There have been few investigations employing the level of aspiration as a motivational independent variable. The problem of the present study was to investigate the effect of an expressed level of aspiration on a subsequent level of performance on a cancellation task and to relate this effect to socio-economic classifications.

Magister Legum - LLM / Across the world, the Fourth Industrial Revolution (4IR)1 is disrupting the law.2 The 4IR has specifically disrupted commercial law in areas such as banking,3 competition,4 consumer protection,5 contract,6 insurance,7 labour,8 and personality.9 In addition, company law has also substantially been impacted by the 4IR. Leading legal scholars refer to this process of transformation as the ‘Digitalisation of Company Law’.10 More specifically, the scholars attribute the transformation to technological advancements.

The purpose of this pilot study was to determine if a direct, explicit method of teaching vocabulary with a Vocabulary Scenario Technique-Language Sensitive protocol (VST-LS) would yield gains in the vocabulary knowledge of 4th grade students greater than those seen in 4th grade students receiving vocabulary instruction typical to some general education classrooms. VST-LS is a detailed description of procedures intended to be used by a teacher in a general education classroom for direct vocabulary instruction. The VST-LS protocol provides for 14 word encounters involving listening, reading, writing, and speaking. Forty-one 4 th grade students consisting of 18 males and 23 females participated in the study. All participants were attending a suburban elementary school in a large urban-suburban school district. Two 4th grade teachers at the suburban elementary school agreed to participate in the study. One of the teachers who agreed to participate in the study had previously participated in a Vocabulary Scenario Technique pilot study (Ehren, Zadroga, & Proly, 2010); therefore, her 4 th grade classroom was designated as the treatment group and the second 4th grade classroom was designated as the comparison group. The treatment group received direct vocabulary instruction by a graduate student speech language pathologist (SLP) using the VST-LS protocol. The comparison group received vocabulary instruction by a 4th grade teacher using word study activities typical to some general education classrooms. Both the treatment group and the comparison group were taught 32 preselected curriculum vocabulary words across four consecutive weeks. Eight iv words were taught per week, for four weeks, during three thirty minute instruction periods (dosage = 6 hours). Two pre-test/post-test vocabulary measures, a multiple choice synonym test and a fill-in-the-blank/word-bank sentence test, were used to document both the treatment group and comparison group performances. Both the synonym pre-test and the sentence pre-test were administered to the treatment group and the comparison group one week prior to the commencement of the pilot study. Both the synonym post-test and the sentence post-test were administered to the treatment group and the comparison group one week after the conclusion of the study. A one way analysis of covariance (ANCOVA) was used to examine the treatment effects of the VST-LS protocol in comparison to treatment effects of vocabulary instruction typical to some classrooms. The ANCOVA testing indicated that there was a statistically significant difference in post-test scores for both the synonym measure, F(1, 35) = 14.76, p < .001, and the sentence measure, F(1, 34) = 43.66, p < .001, between the treatment condition and the comparison condition, when controlling for pre-test scores on both the synonym measure and the sentence measure. A large effect size was demonstrated, indicated by group, in regard to both the synonym measure, partial η 2 = .30, and the sentence measure, partial η 2 = .56. On average, participants in the treatment condition scored higher on both the synonym measure (M = 24.33, SE = 0.77) and the sentence measure (M = 26.24, SE = 0.76) than did the study participants in the comparison condition (synonym measure: M = 20.14, SE = 0.77; sentence measure: M = 19.03, SE = 0.78). v The result of the VST-LS pilot study indicated that this method of direct vocabulary instruction was more successful in generating vocabulary gains in 4 th grade students than was vocabulary instruction typically seen in general education classrooms. Additionally, the result indicated that the VST-LS protocol has potential as a viable, efficient method for teachers to use when directly teaching curriculum vocabulary words to 4th grade students in general education classrooms. A summary of the findings, limitations of the study, and suggestions for the direction of future research are discussed.

