Resources in Europe of interest to mathematics teachers,

Thesis (M.A.)--Boston University. This thesis was written in conjunction with Dennis J. Roberts, Mary Lee McLaughlin and Robert F. Pierce.Statement of the problem: It is the purpose of this thesis to formulate plans for a guided tour throughout Western Europe for secondary-school teachers with emphasis on present and past mathematical and allied science contributions. This study will serve as an answer to four fundamental questions: 1. What are the resources available in Europe of value to mathematics teachers? 2. From the standpoint of marginal utility, which of these would be the most important? 3. where are they to be found? 4. How long would it take to see each of them profitably in a limited amount of time? [TRUNCATED

Comparing Intuitive Eating Behaviors Between Student Athletes and College Students Enrolled at the University of Mississippi

Intuitive eating strives to consciously listen to the internal hunger and fullness cues our body provides, as humans often practiced long before counting calories and dieting existed. Rational thought, instinct, and emotion influence an intuitive eater’s decision-making and allow for full capability in navigating food decisions. While intuitive eating habits can benefit any individual, little research has compared the intuitive eating habits between collegiate students and student-athletes. measures unconditional permission to eat, eating for physical rather than emotional reasons, reliance on hunger and fullness cues, and body-food choice congruence. Student-athletes presented a significantly higher overall intuitive eating score (3.53±0.54, p=0.003) than their counterparts. This group possessed significantly higher eating for physical rather than emotional reasons (3.49±0.92, p=0.001) and body-food choice congruence scores (3.64±0.85, p≤0.001), compared to students. It is essential to understand that a difference between these populations exists in order to implement strategies to increase intuitive eating habits in the student population and further investigate why these differences occur

The development and treatment of the historical romance in England from the time of Scott to 1910

Thesis (M.A.)--Boston Universit

The audit expectations gap: the role of auditing education

There is now considerable evidence of a gap when external auditors’ understanding of their role and duties is compared against the expectations of various user groups and the general public regarding the process and outcome of the external audit, i.e., an audit expectations gap. Conflicting views have been expressed regarding the role of auditing education in narrowing this gap. This study was carried out to investigate whether there is evidence that the provision of auditing courses as part of third level business degree programmes contributes to a narrowing of that part of the audit expectations gap which results from a misunderstanding of audit regulations. The study was therefore not concerned with issues relating to the setting or content of audit regulations, but with the communication and understanding of regulations. A survey questionnaire was completed by five different groups of students at the start of the academic year and by the same five groups again towards the end of the year (n = 818). Each of the groups had studied either a full course in auditing, a module of auditing, or no auditing at all during the period. The results from the study indicated a significant reduction (at the .05 level) in all elements of the misunderstanding gap for those groups who had studied either a module or a course in auditing during the period but not for any of the other groups. Additional analyses were conducted to investigate specific elements of the misunderstanding gap. Implications for the profession, educational institutions and future research are discussed

Leadership as Teaching: Mapping the Thinking of Administrators and Teachers

Leading and teaching both involve processes that permit others to transform their thinking. Yet there has been little systematic, empirical research to connect the two. This exploratory study examines K-12 educational leadership asking: What are the similarities and differences in the ways school administrators think about leading compared to the ways teachers think about teaching ? This mixed methods study offers an examination of whether administrators think about their work in terms of the vital teaching role of leadership (Burns, 1978, p. 425) by creating and comparing three sets of concept maps, one for teachers and administrators and one for each of the two groups disaggregated. Two participant samples provided the data. Focus group members generated 100 statements, and card sorting participants rated and categorized the concepts. Concept mapping (Trochim, 2005) produced maps with geographic clusters that revealed patterns of thinking. Clusters fell into two geographic segments: Personal and Extra-Personal. The concept of holding environment (Kegan, 1982, 1994; Heifetz, 1994) and its components, challenge and support, provided a construct for the maps\u27 interpretations. Disaggregating the rating data and statistical analyses revealed areas of similarity and differences suggesting: 1) administrators and teachers strongly value the Personal (Support) aspects of their work; 2) both rate the Extra-Personal cluster Create some tension lower than other aspects of their work; 3) administrators rate the Extra-Personal (Challenge) aspects of their work higher than teachers; and 4) administrators rate the Extra-Personal clusters Political awareness and Using evidence and data significantly higher than teachers. Disaggregating the data to create separate maps for administrators and teachers reveals a dimension, the Intra-Personal, that appears only on the administrators\u27 map. Disaggregated data show that administrators rate the concept cluster Challenge the Status Quo least important of all other areas of their work. These findings can inform the work of school change agents and administrator development programs. Research recommendations include creating maps of business or political leaders\u27 thinking using the 100 teaching concepts, and developing cognitive maps of individual administrators using think-aloud interviews during sorting and rating procedures. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.ed

