Now showing items 14730-14749 of 14781

    • Working mothers and maternal attachment: an exploratory study

      Kime, Susan Thomas, 1944- (The University of Arizona., 1989)
    • The world of an adolescent asthmatic girl

      Mennen, Mary Sue (The University of Arizona., 1979)
    • THE WORLD OF HYPERACTIVE CHILDREN ON STIMULANT THERAPY.

      Kaliban, Keri A. (The University of Arizona., 1983)
    • THE WORLD OF TUBERCULOSIS AS VIEWED BY ELDERLY MALE PATIENTS.

      Gaewprom, Sangpet. (The University of Arizona., 1982)
    • World War I neutrality, 1914-1918; a study in international law and American foreign policy

      Koch, Robert Renaud James, 1923- (The University of Arizona., 1953)
    • Would You Publish This Photograph?

      McCoy, M.J. (The University of Arizona., 1987)
    • Wound periderm formation in Rumex hymenosepalus as affected by temperature and humidity

      Jones, Paul Thomas, 1927- (The University of Arizona., 1950)
    • Wounded Knee in 1891 and 1973: Prophets, protest, and a century of Sioux resistance

      Schlegel, Alice; Bohnlein, Ivy Briana, 1974- (The University of Arizona., 1998)
      Wounded Knee has been the site of two significant encounters between the United States and the Sioux nation: the massacre at Wounded Knee in 1891, and the takeover of Wounded Knee Village in 1973. These encounters are related to each other by more than location: both were the result of Sioux participation in a national movement. In the 1880s, that movement was the Ghost Dance, though Sioux involvement was characterized by a uniquely hostile approach. A century later, the Sioux of Pine Ridge reservation formed an alliance with the national American Indian Movement that resulted in a seventy-one day armed siege at Wounded Knee. During both time periods, similar historical factors, external forces, and internal conflicts resulted in the Sioux taking part in these movements, but the unique character of their resistance was shaped by internalized values and a cultural model which favored an aggressive response to perceived threats.
    • Woven lives, weavers' voices: A family of Dine weaversspeak about Dine textiles

      Stauss, Jay; Notarnicola, Cathy (The University of Arizona., 2001)
      This research documents and discusses the reactions of a family of Dine (Navajo) weavers who were asked to examine selected Dine textiles in the Arizona State Museum's collection. Although the ways Dine weavers perceive their creations is not the focus of many studies, this research explores their aesthetics to gain a greater understanding of the weaving tradition. Building on cross-cultural interviewing techniques that originally used photographs, this study uses a selection of museum textiles to explore Dine aesthetics. The results address Dine weavers' views of the meanings and changes in Dine textile designs, the significance of the process of weaving, and the motivational forces that fuel this tradition.
    • Wright Patman and the veterans'bonus issue, 1930-1936

      Elkins, William Frederick, 1939- (The University of Arizona., 1964)
    • Writers' guilds and the authorship of Yüan Drama by Carol Ann Krebs-Kelley

      Krebs-Kelley, Carol Ann (The University of Arizona., 1976)
      The members of the Chinese writers' guilds were those who not only provided scripts for plays, but participated in the creation of a great many kinds of entertainment. The first members of the writers' guilds were actor-playwrights, but with the invasion of the Mongols and the disruption of the Imperial examination system, some men of letters became members of the writers' guilds. The combination of artistic talents of the actor-playwrights and the scholar-playwrights directly affected the literary merit of Yuan drama. Moreover, as an entertainment art based in competitive economics, the writers' guilds were of primary importance to the drama of the Yuan period.
    • Writing by Heart. Victims of the Colombian Armed Conflict Write their Testimonies

      Oglesby, Elizabeth; Bungard, Claudia; Bacelar da Silva, Antonio J.; Vásquez-León, Marcela (The University of Arizona., 2018)
      The half-century Colombian armed conflict has left an enormous human impact. Statistics say that between 1956 and 2016 about seven million people have been victims of crimes perpetrated by guerrilla groups, paramilitaries, and the national army. For decades, most of the victims have maintained a complete silence about their tragedies. However, in recent years, with the guidance of journalists and social workers, some victims have started to write their own memories of the war. Between 2006 and 2010, as a way to collect testimonies and to give a “voice to the voiceless,” the local government of the city of Medellin, Colombia, supported a series of writing workshops in which victims wrote their own tragedies. In part, this thesis seeks to explore this new way to produce testimonies in Colombia and to show the impact of this grassroots memory project on participants. It also refers to its potential effects and legacy, in order to make recommendations for future such projects in times of transitional justice in Colombia.
    • Writing to learn science in first grade

