The subject of non-theatrical films is an understudied topic in archival science. This paper shows how the different approaches to censorship measures that were in play during the 1920s have affected the archiving of non-theatrical films. In the advent of technical and artistic advancement of the film medium, non-theatrical film production had become a prolific business in both the USA and Sweden during the 1920s. At this point in time, filmmaking had become sophisticated enough to tackle more ambitious narratives, while non-fiction filmmaking was still in its gestational period before the 1930s when documentary filmmaking started to be regarded as an art form. As two major film nations of the 1920s, American and Swedish lobbying groups had different views on censorship legislation. In 1911, Sweden founded the first federal censorship bureau in the world, Statens biografbyrå. In America on the other hand, the National Board of Review vehemently opposed any federal attempts to legislate the contents of film. Instead, the National Board of Review implemented a different tactic to sanitize film by incentivizing high quality filmmaking through different strategies that were based on film producers’ voluntary cooperation. Through comparative critical discourse analysis of two case studies, this study found that the archival findings from Tullbergs film and Baumer films were symptomatic of being created during the evidence paradigm, as defined by Terry Cook, where the most useful documentation could be found in state institutions exerting control over film.

This study provides a descriptive analysis of the distribution of National Board Certified Teachers (NBCTs) in Virginia, which offers financial compensation to these educators regardless of teaching assignment. Most localities provide additional incentives to recruit and retain NBCTs, again, not targeted or structured in any way. Given the impact of high quality teachers on student learning and the well-documented disparities in access for subsets of the student population, it is important to obtain a baseline measure of NBCT distribution in Virginia upon which leaders might build a plan for reform. Three research questions were addressed: How are NBCTs distributed across Virginia with regards to divisions' ability to pay? In school divisions with a high concentration of NBCTs, what incentive structures do these divisions offer to either support teachers while they apply to NBPTS or to recruit and retain previously successful NBCTs? What are the characteristics of the schools in which NBCTs serve with regards to the race/ethnicity and socioeconomic status of their student populations? The researcher determined NBCTs were distributed unequally across Virginia's divisions and schools based on divisions' ability to pay and student demographics. Formal support structures were found in most high concentration divisions. / Ed. D.

The European Parliament Buildings Directive (EPBD) obliges Sweden to develop plans to enhance the amount of NZEB. Define what NZEB for them exactly constitutes - technical definitions and system boundaries for energy performance calculations. The National Board of Housing, Building and Planning in Sweden has received an assignment from the Swedish government to propose the definition and quantitative approach on energy requirements for NZEB. NBHBP suggest the system boundary should be the delivered (bought) energy. The delivered energy divide into two different energy form. The set system boundary to calculate the specific energy performance with the introduced weighted factor. Makes it possible to compensate the specific energy performance by using renewable energy generators on site. The risk is inefficient buildings can use renewable energy technologies on site to compensate the delivered energy to achieve the 80 kWh/m2, year (the proposed energy requirements for NZEB). This results to high energy cost along with large investments in renewable technologies on site, or the need to add fossil fuels to make up the high-energy demand. The both reference houses Circuitus and Bright Living are NZEB, per the Swedish definition proposal of NZEB from NBHBP. The most significant difference is Circuitus has better heat exchanger and building envelope than Bright Living.

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.

National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Larry Holt. Includes bibliographical references (p. 68-74).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Ed.D.)--University of Central Florida, 2008. / Advisers: Larry Holt, Randall Hewitt. Includes bibliographical references (p. 95-106).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 172-187).