This research describes the revisions made in expressive and persuasive compositions by fifteen superior and fifteen randomly selected grade nine students. Each student wrote four papers: a rough draft of an assignment designed to elicit an expressive composition; two to four days later, a revision of the expressive first draft; a rough draft of an assignment designed to elict a persuasive composition; and, finally, a revision of the persuasive first draft. All the revisions made by the students were scored using a taxonomy of revision operations. Three research questions guided the analysis to determine whether there were differences in the number and kind of revisions between the expressive and persuasive writing modes, between the superior and randomly selected ability groups, or between the first and second drafts. Few statistically significant differences were found among the variables measured. Both ability groups revised expressive writing in much the same ways. About three quarters of revisions in both writing modes involved small units of texts. Over half were surface revisions of spelling, tense, number or modality, abbreviation, punctuation or format. One third were meaning preserving changes that did not affect the meaning of the text. In persuasive writing, the superior ability group made significantly fewer revisions. Both ability groups, writing in both modes, performed about three quarters of all revisions during the second writing session while working on the second draft. The results of this research offer little evidence of mode or ability related differences in the number or kind of revisions performed on sample essays. Other than fewer revisions in persuasive writing by superior students, no consistent relation was found between rates or kinds of revision and ability scores. Few writers were observed to use revision effectively to reformulate and improve compositions as do mature, experienced writers. Most revisions performed by this ninth grade sample dealt with surface details. At this age level, it appears, revision is used as a surface and word editing process performed at the end of a writing project. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

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At ITICSE 2002, the Lego Working Group first outlined how the Robots can be used to teach CS1 using Java. It was decided that a special session at SIGCSE 2003 designed to collect "best assignments" would simplify highlighting the benefit of using Robots to teach CS1. The creator of the assignment judged to be best would then be awarded a LEGO MINDSTROMS:Robotics Invention System 2.0 that will be provided by Sun Microsystems.

The purpose of the studies presented in this thesis was to develop a greater understanding of the contribution of respiratory heat loss to the thermal balance of exercising horses. In the first experiment the effect of three different warm-up regimens on the thermal balance of Thoroughbred horses was investigated. The experiments showed that a low intensity warm-up was most beneficial aiding heat dissipation during subsequent exercise. The study also showed the heat loss by sweating is not restricted by the rate of sweat production, but by the evaporation rate of the sweat. In the second experiment, horses were exercised to fatigue in thermoneutral and hot-humid environments. The evaporative heat dissipation from sweating and from the respiratory tract was severely impaired during the hot humid exercise protocol. There was a significant increase in the heart rate and the metabolic rate during the hot humid protocol, thus indicating the additional work done by the horse in an effort to dissipate the rapidly accumulating heat. The significantly shorter time to fatigue may be a mechanism to protect the horse from circulatory collapse as the circulatory demands for cardiac output exceed its capacity. In the third experiment adaptations that the horse is able to make to alleviate the compromised evaporative heat loss were identified. These experiments showed that the horse is able to shorten its stride, increase minute ventilation and the velocity of the air in the conducting airways. The results presented also indicate that the horse is able to modify the evaporative area of the airways to enhance evaporative heat loss from the respiratory tract. The experiments also showed that during exercise in hot-humid environments, small changes in the evaporating surface vapour pressure have a significant effect on the vapour pressure gradient thus having a significant effect on the evaporating heat loss. Finally, the lessons gained during the experiments presented in this thesis were used to revise and refine a mathematical model of the thermal balance of exercising horses. The resulting model is more accurate and easier to apply to use in the field. / Thesis (DPhil)--University of Pretoria, 2000. / Equine Research Centre / unrestricted

A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Counselling Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2005. / Health is viewed as a complete state of well-being and not only the prevention of disease. This research was embarked upon to highlight the importance of health promotion as a method of improving one's health as compared to disease prevention. This study aims to detect whether there is a substantial difference in psychological wellness between individuals who exercise and those individuals that a sedentary. Secondly, this study aspires to determine whether there is a difference in psychological wellness between individuals who engage in different forms of physical activity. This study motivated by the fact that no other previous international research has implemented the RyfFs scales of psychological well-being (1995) and Fox's physical self-perception profile (1990) concurrently. It is hoped that results from the proposed scheme of work will afford experts in the field of health with further insight as to the importance of physical activity as a prescription for health promotion.

Teaching methods and styles at the collegiate level have not changed all that much: Professors still generally give lectures from the lectern or stand in the front of the class, while writing on the board or pointing to a slide projected on a screen. Some questions and answers can occur with the occasional group activity; however, the focus seems always to come back to the text. Students read the required textbook, listen to a lecture and take tests. There are however alternative methods that engage the students as well as the professor in the learning process. Active learning is one such method that is rooted in anything course-related that all students in a class session are asked to do other than simply watching, listening and taking notes. Active learning focuses on involving students in the learning process more directly compared to traditional methods. Another method which infuses both a performative background with an academic footing called performance pedagogy, emphasizes on the students bringing their ideologies, cultures, belief systems, and backgrounds into the classroom while incorporating their physical and metaphorical selves into the classroom space. The idea is that when students are exposed to these methods in a classroom setting, they can apply the subject content more effectively outside of the classroom, receive more frequent and immediate feedback, and provide students an opportunity to think about, talk about, and process course material. To demonstrate these methodologies, this teacher’s supplement has been created containing class activities for an undergraduate intercultural communication course using a standard sixteen-week semester.

In 2010 a course called MathsLab was designed and implemented in a Johannesburg secondary school, aimed at Grade 9 learners, with the objective of using technology to explore and develop mathematical concepts. One module of the course used Geometer’s Sketchpad to explore concepts in Euclidean geometry. This research report investigates whether technology can result in progression in the zone of proximal development as described by Vygotsky. Progression was measured through the use of a pre- and post-test designed to allocate Van Hiele Levels of geometric thought to individual learners. Changes in the Van Hiele Levels could then verify movement through the zone of proximal development. The results of the pre- and post-tests showed a definite change in learners’ Van Hiele Levels, specifically from Van Hiele Level 1 (visualisation) to Van Hiele Level 2 (analysis). This observation is in line with research that places learners of this age predominantly at these levels. Some learners showed progression to Van Hiele Level 3 (ordering) but this was not the norm. The value of using technology in an appropriate and effective manner in mathematics education is clear and is worthy of further research.

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Thesis advisor: James F. Keenan / Thesis advisor: Daniel J. Daly / This thesis investigates the morality stemming from the Spiritual Exercises of St. Ignatius of Loyola through the lens of virtue ethics. It argues that if the Exercises are conducted according to Ignatius’ intention, they can lead exercitants to develop moral character in their relationship with God. This thesis is structured around four main chapters: bridging spirituality and morality, vulnerability as a key to understanding the dynamic between exercitants and God in the Exercises, freedom of conscience for being vulnerable to God and others, and the development of virtues rooted in vulnerability, especially humility, prudence, charity, and mercy, through the Exercises. This thesis emphasizes that vulnerability serves as the basis for morality in the Exercises, and virtues provide practical guidance for moral action and reasoning. Through the Exercises, exercitants can recognize their own vulnerability by encountering God’s vulnerability and cultivate virtues in their vulnerability. The Exercises lead them from individual conscience to a realm of interconnectedness with others. The bridge between the Spiritual Exercises and virtue ethics holds significant implications for the formation of Christian character because it fosters the cultivation of virtues consistent with the biblical narrative. / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

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