Dissertations / Theses: 'Students and war'

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Collins, Kimberly. "The comparative similarities of the psychocultural roots of genocide and war /." Read thesis online, 2007. http://library.uco.edu/UCOthesis/CollinsK2007.pdf.

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Mujic, Julie A. "Between Campus and War: Students, Patriotism, and Education at Midwestern Universities during the American Civil War." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334456927.

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Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.

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Patton, Leslie. "The students for a democratic society : revolution and vanguardism 1960 - 1970." Thesis, University of Ulster, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329497.

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King, Rebecca Celia Maria. "Education under enemy occupation : experiences of selected Dutch students during World War II /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1445032811&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Alhayek, Pascal Gabi. "Israel-Hizballah July 2006 war : comparative analysis of the perspective of U.S. college students as opposed to the perspective of U.S. officials on the war /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000531/02/1980FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Ghassan El-Eid. "... in partial fulfillment of the requirements for the degree of Master of Science in International Studies." Includes bibliographical references (leaves 80-83). Also available via the World Wide Web.

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Takáčová, Ivana. "Latent TB positive in the U.S. war on tuberculosis: manufacturing the international student as a public health threat." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5859.

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This dissertation investigates the institutional practice of screening newly-arrived international students for tuberculosis on U.S. college and university campuses from the 1980s through 2015. It is a critical analysis of this public health measure from the point of view of U.S.-American cultural studies and includes a sample of 21 interviews with international students who underwent this compulsory, on-campus, TB screening procedure. As such, this dissertation contributes to social scientific and cultural studies of racialized practices and discourses in U.S. public health as well as to scholarly literature on the experience of international students in the U.S. In the mid-to-late 1980s, U.S. public health authorities declared a "war on TB" in response to rising TB incidence in the country. The intensified measures of TB control conceptualized the category of the "foreign-born" as invariably "high-risk:" Foreign nationals in the U.S. were to be skin tested for latent TB infection and preventively treated by isoniazid (INH) - even as the U.S. medical community was aware that INH potentially had toxic side effects and that the TB skin test as a diagnostic tool for latent TB was imprecise. The liabilities of the skin test are especially marked in persons inoculated against tuberculosis by the BCG vaccine because the skin test does not distinguish between residues of BCG and actual human TB infection. Yet, despite the fact that, according to the World Health Organization, around 90 per cent of the world population is BCG-vaccinated, the U.S. public health authorities opted to deploy the TB skin test. I argue that, given the difficulties of TB skin test interpretation in BCG-vaccinated individuals, the system of TB skin testing the foreign-born erased the medical history of TB prophylaxis of foreign nationals vaccinated for TB even as the CDC publications and peer-reviewed literature clearly demonstrate that U.S. medical community was aware of the impact of TB prophylaxis on the TB skin test. Citing peer-reviewed articles, CDC and campus orientation documents, this dissertation demonstrates that the erasures amounted to declaring up to fifty per cent of TB skin tested foreign nationals as latent TB positive, thus misdiagnosing latent TB infection on the scale of 76 to 90 per cent. By giving a voice to international students who were subjected to the procedure, this dissertation considers the larger cultural imperatives of such epidemiology. Written by an international student who completed 9-month INH treatment for a non-existent diagnosis and contracted neurological side effects, this dissertation is also a meditation on (self-)forgiveness.

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Hooks, Stephanie L. "Victims, Victors, or Bystanders? African American College Students' Perceptions of African American Agency During the Civil War." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5503.

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This dissertation examines African American students’ perspectives of African American agency during the Civil War. It also seeks to understand where their knowledge of African Americans during the Civil War comes from. The topic fits within the Critical Race Theory framework and utilized a mixed methods approach to understand the study findings. The methodology included an online survey completed by forty-two participants at a Historically Black university and 3 semi-structured interviews using the interview protocol. Descriptive statistical demographic data, open-ended responses and interview transcripts were analyzed using the agency rubric developed by the researcher. The themes that emerged from the study included the limited agency of African Americans during the Civil War, silenced voices of African American women, students’ limited knowledge of ancestors’ emancipation and emancipation narratives, and little specific knowledge of African Americans involvement in the Civil War

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Millar, Anne. "Wartime Training at Canadian Universities during the Second World War." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33146.

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This dissertation provides an account of the contributions of Canadian universities to the Second World War. It examines the deliberations and negotiations of university, government, and military officials on how best to utilize and direct the resources of Canadian institutions of higher learning towards the prosecution of the war and postwar reconstruction. During the Second World War, university leaders worked with the Dominion Government and high-ranking military officials to establish comprehensive training programs on campuses across the country. These programs were designed to produce service personnel, provide skilled labour for essential war and civilian industries, impart specialized and technical knowledge to enlisted service members, and educate returning veterans. University administrators actively participated in the formation and expansion of these training initiatives and lobbied the government for adequate funding to ensure the success of their efforts. This study shows that university heads, deans, and prominent faculty members eagerly collaborated with both the government and the military to ensure that their institutions’ material and human resources were best directed in support of the war effort and that, in contrast to the First World War, skilled graduates would not be heedlessly wasted. At the center of these negotiations was the National Conference of Canadian Universities, a body consisting of heads of universities and colleges from across the country. This organization maintained an active presence in all major deliberations and exercised substantial influence over the policies affecting the mobilization of university resources.

