Thesis (Ph.D.)--University of Texas at Dallas, 2008. / Includes vita. Includes bibliographical references (leaves 116-126)

Zugleich: Diss. Mainz, 2007. / Literaturverz.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 202-212.

Thesis (M.S.H.S.A.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on May 27, 2009). Includes bibliographical references.

Project (M.A.)--Brigham Young University. Dept. of Linguistics and English Language, 2005. / Includes bibliographical references (p. 41-42).

Thesis (M.A.)--Catholic University of America, 1992. / Includes bibliographical references (leaves 85-92).

The purpose of this study was to examine challenges encountered by Chinese-international students’ self-regulated learning (SRL) in university courses in Canada and compare them to challenges experienced by domestic students. Participants included 38 Chinese-international students and 106 Canadian-domestic students studied in a self-regulated learning (SRL) strategies learning course. Weekly over 10 weeks, participants (a) rated their experiences with a list of possible challenges, (b) identified their dominant challenges from a list, (c) identified one possible strategy for addressing the dominant challenge, and (d) rated how successful the strategy selected was. Findings indicated that domestic students reported higher proportional frequency of motivation challenges, compared to the other group. From the perspective of strategy use, domestic participants reported persisting strategies more often, but Chinese-international students more frequently reported social-regulation strategies. The most dominant challenge reported by both Canadian-domestic students and Chinese-international students is motivation challenge. For addressing the motivation challenge, domestic students most frequently reported an Adjust or change strategy, but Chinese-international students reported a Social-oriented strategy. Both groups identified that their strategies use was a moderate success. Findings from this study will inform policy and practice in the area of intercultural learning by identifying specific challenges to be addressed in supporting Chinese-international students and Canadian-domestic students. / Graduate

D.Cur. (Professional Nursing) / The aim of this study was tot describe a model for accompanied self-study in Nursing. Our present time-frame confronts us on a daily basis with the realities of rationalization and financial cutbacks. Amidst these demands, an effective, goal directed philosophy of education is still expected. The challenge of effective education is lodged between on the one hand, the expectations of society and on the other hand, the expectations of the South African Nursing Council. The emphasis in nursing should focus on the development of critical thinkers, who deliver quality nursing. The model is described by means of an exploratory, descriptive, qualitative, theory generative and contextual design for the purpose of accompanied self-study, utilising the hierachial order of research constructs as described by Mouton and Marais (1990). This model is described within the framework of Nursing Theory for the Whole Person (NTWP), reflecting man as a whole person - body, mind and spirit. The theoretical assumptions are derived from NTWP, the constructivistic perspective on learning and teaching, as well as Gravetts' (1993) perspective of teaching as the creation of a context conducive to student learning. The methodological assumptions are based on Botes' research model implying a functional approach to the practice of science. The determinants guiding the study were identified, justified and appropriate research strategies selected. The first step in the model description encompases concept identification and. classification. The survey list of Dickoff, James and Wiedenbach (1968:420), which focuses on the agent, recipient, context, purpose, procedure and dynamics was utilized. The agent in this study was identified as the learning accompanist, and the debate was focused on the shift from lecturing to the management of education. The recipient in this study was the adult as learner who displays specific traits requiring accommodation in the didactic situation. The context of this study is Nursing Science and Nursing. The purpose of this model is to facilitate deep-holistic lifelong learning. The nurse should engage in lifelong learning to render quality nursing care and display critical thinking ability. Two procedures are identified in this model, namely the intentional creation of a context conducive to learning by the learning accompanist as well as the procedure being utilized by the adult as learner, namely accompanied self-study. The underlying dynamics of the model is motivation, as this is a prerequisite for achieving the goal in the model. Focusing on the context of the survey list, a conceptual framework was described, primarily by means of indirect observation and exploring the literature. Accompanied self-study was identified as the main concept in this model. The main theme in this model was an argument for learner-centered education. The other concepts are interrelated and reflect an interdependence in relation to one another. Accompanied self-study was derived from Education, followed by a process of thorough concept analysis resulting in the formulation of a unique definition. During the description of the conceptual framework, deductive logic was utilized to formulate statements during each facet of the survey list. Six sets of statements were formulated with a sum total of thirty one statements on conclusion of the conceptual framework. The model description was derived from these statements with in-depth attention to the structure and process. During the development of this model, it was implemented, and then evaluated by the learners. The model was subsequently evaluated by seven experts and refined. In the following step, guidelines were described by means of deductive and inductive logic, focusing on specific guidelines for the learning accompanist and adult as learner. The unique contribution of the study is the description of accompanied self-study in the context of Nursing Science as a new teaching educational approach based on the constructivistic perspective on learning and teaching as well as the perspective of teaching as the creation of a context conducive to student learning. The purpose of this being the facilitation of deep-holistic lifelong learning, implying the rendering of quality nursing care and the display of critical reasoning by the nurse. The value of this study is embodied in the operationalization of the model which provides positive certainty for the researcher that the model is functional and implementable.

My premise in this dissertation is that the tradition of independent theatre for young audiences created in Córdoba, Argentina is a worthy community of practice for Applied Theatre study. To provide the much needed documentation of and exposure to this community of practice, and to defend the hypothesis that this community of theatre practice represents a valuable contribution to the Applied Theatre canon, this research project focuses on the following questions: What are the key characteristics of independent theatre for young audiences practice in Córdoba, Argentina between 2001 and 2016? What are the recurring themes and ideas emerging from this community of practice and in circulation among its artists? How are these characteristics, themes and ideas similar to and different from the overall community of independent theatre practice in Córdoba, Argentina during the same period? / Graduate

This dissertation deals with the problem of manipulating and storing an image using quadtrees. A quadtree is a tree in which each node has four ordered children or is a leaf. It can be used to represent an image via hierarchical decomposition. The image is broken into four regions. A region can be a solid color (homogeneous) or a mixture of colors (heterogeneous). If a region is heterogeneous it is broken into four subregions, and the process continues recursively until all subregions are homogeneous. The traditional quadtree suffers from dependence on the underlying grid. The grid coordinate system is implicit, and therefore fixed. The fixed coordinate system implies a rigid tree. A rigid tree cannot be translated, scaled, or rotated. Instead, a new tree must be built which is the result of one of these transformations. This dissertation introduces the independent quadtree. The independent quadtree is free of any underlying coordinate system. The tree is no longer rigid and can be easily translated, scaled, or rotated. Algorithms to perform these operations axe presented. The translation and rotation algorithms take constant time. The scaling algorithm has linear time in the number nodes in the tree. The disadvantage of independent quadtrees is the longer generation and display time. This dissertation also introduces an alternate method of hierarchical decomposition. This new method finds the largest homogeneous block with respect to the corners of the image. This block defines the division point for the decomposition. If the size of the block is below some cutoff point, it is deemed to be to small to make the overhead worthwhile and the traditional method is used instead. This new method is compared to the traditional method on randomly generated rectangles, triangles, and circles. The new method is shown to use significantly less space for all three test sets. The generation and display times are ambiguous. More time is taken for each node, but there are, on average, fewer nodes. The worst case is significantly worse.