Thesis--Wisconsin. / Includes bibliographical references (leaves 41-42).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-155).

Abstract not available.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4930. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to determine teacher and program effectiveness in Consumer and Homemaking Programs in Arizona by using time on task as a measure. In effective program studies, the common critical variable was the individual teacher (Brophy, 1979; McGreal and McGreal, 1986). Teachers who were organized, started class on time and kept the students busy with relevant work maintained high time on task percentages. Using time on task as a measurement of effectiveness, the "Managing Learning Time" instrument (Halasz and Desy, 1984), was used. This study: determined that the majority of students were on task in Arizona Consumer and Homemaking Education classrooms. Time on task was affected more by teacher and classroom practices than by the course content. The focus of the on task behavior varied by subject matter. The majority of time was spent on theory, practice and basic skills in Consumer and Homemaking courses.

Seven idealistic young artists, determined to depart from current academic practices and reform contemporary art, formed the Pre-Raphaelite Brotherhood. Adopting the tenet, "Truth to Nature," they used models whose appearance resembled their subject, employed luminous, bright color throughout their work, and rendered every detail with almost photographic accuracy. Their models included friends, relatives, and likely-looking strangers. They repeatedly sought out working class women as models and then formed intimate relationships. The women benefited from association with the artists and functioned with relative independence from current Victorian mores at the same time as functioning within society in an elevated status. In addition, these women adopted individual forms of dress and a characteristic appearance. / As the Brotherhood dissolved, an ever-growing group of adherents embraced Pre-Raphaelite techniques. Also, forms of dress depicted earlier by the Brotherhood and worn by their models developed enough common features to become known as Pre-Raphaelite dress. Dante Gabriel Rossetti emerged as impetus and leader of the second wave of Pre-Raphaelitism. He idealized and perpetuated depictions of beautiful women in Pre-Raphaelite dress. The Rossettian ideal became an iconographic image which changed the prevailing standard of beauty and endured throughout the rest of the era. / Succeeding art movements incorporated Pre-Raphaelite/Rossettian influences and fostered the emergence of aesthetic (artistic) dress and lifestyle which comprised various stylistic features based on common principles. As practices of successive movements impacted on the representation of women in art, artistic dress evolved from an expression of allegiance to a group and its ideals to one of self-expression. As the sphere of activity widened for Victorian women, the forms of fashionable and artistic dress changed. Regardless of affiliation, however, women were still constrained within the context of gender/sex role relationships and Victorian "respectability." Pre-Raphaelite influence on dress evolved in stages--as dress depicted by artists and worn by their models, wives, and lovers; dress expressing of allegiance to particular aesthetic tenets; and dress expressing individuality which emerged in fashionable dress as identification with the current femme fatale/mature sophisticated woman that became the new standard of beauty. / Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0433. / Major Professor: Carol E. Avery. / Thesis (Ph.D.)--The Florida State University, 1990.

The primary purpose of this study was to document the color analysis industry for the benefit of potential consumers, educators, and consultants. The study dealt with consumer satisfaction or dissatisfaction, consultant training and preparation, reasons that non-consumers do not seek color advice; and compared the general color knowledge of these three groups. The secondary purpose was to analyze the sometimes conflicting lay color advice systems and their relation to established, scientific color theory. / A review of physics light theories, psychological theories and artist's pigment theories of color established standards to be used in examining the lay color advice literature. Twenty-one different lay color analysis systems were investigated. A data sheet was prepared to examine this color advice literature. Examination showed that such literature makes very little mention of standard color theories. / Interview schedules were prepared for telephone interviews with consumers and non-consumers and for personal interviews with consultants. Each included a test of color knowledge and selected demographic information. Fifty consumers, fifty non-consumers, and fifteen consultants were interviewed. The color knowledge test showed that consumers and non-consumers have little knowledge of standard color theories. Consultants in this study had somewhat better knowledge of scientific color theories but were not using them in their advice sessions. / No significant relationships were shown between lack of color knowledge and consumer satisfaction or between selected aspects of the analysis session and consumer satisfaction or dissatisfaction. Consumers in this study, with little color knowledge or basis for comparison, were generally satisfied with their color analysis sessions and were following the advice to some extent. Consumers who had experienced conflicting advice in more than one analysis appeared to be the most dissatisfied. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3500. / Major Professor: Marian L. Davis. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to assess the successful placement of child care training programs in secondary and post-secondary schools in the State of Florida and determine what factors contributed to the placement record. / Two methods of data collection was utilized. These were: Florida Education and Training Placement Information Program (FETPIP) computerized data file and original data from a survey based upon the review of literature. / Job related placement (JRP) rates for program completers were calculated. The number of JRP'S, wage information, jobs held, race, sex, etc. was extracted from FETPIP data file. Data was discussed and displayed in tables. / The major findings were: that all child care training program (types) were non-successful when success was defined by the State of Florida as 70 percent job related placement. Significant relationship existed between: (a) levels of programs and JRP, (b) two types of child care programs (Child Care Supervision and Child Care Center Operations) and JRP, (c) support from school personnel and JRP, (d) wage and JRP, and (e) information on job openings and JRP. All other variables proved non-significant related to JRP. / The findings of this study may be incorporated into existing child care training programs to improve job placement rates, the quality of programs, and services offered to program completers. / The population and sample consisted of all students in the State of Florida who had valid reported Social Security numbers who were completers of secondary and post-secondary vocational home economics child care training programs during the 1990-91 school year. The teacher population consisted of 102 vocational home economics teachers based upon a list obtained from the Florida Department of Education. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1331. / Major Professor: Clyde F. Maurice. / Thesis (Ph.D.)--The Florida State University, 1995.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.