Thesis (M.S.)--Boston University

Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.

Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.

Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.

Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. [82]-86.

The purpose of this study was to narrate a history of baseball from its origins to the merger of the National and American Leagues in 1903. The author endeavored to produce a work that was interesting to sports enthusiasts and informative to researchers. He also attempted to relate the significance of the development of the institution of baseball to nineteenth-century American society. Based on accepted historical research and writing procedures, a study was completed which exposed the true birth of the game, the expansion and development of the sport from amateur clubs to professional teams, the growth of professionalism under the National League, the commercialization of the business, and the dominant players and teams of that era. The work interpreted the history of baseball in the nineteenth century by defending proposals in a chronicled account. By accomplishing his goals, the writer has added to the body of knowledge in this field. To a limited degree he explained the sociological evolution of the United States over that period of time.

Indiana University-Purdue University Indianapolis (IUPUI) / This study described the education courses in Master of Science in Nursing Education (MSN Ed) degree and post-master’s certificate (PMC) in nursing education programs and determined which of the eight NLN Core Competencies, used to certify nurse educators, were represented. Data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the Certified Nurse EducatorCM (CNE) Examination also were collected. The study used a descriptive design using a web scraping technique. Program information was obtained from the accrediting bodies for graduate nursing programs in 2015. Course description data were obtained from web pages via curriculum plans, course catalogs, graduate handbooks, or other institutional web pages. Data were collected from each program website, collated, uploaded, and analyzed. In both types of programs, evidence was found for the NLN Core Competencies: Facilitate Learning (97%), Participate in Curriculum Design and Evaluation of Program Outcomes (97%), Use Assessment and Evaluation Strategies (95%), Pursue Continuous Quality Improvement in the Nurse Educator Role (88%), Engage in Scholarship (45%), Function as a Change Agent and Leader (30%), Facilitate Learner Development and Socialization (28%), and Function within the Educational Environment (12%). Only 36% and 40% of MSN Ed and PMC in nursing education programs, respectively, were completely distance accessible. Required credit hours varied from 28 to 65 for the entire MSN Ed and from 6 to 47 for the nursing education courses. PMC credit hours varied from 3 to 45. Practicum clock hours, for both programs, ranged from 60–500 while practicum credit hours ranged from 1–18. Revision of MSN Ed and PMC curricula is indicated to improve inclusion of content in all competency areas. Moreover, increasing the number of distance accessible programs may encourage more nurses to consider a master’s degree or post-master’s certificate in nursing education.

While it is a widely accepted argument that ethnicity and armed conflicts are inextricably linked, there is little understating regarding in which conditions and how exactly ethnicity affects armed conflicts, which this thesis aims to explain through a qualitative case study on Burma, a Southeast Asian nation where what is known as ethnic armed organizations and the national armed forces of Burma-the Tatmadaw-have been at war since Burma got independence from Britain in 1948. While ethnicity can turn into a source of conflict in certain situations, ethnic differences per se are not the cause of conflict. However, ethnicity and ethnic groups can produce negative effects in certain situations. As the main research question, this study asks: In which conditions and how 'ethnicity' produce adverse effects that fuel armed conflicts? In addition to the main research question, this study will test three hypotheses in relation of the main research question to get a clear picture of the adverse effects of ethnicity on armed conflicts. The study concludes by discussing research findings and questions for further research in the area of ethnic armed conflict. Klíčová slova: Ethnicity, Armed Conflict, Recognition, Identity Crisis, Burma/Myanmar

Thesis (B.A.(Hons.)) -- University of Adelaide, 1978. / Includes bibliographical references (p. 100-102).