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This investigation is concerned with the problem of determining whether or not a significant difference exists between attitudes of junior high school female athletes and non-athletes toward physical education.

The purpose of this thesis is to develop a rationale for a theatre program in the middle school.

I create oil paintings and drypoints that bring attention to scenes of American middle class life. I present crowds of people engaged in community activities and festivals. This enables me to depict a cross section of the residents of a given region. I also create a counterpoint to these peopled gatherings by painting and drawing the exteriors of middle class homes. In my work, I attempt to imbue a sense of intrigue and pathos. I work from candid photos that I take of people and their living spaces. In these photos, I modify and delete elements to optimize narrative and drama. I use natural light to define hard shadows and bright hues or light values to define forms.

DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION This qualitative case study uses observations and interviews to examine the practice of differentiation by twelve collaborative middle school reading teachers in a school that has shown a decrease in the achievement gap for students with disabilities on end of year tests on state standards. Observations and interviews were analyzed to determine the teachers’ knowledge and application of differentiated instruction. The results showed that four of the six teams possessed a comprehensive knowledge of the practice of differentiation and the data available to assist in planning lessons. Some differentiation was observed in each of the six classrooms.

Abstract THE MIDDLE SCHOOL TRANSITION IN PRIVATE SCHOOLS: STUDENT PERCEPTIONS By Eileen Irby Atkinson, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2010 Director: Cheryl Magill, Ph.D., Assistant Professor, Department of Educational Leadership Students transitioning into the middle school often experience difficulty adjusting to their new environment. During this transition, declines in academic motivation, academic achievement, and connectedness have been noted. Most research on this transition has taken place in public school settings. This research investigated the impact of the middle school transition in a private school setting. This study examined students’ perceptions of the middle school transition as it related to the connectedness students perceived to their new school, those individuals whom students perceived as most helpful during their transition, academic motivation and achievement following the transition, and perceived helpfulness of transition activities conducted by the school. In addition, the study examined significant differences of the transition experience based on gender and race. Five hundred and two private middle school students in 35 private schools in Virginia completed a paper and pencil survey in which they responded to 47 questions regarding their transition into middle school. It was found that students generally felt connected to middle school, and the number of extracurricular activities in which a student participated did not appear to correlate significantly with connectedness. Most new middle school students did not perceive their transition experience as difficult. Middle school teachers, parents and friends appeared to be the most helpful to students during their transition. As compared to elementary school, newly transitioned middle school students were more academically motivated, and academic achievement showed a slight improvement in middle school. Students reported that visits made to the middle school as an elementary student were most helpful to their transition, and that the summer orientation and tour were also found to be helpful. Males perceived parents, middle school teachers and elementary school counselors as more helpful to their transition than did females, who considered friends most helpful. Parents were perceived as most helpful to the transition by Asian students. Caucasians reported higher academic achievement in middle school than African American students, and African American students perceived their academic achievement as higher than that of Hispanic students. African American students, more than any of the other groups represented, believed that the information given to the middle school by the elementary school was very helpful to their transition. Native American students, and students identifying their race as “Other” felt that the assignment of an older middle school buddy was more helpful to the transition than did Caucasian or Hispanic students. In terms of the relative contribution of the variables to the prediction of ease of transition, the number of transition activities has the greatest influence, followed by level of support from others, perception of connectedness to middle school, and middle school academic performance.

Approved for public release; distribution is unlimited / Most recent studies and reports indicate that there is a significant risk of conflicts and wars over water sharing in the Middle East because of scarcity. Apart from exaggerating the scarcity of water resources and the likelihood of war, the major flaw of these assessments is that they just identify and do not solve the problem of water scarcity. The idea that water scarcity is the main source of conflict in the region is too narrow. Because water is so essential to life, even hostile coriparians have historically sought to compromise rather go to war over this resource, even as disputes have raged on other issues. Indeed, the historical record is predominantly cooperation rather than conflict when it comes to water sharing. This thesis provides a clear description of why water scarcity has not caused a violent conflict between Turkey, Syria and Iraq in the Euphrates-Tigris River Basin. / Second Lieutenant, Turkish Air Force

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刁鵬飛. / "2002年6月" / 論文 (哲學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 115-119) / 附中英文摘要. / "2002 nian 6 yue" / Diao Pengfei. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (leaves 115-119) / Fu Zhong Ying wen zhai yao. / 論文摘要 --- p.i / 致謝 --- p.iii / 目錄 --- p.iv / 圖表 --- p.v / Chapter 第一章 --- 硏究簡介 --- p.1 / Chapter 第二章 --- 理論的探討 --- p.12 / Chapter 第三章 --- 白領個案面面觀 --- p.27 / Chapter 第四章 --- 白領的個人生活軌迹和制度變遷 --- p.48 / Chapter 第五章 --- 排斥舊的階級劃分 --- p.69 / Chapter 第六章 --- 白領的態度和期望 --- p.84 / Chapter 第七章 --- 結論 --- p.101 / 附錄 --- p.113 / 參考書目 --- p.115