The problem of this study was undertaken to determine what reading material might be developed from the meaningful vocabularies, experiences, and interests of some slow learners from one of the second grades of Nederland, Texas.

The propagation and damping of slow magnetoacoustic waves in the solar atmosphere is investigated, with particular emphasis placed on waves with periodicities of five minutes. The basic model of a uniform temperature loop is extended by the addition of an equilibrium temperature gradient allowing study of wave propagation from the transition region to the corona. The inclusion of thermal conduction produces a phase shift between the perturbations in velocity, density and temperature, which for a non-uniform equilibrium temperature varies along the loop and may be observable as a phase shift between intensity and Doppler shift observations. Forward modelling of the simulation results, for both constant and non-constant equilibrium temperature profiles, is undertaken in order to establish the observational consequences for TRACE, SoHO/CDS and Hinode/EIS. Slow waves propagating in a non-uniform equilibrium temperature loop are seen to damp rapidly in the corona, however, as a result of the ionisation balance, the inclusion of damping can actually increase the amplitude of some parts of the oscillation. The ability of several data analysis techniques to identify oscillation signatures are examined. In particular, empirical mode decomposition was found to be a very useful technique for extracting oscillations from a wide range of data sets and is capable of intrinsically determining background trends. Co-spatial and cotemporal TRACE 171 A, CDS and EIS data are analysed for evidence of propagating slow waves. Slow waves with periods of 210 s to 370 s are found with amplitudes of 1.2% to 3.4% in the corona and 2.3% to 6.0% in the transition region.

No description available.

Typescript, etc. / Digitized by Kansas Correctional Industries

In this thesis, we studied chirp response and slow light properties in strained saturable Bragg reflector (SSBR). In the part of chirp response studying, we simulated the chirp response of SSBR of pulses with different chirps, and verified the results of related work. The trend of simulation was consistent with experimental result. Therefore firmly believing the broadening or compression ability of chirped incident pulse in SSBR, the pulse compression ability facilitates the mode-locking in laser cavity and generates more narrow pulse. In the studying of slow light properties in SSBR, a home-made pulse shaper system and a cross-correlator system were demonstrated. We control the chirp of the pulse by pulse shaper, and then pulse enter SSBR and reflect from SSBR, and measure the signal distribution in time domain by cross-correlator, finally we can analyze the properties of slow light of SSBR. We have demonstrated the slow light phenomenon was observed as central wavelength of incident pulse approach to resonance absorption of SSBR. In the aspect of chirp control, contrast with negative chirped incident pulse, slower group velocity with larger group delay for positive chirped incident pulse was observed. This could be attributing to absorption increasing which result from more efficient for creating carrier and less-sensitive to the carrier-scattering effect. In addition, we further study power dependence of slow light properties in SSBR under various incident chirps. Increasing group delay with power of incident pulse was performed. In addition, more group delay under saturation was also characterized and analyzed.

No description available.

The two purposes of this study were to examine the relationship between the field-independent/field-dependent cognitive style, self-esteem, and attitude toward school in slow-learning third grade children and to determine if teacher knowledge of the personality characteristics and educational implications of this cognitive style would influence the self-esteem and attitude toward school of these children. The study was conducted within schools receiving supplemental instructional resources under Title I of Public Law 89-10 (Special Educational Needs of Educationally Deprived Children).Twelve teachers and those of their students whose scores on the Otis-Lennon Mental Abilities Test were between 70 and 90 were included in the study. The teachers' level of field-independence/field-dependence was determined by the use of the Embedded Figures Test and the Block Design Subtest of the Wechsler Adult Intelligence Scale. The children's level of field-independence/field-dependence was determined by the use of the Children's Embedded Figures Test and the Block Design Subtest of the Wechsler Intelligence Scale for Children - Revised (WISC-R). The Self-Appraisal Inventory (Primary Level) and the School Sentiment Index(Primary Level) were used to determine the children's self-esteem and attitude toward school. These two instruments were given before and after a 12-week treatment program.The relationship between field-independence/field-dependence and self-esteem was investigated by computing the children's average Z score for the Children's Embedded Figures Test and the WISC-R Block Design Subtest and then correlating these average scores with the scores obtained on the Self-Appraisal Inventory (Primary Level). The relationship between field-independence/field-dependence and attitude toward school was also investigated by correlating the children's average Z scores for the measures of field-independence/field-dependence with the scores they obtained on the School Sentiment Index (Primary Level).The influence of teacher knowledge of the personality characteristics and educational implications of field-independence/field-dependence on self-esteem and attitude school was investigated with a research design which controlled for experimental arrangements and positive teacher expectancy. Four intact groups (three classrooms per group) were used. To control for experimental arrangements, teachers in two of the groups received information concerning the field-independent/field-dependent cognitive style and were given the cognitive style of the slowlearning children in their classes who were participating in the study. Teachers in the other two groups were used as controls and received irrelevant information about the neurological impress method of remedial reading instruction. All of the teachers were asked to apply the information they had received in their teaching. To control for the effects of positive teacher expectancy, the information provided to teachers in one of the two relevant treatment groups was presented in a way designed to create a positive expectancy. The information provided to the teachers in the remaining relevant and irrelevant groups was present in a way designed to create a neutral expectancy. Data was analyzed using a three-factor analysis of variance with repeated measures on one factor. The two non-repeated factors were teacher knowledge and teacher expectancy. The pre and post treatment scores obtained on the Self-Appraisal Inventory (Primary Level) and the School Sentiment Index (Primary Level) served as the repeated measures.This study did not detect any correlation between the level of field-independence/field-dependence and self-esteem or between the level of field-independence/field-dependence and attitude toward school in slow-learning 3rd grade children. Nor did it demonstrate that teacher knowledge of the personality characteristics and educational implications of field-independence/field-dependence have any influence on the self-esteem and attitude toward school of these children.

Thesis (Ph.D.) - University of Glasgow, 1987. / Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.

Thesis (M.S.)--Rochester Institute of Technology, 1981. / Typescript. Includes bibliographical references (leaves 64-65).

Thesis (B.Sc.)--University of Hong Kong, 2003. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.