Thesis (M.A.E.T.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 85-87).

Thesis (D. Arch.)--University of Michigan, 1974. / Includes bibliographical references (leaves 136-141).

Thesis (D. Arch.)--University of Michigan, 1974. / Includes bibliographical references (leaves 136-141).

Thesis (Th. M.)--Talbot School of Theology, Biola University, 2004. / Includes bibliographical references (leaves 120-126).

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 27, 2007) Includes bibliographical references.

Richard Wright's Black Boy, Alice Walker's Meridian, and Ernest Gaines's The Autobiography of Miss Jane Pittman depict the African American struggle for rights and freedom both before, during, and after the recognized Civil Rights Era. By exploring the novels’ definitions of freedom, this work examines how these definitions inform the characters’ search for freedom. Using Wright, Walker, and Gaines to follow the freedom struggle from slavery to the post-civil rights era provides a comprehensive, historical framework for understanding the evolving rhetoric of freedom. Reflecting a “long,” complicated history of the Civil Rights Movement, these novels obscure a simplified, dichotomous understanding of the movement and provide a multivalent definition of freedom that encompasses both the political and psychological self. Ultimately, this research analyzes how these authors respond to each other and the racial and political climate of their time and examines how the search for freedom changes over time.

Syftet med min studie är att undersöka hur samarbete mellan lärare/skola och föräldrar till elever med svenska som andraspråk kan byggas upp och bibehållas. Jag har utarbetat följande frågeställningar: •Hur uppfattar och värderar lärare och föräldrar samarbetet? •Vilka hinder mot samarbete kan urskiljas? •Vilka samarbetsformer är mest framgångsrika? Genom kvalitativa intervjuer med en grupp föräldrar till barn som har svenska som andraspråk och deras lärare försöker jag att synliggöra vad som är ett konstruktivt samarbete och hur man kan få till ett sådant. Valet av kvalitativ intervju som metod var för att jag därigenom kan förstå lärares och föräldrars olika tankar och åsikter om mitt valda ämne och utveckla djupare kunskaper som jag kan använda i mitt framtida yrkesliv. I tidigare forskning kan vi utläsa att en bra relation mellan lärare och föräldrar underlättar samarbetet och att lärare måste skapa en relation till föräldrarna med ömsesidig respekt, där läraren verkligen lyssnar och bekräftar föräldrarna. Det framgår i undersökningen att lärare och föräldrar värdesätter relationen dem emellan och att relationen byggs upp och bibehålls genom kontinuerlig personlig kontakt, inte bara genom de vanliga samarbetsformerna som utvecklingssamtal två gånger per läsår, föräldramöten och skriftlig information. Läraren ska finnas till hands och visa att föräldern är viktig. Som teoretisk utgångspunkt använde jag mig av Moira von Wright (2000) som genom att ta del av George H Meads teorier om mänsklig interaktion kommit fram till begreppsparet, relationellt - och punktuellt perspektiv. Jag valde att använda begreppsparet för att analysera mitt empiriska resultat. Genom min analys utifrån begreppsparet, är min slutsats att det relationella perspektivet innefattar de fenomen som leder till ett konstruktivt samarbete mellan lärare och föräldrar.

This paper examines the education, events, and experiences of the Wright brothers in order to determine how they developed the necessary skills to engineer the first viable aircraft. Without high school diplomas, and with no advanced formal education, the Wright brothers were able to develop aircraft that far exceeded the capabilities of aircraft designed and built by professional engineers that had worked on the problem of flight for much longer and with substantially larger research budgets. I argue that the Wright brothers’ success resulted from their experiences in the printing and bicycle industries as well as their formal and informal educations at school and in the home. In the printing business it was their experiences designing and building printing presses, printing newspapers, and operating a job printing shop that taught them how to build machinery and work efficiently and methodically. These same skills were perfected as the Wright brothers managed their second business venture: The Wright Cycle Exchange.While working at the bicycle shop the Wrights learned to be proficient machinists as well as expert mechanics and frame builders. This industry provided them with many skills such as brazing and machining that would be directly applicable to aircraft fabrication. In addition to these skills, building bicycle frames and wheels taught them practical material limits and structural design that informed their aircraft design decisions. Moreover, bicycle design influenced their approach to aircraft control and aerodynamic theory that gave them an edge over other aeronautical experimenters in their race to the sky. When these skills were combined with their rigid religious upbringing, the Wright brothers were uniquely prepared to solve the complex problem of practical human flight. It was the combination of their fabrication skills, understanding of material limits, dogged determination, methodical testing procedures, and their unique approach to aircraft control that was informed by their experiences with bicycles that made them the first in flight.

No description available.

No description available.