Terrorist activity has come to the forefront of political thought in recent years, especially since the attacks on the World Trade Center and Washington D.C on September 11, 2001. President George W. Bush declared a “war on terror” and governments all around the world have taken steps to enhance national security in efforts to prevent terrorist activity. The steps taken are not unwarranted, and in some cases have been successful. The nature of terrorism modernizes just as the world around it does, and as the global community has benefited from globalization and modernization, so have terrorist organizations. This study analyzes the history of modern terrorism through the comparison of four separate waves: the Anarchist Wave, the Nationalist-Separatist Wave, the Revolutionary Wave, and the Religious Wave. This paper compares each wave’s roots, desired outcomes and goals, strategies and modus operandi, destructive impact, and outcomes. The study identifies a move away from hierarchal organization, modernization in communications and weapon choice, and a significant rise in the lethality of terrorist activity in recent years. Furthermore, there is a connection between globalization and modernization and the increase in terrorist activity and lethality. Economic interconnection has provided opportunities through which terrorists can act by providing them with a shield of anonymity, while cultural interconnection has created situations through which anger and frustration can fester to provide motives and justifications for terrorist activity. Meanwhile, modernization has created new technologies that provide more effective means through which terrorists can act on their motives. Although the Religious Wave has been nicknamed the "jihadist wave" to reflect the prevalence of Islamic groups, this study analyzes social, economic, and historic impacts that have led to this wave rather than assume that Islam is inherently violent.

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The last decade has seen a pronounced increase in feminist activism and sentiment in the public sphere, which scholars, activists, and journalists have dubbed the “fourth wave” of feminism. A key feature of the fourth wave is the use of digital technologies and the internet for feminist activism and discussion. This dissertation aims to broadly understand what is “new” about fourth wave feminism and specifically to understand how social media intersect with everyday feminist practices in the digital era. This project is made up of three case studies –Bumble the “feminist” dating app, private Facebook groups for women professionals, and the #MeToo movement on Twitter— and uses an affordance theory lens, examining the possibilities for (and constraints of) use embedded in the materiality of each digital platform. Through in-depth interviews and focus groups with users, alongside a structural discourse analysis of each platform, the findings show how social media are used strategically as tools for feminist purposes during mundane online activities such as dating and connecting with colleagues. Overall, this research highlights the feminist potential of everyday social media use, while considering the limits of digital technologies for everyday feminism. This work also reasserts the continued need for feminist activism in the fourth wave, by showing that the material realities of gender inequality persist, often obscured by an illusion of empowerment. / Media & Communication

School officials are constantly challenged to perform a myriad of duties in an extremely complex and demanding job with numerous responsibilities. They are expected to work with a variety of students, faculty and parents under difficult circumstances. "Faced with multiple needs, with the necessity of making fast decisions in an atmosphere of fragmented time, administrators are liable for everything they do." School administrators need to understand the rights guaranteed to students by the Fourth Amendment and how it applies to the school setting. This document will provide an overview of student search and seizure in kindergarten to 12th grade (K-12) public schools in a non-traditional dissertation (non-experimental design) format by providing an historical review of the relevant case law. Specifically, based upon legal research, it will review relevant Supreme Court cases, post-New Jersey v. T.L.O. federal, Pennsylvania and other state court cases related to search and seizure in K-12 public schools. The conclusion and summary will provide answers to the guiding questions, provide a conceptual model, outline what is a reasonable search, and provide a short practical school law exercise to test the reader's understanding of search and seizure in public schools. / Ed. D.

By examining the celebration of the Fourth of July during the Civil War, this thesis will highlight the regional distinctiveness of both sides of the war. This work is divided into two main parts, one focusing on the Fourth of July in the Union, the other on the Fourth of July in the Confederacy. Three separate areas of commemoration are analyzed: in newspaper rhetoric, on the home front, and on the battlefield. Rather than stating that the Confederacy abandoned the holiday entirely, this thesis shows that the North and the South celebrated different aspects of the holiday, which reflected unique interpretations of America. Drawing on newspaper and diary accounts, these interpretations are tracked over the course of the war. The Southern perspective could not outlast the Confederacy, the reestablishment of the Union cemented the Northern view, and with emancipation a new vision of America emerged. / Master of Arts