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A statistical social study of the Negroes of Cinclare Central Factory and Calumet Plantation, LouisianaLaws, James Bradford. January 1901 (has links)
Thesis: B.S., Massachusetts Institute of Technology, Department of General Studies, 1901 / by James Bradford Laws. / B.S. / B.S. Massachusetts Institute of Technology, Department of General Studies
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The development of investment securities / Development of investment securities in the United StatesBoss, C. R. (Charles Royce), b. 1871 January 1894 (has links)
Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of General Studies, 1894. / by C.R. Boss. / B.S.
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The North-Eastern Fishery question since 1886, a record of diplomatic relations / Question of the Northeastern Fisheries since 1886Roots, Willard Holt. January 1891 (has links)
Thesis: B.S., Massachusetts Institute of Technology, Department of General Studies, 1891 / Includes bibliographical references. / by Willard Holt Roots. / B.S. / B.S. Massachusetts Institute of Technology, Department of General Studies
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An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in ShreveportMcCray, Lonnie 08 1900 (has links)
The purpose of this study was to provide a historical overview of the development of the General Studies (GS) program at LSU Shreveport from its inception in 1967 until 2007. Sources of data were primary, secondary, and archival documents, student information accessed through the university mainframe, alumni information obtained from a university-sponsored directory, and an interview with the former vice-chancellor of academic affairs. All data were analyzed and placed in a chronological framework. The resulting framework consisted of dividing the 40 years of program existence into four ten-year periods. The study was limited in scope to the GS program at LSU Shreveport and did not seek to compare this program with other programs offered at the university or other GS programs in the state. The study results identified several key social, economic, and political factors that influenced the program’s development. Political factors included the change from a two-year to a four-year institution, the Statewide Review Committee recommendations of 1983, the dissolving of the College of General Studies in 1984, and the accountability movement of the 1990s. Key social factors discovered were the Civil Rights and Women’s Movements of the 1960s,and progressive, life adjustment, and humanistic educational philosophies. Economic factors revealed were the economic recessions of the 1970s and 2007, the technology burst of the 90s,and the current War on Terror. The study also revealed that the GS program has fulfilled the directives of the 1983 Statewide Review Committee Recommendations. Recommendations for future development of the program include adding an online option and implementing an exit survey.
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Faculty perceptions of music In general studies courses in South Carolina two-year collegesSprankle, Jason B. 08 April 2016 (has links)
Prior research has raised questions about different kinds of Music in General Studies (MGS) courses offered at two-year colleges, but few have addressed faculty perceptions related to student learning outcomes (SLO) and institutional missions. In principle, there is a demand on educational institutions to be accountable for SLOs, but two-year colleges present special accountability problems, because they serve multiple missions within each institution. MGS faculty perspectives can provide baseline data needed to demonstrate the ways in which MGS courses contribute to meeting the needs of students, the community, and the institutional missions.
This study serves a broader goal of familiarizing readers with faculty perspectives on music education in two-year colleges. More specifically, it contributes to understanding how student learning outcomes of MGS courses are incorporated in light of blended missions as well as the challenges created by serving blended missions within a single music course. The following questions guide the research and focus on South Carolina, two-year college music faculty perspectives on MGS courses: (1) How do instructors of MGS courses describe the primary learning goals of students enrolled in MGS courses? (2) What student learning outcomes do instructors of MGS courses identify for measurement in their MGS courses? (3) How do the instructors' perceptions shape MGS content, textbook selection, and SLOs? (4) How are student learning outcomes measured in MGS courses? (5) How do instructors of MGS courses perceive the purpose of MGS within the institutional mission of their respective colleges? Following within case and cross case analysis of interview data, findings indicated that participants tended to emphasize "identifying the elements of music using correct terminology" as the most important SLO in MGS courses. All participants considered "performing music" the least important SLO. The majority reported their institutional missions as "blended" (transfer and vocational) and perceived MGS courses to be aligned with institutional missions.
 
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Ion Acceleration from the Interaction of Ultra-Intense Lasers with Solid FoilsAllen, M January 2004 (has links)
Thesis (Ph.D.); Submitted to the Univ. of California, Berkeley, CA (US); 24 Nov 2004. / Published through the Information Bridge: DOE Scientific and Technical Information. "UCRL-TH-208645" Allen, M. 11/24/2004. Report is also available in paper and microfiche from NTIS.
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A Study of Statewide Transfer and Articulation Reporting System (STARS) Approved Courses Completed at an Alabama Community CollegeLarge, Khristy Gibson 13 December 2008 (has links)
The primary purpose of this study was to determine if students have earned more STARS articulated and transferrable hours since the creation of the STARS program than students did before the existence of the program in the state of Alabama. Study results revealed that the STARS program has had a significant impact on the amount of articulated credit hours students have earned since the creation of the STARS program. Additional variables such as ethnicity, gender, GPA, status, and student type were also used to determine if significant differences existed among these variables in students completing STARS-approved hours. Pre-existing data were used as the data source for the study. Non-identifiable, academic transcripts of 240 randomly selected associate degree graduates from Shelton State Community College were used in the study. Study years included 20 randomly selected students from each pre STARS chosen year (1992-1997) and from each post STARS (2002-2007) year for a total of 240 study graduates. Results of the statistical analysis were presented in both narrative and table form, answering the six research questions. The independent variable for the study was the STARS articulation program. The dependent variable for the study was the number of STARS-approved hours completed. An analysis of variance or ANOVA was used to analyze data. The study concludes with study summary, conclusions, implications, and recommendations for further research.
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