      Anders, Patricia; Prassas, Lea, 1960- (The University of Arizona., 1992)
      The purpose of this study was to determine if first graders could learn how to write while writing to learn. An inquiry cycle was developed to guide the students as they learn content area material. Writing to learn activities were selected that promote, or facilitate, the thinking process of the inquiry cycle. The writing to learn activities are: freewriting, brainstorming, questioning, graphic organizers, review writing, and elaboration writing. Twenty-five first graders learned about our solar system and plans by engaging in these writing to learn activities. Finding. The writing to learn activities provided the students with opportunities to go through the steps in the writing process of composition, as well as provide opportunities to go through the steps in the inquiry cycle to learn new information about the topic. In addition to writing and concept development, the writing to learn activities encouraged collaborative learning and reflective teaching practices.
    • Writing Tutoring in Higher Education: An Exploratory Study on the Effectiveness of Directive and Nondirective Tutoring

      Alt, Mary; Sugino, Nicole Emiko; Plante, Elena; Beeson, Pelagie (The University of Arizona., 2016)
      Writing academic papers continues to be a struggle for college students. Many universities provide tutoring services for a range of academic subjects including writing. Currently, there are few experimental studies to support the effectiveness of two frequently used tutoring methods: directive and nondirective tutoring. Based on existing knowledge about the acquisition of written language, this study aims to determine if directive (expert-directed) tutoring is more effective than nondirective (student-directed) tutoring in improving students' writing skills. In addition, this study sought to determine if changes in macrostructure and microstructure correlated to instructor assigned grades. Participants were recruited from undergraduate courses that included an initial paper and a revised final paper. Participants who chose 30-min of free tutoring were randomly assigned to one of the tutoring conditions: expert-directed (ED) or student-directed (SD). Participants who did not choose to receive tutoring were allocated to the control condition. There were 16 participants: ED group [n=7], SD group [n=7], and control group [n=2]. A descriptive analysis on measures of microstructure, paragraph structure, overall rating, and instructor assigned grades for the initial and final paper was conducted for 6 participants: ED group [n=2], SD group [n=2], and control group [n=2]. On measures of microstructure, the ED group decreased the average number of errors, the SD group maintained the same number of errors, and the control group increased the number of errors. Both the ED and SD tutoring groups decreased the average number of internal paragraph structure errors, while the control group maintained the same number of errors. All three groups received an increase in average overall rating; however, the control group received the smallest increase. All three groups received a comparable increase in average instructor assigned grade. The preliminary results suggest that tutoring is beneficial compared to no tutoring. Furthermore, there does not appear to be a relation between changes in the measures used in this study (microstructure, paragraph structure, overall rating) and instructor assigned grades. Further examination on whether directive tutoring is more effective than nondirective is required. The theories supporting directive tutoring (i.e. writing development, Vygotsky's zone of proximal development, learning theory) suggest that this method would be more effective than nondirective tutoring. In addition, research into the relation between grades and changes in macrostructure and microstructure is warranted.
    • Wrong Side Of The Tracks: Transportation Systems And Exclusionary Urban Planning In Tucson

      Steptoe, Tyina; Adams, Jaynie Elizabeth; Hemphill, Katie; Brescia, Michael (The University of Arizona., 2019)
      Tracks for the Southern Pacific railroad through Tucson were completed in 1880, and solidified segregation housing patterns and the political and economic dispossession of Tucson’s minority communities. This thesis argues that growing numbers of Anglo settlers of Tucson used the placement of the railroad tracks as a form of urban planning to separate themselves from Tucson’s barrio. While the barrio tended to be predominantly Mexican in demographic composition, this thesis also calls for a deeper look into barrio life. It examines the ways in which exclusionary urban planning brought on by the Southern Pacific Railroad tracks effected Native, black, and Chinese Tucsonans. Vignettes of both prominent and understudied Tucsonans are interwoven with details about community development and railroad construction to draw connections between people’s lived experience and the movements of local, state, federal, and colonial governments. Ultimately, the placement of the railroad tracks would act as the ceiling for Mexican Tucson’s development and would legitimize continued dispossession of Tucson’s minority communities.
    • X-ray scattering effects in powdered crystal analysis

      Picard, Robert G. (The University of Arizona., 1936)
    • An X-ray study of silver iodide

      Nichols, Monte C., 1938- (The University of Arizona., 1962)