Evaluation of the screening efficiency of the Johnston group pure tone test as compared with the individual Sweepcheck test with 1500 pupils in the public schools of Taunton, Massachusetts.

Thesis (Ed.M.)--Boston Universit

A study of the recommendations for disposition of cases discharged from the Bradley Home from January, 1952 to December, 1952.

Thesis (M.S.)--Boston Universit

An aspect of the Japanese language in relation to dyslexia : a thesis presented in partial fulfilment of the requirement for the degree of Master of Arts in Japanese at Massey University

These studies were conducted to examine the processing of two kinds of Japanese orthography, namely, kanji and hiragana by a group of dyslexic Subjects and Subjects in a control group of similar age, in order to ascertain the effectiveness of hemispheric specialization. An analysis of variance showed that in visual-learning there was a significant main effect for script type for both groups, F(l,36), = 28.125, p < .001. There was also significance for the dyslexic group in verbal-recall, F(l,36), = 13.15, p < .001. There was a significant interaction between group and script for direction-orientation with kanji showing higher correct responses, F(l,36), = 4.142, p < .05. These results confirmed expectations based on research and also identified left brain (Right Hemisphere) strengths. Thus it seems that a much closer examination of learning styles and modes of learning is crucial for the dyslexic group. Japanese brain lateralization, seen to differ from Western lateralization, appears to be linked with environment which is closely related to language type. This study is an investigation from a culture-specific perspective with a consideration of neurolinguistics in cerebral hemispheric lateralization. This is considered in view of the existence of certain difficulties with regard to reading and the possible influence of life-style and familial career selections to which those difficulties might accrue

An evaluation of the interruptions which take place during the elementary school day

Thesis (Ed.M.)--Boston Universit

An analysis of the Oseretsky tests of motor proficiency for girls, ages, 11-14 years.

Thesis (Ed.M.)--Boston Universit

Sustainable Development in Southern Africa: Progress in Addressing the Challenges

This paper reviews the progress made in establishing institutional framework for sustainable development in Southern Africa, identifies the major successes and challenges in implementing sustainable development policies and programs and suggests recommendations to enhance implementation of sustainable development policies and programs

Jaspers, Husserl, Kant: boundary situations as a " turning point"

Abstract: The essay addresses the meaning of boundary situations in the philosophy of Karl Jaspers, as a turning point drawing on Edmund Husserl's phenomenology and Immanuel Kant's transcendental philosophy, and as a key for the comprehension of some of the differences in Karl Jaspers' philosophy regarding the thought of Husserl and Kant, respectively. For Jaspers, the meaning of boundary situations as a structure of Existenz underlines the possibility of risk in the individual historicity. Taking risks breaks the flow of reflection and, at the same time, appeals to an opening of ethics—without sacrificing the universality of Kant's categorical imperative. From Jaspers' point of view, Husserl's phenomenology does not open the possibility of self-transformation of the self, nor contributes it to the unfolding of the "inner action" of the transcending thinking, and since the boundary situations break the flow of the selfreflective consciousness, tensions arising between consciousness and Existenz remain beyond the scope of Husserl's phenomenology. Similarly, as seen from Jaspers' position the meaning of Kant's transcendental method has become different after the clarification by the Existenz, which not only shows that thought is at stake in boundary situations, but also that Existenz at the same time puts its potentiality and its fate at stake

Centering the Marginalized Identities of Immigrant Students of Color in the Literacy Classroom

The widespread degradation of immigrant communities of color in the Unites States has made the correlation between racial and linguistic discrimination increasingly clear. This paper describes some of the ways that the co-construction of race and language, or raciolinguistic ideologies (Flores & Rosa, 2015), further marginalize children of immigrant communities in schools. Attention is particularly drawn to literacy classrooms of all grades, where students’ linguistic identities are pushed aside as monolingual middle-class White language practices set the standards for reading, listening, speaking, and writing instruction. The author calls for educators to embrace translanguaging (García, 2009) as a way to dismantle raciolinguistic hierarchies at the classroom level. Concrete examples of how a translanguaging approach can be implemented to center the identities of immigrant children and children of immigrant families in literacy classrooms are provided.Educatio

NASA scientific and technical information for the 1990s

Projections for NASA scientific and technical information (STI) in the 1990s are outlined. NASA STI for the 1990s will maintain a quality bibliographic and full-text database, emphasizing electronic input and products supplemented by networked access to a wide variety of sources, particularly numeric databases