaller with diffusers. It was found that diffusers do not eliminate comb filter effects and that they do not have a great influence on EEL, ST and clarity. The subjective aspect resulting in the greatest consensus among the subjects is the following. The overall tone quality is improved by diffusers. The overall sound quality is influenced by the amplitude of early reflections and by the reception angle of the reflections. Diffusers may also affect articulation, clarity, self and mutual hearing, but to a minor extent. Musicians' requirements regarding the fine structure of early reflections differ according to the size of the ensemble who is performing, the room volume, the power and directivity of the instruments played, and the type of music (or desired tone quality).
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Sproat, Peter Alan. "An investigation of the concept of state terrorism." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/435.
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Despite claims that state terrorism has been more of a problem than the insurgent variety, the evidence provided by both a content analysis of bibliographies on the topic of terrorism and the opinions of a great number of academics suggests that there is a far smaller amount of academic literature on state terrorism than there is on insurgency terrorism. In addition it has been noted that the literature on state terrorism, like that on terrorism generally, suffers from a lack of work on the definition of the term. Whilst it is difficult to think of any author who has methodically applied a definition to the actions of a particular actor in order to assess whether each constitutes an act of terrorism. This thesis attempts to address each of these issues. However before doing either of these things it attempts to show that the suggested reasons as to why the State cannot commit acts of terrorism can be at least questioned, whilst simultaneously showing that some authors believe that state terrorism has produced far more victims and than the sub-state variety. Then after revealing the explanations for academia's neglect of state terrorism the thesis investigates the notion of (substate) terrorism in order to identify its core meaning, before attempting to incorporate this into a 'comprehensive' definition of terrorism which would enable the political analyst to identify acts of state terrorism committed within the area of the state's jurisdiction and abroad. This definition, along with other definitions of terrorism taken from both the literature and legislation, are then tested by being applied to the 'counter-terrorist' activities of Israel, form which concluding comments on each and the general notion are made. The decision to concentrate solely upon counter-terrorist actions can also be seen to be addressing a gap in the literature, as can the choice of a Western state. The application of various definitions of state terrorism to the counterterrorist actions of Israel within Israel, the administered West Bank and abroad, therefore means that this area provides a novel testing ground for any definition. By examining the issue of state terrorism the thesis aims to raise, if not answer several important questions and issues surrounding the concept of state terrorism. In addition to illustrating the problems facing the production of any definition of the word 'terrorism' such an examination will hopefully illustrate the problems of applying any definition of terrorism. Finally the thesis aims to further the cause of knowledge by accurately describing the legalities of various aspects of Israel's counter-terrorist policies since Israel took over the administration of the West Bank in 1967. As well as using the existing literature this thesis contains both the quantitative and qualitative replies of 120 academics to a pointed questionnaire on the topic. Many of the results of this are scattered throughout the conceptual parts of the thesis including this introductory chapter, and all the quantifiable results and the sampling technique are described in Appendix A.
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Bendixen-Noe, Mary Kay. "Teacher career development concern stages of traditional-aged and nontraditional-aged beginning secondary teachers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034176792.
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Alaa, Nyazi. "Applying the Stages of Concern Theory to Understanding of Faculty Perceptions of Online Teaching." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553510161252216.
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Generalow, Alice. "The Orthodox Concert Stage: Performing Rachmaninoff's All-Night Vigil, Op. 37 in a Liturgical Style." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594557.
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The purpose of this study is to demonstrate that Sergei Rachmaninoff's All-Night Vigil, op. 37 can successfully be performed by choral ensembles in a liturgical style by careful selection and grouping of individual movements, along with the interpolation of other chants or musical settings traditionally used in the Russian Orthodox Church that are not part of the composer's original score. This would make the work more accessible to choirs and conductors that may otherwise not be inclined to program an unaccompanied work over seventy minutes in duration. Additionally, such performances would more accurately reflect the Russian liturgical performance practice history of the work as traced in this document. This document explores the history and form of the All-Night Vigil service, Rachmaninoff's exposure to the Orthodox Church, performance decisions made for the viva voce presentation portion of this document, and the performance history of Rachmaninoff's All-Night Vigil before and after the Russian Revolution.
