Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item Variations in Vocalizations of Fin Whales, Balaenoptera physalus, in the St. Lawrence River(1980) Edds, Peggy Louise; Buchler, Edward; Animal & Avian Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)Recordings were made of vocalizations from fin whales, Balaenoptera physalus from a fixed hydrophone in the St. Lawrence River between 28 June and 27 September 1979. Land-based observers monitored activity from a hillside hut while recordings were being made from a shoreline site. Photographs of dorsal fin variations were used to identify distinctive individuals. The 1522 sounds recorded were classified into 11 categories based on frequency and temporal characteristics. The predominant call was a descending sweep of frequencies. Parameters measured for this downsweep exhibited a dichotomy of characteristics which indicates calls with initial frequencies below 40 Hz have less variability than calls with initial frequencies above 40 Hz. In general, solitary animals produced primarily the lower frequency downsweeps. Higher frequency downsweeps were recorded from pairs or trios of fin whales. Solitary individuals did not exhibit unique variations in downsweep parameters. No clusters of values which might indicate uniquely individual ranges were consistently present in multiple animal recordings. The data suggest that the variability of fin whale vocalizations is primarily contextual rather than individual.Item Infant and Juvenile-Directed Care Behaviors in Adult Toque Macaques, Macaca Sinica(1985) Baker-Dittus, Anne; Animal & Avian Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The identity of care-givers, and the distribution of care to young are examined in a free-ranging polygynous primate, Macaca sinica. Care behavior is used as one measure of investment in young. There is no evidence that dominance rank influences offspring sex, but high-ranking mothers provide more care to newborn infants than do low-ranking mothers. Mothers provide more care to infant and first year sons than to daughters. This supports Dittus's suggestion (1979, 1980) that mothers should schedule care to sons and daughters differently, providing high levels of care to sons before they emigrate from the natal group. Care to daughters is low per unit time, but continues over a long period because daughters remain in the natal group. Adult females, other than the mother, tolerate, groom and support young. These behaviors are low cost, relative to the high cost behaviors of nursing and carrying, which only mothers provide. Young tend to associate with adult female relatives. Unlike male-biased maternal care, adult female care is biased towards female young; and female young return care more than do male young . Adult female rank is positively correlated with the amount of support adult females provide to female young, and the amount of grooming they receive from female young. Adult female rank has no effect on any measure of association between adult females and male young. Taken together these findings suggest that reciprocal altruism has been important in shaping adult female interactions with young. Adult and subadult M. sinica males direct the low cost, affiliative behaviors of hugging, carrying and grooming towards male infants; and direct aggressive behaviors towards female infants. I suggest that the distribution of behaviors reflects their value to male and female young. Affiliative behaviors to male infants, and aggressive behaviors to female infants serve to channel infants into association with adults from whom they can learn appropriate sex-typical behaviors, and as such benefit both male and female infants. High cost care behaviors of support in agonistic interactions, and protection are provided only by the adult male, and are provided to male and female young equally.Item PREDICTIVE ACCURACY OF THIRD AND FIFTH GRADERS ON LINGUISTIC AND NON-LINGUISTIC COMPREHENSION MEASURES: THE RELATIONSHIP BETWEEN PERFORMANCE ON GRADUATED PASSAGE QUESTIONS UNDER LISTENING AND READING CONDITIONS AND THE STANDARD PROGRESSIVE MATRICES(1981) Alexander, Patricia; Garner, Ruth; Teaching, Learning, Policy & Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This study, as an investigation of predictive accuracy, examined the relationship of subjects' performance on a non-linguistic measure of comprehension, the Raven's Standard Progressive Matrices, to their performance on linguistic measures of comprehension, graduated passages and questions from the Barnell-Loft Specific Skills Drawing Conclusions Series. These linguistic passages and questions were presented under silent reading and listening conditions. All third graders and fifth graders at a suburban Maryland parochial school served as the study population from which twenty subjects at each grade level were randomly selected. This sample was comprised of eighteen males and twenty-two females. All subjects received all treatment levels which consisted of four tasks administered in two sessions. Session I included the administration of the Raven's, with the added verbalization of item C-9, and passages and questions presented in a silent reading mode. In Session II all subjects completed passages and questions presented in a