No description available.

No description available.

<p>Most critical studies of Ford are largely general in nature, mainly because of the comprehensive, 'pioneering' positions critics have tended to adopt in order to show that Ford is indeed worthy of our attention. As a result, the major novels and romances --the three volumes of Fifth Queen (1906, 1907, 1908), The Good Soldier (1915), and the four volumes of Parade's End (1924, 1925, 1926, 1928) --still need the kind of close, textual analysis that would demonstrate their value as subtle and intricate works of art. In this study, I have attempted to provide a detailed examination of these works.</p> <p>Perceiving an additional 'flaw' in most evaluations of these fictions, whereby form and content are discussed as separate entities, I have focused, instead, on the "rhetoric" of the novels --on the ways in which we are made to see Ford's fictional worlds. Seen through the perspectives afforded by Scharer's "Technique as Discovery", Booth's The Rhetoric of Fiction and Lodge's Language of Fiction, this theoretical framework is discussed in the opening chapter. By focusing upon rhetoric as being an integral part of the process by which we are moved to a unique view of experience, I try to illuminate some of the "enigmas" surrounding the selected fictions, as well as counter many of the negative criticisms that have hitherto appeared.</p> <p>In my chapter on Fifth Queen, I argue that the rhetoric Ford there employs is designed to fully explore the romance form. By focusing upon the range of effects in the trilogy, we see that, contrary to its general reputation, Fifth Queen is not a structure without unity, but a unified "song" of the romance heroine who seeks to give a shape to experience through a faith in something outside the self. The other characters in the trilogy fail to respond to Katherine's qualities, and the rhetorical effects Ford employs bring out their failings and Katherine's triumph of selfhood. These failings are especially noticeable in Henry VIII who is incapable of the kind of love which would take him beyond his own limitations. In many ways, ·the contrast between Henry's imprisonment in his "passions" and "prides", and Katherine's freedom through a love for something outside the self, is a pattern repeated throughout Ford's work.</p> <p>Any consideration of the rhetoric of The Good Soldier must deal with the narrator Ford uses to tell his "Tale of Passion". I show how the values or norms we are made to see as of importance in the novel are precisely those which help the narrator tell his tale. This is particularly true of the most important value, passion. Passion enables Dowell, as faith does Katherine, to transcend the self in order to escape its constraints; as a consequence, he can see things from another point of view. It also allows him to give experience a form, and, through this creative act, he finds a degree of self-awareness and freedom. Passion is the value he comes to see as being the sentiment that Edward Ashburnham tried hardest to express. It is the sentiment that Leonora fails to understand. However, Dowell does understand passion and the "affair" as a whole; as a result, he comes to align himself with the "passionate" who are destroyed by a "garrison" mentality that denies anything exceptional in life.</p> <p>Passion is also the subject of Parade's End, and the value which lies behind its telling. Approaching the novel through its rhetoric, I show how the tetralogy is a unified work, of which the much maligned fourth volume, The Last Post, is an integral part. The sequence of volumes is structured in such a way that it explores various kinds of passion: those that are destructive and imprison the characters involved, and those that are creative and are seen as a source of life. We, as readers, experience these passions, and the shaping of our experience depends upon Ford's successful handling of his medium--especially his use of character, point of view, juxtaposition, language, time and setting. I analyses these aspects of the novel's rhetoric by tracing them through the entire fabric of the tetralogy. There emerges an excellent depiction of passion which is the equal of The Good Soldier.</p> / Doctor of Philosophy (PhD)

Yes / A four-element compact dual-band patch antenna having a common ground plane operating at 28/38 GHz is proposed for millimeter-wave communication systems in this paper. The multiple-input-multiple-output (MIMO) antenna geometry consists of a slotted ellipse enclosed within a hollow circle which is orthogonally rotated with a connected partial ground at the back. The overall size of the four elements MIMO antenna is 2.24λ × 2.24λ (at 27.12 GHz). The prototype of four-element MIMO resonator is designed and printed using Rogers RT Duroid 5880 with εr = 2.2 and loss tangent = 0.0009 and having a thickness of 0.8 mm. It covers dual-band having a fractional bandwidth of 15.7% (27.12–31.34 GHz) and 4.2% (37.21–38.81 GHz) for millimeter-wave applications with a gain of more than 4 dBi at both bands. The proposed antenna analysis in terms of MIMO diversity parameters (Envelope Correlation Coefficient (ECC) and Diversity Gain (DG)) is also carried out. The experimental result in terms of reflection coefficient, radiation pattern, gain and MIMO diversity parameter correlates very well with the simulated ones that show the potential of the proposed design for MIMO applications at millimeter-wave frequencies. / This work is supported by the Moore4Medical Project, funded within ECSEL JU in collaboration with the EU H2020 Framework Programme (H2020/2014-2020) under Grant Agreement H2020-ECSEL-2019-IA-876190, and Fundação para a Ciência e Tecnologia (ECSEL/0006/2019). This work is also funded by the FCT/MEC through national funds and when applicable co-financed by the ERDF, under the PT2020 Partnership Agreement under the UID/EEA/50008/2020 Project.

The effects of participation of fifth grade students in the Mathematical Olympiad for Elementary Schools were investigated. Fifth grade subjects at one school who participated in the Mathematical Olympiad for Elementary Schools were compared with non-participants in routine and non-routine mathematics problem-solving achievement, non-routine problem-solving process levels, and attitudes towards mathematics. Results indicated that participation positively affected the participants’ non-routine problem-solving process levels but no uniform results were found on the other factors. The importance of appropriate non-routine mathematics problem-solving tests was indicated as a future source of study. A description of the investigation, instruments and results is included. / Master of Arts

The problem with which this investigation is concerned is the effect of work-study method instruction upon the achievement of students in fifth grade social studies. The purpose of this investigation is to determine the effects of the SQ3R (Survey, Question, Read, Recite, Review) Study Method instruction upon the achievement of students in fifth grade social studies. The subjects ranged in age from ten years two months to thirteen years three months. Th I.Q. for the subjects ranged from 70 to 135. Of the 102 subjects involved in the study, 42 were male and 60 were female. The I.Q. score from the California Test of Mental Maturity, S Form was used to structure the subjects into three intelligence levels. Fifty-four subjects served as the experimental group, and forty-eight served as the control group. The instrument used to obtain pretest and posttest scores on the variable relating to achievement was the SRA Assessment Survey, Blue Level. Form E was used for the pretest, and Form F was used for the posttest. The subjects were assigned to four classes which were near equal. Two classes were selected by the principal to serve as the experimental group. The other two classes served as the control group. The investigator spent equal time with the control and the experimental group. The four classroom teachers rotated between experimental and control groups on an equal basis. Students in the experimental group met nineteen times during the study for a thirty-minute period. During these sessions, the experimental subjects used the SQ3R Study Method to do social studies assignments. The control group met for the same number of sessions and for an equal amount of time. They worked with the same content but without using the SQ3R Study Method. The analysis of covariance was employed with pretest scores as the covariant.

The problem of this study is concerned with the change in social distance to foreigners after the inclusion of Spanish language instruction in a four-week, fifth-grade social studies unit on Latin America.

This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.

The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.

The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.