An interpretive inquiry of the professional life histories of selected women dance/physical educators

This inquiry focuses on a group of women dance/physical educators for whom movement is the epistemological vehicle for a way of knowing. The participants have professional experience within both disciplines of dance and physical education, yet in their quest to seek a professional identity, they often transcend disciplinary boundaries. Choreology (Preston-Dunlop, 1987), which studies the intrinsic structure of the dance medium, is used as a metaphoric framework for the inquiry. The five strands of the dance medium which comprise Choreology are the movement, the movers, the decor, the sound and the space. In this inquiry, the decor for example, serves as a metaphor for understanding historical and social context as the scenic contribution or "backdrop" for the women's emergent issues

Why Harry woke up and other stories

This thesis consists of a collection of eight diverse short stories. It begins with an internal controlling metaphor, proceeds to build upon it, and ends when it is externalized, thus causing the dissimilar to appear similar and the collection, an unification

A tachistoscopic recognition task with deaf and hearing adults

Eight deaf and eight hearing adults were tested on a tachistoscopic recognition task involving letters and novel symbols. All subjects received both sets of stimuli to evaluate prior findings of poor perceptual skills in deaf subjects. Overall, deaf subjects obtained lower scores on letter stimuli than did hearing subjects, but the two groups had comparable scores in the novel symbol condition. This result suggested that prior findings of poor perceptual abilities had resulted from a confound between perceptual abilites and linguistic abilities, in that when linguistic factors were controlled the two groups had similiar scores. A second manipulation in Experiment 1 allowed a comparison of the time parameters of iconic memory in deaf as compared to hearing subjects. Three inter-stimulus-intervals (ISIs), no delay, 250 msec delay, and 500 msec delay, were included. No differences were found between the two subject populations over the three ISIs, suggesting that the time parameters of deaf and hearing subjects iconic memories were comparable

The effect of adult enrichment courses on self-actualization as measured by Shostrom's POI

This study investigated the relationship of Adult Enrichment Courses and their effect upon growth toward self-actualization for course participants. Additionally, an attempt was made to determine if human interaction courses contributed more toward self-actualization than did other methods of instruction. It was hypothesized that (a) Participants would grow significantly toward self-actualization, (b) Subjects in a control group would not grow significantly toward self-actualization, and (c) The human interaction method of instruction would prove to be significantly more effective in aiding participants in growth toward self-actualization. The data were collected through pre- and posttest administration of Shostrom's Personal Orientation Inventory (POI) and through two researcher-designed questionnaires. The courses and participants were selected from among 76 courses administered by the researcher during the fall term of the 1979-80 school year

Resident Assistant Performance: an Analysis of Relevant Factors as Determined by their Residents

There are volumes of research examining the intricacies of higher education, many of which explore the area of residential life on college and university campuses. Despite this wealth of literature, however, there is very little that directly examines the various factors which influence resident assistant performance as evaluated by their residents. This study explores this area through six basic research questions designed to identify the most significant predictors of resident assistant performance. The data for this study were collected at a single, private institution in the southeast over the course of three years. Within each year, the resident assessments of resident assistants were compared to factors such as grade point average, ethnicity, and number of residents to determine which, if any, of the predictors accounted for a statistically significant portion of the evaluations scores. According to the results of this study, none of the six factors examined were found statistically significant across all three years. The ethnicity, grade point average, side of campus on which the resident assistant worked all proved to be statistically significant predictors of performance in two of the three years. Two of the remaining factors, the number of residents and level of experiences, were statistically significant in only one of three years in which data were collected. The gender of the resident assistant was not found to predict performance in any of the three data sets

A consideration of the Riemann-Stieltjes integral for complex-valued functions defined on a real closed interval

In view of the fact that most treatments of the Riemann-Stieltjes integral usually consider only real-valued functions, and whereas, complex-valued functions of a certain type are closely related to real-valued functions, it is the purpose of this thesis to demonstrate explicitly how the theory of Riemann-Stieltjes inteqration for complex-valued functions is developed. The development of the complex theory follows the same general pattern as the real case. In fact, the natural extensions of the latter are obvious after some preliminary results are shown. One result demonstrates clearly how the inteqral for complex-valued functions may be computed by expressing the integral in terms of real-valued functions. The final theorem is a special case in which the integration technique takes on the exact form of the real case

Journey through

This paper explores the underlying philosophy and creative context to the artworks Inbound, 5:30 going home, and Searching Box included in the MFA thesis exhibition at the Weatherspoon Art Museum, April through June 2013. My work explores concepts of memory, journey, storytelling, place, and family

A Bridge to the Future: Cultivating Academic Leadership Today for Better Communities Tomorrow

The purpose of this project is to develop a plan for expanding and funding the Grace E. Harris Leadership Institute (GEHLI). Currently, teams of leadership scholars selected from Virginia Commonwealth University (VCU) develop projects relating to the academic community in addition to studying the dynamics of effective leadership. Consistent with VCU\u27s vision of partnering with and service to metropolitan Richmond, we propose that future teams of leadership scholars develop outreach projects that involve and benefit the local community. The training in which scholars would participate would include learning about the Richmond community, its needs and goals, as well as the dynamics of leadership. Project teams would collaborate with community groups or leaders, thereby strengthening the bonds between VCU and the community, and providing public service, in accordance with VCU\u27s mission. Projects might include education, outreach, fundraising, mentoring, or research that would benefit Richmond and provide scholars with opportunities to network with local leaders. Financial and philanthropic resources will be investigated and a list of potential funding organizations will be generated

Influences on the early development of general health knowledge in young children

This study examined the interrelationships and and contributions of selected child characteristics and family and school variables to the early development of health knowledge among four-year-old children. It was expected that (1) both a child's general cognitive ability and health status would be positively associated with the child's level of health knowledge; (2) the family's socioeconomic status and their adherence to health-related rules would be positively associated with children's level of health knowledge; and (3) the early childhood classrooms' emphasis on health-related issues would be positively associated with children's level of health knowledge. The sample was comprised of 125 children and their families recruited from nine early childhood programs that were nonprofit and that met the standards for "A" licensure for the State of North Carolina

The impact of different types of prior knowledge on science text comprehension

Science presents many challenging topics, and incorrect prior knowledge of them often interferes with learning. Research has demonstrated that refutation texts promote conceptual change learning by helping readers abandon scientific misconceptions. Little is known about the factors that influence knowledge enrichment, the learning that ensues when students have incomplete knowledge of a topic. The purpose of this study was to compare the impact of these two types of prior knowledge on science text comprehension. Participants were 28 high school students (14 to 15 years) who completed assessments of vocabulary, reading comprehension, epistemological beliefs, self-efficacy, interest, and prior knowledge of 4 science topics (2 misconception, 2 incomplete prior knowledge) on Day 1. On Day 2, participants read 4 science texts (2 refutation, 2 expository) and completed tests of comprehension. Results demonstrated that epistemological beliefs moderated the increase between pre- and posttest scores regardless of the type of prior knowledge. Knowledge enrichment was more than 2 times as likely as conceptual change, which required a minimum level of epistemological understandings. Although refutation texts rarely led to conceptual change, they contributed to knowledge enrichment more often than traditional expository texts did. Future studies should investigate the impact of non-textual factors on conceptual change and knowledge enrichment in science