Rhythm and the theory of structural levels

Rothstein, William Nathan University Microfilms International 1983 국내박사

The effects of experimenter habituation and trial and error experiences on emulation in typically developing toddlers

Rothstein, Mindy Bunya Columbia University 2010 해외박사(DDOD)

I tested for the presence of emulation in typically developing toddlers. I also set out to determine whether incidental learning as "trial and error" manipulations of experimental apparatuses would induce emulation in the children who had not demonstrated emulation. Using a comparison design to compare the performance of two groups, in Experiment 1 I analyzed the performance of typically developing 2-year-olds (ages 24--36 months) who were habituated to the experimenter prior to being tested for emulation with those who were not habituated to the experimenter prior to testing. The results demonstrated that habituated 2-year-olds emulated, while non-habituated 2-year-olds did not. Based on these findings, I recruited new participants (ages 18--23 months) who I habituated to me and tested them for emulation. Those (eight experimental participants and eight control participants) not demonstrating emulation received a "trial and error" treatment package. Using a time-lagged experimental-control with a nested single case multiple probe design across participants, I compared experimental and control groups while controlling for maturation to determine the presence of emulation and the effectiveness of a trial and error treatment package. Results demonstrated that the trial and error treatment package successfully induced emulation in experimental participants while the control participants (who had not received the treatment package) still did not emulate. After the experimental participants learned to emulate, the control participants were also given the trial and error treatment package, which induced emulation in them as well. Key words: Imitation, Emulation, Developmental Cusps.

Writing Midrash Avot: The change that three fifteenth-century exegetes introduced to Avot interpretation, its impact and origins (Mattathias haYizhari, Joseph Hayyun, Isaac Abarbanel)

Rothstein, Gidon Garber Harvard University 2003 해외박사(DDOD)

The dissertation identifies and analyzes a fifteenth century shift in the hermeneutics of the third century Mishnaic tractate, Avot, known in English as Ethics of the Fathers. We first note that interpretation of the Bible, especially as recorded by Midrash, incorporated assumptions that fit best for a Divine text. The longstanding distinction between <italic> peshat</italic> and <italic>derash</italic> articulated in studies of Midrash, seems to distinguish between readings that elicit meaning from the text and those that read the asserted meaning back into it. The study shows that Avot commentators before the fifteenth century read the text in ways that could constitute a contextually accurate plainsense rendering. In sharp contrast, the fifteenth century, particularly in the writings of commentators such as Mattathias haYizhari, Joseph Hayyun, and Isaac Abarbanel, saw the rise of “reading in” to Avot the way that Midrash “read in” to the Biblical text. The dissertation reviews the techniques of reading Bible that will be found in fifteenth century Avot exegesis, defines the difference between <italic> peshat</italic> and <italic>derash</italic>, demonstrates the new hermeneutics of the fifteenth century, shows that earlier commentators offered only <italic> peshat</italic> readings of the text, and that sixteenth century commentators continued the new trend. It then searches for factors that led to that change, noting especially the roughly contemporary and similar shift in Talmudic interpretation—studied at length by academic scholars such as Daniel Boyarin and H. Z. Dimitrovsky—credited to R. Isaac Kanpanton. The conclusion notes that the two significant changes in modes of reading point to the fifteenth century as a time period worth further study, as the mother of a self-conscious search for innovation in Jewish exegesis and thought.