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Kurtulus, Ersun N. "State sovereignty : the concept, the referent and the ramifications /." Stockholm : Dep. of Political Science, Stockholm Univ, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/385721862.pdf.
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Gao, Fan. "State-Estimator Design for the KTH Research Concept Vehicle." Thesis, KTH, Fordonsdynamik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-198518.
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The Research Concept Vehicle (RCV) is a pure electric vehicle with four in-wheel motors and individual steering as well as camber actuators. It serves as an experimental research vehicle which is built by the Integrated Transport Research Lab (ITRL). The development of the RCV’s functionality never stops after the platform started running. In order to involve the advanced driver assistance systems and realize autonomous driving in the RCV, accurate information of vehicle dynamic states and the environment is required. In this case, based on the sensors we have on the RCV, sensor fusion and state estimation are critical to be adopted for solving this problem. The purpose of this thesis is to find appropriate estimators, define the specifications and design the corresponding logics to estimate vehicle dynamic parameters and the navigation information. The classic Kalman Filter (KF) and its extension for nonlinear systems Unscented Kalman Filter (UKF) are explained and used for solving the problem. A double-track vehicle model is implemented in the estimator for current use and further development. The results of all estimations are shown, and the mathematical evaluation of position estimates indicate that they outperform the original signals which are inputs to the sensor fusion algorithm. At last, some suggestions for further improvement are presented.
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Wang, Yi Ying. "Human rights accountability of non-state actors and special concerns on women." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2590472.
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Stacy, Christopher B. "Stages of Concern in the Implementation of the Virginia Credentialing Initiative in Rural Southwestern Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39005.
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The purpose of this study was to describe the needs and concerns regarding the Virginia Credentialing Initiative (VCI) of career and technical education (CTE) stakeholders in rural southwestern Virginia. These stakeholders included central office CTE administrators, high school principals, guidance counselors, and high school CTE teachers. The Stages of Concern Questionnaire (George, Hall, & Stiegelbauer, 2008) was sent to 355 participants with 260 responding for a return rate of 73%. All of the respondents were employed in Superintendentsâ Region Seven.
There are seven Stages of Concern: 0 Unconcerned, 1 Informational, 2 Personal, 3 Management, 4 Consequence, 5 Collaboration, and 6 Refocusing. Results revealed that when categorized by occupational areas, central office CTE administrators and teachers had primary concerns that ranged from Unconcerned to Personal. Guidance counselors had primary concerns that ranged from Unconcerned to Informational. High school principals had primary concerns that ranged from Unconcerned to Personal. All groups had lowest concern levels at the Consequence and Refocusing stages. Results for each group varied slightly when the number of years of experience was used as a reporting category. The primary level of concern was at the Unconcerned stage for each group when the respondents had 5 or fewer years of experience.
CTE teacher groups were also categorized by subject area as those with long-standing licensing history (cosmetology, nursing, welding) and those newer to credentialing (agriculture, business, family and consumer sciences, marketing). The fields of nursing and welding had primary concerns at the Unconcerned level, while those in the agriculture, business, cosmetology, family and consumer sciences, and marketing subject areas peaked at the Personal level.
Further research is recommended in relation to CTE stakeholder concerns and the implementation and use of the VCI. The implementation of new state legislation will affect CTE stakeholders as they adapt to the new graduation requirements for students pursuing a standard diploma. It is also recommended that qualitative research be conducted to ascertain specific avenues for addressing stakeholder needs and concerns, such as professional development.<br>Ed. D.
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Fowler, Andrew. "A new advanced turbine-stage test facility : the concept, design, construction and commissioning." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386786.
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Armaleh, Sonia Hanna. "Modelling including testing of cohesionless soils using disturbed state concept." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185166.
