Problem. The problem of this study addressed the increased need for qualified professional fund raising administrators during a time when formal academic programs are not readily available. Purpose. The purpose of this study was to develop a model curriculum at the Master of Arts level as a professional academic program in fund raising administration. Objective. The objective of the study was to draw from a qualified sampling sufficient data to formulate the recommended model graduate curriculum. Procedure. A researcher-designed survey questionnaire was validated and mailed to chief Development officers at American colleges and universities raising a minimum of one million dollars per year for current use at institutions with enrollments of one thousand or more. A return rate exceeding forty percent was considered sufficient for the results to be valid. One hundred eighteen returns provided the data for computer processing. A review of literature provided an historical background of philanthropy, the role and profession of Development and the professional educational programs currently available. The researcher compiled from the literature on workshop-type programs and texts, a list of the salient topics to be evaluated in the Questionnaire at levels of importance. Descriptive statistics were used. Findings. The respondents were ninety-six percent male. Their average age was forty-seven with approximately fourteen years of experience. The institutions represented had an average of ten professionals on their staffs, but less than six percent offered any course work in institutional advancement. Generally the mean score ratings of the sixty-six topics under twelve categories were rated in the medium high level by the respondents. Conclusions. A Master of Arts degree is perceived to be the appropriate program to professionally prepare qualified fund raising administrators. A field experience/practicum with written reports/case studies should be required in lieu of the traditional thesis. Faculty teaching should be required to have substantial fund raising experience. Topics were only included in The Model Curriculum if they were recommended important at the medium-high mean score of 3.50 or higher on a five point scale.

No description available.

Hyper-raising (HR) is a cross-clausal dependency where the DP subject of a finite complement clause surfaces as an apparent argument of the matrix verb (Alboiu and Hill, 2016; Carstens, 2011; Ferreira, 2004; Fong, 2017; Halpert, 2019; Lee and Yip, 2020; Nunes, 2008; Ura, 1994, 1995). HR is puzzling because it involves apparent DP raising from a finite complement, even though the driving mechanism of raising - the non-finiteness of the complement clause - is absent. Nonetheless, the majority of the existing literature argues that HR is, like raising, A-movement. In this thesis, I present novel data on HR from Brazilian Portuguese that contradicts these analyses. Specifically, I show that HR displays signature properties of a control dependency. Thus, I argue that HR is not an instance of A-movement, but an instance of control into a finite complement clause. I demonstrate a technical implementation of the Agree Model of Control (Landau, 2000, 2004, 2006, 2007, 2008, 2010, 2013) in the context of HR in Brazilian Portuguese that accounts for the relevant data while also providing novel predictions and extensions. / Thesis / Doctor of Philosophy (PhD)

No description available.

Il lavoro di ricerca, che ha a tema i concetti di formazione, sostenibilità, fund raising nell’ambito della pedagogia dell’ambiente, si propone di articolare un itinerario di approfondimento sulle possibili connessioni euristiche tra il concetto economico di fund raising e il linguaggio pedagogico, con riferimento ad alcuni tra gli ambiti in cui si sviluppa l’educabilità della persona e ai connessi percorsi formativi. Dal locale al globale, ogni istituzione sociale affronta le rilevanti ambiguità interpretative cui dà luogo l'economia e l'allocazione delle risorse finanziarie. Il discorso pedagogico, nel considerare la crisi ecologica e l'emergenza educativa, individua nel tema del fund raising una prospettiva attuale di ricerca tra l'esigenza della sostenibilità ambientale, la promozione della consapevolezza educativa per lo sviluppo umano integrale e l'impiego di risorse economiche-finanziarie intenzionalmente donate. La tesi assume l'ipotesi che il rapporto tra fund raising, formazione, sostenibilità implichi un accesso euristico originale per riflettere sui fondamenti dello sviluppo umano, che muove dall'educabilità della persona, dalla sua dimensione relazionale ed emotiva. In tale ambito, il discorso pedagogico, iuxta propria principia, e nella prospettiva dell'apertura interdisciplinare, è sollecitato a interrogarsi nel vivo dei cambiamenti legati ai processi attuali di formazione. L’elaborato tiene in considerazione una visione del fund raising per la tutela e salvaguardia dell’ambiente in dialogo con la ricchezza del pensiero ecologico e con le sollecitazioni provenienti in ordine alla custodia del creato, nella prospettiva di un’antropologia eticamente fondata che assegna alla persona un valore ontologico rilevante irriducibile. / The research, which is about concepts of education, sustainability, fund raising in the context of the pedagogy of the environment, aims to articulate a path into the possible connections between the economic concept of heuristic fund raising and the pedagogical language, including some people educability backgrounds and the related training courses. From local to global, every social institution faces the relevant ambiguity of interpretation which leads the economy and the allocation of financial resources. The pedagogical matter, considering the ecological crisis and the educational emergency, considers the fund raising as a perspective of current research between the need for environmental sustainability, the awareness promoting education about integral human development and the use of resources economic and financial intentionally donated. The thesis hypothesizes that the link between fund raising, education and sustainability it includes an original heuristic access about the fundamentals of human development, which move from the people educability, his emotional and relational aspects. The pedagogical matter, juxta own principles, and the prospect of interdisciplinary, require changes on the actual formation processes. The thesis reckons the fund raising vision on the environment safeguard, according with the wealth of the ecological thought and the deriving solicitations with regard to the creation protection, with a point of view of an anthropology ethically founded that it assigns an irreducible remarkable ontological value to the people.

