This study is a description of selected personality characteristics of seventh- and eighth-grade girls and the changes that occur before and after a program of either aerobics (running) or anaerobics (calisthenics) conditioning exercises during the fall semester, 1973.

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This thesis explores the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom. Data was collected during spring and summer of 2013. Participants were recruited through flyers, email, and social networking sites. Participants were sought who met the following criteria: they considered themselves to have been primarily raised by their mother (or their mother raised them alone for about five years or more during their childhood); they were current or recent undergraduate university students at any university in the UK, any mode of study (full or part time), and any age (traditional age or mature students); and they were first-generation students (the first in their family to attend university, which includes students whose siblings might have gone to university). A preliminary 30-question, online questionnaire was completed by 110 respondents. Among the survey respondents, 26 participated in qualitative, semi- structured interviews. After the interview, participants were encouraged to engage in reflective writing. Data was explored through a thematic, theoretical, and autoethnographical analysis. This research examines intersectionalities of gender, socio-economic class, race, and family status as they shape the students' identities and their university experiences. The theoretical and conceptual frameworks upon which this study is built include feminist theory, intersectionality theory, and the concept of social exclusion. The findings from this study contribute to the existing literature within the area of widening participation and social identities and illuminate the ways that single mother families are constructed by the media, by politicians, and in society. Additionally, this study bridges the gap between the existing literature on the experience of single mother families and the existing literature on the experiences of students in higher education, providing a deeper understanding of access, participation, and inclusion of this specific population of students as yet unexplored within existing research.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 62-65.

The problem of illiteracy has been the object of many studies during recent decades. In Ethiopia, a country which reports one of the lowest literacy rates in Africa, the Yemissrach Dimts Literacy Campaign (YDLC) was started in 1962. Its activities were concentrated to rural areas and directed primarily towards adults. The present study is an evaluation of the Campaign. The investigation was conducted between 1974-1976 with the purpose of describing and analysing Campaign activities, focussing on student achievement, the teaching process, and benefits experienced by participants of the Campaign. Another important objective was to consider the role of the Campaign within a wider socio-economic and political context. The main sample consisted of 466 literacy students in eight different schools from the regions of Wollo, Wollega, Shoa and Gamu Gofa. An additional group of 66 adult villagers also took part in the interview studies. In addition to the interviews, researchers' methodology included achievement testing and classroom observations. The results of our study indicate that students became literate after one to two years at the literacy school. However, individual participants stated that they had not experienced substantial benefits arising from their literacy skills. When students were taught to read in Amharic campaign teachers used a combination of synthetic and analytic methods. The influence of traditional reading methods was clearly visible. Motivation for sending children to school appeared fairly strong, but adults declared that it was seldom possible for themselves to attend school; Contrary to what one might expect traditional values did not seem to be the reason for this. In the case of women and girls, however, tradition was probably a major obstacle. YDLC as an educative phenomenon is also discussed in an overall development perspective. A critical appraisal of evaluative strategies for development programmes in included. / digitalisering@umu

Thesis (doctoral)--Göteborgs universitet, 2004. / Includes bibliographical references (p. 253-277).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 22, 2010). Includes bibliographical references (p. 300-314).

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

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