Thesis (Ph. D.)--University of Notre Dame, 2007. / Thesis directed by Gregory E. Sterling for the Department of Theology. "December 2007." Includes bibliographical references (leaves 383-397).

Thesis--Catholic University of America. / Includes bibliographical references.

Thesis--Catholic University of America. / Includes bibliography.

Thesis (Ph. D.)--University of Adelaide, 1988. / Includes bibliographical references (leaves 476-502).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 317-325).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Abstracted in Dissertation abstracts, v. 16 (1956) no. 4, p. 754. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 151-157).

The study to be reported was designed to investigate the effects of verbal praise and reproof, from persons in authority, on the LOA and subsequent performance of institutionalized defectives.

Submitted in partial fulfilment of the requirements for the Degree Doctor of Philosophy in the Department of African Languages in the Faculty of Arts at the University of Zululand, South Africa, 2002. / Lolu cwaningo lucubungula ikhono lembongi uMagolwana Jiyane uma ebonga iNkosi uDingane kaSenzangakhona kaJama. Lolu cwaningo iuzogxila kuzithombemagama, izifengqo kanye nasesakhiweni. Isahluko sokuqala sizokwethula ucwaningo kucaciswe nenjongo yalo. Kuzocubungulwa imicabango yongoti. Kuzohlaziywa incazefo yamagama asebenzile afana no-Ephiki no-Ode. Kuzokwenekwa indlela yokuqhuba ucwaningo bese kwenziwa umklamo wocwaningo. Kuzokwenekwa umiando omfishane wembongi uJiyane. UJiyane wawabongela namanye amadodana kaSenzangakhona amakhosi angoShaka noMpande. Xsahluko sesibili sizokwethula kafushane iNkosi uShaka njengombumbi wesizwe samaZulu. Uma imbongi ibonga inkosi isuke ikhuluma. ENkosini uShaka sizobheka ubuhlakani nolwazi nesakhiwo-ke sayo. Sizobuye sichaze ngobuciko bomlomo. Sidingide kafushane izibongo kwaZulu, sibheke isizwe, izibongo nembongi. Sizobuye siveze ukuthi kukhona osekuke kwenziwa ekucwaningeni izibongo, sibheka umklamo wezikhathi: i) Ngaphambi kweNkosi uShaka (1750-1800) ii) Ngesikhathi seNkosi uShaka (1800-1850) iii) Ngemuva kweNkosi uShaka (1850-1900) Siyophetha lesi sahluko ngokuveza kafushane ngempilo yeNkosi uDingane. Isahluko sesithathu sizobhekana nolimi, ubuciko bomlomo nomnikelo wabo. Sibheke izibongo namahubo njengomkhuleko wesizwe. Sibheke ubudleiwano phakathi kwezibongo nezifengqo bese siphetha lesi sahluko ngoveza okuncane osekwenziwe ngezibongo zeNkosi uDingane. Isahluko sesine sizongena shi kwizithombemagama lapho sizobheka isifaniso ukuthi siyini. Sicubungule izinhlobo zesifaniso, sicubungule isingathekiso sibheke nezinhlobo zaso ngokuhtaziya izibonelo sizithatha ezibongweni zayo iNkosi uDingane. Stzohlazrya ukwenzasamuntu, ukwenzasasilwane size sibheke nophawu lapho sizocubungula izinhlobo zalo. Esahlukweni sesihlanu sizobhekana izifengqo lapho sizoveza ukuthi ihaba liyini sicwaninge izibonelo inhlonipho; isiqhathaniso, ukuhambisana kanye novuthondaba. Isahluko sesithupha sizogxila esakhiweni lapho sizobhekana nempindwa, ukuphindaphinda, imvumelwano, ukuxhumana ifanangwaqa, ufanankamisa kanye nefuzankamisa. Isahluko sesikhombisa sizophetha ngezincomo.

No description available.

The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers in behavior classrooms, and (b) group consultation should be an important part of monitoring behavior-specific positive praise for classroom teachers.