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A powerful and general concept, the DSC concept, that can capture a wide spectrum of behavior of geologic materials is developed in this dissertation. Factors such as nonassociativeness, induced anisotropy and damage are included in the concept as disturbances with respect to two reference states. One reference state is the intact state where the material is assumed to be associative initially isotropic and hardening isotropically. It is modelled by the basic hierarchical model δₒ. Its hardening parameters are modified to include the influence of relative density Dᵣ and confinements, σₒ. The other reference state is the fully disturbed state which is assumed to be the critical state. In this state the material is assumed to experience no change in void ratio under further shearing. The average response is expressed in terms of the responses corresponding to the reference states through a disturbance function D. The disturbance function parameters have been found to be dependent on Dᵣ and σₒ. Comprehensive laboratory tests have been performed on Leighton Buzzard sand covering a wide range of relative densities and confinements. Some of these tests were used in the formulation of the DSC concept to incorporate the effect of Dᵣ and σₒ into the model parameters. Verification of the new model is performed with respect to the observed behavior of loose and dense sand. Verification was done with respect to laboratory tests that were used and the ones that were not used in the development of the model. The proposed model provides overall highly satisfactory predictions of the observed behavior for the entire range of loose to dense sand. It is concluded that the DSC concept along with the new contributions of this research which allow incorporation of the entire range of loose to dense behavior can provide a powerful and general approach for constitutive modelling of geomaterials.
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McKinley, Cristy. "Examining K-6 Teachers' Stages of Concerns Related to Implementation of i-Ready." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7882.
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Low reading proficiency rates have been observed throughout the United States including a rural school in southwestern New York State. Although the Outstanding School District (pseudonym) purchased i-Ready, an adaptive diagnostic and instructional program, only 35% of students in Grades 3 through 8 demonstrated proficiency in reading in 2018. The problem is that i-Ready has not been implemented as intended. The purpose of this case study was to investigate teachers' concerns related to implementation and use of i-Ready. The guiding research questions examined the teacher's most common concerns and challenges faced during implementation. The Concerns-Based Adoption Model served as the theoretical framework, specifically using the Stages of Concern dimension to discover feelings and perceptions of teachers. Purposeful, criterion-based sampling methods were applied resulting in 8 teachers being selected. Quantitative data were collected using the Stages of Concern Questionnaire. Analysis included converting raw scores to percentile scores, plotting each, and visually representing the findings. The results will provide information needed to make decisions about the use of the program, the challenges encountered in implementation, if professional development is needed, or if the program should be discontinued. Data analysis indicates concerns primarily in the “self” category indicative of limited use of i-Ready and challenges during implementation include limited time and information necessary about how to effectively use the program. The implications for social change include the potential of adding to existing literature on effective innovation implementation and further developing the knowledge base on effective reading interventions, which will lead to enhanced academic success and the ability of students to become productive members in their communities and societies.
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Hogan, Adam D. "Leibniz Did Not State Leibniz's Law." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1397054389.
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Ermert, Markus. "Electromechanical actuator concept for the controlled and direct actuation of a hydraulic main stage." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-200729.
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Hydraulic main stages for off highway machines have usually electromagnetic driven pilot valves. You rarely find stepper motor driven pilot systems that are directly positioning the main spool in the sectional control valve. The presented concept shows the development of an actuator in a unique setup to fulfill the requirements of most off- highway applications. Precise positioning, strength, speed and fail safe requirements were the main goals of the concept. The concept has a two phase BLDC transversal flux motor with a single gear stage transmission. The software and control unit are specially designed for this electric motor setup. On a test bench some results of the first samples reveal the technical potential of this concept. The development of the actuator was done in-house of Thomas Magnete GmbH (mechanical, electronical, and software development).
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Kaya, Jean. "TEACHERS’ NAVIGATION OF THE COMMON CORE STATE STANDARDS: AFFECTIVE DIMENSIONS THAT INFLUENCE IMPLEMENTATION." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1699.
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Implementation of previous U.S. standards-based education initiatives has been challenging due to, among other issues, the lack of common and consistent meaning of ‘proficiency’ among states. Implementing new education standards for educators means undertaking actions to understand the skills to be taught, develop curriculum, make curriculum more accessible to students, and effectively assess the skills being taught. This single-site qualitative collective case study investigated how three secondary in-service teachers and one secondary student teacher navigated implementation of the Common Core State Standards in a Midwestern rural secondary school.
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Martin, Darrin T. "The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27036.
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The purpose of this study was to determine the levels of concern of central office instructional administrators, building level principals, and teachers in Superintendents' Region Seven as they implement Virginias' Standards of Learning initiative. The Stages of Concern (SOC) Questionnaire and demographic sheet were mailed to a sample of 405 instructional personnel of Superintendents' Region Seven in Virginia; 231 responded. The data were analyzed using descriptive statistics and multivariate analysis of variance procedures at the a=. 05 level of significance.