The purposes of this study were to determine and describe the roles of persons other than professional development staff in the solicitation of major gifts from private individuals for selected senior colleges and universities as perceived by senior development officers. The activities of four groups of nondevelopment staff, trustees, president/chancellor, private citizens, and nondevelopment staff/faculty, were examined through the four steps of the major gift solicitation process: identification and rating, cultivation, the in person solicitation, and the thank-you process following the gift. The population encompassed all accredited, degree granting four year colleges and universities in the United States which solicit major gifts from private individuals. The sample consisted of the 223 schools which had received one or more gifts of one million dollars or more from private individuals as reported in Giving USA. Philanthronin Digest, or The Chronicle of Higher Education, between January 1, 1985, and December 31, 1987. The research instrument was a mailed questionnaire which was sent to the Chief Development Officer of the 223 schools in the sample. Replies were received from 162 institutions, for a response rate of 72.7%. Examination of the results of this study indicated that the services of nondevelopment personnel were used in the major gift solicitation process at the vast majority of schools in the United States, that over half of the major gift dollars solicited were attributable to the efforts of these individuals, and that the president/chancel lor was the most important advocate for an institution's development program followed by the trustees, private citizens, and finally the nondevelopment staff/faculty. Further examination of the data revealed specific determinants which a senior development officer should, for different nondevelopment groups, weigh more or less heavily when deciding which individual(s) will have the greatest likelihood of being influential with major donor prospects.

This study examined the profile of the potential online donor to a small, private, liberal arts institution. Attitudes towards online giving were studied between participants who donated online and those who did not. Additionally respondents of differing class years were compared to determine which age groups were more likely to donate over the Internet. A total of 576 surveys were returned for an effective response rate of 38%. Collected data were entered into an SPSS database. The data revealed most respondents had been using the Internet for over 5 years, and accessed the Internet almost everyday. Data also revealed that most respondents accessed the Internet from their homes or offices and own two e-mail addresses. Through data analysis, it was discovered that a small percentage of respondents currently donated to other nonprofits over the Internet. However, the majority of respondents were unsure about online giving and its role in the philanthropic process. Additionally, respondents' attitudes towards online giving did not differ between class years. Respondents' preferred method of communication was through the mail, however, the majority of respondents reported they would be willing to receive monthly e-mail communications from the institution. Conclusions and recommendations included that credit card security and information privacy were viewed as very important to donors if they were to donate over the Internet. In addition, it was concluded that donors who made financial transactions over the Internet were more likely to make a charitable contribution over the Internet. Recommendations included the institution should begin the process of educating their alumni as to the benefits of online giving, and integrate online giving into their comprehensive fundraising process.