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Khalaf, Roseanne Saad. "Creative writing, identity and change : a case study of American University of Beirut students in post-war Lebanon." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/28797.

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The thesis explores connections between diaspora, exile and the re-entry of displaced youth into a post-war society. The study is based on a sample of sixty creative writing students at the American University of Beirut (AUB). Questionnaires were administered, interactive interviews conducted and autobiographical narratives analyzed to isolate and examine the themes that foreground their texts. Some of the significant findings reveal that the sample of returnees under study are hybrids, cosmopolitan travellers who are everywhere but nowhere at home. Their position of "suspended inbetweenness" situates them in the margins of whatever society they happen to be in. Yet paradoxically, it is the experiences of multiplicity that hold immense possibilities. For when channelled into creative expression, and reinforced by the formation of spaces where silent and muted voices can speak, they enable this marginalized group to serve as vectors for forging new cultural identities and fostering change. In parts of my thesis I inevitably utilize the more conventional form of academic writing that locates the work in its appropriate theoretical context. Overall however, it assumes the shape of an experimental, narrative ethnography. The mode of ethnographic writing captures, in my view, the evocative elements inherent in "life as lived" by the sample of returnees as well as myself. To achieve this, a reflexive approach, which places my work in an interpretive perspective seemed most appropriate. Among other things, it fuses the humanities with the social sciences, the personal with the professional, and my lived experience with my research. Accordingly, my research narrative is interspersed with personal vignettes that run parallel to the texts and conversations of the students. I have also applied a number of methodologies to meet the multi-layered and shifting demands of the study. Given the sampling frame and exploratory nature of the study, a set of assertive or unequivocal conclusions would be of questionable validity. Instead, I think it more consistent with the spirit and nature of the study, to extract a few relevant inferences about the role of creative writing students in a post-war setting. First, creative writing classes have allowed students to take up identity positionings not available to them in other areas of social life. This was made possible by becoming part of the process of establishing a community of writers with shared goals. Second, I have come to view emotional narrative engagement as much more than a powerful tool for communicating defiance and nonconformity. It creates the conditions whereby students’ private discourse is transformed into something akin to a public realm, a “third space”, where negotiation occurs in ways that, I believe, will eventually unsettle fixed positions of identity and behavior. It is my premise that in these spaces, perceptions of the “other” can be altered to serve as venues for genuine openness and civility in a post-war society desperately in need of multiplicity and creative alternatives.

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Eberle, Donald C. "Conscription policy, citizenship and religious conscientous objectors in the United States and Canada during World War One." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371657052.

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Floresta, Jonamari Kristin. "The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20939.

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Conflict-ridden areas in Mindanao, the southern part of the Philippines, have schools that educate students who are living in a demanding environment generated by war. The ‘subaltern’ are people who are most oppressed in society; they are unable to express their concern to those in power (Spivak, 1994). These students are the ‘subaltern’ in this context as they are most affected during a conflict. They may have experienced the death of a loved one, threats to life, exposure to violence, extreme poverty, interrupted schooling, and recruitment as child-combatants. Mindanao has been undergoing armed conflict for almost 500 years. Different affiliations with conflicting subgroups, along with influences that lead the youth to participate in armed conflict, make peace elusive. Schools in Mindanao have the opportunity to influence and empower these subaltern students. However, most educational strategies in the Philippines are centralized by the government, and schooling is shaped based on students unaffected by conflict. This condition creates inequality, as schooling offered for these subaltern students is unreflective of their own culture and identity. The thesis addresses a gap in previous research as it looks into the influences of the school environment and the community towards subaltern students who experience conflict from students’ perspectives. Guided by the precepts of phenomenology, a post-colonial approach and Herbert Kelman’s (2006) concept of legitimate authority, the study seeks to better understand how schooling affects the identities and pathways in the society of the subaltern students. Using art-based activities, focus group discussions and in-depth interviews, current secondary students and former students who have transitioned from school to community were gathered to participate in this study. This study found that different factors in the school environment which pertain to social interactions, religious doctrines, and practices either contribute to the influence on students’ identity towards peacebuilding, insurgency, or neutral involvement with conflict. Further, the influences from the community can either support or contradict these influences. The study established that schools are institutions that can aid students to cope with the demands from the conflict-ridden community. However, most schools are inadequately equipped and informed to cater to the needs of the subaltern students.

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Uddén, Sara, Lina Karlsson, and Johanna Hellqvist. "Pistols or swords; which are the most useful weapons in the war for talent? : A study of business students employability." Thesis, Umeå University, Umeå School of Business, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1825.

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Globalisation has brought on dynamic markets and competition, and with that obliged companies to focus on long-term strategies and a greater focus on attracting, developing and retaining its employees. The present hunt for talent can be entitled as talent management, a concept that nowadays cannot be avoided. Talent management evidently not only affects companies, but also the newly graduates that are about to be employed. Students within business and economics are one affected group, since there is an increased competition for the most talented students within that field. Hence, it also concern different universities and Business Schools that offer education within the field as they are expected to provide students with certain skills before entering the working life. This leads us to an investigation of the following problem statement:

How could a business student become more employable and how does a Business School respond to the requirements of the companies in the view of the war for talent?

