Theses and Dissertations from UMD
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Item Testing the Limits: A DC Ecoblock Creates Community for Everyone(2019) Rowedder, Patricia; Gabrielli, Julie; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Loneliness is an emotional feeling that represents disconnection. With one in five people suffering from loneliness, it has become a public health crisis. Ranked second in the nation for loneliness, Washington DC is three times the national average. The transient nature of the greater DC population has created a negative perception on the city, causing people to either move on or move out. Such a progressive and influential city seems stuck in a stagnant pattern, not reacting to the constantly changing density, mobility, and needs of the built and non-built environment. This thesis aims to explore the connections of ecology and psychology of architecture through a superblock typology in an effort to battle loneliness in the nation’s capital. A superblock is a large-scale entity both extroverted and permeable composed of business, community, and other institutional programs, each different but overlapping in a common elements and connections. The superblock throughout time has been given a negative connotation because of exploited failed attempts. When using the principles correctly, however, the superblock typology provides endless possibilities and solutions to connect, engage, and ignite community interaction through strategically placed nodes of space and diverse program. If one were to take create new principle site, culture, and health specific, could a meaningful interaction and connection through a ecoblock in DC be created?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 Knowledge and Attitudes of Montessori Teachers of Young Children as a Context for Guiding the Normalization and Self-Construction Process(1994) Schaefer Zener, Rita; Flatter, Charles; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results.Item Special Classes and Group Therapy: An Evaluation of Their Effects on Achievement and Behavior in a Public School Setting(1971) Weinstein, Howard G.; Goering, Jacob; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This investigation was designed to test the relative effectiveness of four educational-treatment methods of providing adequate services for children with special learning problems in elementary school Special Learning Problems classes. The focus was on the relative effectiveness of these methods in bringing about positive achievement and behavior change. The subjects were 50 elementary school pupils enrolled in e ight existing Special Learning Problems (SLP) classes in Fairfax County, Virginia. The Ss represented a wide range of behavioral and/or educational disorders reflected in an equally wide range of inappropriate behavior and/or educational retardation of at least one, and generally two years. Each of the eight pre-established SLP classes was randomly assigned to one of four educational-treatment groups. Two SLP classes were assigned to each treatment group. The experimental methods consisted of special class placement and: (A) "Child Therapy Only" (CTO); (B) "Parent Therapy-Only" (PTO); (C) "Child and Parent Therapy" (CPT). In addition, a "Special Class-Only" (SEO) control group was included. Subjects in the CTO and CPT groups participated in 24, 90-minute group therapy sessions. The parents of the children in the CPT and PTO groups received 24, 90-minute parent group therapy sessions. The SEO (control) group did not receive group therapy nor did their parents. Group therapy sessions were conducted by trained and experienced group therapists from the Mental Health Center. The California Achievement Tests, The Wide Range Achievement Test, the Behavior Rating Scale, and the Human Figure Drawing Test were administered in mid-October, 1969 and repeated in mid-April, 1970. The difference between pre- and post-test scores were computed and the differences between treatment groups' mean gain scores were tested for significance by means of t-ratios. The null hypotheses tested were: Hypothesis 1. There will be no significant differences in mean gain scores on any of the achievement measures or on the behavior ratings between the control group (SEO) and any of the experimental groups (CTO, PTO, CPT). Hypothesis 2. No significant differences in mean gain scores on any of the achievement measures or on the behavior ratings will be found between the three experimental groups (CTO, PTO, CPT). Hypothesis 3. There will b e no significant differences in mean gain scores on any of the achievement measures or on the behavior ratings between those students designated as NEW (1st year SLP) and those FORMER students in SLP classes. The analyses of the results from the achievement and behavior measures provided, with only three exceptions, support for not rejecting the null hypotheses. With regard to Hypotheses 1 and 2, although only two comparisons reached statistical significance (i. e. , the CPT group obtained significantly higher CAT-Reading and WRAT-Arithmetic gains than the SEO group), it was found that the achievement mean gain scores were generally greater for the CPT group than for either the SEO group or for either of the other two experimental groups (CTO and PTO). In contrast, the SEO group obtained a greater behavior scale mean gain than any of the three experimental groups (CTO, PTO, CPT), although this difference did not reach significance. With only one exception (WRAT-Arithmetic), no significant differences were found between the NEW and FORMER groups. Subsequent to the experimental period, the NEW students demonstrated a significantly greater mean gain in Arithmetic than their FORMER group counterparts. Behaviorally, the FORMER group obtained a greater mean behavior rating gain than the NEW group, although not statistically significant. In general, the present findings provided no evidence for differential favorable effects from any of the educational-treatment methods utilized in terms of significantly greater achievement or behavioral gains. However, some noted trends were suggestive of the fact that perhaps each of the four educational-treatment methods is best suited for different situations, goals, and subjects. Further research was recommended.Item The Influence of Behavior Rehearsal Techniques on Children's Communicative Behaviors(1973) Cassidy, Edward W.; Rhoads, David; Counseling, Higher Education & Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The purpose of this study was to investigate the influence of behavior rehearsal techniques on the behavior of shy children as determined by a measure of verbal behavior. Answers were sought to the following questions: 1. Does participation in a behavior rehearsal program affect the verbal behavior of shy children? 2. Is there a difference between standard and personal hierarchies used in behavior rehearsal? 