listening mode and the Slosson Intelligence Test. The graduated passages and question were contained in Comprehension Inventory I and II which were administered in counterbalanced format. Half of the subjects received Inventory I as the listening task and II as the silent reading task, while half received Inventory I as the silent reading task and II as the listening task. The first question under research in this study was whether there was a relationship between linguistic and non-linguistic predictive accuracy. A multiple correlation technique was used to ascertain the relationship between the Raven's and the listening and silent reading linguistic comprehension measures. A correlation coefficient significantly different from zero was achieved in the comparison of subjects' performance data for these tasks. The second question addressed by this study was whether the relationship between the non-linguistic and the listening linguistic measure of predictive accuracy would be stronger than the relationship between the non-linguistic and the reading linguistic measure of predictive accuracy. Through the use of a partial correlation technique it was determined that the relationship between the Raven's and the listening task was not statistically stronger than the relationship between the Raven's and the silent reading task. Both partial correlations, however, were determined to be significantly different from zero. The third question investigated by this study was whether there was a significant relationship between the Raven's, as a non-linguistic measure of predictive accuracy, and the Slosson, as a linguistic measure of intellig ence. The coefficient produced by the Pearson Product-Moment technique was assessed to be significantly different from zero. Finally, the study sought to ascertain if there were developmental differences in predictive accuracy. At test for related samples produced significant differences for all outcome measures in the direction of the fifth-grade subjects. These findings confirmed the hypothesis that older students would perform the specified tasks at a higher level of predictive accuracy than younger students. Possible explanations of the outcomes of this investigation, and their relationship to research in the areas of language/thought, analogous reasoning, intelligence/cognition, reading/listening and comprehension/prediction were discussed, along with implications for theory, research, classroom and diagnostic practices.Item A Comparison of the Effectiveness of Demonstrations, Verbal Statements, and Hands-on Experiences on Correcting a Misconception of First-Graders Regarding Magnets(1987) Benbow, Ann E.; Lockard, J. David; Teaching, Learning, Policy & Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The purpose of this study was to compare the relative effectiveness of five instructional interventions which were designed to correct a size-related science misconception in a group of first graders. The particular misconception chosen for the study is the belief that larger magnets are always of greater strength than smaller magnets. These interventions consisted of: a. a demonstration lesson, b. a hands-on lesson, c. a verbal statements lesson, d. a demonstration-plus-verbal statements lesson, and e. a hands-on-plus-verbal statements lesson. At the beginning of each magnet lesson, students were first exposed to evidence contradicting the size-related magnet misconception. This was followed by the introduction of cognitive conflict via the use of a small weak rectangular magnet and a larger strong rectangular magnet to pick up paper clips. Finally, students interacted with two (apparently) identical rectangular magnets of clearly differing strengths. The second major component of each intervention was the use of iron filings and a magnet to "show" lines of force. The purpose of this last activity was to give the students some information about magnets that would assist them in accommodating the events witnessed in the first part of the intervention. Subjects were tested three days before the treatment, one day after treatment to determine change of knowledge effect, then six weeks after treatment as a check for knowledge retention. Six subjects were randomly chosen from each treatment group to be interviewed using a format based upon Novak's Interview-about-Instances (1984) prior to the instruction, and on two occasions (one day, and six weeks) after the instruction. It was hypothesized that a demonstration treatment would result in the highest frequency of students who received a score of 100% on four misconception-related items on the post-test. It was also hypothesized that the demonstration treatment would result in the greatest retention. Analysis of both test scores and interview data indicates that, although there is strong support for the corrective properties of a demonstration which directly confronts the misconception that a necessary direct relation ship exists between magnetic strength and magnet size, a demonstration alone is not more effective than all of the remaining treatments in achieving change of knowledge or retention. Therefore, there is a lack of support for both research hypotheses. Both treatments containing demonstrations, however, were more