The main purpose with this study is therefore to obtain a comprehension of how newly graduates from Umeå School of Business (USBE) can become increasingly attractive among large organisations within the business world. In this qualitative study we wish to gain a deeper understanding of abovementioned issues and organisations’ talent management, and therefore we have used a hermeneutic perspective.

Consequently, we have performed telephone interviews with people that are well acquainted with recruitment and human resource related issues at large companies in Sweden. The eight interviewed companies include; Öhrlings PriceWaterHouseCoopers, Sony Ericsson, Volvo Group, Nobia and Nordea, as well as three companies who requested to be held anonymous and are thereby ficticiously named: HRCompetence, CapitalBank and Consultancy AB. In addition, we arranged group interviews with personell at USBE to get an insight of whether the Business School is focusing on facets that are valued by the organisations.

The scientific approach has been deductive, and the results from the empiricism has therefore been analysed together with recognised theories. The main theories used in this study regards Human Resource Management, Talent Management, Employment and Higher Education Institutions which leads us into Branding.

The results of the research show that students can become more employable by developing certain characteristics and competences. The most important ones are: driving force, education, work experience, activities in parallel to studies, international experience and good grades. When it comes to the Business School and in this case USBE, it can respond to companies’ requirements by most importantly increasing its corporate and community relations and increase its marketing in order to strengthen its brand. This could be done through providing internships, develop the alumni network, find alternative channels to corporate and community relations and marketing and engaging in internal marketing.

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Pichihueche, Mellado Roberto. "The 'argument-is-war' and the dialectical discoursal patterns : their acquisition and use by TEFL students in written argumentative texts." Tesis, Universidad de Chile, 2012. http://www.repositorio.uchile.cl/handle/2250/111354.

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Facultad de Filosofía y Humanidades
Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The present study is intended to research into intermediate TEFL students’ development of their ability to use some of the basic argumentative writing resources that they are expected to develop as part of their academic studies and EFL teacher training. In their future professional role as, mainly, secondary school English teachers, and due to the fact that one of their tasks will be to help their students develop their critical and argumentative abilities (de Zubiria Samper, 2006), EFL teacher trainees need to develop their own critical argumentative discourse abilities in order to meet the needs of their prospective students. On account of its nature and main objective, this study may eventually offer some proposals that might be implemented for the development of TEFL students’ abilities to write argumentative texts.

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Christy, Rebecca A. "Voices from the Border: Conservative Students and a Decade of Protest." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272311564.

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Suzarte, Manuel. "From Burning a Flag to Carrying One : United States Cultural Diplomacy and Chilean university students during the Cold War (1956-1973)." Electronic Thesis or Diss., Paris 3, 2023. http://www.theses.fr/2023PA030052.

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Cette recherche analyse le déploiement de la diplomatie culturelle états-unienne au Chili entre le milieu des années 1950 et le début des années 1970, en se concentrant sur les relations avec le monde universitaire chilien, en particulier avec ses étudiants. Elle s'inscrit dans le cadre des récits historiographiques récents sur les relations entre les deux pays, qui mettent l'accent sur l'action des acteurs. L'analyse est divisée en trois échelles, ce qui permet une articulation multifocale entre les perspectives macro, moyennes et micro. Premièrement, l'échelle macro établit les jalons du développement de la diplomatie culturelle états-unienne depuis les premières années de la guerre froide et l'application de ces politiques en Amérique latine et au Chili, afin de comprendre pourquoi les jeunes étudiants universitaires sont devenus des acteurs importants. Deuxièmement, l'échelle moyenne se concentre sur les acteurs institutionnels qui ont géré la diplomatie culturelle au Chili, principalement les agences gouvernementales telles que l'ambassade des États-Unis. Le rôle du siège diplomatique à Santiago est analysé, y compris son fonctionnement, ses fonctionnaires et leurs missions, les caractéristiques des différentes périodes des ambassadeurs et leurs stratégies pour établir des liens avec les étudiants chiliens. Troisièmement, une échelle micro-historique se concentre sur le programme d'échange entre l'Université du Texas et l'Université du Chili (1959-1967), connu sous le nom de Séminaire des Leaders Étudiants d'Amérique Latine. À travers les témoignages de ses anciens participants, cette expérience d'échange unique est reconstruite, ce qui permet d'analyser la mise en œuvre de ces politiques
This research analyzes the deployment of United States cultural diplomacy in Chile between the mid-1950s and the early 1970s, with a focus on the relationship with the Chilean university world, especially students. It is framed within recent historiographical narratives on the relationship between the two countries, which highlight the agency of Chilean actors in their relations with the United States. The analysis is divided into three scales, allowing for multifocal articulation between macro, middle, and micro perspectives. First, a macro-scale establishes the milestones of the development of United States cultural diplomacy since the early years of the Cold War and the application of these policies in Latin America and Chile, to understand why the young student university population became an important actor. Second, the middle scale focuses on the institutional actors that managed cultural diplomacy in Chile, mainly government agencies such as the U.S. Embassy. It analyzes the role of the diplomatic post in Santiago, including its functioning, officials, and functions, the characteristics of the different ambassadorial periods, and their strategies for establishing links with Chilean students. Third, a micro-historical scale focuses on the exchange program between the University of Texas and the University of Chile (1959-1967), known as the Latin American Student Leader Seminar. Through the testimonies of its former participants, this unique exchange experience is reconstructed, allowing for an analysis of the implementation of cultural diplomacy policies
Esta investigación analiza el despliegue de la diplomacia cultural de Estados Unidos en Chile entre mediados de los años cincuenta y principios de los setenta, centrándose en la relación con el mundo universitario chileno, especialmente con los estudiantes. Se enmarca dentro de las narrativas historiográficas recientes sobre la relación entre ambos países, que destacan la agencia de los actores chilenos. en sus relaciones con Estados Unidos. El análisis se divide en tres escalas, lo que permite una articulación multifocal entre las perspectivas macro, media y micro. En primer lugar, la macro escala establece los hitos del desarrollo de la diplomacia cultural de estadounidense desde los primeros años de la Guerra Fría y la aplicación de estas políticas en América Latina y Chile, para entender por qué la joven población universitaria estudiantil se convirtió en un actor importante. En segundo lugar, la escala intermedia se centra en los actores institucionales que gestionaron la diplomacia cultural en Chile, principalmente agencias gubernamentales como la Embajada de Estados Unidos. Se analiza el rol de la sede diplomática en Santiago, incluyendo su funcionamiento, funcionarios y misiones, las características de los distintos períodos de los embajadores y sus estrategias para establecer vínculos con los estudiantes chilenos. En tercer lugar, una escala micro histórica se centra en el programa de intercambio entre la Universidad de Texas y la Universidad de Chile (1959-1967), conocido como Seminario de Líderes Estudiantiles Latinoamericanos. A través de los testimonios de sus antiguos participantes, se reconstruye esta singular experiencia de intercambio, permitiendo analizar la implementación de políticas de diplomacia cultural

