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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
61

The construction and testing of an interactive model for understanding alcohol misuse in middle adolescence

Tsiboukli, Anna B. January 1995 (has links)
A synthesis of two distinct research methods was used to investigate the extent to which Rhodes & Jason's (1988) Social Stress model, Olson's et.al. (1985) Family Cohesion and Adaptability theory and the Self-Efficacy construct (Lawrance, 1988) were associated with adolescent drinking behaviour. Two studies were carried out, one qualitative and one quantitative, based on the responses of a non-random sample of 60 and 238 adolescents respectively. Differences between Abstainers, Drinkers and Occasional Drinkers were investigated. No significant gender differences were identified in both studies, in regard to drinking practices reported by adolescents themselves. Analyses of the data in the qualitative and quantitative study reveal that family interactional patterns, locus-of-control, self-efficacy, peer drinking and peer pressure to drink accounted for the differences between Drinkers, Abstainers and Occasional Drinkers. In contrast, the three groups did not differ significantly in self-esteem, knowledge, social anxiety. social support and ability to resist pressure to drink. The findings are interesting in focusing on the fact that Drinkers differ significantly in a variety of measures from Occasional Drinkers and not just from Abstainers. Implications for future research are discussed.
62

Determinants of access, participation and learning outcomes at primary level in Nepal

Ranabhat, Min January 2014 (has links)
Nepal’s national education strategies have sought equitable access and high quality education for all primary children. Progress towards Education For All (EFA) was examined through secondary data using trend analysis with regard to access, participation, equity and exclusion at primary level. Original research investigated learning outcomes in basic reading and arithmetic using an Annual Status Education Report (ASER) type survey. Quantitative methods were used to isolate factors showing high association with access and quality of education. A first analysis employed the Ordinary Least Square method with univariate and multivariate levels of estimation of student performance at school level. A second analysis applied Logistic Regression (univariate and multivariate level) to estimate the key predictor variables at an individual student level. In both analyses the models were employed at three levels of significance. Findings showed inequitable or non-inclusive enrolments and substantial disparities in access and participation particularly in ethnic minorities. There are major quality concerns: from the ASER type testing the majority of rural primary school children were unable to carry out basic number recognition and computation or simple reading in the Nepali language. This was particularly the case for girls and those from the lowest economic quintile. At school level, factors of student attendance, student teacher ratio, textbooks, and school location were statistically significant in relation to learning outcomes, however teacher training and qualifications were negative beta coefficients. At individual level, student characteristics and family factors such as gender, parental education, annual income and parental support were the most important in relation to student performance. Large disparities persist between geographic regions and underserved social groups with a disproportionate impact on girls, the poor and the most vulnerable ethnic minorities. Major hurdles remain to secure satisfactory outcomes for all in primary education in Nepal and achieve the EFA goals of universal quality primary education by 2015.
63

Conceptions of academic freedom in English faith-based universities and university colleges

Precious, Carol January 2014 (has links)
Academic freedom is a contested concept, and in the present climate in higher education, is currently considered by many academics to be under threat nationally and internationally. This thesis focuses on how academic freedom is conceived and addressed within the context of a particular sector of higher education. The focus of the study was the fourteen English members of the Cathedrals Group, which is a distinctive sector in higher education, as the members are universities and university colleges with a historical faith-base. Formerly established as Church teacher-training colleges, these institutions have latterly evolved and gained university college and university status. Within higher education, faith-based institutions differ from secular universities and university colleges in that they have a historical relationship with their founding Church, which continues to be a part of their institutional identity to the present day. The reason for selecting this group of institutions was that faith-based institutions are sometimes criticised for placing limits on academic freedom. The empirical data for this research was gathered from indepth semi-structured interviews with eleven senior managers and eleven academics. The findings indicated that although there were isolated instances where academics had experienced restrictions, for the majority of those interviewed there was no tension between the institutions’ faith-base and their academic freedom. The Christian foundation was not an important consideration, had little effect upon their academic work, and academics’ definitions and experiences of academic freedom were reported as no different from traditional conceptions of academic freedom. One of the possible explanations offered for this is that in their progression towards achieving university status, the institutions have become increasingly secularised and therefore for many academics the possibility of any limitations to academic freedom in relation to the faithbase of their institution was not an issue for consideration.
64

The contribution of the Modern Orthodox Jewish faith school in twenty-first century England to conceptions of religious toleration and citizenship

Levin, Lynne Robyn January 2014 (has links)
This thesis challenges the widely held liberal view that faith schools are necessarily a conflictual influence in contemporary society. In examining the conceptual resources that the Modern Orthodox Jewish (MOJ) faith school might bring to the formation of its pupils as tolerant citizens, the thesis draws on selected contexts and concepts of toleration from British thought in the seventeenth and early eighteenth century most notably that of John Locke, from the era of Enlightenment and Emancipation in seventeenth to nineteenth century Europe, and from contemporary ideas concerning aspects of toleration and citizenship central to the present day. The argument does not take for granted homogeneous and conventional conceptions of toleration, or indeed of intolerance. In paving a critical path, it offers fresh perspectives on religious autonomy and diversity from a philosophical, historical, theological, political and educational point of view. These ideas provide a significant contribution to issues of crucial current debate concerning religious toleration and citizenship in twenty-first century liberal democratic England. Finally the thesis suggests ways in which the MOJ faith school might educate its pupils to participate in, and contribute to, wider society as a community of tolerant practice, and offers ideas concerning the philosophical framework that might underpin this practice.
65