Results revealed that central office instructional administrators (N=31), elementary principals (N=31), secondary principals (N=32), and elementary (N=33) and secondary teachers (N=33) not responsible for administering SOL Tests possessed profiles indicative of nonusers. The concerns for these groups were typically highest on stages 0, 1, and 2 and lowest on stages 4, 5, and 6. When the data were analyzed for elementary (N=30), and secondary teachers (N=41) responsible for administering SOL Tests, the findings identified these groups as possessing similar concerns. These groups were highest in stages 3, 6, and 2, respectively.
A series of ANOVAs and Scheffes' post hoc analyses at the .05 level were conducted to analyze the data according to the group position/user or nonuser in relation to the seven stages of concern. When the participants were grouped according to position/grade level in relation to the seven stages of concern, an analysis of variance and Scheffes' post hoc were conducted to determine if the groups were significantly different at the .05 level.
How practitioners feel about and perceive change will in large part determine whether or not change actually occurs in schools. The amount and scope of educational change needed to successfully implement the Standards of Learning is evident. It is believed the results of this study will provide reformers with an assessment of the various perceptions educators in Superintendents' Region Seven have regarding the implementation of the Standards of Learning. The implications and recommendations could aid reformers as they continue to implement the Standards of Learning and as they implement future initiatives.<br>Ed. D.
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Aulakh, Sundeep. "The concept and practice of 'enabling' local housing authorities." Thesis, Sheffield Hallam University, 2002. http://shura.shu.ac.uk/19296/.
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This thesis examines the changing role of housing authorities within the wider context of the restructuring of the British welfare state. Between the years 1979 and 1997, four successive Conservative administrations attempted to eliminate the municipal ownership and management of the social housing sector. Central to this restructuring was the notion of 'enabling' and this crystallised the Conservatives' vision for the future role of housing authorities as non-providers. Instead, local authorities were expected to facilitate housing provision through the private or voluntary sectors. At the time this research began, it was clear that, whilst the magnitude of this reorientation of local government's traditional role generated significant discussion at the conceptual level, there remained a paucity of empirical research examining the actual practice of enabling at the local level. The research on which this thesis draws, therefore, helps to address the imbalance between the theorisation of enabling and detailed empirical work. It explores the way in which housing authorities have responded to the enabling challenge and the resultant implications this has for the delivery of housing services. In the UK, the conceptual discussion of enabling was most clearly articulated in the enabling typology developed by Leach et al. (1992) and this formed the theoretical underpinnings of the present study. A two-part research strategy was adopted in which, first, a postal survey was administered to 100 housing authorities. This provided a scientific sampling framework from which three case-study housing authorities were selected for the second part of the data collection. Here, qualitative interviews were undertaken with senior policy-makers from the housing departments and their housing association and voluntary sector 'partners'. There was variation between the three case-study authorities in their transition to the enabling role and, in this context, the prominent research findings are as follows. The analysis of the data gathered from the first case-study authority highlights the way in which resistance to change and institutional inertia prevented the housing department from shifting to the enabling role. Hence, it continued to operate according to the traditional role. In the other two case-study authorities, the research findings show: (a) the variation between central and local government in their interpretation of enabling, particularly in the context of the compulsory competitive tendering of housing management functions; (b) the shift towards partnership working and the way in which the housing authorities retained a dominant role amongst the plethora of agencies that are now involved in policy formation and service delivery; (c) the decline in direct provision was precipitating the 'reinvention' of new roles centred around 'community governance'; (d) the implications that all these developments had in relation to the internal organisational structure and management processes of the two authorities. In examining the practice of enabling housing authorities, this thesis contributes to an understanding of the way in which the wider role and function of local government has been restructured from its position under the post-war consensus.
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Al-Rqaibat, Sana'A Mohammad. "A Framework for the Implementation of Digital Technologies in the Concept Stage of the Architectural Design Process." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100636.