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Weyant, Thomas Bradley. ""Your Years Here Have Been Most Unreal": Political and Social Activism during the Vietnam War Era at Northern Appalachian Universities." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1459955464.

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Lobo, Ana Isabel Rijo Lobo. "War of Attrition: An Investigation of Student Attrition in Two First Year Foreign Language Courses and the Development of a Prognostic Approach to Identify Students at Risk of Withdrawing." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/366128.

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Concerns about student retention and attrition rates in higher education have been steadily increasing over the years. Efforts to identify and treat potential withdrawers have grown considerably; now, more than ever, universities are getting more competitive and financially driven, as the issue of student attrition is threatening to affect the way in which universities continue to run (Harvey, Drew & Smith, 2006). More universities are now developing strategic retention plans that aim at keeping students enrolled in their courses, as there is no doubt that as attrition rates increase, universities’ funding could be at risk (Schwartz, 2007). Literature on student attrition and retention in higher education shows that there has been a substantial amount of research conducted into the issues of attrition and retention in general. Varied conceptual models have been developed to explain and acknowledge student attrition as problematic and these models have focused on determining the factors contributing to student withdrawal, as well as the elements that contribute to student success. However, until now, the literature available shows that there seems to be a shortage of research into the area of foreign language student attrition and retention. As the number of students learning a foreign language in Australian high schools is at its lowest ever, this lack of research is worrying (Group of Eight, 2007). This ultimately illustrates the importance and significance of research studies conducted to determine the reasons why students are withdrawing from foreign language classes at tertiary institutions. This study investigates student attrition and develops a prognostic approach to identify students at risk of withdrawing from their courses. The study was divided into three stages. The first stage examined class assessment reports to provide a picture of existing attrition rates in the course being examined, Elementary Spanish. The second stage explored factors contributing to withdrawal, using survey and interview data collected from 12 students who withdrew from Elementary Spanish, identifying probable factors triggering withdrawal, and comparing these factors to those identified in the literature. These data were contrasted with those collected from 24 students who did not withdraw. The third stage saw the development and piloting of a prognostic instrument and approach aimed at identifying students potentially at risk of withdrawal, using theoretical insights gained from the previous two stages. Previous studies have taken a diagnostic approach to attrition—that is, looking at the problem after it has taken place. The prognostic instrument was piloted with a group of 18 first year Elementary Spanish students in 2007 to identify those at risk of withdrawal, and to evaluate the performance of the instrument. As a result of the pilot in 2007 parts of the approach were improved and in 2008 it was implemented on a group of 31 students. The results were positive in determining which students could be at risk. While the study examined Spanish language students, and thus the results may not be applicable to other languages or other disciplines, this study was the first of its kind in taking a prognostic rather than diagnostic approach to an issue of great importance to both education providers and students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
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Ingram, Robert L. III. "Achievement Outcomes of Sixth-Grade Students With a Military Parent Deployed to a War Zone or a Military Parent Not Deployed Compared to Same School Students Whose Parents Have No Military Affiliation." Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618052.