Seeds for change: Creating alternative spaces for education in Taisho Japan

Rothstein, Peter David The University of Chicago 2010 해외박사(DDOD)

This study focuses on the activities of educational reformers in Taisho Japan who sought to refocus the aim of education from the state to individuals. Educational reform in the Taisho and early Showa eras has often been overlooked in the literature in English. However, this period was the crucible for the formation of both the agenda for many of the postwar educational reforms and the entire teachers' labor movement in Japan. Because of this lacuna, many accounts of the postwar educational reforms that took place during the Allied Occupation of Japan portray those reforms as a "foreign import" that did not fit with the "traditional" prewar educational system of Japan, and this adds credence to claims that those postwar reforms should be repealed. Understanding that the postwar reforms had a precedent in the reform movements that occurred in Japan prior to the war helps to shed light on this misconception. There are four groups at the core of this study: the Keimeikai, the first teachers union in Japan; the Kyoiku no Seikisha, which sought to institute educational reform through a network of private schools and interested educators within the state system; Hani Motoko and her private school the Jiyu Gakuen; and the Kizaki Musan Nomin Shogakko, or Kizaki Proletarian Farmers' Elementary School. These groups sought to achieve social reform by re-centering the educational system away from its role as a tool of nation-state development, which had at its core the function of character building and moral regulation, to a means for individual-centered intellectual development. These four groups worked to form alternative educational spaces for various segments of the populace who had been politically, socially and economically marginalized in the process of nation-building in Japan in the Meiji and Taisho eras.

Shifting landscapes: A longitudinal study of racial self-identification in multiracial adolescents

Rothstein, Karen Lynn University of California, Los Angeles 2011 해외박사(DDOD)

Over the next 50 years, the growth rate of people under the age of 19 who identify as multiracial is projected to increase at a faster rate than that of any other racial group (U.S. Bureau of the Census, 2008). Research on multiracial individuals is gaining momentum, although the body of literature is still quite small, with most studies focusing on correlates of identifying as multiracial or predictors of wave-to-wave (e.g., 8th to 9th grade) change in identification. However, the literature is limited in two ways: I) No studies use more than two time points to determine change/stability in identification for multiracial adolescents across middle and high school and 2) Little is known about the psychosocial consequences of change/stability in identification for multiracial adolescents. In Study 1 of this dissertation, latent class analysis identified four patterns or classes of change/stability in racial identification in middle school and three classes in high school. Multinomial logistic regression identified two significant predictors of class membership: racial/ethnic diversity and parental level of education. In both middle school and high school, greater school diversity and higher levels of parental education predicted a stable multiracial identification over a stable monoracial identification. One-way MANCOVA determined the psychosocial consequences of having a fluid/stable identification. In high school only, participants with stable identifications had more positive feelings of ethnic identity than those who changed racial identification. Study 2 included data on three variables that were only collected in high school: subjective school diversity, race of best-friend, and concordance/discordance (i.e., participants' racial identifications match/do not match the perceived identification of others). Significant predictors of a stable multiracial identification over a fluid identification were experiencing discordance, having a cross-race best-friend, and greater school diversity. Participants who changed from a multiracial to a monoracial identification were more likely to experience discordance and perceive public discrimination than participants who changed from a monoracial to a multiracial identification. There were no significant psychosocial consequences of wave-to-wave change/stability in identification. The theoretical, methodological, and practical implications for studying racial self-identification of multiracial adolescents were discussed.

Driven to compete: Workers, unions, and General Motors' global manufacturing system in Mexico and Wisconsin

Rothstein, Jeffrey S The University of Wisconsin - Madison 2005 해외박사(DDOD)

