Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Nov. 2, 2006). PDF text: 207 p. : ill. ; 9.32Mb. UMI publication number: AAT 3214105. Includes bibliographical references. Also available in microfilm and microfiche format.

No description available.

No description available.

<p>This essay is about how newly graduated teachers experience their first year in teaching. The main focus is linked to the theory about the pedagogy triangle of Bermuda. It involves two dimensions with six main aspects. The first dimension is the psychosocial-, including, ambition, demands and the possibility to achieve ambition and demands. The second dimension is the didactic-, including the what-, why- and how-qustions.</p><p> The results of the study shows that teachers experience their first year in teaching different, depending primarly of the ascpets of the psychosocial dimension. The didactic dimension tends to incoroprate into the psychosocial dimension via ambition and demands. Ambition and demands are vital for the understanding of  how newly graduated teachers experience their first year in teaching. It is throw these aspects they look upon the reality and estimate their performance. If the ambition and the demands are inline with the how the reality develop the feeling of satisfaction grow.</p>

This essay is about how newly graduated teachers experience their first year in teaching. The main focus is linked to the theory about the pedagogy triangle of Bermuda. It involves two dimensions with six main aspects. The first dimension is the psychosocial-, including, ambition, demands and the possibility to achieve ambition and demands. The second dimension is the didactic-, including the what-, why- and how-qustions.  The results of the study shows that teachers experience their first year in teaching different, depending primarly of the ascpets of the psychosocial dimension. The didactic dimension tends to incoroprate into the psychosocial dimension via ambition and demands. Ambition and demands are vital for the understanding of  how newly graduated teachers experience their first year in teaching. It is throw these aspects they look upon the reality and estimate their performance. If the ambition and the demands are inline with the how the reality develop the feeling of satisfaction grow.

This dissertation examines the experiences of clergy who have run for elected office. Previous research has examined the political behavior of clergy and why those in other professions have run for office. This dissertation is the first study of clergy who have run for office. I find that most of the interviewees view service in elective office as a civic duty rather than as an opportunity to create a polity that reflects their personal religious convictions. I collected data on 217 clergy who ran for office from 1980 to 2016 and interviewed 17 individuals sampled from that population. Interviews were semi-structured to allow a form of grounded theory approach. Interviews were transcribed, coded and analyzed utilizing qualitative, interpretive methods of researcher memos, continual reflection, and notations on the transcriptions that identified salient themes associated with this group of candidates. First, many subjects described their religious careers as a choice and not a “calling” from God and even more viewed their run for office as a choice. Second, while some clergy were raised in households that involved political discussions, most respondents personal interest in politics was the main motivation to run for office. Third, subjects displayed diverse opinions regarding the ongoing debate in the Untied States regarding the appropriate relationship between church and state. I conclude the dissertation with a discussion of its contribution to the academic literature on religion and politics and candidate emergence.

This thesis is an exploration of creating an essence in architecture through a sense of ambition and harmony. The ambition for a design to have an architectural presence and establish a clear identity, while achieving a harmony of numerous aspects of the project in order to simplify the inherent complexities of architecture and allow the ambitious identity to be clearly present. The investigation begins with the analysis of ruins as the result of a natural process that strips down a building of secondary components and leaves the exposed soul of the architecture. As a specific example, the thesis explores the Roman ruins, how they exude their cultural history and often how they express the initial architectural intent and identity. The ambition of Rome is carried to the harmony of Florence and finally to the embodiment of harmonious ambition in Michelangelo. His work constantly achieved an ambition in creating a new identity with each masterpiece while always attaining a beautiful moment of harmony. The thesis explores not just the wonders of Michelangelo's life, but his inspirations and mastery of ancient traditions as well as his influence on the world after him. At the conclusion of the exploration, I propose a place of learning that both honors Michelangelo and his resonance throughout history and creates a new harmonious ambition. / Master of Architecture

Syftet med denna studien är att identifiera vad som kan utgöra utvecklingshinder för elever, studerande på Estetiska programmet med musikinrikting, att uppnå godkända betyg i sina instrumentkurser. I studien identifieras flera orsaker till utvecklingshinder och dessa kategoriseras i resultatet som: diagnostiserade inlärningssvårigheter, undervisningens struktur och anpassning, ämnessyn, elevens livssituation, förkunskapers betydelse, förståelse av kunskapskrav och slutligen motivation och ambition. En samtalsgrupp bestående av instrumentallärare med erfarenhet av ovan nämnda elevdemografi användes vid informationsinsamlingen. Resultatet av studien visar på ett brett spektrum av orsaker som kan utgöra grund för utvecklingshinder. Studien visar även på att undervisningssituationen påverkas olika utifrån vilket hinder som upplevts.

No description available.

Thèse de doctorat : Lettres modernes : Paris 12 : 2004. / Titre provenant de l'écran-titre.