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The need for accurate information about the achievement of students whose military parents are deployed to a war zone or whose military parents are eligible although not currently deployed to a war zone is important in order to ensure that we are providing for the educational wellbeing of these children as their parents defend our nations freedoms. The purpose of this posttest-only comparative efficacy study was to determine the achievement outcomes of sixth-grade students with a military parent deployed to a war zone (n = 10) or sixth-grade students with a military parent not deployed to a war zone (n = 10) compared to same school students whose parents have no military affiliation (n = 10). The study’s dependent measures were Academic achievement as measured by end of sixth-grade (1) Nebraska State Accountability Assessment Test-Math, (2) Nebraska State Accountability Assessment Test-Reading, (3) Measure of Academic Performance-Math, (4) Measure of Academic Performance-Reading, (5) Research School District’s Descriptive Writing Assessment for (a) Ideas and Content, (b) Organization, (c) Voice, (d) Word Choice, (e) Sentence Fluency, and (f) Conventions, and (6) Research School District’s Essential Objectives for (a) Language, (b) Math, (c) Science, (d) Social Studies, (e) Health, (f) Physical Education, and (g) Music. The overall pattern of end of sixth-grade statistical equipoise between group comparisons indicated that the goal of educational wellbeing for these students of military families, and control group students alike, was being met and was reflected in measured proficient and advanced level performance requiring students’ day-to-day engagement at school and support at home.

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Lacy, Michael S. "Students of arms : a survey of arms and armour study in Great in Britain from the eighteenth century to the First World War." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298641.

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Kim, Dajeong. "An Instructional Approach to Introducing Twentieth-century Piano Music to Piano Students From Beginning to Advanced Levels: a Graded Repertoire for Mastering the Challenges Posed by Logan Skelton’s Civil War Variations." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407754/.

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Beginning and intermediate piano students typically study the repertoire of the eighteenth and nineteenth centuries. This pedagogical approach leaves them underprepared to approach compositions written since the latter part of the twentieth-century which are significantly different in terms of harmony, rhythm, meter, and compositional procedure. Therefore, a step-by-step method is necessary to prepare a student for the challenges of learning twentieth and twenty-first century piano music. Civil War Variations (1988), by Logan Skelton, is an excellent example of a piece that presents a number of challenges characteristically found in late twentieth-century piano music. The twenty-five variations that comprise the work incorporate a series of twentieth-century musical techniques, namely complex rhythms, extreme dissonance, frequent metric changes, dissonant counterpoint, the inclusion of blues scales and rhythms, and new notations. The purpose of this study is to identify the technical, musical, structural and notational challenges posed by a work such as Logan Skelton’s Civil War Variations; examination of this piece will lead to suggestions regarding repertoire that a teacher may assign to beginning, intermediate, and advanced students in order to prepare them logically and in a step-by-step fashion to cope with and meet the challenges posed by this and other compositions having similar characteristics.

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Clark, Maria L. "Out of combat and into the classroom: how combat experiences affect combat veteran students in adult learning environments." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17374.

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Doctor of Philosophy
Department of Educational Leadership
Sarah Jane Fishback
A new group of learners is emerging in the adult learning environment as a result of the United States being at war for more than 10 years. More than two million warriors served in the Global War on Terrorism (GWOT). Educational institutions across the United States are experiencing growing numbers of students who are military combat veterans of the GWOT. These numbers will continue to grow as more of them transition back into life after combat. These students are arriving in class with varying levels of combat trauma experience and possibly Post Traumatic Stress Disorder (PTSD), major depression, Traumatic Brain Injury (TBI) or a combination of these and other difficulties. The purpose of this research was to learn from military veteran students how their combat experience affects them in the classroom. Specifically it looked at the types of combat experiences they have and the types of physical and mental effects they report experiencing while attending and participating in educational learning activities. This research h sought to gain insight into how combat experience influences the learning experience for GWOT military combat veterans who participate in an educational learning environment. It explored the types of experiences these students bring into that learning environment and how their participation in learning activities is affected.

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Jackson, Brian D. "Island of Tranquility: Rhetoric and Identification at Brigham Young University During the Vietnam Era." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/4819.

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The author argues that beyond religious beliefs and conservative politics, rhetorical identification played an important role in the relative calmness of the BYU campus during the turbulent Sixties. Using Bitzer's rhetorical situation theory and Burke's identification theory, the author shows that BYU's calm campus can be explained as a result of communal identification with a conservative ethos. He also shows that apparent epistemological shortcomings of Bitzer's model can be resolved by considering the power of identification to create salience and knowledge in rhetorical situations. During the Sixties, BYU administration developed policies on physical appearance that invited students to take on a conservative identity, and therefore a conservative behavior. Relationships of power and hierarchy at BYU can be understood not as quantitative and oppressive matrices, but as rhetorical choices of students to identify with the character of school president, Ernest Wilkinson, and the administration. Power, then, is as Foucault envisioned it—as a field wherein identity and discourse are negotiated. This thesis argues for a more broad understanding of identification, ethos, and power for explaining rhetorical behavior in communal situations.

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Haskuka, Mytaher. "War trauma and moral reasoning /." Prizren : [Selbstverl.], 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018934167&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Hoekstra, Cathrine Anne. "Invisible Wounds: Processing Trauma in War Narratives Throughout Literature." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1976.