Through a comparison of two auto plants assembling the Chevy Suburban, one a greenfield site in Silao, Mexico and the other an eighty-year-old facility in Janesville, Wisconsin, this dissertation examines the ways local actors shape the impact of globalization on the shop floor. Both plants were attempting to implement a lean production system that General Motors was calling its "Global Manufacturing System". In Silao, the new manufacturing system was implemented wholesale from the factory's inception, and embraced by a union and its members as part of the globalization of the North American auto industry that delivered new economic opportunities to their region. In Janesville, the Global Manufacturing System was implemented piecemeal into a factory regime based on the precepts of mass production, where workers and their union viewed globalization as a threat to their jobs and standards of living. In the course of the comparison, this study challenges one of the pillars of post-Fordist production paradigms: the idea that firms enhance productivity and product quality when they tap workers' knowledge of the production process through teamwork and other employee participation schemes. In spite of the fact that the plant in Silao operated a quintessential lean production system, designed around teams of workers that rotated their jobs, took initiative to ensure quality, and contributed their ideas for improving the production process, the plant's productivity and product quality were no better than in Janesville, where the Global Manufacturing System operated much like a traditional mass production assembly line in which workers merely repeated an identical physical task throughout the work day. Therefore, this research indicates that the enhanced productivity and quality associated with the shift from mass to lean production is due to improved automotive design rather than the reorganization and engagement of workers. It is the result of a broad restructuring of the auto industry to engineer automobiles, their parts, and the assembly process in a way that facilitates a standardization of production that allows automakers to increase the speed of assembly lines without sacrificing product quality. These changes may be implemented with or without teamwork and broad employee participation.

ON THE ORDER OF SEEING IN THE BURGUNDIAN NETHERLANDS (ROGIER VAN DER WEYDEN, JAN VAN EYCK, PETRUS CHRISTUS, FLEMISH, PAINTING, FIFTEENTH CENTURY)

ROTHSTEIN, BRET LOUIS UNIVERSITY OF CALIFORNIA, SANTA BARBARA 1998 해외박사

Aspects of symphonic concert programming: A composer's thoughts on context and innovation

Rothstein, Steven Paul University of California, Los Angeles 2006 해외박사(DDOD)

The concern of this paper (Volume I) is to discuss various ways in which modern classical concert programming can be improved upon with the hope of generating new audience members as well as a larger audience base. A look at the success and rise in popularity of pops concerts in the United States today, as well as historical insights into 18-century concert programming, reveals a similarity in programming styles which place basis on the social context of music: through the use of memory, association, and referential experiences, these concerts focus on occasion, an aspect of concert programming often minimized in today's classical concert halls partly due to the rise of absolutism music. Suggestions for changes and innovations with modern classical concerts are offered, drawing mainly on the successes of today's film concerts. Volume II contains the score far Dialogues and Reflections (for Clarinet, Viola, and Cello), a chamber piece which runs approximately 15 minutes. The work is in seven sections, with a ritornello that appears in varying forms: sometimes as a single movement, sometimes as an interlude. The ritornello begins as a tremolo in movement one (Opening), and concludes in its final, expanded and exaggerated form as movement six (Grand).

Design and Implementation of an Evidence-Based Solid Organ Transplant Patient Education Protocol

Rothstein, Amy ProQuest Dissertations & Theses Salisbury Universi 2022 해외박사(DDOD)

Kidney transplant recipients require comprehensive education about medications and caring for their new organ before discharge to prevent unwanted complications, including hospital readmission. Literature supports the need for comprehensive education to enhance outcomes. The purpose of this Doctor of Nursing Practice (D.N.P.) quality improvement project was to design, implement, and evaluate the impact of an evidence-based patient education protocol for kidney transplant recipients that focused on patient medication knowledge, nurse medication knowledge, patient satisfaction, and readmission rates at a transplant intermediate care (IMC) unit. Pender’s Health Promotion Model (HPM) guided the conceptual underpinnings, and the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model was used to organize the project. Evidence from a systematic review of literature was utilized to develop a standardized education protocol. Descriptive statistics were used to assess patient knowledge of medications and patient readmission rates pre- and post-implementation. Qualitative data analysis was performed to evaluate nursing knowledge surrounding patient education prior to implementation and their confidence in their delivery of education post-implementation. Analysis of patient 30-day readmission rates demonstrated a downward trend postimplementation. In addition, patients displayed satisfactory knowledge about their medications with an average score of 83.33% nurses who were more engaged during education sessions, and 75% of nurses felt more confident in their educational abilities. Results of this D.N.P. project supported how implementation of evidence-based patient education protocols can enhance and improve the process of medication education for both transplant patients and nursing staff to improve outcomes.