The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics and computer classes to interpret this information. Quantitative (survey) and qualitative (interview) methods were used to provide answers to the research questions. The quantitative portion of the study involved students' achievement, students' attitudes to science and students' perceptions of the classroom learning environment. A pretest/posttest design was used with achievement outcomes, however, only a single assessment of student attitudes and classroom environment was made. The sample size used to gather data on students' attitudes to science and students' perceptions of the leaming environment was 726 students. Five hundred and ninety-eight (598) students tools the biology test. However, analyses were restricted to the subsample of 158 students who had experienced the anthropometric laboratory activity. Twenty-four students (24) were interviewed for the qualitative part of the study. Data generated from the interviews were used to complement information provided in the surveys. The main purpose of this research was to evaluate these student-centered activities in terms of students' achievement, students' attitudes and students' perceptions of the science classroom environment. Other aims included: to validate generally-applicable measures of classroom learning environments and students' attitudes to science; to investigate gender differences in students' achievement, attitudes and perceptions of classroom environment; and to investigate associations between the classroom learning environment and the student outcomes of performance and attitudes. / Some of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries. / 6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Background: Little is known about the impact cardiac rehabilitation (CR) exercise programs have on daily functional abilities. The purpose of this study was to determine the impact of CR on elderly patients ability to perform common household tasks. Methodology: Twenty-two post myocardial infarction patients (10 female, 12 male; age 75 6.3 years) were studied. Patients were tested prior to entering and again after completion of a CR program (20 combined aerobic + strength training sessions over 8 to 10 weeks; 45 min/day). Physical function was assessed using the Continuous Scale Physical Function Performance 10 test battery (PFP-10). Results: Post-CR the global PFP-10 score increased significantly (59 + 14 vs. 52 17; p = 0.003). Prior to CR 7 patients scored above the threshold for independent living, as defined by a global score 57 units. Post-CR, 12 patients scored above the threshold. Conclusions: A 20 session exercise-based CR program significantly enhanced the physical function of elderly patients. More importantly, 55% of patients scored above the threshold for independence post-CR, suggesting that CR may enhance elderly patients ability to live independently. / Rehabilitation Science

There has been a growing discussion in the fields of education and psychology about the relationship between social skill proficiency and academic excellence. However, the presence of extracurricular involvement as promoting both academic and social development has not been thoroughly explored. The most recent literature syntheses and meta-analyses on extracurricular activity participation were conducted in the 1980??s. An updated review and quantitative look at the participation literature is due. The purpose of this study is to integrate participation studies from the 1990s and give summative information as to the impact of extracurricular activity participation on various educational and psycho-social characteristics. Of the 164 identified studies, 41 were included in these meta-analyses. The current analyses produced 6 different activity categories: general extracurricular activity, sports, work and vocational activities, performing arts, pro-social activities, and community-based activities. The current meta-analyses suggest student outcomes were significantly related to general extracurricular activity and pro-social activity participation. General activities and pro-social activities had the most impact on academic achievement, while performing arts and pro-social activities?? participants reported the largest effect on identity and self esteem related outcomes. Sports and related activities (i.e. Cheerleading) were not as strongly linked to academic achievement indicators as anticipated and student workers had more negative outcomes than any other activity participants. In conclusion, the best outcomes for children and adolescents are brought about through well-built, developmentally appropriate structured activities. Moreover, the academic and social profits of extracurricular activities that have been examined in this study can be used to inform program planning and implementation.

There is no abstract available for this thesis.

While many organizational actors, including firms, governments, universities, and non-profit organizations may have an impact on the innovative capacity of the firms with which they engage, we have little knowledge of their relative importance. The literature on innovation intermediaries reports on the impact of specific types of organizations, but has not considered the relative importance of different types of organizations. While the studies using Community Innovation Survey (CIS) data are able to consider relative effects, data on the nature of those effects are limited. In the interests of a better understanding of the relative nature and degree of the innovation enabling contributions of a range of organizational actors, I conduct a comparative examination of the contributions of firms, governments, universities, industry associations, and research institutes. Using survey data from a sample of 499 firms, I identify the actors that are most strongly associated with each of ten innovation intermediation activities.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

While many organizational actors, including firms, governments, universities, and non-profit organizations may have an impact on the innovative capacity of the firms with which they engage, we have little knowledge of their relative importance. The literature on innovation intermediaries reports on the impact of specific types of organizations, but has not considered the relative importance of different types of organizations. While the studies using Community Innovation Survey (CIS) data are able to consider relative effects, data on the nature of those effects are limited. In the interests of a better understanding of the relative nature and degree of the innovation enabling contributions of a range of organizational actors, I conduct a comparative examination of the contributions of firms, governments, universities, industry associations, and research institutes. Using survey data from a sample of 499 firms, I identify the actors that are most strongly associated with each of ten innovation intermediation activities.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

The aim of this study is focus on China’s activities/policies in oil trade and security for keeping its own development. In this study, we try to analyze China’s activities and policies in oil trading through liberalism and realism, and to show out how China acted in global market related to oil consumption, production and trade in order to satisfy China’s oil requirements. In international political theories, the concept of realism and liberalism are almost completely opposite. The cases of activities and relevant data which we selected with China on oil trade are picked and analyzed by historical analysis and quantitative researches. That can ensure the credibility, applicability and correctness of data. After analysis, the findings show that Chinese central government guide by realism more than liberalism when it process the issues with oil trade. China considers from the perspective of their own interests and focus on how to maximize their own interest. From the surface, the partners of China also received interests, but the main target of China is ensure the security of the oil, and maintain the stability of the domestic energy consumption.