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AN ABSTRACT OF THE THESIS OF CATHRINE HOEKSTRA, for the Master of Arts Degree in English, presented on May 6, 2016 at Southern Illinois University Carbondale. TITLE: INVISIBLE WOUNDS: PROCESSING TRAUMA IN WAR NARRATIVES THROUGHOUT LITERATURE MAJOR PROFESSOR: Dr. Edward Brunner Many Veterans face “invisible wounds” of war. By examining various types of war narratives in literature we can understand how these veterans cope with their invisible wounds and what others can do to help them process their trauma. This project considers types of trauma theory in addition to several short stories by Tim O’Brien and Phil Klay. Veterans of Vietnam, Iraq, and Afghanistan often face these “invisible wounds,” and these stories help us see that trauma in its complexity. War itself is a traumatic experience, but for some veterans post-traumatic-stress occurs after the war is over. It is my hope through this project we can understand the invisible wounds of war such as post-traumatic-stress disorder and traumatic brain injury while also understanding combat stress and the struggles that veterans face in their civilian life. By examining two texts of short stories from two completely different wars, we can look at trauma from different points of view. During Vietnam some veterans were faced with isolation, often times tempted with alcohol, drugs and suicide. These members of the armed forces were not welcomed home in most cases, and Tim O’Brien’s short stories let us understand just how daunting it was to be at war, and how storytelling is key to comprehending the difficulties of this war. Drawing on another kind of wartime experience is Phil Klay, who brings about the bureaucracies of Iraq and the difficulty that some Marines face when they are home trying to integrate into civilian life. Sometimes the stories are difficult, raw, and hard to comprehend, but processing trauma also allows one to improve the quality of life. By listening to these stories we are making the storyteller valued, and we are also learning about historical and cultural contexts. In my time as a Graduate Teaching Assistant, I was fortunate to work with student-veterans returning to the university after deployments. These students, all from diverse backgrounds allowed me to understand what it truly means to listen to the story and be attentive to what these students wanted and needed. By introducing war narratives, short stories, and poems in the classroom we give student-veterans an opportunity to see that writing is not only an outlet for self-expression, but also a way to let the public know what military life and deployments are like.

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Paxton, Moragh Isobel Jane. "Case studies of tutors' responses to student writing and the way in which students interpret these." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.

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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.

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Auguste, Wadner. "The evolution of war on poverty programs." Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Davies, Ross. "Unknown soldiers : Donald Hankey and 'A student in arms'." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365596.

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Stevens, M. Carla Schenone Palmer James C. "Perception of learners regarding the influence of technology on interaction in a two-way, video/audio distance education television class." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088033.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.

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Bell, David. "The battle for the university : the Vietnam-era student movement at universities in central Illinois /." View online, 2004. http://ia301510.us.archive.org/1/items/battleforunivers00bell/battleforunivers00bell.pdf.

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Hislop-Esterhuysen, Natalie. "Enkele faktore wat die beroepskeuse van eerstejaaronderwysstudente beïnvloed." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07242007-132732.

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Yakubova, Muhabbat Makhbudovna. "Education System of Tajikistan during the Civil War: Student Perspectives of Hardships." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27287.

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Civil wars have devastating consequences for people who witness them. Wars collapse states' economies, ruin infrastructures, and result in death of people. The goal of this study is to examine the multiple perspectives of students about the effects of the civil war in Tajikistan on the education system. The study uses secondary data collected by the "Oral History of Independent Tajikistan Project" of the Organization for Security and Cooperation in Europe (OSCE) Academy. 107 interviews with participants representing all regions of the country, who were in school or university during war in Tajikistan, were selected translated, transcribed and coded. Coding revealed topics and characteristics such as the start of the war, school quality issues, and long-term consequences of the war are the effects of the war on education. The findings also revealed differences in standpoints about the effects of the war on their education based on participants' gender and region.

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Ryan, Daniel Martin. "A Historical Analysis of Women Student Activities during the Inter War Years 1918 -1941." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/968.

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The study of women in higher education has been compartmentalized from the overall history of higher education. Educational historians continue to influence future discovery on the higher education of women by continuing to reinforce the master narrative of women in history. Acknowledging and confronting the master narrative within the history of higher education provides a useful endeavor by uncovering a deeper understanding of the history of the United States and educational systems. The challenge of continuing to be open to new perspectives of history will allow educators, policymakers and the general public to contribute to a better understanding about how education contributes in the journey for discovery.

