Previous research studies indicate that Whole Language instruction has a positive effect on students' reading performance; but not much is known about the effects of Whole Language practices on the attitudes of students toward recreational and academic reading. The purpose of this study was to determine the effects of Whole Language practices on the reading attitudes of first grade pupils in an urban school. It was hypothesized that there would be no significant difference in pre/post instruction reading attitudes of inner city first graders as measured by a standardized attitude inventory. Sixty-five first grade students in one school in the Atlanta Public School System (APS) participated in this study. The study was pre-experimental and employed a one-group pre-test/post-test design. Students were administered the Elementacy Reading Attitude Survey before the treatment - Whole Language instruction - began and immediately after treatment. The paired t test was used to test the hypothesis at the 0.05 level of confidence. The null hypothesis was rejected: a significant difference was found in children's reading attitude as measured by the Elementary Reading Attitude Survey. A close reexamination of findings indicated that there was actually a decline in test results suggesting less student enthusiasm for recreational and academic reading; however, students maintained a positive attitude overall. These findings were interpreted to mean that while Whole Language practices do not significantly improve students' attitudes toward recreational or academic reading, they did not have a marked negative effect. Findings from this study have led to the following recommendations: (1) that the AP.S. develop a reading attitude inventory that reflects the reading experiences of its student population; (2) that further research be encouraged to help define students' reading preferences; and (3)that classroom teachers be made aware of the latest in Whole Language /Reading Attitude research.

No description available.

This practice-led research investigates a design framework within an artistic context for the implementation of Whole Body Interactive (WBI) performance systems that employ real-time motion capture technology. Following an Interaction Design perspective I engage in exploring the requirements for composers, dancers, musicians and performers and their expectations, within a series of transdisciplinary collaborative artistic projects. Integral to this investigation is a comprehensive review and analysis of the progression of interactivity in fine art, music, dance and performance practices, presented in this thesis. As I am particularly concerned with the seamless transfer of the tacit skills and the implicit knowledge of non-digital artists and practitioners to a WBI performance setting, my practical explorations emerged in the contexts of music improvisation - Untitled#1, contemporary dance - Untitled#2, contemporary music composition - Hiroshima, and traditional dance - Duende. Adopting a Holistic Design approach, the experience and knowledge gained from my first practical explorations led to the design and implementation of a WBI prototyping software environment called EnActor, used in tandem with the Orient wireless inertial motion capture system, developed by the Research Consortium in Speckled Computing, at the University of Edinburgh. EnActor provides a simple and effective solution to the problem of linking physical actions to rich digital media responses and can serve as a blueprint for the development of other WBI design software, since it has operated successfully as a prototype, addressing a wide range of WBI design briefs in various contexts. In this thesis I introduce the role of the WBI designer as a specialist interaction designer able to conceptualise WBI scenarios and implement complete systems that operate within various levels of body sensing and control. I also propose the development of WBI systems that are autonomous and unsupervised, and I explore various compositional concepts and mappings that are implemented as automatic, semi-automatic or manual modules and ultimately arranged into layers and to series of blocks that represent complete compositions. Following the understanding of interactivity as a property between systems, I identify the design of three basic types of WBI performance systems that differ in how a user engages with them: methodical, empirical and dialectic. Overall this research aims to facilitate designers and artists interested in the use of real-time motion capture systems in dance, music, theatre and performance art applications.

Qu, Zhiyi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 110-118). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 124-127). Print copy also available.

In past research we have demonstrated how methodologies used in the training of performers can both encourage whole-brain learning and answer to the demands of South Africa’s current educational paradigm, outcomes-based education (OBE). OBE is a needs-driven, outcomes-driven and competency-orientated pedagogy, which aims at incorporating learners as active agents within the learning process as opposed to the previous content-driven, teacher-orientated approach to education (Coetzee 2004). Our research was prompted by the constant need for our Drama departments to validate their existence in the light of changing funding structures for the arts, governmental and institutional demands for measured outcomes and our institutions’ emphasis on whole-brain learning as the preferred pedagogical approach to education and training. We explored the ways in which the changes in the South African educational dispensation impact on the work of educators within a Drama department in the Higher Education and Training band (HET) in South Africa. These changes include a focus on competencies and critical outcomes across learning areas and across the qualification bands identified by the new National Qualifications Framework. In our search for ways in which to implement the critical outcomes2 demanded by the OBE framework, we turned to Herrmann’s argument (1995) that optimal, deep structure learning can only take place when whole-brain modes are operative.

