No description available.

Québec Université Laval, Bibliothèque 2015

No description available.

No description available.

No description available.

Québec Université Laval, Bibliothèque 2015

Ed. D.

Prior research in children's writing (Sawkins, 1971; Graves, 1973 and 1981; Calkins, 1980, and Giacobbe, 1982) has not offered a comprehensive analysis of both oral and written stories. My study, therefore, identified and analyzed the differences between eighteen fifth-graders' oral and written stories. I also conducted interviews to determine students' perceptions of their preferred composing situation and particular story preferences. Among the findings were that these students' oral stories were longer than their written stories. The simplest narrative pattern, "situation + problem + solution" (King, 1979:3), was the most prevalent structure. All the students used active voice in both types of stories, with the majority using simple past tense. The students showed a preference for first person point of view in their written stories, but a majority used third person in their oral composing. Most students developed their stories with primary settings relating to home and school, and the number of major characters was fairly consistent in both types of stories. Girls, however, used more minor characters than boys. These students preferred the written composing situation. All the students took some time to think about their stories before composing; however, girls used more written plans than boys. Students also used drawing to enhance their written texts but not their oral ones. The majority of students chose their written stories as better than the oral ones. Both trained adult raters and other fifth-grade raters agreed that the written stories were better. These findings are fairly consistent with conclusions reached in prior research, except those of Sawkins (1971). The differences center on planning strategies, interview skills, and story quality. Sawkins found that most of her fifth graders did not have the complete story in mind before they began composing and proceeded to compose without first having made notes. I reported, however, that my fifth graders indicated they had the complete story in mind before composing and some of them chose to write plans before they began. Although Sawkins (1971) believed that her fifth-grade boys responded better in an interview situation than her girls, I found all students in this study to be articulate and willing to talk about their individual composing processes. Finally, Sawkins reported that girls wrote compositions which were judged to be of high quality, while her boys wrote lower-quality compositions. Evaluators, however, agreed that my fifth-grade boys' stories were good, while rating the girls' stories lower. / Ed. D.

Why people join voluntary associations has been of interest to Americans since the publication of Alexis de Tocqueville's observations on the importance of such associations in American society. The search for explanations for joining behavior was first motivated by a desire to know and understand this active American phenomenon. In more recent years, the motive has become more pragmatic; associations are interested in understanding the phenomenon to control membership enrollments. This study is an extension of the work which has evolved from this more recent interest. A theory of affiliation with professional associations was developed and tested with state and regional samples of elementary principles. Discriminant analysis was applied to determine the effectiveness of the variables as a group and individually in distinguishing members from nonmembers. The best predictors, in order, at the state level were benefits of membership, the principal's attitude toward associations, membership at the national level, and the principal's social needs. The best predictors, in order, at the national level were benefits of membership, superior's attitude toward associations, membership at the state level, and the principal's attitude toward associations. / Ed. D.

High performance liquid chromatographic separations employing on-line flow cell Fourier transform infrared spectroscopic detection were developed for polar compounds including phenols, alcohols, amines and azaarenes. Detection by FTIR gave information concerning hydrogen bonding and solvent effects occurring during the separations in addition to giving structural information about eluted species to aid in identification. Both analytical size and microbore normal phase columns were employed. Such experimental considerations as column overload, injected minimum detectable quantities, the use of analytical vs. microbore columns and flow cell pathlength were examined. The developed HPLC-FTIR systems were applied to the analysis of several coal liquefaction samples for heteroatom content. Confirmatory and additional information concerning the samples were provided by field ionization mass spectrometry, gas chromatography/ mass spectrometry and reversed phase liquid chromatography employing UV detection. An equation relating reversed phase retention times to structural parameters was developed and applied to the analysis of the coal-derived samples. Two process solvents were found to contain primarily alkyl-substituted phenols in addition to azaarenes such as pyridine and quinoline. Some non-distillable coal-derived samples were found to contain azaarenes such as alkyl quinolines. Evidence was also found concerning the presence of hydroxypyridine type compounds and the incorporation of process solvent molecules into the coal structure during liquefaction. / Ph. D.