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Afrika, Bernitto Timothy Afrika. "Veerkragtigheidsmeganismes wat onderwys ondersteun." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86222.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Education supporting factors is of great importance for children who are growing up in very challenging circumstances. The challenge of poverty affects people differently and people also react differently towards it. If educators can understand why certain children can withstand certain risk factors such as severe contextual backlogs, whilst others cannot, they will have a better understanding where to intervene, and also how to put preventative measures in place. (Garmenzy, 1991). This resilience who is intrinsic amongst children, acts as protective factors against certain developmental factors to which children might be exposed to. The different supportive structures who is critical for the learners, acts as extrinsic protective factors. The stronger the protective factors are, the better the parents can resist the pressure from poverty (Ross,1995). This study therefore aimed to understand what education supporting factors exist for learners who are growing up in challenging circumstances. The researcher worked from an interpretive paradigm. The study’s orientation is a basic qualitative research and included the following: purposive sample selection to identify research participants, open questionnaires to gather their biographic information, individual interviews and field notes to generate data, and content analysis to analyse data. Research findings indicate that the encouragement and extensive support that the learners enjoy plays a huge role in their lives. The study also highlighted that if the learners’ intrinsic resilience can be further developed and when the extensive support is sustainable, the learners can be successful and handle life’s challenges.
AFRIKAANSE OPSOMMING: Onderwys ondersteunende faktore is van groot belang by kinders wat in uitdagende omstandighede groot word. Die uitdaging van armoede raak mense op verskillende maniere en mense reageer verskillend daarop. As opvoeders kan verstaan waarom sommige kinders risiko faktore soos erge kontekstuele agterstande kan weerstaan, terwyl ander nie kan nie, sal hulle ’n beter kans staan deur te weet hoe om in te gryp, en hoe om voorkomende maatreëls te tref (Garmenzy, 1991). Hierdie veerigtigheid wat inherent onder leerders is, tree as beskermende faktore op teen ontwikkelingsfaktore waaraan die kind blootgestel kan word. Die verskillende ondersteuningsnetwerke wat kritiek is vir die leerders, tree op as eksterne beskermende faktore, want hoe sterker die ondersteuning is, hoe beter kan ouers die druk wat deur armoede veroorsaak word weerstaan (Ross,1995). Die studie het dit ten doel om te verstaan en insig te bekom met watter faktore onderwys ondersteun, vir leerders wat in uitdagende omstandighede grootword. Die navorser het binne ’n interpretivistiese paradigma gewerk. Die studie se orientasie is ’n basiese kwalitatiewe navorsing en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste om hul biografiese inligting te bekom, individuele onderhoude en veldnotas om data te genereer, asook inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die aanmoediging en uitgebreide ondersteuning wat die leerders geniet ’n groot rol in hul lewens speel. Uit die studie was dit duidelik dat as die leerders se inherente veerkragtigheid verder ontwikkel word en die uitgebreide ondersteuning is volhoubaar, kan die leerders suksesvol wees en die alledaagse uitdagings met gemak hanteer.

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Nelson, Julie E. ""I never knew I was gifted..." the perceptions of minority, gifted students in urban high schools /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211768513.

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Roienko, L. V. "Participation of students in scientific conferences as way of improving students' foreign language skills." Thesis, Одеський національний університет імені І. І. Мечникова, 2019. https://er.knutd.edu.ua/handle/123456789/14564.

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The article examines the role of holding student scientific conferences in preparing future specialists by higher educational establishments. The article reveals positive influence of the conference report and presentations preparation process on the students‘ ability to improve foreign language skills. The issue of necessary skills which students improve while preparing a successful conference presentation has been covered in the article.
У статтті досліджується роль організації студентських наукових конференції у підготовці майбутніх спеціалістів закладами вищої освіти.

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Al-Aulaqi, Nader. "Arab-Muslim views, images and stereotypes in United States." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2275.

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Arnecke, Jörn. "Objektivierung des Glaubens." Georg Olms Verlag, 2016. https://slub.qucosa.de/id/qucosa%3A7679.

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Das Credo aus Johann Nepomuk Davids Deutsche Messe von 1952 wird mit Blick auf das musikalische Handwerkszeug untersucht. Die Analyse zeigt einen abgezirkelten Bau der Komposition. Kontrapunktische Regeln halten David fest in einer als bindungslos empfundenen Zeit. Aus der Sicht eines „Enkelschülers“ Davids wird dies reflektiert als Fesselung einer Generation: Den Geburtsjahrgängen um 1900 wurde eine wesentliche kreative Lebensphase durch Diktatur und Krieg genommen. Die Besinnung auf alte Techniken aber wird zu einem Gefängnis der Kunstfertigkeit. Der kundige Musiktheoretiker David behindert den Komponisten David.
Das Credo from the Deutsche Messe of Johann Nepomuk David is scrutinized with regard to his compositional technique. The analysis reveals a calculated musical structure. The conventions of counterpoint trap David in a time seemingly unbound. From the view of one of David’s 'student’s students' this is expressed as a bondage of a generation: those born around 1900 were robbed of a significant part of their creative lives due to dictatorship and war. But his concentration on traditional techniques imprisoned him within his own workmanship. David’s theoretical expertise thus hinders David’s compositional ability.

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Gibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.

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Rehner, Teresa H. "The interweaving of reading as a mode of learning and mathematics as a way of knowing in geometry." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095285600.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xviii, 262 p.; also includes graphics. Includes bibliographical references (p. 208-215).

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Johansson, Magnus, and AnnSofie Pettersson. "Procenträkning : A study of students way of understanding interest calculation." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-888.

