Global ETD Search

51	Attitudes And Motivational Intensity Of Foreign Language Learners At Vocational High Schools: A Comparative Study Gokce, Sevgi 01 September 2008 (has links) (PDF) This study was conducted to examine the attitudes and motivational intensity of 10th grade vocational high school students and to explore whether there is any significant difference between Anatolian high school and high school sections of vocational high schools and whether there is any significant gender difference in terms of attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity. Learners from three vocational high schools in Boz&uuml / y&uuml / k, Bilecik participated in the study. According to quantitative data analysis results, a significant difference was found between Anatolian high school and high school sections of vocational high schools in terms of attitudes and motivational intensity. Students at high school sections were observed to have more positive attitudes and more motivational intensity than students at Anatolian high school sections do. Furthermore, a statistically significant difference was found between female and V male students. Female students tend to have more positive attitudes and more motivational intensity than male students do. Related to the level of the participants&rsquo / attitudes and motivational intensity, quantitative data analysis results indicate that vocational high school students&rsquo / attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity are above the average level. Qualitative data analysis of the open-ended responses confirm the participants&rsquo / almost positive attitudes toward learning English / however, it also points out that almost half of the participants were found to have negative attitudes toward expending personal effort to learn the Anglo-Saxon culture and over half of their openended responses did not show any sign of motivational intensity.
52	Non-destructive Examination Of Stone Masonry Historic Structures-quantitative Ir Thermography And Ultrasonic Velocity Akevren, Selen 01 March 2010 (has links) (PDF) The in-situ examination of historical structures for diagnostic and monitoring purposes is a troublesome work that necessitates the use of non-destructive investigation (NDT) techniques. The methods of quantitative infrared thermography (QIRT) and ultrasonic testing have distinct importance in this regard. The key concern of the study was developing the in-situ use of QIRT for assessment of stone masonry wall sections having different sublayer(s) and failures. For that purpose, the non-destructive in-situ survey composed of QIRT and ultrasonic testing was conducted on a 16th century monument, Cenabi Ahmet PaSa Camisi, suffering from structural cracks, dampness problems and materials deterioration. The combined use of these two methods allowed to define the thermal inertia characteristics of structural cracks in relation to their depth. The temperature evolution in time during the controlled heating and cooling process was deployed for the cracks/defects inspection. The superficial and deep cracks were found to have different thermal responses to exposed conditions which made them easily distinguishable by QIRT analyses. The depth of cracks was precisely estimated by the in-situ ultrasonic testing data taken in the indirect transmission mode. The inherently good thermal resistivity of the wall structure was found to have failed due to entrapped moisture resulting from incompatible recent plaster repairs. The IRT survey allowed to detect the wall surfaces with different sublayer configurations due to their different thermal inertia characteristics. The knowledge and experience gained on the experimental set-ups and analytic methods were useful for the improvement of in-situ applications of QIRT and ultrasonic testing.
53	Olika sätt att lära-olika sätt att undervisa : En studie om undervisning av elever som har intellektuell funktionsnedsättning och Autism spectrum disorder Ottersten, Therese January 2017 (has links) Syftet med den här studien är att undersöka hur några lärare kan arbeta med att utveckla undervisningen i grundsärskolan för att ge eleverna möjligheter att utvecklas i läsning. För att ta reda på det har jag genomfört en Learning study. Jag har sedan analyserat resultatet med hjälp av Variationsteori. Det sammantagna resultatet visar att det gynnar eleverna om undervisningen varieras utifrån elevernas sätt att förstå och uppfatta det som eleven ska lära sig. I studien framkommer att visuellt stöd och digitala verktyg kan öka elevernas möjligheter att utvecklas i läsning. Studien samt tidigare forskning visar att undervisningen bör utgå från att eleven ska lära sig både ordbilder och enskilda bokstavsljud. Lärare som deltagit i studien efterlyser ytterligare kompetens för att kunna använda digitala verktyg i undervisningen samt hur undervisningen kan utformas för att träna den fonologiska medvetenheten. / The aim of this study is to investigate how some teachers can work to elaborate teaching to provide student with intellectual disabilities and autism spectrum disorder opportunities to develop reading skills. To find out, I have completed a Learning Study. I have then analyzed the result using Variation Theory. The overall result shows that it benefits the students if the teaching is varied based on the students' ways of understanding and perceiving what the student will learn. The study found that visual support and digital tools can increase students' ability to develop in reading. The study and previous research show that the teaching should include that the student should learn both word images and individual letter sounds. The teachers who participated in the study require further skills in order to be able to use digital tools in teaching as well as how teaching can be designed to practice phonological awareness. Special classes in Elementary school intellectual disabilities autism teaching reading digital tools Grundsärskola intellektuell funktionsnedsättning autism undervisning läsning digitala verktyg Humanities and the Arts Humaniora och konst Social Sciences Samhällsvetenskap
54	An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s Crickmore, Barbara Lee January 2000 (has links) This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes. / PhD Doctorate deaf Australia history NSW government policies Education Acts Catholic education non-government special schools special education special needs disability deaf culture schools for the deaf integration inclusion Opportunity Deaf (OD) classes hearing support classes special classes teacher training Itinerant teachers correspondence school normalisation eugenics rubella epidemics hearing-aids hearing-imparied oral language Signed English sign language Auslan

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