The print's first kiss : a rhetorical investigation of the implied reader in the Fourth Gospel

Staley, Jeffrey Lloyd Scholars Press 1988 국내박사

EDUCATING THROUGH DANCE : A MULTICULTURAL THEORETICAL FRAMEWORK

STALEY, KIMBERLY CONSTANCE T Texas Woman's University 1993 국내박사

Institutions and instability?: A neo-institutional analysis of state economic volatility

Staley, Tucker University of Missouri - Columbia 2012 해외박사(DDOD)

Abstract not available.

Special and regular education teachers' perceptions of effective coteaching experiences for children with disabilities

Staley, Robert D University of Virginia 2007 해외박사(DDOD)

The purpose of this study was to determine coteachers' perceptions of effective coteaching experiences. The questions that guided this study were: What are teachers' perceptions of effective coteaching experiences? What instructional practices do teachers in a coteaching setting perceive as having a positive impact on student achievement? What do teachers perceive that principals need to know and do to facilitate coteaching experiences? In this qualitative study, a total of 15 coteachers were interviewed regarding their perceptions of effective coteaching experiences, instructional strategies that may impact achievement for students with disabilities, and the role of the principal in facilitating effective coteaching experiences. Erickson's inductive analysis method was utilized to analyze data. The participants in this study view opportunities for common planning, sharing coteaching responsibilities, receiving initial and ongoing coteaching training, effective matching of teacher personalities, and effective matching of teacher content knowledge as the five components that facilitate effective coteaching experiences. Additionally, the participants assert that a strong understanding of and implementation of the students' Individualized Education Plan (IEP), utilizing mixed ability grouping, accommodating various learning styles, and integrating technology are four instructional practices that may impact student achievement for students with disabilities in a coteaching setting. Finally, the participants in this study suggest that providing effective initial and ongoing coteaching training, providing common planning time for coteachers, being visible and accessible to students and teachers, informing teachers of coteaching assignments in advance of the school year, and effectively matching teacher personalities are five specific characteristics of principals that facilitate effective coteaching experiences. This study may inform the practice of principals, staff development coordinators, and members of higher education, but especially that of the school principal.

Locking the Advanced LIGO Gravitational Wave Detector: with a focus on the Arm Length Stabilization Technique

Staley, Alexa Columbia University 2015 해외박사(DDOD)

This thesis begins with an introduction on the theory of general relativity and gravitational waves. Common astrophysical sources are described in Chapter 2. Chapter 3 begins with a description of the installed instrument. A discussion on the detector design sensitivity, limiting noise sources, and estimated detection rates is also given. At the end of Chapte 3, the complications of lock acquisition are highlighted. The arm length stabilization system was introduced to Advanced LIGO as a partial way to solve the difficulties of locking. Chapter 4 discusses the motivation for the use of this scheme and explains the methodology. A detailed discussion on the arm length stabilization model is given, along with the noise budget in Chapters 5 and 6 respectively. The full lock sequence is described in Chapter 7. The thesis concludes with the current status of the interferometers. (Abstract shortened by UMI.).

The determinants of firefighter physical fitness: An inductive inquiry into firefighter culture and coronary risk salience

Staley, John Alexander, III The University of North Carolina at Chapel Hill 2008 해외박사(DDOD)

Objective. An extensive body of research demonstrates firefighters are at risk of sudden cardiac death, with physical fitness a significant contributor to coronary outcomes. Emergency response events place considerable physiological demands on firefighters that require high levels of fitness and cardiovascular endurance many firefighters do not possess. Additionally, interventions demonstrate little effectiveness improving firefighter long term fitness level. Yet previous research demonstrates that unique socio-cultural and normative factors may influence firefighter health behaviors, but little is understood regarding the presence of overall fitness culture. It is uncertain if fitness and readiness expectations translate into practice, i.e., whether physical fitness is a core value in firefighter culture. Therefore it may be inappropriate to implement behavioral change without first considering the part physical fitness plays in firefighting. This research informed these critical knowledge gaps by: (1) Determining the cultural meaning of physical fitness, worksite program adherence, and coronary health from the firefighter's perspective, (2) Identifying if fitness norms exist in the absence of mandatory programs, and (3) Ascertaining factors that facilitate overall firefighter physical fitness. Study Design. Full time firefighters were recruited from four urban North Carolina fire departments. The study was guided by a social ecological framework in which data was gathered via a three phase, mixed methods design. Ethnographic key informant interviews provided intrapersonal perspectives into the cultural meaning of fitness, worksite program adherence, and coronary health. Focus groups identified structural components of fitness norms and socio-cultural factors influencing fitness within fire service culture. The results of the focus groups were then used to guide development of a survey administered to approximately 1,000 firefighters to test emergent hypotheses regarding socio-cultural factors influencing fitness, including any correlation between fitness level and normative structural characteristics of fitness and smoking behaviors in the work environment. Principal Findings. Key insights into socio-cultural and normative factors affecting firefighter fitness has provided significant insights to assist fire departments to improve the effectiveness of workplace fitness programs, and change the culture of fitness and low coronary risk salience.

Behavior of geodesic rays in spaces with geometric group actions

Staley, Daniel Rutgers The State University of New Jersey - New B 2010 해외박사(DDOD)

This dissertation studies certain groups by studying spaces on which they act geometrically. These spaces are studied by examining the behavior of geodesic rays in these spaces, which gives geometric data about the space that can translate into algebraic data about the group. First, we investigate the amenability of Thompson's group F by studying the geometry of its Cayley graph. We apply the uniformly finite homology of Block and Weinberger to subsets of this graph. Many large subsets of the Cayley graph are shown to be nonamenable by exhibiting certain arrangements of geodesic rays which we call "tree-like quasi-covers". We then examine CAT(0) boundaries. If a group acts geometrically on two CAT(0) spaces X and Y, then one obtains a G-equivariant quasi-isometry from X to Y. One may look at the image of a geodesic ray in X, and look at its closure in ∂Y. We show that this "boundary image" can have the homeomorphism type of any compact, connected subset of Euclidean space.

