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This inquiry explored cooperative learning theory and methodology in the context of teaching functional keyboard skills in undergraduate collegiate group piano classes. The purpose was to create a teaching guide to be used in the teaching and learning of harmonization, transposition, improvisation, sight-reading, accompanying, playing by ear, and technique. The guide was created using established cooperative learning methods and was intended to be used in conjunction with other resources common to collegiate group piano classes. The majority of cooperative learning material pertains to non-music subjects; of those resources that relate to music, there are almost no available published sources that incorporate cooperative learning into the group piano curriculum. Teachers of collegiate group piano classes may wish to use this guide to introduce cooperative learning methodology in their teaching situations. / School of Music

This thesis is concerned with the organizational development of aboriginal groups in Ulai. Taiwanese aborigines are minorities in Taiwan. They have suffered many difficulties such as poverty, unemployment, little education in their lives. With the trend of organizing groups to pursue rights in society, Taiwanese aborigines have learned to protect their rights and to solve their problems through organizations. Therefore, this research tries to present the situation and characters of groups in Ulai by interviewing the elite. Additionally, the information on the organizations and on the population of Ulai is compared with this of Taipei County and the whole country, in order to realize the standard of the groups in Ulai. The conclusions are: 1.The number of aboriginal groups has been rising in Ulai but there is no extremely large group. The reason is that the population of Ulai grows very slowly and the groups cannot get as many members as they want so that segmentary differentiation is not found. On the other hand, stratificatory differentiation is discovered in the most two large groups. 2.The financial resources of the groups are overlapped. The main financial resources are fees, donations, subvention, and interest incomes. 3.The groups interact and cooperate with one another. However, they usually interact according to the local government's invitation but not because of their own decision. The groups sometimes join forces to offer activities as a result of lacking money or socializing. 4.Most of the activities held by the groups in Ulai are associated with learning and entertainment. Nevertheless, the groups also provide irregular service for people when they need help. Also, we find that the aboriginal groups in Ulai are becoming specialized. The categories are getting varied. 5.There are more and more people who live in Ulai and they are better educated. Besides, the financial situation is getting better over there too. Those improvements make people have better abilities to organize groups. Still, the slow growth of population is an obstacle to the development of the groups in Ulai. It probably hinders further expansion of the aboriginal organizations. 6.There are spontaneous aboriginal organizations in Ulai. Although their functions are the same as the government¡¦s work, their existence helps the government serve the people more efficiently.

Recent advances in information technologies provide a unique opportunity for sharing knowledge free from constraints of time and place. One application area is Internet-based learning where members of virtual groups are separated by location, and are challenged by a collaborative project. In this research we investigate the developmental patterns of such groups, and address how trust may shape and be shaped by the virtual groups¡¦ development. Twenty-five groups in a cyber-university participate in our study. Our findings suggested the development of virtual groups was characterized by three stages: dependency and flight, fight and pair, and work. In addition, virtual group members initially imported trust rather than developed trust. Calculus-based trust, knowledge-based trust and identification-based trust coexisted and co-evolved over time. Finally, there appeared to be a reciprocal relationship between trust and group development.

Thesis (M.A.) -- University of Texas at Arlington, 2008.

Thesis (BA.(Hons))--University of Queensland, 2002. / Includes bibliographical references.

