Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (59-66 p.).

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

The fractionation of zircons by sedimentary processes into continental margin sandstone deposits results in a biased preservation of pre-existing continental crust in the form of zircon in those sequences. This provides a unique opportunity to distinguish between the contrasting theories of episodic growth versus constant volume of continental crust over geologic time through Hf isotope ratios of detrital zircons. ¹⁷⁶Hf/¹⁷⁷Hf ratios were determined for detrital zircon fractions from 2.6-3.0 Ga old sedimentary sequences from the Canadian Shield, North Atlantic, Wyoming, and Kaapvaal Cratons. Hf T(CHUR) ages are less than 3.0 Ga and ε(Hf) values are positive or slightly negative at the time of deposition for most of the Malene, Canadian Shield, Wyoming and upper portions of the Kaapvaal sediments. Notable exceptions are basal samples of the Pongola (3.32 Ga), Dominion (3.11 Ga) and Witwatersrand (3.13 Ga), an arkose from Michigan (3.20 Ga) and one Malene sample (2.97 Ga), all of which either unconformably overlie or are closely associated with pre-3.0 Ga crust. Nd data for shales from the same sequences in the Canadian Shield and Kaapvaal sequences mimic the Hf results. The late Archean sequences appear to be dominated by zircon populations of late Archean age. Hf model ages, from pre-3.0 Ga strata (Upernavik of Labrador and quartzites from Montana), range from 3.1 to 3.6 Ga and are broadly consistent with ages of coexisting volcanics or intrusives, suggesting little inheritance of significantly older material. 2.0-2.5 Ga old quartzites from the Canadian Shield, Wyoming and South Africa have 2.58 to 2.84 Ga model Hf ages indicative of a large expanse of late Archean crust exposed at the time of deposition. The data strongly suggest inheritance of pre-3.0 Ga zircons only in areas where pre-3.0 Ga old crust exists today, and imply that the quantity of continental crust prior to 3.0 Ga ago was not much greater in extent than the pre-3.0 Ga crust exposed today. Small amounts of continental crust prior to 3.0 Ga ago and rapid addition of continental crust between 2.5 and 3.0 Ga ago are consistent with the episodic growth theory of crustal evolution.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

Thesis (EdD)--Open University.

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 72 p. : ill. Includes abstract. Includes bibliographical references (p. 50-51).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 1999. / Includes special report study entitled: Learning/teaching space typology : spatial features, activity patterns and its application for people with learning. Includes bibliographical references.

Carol Dweck's (1988) social-cognitive theory of achievement proposes that individuals will be most likely to pursue challenges and persevere in the face of obstacles if they (a) attribute failures to lack of effort, (b) possess an incremental theory of intelligence, and (c) possess high confidence in their intelligence. A recent study by Breed and Koestner (1991) showed that all 3 of these factors enhanced motivation among 5th and 6th grade children in regular classes. The present study examined the relation of these variables to the motivation of 44 7th, 8th and 9th graders who were classified as learning disabled (LD). Results showed that children who are LD are significantly less likely than other children to attribute failures to a lack of effort. Results also showed that children who are LD, like children who are not LD, displayed enhanced motivation when incremental theories of intelligence are highlighted. Finally, it was shown that children who are LD do not respond to positive feedback with enhanced motivation, as would children who are not LD. In fact, there was a marginal trend for children who are LD who received neutral feedback to display more motivation than those who received very positive feedback. The study highlights the difficulty of providing positive performance feedback to LD children in a convincing manner.