effective in achieving correction of the size-related misconception than the treatments consisting of a hands-on treatment alone and verbal statements alone.Item Women Correspondents in Vietnam: Historical Analysis and Oral Histories(1988) Martin, Christine; Hiebert, Ray; Journalism; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)Although women correspondents have covered wars since the Spanish-American conflict, it was not until the Vietnam War that they achieved full access to the battlefield and equal opportunities to cover all aspects of the conflict. Easily attained army accreditation, the burgeoning women's movement and the unique nature of the Vietnam War - a Third World, essentially, political conflict - combined to offer women reporters unprecedented opportunities to cover the war and to prove themselves as worthy members of journalism's elite crew - war correspondents. More women covered Vietnam than any other war. They focused their coverage primarily on the "human interest" angle and the effects of war on its civilian and military victims. This traditional women's focus took on a new prominence in Vietnam, where an understanding of the social and political underpinnings of Vietnamese culture was essential to the success of the American war effort. As a result, the traditional news definition of war as battlefield was widened and the "women's angle" became central to war correspondence. This study presents an historical analysis of the evolution of the role of the woman war correspondent, from the Spanish- American conflict to Vietnam, and presents the oral histories of 10 women who worked as war correspondents in Vietnam.Item The Effects of Instruction in Sentence Combining and Revision on Ninth and Tenth Graders' Explanatory Writing(1989) Horstman, Franklin; Slater, Wayne H.; Teaching, Learning, Policy & Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)In this study, I examined the effects of instruction in sentence combining on three measures of student writing : 1.) syntactic fluency; 2.) overall writing quality; and 3.) sentence -combining ability. Sentence combining is a method of writing instruction in which students rewrite a series of sentences into one syntactically more complex sentence. Two teachers instructed experimental group one (37 students) in sentence combining applied to revision. The same two teachers also instructed experimental group two (37 students) in sentence combining alone. A third teacher instructed the control students (38 students) in the standard ninth-grade English curriculum. To examine syntactic fluency, I analyzed students' writing for words per T-unit, clauses per T-unit, and words per clause. To examine overall writing quality, two trained raters assessed students' writing using forced choice holistic scoring. I also assessed students' sentence-combining ability. On syntactic fluency, the control group demonstrated statistically significant gains for mean number of words per clause. On overall writing quality, the control group also demonstrated statistically significant gains. On sentence-combining ability, both experimental group one and experimental group two demonstrated statistically significant gains. While the results do not support the first two research questions, on sentence-combining ability, the results suggest that ninth-grade writers can be taught sentence combining in a four-week, intensive instructional unit. Additionally, results suggest links between rhetorical and psychological theories and writing. However, the limitations of the results also suggest further sentence-combining research.Item An Empirical Analysis of the Determinants of Initial Occupational Choice by Male High School Graduates(1986) Cox, Donald Francis; Brechling, Frank; Economics; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This dissertation consisted of an empirical analysis of the determinants or initial occupational choice by male high school graduates. The approach used was based on the theory of random utility. According to this approach, the individual selects a particular outcome from a set of possible outcomes based on both observed and unobserved characteristics of the individual and the particular possible outcome. In this analysis, the occupational choice set contained three possible outcomes. These possibilities were civilian sector employment, military service and college enrollment. For empirical analysis, a sample of 1,748 male high school graduates was drawn from the National Longitudinal Survey of Youths (1979-1981). The empirical model consisted of a mixed discrete/continuous simultaneous 4 equation system. Three estimation strategies were used. The first was a sample two stage logit/ordinary least squares procedure. The second was a modified two stage logit/ordinary least squares procedure that corrected for self-selectivity bias. the third strategy consisted of a modified two stage logit/ordinary least squares procedure that corrected for both self-selectivity and choice-based sampling bias. The estimation results indicate that the decision to enlist is most sensitive to the net income of the individual's family and the predicted civilian sector wage. The military experience of the individual's father and the desire to acquire