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2,719 Matching Results
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The Writers and Writing of Computer User Documentation: A Social Perspective
This thesis studies the writing of computer user documentation from a social perspective by examining the process of creating computer documentation and the role of documentation writers in the work place. This study consisted of in-depth interviews and observations of four writers of computer user documentation.
Date:
August 1991
Creator:
Webb, Sheree C.
System:
The UNT Digital Library
The Writing Portion of the TASP Test: Does Instruction Make a Difference?
This investigation sought to determine the effects of composition instruction on student performance. Informants consisted of students and teachers. Students completed two surveys and participated in interviews. Teachers completed one survey. The findings suggest that student performance are influenced by confidence in writing ability and previous writing instruction. Further, teachers either teach composition actively or inactively, and these teacher stances influence both student confidence and ability to compose. Implications from these findings can be extended to teacher training, student instruction, and further research.
Date:
May 1992
Creator:
Vrba, Susanne G.
System:
The UNT Digital Library
Wuthering Heights: A Proto-Darwinian Novel
Wuthering Heights was significantly shaped by the pre-Darwinian scientific debate in ways that look ahead to Darwin's evolutionary theory more than a decade later. Wuthering Heights represents a cultural response to new and disturbing ideas. Darwin's enterprise was scientific; Emily Brontë's poetic. Both, however, were seeking to find ways to express their vision of the nature of human beings. The language and metaphors of Wuthering Heights suggest that Emily Brontë's vision was, in many ways, similar to Darwin's.
Date:
August 1993
Creator:
Bhattacharya, Sumangala
System:
The UNT Digital Library
Young Children's Attitudes Regarding Ethnicity and Disability
The purpose of this study was to examine the social perceptions of young children with disabilities and young children of color. Further, an attempt was made to determine whether differential rates of acceptance were experienced by either group, or by the group of children who were of color and also had a disability within integrated classrooms. Young children (age 5.0 through 6.11) were studied in intact groups (N=120) from child care centers in the Texas counties of Denton and Dallas. Three measures of social perceptions were implemented: (a) a forced choice (multiple alternative) technique using dolls of a variety of ethnicities and ability statuses in which children must select dolls they feel represent a list of positive and negative attributes; (b) social distance theory as measured by children's artwork; (c) a sociometric rating. The results of this study showed significant areas (p< 05) of stereotype and bias in the perceptions of young children toward ethnicity, disability and gender. Implications for further research into the efficacy of multicultural and anti-bias education programs is recommended.
Date:
December 1996
Creator:
Zionts, Laura T.
System:
The UNT Digital Library
Young Children's Communicative Strategies During Pretend Play in the Context of the Block Center
In this study, various communicative strategies that young children employed to create and develop pretend play with peers in the block center were examined. Two preschools, one in Korea and the other in the United States, were selected. Subjects were children in the 4-year-old classroom in each school. The average age of the children at the time of the investigation was 59 months. For data collection, videotaping, audiotaping, field-note taking, interviews with teachers, and school enrollment records were used. During pretend block play, children created talk and actions in order to deal with challenges related to various aspects of play (e.g., accessory play materials, construction, plot, and enactment). Accordingly, children's communicative strategies were categorized as follows: (a) material communication, (b) construction communication, (c) plot communication, and (d) enactment. Also, subcategories under each category were developed. It was found that, in different phases of play in which they faced different types of challenges, children used certain strategies more often (communication about material selection and construction definition were most frequently used in the initiation phase of play). In terms of cultural aspects of the pretend play, in the Korean setting, the following were noticed: (a) a rigidly formed participant structure in which …
Date:
May 1996
Creator:
Lee, Myungsook
System:
The UNT Digital Library
Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment
This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated with those behaviors. The children's language interactions were also examined in an effort to determine the relationship between language and cognitive development in their construction of physical knowledge. The procedures involved observing the children's behaviors and collecting samples of their spontaneous language interactions during their swinging activities. Informal interviews were also conducted with individual and groups of children. The findings indicate that young children's swinging behaviors develop in eight hierarchical stages. As these behaviors develop, children experiment with the physics principles of balance, gravity, force, resistance, and resonance. Children's swinging behaviors develop in a social context. Many early behaviors are acquired through observing and modeling other children. Language provides the medium for more-experienced peers to assist novice swingers through encouragement and direct instruction. The stage development of swinging behaviors is compared to Cratty's Theory of Perceptual-Motor Development and Harrow's Taxonomy of the Psychomotor Domain. Children's cognitive processing and language interactions are discussed in the context of Piagetian and Vygotskian theories of development. Implications for instruction and suggestions for further research are discussed.
Date:
December 1993
Creator:
Fox, Jill Englebright
System:
The UNT Digital Library
Z1 Dependence of Ion-Induced Electron Emission
Knowledge of the atomic number (Zt) dependence of ion-induced electron emission yields (Y) can be the basis for a general understanding of ion-atom interaction phenomena and, in particular, for the design of Zrsensitive detectors that could be useful, for example, in the separation of isobars in accelerator mass spectrometry. The Zx dependence of ion-induced electron emission yields has been investigated using heavy ions of identical velocity (v = 2 v0, with v0 as the Bohr velocity) incident in a normal direction on sputter-cleaned carbon foils. Yields measured in this work plotted as a function of the ion's atomic number reveal an oscillatory behavior with pronounced maxima and minima. This nonmonotonic dependence of the yield on Zx will be discussed in the light of existing theories.
Date:
December 1993
Creator:
Arrale, Abdikarim M. (Abdikarim Mohamed)
System:
The UNT Digital Library