The effects of English language proficiency on students' performance on standardized tests of mathematics achievement

Staley, Lisle E University of California, Los Angeles 2005 해외박사(DDOD)

With the No Child Left Behind Act (NCLB; Public Law No. 107-110, 115 Stat. 1425, 2002), regular reports of student mathematics achievement are requested, including for the subgroup of students designated as Limited English Proficient (LEP). But, are the test used measuring mathematics ability or language proficiency, and how accurate are the subgroup designations? For LEP students, the accuracy of the progress reports depends on the validity of several assumptions, namely, that the language used on the test is not obscuring evidence of LEP students' content understanding, that LEP students are a homogeneous, clearly defined group, and that LEP students are provided opportunities to learn the critical content tested. Two related studies explored the validity of these assumptions, with a sample of 916 third-grade students from a California school district. First, the relationship between students' English proficiency and their mathematics performance was looked at in relation to subtests that involved more versus less language. Socio-economic status was also included, in order to see if the effect of language remained beyond what could be explained by SES. Second, additional measures of language fluency were used to determine if district English language proficiency designations could be refined. Third, a subset (n=358) of students received direct instruction in statistics and probability to see whether or not access to the content would help improve student performance, regardless of language proficiency. Analyses of variance, analyses of covariance, and regression analyses indicated that there is a significant difference in mathematics achievement between LEP and non-LEP students, and that this performance discrepancy decreases as the amount of language in the tests decreases. The use of a simple composite of fluency measures indicated that district English language proficiency designations are vague and can be improved. Direct instruction of students resulted in increased achievement for those who received the intervention, and improved performance of all English language proficiency groups.

Where joy resides: Four teacher educators evaluate themselves via multiple literacy artifacts and reflections

Staley, L. Kathryn University of New Hampshire 2002 해외박사(DDOD)

Through qualitative case studies, I explored what or who influenced four teacher educators to use multiple literacy artifacts and reflections to evaluate themselves, and help their students do the same. I define a wide range of print and non-print mediums as multiple literacies in that some learners rely on them to explore and express what they value as evaluators. Given that some students understand a poem or a social studies concept better when evaluate their interpretations through drama or drawing, as well as talk or writing, it is important for these students to be in classrooms where multiple avenues for evaluation are used. These opportunities, however, are rare. In order for teachers to learn to value the use of these literacies alongside print and talk as means of evaluation, teacher educators may need to experience them as potentially useful aspects of their own evaluation strategies. The four teacher educators I studied were Julie Brooks Pantano, Dan Rothermel, Jane Hansen, and myself. For my data, I collected and analyzed our artifacts and reflections, and observed, recorded, and analyzed our interactions during one semester of the Reading and Writing Seminar. I also observed in at least two sessions with one class which each of my colleagues taught, and I informally interviewed them and at least two of their students regarding what I observed and what they learned. I analyzed myself by studying my growth as a teacher educator and evaluator in tandem with my evolution as a sculptor. I designed a sculpture to show what I learned in this dissertation via a literacy beyond print, as well as print. I found that we were all influenced to value a wider range of literacies as evaluators through our participation in various diverse, supportive learning communities over time. In these communities, multiple literacies were explicitly valued, modeled, created in class, required, and shared by teachers and students alike in portfolio artifacts and reflections. As we evaluated ourselves, these literacies helped us find value in ourselves, others, and everyone's growth in accord with what she or he valued as multifaceted persons in multiple social worlds.

The effects of extended and nuclear family structure and psychological differentiation on sex role integration and object representations in young adults

Staley, Judith M Columbia University 2004 해외박사(DDOD)

Participants' extended or nuclear family status was measured using the Family Structure Questionnaire, designed for this study. Family scores were calculated by totaling the number of years family members were present within the participant's household, or within a certain radius, during the first ten years of the participant's life. Scores 20 and below were classified as nuclear families: e.g., mother present for 10 years, father present for 10 years = score 20. Scores 21 and above were classified as extended families: e.g., mother present for 10 years, father present for 9 years, maternal grandmother present for 6 year = score 25. The radius for determining the presence of the family members was 1 mile for the graduate participants (n = 39) and 10 miles for the college participants (n = 46). Psychological differentiation was measured using the Group Embedded Figures Test (Witkin, Oltman, Raskin, and Karp, 1971). A substantial body of work by Lapidus and colleagues has shown increased mastery and coping in those with greater psychological differentiation. Sex Role Integration was measured using the Bern Sex Role Inventory (Bem, 1978). Object Representations was measured using the Blatt Object Representations Scale (Blatt, Chevron, Quinlan, Schaffer, & Wein, 1992). A demographics questionnaire included the socioeconomic status of participants, their parents and grandparents, childhood discipline methods, breast or bottle feeding status, and knowledge of abused person(s). Contrary to hypothesis, family structure did not predict scores on the object representations measure. As expected, extended family participants were categorized as sex role integrated more often than nuclear family participants, but the difference was not significant. Contrary to hypothesis, psychological differentiation scores did not predict object representations scores. Partial support was found for the hypothesis that high psychological differentiation scorers would also be sex role integrated. Participants who were physically punished in childhood had lower femininity scores than those who were not physically punished. Suggestions for future research include refining the Family Structure Questionnaire, and using it to address the deficit model whereby white, middle class, nuclear families are seen as the standard by which to judge other family types.