The women's cause : feminist campaigns 1918-1928

Law, Vivien Cheryl January 1993 (has links)
This thesis shows that the first wave Women's Movement continued the struggle for the franchise during the Great War and throughout the 1920s until its success in 1928. It also details the campaigns for the social and economic emancipation of women in the period from 1918 to 1928. It provides a first step in recovering this history of political activity carried out through a network of women's organizations which expanded to embrace all aspects of women's lives. Chapter 1 acts an introduction and clarifies some questions of treatment and perspective. Chapter 2 describes the Movement's membership and details the suffragists' activities throughout the War and their contribution to the success of the franchise in 1918. In Chapter 3, the consequences for the women's organizations of re-ordering agendas and constitutions because of the vote, is followed in the next three chapters by a detailed examination of the post-War period of reconstruction. This includes the progress of women's political participation, the scale of the reforms it pursued and the economic problems of demobilisation and political opposition. The documentation•of the growth of political confidence and skill in the three General Elections from 1922 to 1924 in Chapter 7, also serves to illustrate the diversity of approach enshrined in the non-party and party organizations. The reappraisal of feminist ideology is set within the context of the development of the equalitarian and welfare theories in Chapter 8. Chapter 9 deals with the campaign which united the Movement in a concerted effort to win the vote for all women. The thesis concludes in Chapter 10, with a brief description of the Movement's response to its franchise success and its remit for future activity in.
66

Freedom, well-being and schooling : beyond desire-satisfaction

Marples, Roger January 1994 (has links)
Schools have an undeniably crucial role in influencing the ways in which well-being is perceived. They are also instrumental in promoting or frustrating opportunities whereby people may come to appreciate the significance of alternative courses of action as well as providing an understanding of ways in which these might be pursued. It is thus incumbent upon teachers to appreciate the nature of freedom and its place within an overall theory of personal well-being. This thesis is meant to contribute to a clarification of some of the complexities involved. Its aim is twofold. Firstly, it attempts to refute accounts of freedom and personal well-being which rely on desire-satisfaction as a criterion of rational choice. Such accounts are shown to be defective in that they are ultimately subjective and result in consequences which are at once paradoxical and disturbing. The value we attach to freedom - as something having as much to do with the capacity to choose from a range of significant alternatives as being unencumbered by constraints - is in virtue of its importance in the kind of life appropriate for persons, namely that which is compatible with flourishing or personal well-being. If there were no more to freedom than the removal of relevant constraints it is difficult to see why we should attach such importance to its promotion and preservation. Alternative possibilities are identified in a variety of ways but their criteria of significance are a function of something altogether less subjective than the fact that they are desired. Desire-satisfaction accounts of freedom and well-being derive their support from a familiar and widely held position within philosophical psychology in spite of the fact that it is based on little more than Humean dogma. It grants logical priority to desire over value and is thus unable to account for human interests and well-being in anything other than subjective terms. It is the second principal task of the thesis to reverse this order of priority and thereby to account for well-being by reference to a conception of human nature based on real-interests, the absence of which are likely to result in persons being harmed. If it succeeds in this it is possible to conceive of well-being in more objective terms while at the same time accommodating widely differing conceptions of flourishing in accordance with individual and freely chosen lives. Compulsory schooling is seen to merit justification largely in terms of the extent to which it succeeds in promoting the freedom and well-being of those destined for citizenship in a democracy.
67

Socio-economic factors and the schooling of working-class children aged seven and under in seven areas of North London, 1800-1851

Browne, Naima January 1991 (has links)
In the 1850s publicly-aided schools for infants co-existed with private working-class schools, some of which also catered for very young children. During the first half of the nineteenth century parents of infant-aged children could decide whether or not to send their child to school; if they opted for schooling they might then have had to make decisions about the type of school to use. This investigation set out to establish whether working-class parents' decisions regarding the schooling of their very young children were influenced by a range of socio-economic factors, and whether parents with certain life-styles were more favourably disposed towards the public infant schools than towards the much maligned private working-class schools. This investigation examined the school attendance of infants in relation to a range of socio-economic factors, which included parental occupation, whether or not the mother was at work, the employment and schooling patterns of older children in the family, the parents' religion and country of birth, the size of the family and the ages of the children concerned. The autonomy and independence of members of the working-class was acknowledged throughout the study by emphasising the parents' role in determining the pattern of their children's education. Seven small areas of North London were chosen for in-depth analysis. The areas differed in terms of their social make-up and the availability of schooling facilities. The 1851 census enumerators' returns were used in order to recreate a picture of school attendance in the survey area, and school attendance was analysed in relation to the socio-economic profiles of the families. The study concludes with a summary of the findings and a comparison between the school attendance patterns in the seven areas.
68