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The use of digital tools such as Sketchup, Rhino, AutoCAD and others is now commonplace in the architectural design process. These tools have advantages for time management and support the iterative nature of design, while also providing an efficient connection to later stages of design development and construction documentation. However, it could be argued that the use of digital tools during the ideation and concept phases of designing limits the cognitive connection between thought and the hand that is present in freehand sketching. If we accept that this cognitive connection is foundational to the design process, then new digital sketching tools are needed that have features similar to freehand sketching while processing sketches to 2D and 3D representations that are translatable to 3D printing, digital fabrication, and eventually Building Information Modeling. What this new tool might be is currently unclear.
The purpose of this research is to identify the characteristics of a next generation of sketching tools that could support ideation activities in the concept stage of architectural design. The results will help to design a roadmap for the implementation of digital technologies in the architectural design process. This research will contribute to a shift in the implementation of digital tools in the architectural design process.
This research relied on multiple data sources. First, a logical argument tactic was used to develop the research design model through a comprehensive review of the scholarly work that addresses the design process in the concept stage and the role of sketching and digital tools throughout these processes. Second, case study observation and interviews were used to explore how architects and architectural students at Virginia Polytechnic Institute and State University (Virginia Tech) use sketching, 3D modeling, and existing digital tools to represent, develop, iterate, and communicate their design ideas in the concept stage and how the tools they used affect their design process. Third, two immersive case studies were conducted to identify and develop the characteristics of a digital sketching tool. The last step was to determine consensus for the appropriateness of the To-Be model through Delphi tactics.<br>Doctor of Philosophy
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Barbedette, Sarah. "Le concert. Approche picturale et questions de poétique." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040124.
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Généralement considéré à l’aune de significations historiques, pour le rôle qu’il joue dans l’économie sociale et l’éclairage qu’il permet de porter sur la production musicale, le concert est aussi, plus rarement, envisagé selon le rapport qu’il entretient naturellement avec le monde du spectacle et l’univers religieux. Mais la question de son ontologie reste suspendue. Cherchant à saisir ce qui le constitue dans sa radicalité, nous élaborons dans ces pages une réflexion en deux temps. Le premier est consacré à un tableau, Le Concert, peint par Nicolas de Staël en 1955 après qu’il a assisté à deux concerts du Domaine musical. Le second propose de penser une poétique du concert, c’est-à-dire de s’intéresser au faire. De l’un à l’autre apparaît puis s’affirme la trace d’une discontinuité foncière, constitutive du concert. Ce que le tableau donne à voir, à la jointure des préoccupations anciennes du peintre et d’un événement musical, c’est une essence fragmentaire laissée nue. Nous saisissant de cette matière, nous nous interrogeons sur le rapport du concert à l’œuvre : qu’est le concert en regard de l’œuvre musicale, du morceau de musique, de l’opéra ? La question de l’unité et celle du sens s’imposent en contrepoint, constituant progressivement un dialogue avec l’univers du livre, depuis les origines didactiques du concert jusqu’à la désignation d’un geste poétique qui le fonde. Cette profonde intimité avec la poésie nous mène à l’orée d’une pensée politique de l’événement : fabriqué et fabriquant, le concert n’accède à la cohérence que dans un virtuose tissage de rapports<br>Considered for the most part according to its historical significance, both for its role in the social economy and for the light it sheds on musical production, the concert is only rarely studied in terms of the theatrical and religious worlds to which it is, by its very nature, related. The question of its ontology, however, remains deferred. In an effort to understand what constitutes the concert’s radicality, a two-pronged approach has been developed here. The first is applied to Nicolas de Stael’s The Concert (1955), which he painted after having attended two Domaine musical concerts. The second attempts to elaborate a poetics of the concert, that is, to explore its doing. The trace of a fundamental discontinuity that is vital to the concert appears as we move from one to the other, faintly at first, and then more clearly. What this painting shows us, at the intersection of the old preoccupations of the painter and of a musical event, is a fragmentary essence laid bare. Using this subject as the basis of our study, we examine the relations between the concert and the work itself: how is the concert related to the musical opus, the musical piece, the opera ? In counterpoint, the questions of meaning and unity are crucial here, gradually opening a dialogue with the world of the book, from the didactic origins of the concert to the defining of the poetic gesture on which it is based. This deep intimacy with poetry leads us to a political approach to the event : fabricated and fabricating, the concert can only attain its coherence through the virtuous interweaving of connections
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Daremas, Georgios. "The concept of political representation from Hobbes to Marx." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7598/.
