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An enquiry into Advent and Lenten Cycles of the Anglican and Roman Catholic Eucharistic CollectsSavage, Allan Maurice 06 1900 (has links)
There is dissatisfaction with the Collects when
scholastically (classically) understood. An alternative
phenomenological understanding is an engaging and artistic
philosophical enquiry. Phenomenological philosophical
enquiry engages the individual in meaningful interpretation
and construction of the life-world founded on a
non-dichotomous ontology. Phenomenological enquiry
(existential philosophy) interprets the present and relates
to the future such as is not possible in scholastic
(classical) philosophy.
The early twentieth century philosophers, Edmund Husserl and
Martin Heidegger, conceived a phenomenological method of
interpretation which innovatively placed the subject and
object in a dialectical union. Understanding the Collects
phenomenologically presents new insights susceptible to
consensus within a community. At present, the Collects are
structured on the principles of classical (dichotomous)
ontology. The Collects reflect the collective religious
meaning of the life-world and provide a vision upon which a
community may build. In phenomenological interpretation an
individual and a community, in the presence of that which is
divine, participate as co-creators of the life-world. Thus,
in contemporary western society phenomenological methodology
~ay be more helpful and therefore more desirable than
scholastic methodology for theological interpretation.
The hypothesis that phenomenological philosophy is more
helpful, thus more desirable, than scholastic philosopl1y
began as a hunch on my part. From a theological perspective,
I examined data obtained from a particular focus group.
Intelligent reflection, phenomenologically not classically
understood, is a working principle in this thesis. / Taking into account phenomenological methodology and
conceptualising the problem as originally and scientifically
as circumstances permit, I offer a resolution to the
dissatisfaction with the Collects. I suggest replacing
scholastic ontological understanding with the more helpful
phenomenological ontological understanding in liturgical
interpretation.
This replacement-solution hypothesis is evidenced in this
study minimally, but sufficiently, to conclude that such
replacement is occurring in theological understanding. There
are clear existential intimations of a shift from classical
understanding to phenomenological understanding. The results
of the survey show traditional understanding to be favoured,
however. In the concluding remarks, I evaluate my findings
and suggest what direction future studies may take. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)
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Lexis and the undergraduate : analysing vocabulary needs, proficiencies and problemsCooper, Patricia Anne 01 1900 (has links)
Beginning with Plato's expulsion of the poets in the Republic, this dissertation
'
looks at the often hostile, yet also symbiotic, relationship between·poetry and
philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of
literary theory. Nietzsche's critique of Western philosophy as being an attempt to
suppress its own metaphoricity, leads to a revaluation of truth and consequently
of the privileging of philosophy over poetry. Post-structuralism sometimes
overemphasizes this constitutive force of metaphoricity, at the expense of
conceptual modes. However, Derrida's notion of philosophy as play retains a
balance between concept and metaphor: there is no attempt to transcendentally
ground philosophy, but neither is it reduced to a merely metaphorical discourse.
Finally, Wittgenstein's notion of meaning as determined by use can help us
distinguish pragmatically between poetry and philosophy by looking at the
contexts in which they function. / Linguistics and Modern Languages / M.A. (Linguistics)
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The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and PlacementUrbina, Josue N 10 March 2014 (has links)
There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida’s enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified.
The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years.
Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance.
These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.
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The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal SystemClingman, Elizabeth Ann 12 1900 (has links)
The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.
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The effects of continuing professional teacher development on teachers' workload in the Gauteng ProvinceMoekwa, Buti Christopher 01 1900 (has links)
The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province.