Parental rights in religious upbringing and religious education within a liberal perspective

McLaughlin, Terence Henry January 1991 (has links)
This thesis engages in a critical examination of parents' rights in religious upbringing and religious education within a liberal perspective. One of the central features of a 'liberal perspective' is taken here to be a commitment to the importance of valuing and developing the autonomy of the child. This commitment has important implications for the defensibility of both religious upbringing and religious education, and for the scope of parental rights that can be exercised in relation to them. In the first three chapters it is argued that, given this perspective, parents have a right to give their children a certain kind of religious upbringing; one where their children are brought up to have an initial determinate religious commitment, but one which is both open to, and compatible with, the child's eventual achievement of autonomy. This view is defended against a range of objections and the character of such an upbringing is explored in some detail. In the next four chapters it is argued that, following on from this claim about religious upbringing, a broadly similar claim can be made about religious education and schooling. Parents are seen as having the right to give their children a distinctive kind of liberal education, including a form of religious schooling, which seeks the development of their child's autonomy from a particular starting point. The argument proceeds from an analysis of parents' rights in general concerning education, through a critical exploration of the notion of liberal education, to an outline of the concept of the `liberal religious school' and an analysis of the difficulties to which it gives rise. The thesis concludes with an exploration of further considerations which support the view that a plurality of forms of liberal education, including education in religion, should be acknowledged, in relation to which parental rights can legitimately be claimed and exercised.
69

Meaning theory and the problem of the acquisition of a first language

Gilroy, David Peter January 1991 (has links)
The thesis begins by making two distinctions which are central to its methodology. The first is that between valid and invalid criticism, the second between philosophy of language and meaning theory. These distinctions combine to produce the methodology which informs the thesis, namely that a theory of meaning can be validly criticised in terms of its account, implicit or explicit, of first language acquisition and, conversely, an account of first language acquisition can be validly criticised in terms of its theory, implicit or explicit, of meaning. The thesis continues by testing the appropriateness of the methodology against the classical empiricist and rationalist accounts of meaning expressed in terms of Ideas, arguing that the majority of criticisms of these accounts misfire as they do not operate within the framework of the positions they purport to criticise. Such invalid criticism is replaced with that argued for here, the conclusion being that the classical accounts of meaning are to be rejected on the grounds that they make use of a phenomenon, language, whose acquisition they cannot, within the terms of their own position, explain. Modern, post-Fregean, empiricist and rationalist positions, those of Quine and Chomsky respectively, are then subjected to similar treatment. Both of these positions have explicit accounts of first language acquisition and so the conclusion to this section of the thesis reverses that reached when discussing the classical positions, in that the explanations of first language acquisition given by modern empiricists and rationalists are based on meaning theories which, for a variety of reasons, do not justify their explanations of the phenomenon of first language acquisition. In an attempt to move towards a more positive position two alternative accounts of meaning theory, the formal and the descriptive, are then examined. The formal account, Davidson's, is defended against those critics who produce attacks centering upon its meaning theory as being, in the sense described above, invalid. However, as it is then shown not to be able to account for first language acquisition, it is eventually rejected. The descriptivist account is identified by tracing the development of Wittgenstein's philosophy to support a particular interpretation of his later account of meaning as being a descriptive one and a defence is offered to a number of criticisms of that position. A poorly worked out experiential account of first language acquisition is then identified, and this is developed further by introducing the area of non-linguistics, where meaning can be given without words. The thesis concludes by suggesting that this area's account of first language acquisition, although having a number of difficulties with its implied meaning theory, can be combined with the later work of Wittgenstein to produce what is at least a descriptively adequate account of both meaning and first language acquisition.
70

Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988

Adams, Pauline January 2013 (has links)
In recent times there has been a resurgence of interest in the history of music education, which has opened up new opportunities for the re-interpretation of both established and changing philosophies, pedagogies and practices. Historical research into music services within LEAs is still a fertile area for investigation. This thesis brings new arguments and evidence to bear upon an under-researched and emerging area of study. The focus of this particular investigation emerged from the author’s earlier research into the history of the Inner London Education Authority (ILEA) music service, the findings of which revealed three interrelated factors underpinning its development: funding and commitment, strong leadership, and the ‘London’ factor. These earlier research findings prompted further questions leading to the conception of the rationale and focus for this thesis. The first was to ask if government reports, and the ensuing initiatives they fuelled, had led to other LEAs developing their approaches to state music education in similar or parallel ways and at similar rates, and the second was to examine the role that individuals played in steering the direction of music education within the different authorities. Empirical research has provided an overview of the developments in England within three separate demographically contrasting LEAs: Leicestershire, London and Manchester, which in turn represent a large rural county, the capital city, and a relatively large northern industrial city. During the period of the chosen time frame of this study the LEAs, and those appointed to lead them, were at their most powerful and influential, but, from the mid-1970s onwards, their autonomy gradually declined as education became more centralised through government intervention, resulting in loss of power and the consequent sidelining of their role, a situation which impacted significantly on state provision for music. This thesis examines the consequences of the effects of decision making, by organisations, and their individual interpretation, on music education thinking and practice.

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