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Syftet med studien var dels att undersöka hur momentet procent introduceras i matematikläromedel för

elever i år 4-6, samt att undersöka karaktären av elevernas kunskaper i procentbegreppet efter avslutad

kurs. Undersökningen inleddes med en litteraturstudie kring begreppet procent. Därefter gjordes en

textanalys på aktuella läromedel för år 4-6 i Sundbybergskommun samt Bollnäs kommun.

Undersökningen genomfördes sedan i år 6, en grupp om 40 elever. Eleverna följde en traditionell

undervisning med lärarens genomgång som sedan följdes av individuellt arbete. Under arbetets gång

genomfördes tre diagnoser som avsåg att mäta elevernas begreppsförståelse i procent. Arbetet avslutades

sedan med fyra intervjuer för att se om eleverna fått en ökad begreppsförståelse i procent eller om

kunskaperna består av rena procedurkunskaper. I vår textanalys har vi kommit fram till att läromedlen

betonar sambandet mellan bråk och procent och det vanligaste sättet att introducera begreppet procent är

att utgå ifrån ”hundrarutan”, ett rutnät med hundra rutor där varje ruta är en hundradel. Vi har i vårt

resultat kommit fram till att även om grupperna som helhet inte uppvisar en önskad begreppsförståelse

för procent så utesluter inte detta att enskilda elever påvisar att de fått en sådan ökad förståelse.

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Schafer, Bette Jane. "Two-way dialogue journals between student teachers and cooperating teachers as a mentoring tool /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137744.

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Vavra, Kelly. "School professionals' knowledge and use of the duty to warn and duty to protect obligations." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004vavrak.pdf.

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Louw, Karlien. "Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5395.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
Bibliography
AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied.
ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

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Guan, Qiyun. "Cong xian xiang xue jiao du tan tao da xue xue sheng ling xiu xiao yuan ke wai huo dong jing li de yi yi = The out-of-class experiences of university student leaders : a phenomenological approach /." click here to view the abstract and table of contents, 2002. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b17563380a.pdf.

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Fernandez, J., Pamela Cromie, D. Harley-McClaskey, A. Horton, E. L. Preswood, Laura Robertson, and A. Shaw. "Students Leading the Way: Our Journey Toward Building a Leadership Culture." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/772.

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Au, Tsz-yin Gordon. "An analysis of attitudes toward computer and internet addiction of secondary 1 to 3 students in Tin Shui Wai of Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039882.

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Steyn, D. Wilhelm. "Student interns' perceptions of learning during labour ward calls." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5196.

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Martinez, Martha I. "Exploring student integration patterns in two-way immersion schools." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11258.

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xviii, 278 p. : ill. (some col.)
Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest that TWI programs result in greater student integration, thus providing a promising alternative for Spanish speaking ELs, who are frequently concentrated in high poverty, majority-minority schools. This study used a mixed methods research design to examine student integration issues in two elementary schools. Enrollment data from 1999-2009 were analyzed using both descriptive and inferential statistics. Grounded theory was used to analyze data from interviews, focus groups, observations, and archival documents. The demographic analyses revealed trends that are consistent with demographic changes nationally: an increasing Latino population and a decreasing White population. In terms of instructional integration patterns, the following findings were consistent for both schools. Prior to the introduction of TWI, students with Individualized Education Programs (IEPs) were evenly distributed among 4th/5th grade classrooms. After TWI, significantly more students with IEPs were in the English only than in TWI classes. In addition, after TWI, significantly more English speakers who qualified for free/reduced meals were found in the English only classes. However, Spanish speakers, who were almost exclusively located in TWI, had significantly higher free/reduced meals rates than English speakers in either TWI or English only classes. The central theme to emerge in the grounded theory study was "Negotiating the Value of Spanish," a process that occurred over many years as both schools grappled with a growing Latino population. Using Bourdieu's concept of cultural capital, I suggest that the introduction of TWI commodified Spanish within the mainstream educational program, providing cultural capital gains for Spanish speakers as a result. TWI provided the justification and resources for hiring more bilingual staff, for purchasing Spanish curriculum materials, for providing professional development in Spanish and about Spanish literacy, for increasing outreach to Spanish speaking families, and for prioritizing Spanish speakers' access to the program. Spanish speakers and their families thus gained greater access to the curriculum and the life of the school, and staff began to see Spanish speakers differently.
Committee in charge: Joseph Stevens, Chairperson; Gerald Rosiek, Member; Edward Olivos, Member; Leanne Ketterlin, Geller Member; Lynn Stephen, Outside Member

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Нефедченко, Оксана Іллівна, Оксана Ильинична Нефедченко, and Oksana Illivna Nefedchenko. "Open Course Ware як сучасний метод самостійної підготовки студентів при вивченні іноземних мов (латинської)." Thesis, Буковинський державний медичний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66926.

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Сьогодні у світі постійно відбуваються зміни, які спрямовані на автоматизацію, модернізацію, пошук нових ідей, створення креативних проектів. Оновлення та покращення якості сучасної освіти полягає у впровадженні інноваційних освітніх ідей і технологій, які роблять співпрацю студента-викладача більш ефективною. У 2014 році був прийнятий Закон України «Про вищу освіту» який зменшує аудиторне навантаження на студентів.

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Dissertations / Theses on the topic 'Students and war'

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