Este presente estudo comparou o efeito de duas combinações de instrução com foco na forma no ensino da flexão de adjetivos I e NA da língua japonesa, em sua forma predicativa, aplicadas em duas turmas de nível básico. Uma combinação foi baseada no composto: instrução para processamento com uso de técnica de saliência textual atividade de produção estruturada, e a outra, na atividade de consciousness raising com uso de técnica de saliência textual atividade de produção estruturada. A primeira combinação teve como principal intervenção pedagógica a instrução para processamento formulada por VanPatten (1993, 1996, 2004), e a segunda, a atividade de consciousness raising defendida por alguns autores como Fotos & Ellis (1991). O objetivo principal foi avaliar qual das duas intervenções é mais eficaz na aprendizagem a curto e a longo prazo das flexões dos adjetivos. Para tanto, o desempenho dos aprendizes foi avaliado por cinco pós-testes e por um teste postergado, todos em formato de produção escrita, aplicados após os respectivos tratamentos. Os resultados obtidos pela análise estatística constatam que, apesar de ambas as combinações apresentarem um efeito positivo, a instrução para processamento é mais eficaz tanto na aprendizagem a curto prazo como na de longo prazo das flexões dos adjetivos I e NA. / This study focused on comparing the effects of two combinations of form-focused instruction on the learning of Japanese I and NA adjective inflection, in their predicative form, applied to two elementary level student groups. One combination was based on the composite: processing instruction with textual input enhancement technique structured output activity, and the other one was formed by consciousness raising activity with textual input enhancement technique structured output activity. The main classroom intervention of the first combination was the processing instruction formulated by VanPatten (1993, 1996, 2004), and of the second was the consciousness raising activity advocated by some authors like Fotos & Ellis (1991). The main purpose was to evaluate which of the two interventions is more effective in the short and long term learning of adjective inflection. To that end, the learner`s performance was evaluated through five post-tests and one postponed test, all in written production form, applied after the respective treatments. The results obtained by statistical analysis found that, although both combinations of instruction showed positive learning results, the processing instruction appeared more effective in the short and in the long term learning of Japanese I and NA adjective inflection.

Leong Wai Ling Vivian. / Thesis submitted in: November 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 132-136). / Abstracts in English and Chinese. / Chapter Chapter One --- Introduction --- p.1-4 / Chapter Chapter Two --- Theoretical framework and literature review --- p.5-24 / Chapter Chapter Three --- Operationalization --- p.25-29 / Chapter Chapter Four --- Temporal staging of flag-raising ritual --- p.30-62 / Chapter Chapter Five --- Situational staging of flag-raising ritual --- p.63-120 / Chapter Chapter Six --- Conclusion --- p.121-131 / Bibliography

Cette thèse se centre sur les discordances dans l’ellipse périphérique (RNR) et propose une analyse basée sur l’identité de lexème entre le matériel manquant et le matériel périphérique. Les analyses précédentes accordent de l’importance au syncrétisme, ou identité phonologique (Pullum & Zwicky (1986)). Dans cette thèse, nous contestons cette hypothèse. Nous avons analysé 5 types de discordance dans l’ellipse périphérique: discordances de polarité, de possessifs, de prépositions, de voix et de formes verbales. Nos études de corpus sur Internet, sur Frtenten 2012 (1.6 milliard de mots) (Baroni et al. (2009)) et sur le English Web 2013 (19 milliard mots) montrent l’existence des discordances dans l’ellipse périphérique en français et en anglais. Les discordances sont assez nombreuses même dans des écrits soignés. Dans tous les cas, les discordances sont résolues par la forme qui correspond au second conjoint. Les résultats des expériences de jugements d’acceptabilité et de mouvements oculaires permettent d’intégrer les discordances dans la grammaire. Les résultats sont compatibles avec les analyses qui postulent l’identité sémantique entre le matériel manquant et l’antécédent pour l’ellipse. Nous proposons une analyse formelle en HPSG.Nous comparons les résultats obtenus avec les cas de coordination lexicale. Nous montrons que l’accord de proximité s’applique (Villavicencio et al. (2005)) et nous proposons une analyse HPSG pour la coordination de verbes et de prépositions. / This thesis focuses on mismatches in peripheral ellipsis (RNR) and proposes an analysis based on lexeme identity between the missing material and the peripheral material. Previous analyses put emphasis on syncretism, or phonological identity (Pullum & Zwicky (1986)). In this thesis, we challenge this hypothesis. We analyzed 5 types of mismatches in peripheral ellipsis: polarity mismatch, possessive mismatch, voice mismatch and verbal form mismatch. Our corpus studies on the Internet, on Frtenten 2012 (1.6 billion words) (Baroni et al. (2009)) and on English Web 2013 (19 billion words) shows the existence of mismatches in peripheral ellipsis in French and English. Mismatches are quite numerous even in careful writings. In all cases, the mismatches are resolved by the form that corresponds to the second conjunct. The results of acceptability judgment tests and eye tracking experiments allow the integration of these mismatches into the grammar. The results are compatible with analyses postulating semantic identity between the missing material and the antecedent for ellipsis. We formalize peripheral ellipsis with mismatch within HPSG.We finally compare our results with lexical coordination. We show that it obeys closest conjunct agreement (Villavicencio et al (2005)) and propose a HPSG analysis for coordination of verbs and prepositions.