additional training are also important in this decision. In addition, the differences in the estimates across the three estimation procedures illustrate the importance of correcting for sample biases.Item Paolo and Francesca: Unfulfilled Love in Nineteenth-Century French Art(1986) Hall, Pamela Rae; Hargrove, June E.; Art History & Archaeology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)During the nineteenth century, the Divine Comedy became an important source of inspiration for French artists. Chief among the episodes represented was Dante's account of Paolo and Francesca, illicit lovers condemned to the Inferno's Circle of the Lustful. This paper examines specific portrayals of the Francesca tragedy and seeks to explain why the theme became especially favored by the French. The method is three fold: First, to trace the history of Dante's popularity in France; second, to analyze the thematic changes which occurred in depictions of Paolo and Francesca between 1800 and 1880; and finally, to consider the ways in which these works were influenced by contemporary philosophies and events. An historical survey of the popularity of the Divine Comedy closely indicates that France's admiration for Dante was linked to the appearance of numerous French translations of his chef d'oeuvre. Artists responded to the public's growing appreciation of the epic by incorporating Dantesque themes into their subjects: at least 111 works inspired by the Divine Comedy were exhibited at the Salon during the first three-quarters of the nineteenth century -- of these 43 were based on Francesca's tale. The Francesca episode enjoyed prominence throughout the century largely because it was relevant to the advancing political, social, religious and artistic mores of society. The motif could be adapted to address sentimentality or melancholy. It could provide a moralizing lesson on lascivious living or serve as a pretext for eroticism. The theme of unfulfilled love, popular throughout the century, was embodied in Paolo and Francesca as either chaste, lamentable, deplorable or impassioned.Item Student Choice Among Large Group, Small Group, and Individual Learning Environments in a Community College Mathematics Mini-Course(1986) Baldwin, Eldon C.; Davidson, Neil; Mathematics; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This study describes the development and implementation of a model for accommodation of preferences for alternative instructional environments. The study was stimulated by the existence of alternative instructional modes, and the absence of a procedure for accommodation of individual student differences which utilized these alternative modes. The Choice Model evolved during a series of pilot studies employing three instructional modes; individual (JM), small group (SGM), and large group (LGM). Three instructors were each given autonomy in designing one learning environment, each utilizing her/his preferred instructional mode. One section of a mathematics course was scheduled for one hundred students. On the first day the class was divided alphabetically into three orientation groups, each assigned to a separate class room. During the first week, the instructors described their respective environments to each group, using video taped illustrations from a previous semester. Environmental preferences were then assessed using take-home student questionnaires. In the final pilot, fifty-five students were oriented to all three environments. Each student was then assigned to his/her preferred learning environment. The distribution of environmental preferences was 24% for IM, 44% for SGM, and 33% for LGM. The following student characteristics were also investigated: 1)sex, 2)age, 3)academic background, 4)mathematics achievement, 5)mathematics attitude, 6)mathematics interest, 7)self-concept, 8)communication apprehension. and 9)interpersonal relations orientation. This investigation revealed several suggestive preference patterns: 1)Females and students with weak academic backgrounds tended to prefer the SGM environment. 2)Students with higher levels of communication apprehension tended to avoid the SGM environment. 3)New college students and students with negative mathematics attitudes tended to avoid the IM environment. 4)Students with higher grades in high school tended to prefer the LGM environment. Student preferences were successfully accommodated, and student evaluations of the Choice Model were generally positive. The literature suggests that opportunities to experience choice in education tend to enhance student growth and development; adaptation and institutionalization of the Model were addressed from this perspective. Additional studies with larger samples were recommended to further investigate environmental preferences with respect t o student and instructor characteristics of gender, age, race, socioeconomic background, academic background, and learning style.Item THE EFFECTS OF AN EXEMPLARY FOURTH-GRADE TEACHER'S EXPECTATIONS AND A SATISFACTORY FOURTH-GRADE TEACHER'S EXPECTATIONS ON THE READING INSTRUCTION PROVIDED TO HIGHAND LOW-ACHIEVING STUDENTS: AN ETHNOGRAPHIC STUDY(1989) McCallum, Peter Littleton; Hebeler, Jean R.; Teaching, Learning, Policy & Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)