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The object of this thesis is the examination of the concept of political representation in the corpus of Hobbes, Locke, Hegel and Marx. Through the method of textualreconstruction I foreground the concept's salience in their writings. Political representation constitutes a unitary political society as the basis of representative government by entrusting to a separate part of the political community the exercise of the legislative and executive functions on behalf of the political society. Hobbes's author-actor model grounded the concept of political representation by introducing the act of the transfer of will to a representative by authorisation. Thereby he established the problematic relationship of permanently alienated, absolute, representative power acting in the name of the political community. Locke conceptualised political representation in a way that restored to political society the power to determine the legitimacy of its representative government in case the latter transgressed the norm of acting for the public good of society. Hegel, in turn, assigned to political representation the crucial function of integrating civil society into the power system of the state thus securing the identity of subjective and objective freedom in the rational state, though political representation bestows only formal freedom to civil society's involvement in the affairs of the state. For Marx, the relationship of political representation makes the representative polity appear as a democratically governed political society within which individual freedom and the public good are secured. This is vitiated by the rift between political society/state and civil society. Marx censures liberal and republican theory for ignoring the primacy of civil/bourgeois society over the representative political society. As a consequence,he argues,the representative polity is not a form of self-government but other-determined and neither freedom nor the public good are realised. Instead, under the regime of private property, money assumes the authorial function of organising social exchange and human relations, shaping the representative polity after its own image, and thus it renders democracy as popular sovereignty a lie.
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Hinch, Steven W. "Stages of concern and frequency of use of computer-based resources by middle school social studies teachers /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999298.
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Haynes, Dorothy Elizabeth. "The Texas Library Connection network : usage by school library media specialists related to the stages of concern /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Alshammari, Bandar S. "The Developmental Stages of Concern of Teachers Toward the Implementation of the Information Technology Curriculum in Kuwait." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2662/.
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Change is best carried out by individual teachers, and, thus, identifying and resolving teachers concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals peak concerns revealed that the majority of the respondents were adopters of the innovation. The analysis of the first highest and second highest concerns among teachers revealed the development of three patterns of concerns: self concerns, mixed concerns, and impact concerns. Results indicated that the majority of teachers were at the mixed-concern level. With more years of experience, teachers concerns shifted from self to task and finally to impact concerns. The results of concern analysis are consistent with Fullers theory of concern development. MANOVA revealed significant differences in means between females and males at management and refocusing stages. Females had higher concerns about management; males had higher refocusing concern. However, no significant relationship was found between experience and the reported stages of concern. For successful implementation, the concerns of teachers must be resolved. The CBAM including the SoCQ is recommended to KISITP coordinators as a diagnostic tool to facilitate change and to provide appropriate staff development. Suggestions were made for future research to continue validation of the SoCQ in Arabic cultures.
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Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.
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<p> As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online. </p><p> The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online. </p><p> It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.</p>
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Ransom, Sean. "Temporal comparisons and the perception of posttraumatic growth in early stage cancer patients." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001292.
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Noorzad, Ali. "Cyclic behavior of cohesionless granular media using the compact state concept." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/NQ40317.pdf.
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Ma, Youzhi. "Constitutive modeling of joints and interfaces by using disturbed state concept." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185091.
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A new and powerful concept of modeling--the disturbed state concept is applied to the joint case. The disturbed state modeling is based on the assumption that the behavior of the joint, or the behavior at the disturbed state can be expressed by the joint behaviors at its reference states. The reference states include the original state and the critical state. The behavior of the intact joint at the original state is modeled by using a general plasticity joint model developed by Desai and Fishman (1987) with a small modification. The critical state joint is modeled according to observations from shear tests of the joints. The disturbed state joint model developed is capable of describing the hardening and softening behavior of the joint under various stress paths. Verification is made by back predictions and predictions of several series of shear tests. The constants used for back predictions are obtained from those tests back-predicted and the constants used for predictions are from the tests other than the tests predicted. Other important issues such as the size effect of joint sample sizes, the relationship between the roughness of the joint and the parameters in the joint model are also examined.