Thesis (M. Ed.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2799.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Title on abstract: The design of a childcare center. Vita. Abstract. Includes bibliographical references (leaves 107-112). Also available via the Internet.

Thesis (M.A.)--Acadia University, 2001. / Includes bibliographical references (leaves 108-119). Also available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Aletha C. Huston. Vita. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 1999. / Includes special report study entitled : Child's cognition of space. Content page of Thesis report missing. Includes bibliographical references. Also available in print.

Using methods derived from post occupancy evaluation and ethnography, the visual and physical environmental characteristics of eighteen daycare centres were studied and inventorized. The attitudes, perceptions and ideologies of the directors and staffs to these learning environments and arts activities were also ascertained. The centres were located in Edmonton, Alberta, and both private and public centres were studied. The children attending these centres came from diverse cultural and economic backgrounds. The characteristics were recorded in an informal manner, through field notes, photographs and a pre-coded checklist which rated the quality of the items. From this, three subcategories of quality were derived; standard, below standard and above standard. The descriptive data indicated that the majority of the components of the centres constitute a standard quality, that centres have hard, institutional like qualities and that adult standards predominate. Analysis of 38 questionnaires returned from the directors and staff of the centres and evidence from the data and descriptive material, revealed there was a significant lack of knowledge or concern for the child's intrinsic needs, and the role of the visual and physical environment in learning. Their concern within the the learning environment was primarily for the physical aspects and changes to those aspects and arts activities were made according to adult standards. Apparent in the data was an adult product oriented approach to arts activities. What is recommended in this study is the need for early childhood educators to recognize the importance of the visual and physical environment to learning, and the role arts activities play in the total development of a pre-school child. Further recommendations include the investigation of training programmes for day care personnel, and the development of, through co-operation with arts educators, artists and architects, environmental alternatives for learning. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Kansas State University master's non-thesis project. / Digitized by Kansas State University Libraries

Seminario para optar al título de Ingeniero Comercial, Mención Administración / A lo largo de la historia, se han efectuado numerosos estudios en el campo de los dividendos. El presente trabajo lleva a cabo una investigación sobre los retornos anormales de las acciones chilenas en torno a su Ex-Dividend Day, es decir, la fecha límite de suscripción para tener derecho a dividendos por parte de los accionistas, y tiene como objetivo determinar su existencia. Además, busca complementar los estudios expuestos por Castillo y Jakob (2006), y Fuenzalida y Nash (2004), esta vez, analizando específicamente los retornos anormales accionarios previos al Ex-Dividend Day. La metodología utilizada es la de “Estudio de eventos”, la cual tiene como objetivo comprobar si se ha generado algún tipo de rentabilidad extraordinaria en algún activo financiero. El principal resultado determinó la existencia de retornos anormales promedio acumulados (CAAR) significativos para un mes y dos semanas previas al Ex-Dividend Day, inclusive éste, corroborando lo expuesto por Eades, Hess and Kim en 1984.

Thesis advisor: Joseph Breines / During my five-month stay with in Rennes, France in the fall of my junior year, my French host parents took me to Normandy to visit the memorial museum in Caen and the D-Day beaches. Véronique and Gildas considered this trip “obligatoire” for any American in France, a sentiment that has been matched by virtually everyone I have spoken with since, both French and American. My visit was, however, disrupted by an experience of linguistic confusion that could have significantly limited my ability to appropriate the information presented in the museum. The guiding texts found on the walls of the museum, translated from French to English, lacked so acutely the idiomatic feel of native English that they would have obscured my understanding of the text, had I not also been fluent in French and able to read the originals. What began as a tourist’s frustration is today the subject of a project that has carried me back to France for another two months as well as into both translation and museum theory. I have created here a critical study as well as a retranslation of a selection of these texts, proposed with no other aim than to explore the importance of linguistic accuracy, and the implications of inaccuracy in translation. This work is meant to represent the chronological process by which I explored the original translations and ultimately determined my final retranslations. As such, I have attempted to reflect the results of the different stages of my work in the division of my five chapters. The first chapter is an introduction to the museum: its history, purported aims, and layout. In discussing the museum, I consider some applications of Vivian Patraka’s museum and performance theories to this site, eventually exploring the connection between the importance of these texts within their physical and cultural space and the importance of their proper translation. To further delve into the subject of translation theory and its implications to my project, I will invoke the work of David Bellos, Walter Benjamin, and others. After having laid this theoretical groundwork for my project in conjunction with a background of the museum, my second chapter will present the original translations of the texts from the portion of the museum devoted to D-Day, supplemented by my annotations. These annotations are prefaced with an explanation of the methodology that I used while sifting through these original translations, which I hope will help to at least primarily explain the categories into which I have chosen to group the errors and problems that I found. The third chapter is a deeper analysis of each of these categories, beginning with the most significant or global and descending all the way down to the purely technical. Each section of this commentary will include examples of pertinent cases of the problem or error and a discussion of the stylistic or cultural issue present. After having identified all the present errors in my second chapter and analyzing them by category in my third, I will present in my fourth chapter a complete retranslation of these selected texts My fifth and final chapter will serve to conclude the process, stating any changes or modifications to my theoretical or procedural approach I find appropriate after having completed the project. / Thesis (BA) — Boston College, 2013. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: Romance Languages and Literatures Honors Program. / Discipline: Romance Languages and Literatures.

Typescript (photocopy). / Digitized by Kansas Correctional Industries