Early Elizabethan dramatic style with particular regard to the works of George Peele

In the foregoing chapters I have made a survey of 'the style of Peele in some of its aspects. . Chapter II examines he different rhetorical devices fount' in the speeches and in the verse in his plays. Chapter III is a study of his favourite themes and situations and of the principles according to which he constructs his plays. Chapter IV lists some of his borrowings and possible "borrowings and Slows hi as it w ]:e, at work in paraphrasing passages from the Bible. the results arrived at along these lines have been set forth in the different chapters. I shall not repeat them here. I have tried to bring out what is distinctive of him in each of these aspects, but the results are meagre, a s they Must often be meagre for the work of a minor writer. But that Peele is original in many points I have tried to bring out and these results can prove. The results also show certain fine or even minute distinctions between the work of and the work of Marlowe or Greene, but do not justify the claim of an individualized style for Peele.For the ultimate purpose of such a study even these minute distinctions found between Marlowe of Greene and Peele should be useful. The ultimate purpose of discovering and defining the characteristics of Peele's style is to furnish a test for the identification of plays attributed wholly or in part to Peele, to see how closely they correspond to the characteristics in Peele's known work But in this study my concern has only been to supply some carefully assembled data which may be used as objective evidence for such identification. I have noted here and there the occurrence in anonymous plays of characteristics found in Peele, sometimes for the sake of comparison and illustration, sometimes to show their similarity to Peele's work. I have not tried to identify the anonymous plays

An empirical investigation of internet banking in Taiwan

This paper investigates Internet banking adoption among Taiwanese bank customers. The paper examines the affect of involvement using TAM (technology acceptance model). From the PII (Personal Involvement Inventory) scales, the results indicate that involvement is significantly influenced by the characteristics of the person, stimulus and the situation. Two sets of regression analysis were conducted for the current study. The first analyze the direct influence of two factors, belief of perceived usefulness and perceived ease of use. The second set investigates the affect of involvement on perceived usefulness and perceived ease of use in determining behavioral intention. The study found perceived usefulness is strongly influenced by high involvement. Likewise, the study found that low involvement is strongly related to perceived ease of use. In determining behavioral intention, both high and low involvement significantly influence perceived usefulness and perceived ease of use, respectively

Dare to Care? An Exploration of Student-Teacher Caring Relationships

Schools often provide students their first and most frequented public environments that require them to learn and exercise important social skills. Teachers, crucial and central people in these environments, play many roles in supporting students although their vital support is often overlooked when the contribution is non-cognitively related. In recent years, there has been more research and focus on social-emotional learning (SEL) but relatively few studies that investigate caring relationships between students and teachers. Yet when students perceive that their teachers care for them, the little research we have suggests that students cognitive and non-cognitive performance in school improves. To more thoroughly understand care in educational contexts, this three-manuscript dissertation has undertaken to: (1) investigate and evaluate care definitions in educational research, (2) conduct a methodological review and critique of current empirical research on caring in educational contexts, and (3) develop two survey instruments to measure care from both students’ and teachers’ perspectives. Caring, an important aspect of schooling, is a concept not clearly conceptualized by educational researchers. Using a literature review, article one discusses the three most used definitions of care, those put forward by Milton Mayeroff (1971), Carol Gilligan (1982), and Nel Noddings (1984, 2003). Gerring’s (1999) criteria for evaluating concept adequacy for empirical research is used to critique the three definitions of care. Through the evaluative analysis, we see that Noddings (1984, 2003) provides a useful and concise definition of care particularly in educational settings (Diller, 1988). Using Noddings’ definition of care to establish a theoretical framework to explore how care is studied and measured in current educational literature, article two presents a critical methodological review of recent literature on student-teacher caring relationships with a focus on how researchers measure caring. My evaluative review reveals that quantitative researchers studying student-teacher caring relationships generally do not present a clear conceptual definition of care and do not adequately discuss psychometric properties of the instruments employed. My critique of current research then leads to the core of this dissertation—development of survey instruments focusing on the perceptions of both students and teachers based on a clear definition of care. In the third article, the Caring Relationship Survey (CRS)—a Student Version and Teacher Version of the survey is developed. These surveys specifically assess different aspects of Noddings’ complex account of care, with four sub-constructs of care: Engrossment, Motivational Displacement, Reciprocity, and Attribution of Best Motive Consonant with Reality. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to investigate factor structure patterns and identify the model that best represents the factor structure. The results of EFA reveal a fifth sub-construct in the data—Non-Traditional Roles. CFA result showed a better fitted model includes the newly emerged sub-construct identified in EFA for both student and teacher data. The reliability test for the students’ survey yields estimated Cronbach’s Alphas between 0.71~0.81; for the teachers’ survey, the reliability estimates are between 0.67~0.78 for the five sub-constructs. Internal consistency of the items for each sub-construct are at the reasonable range. The analysis showed both surveys have reasonably sound psychometric properties based on the results of the analyses, suggesting that these surveys might better serve as a basis for empirical quantitative study of care in schools

Predictors of International Students’ Socio-Cultural Adjustment

International students’ well-being and their adjustment have gained interest from researchers in different areas, including educational psychology, social psychology and counseling psychology. By using the social cognitive model, this study focused on finding the relationships among English fluency, social self-efficacy, cultural values, perceived social support, perceived discrimination and conflict handling styles and how they affect international students’ sociocultural adjustment. A hierarchical regression model found that international students with high social self-efficacy have less socio-cultural adaptation difficulties when they perceived low discrimination. However, when these students perceived high discrimination, they experienced higher socio-cultural adaptation difficulties. International students who valued openness to change reported lower socio-cultural adaptation difficulties. While international students’ English fluency in writing and speaking influenced their social self-efficacy, English fluency as a whole did not influence socio-cultural adaptation after factors such as perceived discrimination, social support, social self-efficacy and values were controlled. Finally, international students using dominate conflict handling style and international students using avoidance conflict handling style showed differences in their conservation value, but different conflict handling styles did not influence the relationship between English fluency and social self-efficacy. Implications are discussed. Limitations of the study and suggestions for future studies are provided

Mindless Eating: Why We Eat More Than We Think

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A Model Training Program to Prepare Candidates for Employment in the Service Occupations

The purpose of this project was to design and develop a model training program to prepare candidates for employment in the service occupations. To accomplish this purpose, a review of literature regarding service industry trends, employment training criteria and essential service employment skills and knowledge