In the summer of 1611, Sir George Carew, the Irish Elizabethan military commander and former president of Munster, was commissioned by the king and his royal council in London to conduct an enquiry into all aspects of the Castle administration. Included in that wide mandate was an investigation into the existing practices and procedures of the Irish exchequer and judiciary, the two most important divisions of the Dublin government. This thesis is concerned with these two aspects of the commission of Sir George Carew. Since it is requisite for an understanding of the terms of reference handed to Sir George Carew in 1611, the study includes an analysis of the exchequer and judiciary between 1603 and 1611. In addition, there is an examination of the fiscal and judicial reforms that the king and his councillors commanded Irish officials to implement between 1613 and 1616. As is shown, these reformist measures were a direct outgrowth of recommendations submitted by Sir George Carew to the English privy council following the conclusion of his commission in 1611.

The purpose of this study was to investigate eighth grade students&rsquo / perceptions of their mathematics teachers&rsquo / interpersonal behaviors. The study also investigated mathematics teachers&rsquo / perceptions of their own interpersonal behaviors as well as relationships among students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviors, attitudes towards mathematics, mathematics achievements, student gender, teacher gender, and socio-economical background. Questionnaire on Teacher Interaction (QTI) scale and a mathematics attitude scale were used for data collection. Data were collected from a sample of 1317 eighth grade students in public elementary schools in the following provinces: istanbul, Ankara, izmir, Adana, Bursa, and Hatay. Statistical analyses revealed that the Turkish version of QTI translated and adapted by the researcher had an acceptable degree of validity and reliability. Results showed that Turkish students perceive their mathematics teachers as displaying high levels of leadership, helpful/friendly, understanding, and displaying strict behaviors rather than uncertain, admonishing and dissatisfied behaviors. The results also indicated that students&rsquo / perceptions of their mathematics teachers&rsquo / interpersonal behaviors were associated with their attitudes towards mathematics and their mathematics achievement. While the leadership, helpful/friendly, and understanding behaviors had positive correlations with attitude scores of students, the uncertain, dissatisfied, admonishing and strict behaviors had negative correlations. Similarly, students who perceived their teacher as displaying leadership, helping/friendly and understanding behavior had higher achievement levels than the ones who perceive their teacher as strict, uncertain, admonishing and dissatisfied. Students with higher cultural and economical background perceived their teachers more favorably. The MANOVA results indicated that girls generally perceived their mathematics teacher more cooperative than boys did. Also students perceived their male teachers display more leadership, helping/friendly, and strict behaviors than their female teachers. Results also indicated that teachers generally perceived themselves in a more favorably manner than their students did.

The purpose of this study was to identify the relative predictive influences of prior knowledge, meaningful learning orientation, formal reasoning ability and mode of instruction on understanding in photosynthesis and respiration in plants concepts. Two hundred thirty three 8th grade students from six classes of one elementary school in Ankara participated in this study. The study was carried out during the 2004-2005 Fall semester. Students in the experimental group (N=117) received conceptual change instruction, and the students in the control group (N=116) received traditional instruction. Two-tier multiple choice diagnostic test, &ldquo / Photosynthesis and Respiration in Plants Concept Test&rdquo / developed by Haslam and Treagust (1987), was used to determine students&rsquo / understanding of photosynthesis and respiration in plants concepts. The test was administered to the sample prior to the treatment as pre-test, and after the treatment as post-test. The pre-test scores were used as prior knowledge of students. Students&rsquo / reasoning abilities were measured by the &ldquo / Test of Logical Thinking&rdquo / and their learning orientations were measured by &ldquo / Learning Approach Questionnaire&rdquo / . The results of the study indicated that students held several misconceptions concerning photosynthesis and respiration in plants concepts. Significant differences between the experimental group and control group with respect to understanding of the concept were found in favor of experimental group. The main predictor of achievement in the experimental group was students&rsquo / prior knowledge, while it was reasoning ability in the control group. Meaningful learning orientation accounted for a small amount of variance in the experimental group but it did not contribute to understanding on post-test scores in traditional group.

Diss.--Fakultät für Geschichtswissenschaft--Ruhr-Universität Bochum, 1994. / Contient le texte d'articles de la Paix d'Augsbourg. Bibliogr. p. 584-603. Index.

