Th. doct.--Philosophischen Fakultät der Heinrich-Heine Universität--Düsseldorf, 2000. / Bibliogr. p. 341-361.

A Spanish version of the Type A Self-Racing Inventory by Blumenthal et al., which includes iterns in the form of adjectives, was answered by 1145 university students ofboth genders and whose mean age was 20 years. Resulrs give a panicular view concerning the stereotypes males and females have about thernselves. Among males adjectives such as honest, sure and energetic predominare. Among females predominare sensible and sociable but also enthusiascic and enterprising. in opposicion with thc tradicional role assigned ro women in a society such as the Peruvian. The suggested explanacion is that females keep sorne traditional feminine stereotypes but at the same time, take male roles. / El Inventario de Autoreporte de Conducta Tipo A de Blurnenthal y cols., que consta de ítemes en forma de adjetivos, fue respondido por 1145 estudiantes universitarios de ambos géneros, cuyo promedio de edad era 20 años. Los resultados ofrecen una visión singular acerca de los estereotipos que las mujeres y los hombres se asignan a sí mismos. Entre los hombres, los adjetivos guardan mayor concordancia con los estereotipos masculinos, mientras que entre las mujeres si bien predominan adjetivos femeninos, también aparecen otros masculinos, en contraposición con lo habitual en una sociedad como la peruana. La explicación más plausible es que se ha trabajado con una muestra de clase media. Las mujeres conservan algunos estereotipos femeninos, pero también asumen estereotipos masculinos.

A personalized system of instruction (Fred S. Keller, 1968), "English 3200," was designed to teach applied sentence writing skills to high school students. Using the programmed textbook of the same name (J.S. Blumenthal, English 3200, New York: Harcourt, Brace, Jovanovich, 1.972), English 3200 was piloted and implemented in a two-phase study during the Summer Session and Fall Quarter, 1979. The project was undertaken at Burris Laboratory School, an academic department in Ball State University Teachers College, to evaluate English 3200 in terms of its exportability to public school settings. A total of 49 high school students from seven Muncie, Indiana, area high schools participated in the study.Three criteria were identified for determining the exportability of English 3200. First, was the course economically efficient in its use of student and teacher time, space, and materials? Next, was English 3200 effective in teaching grammatical usage in sentence writing? Finally, was the instructional package desirable for exportation t o public school settings?Instructional procedures and materials were developed to maximize the efficiency, effectiveness, and desirability of English 3200. Study guides and alternate forms of unit tests were constructed. Procedures for identifying and utilizing student proctors, for monitoring, stimulating, and assessing student progress, and for general management and operation of English 3200 were delineated and refined. The essential composition was established for English 3200 as an exportable instructional design appropriate to public high school settings.The process of data gathering ran concurrently with the Pilot and Implementation Phases of English 3200. Pre- and post-tests were administered to assess comprehension and application of grammatical principles. The scores were analyzed in terms of t test ratio and percentage increases. Open-ended student course evaluations were collected following completion of each Phase. Teacher Observation data provided an informal source of observations, events, and comments generated and recorded during the study.Data from the two-phase study yielded a number of findings. English 3200 was found to be affective in teaching grammatical usage in sentence writing at a .01 level of significance during the Implementation Phase and at a .05 level of significance during the Pilot Phase. Implementation of the course posed no unusual demands on student and teacher time, on financial resources, or on space allocation. The self-pacing aspect of English 3200 made possible more efficient use of student and teacher time. English 3200 was found to be characterized by a number of perceived strengths, including self-pacing, increased student responsibility, and pride of accomplishment.The exportability of English 3200 to public school settings had been evaluated on the basis of three criteria: economical efficiency, teaching effectiveness, and desirability. English 3200 was shown to be "readily exportable" when evaluated against the three established criteria.

La réalisation de Hodge du polylogarithme d'un schéma abélien complexe de dimension g est une (2g-1)-extension de modules de Hodge. Lorsque le schéma abélien est principalement polarisé, on en donne une description au niveau topologique. Pour cela, on utilise des courants de type "courants de Green" introduits par Levin. On applique alors ce résultat aux familles modulaires de Hilbert-Blumenthal pour montrer que certaines classes d'Eisenstein (construites à partir du polylogarithme et d'une section de torsion) dégénèrent, en l'infini, en une valeur spéciale de fonction L du corps de nombres totalement réel sous-jacent. On en déduit deux autres résultats : une version partielle du théorème de Klingen-Siegel et un résultat de non nullité pour certaines de ces classes d'Eisenstein. Ainsi, on montre que pour tout entier g plus grand que 2, il existe un schéma abélien complexe de dimension g tel que certaines de ses classes d'Eisenstein soient non nulles.

No description available.