Leadership as Teaching: Mapping the Thinking of Administrators and Teachers

Leading and teaching both involve processes that permit others to transform their thinking. Yet there has been little systematic, empirical research to connect the two. This exploratory study examines K-12 educational leadership asking: What are the similarities and differences in the ways school administrators think about leading compared to the ways teachers think about teaching ? This mixed methods study offers an examination of whether administrators think about their work in terms of the vital teaching role of leadership (Burns, 1978, p. 425) by creating and comparing three sets of concept maps, one for teachers and administrators and one for each of the two groups disaggregated. Two participant samples provided the data. Focus group members generated 100 statements, and card sorting participants rated and categorized the concepts. Concept mapping (Trochim, 2005) produced maps with geographic clusters that revealed patterns of thinking. Clusters fell into two geographic segments: Personal and Extra-Personal. The concept of holding environment (Kegan, 1982, 1994; Heifetz, 1994) and its components, challenge and support, provided a construct for the maps\u27 interpretations. Disaggregating the rating data and statistical analyses revealed areas of similarity and differences suggesting: 1) administrators and teachers strongly value the Personal (Support) aspects of their work; 2) both rate the Extra-Personal cluster Create some tension lower than other aspects of their work; 3) administrators rate the Extra-Personal (Challenge) aspects of their work higher than teachers; and 4) administrators rate the Extra-Personal clusters Political awareness and Using evidence and data significantly higher than teachers. Disaggregating the data to create separate maps for administrators and teachers reveals a dimension, the Intra-Personal, that appears only on the administrators\u27 map. Disaggregated data show that administrators rate the concept cluster Challenge the Status Quo least important of all other areas of their work. These findings can inform the work of school change agents and administrator development programs. Research recommendations include creating maps of business or political leaders\u27 thinking using the 100 teaching concepts, and developing cognitive maps of individual administrators using think-aloud interviews during sorting and rating procedures. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.ed

A select reading list on California

Thesis--University of Illinois, 1898.Date of thesis supplied by cataloger.Typescript.Includes bibliographical references

A Phenomenological Study of Farmer or Rancher Quality of Life Perceptions Who Have Conditions of Aging, Chronic Health Issues, or Aging

Health care providers with little knowledge or experience in agriculture often provide farmers and ranchers with recommendations anticipated to improve health status, but may negatively affect quality of life (QoL) and participation in valued life activities. Scant data is available to identify QoL as experienced by farmers and ranchers.The study purpose is to identify quality of life factors of farmers and ranchers with conditions of aging, chronic health conditions, and disability.Interviews from five agricultural producers were conducted and transcribed verbatim.Tentative inferences of results are that existing and preferred QoL assessment tools do not accurately represent the distinct qualities and characteristics of farmer and rancher QoL, resulting in biased, inaccurate, or irrelevant data.

The situation of younger people with disabilities living in nursing homes in Ireland - phase 1

This research is very timely given Ireland’s recent ratification of the UN Convention on the Rights of Persons with Disabilities, the imminent full commencement of the Assisted Decision Making (Capacity) Act, 2015 together with proposed legislation dealing with Deprivation of Liberty.1 Although the sample in the study is small, it offers valuable insights into the referral of, and pathways into nursing homes for younger people with disabilities. Whilst law and policy are centred on the enabling of people with disabilities to live the lives of their choosing in the community, the report notes that the supports to enable them to do so ‘are underdeveloped, unplanned and often not sufficient to meet their needs’. Instead of taking a human rights based, social model approach, which would look to the person’s will and preference, there is an overemphasis on the medical model in the assessment form. There is little focus on a person’s abilities, capabilities or on options for care in the community. Indeed a person’s preference for care seems to have been poorly recorded or not recorded at all. The research makes it clear that younger people with disabilities do not often have a meaningful say in decisions that profoundly affect and impact their lives, rather their referral to nursing homes is defined by their level of functioning. The vast majority of these people, who enter nursing homes remain there without assistance to achieve an outcome of living independently and without really being in control of their own lives. The report concludes with some very good and practical recommendations for both government and practice. These include adopting a personalised approach to the assessment and care of younger people with disabilities, and a commitment to exhaust all possibilities with the person centrally involved, assisted where necessary, before nursing home care is considered. We hope that government and the Department of Health will take the time to review the findings and recommendations of the report, and to take the necessary action to address the inappropriate placement of younger people with disabilities in nursing homes