3. Is there a difference between group and individual behavior rehearsal approaches? The sample included one hundred seventy-seven elementary school children from nineteen fourth, fifth, and sixth grade classrooms. The subjects were pupils who had a history of low frequency of verbal participation in group and individual settings. Subjects were randomly assigned to one of two principal treatments or a control group. The first treatment was identified as Behavior Rehearsal-Personal. In this treatment subjects developed their own personal anxiety hierarchy. The second principal treatment was identified as Behavior Rehearsal-Standard. In this treatment the subjects were assigned to rehearse items from a hierarchy developed by the experimenter. The two treatments were applied in both one-to-one and group counseling settings. Besides treatment and setting, sex of subject and counselor were used as classification variables and included in a 2^4 factorial analysis of variance design. At the conclusion of a four week treatment period the subjects were observed on the criterion behavior, unsolicited communicative response, during a thirty minute controlled discussion session. Analysis of the data demonstrated that there was no change in verbal behavior as a result of participating in a behavior rehearsal program. It appears that in this study the behavior rehearsal procedures had no differential effect on the verbal behavior of the shy children. No significant difference was found on any of the other factors which· were measured. Neither the treatment setting, nor the sex of the subject, nor the counselor appeared to have a significant effect on the final results of the study. Although research studies indicate that the behavior rehearsal technique should be an effective technique for shaping assertive behaviors, no such evidence was found in this study. Nor was support found for the traditional view that personalized hierarchies are more effective than standard hierarchies. The lack of research on the behavior rehearsal technique suggests that more intensive and systematic research is needed to assess the specific effects behavior rehearsal has on the behavior of shy children.Item The Effectiveness of Differential Social Reinforcement Strategies in Facilitating Achievement Behavior of Lower Socioeconomic Status, Primary Grade Children(1971) Fishman, Harold; Matteson, Richard; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This study was designed to ascertain whether Positive Social Reinforcement (PSR), Negative Social Reinforcement (NSR) and the condition of no verbal feedback (Control) have a differential motivational effect on the achievement behavior of low socioeconomic status, primary grade Ss. Two related objectives of this research were : (a) to determine whether black and white Ss are differentially motivated to achieve in response to the aforementioned three social reinforcement-feedback contingencies and (b) to determine whether Ss who are at different developmental levels are differentially motivated to achieve by these three classes of social reinforcement-feedback parameters.Item Riots and Revolution: Food Riots in the Department of the Seine-et-Oise, 1789-1795(1994) Sanyal, Sukla; Cockburn, James; History; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This dissertation is a diachronic study of the food riots that broke out in the department of the Seine-et-Oise from 1789 through 1795. The purpose of the dissertation is to study one of the most common forms of popular protest in France in all its complexity. This study traces the riots downs the years and situates them within a specific political and economic context. It argues that as the Political and economic circumstances changed, the riots changed in form and content from market riots to stoppages of convoys to invasions into the homes of farmers. The dissertation also examines how the Revolution affected the rioters, not only in their material lives, but in their thinking and ideology as well. Chapter II traces the breadth and scope of the riots. Chapter III is a study of the connections between the policies of the revolutionary governments towards the commerce of foodstuff and the outbreak of the riots. It is shown that the riots changed in form over the years as the rioters sought to deal with the consequences of governmental legislation at different periods. Chapter IV examines the causes of the riots. It studies the long term and short term causes of the riots as well as the immediate causes. In this context, the chapter examines the social structure of the Seine-et-Oise , the effects of the policy of liberalization of the commerce of foodstuff and the effects of war. Chapter V studies the motivations, the organization and the composition of the riot groups. It argues that the Revolution had a direct impact on the mentalities of the rioters. As the years progressed the outlook of the rioters became steadily more radical, and they came to believe that political rights, and a Constitution which protected their interests, would alone solve the problem of subsistence in France. The sources for this study are the administrative records, police records, judicial records, legislative edicts, price lists and propaganda pamphlets found in the Archives Nationales at Paris, the Departmental Archives at Yvelines and Corbeil-Essonnes and the Bibliotheque de la Ville de Paris.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 A SELF-SELECTED QUALITATIVE STUDY EXAMING THE RELATIONSHIP BETWEEN A FATHER AND HIS SON WHO HAS ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)(1996) Kilcarr, Patrick; Flatter, Charles; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The purpose of this interpretive study was to examine the relationship that exists between a father and his son Who has Attention Deficit Hyperactivity Disorder (ADHD). Since very little information is extant describing the relationship between a father and his son with ADHD, an interview format was developed to explore paternal perceptions, affect, and behaviors in relation to raising a son with ADHD. Sixteen fathers from an upper-middle class socioeconomic environment, participated in a one hour phone interview. These interviews were tape recorded and later transcribed. The interview attempted to answer the five research questions driving this study. The narrative data was interpreted by using a qualitative research method developed by Ranata Tesch. method involved extracting themes (specific participant responses) and collapsing the themes into larger-overarching categories called metathemes. Metathemes represent shared thoughts and perceptions held in common by all participants. Ten metathemes emerged from the data. The metathemes included such topics as a father's decision to place a child on medication and how and when to use behavior management strategies. Editorial comments from the author preceded response segments from participants (these segments were indented and single spaced). The data indicated that fathers share a unique relationship with sons who have ADHD. Prior to diagnosis, the majority of fathers described the relationship as tense, frustrating, and often unfulfilling. The relationship following diagnosis was described as significantly more Positive and rewarding. This was attributed to two specific changes: 1. the advent of education for fathers' regarding ADHD issues; and, 2. medication. Fathers agreed that the most effective behavior management strategy was to remain calm, educated, and realistic regarding their Childrens' behavior. The intention of this research was to generate further questions regarding the father-ADHD son relationship. The results of this study are not and cannot be generalized to other cultlures or social groups. Further research is needed which addresses the impact of race, class, and culture on the father and son with ADHD relationship.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.