The qualitative research methodology was adopted and engaged to investigate the effects of CPTD on teachers’ workload in Gauteng schools. The importance or significance of the study was to find out ways and means of dealing with the new roles that form part of teachers’ workload. The participants’ perceptions on the topic were generally in agreement that the schools value the Professional Development initiatives of teachers. Additionally, their learners’ scholastic achievements showed a great improvement as a result. / Educational Management and Leadership / D. Phil. (Educational Leadership and Management)
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Sourozenecká rivalita a její odraz ve školní úspěšnosti na prvním stupni ZŠ / Sibling's rivalry and its influence in success at elementary schoolHánová, Radka January 2016 (has links)
In its theoretical part, the thesis "Sibling rivalry as reflected in primary school success" provils a description of the primary school pupil and definitions of sibling rivalry and scholastic success. Further attention in giwen to parenting practices which foster sibling rivalry. The aim of the practical part of the thesis is to decode the tokens of sibling rivalry and to covvelate it with scholastic success in the kontext of parent - pupiů - teacher relationships. Both qualitative and quantitative approaches were employed and thein results compared. The results of this thesis can serve as the basis for further research and be used by parents to better understand thein children's interactions.
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Predictors of Postsecondary Success: An Analysis of First Year College RemediationBaker, Emmett A. 08 1900 (has links)
This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.
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Assessing grade 7 students' English vocabulary in different immersion contextsScheepers, Ruth Angela 30 November 2003 (has links)
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics / (M.A. (Linguistics))
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Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie.Schoeman, Olivier Johannes 01 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel
gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds
vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek
aan die hand van sewe internasionaal erkende psigometriese toetse.
Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die
huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die
toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse
was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die
bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se
prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van
terapie te bepaal.
Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige
sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper
imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die
Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel
gestremdes onderskei, bevestig. Die toets se geldigheid vir
Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal.
Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>,
van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie
en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32
wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel
afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom,
huistaal, sosio-ekonomiese status en skoolstanderd.
Eksperimentele leerlinge het visuele terapie in n breer groepsverband
vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel.
Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp.
t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille
tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe.
Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende
resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van
visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te
stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot
'n oorhoofse verbetering in konseptualisering en intellektuele ryping by
die groep wat terapie voltooi het. Skrif was die enigste vak wat by
dieselfde groep beduidend verbeter het. Hierdie resultaat is egter
twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually
impaired pupils as a subgroup of the learning disabled, has been a
controversy far decades. This controversy was investigated by means of
seven internationally recognised psychometric tests. The internal
consistency coefficients of these tests for the present study ranged from
0,62 to 0,95. A factor analysis of test intercorrelations revealed a
common factor. Six tests were primarily visual perceptual, whilst the
Goodenough (1926) scale determined intelligence. Additionally, pupils'
performance in their first language, mathematics and writing, was used to
assess the therapeutic effect.
Subjects were diagnosed as visually perceptually impaired by an
educational psychologist and a visual training centre in Pretoria where
experimental pupils received therapy. These diagnoses were confirmed by
the Test for Visual Analysis Skills, which significantly differentiates
between the normal and visually perceptually impaired. This test's
validity for South African circumstances was determined in a prestudy.
One hundred and six, six to nine year old subjects <82 boys and 24
girls>, of normal intelligence, visual acuity and hearing, were involved.
Fifty three formed the experimental group which was subdivided in 32 who
completed therapy, and 21 who did not. These pupils were individualiy
matched with controls of similar sex, age, home language, socio economic
status and school standard.
Experimental pupils received visual therapy within a broader group
context for one hour per week. Therapy periods fluctuated between 4 and
15 months.
The experimental design was a pretest-posttest two group design.
t-Tests for dependant <matched) groups were conducted on the differences
between pre and oosttest scores, as well as between the experimental and
control groups.
None of the primarily visual perceptual tests revealed significant results.
This signifies the inefficiency of visual perceptual therapy to
rectify the deficits at which it is directed. The value of visual perceptual
therapy is, on the contrary, restricted to an overall improvement in
conceptualization and intellectual maturation within the group which completed
therapy. Writing was the only subject which improved significantly
within the same group. However, this result is dubious, due to evaluation
deficits. / Psychology / D.Litt. et Phil. (Psychology)
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Zur Feststellung der Eignung von Schülern für das Fachgymnasium Wirtschaft: Entwicklung und Validierung eines Auswahlinstrumentariums / The diagnosis of aptitude of students for an economical grammar school: Development and evaluation of a system of tools for a scholastic selection processDittmar, Maike 18 January 2007 (has links)
No description available.
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