The purpose of this study is to investigate what kind of idea a group of students in third grade, who attends a school in the Stockholm area, have on group work in school and how they think it affects their learning. The study is based on two questions: What opinion do the students have about group work? What opinion do the students have about how group work affects their learning? The method I have used to retrieve information has been to interview six different students, where the interviews were both individually and in groups. I started by interviewing students individually and then had a group interview. The idea with the group interview was to end it all with a brief discussion about the thoughts that came up during the individual interviews. I chose a selection of six students, four girls and two boys which they all were at the age of 9 and go to the same school. The socio-cultural and structural perspectives, is those theoretical perspectives that my study is based on. I will describe how student’s group work can be linked to theories of Jean Piaget and Lev Vygotsky. Piaget's theory focuses on the student's development as the primary constructive, while Vygotsky presents student’s development and socio-cultural. From these two perspectives, I will highlight how students get affected by each other in the context of group work. The core concept in my study is based on cooperative learning, which is a new approach to group work. I will also define other concepts such as group and group work. The results of this study show that students connect group work to collaborative situations both in and outside of school. The learning was connected to both the formal and informal learning in groups. According to the students the concept of teamwork is to work together, and many times the students connected the teamwork with collaborative situations outside of school rather than in school. Students see group work as both an obstacle and an opportunity for learning. Five of the six students were united on the fact that group work in schools do not work because they rarely collaborate. Based on the results of the interviews the students connected "good cooperation" with "learning", and it mostly focused on the informal learning that occurred outside of school. While the concept of "group work in school" was connected to something more complicated. This study shows how student learning is affected by group work in and outside of school.

The Frobenius group is an example of a split extension. In this dissertation we study and describe the properties and structure of the group. We also describe the properties and structure of the kernel and complement, two non-trivial subgroups of every Frobenius group. Examples of Frobenius groups are included and we also describe the characters of the group. Finally we construct the Frobenius group 292 : SL(2, 5) and then compute it's Fischer matrices and character table. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This thesis describes studies into Group 5 and Group 6 transition metal imido complexes, with particular emphasis on the development of complexes which can be applied to catalytic processes. Chapter 1 highlights the electronic and structural aspects of the imido and alkylidene ligands. The isolobal analogy between Group 4 bent metallocene. Group 5 half-sandwich imido and Group 6 bis(imido) metal fragments is outlined. In addition, Ziegler-Natta type a-olefin polymerisation and Ring Opening Metathesis Polymerisation (ROMP) are briefly reviewed. Chapter 2 describes initial screening of half-sandwich vanadium imido and chromium bis((^t)butylimido) dichloride complexes as catalyst precursors. Synthesis of the chromium bis(imido) dialkyl complex Cr(N(^t)Bu)(_2)(CH(_2)Ph)(_2) (1) is described, its conversion to a cationic alkyl species is probed and the polymerisation activity associated with the resultant compound is addressed. Finally this chapter details the synthesis and characterisation of a range of bis(adamantylimido) chromium complexes. Chapter 3 presents a synthetic entry point into the bis(arylimido) chemistry of chromium. The complex Cr(NAr)(_2)(NH(^t)Bu)Cl (12) is described (Ar = 2,6-(^i)Pr(_2)C(_6)H(_3)) and its conversion to the dichloride complex Cr(NAr)(_2)Cl(_2) (14) is examined. 14 forms the stable monoadduct with pyridine, the X-ray crystallographic study of which reveals a distorted square based pyramidal geometry about the chromium atom. The inclusion of the arylimido ligand at the metal centre allows stabilisation of the chromium bis- phosphine complexes Cr(NAr)(_2)(PMe(_3))(_2) (18) and Cr(NAr)(_2)(PMe(_2)Ph)(_2) (19). The reactivity of 18 towards unsaturated hydrocarbon substrates is briefly investigated. Chapter 4 focuses on the organometallic chemistry of the [Cr(NAr)(_2)] moiety. A range of dialkyl derivatives are isolated and the molecular structures of a selection are solved. The generation of the nascent species [Cr(NAr)(_2)(=CHCMe(_3))] is investigated and the conversion of Cr(NAr)(_2)(CH(_2)CMe(_3))(_2) (24) to Cr(NAr)(-2)(CHDCMe(_3))(C(_6)D(_5)) (25) is the subject of a kinetic study. In chapter 5, the ROMP of a series of amino acid derived norbomene monomers is studied. The resultant polymers are fully characterised and a brief molecular modelling study is carried out on representative polymers chain lengths. Chapter 6 contains experimental details to chapters 2-5.

Thesis (M.H.A.)--University of Michigan, 1979.