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This thesis is an examination of Lancelot Andrewes' (1555-1626) Eucharistic theology which is explored in order to see how far he might act as a catalyst for ecumenism with Rome on the topic of Eucharistic sacrifice. The purpose of the thesis is to develop a fuller exposition of Andrewes' Eucharistic theology as a unique theologian who maintained a view of sacrifice that was denied by Protestants on the continent of Europe and by most within the English Church of his day. In the first four chapters Andrewes' own views are not always juxtaposed to more contemporary views. This is intentional in order to develop his own thought before looking at him as an ecumenical partner on sacrifice. The first chapter explores Andrewes as a theologian within his own context of ecclesiology, placing Andrewes within a more Catholic framework as opposed to Puritanism that was becoming politically influential during the reign of King James I. The second chapter then looks at Andrewes' view of Eucharistic instrumentality where I characterise him as an ‘effectual instrumentalist' over against some contemporary scholars who place him alongside John Calvin who is sometimes described as a ‘symbolic instrumentalist'. I find Andrewes closer to a Catholic framework of instrumentalism. The third chapter further explores Andrewes' view of presence where I conclude that he should be characterised as one holding to an objective view of presence and give him the Cappodocian label as a Transelementationist. This is to emphasise that Andrewes did encourage the faithful to look for Christ in the elements themselves, which goes beyond Christ's presence within the faith of the believer alone. The fourth chapter is the lengthiest chapter as it develops Andrewes' views of sacrifice. I see him as someone immersed in the sacrificial nature of the Eucharist defined within the writings of the Fathers of the first five centuries. It was here that Andrewes is able to be set fully within the framework of a Catholic view of the mystery as the Christian sacrifice offered to God in return for the gift of the Christ-event to the world. Andrewes' description of the offering as containing a propitiatory effect in the application of the forgiveness of sins through ‘instrumental touching' was a unique understanding of someone in the Church of England during the sixteenth and early seventeenth centuries. In the final chapter, I juxtapose Andrewes with Catholic teaching as it is explored in contemporary Catholic theology as well as, perhaps more importantly, within papal documents and authoritative Catholic statements on the sacrifice of the Mass. This is to show how similar Andrewes is in his description of the sacrifice of the Eucharist to Rome and how he goes further in that direction than any of his contemporaries or even modern ecumenical statements in Anglican and Roman Catholic dialogue.

The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.

The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants&rsquo / problems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The participants expressed challenges in teaching due to lack of materials, textbooks, and visualization ability of teachers, classroom size, and time. According to the findings, rotation was the most problematic issue. The participants claimed insufficient technological materials were the reason of this problem. Participants did not feel confidence enough to implement transformational geometry especially in rotation since they lacked adequate training and support. The participants claimed that the Ministry&rsquo / s support should be increased, concrete and technological materials should be sufficient in number, and the duration of transformational geometry lesson should be increased.

The purpose of the study is to explore relationships among elementary school students&amp / #8217 / gender, relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward science and achievement in genetics in learning cycle and traditional classrooms. The study was conducted on 213 8th grade students from eight classes of two public elementary schools in Ankara in 2005-2006 Spring-semester. Students in the experimental group (N=104) received learning cycle instruction that helps students acquire conceptual understanding of scientific concepts, and the students in the control group (N=109) received traditional instruction. The students were given Genetics Achievement Test as a pre-test before and as a post-test after the instruction. Students were also given Learning Approach Questionnaire that measures students&amp / #8217 / learning orientations and Test of Logical Thinking that determines students&amp / #8217 / reasoning abilities. Students&amp / #8217 / levels of self-efficacy, locus of control and their attitudes toward science also were measured. One-way ANOVA analysis revealed that learning cycle instruction improved students&amp / #8217 / achievement in genetics compared to traditional instruction. Stepwise multiple regression analysis revealed that in learning cycle classrooms, the main predictors of achievement in genetics were students&amp / #8217 / meaningful learning orientation (49.6%) and their attitudes toward science (11.8%). In traditional classrooms, students&amp / #8217 / attitudes toward science (44%) and reasoning ability (9.8%) were the main predictors of achievement while remaining 5.7% of the variance explained by relevant prior knowledge, locus of control and meaningful learning orientation. This study revealed that different variables may be important for 8th grade students&amp / #8217 / genetics achievement in learning cycle and traditional classes.

This study aimed to determine the effects of drama based learning on seventh grade students&rsquo / achievement (angles and polygons, circle and cylinder), attitudes and thinking levels in geometry compared to the cooperative learning. The study was conducted on four seventh grade classes from two public elementary schools in the same district in the 2006-2007 academic year, lasting seven and a half week (30 lesson hours). The data were collected through angles and polygons (APA) / and circle and cylinder achievement (CCA) tests, the van Hiele geometric thinking level test (POSTVHL), geometry attitude scale (PRE-POSTGAS). The quantitative analyses were carried out by using Multivariate Analysis of Variance (MANOVA). The results showed that drama based learning had a significant effect on students&rsquo / angles and polygons achievement, circle and cylinder achievement, van Hiele geometric thinking level compared to the cooperative learning. However, attitude findings regarding the attitudes revealed that there is not a significant difference according to the geometry attitudes of drama group and cooperative group after treatment. Both the two instructional methods supported active participation, created cooperative working environment, included daily life examples and gave the chance to classroom communication. On the other hand, drama group students&rsquo / significantly better performance was attributable to the make belief plays and improvisations of daily life examples included in drama activities.