This research study investigated the effectiveness of the application of child-centered play therapy procedures and skills by trained fifth grade students in play sessions with kindergarten children who had adjustment difficulties. Specifically, this research determined if play sessions with trained fifth grade students facilitated change in kindergarten children's self concept, internalizing behavior, and externalizing behavior and their parents' stress level.

The purpose of this study was to determine the personal reading interests of students in the third, fourth and fifth grades and to determine if advances in technology in the past twenty years have changed their reading interests.

The nutritional status of children is declining as evidenced by the steady rise in childhood obesity rates over the last three decades. Consuming five servings of fruit and vegetables (FV) daily has shown to help with weight maintenance, but children are consuming far less than the recommended servings. This study was designed to test the efficacy of a sensory-focused multi-component school-based program at increasing vegetable intake among fifth-graders. Classroom, family, and community components allowed children to explore thirteen target vegetables with their senses including taste. Vegetable consumption was measured by digitalized observations of lunchtime vegetable selection and consumption. Vegetable acceptance was evaluated using a selfadministered survey assessing attitude and behaviors related to vegetable consumption. Measures were assessed at multiple time points and compared between the intervention school and a comparison school matched for demographic similarities. Parental consent was obtained for 136 fifth-graders to participate in the multicomponent study and 114 were included in the plate waste study. Data were collected over six days of plate waste observations including two phases: the control phase (CP) and the target vegetable phase (TVP) where target vegetables were served in addition to the regular lunch vegetables. Differences in mean vegetables taken and consumed during each phase of the plate waste study were analyzed using analysis of variance (ANOVA) and paired sample t-tests. When fried potatoes were included as a vegetable in the analysis, the comparison school took (P < 0.001) and consumed (P < 0.001) significantly more vegetables than the intervention school. There were no significant differences in vegetables taken (P < 0.258) and consumed (P < 0.217) when fried potatoes were excluded. Self-administered surveys were analyzed using the Fisher’s exact test and ANOVA. Significantly more children at the intervention school compared to the comparison school reported ever eating bell peppers, butternut squash, and cucumbers. The findings of this study do not show significant differences in vegetable consumption when the intervention school is compared to the comparison school, but do show a small trend toward increased acceptance of target vegetables. Future studies should evaluate a larger sample size with increased frequency of taste testing opportunities.

The implementation of collaboration and the use of graphic organizers in the teaching of programming and writing in the elementary grades have proven to be effective instructional strategies. There is evidence that shows the students who are motivated to program and perform well in this content area are not necessarily representative of the students who are motivated to write. Since the organizational skills required in the two content areas are similar, there may be an opportunity to motivate students who engage in computer programming to become more motivated in writing. As a result, the purpose of this study was to investigate the change in the dimensions of motivation which are: challenge, choice, enjoyment, and interest of fifth-grade students to engage in an expository writing activity after being taught to develop computer programs with the same teaching strategies used in the writing activity. The results of this study suggest that the teaching of computer programming was not effective with the intention of motivating the masses of fifth-grade students to write. However, there appears to be supporting evidence that teaching computer programming to fifth-grade students may help some individual students who are not initially motivated to write.

Symbolic interactionism has scarcely been used as a framework in the field of music education. The purpose of this case study was to understand the verbal and nonverbal interactions of four fifth-grade general music students while they collaborated with peers to compose original songs. Through the lens of symbolic interactionism, data from video and audio recordings, student artifacts, and researcher memos were examined to answer the following research questions: 1) How do fifth-grade general music students interact with their peers during composition activities in a constructivist learning environment? 2) How do fifth-grade general music students self-indicate and create shared meanings through verbal and nonverbal symbolic interactions? A within and cross-case analysis revealed that students interacted with their peers through communicative acts, forming friendships, nonverbal gestures, and forming social roles. The participants self-indicated and created shared meanings as a result of shared responsibilities, musical dialogue, improvisation, and symbolic exclusion. Findings suggested that fifth-grade students develop social roles and engage in follower and leader behaviors in situations where teacher scaffolding is purposefully suspended. The results of the research contribute to an existing body of literature regarding fifth-grade general music students’ abilities to self-direct their own learning during collaborative activities.

Yes

Yes

Yes / Jayantha Dhanapala, Under-Secretary General for Disarmament Affairs, United Nations, Civil Society Organisations and the BWC speech given at launch of the Bio-Weapons Prevention Project, during the Resumed Session of the 5th Review Conference of the BWC, United Nations, Geneva, 12 November 2002.

This thesis focuses on the role foreign policy played in legitimizing the early French Fifth Republic from 1958 to 1960. I argue that President Charles de Gaulle employed foreign policy in the service of gaining public support for his new government and the new republic. Many historians have argued previously that his foreign policy of grandeur, as it came to be called, was used to recast international politics and France's role in them. My work diverges from these previous interpretations by arguing that Gaullist foreign policy served, in many instances, overarching domestic goals, not French international interests. I see foreign policy as inseparable from the broader domestic ambition to craft a persuasive narrative of renewal and national unity under Gaullist stewardship. In the process, my study puts de Gaulle's foreign policy into the context of his larger aspiration to precipitate constitutional reform and, thereafter, ensure popular support. De Gaulle exploited opportunities to use foreign policy in order to shape public opinion, both domestically and internationally. These efforts, as my research reflects, helped foster public support for the new regime and, by portraying national renewal, further discredited the preceding Fourth Republic.

No description available.