5 pp. / Studies have shown the integration of whole grains into daily diet correlates with a reduced risk of many chronic diseases such as type 2 diabetes, coronary heart disease, and cancer. This article outlines the daily dietary nutritional benefits of whole grains, as well as the positive long-term health effects associated with consistent whole grain intake in diet. Also, this article provides how to find, prepare, and utilize whole grains in everyday dietary choices. Whole grain alternative cooking recipes are introduced using relatively new whole grains (quinoa, whole wheat couscous) in typical American diets.

With the advent of democracy in 1994 and the repeated calls by the South African public for the renewal and reconstruction of the education system there has been a radical shift on school supervision from inspection to whole school evaluation. The new system of school supervision is carried out under the auspices and in terms of the National Policy on Whole School Evaluation. The application of the said policy however has not been without its own problems. Teacher unions have in some circles resisted its application in their schools. Trained departmental officials had to be chased away from some of the schools that were targeted for evaluation and this incident generated heated national debates in the public domain and within educational forum (Natal Mercury 28 May 2002). This study takes a cue from these widespread debates about the implementation of the Whole School Evaluation Policy within the school context. It explores in details the implementation strategies of the WSE policy, how the policy is conceived and perceived by those to whom it is applied. The study looks at the reception of this policy and the experiences gained by those educators who were evaluated with a view to suggest areas for development and reinforcement of good educational practices. These experiences were captured through the use of interviews, policy analysis and questionnaires. Responses were then analysed and interpreted with a view to make recommendations on how best the policy could be applied at school level. The study found that Deputy Principals are neglected in terms of training. This affects policy implementation at school level where their involvement in school management is substantial. The study also found that there is a serious lack of a shared basis of cooperation between schools and their district offices in respect of implementing WSE. The study further indicated a serious lack of co-ordinated effort on all levels of the system in the application of the WSE policy. The application of WSE has no visible support from major role players especially at district level. The absence of key structures and personnel such as district support teams and WSE coordinators as suggested by policy, impacts negatively on the implementation of the policy at the school level. Having considered all available options and the contextual factors within which the policy is applied in our schools this study advances a variety of recommendations that could be applied to improve implementation of the WSE Policy in schools in KwaZulu-Natal. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

No description available.

Cellulosic biomass is an incredibly abundant resource and a capable feedstock for production of energy, biofuels, and commodity chemicals. Current technologies for bioprocessing of cellulose utilize a three-step process in which enzymes capable of cellulose hydrolysis are expressed and purified, cellulose is hydrolyzed, and then product is formed in separate processes. This multi-step processing increase costs. As such, one approach to lowering these costs it to develop on consolidated system in which all three of these processes occur in a single step. Toward this aim, the three main goals of this dissertation are (1) characterization of a new hydrolytic enzyme and its application to fermentation of relevant sugars, (2) selection of proteins capable of intracellular cellobiose transport, and (3) development of a minimal set of cellulases capable of extensive hydrolysis under physiological conditions. A mixture of cellodextrins is produced by enzymatic hydrolysis of cellulose and Ced3A, a cellodextrinase, was shown to hydrolyze all of these completely to glucose and confer the ability to metabolize these sugars to E. coli when expressed. Activity on cellobiose, however, was lower than on other species. Co-expression of Cep94A, a cellobiose phosphorylase, and Ced3A was shown to improve the cellobiose metabolism of E. coli. In order to facilitate conversion of cellobiose to glucose by Cep94A, cellobiose must be transported into the cytoplasm. Three cellobiose permease enzymes, LacY, CP1, and CP2, were expressed in E. coli. It was shown that each protein has affinity for cellobiose transport and expression of each 126 allowed fermentation of cellobiose by E. coli strains expressing a cytoplasmic cellobiase. All three proteins are likely suitable for cellobiose transport during a consolidated bioprocess. Finally, a system of three cellulase enzymes Cel5H, Cel9R, and Cel48S were evaluated at E. coli physiological conditions and it was shown that extensive hydrolysis occurred at over half of the compositions tested. Additionally, when strains expressing cellulases were grown in binary culture with strains previously engineered for cellodextrin metabolism substantial product formation was observed, representing suitable performance of a consolidated cellulose bioprocess. This dissertation presents successful performance of all three components necessary for consolidated bioprocessing both individually and when working in tandem. Furthermore, the technologies developed in this dissertation demonstrate the capacity for consolidated bioprocessing of cellulose.