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Performance anxiety has been a much-discussed topic in recent years, but many questions surrounding it remain unanswered. This essay investigates how written corrective feedback affects students' performance anxiety and how students and teachers attempt respond to performance anxiety in the classroom. Two questionnaires were administered to teachers and students to investigate how they give and receive feedback and how they handle negative emotions. The results show that a large majority of the students experience anxiety about written assignments and that teachers need to work more on teaching emotional regulation in the classroom to help students better deal with performance anxiety.

Providing students with meaningful written feedback is a difficult task that teachers must perform in an ESL classroom. Although many studies have looked at written feedback in terms of directness, criticism, and suggestions, very few studies have examined praise in the form of written feedback and what students' perceptions of praise are. To determine the effect that praise has on ESL students, we examined student responses to two praise types given student proficiency levels and cultural backgrounds. In this study, 109 students from an intensive English Program participated in a survey that asked for opinions on person and performance praise comments. In addition, three different focus groups were conducted to complement the findings of the surveys. Results showed that students in lower proficiency levels saw praise as valuable and change-invoking. In addition, students of Romance cultures seemed to appreciate praise more than those of Asian cultures. An interaction effect also showed that high proficiency Asian students viewed praise as less kind, valuable, positive, and clear than low and high proficiency level Romance students. In the quantitative data, students didn’t seem to notice the difference in praise type, but comments from the focus groups demonstrated that students noticed a difference between the two and preferred performance praise over person praise. This study can help teachers and administrators develop an informed praise philosophy and recognize which type of praise is best for their particular group of students while examining proficiency level and cultural background.

Two very important benchmarks in the development of a marketing strategy are the variable and fixed costs of production. Every farmer has costs of production that are unique to their particular farm. Accurately identifying the costs of production or break even costs for the various crop enterprises is important. Also important is the analysis of revenues and costs across the spectrum of various acreage allocations, yields, and market prices. A computer program in an EXCEL spreadsheet format has been developed to facilitate the identification of the costs of production and the financial impact of various yields, market prices and acreage allocations. A second concern in the development of a marketing plan is the determination of reasonable price expectations given historical prices and current supply and demand estimates. Two devices used to analyze the situation today in a historical context are historical futures price distributions and the relationship between ending stocks versus season average price. Marrying these two devices together creates historic price distributions conditioned on estimated ending stocks. The conditional price distributions are significantly different from one another. Producer attitudes and concerns in the area of pricing plans and price risk management are of interest to researchers and extension educators. A survey of Virginia grain and soybean producers explores pricing behavior, adoption of written pricing plans, attitudes towards risk management and risk management tools, and impediments to employing and executing a written marketing plan. / Master of Science

Thesis (Ed. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 432-442). / Microfiche. / 2 v. (vii, 442 leaves), bound 29 cm

Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 108-120). / ix, 120 leaves, bound ill. 29 cm