published_or_final_version / English Studies / Master / Master of Arts in Applied Linguistics

Thesis (M.A.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 58-62).

Thesis (Ed. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 158-161).

No description available.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 136-141.

This study examined the effects of a group treatment of Self-Instructional Training (S.I.T.) with an institutionalized aged (65 or over) population. The purpose of the S.I.T. program was to increase the positive content of speech elicited in a structured social interaction. S.I.T., as developed for this study, followed Meichenbaum's three phase model. First was the educational phase, where the rationale and introduction were presented. Second was the rehearsal phase where therapeutic techniques were developed and modeled. Third was the application phase where newly acquired skills were practiced. Four groups (total N = 51) were randomly assigned to either the experimental group or the no-treatment control group at each of two residential care facilities. The S.I.T. program emphasized substitution of negative self-statements with positive self-statements aimed at developing a more successful repertoire of social interaction skills. Results were analyzed by comparing tabulated positive minus negative self-statements elicited during tape recorded standard interviews. Statistical analysis showed significantly more positive response sets for the experimental subjects on four of the ten hypotheses that reflected the ten standard interview questions. The analysis of the combined responses from the entire interview showed significant differences favorinq a positive response pattern for the experimental subjects. These findings were interpreted to demonstrate the effectiveness of S.I.T. for increasing positive speech content in an institutionalized aged population. A case was made for increased use of S.I.T. programs as a therapeutic means of ameliorating a range of problems faced by the aged. / Graduation date: 1983

Title from title page of covpage PDF (University of Missouri--St. Louis, viewed February 17, 2010). Includes bibliographical references (p. 133-151).

This study examines ideas of self and self-cultivation as developed during the first half of the Choson Dynasty (1392-1911) by focusing on introductory texts or commentaries, diagrams, or Korean annotations on the Great Learning. Moreover, given that much of this material is pedagogical, how and to whom these ideas were presented will also be examined. The scholars examined here were leading thinkers during the first half of the Choson Dynasty— Kwon Kun (1352-1409) helped introduce and lay the intellectual framework of Ch'eng-Chu Neo-Confucianism in the early period of the Choson Dyansty. T'oegye (1501-1570) is often seen as the foremost Confucian scholar of the Choson period. His ideas served as the foundation of a major school of thought during the Choson Dyansty, the Yongnam school. The last scholar, Yulgok (1536-1584), is also seen as one of the great scholars of the period. His ideas form the basis of the other major school of thought in Korean Neo-Confucianism- the Kiho school. Examining the ideas of these thinkers will reveal how ideas of human nature and self-cultivation developed and changed over the early course of the Choson Dynasty and how and to whom these ideas were presented.

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009. / "August, 2009." Title from electronic dissertation title page (viewed 9/30/2009) Advisor, Susan J. Olson; Committee members, Sandra C. Coyner, Suzanne C. MacDonald, Ronald Otterstetter, Lynne M. Pachnowski, Sajit Zachariah; Department Chair, Bridgie A. Ford; Dean of the College, Mark D. Shermis; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.