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The effect of dichotomous/bipolar thinking, rigid thinking, and tolerance of ambiguity on communication styles : a comparative study of American and Japanese students /Triantis, Georgios. January 1998 (has links)
Thesis (M.S.) -- Central Connecticut State University, 1998. / Thesis advisor: Dr. Yanan Ju. "...in partial fulfillment of the requirements for the degree of Master of Science in Communication." Includes bibliographical references (leaves 56-59).
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Old English scholarship in England from 1566-1800Adams, Eleanor N. January 1917 (has links)
Thesis (Ph. D.)--Yale University, 1914. / Bibliography: p. 201.
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Plato's distinction between knowledge and opinionKrc, Melvyn Paul, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 76-77).
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The development of Gongyang scholarship in the Han Dynasty Han dai Gongyang xue de fa zhan /Tsang, Chi-yung. January 2001 (has links)
Thesis (M.Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 188-204) Also available in print.
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The facilitation and hindrance of scholarly activity as reported by The University of British Columbia education faculty membersCochran, Michele Sharon Kells January 1985 (has links)
This study was concerned with developing and exploring a reasonably, comprehensive scheme of categories which describes, from the perspective of The University of British Columbia education faculty members, what facilitates and hinders their scholarly activity.
The Critical Incident Technique was used to elicit 547 incidents from forty-one faculty members. These incidents were categorized in three separate ways: according to who facilitated and hindered (the reported responsible agent or agency), to what facilitated and hindered (the reported action of the agent or agency), and to the phase of scholarly activity that was reported facilitated or hindered. Six agent or agency, twenty-three action, and six phase categories were identified. An examination of the action categories themselves revealed that they could be grouped under the superordinate categories: direct, enable, and motivate. An examination of the frequency of reported incidents in categories permitted the identification of relationships among agent or agency, phase, and action categories. Several types of evidence provided support for the reliability and validity of the category schemes.
From an examination of the findings as a whole, six conclusions were drawn. First, not all action categoriesare relevant for every person, project or phase. Second, not all agent or agency categories are involved to a noticeable extent with every action category. Third, the action categories are interrelated. Fourth, the action categories are bipolar in the sense that each actually does contain or may plausibly be said to contain both facilitating and hindering events. Fifth, the action categories happen or could happen as part of everyday university life. Sixth, there is evidence to suggest that the action categories are useful.
Future studies might: 1) undertake further studies which will more fully explore and validate the action categories; 2) determine to what extent the action category scheme applies to other faculties of education and other faculties; 3) use alternative methods to confirm relationships among action, agent or agency and phase categories; 4) examine how the action category scheme is affected by diverse types of change; and 5) determine how an administrator can best accomplish the task of motivating, enabling, and directing scholarly activity. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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A factor analytic study of the relationship between attitudinal variables and academic learning /Meara, Naomi M. January 1967 (has links)
No description available.
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The differentiating effect of a questionnaire based on learning perspectives /Eley, George January 1967 (has links)
No description available.
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De Aristarchi discipulisBlau, August. January 1883 (has links)
Thesis (doctoral)--Jena. / Includes bibliographical references.
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The number of factors in scholastic achievementMcDaniel, John Wesley January 1926 (has links)
No description available.
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The comparative value of the "true" index of studiousness for the purpose of prognosisSisk, Henry L., 1914- January 1937 (has links)
No description available.
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